Right to privacy Essays - Digital Rights, Human Rights,

The U. S. Constitution contains no express right to privacy. The Bill of Rights, however, reflects the concern of James Madison and other framers for protecting specific aspects of privacy, such as the privacy of beliefs (1st Amendment), privacy of the home against demands that it be used to house soldiers (3rd Amendment), privacy of the person and possessions as against unreasonable searches (4th Amendment), and the 5th Amendment's privilege against self-incrimination, which provides protection for the privacy of personal information. In addition, the Ninth Amendment states that the "enumeration of certain rights" in the Bill of Rights "shall not be construed to deny or disparage other rights retained by the people." The meaning of the Ninth Amendment is elusive, but some persons (including Justice Goldberg in his Griswold concurrence) have interpreted the Ninth Amendment as justification for broadly reading the Bill of Rights to protect privacy in ways not specifically provided in the first eight amendments. The question of whether the Constitution protects privacy in ways not expressly provided in the Bill of Rights is controversial. Many originalists, including most famously Judge Robert Bork in his ill-fated Supreme Court confirmation hearings, have argued that no such general right of privacy exists. The Supreme Court, however, beginning as early as 1923 and continuing through its recent decisions, has broadly read the "liberty" guarantee of the Fourteenth Amendment to guarantee a fairly broad right of privacy that has come to encompass decisions about child rearing, procreation, marriage, and termination of medical treatment. Polls show most Americans support this broader reading of the Constitution. The Supreme Court, in two decisions in the 1920s, read the Fourteenth Amendment's liberty clause to prohibit states from interfering with the private decisions of educators and parents to shape the education of children. In Meyer v Nebraska (1923), the Supreme Court struck down a state law that prohibited the teaching of German and other foreign languages to children until the ninth grade. The state argued that foreign languages could lead to inculcating in students "ideas and sentiments foreign to the best interests of this country." The Court, however, in a 7 to 2 decision written by Justice McReynolds concluded that the state failed to show a compelling need to infringe upon the rights of parents and teachers to decide what course of education is best for young students. Justice McReynolds wrote: "While this court has not attempted to define with exactness the liberty thus guaranteed, the term has received much consideration and some of the included things have been definitely stated. Without doubt, it denotes not merely freedom from bodily restraint but also the right of the individual to contract, to engage in any of the common occupations of life, to acquire useful knowledge, to marry, establish a home and bring up children, to worship God according to the dictates of his own conscience, and generally to enjoy those privileges long recognized at common law as essential to the orderly pursuit of happiness by free men." Two years late, in Pierce v Society of Sisters, the Court applied the principles of Meyer to strike down an Oregon law that compelled all children to attend public schools, a law that would have effectively closed all parochial schools in the state. The privacy doctrine of the 1920s gained renewed life in the Warren Court of the 1960s when, in Griswold v Connecticut (1965), the Court struck down a state law prohibiting the possession, sale, and distribution of contraceptives to married couples. Different justifications were offered for the conclusion, ranging from Court's opinion by Justice Douglas that saw the "penumbras" and "emanations" of various Bill of Rights guarantees as creating "a zone of privacy," to Justice Goldberg's partial reliance on the Ninth Amendment's reference to "other rights retained by the people," to Justice Harlan's decision arguing that the Fourteenth Amendment's liberty clause forbade the state from engaging in conduct (such as search of marital bedrooms for evidence of illicit contraceptives) that was inconsistent with a government based "on the concept of ordered liberty." In 1969, the Court unanimously concluded that the right of privacy protected an individual's right to possess and view pornography (including pornography that might be the basis for a criminal prosecution against its manufacturer

