How to use modern technology Essay Example | Topics and Well Written Essays - 750 words

How to use modern technology - Essay Example These young minds must therefore, be educated through events or activities on the benefits of modern technology. Consequently children equipped with knowledge on modern technology will provide a stable future for the country. Use of technology is central to the philosophy of developing a system equipped for the future and, to that end all children must have access to tools that form part of the fabric of their everyday lives. Technology is a tool, not a subject (Verma 78). Digital cameras have dramatically changed the way we take photographs. By suing cameras during the modern technology week fair children will be able to take photographs and later write projects and add pictures into them. In the process off this activity students get to know more about their community its surroundings and local people. In addition to this, they will also be gaining knowledge about modern technology as they handle the digital camera. In the event, a multicultural activity may be used to teach childr en about their community and also the use of modern technology. Multicultural education includes teaching children about their own culture and their ethnic heritage. It means exposing children to other diverse culture and helping them be comfortable with and respect all the ways in which people appear different to each other. This may be achieved by teaching the children how to relate to one another and how to play fairly. This encourages children to notice and think about fairness and challenges them to do something about the unfairness towards people they perceive in their world. Through activities like photography and use of other modern technological equipment children will get to intermingle with other people in society who come from different ethnic groups. This will help create a rapport as kids share the equipment and also put in efforts to attain set objectives of the modern technological event (Verma 78). Another activity in the modern technology fair includes the designin g of a community library. Emerging multi-ethnic populations in many communities and the increasingly urgently need for literacy and information technology skills call for a change in the design of library buildings(Verma 75).Libraries could become key communication centers, for mobile populations and their design will need to reflect the different levels and layers of entry or different temporal zones. Young people in this event get actively involved in the design of the service that would benefit hem in future. Through voicing their ideas by drawing or art or photography or in question and answer segment in the event, valuable information will be acquired of how to run a community library. Movies and short films may be aired in the event. During the event short films may be aired to be viewed by the children. Short films and movies offer the most visual and engaging learning tool for today’s children. This technology enhances the curriculum children are taught at school. On the spot, teachers can show video clips about almost any topic mainly those relating to the

Sir Richard Hawkins Essay Example for Free

Sir Richard Hawkins Essay Sir Richard Hawkins was an explorer, soldier and privateer. He followed in his father footsteps and became a well-respected mariner. He explored his whole live and never stopped looking for adventure out on the open see. We began with his live on land, then his maritime days and last end up at why he was such an important explorer and sea farer. Sir Richard Hawkins life began in Plymouth around 1562 to Katherine and John Hawkins. His dad was a famous Elizabethan explorer. Richard Hawkins never went to school. He grew up in the company of many mariners, including his father, William Hawkins, his uncle and Sir Walter Raleigh, learning about the sea and its trade. When he was 22 he went on his first voyages with his uncle, William, to Brazil. This was the start of Richards Hawkins expeditions and life on see. Richard Hawkins married Judith (Dame) Hele and had 6 children. The first, born in Deptford in 1592 was Judith, and then came Margret in 1603, John in1604, Richard, Johan 1607 and Mary. He bought the house and manor of Poole and Slapton located between Dartmouth and Start Point. This is where you spent the years of 1603 to 1605 writing a book called â€Å"Observations on His Voyage into the South Seas, AD 1593†. Richard at the age of 58 he continued his need for adventure by leading and expedition to the Mediterranean against the Barbary or North African pirates. Richard died on April 17, 1622 at the age of 60 in Slapton England. Richard Hawkins had many adventures at sea and continued to for as long as he lived. While on his trip to Brazil with his uncle, he captained one ship and was second command of another. They arrived back in Plymouth in November of 1582 with a bounty of around 8000.000 crowns. His next captaining job was of the Duck which carried of 240 guns of Spain’s and forced Spain to concentrate on strengthening their colonies defense. 