Operating systems and networking Coursework Example | Topics and Well Written Essays - 1500 words

Operating systems and networking - Coursework Example They develop puzzles, racing games, quizzes, social games, action games, and sports games; with some of them designed to support remote multiplayer functionality. Some games are free to play, while others are only accessible after paying a small fee. The games also incorporate other features and services such as advertisements, promotions, and competitions to woo more and more clients. The marketing department is based in London. Here, they conduct market research and monitor customer responses and other behaviour in response to the company products. There are for data centres for online games strategically distributed across the country: in Sunderland, Norwich, Birmingham, and Southampton. The company faces strong competition from other established games companies across the United Kingdom including, Attention to detail, Bullfrog, glass ghost, DMA Designs and many others. Requirements Analysis Classic Studios Limited requires a network that will ensure continuous and reliable qualit y of service that will support real-time data transmission of the games and interactive applications. This calls for a network with high speed, high bandwidth, and a strong security policy. The following components will be required to achieve this network: a) Hardware requirements This will include the networking devices and the terminals for the company personnel. They include: Computers – they will form the majority of the nodes. They will provide terminals to carry out business functions and to configure networking equipment Workstations – they are more powerful than ordinary computers. They will be used mainly by the development team and also at the data centres Servers – they will store data and other resources and will make them available and accessible to the right people whenever they are required Printers – for printing technical documents and business reports VoIP phones – company workers will use them to make calls to each other over the internet Routers – they will connect the company’s network to the internet and the outside world Switches – they will be used inside the local area networks to provide redundant and secure paths for data packets within the network b) Software requirements Network software (e.g. Cisco IOS) – for programing the network equipment Operating system – will run on the computers, servers, and workstations c) Connections requirements Copper cables (UTP) – for linking up all the equipment in the local area networks Fibre optic cables – will be used to connect the different local area networks together Network Architecture and Design The headquarters, marketing offices, and data centres will each form a local area network. Transmission of data will use the TCP/IP standards.Logically the network will support multiple accesses within each of the LANs and point to point links between the LANs gateways. Multiple access means the several nodes with communicate with using the same shared media. A media access control such as CSMA/CA will have to be used to prevent collisions and overheads. Physically, the network will make economic utilisation of IPv4 addresses through the use of classless subnetting techniques (Metcalfe & Boggs, 2000). Below is the design diagram of the proposed network. Network Components Network connections Copper UTP cables will be used within the headquarters, m

What is a Sports Fan Essay Example | Topics and Well Written Essays - 500 words

What is a Sports Fan - Essay Example   One of the fundamental levels of being a sports fan is having a dedication to a sports team. In these regards, people have a number of reasons for choosing one franchise over another. In collegiate sports, many people follow the teams of the universities that they are personally affiliated. For professional athletic franchises, traditionally fans follow the sports team with which they are geographically closest. It seems these fans believe that the sports team represents their city or state, and in rooting for them they are rooting for their own region. Of course, these tendencies are oftentimes not followed for a number of reasons. Many times individuals will follow teams from entirely different geographic regions for the sole reason that they are winning. This leads many individuals to claim they are front-runners and not true fans. It follows that most sports fans are described as such because of their dedication to a specific team. Another important element that makes one a sports fan is their dedication to the sport they are a fan. In these regards, people have many reasons they are passionate about sports. As discussed above, many individuals are passionate about sports out of a dedication to their home town or college team. There exists a number type of sports fan that is interested in sports out of hobby interest. In recent years, fantasy leagues have become increasingly popular. These are leagues wherein people join and draft a team of players. If a player on the individuals' team has a high statistical showing, then the individual scores point for their fantasy team. People then avidly follow sports to keep track of their team.  