How to Dry Nails Fast Using Science

How to Dry Nails Fast Using Science The internet is full of tips that supposedly dry your nails faster, but which ones actually work? Heres a look at some of the most common ideas and whether or not they will speed your drying time. Plunging Wet Nails into Ice Water This doesnt work! If it did, dont you think every nail tech out there would be doing it? Think about it... nail polish is a polymer, formed by a chemical reaction. Lowering the temperature lowers the rate of the chemical reaction, plus it slows the evaporation of the solvents in the polish. Yes, the icy water may thicken the polish so it seems to dry more quickly, but the only way to get a hard coat of polish is to let it dry. The cold water wont hurt anything, but it wont speed things up  unless you dry your hands under an air dryer afterward. If you think this works, consider how much time you spend with your hands in ice water and compare it against normal drying. Or, conduct your own science experiment and put one hand in the ice water and leave one to dry on its own. Putting Hands in the Freezer This is not the most economical method, but its unlikely to hurt anything other than your electric bill. The cold can thicken the polish while the circulating air evaporates the solvent. Using a Blow Dryer or Fan This speeds the set of the film former (usually nitrocellulose). Just be sure you dont use so much force that you blow ripples into your polish (unless that is the desired effect). Apply a Quick-Dry Product These contain solvents that evaporate quickly, pulling the liquid in the polish along with them. Apply Cooking Spray Whether or not this works depends on the product. If you simply pressurize oil, youre not going to see much of an effect aside from moisturized hands. On the other hand (hah), if the spray contains a propellant, it will evaporate quickly, acting like a quick-dry product. Spray Nails with Canned Air Again, this works much like a quick-dry product. Canned air is a little expensive, so you might want to blow keyboard chow out of your laptop and opt for an inexpensive quick-drying top coat instead. What works and what doesnt? Quick drying polish is effective, plus it matters whats in the product.

Nuclear Power Essay Example | Topics and Well Written Essays - 250 words - 1

Nuclear Power - Essay Example In addition, nuclear power provides steady electricity that significantly helps in the reduction of frequent power outages usually experienced in areas with no nuclear energy. The alternative energy sources such as solar, wind, hydroelectricity, geothermal, wave, and tidal power lacks the capacity to deliver reliable and cheap power the world needs (McLeish, 2007). Hence, the world and humanity can no longer overlook nuclear power due to its potential to reduce the emission of greenhouse gases. Besides, accidents that are associated with nuclear energy are relatively low compared to those resulting from fossil fuels and other energy sources. In addition, nuclear power is more consistent and dependable compared to several alternative sources of energy. It is obviously difficult to use water or wind power consistently because quite often there is no enough water or wind (McLeish, 2007). Solar panels can also be too expensive. Lastly, nuclear energy is arguably the alternative of fossil fuel. Continuous use of fossil fuels could result in more global warming and more deaths, particularly when they are eventually used up. In summary, nuclear power is the best energy option for the world because it is safe, consistent, reliable, and reduces carbon emissions into the atmosphere. Hence, it should be a way to go as the next source of energy or an alternative of fossil

CASE 5 Information Security and Ethics Essay Example | Topics and Well Written Essays - 1000 words

CASE 5 Information Security and Ethics - Essay Example Because it is unfortunate that a leakage of information committed by an internal employee who accesses almost every details of the valuable information daily. This issue no doubt harms the ethical bonding between the employees and the organizations. But in the case of external trespassing into the organization’s confidential information zone, the blame would directly go to its security system which basically shows the loopholes of its security protocols. But, this is another issue. The organization should make the employees of all levels signed into the document where policies have been stated transparently after distributing and describing the issues about information security. Definitely, an organization containing three employees would differ from the organization with manpower of thousand people in the sense of organizational information policy. The implementation of the e-business framework has led many organizations into serious threat about information security. From the very commencement of the internet, rather say the from the beginning the internet has came with complications and vulnerabilities that is- its basic communications as well as the nodes, norms about its protocols, authentication of its network and host frameworks etc. Dissatisfied employees, hackers, opponents and other stakeholders destroyed the internet’s vulnerabilities which caused damages of privacy, financial damages, loosing of customers, interruption in the activities and unpredictability. Many employees were allowed to access internet for authentic business purpose but actually the result went to misuse of information either from lack of compassion for uncertainty, or lack of consciousness of authentic usage of internet in the organization or exactly by the wicked intension. For these reasons, some protocols are generally set inside an org anization to make the information security system more

Literature Review & Practical Assignment Example | Topics and Well Written Essays - 2000 words