2 years later he was captain his own ship called the Swallow, which he led against the Spanish Armada along with lending two more of his own ships. This was a battle lead by the Spanish against the British because of the protestant rule of Elizabeth I and piracies by British ships against the Spanish trade. It is said that Richard’s ship was the most damage. In 1590 Richard sailed with his father, who commanded a fleet of 6 ships to sail along the Spanish coast plundering goods. In 1593 he obtained a ship from his father, first named Repentance by his mother but changed to Dainty by the Queen. He departed Plymouth, crossed the Atlantic and raided Valparaiso, but was captured by several ships, 1300 Spaniard against his 75 men. He surrendered after the third day after being wounded on the condition his men be set free. He was imprisoned in Peru for 3 years and then in Madrid, where he attempted to escaped but was caught. He was ransomed for  £3,000 in 1602 which his step mother begrudgingly paid. When he return home he was knighted by King James the I, became mayor of Plymouth and its MP in the parliament. Sir Richard Hawkins was a very important man, a solider, navigator, shipbuilder, commander, father, son and employee. He is best known for his voyage to South Africa. Richard Hawkins also discovers the Falkland Islands which he mapped and named Hawkins Maidenland. Hawkins wrote the memories of his first sea trip under the title â€Å"Voiage into the South Sea†, which became the most famous Elizabethan adventure, re-published by the Hakluyt Society and reworked in Charles Kingsleys Westward Ho! He also used three of his own ships in the Armada in which he fought and risked his life and property to help the British won. He also was in England’s politics as a parliament member. He bombarded the Spanish fleets by stealing gold and treasures, enabling England to compete with Spain and supporting his country. Also, when he was captured by Spain he sacrificed himself for his crew. Without Richard sacrifice his crew could have been killed. From the beginning with Richards’s father also being an important mariner, it makes sense that Richard should become a mariner that surpasses his father. From the start of his first time to sea at 22 he never stopped seeking exploration and adventure. Without his contributes to exploration, parliament, the Armada, his novels, and his sacrifices to his men, country and family, the world would not be the same.

Long Term Effects of Concussions in Sports

Long Term Effects of Concussions in Sports Concussions in Sports and The complications Concussions may have on a Person Abstract This paper is going to discuss concussions in sports and the complications this may have on a person in later portions of life. Concussions can happen at any time or in anyway. Someone can be playing on the swings and falls off the swings and can receive a concussion if they hit their head or be playing a sport and get hit in the head by a ball or player. Concussions can be worse if it happens repeatedly. We will discuss the complications on what can happen if you receive many concussions while playing sports. We all know playing sports can have its issues either by receiving a serious career ending injury or an injury that can have a lasting effect on a life after sports. But did you know there is a serious injury in sports that can have a big impact on life after sports, the injury I am talking about is Concussions. All Concussions can happen in different types of ways such as getting tackled too many times or getting hit in the head after a tackle. Getting hit in the head in any sport can be painful and can have serious issues. So why is concussions a very big deal, well lets look at it in a simple way. Youre playing a sport, lets say football and youre the quarterback and youre playing a game, you get tackled and you get hit in the head. Your head hits the ground. At first you may or may not feel anything, or may not have any symptoms but what happens when you hit your head is that the brain gets knocked around inside the skull like a balloon filled with water being tossed around. When the brain gets knocked around, serious damage can happen to the brain matter or brain tissues. So you may be asking what a concussion is. Well the definition of a concussion is basically when your brain gets tossed around in the skull and suffers damage to the tissues on the brain. How can you get a concussion, you can get a concussion by a direct blow to the head, neck, face or elsewhere on the body with a force thats being transmitted to the head. The results can be rapid onset of short impairment of the brain or impairment, and can largely have a functional disturbance thats greater than structural injury. So