Link between Transition and Vulnerable Groups in Albania

Link between Transition and Vulnerable Groups in Albania â€Å"The link between transition and vulnerable groups in Albania† Viola Sadushaj Supervisor: Edith FAVOREU Research topic: â€Å"The link between transition and vulnerable groups in Albania† Problem statement:  Ã¢â‚¬ËœVulnerable groups’ Albania shares with the rest of Europe a cultural and historical heritage with roots in the Greek, Roman, and Ottoman civilizations and the Greek Orthodox, Roman Catholic, and Muslim religions. The country’s level of economic development and its physical and social infrastructure are like those of the poorest and least-developed areas in Africa and Latin America. The Albanian population has always been vulnerable to the problems of poverty and isolation from the outside world  [1]. Neither the Government nor the kinship networks have had the capacity to compensate for the social upheavals brought about by the fall of Communism. Since that time, new vulnerable groups have arisen as a direct result of the fragmentation of the social structure. The transition in Albania is characterized by volatile and dramatic disruptions. The country is searching for a way out of its economic and social difficulties without a clear sense of direction, and with little social cohesion to sustain whatever policy the Government may choose. Transition is characterized by disorienting, chaotic events, a loss of traditional social norms and organizational arrangements, a lack of credibility on the part of new political leadership, and the appearance of intermediate institutions operating as enclaves and detached from the dynamics in the society. The events of 1991, threw the country into a state of chaos that has been unpredictable in terms of both duration and outcome, making it very difficult to achieve social progress in a cost-effective, equitable, and compassionate way  [2]. Albania is experiencing the emergence of social needs that cannot be addressed simply in terms of poverty reduction. Poverty reduction strategies generally assume that when an economy begins to improve within a scenario of greater political stability and foreign investment, many of the poor and unemployed will be mainstreamed into productive occupations  [3]. The transition in Albania has identified two main conditions of vulnerability (a) social exclusion, which marginalizes people via the mechanism of rejection from mainstream society, and (b) gender abuse, which marginalizes women via the threat or use of violence. Such conditions have created at least seven highly vulnerable groups in Albania: Youth at risk of abandoning school: Dropping out of school exposes increasing numbers of youth to the risk of social exclusion, street begging in Italy and Greece, and, in the case of girls, gender abuse. It is also an important factor in the resurgence of illiteracy, lack of economic opportunity, and general cultural diminishment. Institutionalized and abandoned children: This group includes orphans, children abandoned by their families, and those with physical handicaps. Such children were strongly penalized under the Communist regime and their condition has not improved. Today their numbers are increasing and they are even more marginalized due to the disruptions and consequent breakdown of family relationships, which are their only guarantee of survival. Young men at risk of criminal behavior: Young men who have finished school are at risk of becoming socially excluded and eventually recruited by the criminal economy. The incidence of this phenomenon is correlated with the income level and employment opportunities in the various areas. Young men at risk of drug addiction: This group is recent origin, present mainly in Tirana and other urban centers, but also rapidly expanding in smaller cities. Albania is becoming one of the major drug crossroads in Europe, with cannabis widely cultivated in the south and heroin coming in from Turkey. Abandoned elderly: Traditional Albanian values require the family to care for the elderly. Nevertheless, massive migration and the breakdown of extended families is resulting in their neglect. Social institutions to care for the elderly are inadequate and unprepared to meet demands for assistance by the increasing numbers who do not have children or are not supported by children who have emigrated. Women at risk of gender abuse: The fall of Communist regime has worsened the condition of women. Young women are initiated into prostitution almost exclusively by close friends or boyfriends, many of them linked to organized crime. There is also a resurgence of the pre-Communist betrothal tradition; which exposes young women to the risk of violence both within and outside the family. As a result of this lack of security, parents are keeping girls out of school. The vulnerable groups have varying features depending on where they are located. All seven groups are found in large numbers in the cities and rural communities of the middle and coastal regions, where uncontrolled migration flows are accelerating the breakdown of the traditional family structure in the context in which no mechanism are in place to support the emergence of strong nuclear families. The lack of economic opportunities for men and women in these areas, combined with the