Literature Review & Practical - Assignment Example Negotiation with the Chinese has been identified as a critical factor in developing business relationships with the Chinese. In order to understand the Chinese negotiation style, researchers have drawn from the findings of the research conducted by Hofstede with respect to analyzing various cultures on the basis of certain dimensions. These dimensions include power distance, masculinity, uncertainty avoidance and long term orientation. The Chinese society tends to be characterized by high power distance, low masculinity, high uncertainty avoidance and long term orientation. This is reflected in how deference is shown to those who are higher up in the social hierarchy. Furthermore, decision making is largely influenced by the highly collectivist nature of the Chinese people who tend to take pride in social gains rather than individual ones. As a result of this and the moderate masculinity, the Chinese are generally less ambitious and do not seek personal achievements by and large. Sat isfaction is derived primarily from social order and harmony. Another critical basis of analyzing the Chinese negotiation style is to draw the line between cultures that are labelled as â€Å"high context† and those labelled as â€Å"low context†. ... ext cultures, on the other hand, rely more on verbal communication and negotiation and direct eye-to-eye contact that is missing in cultures such as that of the Chinese. Managers under low context cultures, therefore, tend to be result-driven and focused on getting things done as soon as possible which leads them to negotiate aggressively. Under high context cultures, however, managers tend to focus on building interpersonal relationships as well as trust on an individual level before negotiating on business matters. Therefore, it is not surprising to see hospitality being extended through social gatherings particularly meeting in restaurants. Giving expensive gifts and discussing personal topics such as family wellbeing are a commonplace in the Chinese negotiation style (Edfelt, 2010). The principal force guiding Chinese negotiation is Guanxi. Guanxi is described as the web of personal connections that is quintessential to get things going and done (Edfelt, 2010). Legal contracts ar e, therefore, overshadowed by interpersonal relationships. Guanxi is therefore, essentially an implied commitment which two or more people share with the belief that their current relationship is heavily influenced by the possibilities that lie in the future (Edfelt, 2010). As a result, the Chinese may not trust the party they are dealing with during the negotiation process which is why they may be reluctant to hand over significant responsibility to the other party. This has been illustrated by one of the negotiations between employees of a Western firm called Electrolux and a Chinese firm called Motosuzhou. The negotiation pertained to the formation of a joint venture between the two firms. However, as it turned out, the Chinese delegation engaged in significant effort to analyze whether