what happens to the brain during a concussion? Well first the adult brain is a 3 pound organ that floats inside the skull and is surrounded by cerebral spinal fluid which usually acts as a shock absorber almost like a shock absorber in a car. When the brain is moved rapidly inside the skull, the brain bounces off the skull which causes a concussion which has technically hap pened. Research from McGill University in Montreal found out tha So to relate this to the statement before this example, I have a friend who received trauma to the head and instead of being taken out of the match that he was participating in to see if he had a concussion he decided to get back into the match. He decided not get treatment until he started feeling the symptoms. This is a prime example of what not do to treat a possible concussion. It is best if you get early recognition of a concussion. But unfortunately this is easier said than done. Unlike muscles or bone injuries, when your brain gets a bump or bruise, you won’t feel any pain. And unlike illnesses a concussion may present parents or coaches with a situation they are not prepared to handle. So you won’t be able to recognize the magnitude of a concussion. . Age factors have a distinct role in concussion management because when it comes to dealing with sports concussions, a lot of research demonstrates that high school athletes take longer to recover from a concussion then when compared to a collegiate or professional athlete. But high school athletes also may experience greater or severe symptoms and more neurological disturbances. The research also estimates that 53% of high school athletes have sustained some type of concussion before high school. And 36% of collegiate athletes have a history of multiple concussions. The frontal lobes of a human brain continues to be developing until the age of 25 years old. So it is vital to manage and monitor concussions from an early age to make sure no severe outcomes happen. Some risk factors that are obtained from a sport related concussion, have been researched and suggests that a person who has had a prior history of concussions are 1-2 times more susceptible to receive a second concussion, a third concussion is 2-4 times more likely to happen from the previous concussion. If that person has received three previous concussions in their life then they are 3-9 times more likely to get a fourth concussion and even a fifth concussion may follow. Certain studies show that females are more likely to get severe concussions than males. Females tend to have more symptoms than men and require more overall time to recover. The reason for these differences are because there are various differences in the brain functions. Also if you have a history of developmental disorders, Mental disorders or psychiatric disorders and have had a history of headaches, migraines these can play a part in a concussions. There are long term consequences of having a concussion. Some of the long term effects of concussions are having development of mild cognitive impairments (MCI’s), chronic traumatic encephalopathy (CTE) and other types of outcomes including having post-concussion syndrome (PCS). Post-concussion syndrome is a complex disorder that has a variable combination of concussion symptoms, which are like having headaches and dizziness. These can last for weeks and sometimes even months after the injury has occurred. People who have PCS usually have symptoms that occur within the first 7 to 10 days and usually go away within 3 months, but can also last for a year or more. Some facts: CDC estimates 1.6 to 3.8 million concussions happen each year. 5-10% of all athletes will have some type of severe concussion in any sport season during their sports career. Fewer than 10% of sport concussions involve a loss of consciousness Football is the biggest sport with concussions, with males being at risk (75%) Soccer is also the most common sport with concussions in females (50%) 78% of concussions have occurred during the game(s). Headaches (85%) and dizziness (70-80%) are more commonly reported symptoms than other types of symptoms of concussions. Estimates of 47% of all athletes have not reported feeling any symptoms after a concussive blow. Pro football players will receive an estimated 900 to 1500 blows to the head during the season which result in at least one concussion. The impact speed of a professional boxers punch is around 20 mph which could seriously do damage to the brain. The impact speed of a football player tackling a stationary player is around 25 mph, which can not only cause damage to the brain but also to the body if hit incorrectly. The impact speed of a soccer ball being headed by a player is around 70 mph. So let’s go into each sport to see what the findings on concussions are. The first sport is American football, football is associated with the highest number of traumatic brain injuries in males and has the highest