surge of criminal organizations are illegal residences, are producing increasing numbers of abandoned elderly, women, and children and are putting an entire young generation at risk of drug use and criminal activities that victimize others. Problems caused by transition: Loss of state employment, Insecurity due to crime and gang activity, Family disaggregation. Priority needs of people: Improve employment opportunities, Credit for small business, Improve infrastructure: water supply, power, transportation lines, telephone and communication systems etc. Improve social services, Greater security, Education and health services, Reduce the corruption. In this phase of transition, Albania’s representative institutions are formally in place but operationally inadequate, while social intermediary organizations such as citizens associations are few and limited in scope. Large areas of the country, particularly in the north and east, are still organized according to extended family and clan relationships that control local administrations and have little interface with central government institutions. The emergence of the new vulnerable groups in society is at odds with the prevailing kinship ties, and their interests are scarcely represented in Albanias weak body politic. The countrys political institutions are further weakened by the continuing polarization between the Geghs (speakers of the northern dialect) and the Tosks (speakers of the southern dialect) in national politics and the central administration. In addition, the countrys labor unions, a driving force for social protection in Albania (as in all European countries), have collapsed as a result of closure of state industries, leaving industry and agriculture largely to microenterprises and family units. National cohesion also suffers from a fragmented press and the limited coverage of national issues. Religion does not have a significant official political impact in the country, although Moslem and Christian leaders express views on social issues such as abortion and education. As a result of all these factors, decisions relevant to large numbers of people are usually made through consultations and negotiations within informal networks. At the central level the institution that presently endeavors to address the needs of vulnerable groups is the Ministry of Labor, Social Affairs, and Women (MOLSAW). The Ministry operates through its Policy Department and two autonomous subdivisions: the National Employment Services (NES) and the General Administration of Social Services (GASS). Most of MOLSAWs budget comes from the Finance Ministry, although efforts are being made to attract foreign donors and to set up special funds supplied by external aid. MOLSAW is now practicality the only source of financing for social programs, although the law enables rural communes and urban municipalities to levy taxes. In 1996, the NE share of GDP decreased slightly from 1995, with an almost certain decrease in household allocations, and a negative but unquantifiable effect on particularly vulnerable household members. In 1996, households receiving cash benefits were estimated to be approximately 20 percent of all households 35 percent according to World Bank estimates. Large numbers of poor are not eligible for the NE program, including those who moved to urban areas after December 1995- an exclusionary measure designed to slow migration to urban areas. Moreover, many who are eligible cannot get benefits due to the lack of records. The Government provides limited social services through welfare institutions such as orphanages and homes for elderly, with very few social workers monitoring situations of poverty and social exclusion of individuals or groups. At present, there are only 22 Government welfare facilities in the entire country, operated by GASS and located in several communes. They include 5 residences for homeless and abandoned elderly, housing a total of 300 persons (30 applicants are on a waiting list and there are 7,500 pending request for admission); and 7 centers for the handicapped (1 each in Tirana, Berat, Korca, Lezha, and Durres, and 2 in Shkodra). Facilities and attendant services are grossly inadequate. The Government estimates that there are 27,000 handicapped individuals in the country, 6,000 of whom need specific, long-term treatment, which is unavailable. None of the 12 regional GASS offices has a physician on staff. The role of NGOs The traditional extended family and clan-based structure of Albania, together with the half century of Communism, have produced a society in which civic associations, including those active in the care of vulnerable groups and dedicated to social development, are still scarce  [4]. Nevertheless, the number of indigenous NGOs has been increasing over the past years, and many foreign NGOs are also active. These organizations provide a range of social services but act quite independently from one another, and often with little interface with government. Legislation concerning NGOs has been under consideration for some time, including a bill that would license NGOs working with vulnerable groups, as well as establish a mechanism to transfer resources from MOSLAW to those NGOs. The system would presumably consist of a grant fund useable for NGO projects or NGO-run activities; the