Accessing Health and Social Care in the UK

Accessing Health and Social Care in the UK When the National Health Services (NHS) was founded in 1948, one of the principles was to provide complete services to all and free at the time of need in UK (nursing times.net 2009). Access to healthcare services is based on clinical needs of an individual and not the ability to pay the services. This means everyone has the rights of accessing to health and social care, although it is still a major problem for low social group and ethnic minority who are facing personal, socio economic, cultural and problems happening as results of the structure of health and social care processes (POSTNOTE 2007). In this essay, a case study will be used to demonstrate a patient with learning disability who faces various problems during his access to health and social care services and factors that contributed to these problems. Also it will focus on how nurses could support these individuals to make decisions about their care. The meaning of learning disability will be explained. The assignment will also look at major cultural and social economic influencing the health and health choices of individuals. Also it will analyze the differences between health education and health promotion and with their importance in individual in accessing health and social care. The challenges inherent in meeting the needs of people of varying abilities and social backgrounds will be look at as well as the factors that trigger the accessing of multi-professional health and social service. The essay will also discuss the understanding of the legislation related to the provision of health and social care, as a nu rse why are we needed to be aware of the inequalities in provision. A name mentioned in the case study has been changed in order to comply with the code of NMC (2008) and consent was obtained from the patient and the name Anil will be used in stead. Anil is a boy of eighteen years old who came to UK from South East Asia seven years ago. He lives with his parents in the housing estate of East London where majority are ethnic from South Asia. His father who earns minimum wages works in a food factory in six days a week, speaks English and his mother is a fulltime housewife and does not speak English, only Hindu. Anil was born with Asperger syndrome, a lifelong disability that affects how a person makes sense of the world, processes information and relates to other people. People with Asperger can find difficult to communicate and interacts with other (NAS 2010). Anil had never been to hospital in India and he was treated by traditional healers. He only started seeks medical assistance when he moved to UK. Anil physical condition has deteriorated recently. He does not eat well; look tired, sometimes suffered headache and finding difficult in sleeping. Since he came to UK, he had been to school for three years only and he never had friends. He does not mix well with other people and his parents do not bother about this. At times he lets himself become a little neglected. Anil represents a small and vulnerable group in a society who find difficulty in accessing and using health and social care because of the greater health care needs they have than general population. Motor and sensory disabilities, Epilepsy, hypertension and Alzheimers disease are some of the conditions that are common in this group (NURSING STANDARD 2010). The MENCAP report (DEATH IN DEFFERENCES 2007) states that people with learning disability are being treated wrongly in all part of healthcare provision and they are not equally valued in the health services. The government also revealed that people with learning disabilities are poorer particularly uptake of invitations on primary care and hospital provisions such as access screening services (ALD 200/01). Because of their greater needs of healthcare, they are more prone to a wide variety of additional physical and mental health problems as it shows to Anil. According to Tudor- Hart (cited in Hart 1985) there is an increasing in e vidence of an inverse care law where those who needs are greatest get the least. Learning Disability is a life long condition which has a significantly reduced ability to understand new or complex information and it is vary from one person to another. The World Health Organization (WHO) defines learning disability as impairment of the body function which limits the activity of an individual in performing a task or action (WHO 2010) According to Thomas and Woods in their book Working with people with learning disabilities 11(2003), a learning disability is a terminology used to label people with lower level of intellectual that is lower than the average to normal people in the society. The term itself was widely accepted in England following a speech in 1996 to MENCAP by Stephen Dorrell, the then secretary for Health. From time to time the title and labels have changed and this has been driven by several influences. The term used to cover children with specific learning problems that may arises from a number of different things like emotional problems, medical problems and language impairment (BILD 2004). In the past, many people with learning disability were lived in institutions and have been labeled differently by their generations. Many different forms of terms have been used before. Terminology such as menace, sub- human organism, unspeakable objects of dread, holy innocent, diseased organism, eternal child and many more (WOLFENSBERGER,1972). There are about 1.5 million people with learning disability in UK who require different levels of support (MENCAP). It has been identified that approximately 26.5% of people who have learning disability as being associated with genetic factors (Craft et al 1985). Learning Disabilities is caused by problems during brain development before, during and after birth (RCSLT 2009). There are different types of learning disabilities some of which are Asperger syndrome (a specific type of Autism) which affect a person the way interact to the world, reading disabilities, writing disabilities, non verbal learning disabilities (NVLD) and many more (ALD 2000-2010), reading disability (dyslexia), speech and listening disability, and auditory processing disorder. It is often detected in early childhood. In UK there are laws and policies which describe how the needs of people with learning disabilities should be met. The purpose of these laws and policies is to improve quality of life and based on empowerment, making choices and decision, having the same opportunity and rights as other people and social inclusion. Policy such as` valuing people which explain how the government will provide same opportunity and choice for people with learning disabilities and their families to live full and independent lives as part of their local communities and to ensure they gain maximum life chance benefit ( DOH 2010). The Disability Discrimination Act 1995 which is a piece of legislation promotes the rights of people with learning disabilities to access healthcare and other care services. Healthcare providers must respect, support them and their families and conforms to professional standard (NHS 2006). It is the NHS duty to make sure they provide an equal service that can be easily accessed by anyone according to this Act. Most of the people with learning disabilities have sensory and physical impairment that make it hard to make their choices and to understand by others. A piece of legislation which protects them in England is Mental Capacity Act 2005 which is empowers and protects vulnerable people who are not able to make their own decision. People with learning disability will still have the right to give their consent for daily living and accessing the services despite of having significantly reduced ability to understand new learning skills (NURSING STANDARD 2010). If the person lack a capacity of giving or refusing consent, it is still possible for care providers to provide care and treatments for the best interest of the person (DOH 2003). A survey showed that nearly 62%of all people with learning disabilities depend on their parents and other caregivers (EMERSON et al 2005). However, healthcare providers have a duty to understand and recognize the needs of a person with learning disabilities and make sure their needs are met. It is a nursing role to work in partnership with the clients to overcome barriers by identifying what management and decision to represent the person mostly professionally although clients and their cares may make their own decision. People with learning disabilities in lower social classes are particularly disadvantage relative to the higher social classes in accessing healthcare services because of physical, social, psychological and economic barriers that limit their full participation in society. Acheson (1998) identified the links between inequalities and poor health. He noted that health inequalities were widening with the poorest in society being more affected