participants than any other sport. Because of the difficulties of determining brain injuries or examining concussions, it is better to compare the injury trends over a long period of time. Catastrophic brain injury has been defined as a head injury that has been caused by direct contact during a competition or sport related activity, these can be fatal, nonfatal permanent or serious nonpermanent injury. The next sport is baseball/softball, players or participants that play in this sport as of 2008 were 10,916,754 high school men and 23,517 high school women, additionally 616,947 men competed at college level. Early reports of concussions were hard to diagnose or were under diagnosed by the trainers, coaches and medical professionals. Concussions usually happen if the baseball or softball is hit with a bat and hits a player in the head or if a player is trying to dive, running or sliding to either catch the ball or slide into a base and sometimes while performing these activities they may hit their head on the ground against a player or even sometimes against a wall. A third sport is basketball now I really haven’t heard of many concussions happening in this sport I have heard of a couple incidents where this actually has happened. Participation of basketball participants are approximately 13.8 million in high school along with 11 million in high school and additionally 375,000 men and 328,000 women competed in college basketball. The way to receive a concussion in this sport is relatively awkward in the way it happens. I have heard that when players jump to the net and fall sometimes they may slip and hit their head on the court or even sometimes when they are running across the court they may not be able to fully stop and run into or jump into the crowd and may hit their head. Now concussions in this sport is relatively rare. Another sport is cheerleading, the participation in this sport is mostly made of females and is estimated 3.5 million cheerleading participants. Cheerleading is regarded as a sport that usually has concussions and is associated with risk catastrophic head and spine injury. The routines that the cheerleaders do are risky and can cause severe injury. Gymnastic routines are what causes most of these types of injuries such routines are tumbling runs, human pyramids, lifts, catches, and tosses. Gymnastics is also within the group of cheerleading and has a participation field of more than 100,000 men and 640,000 women who compete in high school and an additional 15,000 and 40,000 women compete in college. Ice/field hockey also have a high rate of concussions due to pucks hitting a player or being by a player in the boards or on the field, the participation of players are approximately 723,000 men and 752,500 women competed in high school and an additional 27,800 men and 2,800 women play ice hockey each year. And around 2008 approximately 3000 men and 1.43 million women competed in high school field hockey with an additional 145,000 women competed in college. Soccer is another sport where concussions are most likely to happen. Participation of this sport is around 7.2 million men and 5.2 million women played in high school and an additional 430,000 men and 322,000 women competed in college. The way you can get a concussion in this sport is actually in many ways either by heading the ball with you head getting hit in the head by another players head or even getting hit in the head by a goal keeper when the keeper is trying to save the ball. I personally have had a concussion in this sport too. But mine was by my own goal keeper. I was blocking an opposing player and my keeper had the ball when he kicked the ball, the ball actually came at me instead of lifting into the air like it was supposed to, the ball hit me directly in the face. I of course went down and blanked out, I was immediately taken out of the game and when my team arrived to the school my parents were not notified of what happened by the coach but by another parent who happe ned to be attending the game, I was taken to the doctors the next day when I was told I had a concussion I was told not to participate for a week or so till I recouped. So in conclusion sports related concussions can be dangerous if not reported and treated. Brain injuries can cause after effects to a person even up to a year. References Buzzini SRR, G. K. (2006). Sport-related concussion in the young athlete. Curr Opin Pediatrics, 18:376-382. Covassin, T. P. (Year). Sport- Related Concussion and Factors that Affect Outcomes. Retrieved from Glata.org: http://www.glata.org/documents/filelibrary/glata_2013_presentations/Glata_2013_C45213223130B.pdf Daneshvar, D. H. (2012). The Epidemiology of Sport-Related Concussion. National Institute of Health. Department of Health and Human Services (US), C. f. (2001-2005 MMWR 2007). Non-fatal sports- and recreation-related traumatic brain injuries treated in emergency departments. 