NGOs would be selected to run certain projects on the basis of tenders. MOSLAW would have the responsibility to inspect and monitor NGO activities funded through that mechanism. The Albanian NGO Forum, the main umbrella organization, includes more than 200 indigenous NGOs, of which roughly 90 appear to carry out some activity, while the others seem to exist in name only; the numbers are inexact due to the lack of registration standards. Most of the organizations are minuscule (one to three persons) and have little in the way of a track record or a well-defined mission. According to the Forum, no more than ten are able to carry out social service programs, and most of these are linked with foreign NGOs or NGO networks, or are supported by international organizations. There are no mass-based, grassroots NGOs. The Forum is oriented toward national development and civil progress issues. Of its 90 operative members, 18 are dedicated to womens issues, and 4 of these are said to be influential in promoting networking among women to place gender issues on the national agenda. Others are involved in providing microcredit and skills training, thereby acting as informa tion bridges to open up new economic and social perspective to their beneficiaries. Many of these are rural women, who are encouraged by such programs to start their own businesses. A number of international NGOs are also active in Albania, the largest network of which is run by the Catholic Church. This network consists of worship, education, health, and social service centers staffed by a total of about 100 religious and lay personnel. The activities are carried out mainly in Tirana and major centers in the traditionally Catholic northern regions. Several Islamic NGOs also run childcare, education, and health programs. Some lay NGOs are active in issues concerning women, children, and babies; and one, the Soros Foundation, is becoming involved in the Albanian Development Funds urban microcredit program. While the international NGOs are making valuable contributions to human welfare, however their presence in the country remains suboptimal, which prevents them from undertaking programs that could have a system-wide impact. Research Questions: Is the transition process inclusive or exclusive regarding vulnerable groups? Does the transition process contribute to specific changes for the vulnerable groups? What should do the state of Albania to address a better response to these vulnerable groups in this process of transition? Bibliography: Books: -Alexandra Barahona De Brito, Carmen Gonzalez Enriquez, Paloma Aguilar, â€Å"The Politics of Memory and Democratization: Transitional Justice in Democratizing Societies: Transitional Justice in Democratizing Societies†, OUP Oxford, 2001. -Attila Agh, â€Å"Emerging Democracies in East Central Europe and the Balkans†, Edward Elgar Publishing, Inc., 1998. -Clarissa De Waal, â€Å"Albania today: a portrait of post-communist turbulence†, I.B.Tauris, 2007. -Elez Biberaj, â€Å"Albania: a socialist moverick†, Westview Press, 1990. -Fatos Tarifa, â€Å"To Albania with love†, The Rowman Littlefield Publishing Group Incorporated, 2007. -Fatos Tarifa, Max Spoor, â€Å"The first decade and after: Albanian’s democratic transition and consolidation in the context of Southeast Europe†, CESTRAD, Institute of Social Studies, 2000. -Hans-Peter Jost, Christina Kleineidam, Fatos Lubonja, â€Å"Albania in transition 1991†, Benteli, 2011. -James Pettifer Miranda Vickers, â€Å"The Albanian Question, Reshaping the Balkans†, I.B.Tauris, 2007. -Krassimira Daskalova, Caroline Hornstein TomiĆ¡, Karl Kaser, Filip Radunovic, â€Å"Gendering Post-socialist Transition: Studies of Changing Gender Perspectives†, LIT Verlag Mà ¼nster, 2012. -Lavinia Stan, â€Å"Transitional Justice in Eastern Europe and Former Soviet Union : Reckoning with the communist past†, The Routledge, 2009. -Lavinia Stan, â€Å"Transitional Justice in Post-Communist, Romania, The Politics of Memory†, Cambridge University Press, 2012. -Matteo Fochessati, Rubens Shima, Sandra Solimano, â€Å"Arte in Albania prima e dopo il 1990 : cosi vicina, cosi lontana†, Silvana, 2009. -Misha Glenny, â€Å"The Balkans, Nationalism, War and the Great Powers, 1804-2011†, Penguin books, 2012. -Neil J.Kritz, â€Å"Transitional Justice: How emerging democracies reckon with Former Regimes†, US Institute of Peace Press, 1995. -Olivera Simic, Zala Volcic, â€Å"Transitional Justice and Civil Society in the Balkans†, Springer, 2012. -Owen Pearson, â€Å"Albania in the twentieth century: a history, volume III: Albania as dictatorship and democracy: From isolation to the Kosovo War†, The Center for Albanian Studies in association with I.B.Touris, 2006. -Peter Lucas, foreword by Fatos Tarifa, â€Å"The OSS in World War II Albania: Covert operations and Collaborations with Communist Partisans†, McFarland Company, Incorporated Publishers, 2007. [1] Clarissa De Waal, â€Å"Albania today: a portrait of post-communist turbulence†, I.B.Tauris, 2007, pg.5. [2] Clarissa De Waal, â€Å"Albania today: a portrait of post-communist turbulence†, I.B.Tauris, 2007, pg.6. [3] Clarissa De Waal, â€Å"Albania today: a portrait of post-communist turbulence†, I.B.Tauris, 2007, pg.8. [4] Albanian NGOs are most active in sectors such as health, education, culture, youth, women, and the environment.