than those who are well off. The post code lottery which depends on where you might live is a big issue in NHS. The availability of better treatment, drugs and waiting time in a deprived area where people depend on state healthcare provisions will carry on experience poor access to services and treatment than those who have the power of buying services in private services (GUARDIAN 2000). People from ethnic backgrounds experience healthcare service differently due to their lack of knowledge which can be limited by the ability to communicate in English. They may find challenge to enter healthcare services because it may require, for example making a telephone call, appointment, coping with a queuing system and complex procedures ( NHS 2006). Different in cultures attitude and stigma between where they came from and UK can impact Anils health. It is believed that South Asian parents dont have positive attitudes towards disabilities because religious and superstitious beliefs (ROYAL COLLEGE OF PSYCHIATRIC 2003). Anils parents might not take his problem seriously because of their background and social stigma of having a child with disability (AUTISM-INDIA 2008). According to the report of Department of Health (2009) a review in development in tackling health inequalities of Acheson, recommended the improvement of living standards of people with lower income than average. Among the people in this group are people living in a deprived area and depend on social housing. Also people with learning disability may fail to get the necessary services because of lack of understanding about health issues articulating their needs based on their poor experiences of education system (Mathews 1996). Research carried out by Cartwright Obrien1976 found that General Practitioners spend far less time with their patients from lower classes ( cited in Hart 1985,p59). The situation may be more complex for service users who have little or no verbal communication and those with learning disability. A learning disability person may be unable to identify and describe the signs and symptoms requiring accurate medical attention. The information may not be presented in accessible format and the staffs may ask questions which can not understand (NURSING STANDARD 2010). Unavailability of an experience interpreter in the healthcare settings can be barrier. It can affect the sensitivity of patients values and attitudes. To use a professional interpreter can reassure patients to communicate and feel freer when describing their religious beliefs and unsatisfactory environment conditions but to healthcare professionals may feel disempowerment and may depend on interpreters in order to carry out their roles (ROYAL COLLEGE OF PSYCHTRIC 2003). Sometimes physical access may be an issue for people with learning disability; they find their appointment times are often too short to understand the system because of their difficulties and transport needs to access healthcare facilities are more distant. Practitioners may be given job in deprived areas with all facility available but they may be in the risks of vandalism, theft and anti social behavior (Thomson J et al 2003 p59). The aims of the government today in UK is convince individuals to be more involved in their health. But the problems with availability of health promotion services and involvements are some of concern due to the restructuring of health and social care for people with learning disabilities has been accelerated by NHS and community care Act (DOH 1990, Emerson Et al 1996 chap 11). For example, most of the health promotion discussion and activities to accessing suitable primary healthcare is focus on medical involvements such as immunization (Stanley et al 1998 p71). Some of this medical approach can lead to reinforced dependency for people with learning disabilities. Those with severe learning disabilities, their needs are becoming known to service providers through secondary and tertiary care after being referred by primary care. Among health promotion is prevention which is focusing on decrease of risk occurrence of diseases, disabilities and handicap. These activities occur in health care settings. Primary prevention is to prevent from risk factors such as obesity through education, exercise and diet. Primary prevention produces information on various health issues in pictorial and easily understandable format such as cancer. On secondary prevention, it involves identifies early signs of diseases occurring such as cancer screening and tertiary prevention is involves reducing the impact of the disease and promoting quality of life through active rehabilitation (Thomson et al 2003). Anils state of confusion may be caused a number of factors which might need further investigation. It is the duty of his General Practitioner (primary prevention) to refer him to hospital (secondary prevention) for investigation. A consultant may decide whether Anil has physical or mental illness. To deal with and removing barriers such as difficulty with interpersonal communication, health promotion will need to promote inclusion and reduce inequalities in service provision (Thomson et al 2003 p129). World Health Organization (2010) has made it clear that health promotion is the process of enabling individual to improve and increase control of their health. Many primary healthcare professional do not have skills to overcome this problem as results those people who have learning disabilities are less likely to receive lifestyle advice than those who do not have learning disabilities (Fitzsimmons Barr 1997). Learning disability nurses have a variety of skills in communication and observations which could be useful to teach other healthcare professionals in health and social care settings (Thomson et al 2003 p131) Health education as a part of health promotion is defined as a planned communication activities designed to attract well being and ill health in individuals and group through influencing the knowledge, belief, attitudes and behavior of those in power of the community at large (Tannahill 1985p167-8). For people with learning disabilities, health education might promote social inclusion through decreasing negative stereotyping by valuing and respecting their needs. On a more individual level, people who receive health education messages have a choice to decide whether to follow or not the message given (Thomson J et al 2003). Building partnerships between nurses, careers, other professional and people with learning disabilities is essential in order to promote and educating health by identifying their physical and mental health condition (DOH 1995). A partnership is not only the way to bring up to date statutory services but also is about developing and acknowledging the collective responsibility for the health and wellbeing of the community which they belong (Thomson J et al 2003, p102). Having the opportunity to make choice about their healthcare is critical to their sense of inclusion in society. It is also a key factor in allowing individual like Anil to feel in control of his life. The NMC (National Midwifery Council) code of 2008sets out number of responsibilities on nurses to promote choice and respect the decisions of those they care. Nurses need to help them making their choice by making some simple adaptations. The first step can be taking a little more time to explain something and giving the person with learning disability more time to understand what is being said (NURSING STANDARDS 2010, P53). Other approach could be the involvement of relative or paid career not to make choice on behalf of the person with learning disability but to use their knowledge of the person to help the care professional interpret or to explain treatment options. In all this processes, nurses need to ensure that they obtain consent before they begin assessment and treatment. Any decision to be taken by the staff must be in the interests of the person and must regard to his or her human rights. To conclude, the essay has set out key difficulties experienced by people with learning disabilities in accessing healthcare services and the gap between rich and poor who are accessing healthcare appear to be widening. People who have learning disabilities are generally underestimated and find themselves failure to succeed their expectation. They experience more health problems than any other group in a society but use healthcare services less than the general population (RODGER 1996). Inequalities in health for people with learning disabilities must be dealt with by healthcare providers in health care provision with the aim of closing the division between the general public experiences and this group. By using good quality of health care and respecting peoples rights to access, and making reasonable adjustment, the lives of people with learning disabilities can be changed. Healthcare providers have a duty to ensure that people with learning disabilities are offered regular checking and are included in health screening program.