56:733-737. Field M, C. M. (2003). Does age play a role in recovery from sports-related concussion? A comparison of high school and collegiate athletes. J Pediatrics, 142:224-227. Guskiewicz KM, W. N. (2000). Epidemiology of concussion in collegiate and high school football players. Am J Sports Med, 28:643-650. Langlois JA, R.-B. W. (2006). The epidemiology and impact of traumatic brain injury: a brief overview. 21:375-378. Mayers, L. B. (spring 2013). Outcomes of Sport-Related Concussion Among College Athletes. Retrieved from neuro psychiatry online (J Neuropsychiatry Clin Neurosci): http://neuro.psychiatryonline.org/data/Journals/NP/926971/115.pdf Pearl, R. M. (2014, 4 17). A Doctors Take on Sports-Related Concussions. Retrieved from Forbes: http://www.forbes.com/sites/robertpearl/2014/04/17/a-doctors-take-on-sports-related-concussions/ Powell JW, B.-F. K. (1999). Traumatic brain injury in high school athletes. JAMA, 282:958-963. Sports Concussion Institute. (n.d.). Retrieved from Concussion treatment: http://www.concussiontreatment.com/concussionfacts.html Staff, M. C. (2011, Sept 29). Post-concussion syndrome. Retrieved from Mayo Clinic: http://www.mayoclinic.org/diseases-conditions/post-concussion-syndrome/basics/definition/con-20032705

A Missed Opportunity :: Personal Narrative Writing

A Missed Opportunity Every time we had visited Williamsburg, my mother had always wanted to see the famous Fife and Drum Corps. Dressed in full costume of red coats and tri-corner hats, these re-enactors parade down the Duke of Gloucester Street playing their instruments in a â€Å"call to arms† of the town’s militia. These men have always been one of the main attractions of Williamsburg and one of the symbols of the colonial area. They perform only once or twice a week and by either bad luck or fate, my mother has never actually seen them march. The single time that she did wait for their performance to start, it was cancelled due to bad weather. It was the second day of our family’s annual three-day trip to Colonial Williamsburg. We had spent the majority of the day strolling about the colonial area, and tensions were getting high. My brother, as the middle child, always picked the most inopportune times to annoy my sister, the youngest. After several near fights, my parents thought that a little separation was in order, at least until dinner. My mother suggested that we go see a program entitled â€Å"Dance: Our Dearest Diversion†. Of course, she knew that neither one of us would care to go see the show, being as uninterested in colonial dancing as a cat is of swimming. Per tradition, my brother and I had earlier in the day bought colonial styled games. He had chosen a handsome set of Fox and Geese, while I had decided on the more exotic and unknown Mancala. All the game consisted of was a flat board with fourteen pits on it, two of the pits being slightly larger than the rest. The bigger pits were at the ends of the board, and the other twelve were in two rows between them. Those pits had four stones (or flattened marbles) in them, and the object of the game was to capture the most stones. According to the little pamphlet that came with the game, Mancala required more mathematical reasoning than sheer luck. We had sat under the shade of one of the numerous trees that lined the main street of the colonial section, to try out my newly bought game and to rest my tired feet. The cool breeze soothed my scorched my neck as I contemplated my next move.

Introduction to Routing and Switching Essay

1. Introduction – Computer Network A computer network is a setup which comprises of multiple computers and devices to create connection in order to support the communication of all such devices. This facilitates sharing of information and resources to all the users present in the network. The following are the main purposes that the network provides to its users:  · Communication- networks allow free flow of communication among all the users. These include chat, messages, emails, conferences, etc.  · Sharing of Resources – Resources can be shared among all the users within a network. These include: o Hardware – The different computers in a network can also make use of a single hardware attached to the network. Consider the example of a shared printer attached to multiple devices in the network like in case of a university or office environment. o Software- Network also allows users to share software application programs through their computers o Files and other data – Files and data can be shared among systems in a network environment through authorized access. This helps members to work and submit tasks on the same domain and within deadlines, thus saving from hassles. 