The Factors Leading to Harry’s Demise in O’Connor’s The River :: O’Connor The RiverÂÂ

The Factors Leading to Harry’s Demise in O’Connor’s The River  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In O’Connor’s story The River a young boy takes his own life in order to travel to the Kingdom of Christ. The boy lacks structure in his life, is neglected, and is bored. He lives with his parents in an apartment in a "city that rose like a cluster of warts on the side of the mountain". (P.35) There is not one particular incident that leads him to "baptise himself" (p.45), but a conglomeration of many. From his apartment and his parents, to his treatment as an adult, the only place in which he can find sanctuary is in the River of Christ’s blood. His new faith paired with his longing for acceptance is what will ultimately led to Harry Ashfield’s demise. Descriptions of the apartment throughout the story introduce the reader to the world in which this young boy lived in. In the beginning of the story the reader is told of how the apartment’s air is stale with the smell of smoke. It is so bad that Mrs. Connin tells Harry that she will not be able to visit him in the apartment if she has to "smell those dead cigarette butts long". (p. 24) Yet another "flaw" Mrs. Connin addressed in the apartment is the picture on the wall. It is full of "black lines crossing into broken planes of violent color". (p. 24) The abstract picture in the apartment is symbolic of the life that Harry lead. He lives in a chaotic world without much guidance or many rules. Harry’s life up to the point of meeting Mrs. Connin lacks structure. The very fact that the family lives in an apartment rather than a house represents a lack of permanence. There is no commitment when living in an apartment. There is no mortgage to pay or yard to tend to. Because Harry had lived in this world of concrete for probably all of his life he has never really experienced nature. Nature represents permanence in a world that is anything but. When he was walking with Mrs. Connin down to the river, he walks through the paths as if he’s "never been in the woods before". (p.32) Nature is preferable to an urban setting and a character that is not one with nature can be seen as lacking. This lacking is visible in Harry throughout the story. The Factors Leading to Harry’s Demise in O’Connor’s The River :: O’Connor The River   The Factors Leading to Harry’s Demise in O’Connor’s The River  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In O’Connor’s story The River a young boy takes his own life in order to travel to the Kingdom of Christ. The boy lacks structure in his life, is neglected, and is bored. He lives with his parents in an apartment in a "city that rose like a cluster of warts on the side of the mountain". (P.35) There is not one particular incident that leads him to "baptise himself" (p.45), but a conglomeration of many. From his apartment and his parents, to his treatment as an adult, the only place in which he can find sanctuary is in the River of Christ’s blood. His new faith paired with his longing for acceptance is what will ultimately led to Harry Ashfield’s demise. Descriptions of the apartment throughout the story introduce the reader to the world in which this young boy lived in. In the beginning of the story the reader is told of how the apartment’s air is stale with the smell of smoke. It is so bad that Mrs. Connin tells Harry that she will not be able to visit him in the apartment if she has to "smell those dead cigarette butts long". (p. 24) Yet another "flaw" Mrs. Connin addressed in the apartment is the picture on the wall. It is full of "black lines crossing into broken planes of violent color". (p. 24) The abstract picture in the apartment is symbolic of the life that Harry lead. He lives in a chaotic world without much guidance or many rules. Harry’s life up to the point of meeting Mrs. Connin lacks structure. The very fact that the family lives in an apartment rather than a house represents a lack of permanence. There is no commitment when living in an apartment. There is no mortgage to pay or yard to tend to. Because Harry had lived in this world of concrete for probably all of his life he has never really experienced nature. Nature represents permanence in a world that is anything but. When he was walking with Mrs. Connin down to the river, he walks through the paths as if he’s "never been in the woods before". (p.32) Nature is preferable to an urban setting and a character that is not one with nature can be seen as lacking. This lacking is visible in Harry throughout the story.