Reasons For The Cold War Essay -- essays research papers fc

The Cold War With the aim of preventing East Germans from seeking asylum in the West, the East German government in 1961 began constructing a system of concrete and barbed-wire barriers between East and West Berlin. This Berlin Wall endured for nearly thirty years, a symbol not only of the division of Germany but of the larger conflict between the Communist and non-Communist worlds. The Wall ceased to be a barrier when East Germany ended restrictions on emigration in November 1989. The Wall was largely dismantled in the year preceding the reunification of Germany. The victorious Allies agreed to give most of Eastern Germany to Poland and the USSR, and then divide the rest into four zones of occupation. However, they could not agree of whether or how to reunite the four zones. "As Cold War tensions grew, stimulated in part by the German situation itself, the temporary dividing line between the Soviet zone in the East and the British, French, and U.S. zones in the West hardened i nto a permanent boundary. In 1949, shortly after the Western powers permitted their zones to unite and restore parliamentary democracy in the Federal Republic of Germany, the Russians installed a puppet regime of German Communists in the East, creating the German Democratic Re-public."(Niewyk, 1995) According to Galante (1965, p.vii) "a city is the people who live in it. Berlin is 3,350,000 people in twenty boroughs. A rich city of factories, an airy city of farms and parks and woods and lakes†¦On Sunday, August 13, 1961 Herr Walter Ulbricht stopped that. He built the Wall." One reason for the building of the Wall was due to the more than fifty-two thousand East Berliners who crossed the border everyday to work in West Berlin. These people were referred to as the "grenzgaenger or border crossers." "East Berliners said the grenzgaenger were parasite who should stay and work on the East side of the boundary, for the benefit of Communism and the prosp erity of the German Democratic Republic."(Galante, p.3) Gelb (1986, p.3) states, "Berlin was where the Cold War began with a Soviet blockade, where Soviet and American tanks faced each other virtually snout-to-snout for the first time, and where the grisly game of nuclear brinkmanship was introduced." The Wall was constructed of concrete and steel and barbed wire. It was 28 miles long, if stra... ...), p.23) On Sunday, 18 March 1990, East Germans held the first free election on their territory since 1933-"the first fully free election in Eastern Europe since the Second World War."(Borneman, p.229) The wall opened because its reason for existence had disappeared. The East German regime erected it in 1961 to stem the flow of refugees to the West. In a paradox of history, the same government was forced to open the Wall in a desperate, last-ditch effort to stop an even more massive wave of deflections in 1989. Bibliography References Borneman, John (1991). After the Wall. U.S.: Basic Books, Inc. Cate, Curtis (1978). The Ides of August. New York: M. Evans & Company, Inc. Galante, Pierre (1965). The Berlin Wall. New York: Doubleday & Company, Inc. Gelb, Norman (1986). The Berlin Wall. New York: Times Books. Bornstein, Jerry (1990). The Wall Came Tumbling Down. New York: Outlet Book Company, Inc. Heaps, W.A. (1964). The Wall of Shame. New York: Meredith Press. Niewyk, D.L. (1995). Groliers Multimedia Encyclopedia. Garrard, Margaret (1989). Facing Up to the German Question Newsweek, pp. 51-52 Anderson, Harry (1989). A Mixed Blessing for Bonn Newsweek, pp. 33-34 v