2. The Open Systems Interconnection OSI Model The hardware components of the network operate at the layers of the OSI model which are briefly discussed below: Physical layer This is concerned with the functions that carry a stream of bits over a physical medium at the mechanical and electrical level. Hubs and Repeaters operate at the physical layer of the OSI model. Data link Layer This layer categorizes data from network layer (upper layer) into frames and handles errors of the physical layer to provide to the network layer. The Bridges operate at the Data link layer of the OSI Model. Network Layer The delivery of the packet is the responsibility of the network layer which can include multiple links. Network layer can be used in cases of multiple networks where there are some links between the networks. Routers operate at the Network layer of the OSI model. Transport Layer The transport layer is also responsible for delivery of packets but it also recognizes relationship between messages. This is done in proper order and the layer also ensures control of error and flow at the source as well as the destination. Session Layer This layer controls dialog and synchronizes interaction within the network. Presentation Layer This layer is also one of the most important layers as it is looks into the syntax and semantics of the data being transferred within the network. Application Layer This layer involves interfaces and other supporting frames for the user to access the network. 3. Hardware Components within a Network The following re the basic hardware components within a network to interconnect devices (Sosinsky 33): 3.1 Network Interface Cards (NICs) These are the components used to connect to another networking medium. The NIC has a unique identification number known as Media Access Control address (MAC address) that is provided by the manufacturer. 3.2 Repeaters Repeater is a device used to transmit signals after cleaning them by regenerating the original bit pattern. 3.3 Hubs Hub connects multiple devices in the network so that they appear as a single device, therefore, it has multiple ports. 3.4 Bridges These are also hardware components that connect multiple segments of the network. 4. Network Hardware Components – Routers and Switches Routers and switches are important components of the computer network that support the above mentioned purpose of a network. These are discussed in details as under: 4.1 Routers Router is a software or device that helps in transmitting data between users in a predefined manner, thus helping in serving the purpose of the network. The data is in the form of packets that travels along the network, where the routers process the data present in the packet. In many cases there is a pre-defined forwarding or routing table used to direct the information to the appropriate destination (Beasley 62). The main tasks of the routers include:  · Ensures information forwarding to the required destination  · Keeps track and avoids information from reaching where not needed 4.1.1 Characteristics The following are the characteristics of Routers:  · The routers correspond to internet Protocols such as the internet Protocol, internet Control message Protocol, etc.  · Provides interfaces between the packet networks through the required functions  · Sends and receives datagrams  · Chooses destination for the datagram according to the routing database  · Provides support facilities for network management which includes status and exception reporting, debugging, etc. 4.1.2 Routing Routing is the process of sharing information by connecting networks and translating protocols between them. It functions at the network layer of the OSI model, acquiring addresses from the IP header of the layer to get the sources and destination. Here the Routing Protocols are used. Routers also use the routing tables to decide the destination of the packets. The routing tables include:  · Address information  · Connection Priorities  · Traffic Rules Routing differs in its delivery schemes which include the following:  · Delivery to a single node (unicast) where the node is predefined.  · Delivery to multiple specified nodes (multicast)  · Delivery to all the nodes that are part of the network (Broadcast)

Conflict English Essay

ESSAY PLAN CONFLICT – SHOULD I PURCHASE A 1940'S GENUINE MINK FUR COAT OR NOT? Opening para – browsing Ebay, personal dilemma over ethics, state below my personal argue for and against purchase and wear of said coat FOR animal is dead – (dead over 70 yrs), not slaughtered for me, mink farms don't exist any more, can't save them now * timeless and classic piece – should be enjoyed so wear it, take care of it, piece of history * cost effective purchase from ebay – have to go abroad to get this item (eastern europe), cost of shipping, worry, uncertainty, purchase not protect like on ebay * it's recycling – why destroy piece of art, left in dusty warehouse, eat by vermin, so enjoy craftsmanship, coat hand crafted, many hours work * can't buy something like this today – source abroad for similar * warm and luxurious – eskimos wear real fur, we don't get that type of weather, feels second to none, quality, depth, finish which is rarel