Language skill is essential tool in the job market Essay

Language skill is essential tool in the job market. Being able to speak a prefect english language is a skill that a person have over other graduates and being able to boost up the chances of getting the job. English language proficiency works as a determination of people’s opportunity to get a job. Hence it can be concluded that a persons ability and perseverance of a language plays an important and vital role in future employment. A person must have the ability to convey their ideas with a good english and to achieve it a daily practice of the language will give a better result. A better understanding of the language will secure a place for a better job. The characters in both articles teaches that we can improved the language skill if we try to our best. If we got enough self-motivation, it is possible brush up our language skills in our spare time. There are plenty ways to practice and improve the english language skill and one of it is through learning new words from dict ionary. Other than that, Amy tan in her article â€Å"Mother Tongue† celebrates the fact that she did not follow the expectations that people had of her because her maths are better than her english and of her struggle with writing and language. Its shows that self-determination contributes to the success. I agree with you that it is essential that we properly understand the role that English plays and will play in our daily life. For many jobs, communication skills in English are in increasing demand. English is becoming a basic requirement for a job. Importance of the English language in the workplace continues to be a top concern among employers. A person who are more competent, fluent and impressive in speaking in English than other graduates have better opportunities in the job market. Every employee faces interview before getting a job. If that person is not suitable for the respective job in terms of English language, the chances of getting the job will be low.Hence, a good english language skill is important to secure a better job. The characters of both articles also says that we can learn and improve English language if we have a self-motivation and improve our daily communication. We can started with a simple English and improve it day by day .

Example Persuasive Essay

Should Teachers Be Able to Bring Guns to School? Guns are powerful weaponry used mainly for protection. Misuse of this type of weapon is the cause of laws and regulations that are enforced today, for people can be greatly injured if not used for pragmatic reasons. Guns have literally been banned from many public places, such as schools, for this reason.Absolutely no one, aside from law-enforcement officials, are allowed to carry a gun on them in schools; however, teachers should be allowed to carry guns as well because they know their responsibilities and need the ability to protect their students, as well as themselves, in a case of emergency. In a time of crisis, such as an intruder or another person with a gun at school, teachers act as an aegis to their students, for most teachers treat their students as if they were their own children.Knowing their responsibility of protection, teachers know that it would be difficult to shield their students if an intruder were to infiltrate th eir classroom or place where they were assigned to teach or monitor students. However, by being able to bear a gun, they would not only be able to protect their students, but they could also stop the intruder from harming any other student or faculty member as well.This process of being able to allow teachers to carry guns would be inevitably difficult, for, in most places, as Brad Knickerbocker says, â€Å"District policy prohibits anyone except a law-enforcement officer from bringing a weapon onto campus† (1). However, as Knickerbocker also says, â€Å"Throughout the country, lawmakers are filing bills that would make it legal for adult school employees to carry firearms†¦Ã¢â‚¬  (1).Therefore, there is a chance that a bill will be passed and allow the great advantage of being able to possess a gun on school property for the responsible teachers wanting to provide a protected environment for their students, be able to protect themselves, and simply have a security mea sure for any emergency situation that may come up. Initially, students are the major components that make up a school, for, without them, educators would have nothing and no one to teach. Students should be able to come to school worry-free and comfortably, for they should not have the fear of a school not being safe at any time.Moreover, in order to be a preventative of students being afraid, there should be more security measures than there are currently in schools today. Indubitably, most schools have emergency drills and practices for protection; however, that is not always enough, for people in a school can still be harmed, or even worse, executed. For example, a student could walk into a school with a concealed weapon and easily start firing off into a crowd of students; therefore, law-enforcement officers alone may not be able to reach the situation fast enough.Furthermore, if each teacher were allowed to carry a gun, with proper training, they would be able to stop the stude nt from harming any more students than they could have before. Nevertheless, this does not mean only a gun such as a pistol, for even Taser guns could be used if the intruder or the threatening student didn’t need to be injured to the extent to where they are immediately deceased. Basically, students would be much more protected where they could roam the halls without apprehension if teachers were allowed to carry and use guns accordingly.Subsequently, teachers should not only be able to protect their students, but they should be able to protect themselves as well. Although there are risks where teachers could harm themselves by accidental usage of a gun, misplace a gun, or have their gun stolen, there still seems to be more pros than cons on the situation. As students are known to be the main components of a school, the educators are very important as well. Because of this, those educators need to be protected in case something abominable was to happen to them as well.Most t eachers would agree that if a situation came up where law-enforcement officers were needed, they would want to be equally equipped with protection, and, in this case, that protection would be a gun. Unfortunately, there are still teachers that would rather not have a gun, for, as Kenneth S. Trump, President of National School Safety and Security Services, said, â€Å"The vast majority of teachers want to be armed with textbooks and computers, not guns† (qtd. in â€Å"Arming Teachers† 1).However, those disagreeing teachers most likely wouldn’t believe that if an emergency came up to where their own lives were threatened. Typically, the majority of teachers would agree that a gun could be a great advantage in a case of emergency, whether or not there could be a few risks at stake. Finally, emergency situations can happen in the blink of an eye, and the phrase, â€Å"expect the unexpected,† should be applied as a preventative for anything harmful that could have been avoidable. Also, an emergency situation can get so out of hand that numerous law-enforcement officers would need to be present.An example of this would be the Columbine High School massacre, where a student brought a gun to school and fired off into a crowd of students, which injured 21 people and executed 15 people; however, this could have been avertible if teachers were allowed to have guns, for a teacher could then have had the ability to stop the student from causing any harm, aside a simple scare of the school’s students and faculty being wounded. Moreover, that massacre is merely an example of an event that could have been much worse, for, with violence becoming worse in today’s world, an execution of a whole school could even happen.This, at least, should be a reason for teachers to have guns so everyone would feel safe in the long run. In addition to this, the matter of teachers having guns shouldn’t be a complicated matter when emergencies co me up because it would be a great advantage for all teachers with training for the usage of guns to be able to have a quick way of response to any type of thing that may endanger human lives; therefore, avertible situations should be taken into consideration, and, if nothing else, arming the teachers with guns would be a great way to fulfill that thought.Mostly, some people could say that a process as complex as this would seem not worth fighting for; however, many teachers could agree otherwise, for they would rather be protected and take risks than to be like a sitting duck and not take even the slightest risk to support an advantage that could save other people’s lives, as well as their own. Trump says, â€Å"The arming of teachers and school staff goes is a significantly different issue that goes beyond simply the issue of an individual’s right in a number of states to be licensed to carry a concealed weapon† (qtd. n â€Å"Arming Teachers† 2). This is partially true, for it does inevitably go beyond the basic rights of individuals; however, that does not mean that it shouldn’t be taken into effect because complexity comes around. Basically, when push comes to shove, people shouldn’t back down due to the lack of simplicity of a certain matter, and, in this case, that matter would be allowing teachers to carry guns.Ultimately, risks are taken every day, and the risk of wounding a few students to a whole body of students seems to be a much better way out. That way, the teachers wanting to protect their students, as well as themselves, can act as a precaution, for most realistic teachers know that, if an emergency situation came up, it would surely be atrocious to go back and see that less harm could have been done after all.As Knickerbocker says, â€Å"The NRA and other gun advocates view allowing guns on school property as a safety measure† (2); therefore, overall, if an organization such as the National Rifle Association were to agree that teachers should have the advantage to step up in emergency situations in order to protect their students, as well as themselves, then it shouldn’t be such a crucial matter to allow guns to be carried by teachers after all.Works Cited â€Å"Arming Teachers and School Staff with Guns. † schoolsecurity. org. National School Safety and Security Services, 1996-2008. Web. 2 Oct. 2012. Kinckerbocker, Brad. â€Å"Should Teachers Be Able to Bring Guns to School? † seattletimes. nwsource. com. The Seattle Times Company, 2007. Web. 2 Oct. 2012.