y seen nowadays * statement piece – unique, never a coat like this, proud and honoured to wear it, exquisite AGAINST ethically wrong – slaughter for cosmetic is barbaric, educated people shouldn't wear it * target for activist – eg, tin of paint thrown at a woman * may encourage other to wear real fur – could in increase market interest eg stoles, hats etc, may lead to a ‘black market' trade * may be smelly – real fur has a certain smell, stinks when wet, rains a lot in UK, wet dog (yuk) * only an occasion piece – not worn daily, kept locked away, no max enjoyment, scared to wear it * conclusion – didn't buy, would feel uncomfortable in myself, dearly loved to own a piece of history, conscience won't allow, olden days this garment was common not now, made and worn in an era where there were no animal rights activist, can't take a life to adorn ourselves, it's a selfish and barbaric act to wear one. QUESTION GCSE LEVEL (GRADED A* ) The web host of a creative writing website approaches you to submit some writing for it. This month’s theme is â€Å"Conflict†. You have complete freedom in your choice of form, but are asked not to make what you submit longer than 1,000 words. Write your piece for the website. CONFLICT â€Å"Should I purchase a 1940’s genuine mink fur coat or not? † Recently I was browsing ‘eBay’ on the internet looking for a winter coat when I came across the above. I bid for the item and then began a personal dilemma over the ethics of whether or not I should own a coat such as this.Below is my own personal argument as to whether or not I should indeed purchase and wear a real fur coat. Argument for purchase * The animal is dead; in fact it has been dead for over 70 years. The mink has not been slaughtered for my pleasure alone and mink farms no longer exist in this country. No matter what I do, I cannot save it now. * It is a timeless and classical garm ent and should be enjoyed. The only way to do this is to wear it, take care of the item and treasure the fact that I own a piece of history. * It is recycling – what is the point of destroying a beautiful piece of ‘art’. Do you leave the coat in a dusty warehouse to be eaten by rats or mice, or do you enjoy the craftsmanship and work of art?These coats were hand crafted and took many, many hours/weeks to complete. * It would be very cost effective to purchase a fur coat from eBay. If I were serious about purchasing real fur, I would probably have to go abroad, say Eastern Europe, to source such an item. Then there is the cost of shipping and also the worry of buying from an unknown source. I may not be protected in my purchase like I will be with eBay. * I will never find a garment like this in a shop nowadays. Again, I would have to source the item most likely abroad and there are too many uncertainties. * It will be warm and feel luxurious to the touch. Eskimos wear real fur to eep themselves warm and although England doesn’t experience weather such as theirs, it will still keep the chill at bay. Also the feel of real fur is second to none. It has quality, depth and a finish on the garment that is rarely seen on mass produced items that are manufactured today. * It is a statement piece, and unique, there will never be another coat like this, ever and I would feel proud and honoured to wear such a garment as exquisite as this. Argument against purchase * It is ethically wrong. Slaughtering animal for cosmetic purposed is barbaric and as an educated individual I do not stand for much by wearing such a garment. * I may become a target for activist.For example, I once read in the newspapers that a woman who was wearing a real fur coat had a tin of paint thrown over her. * It may encourage others to wear real fur and this in turn could create a market for garments such as real fur stoles, hats, jackets etc. It may even create a ‘b lack market’ for real fur items. * I believe real fur has a certain ‘smell’ to it, made particularly prominent when wet. I do not like the idea of being caught in the rain wearing the coat only to find I smell like a wet dog. Also it rains all the time in England! * It would be an occasion piece. I would certainly not wear it daily, therefore would I get maximum enjoyment out of it? Would I be in fear of wearing it? Would it end up just sat in the wardrobe?Therefore, in conclusion to my personal conflict, I decided not go through with the purchase. I felt I would not be comfortable, in myself, wearing this coat. I would have dearly loved to have owned this piece of history, but my conscience would not allow it. In times gone by, garments of this nature were common place amongst the wealthy and in an era where animal rights activist were virtually unheard of; real fur coats were not an issue. Nowadays, many of us consider ourselves equal to animals and that we sho uld not take their lives just to adorn our own bodies. In my opinion, this would indeed be considered a selfish and barbaric act. (707 words)