George’s first diary Essay

We’re here now, at the ranch. Our new home, for the time being anyway, until Lennie messes up again! He’s always messing up, losing us our jobs! Stay here, and save the money here instead of always being on the run. He made us lose our last job. That’s why we had to leave. You see, Lennie loves soft things; he loves to stroke them and hold them. One day he saw a girl with a soft dress on. Of course, the first thing Lennie does is touch it. The girl doesn’t realise how stupid he is, (and simple) and thinks he’s going to rape her and she screams. Lennie, being the idiot that he is just holds on and rips the dress! So, that leads to us being chased by a lot of angry people! Now we have to start all over again. If only he weren’t with me. Aw hell, I can’t say that. He’d die without me. And I don’t reckon I’d be doing that great without him either. Who would I have to talk to? Well anyway, on the way to the ranch, the bus driver, being a lazy bastard, wouldn’t take us all the way. We didn’t want to walk all night so we stayed in the brush until morning. It was just a little clearing in the woods with a stream running through it. I told Lennie that if he got in trouble he should come there. Its safe and hidden away so I could easily find him! But if it comes to that, if he messes up again. I’ll kill him, I’m sure I will. I’ve had my full of him and I don’t think I have much patience left! Oh yeah, he made me tell him yet again about the house we’re gonna get. Him and his rabbits. He always makes me remind him about our house and his damned rabbits! I love thinking about what our life will be like too when we get the house but he drives me crazy, having to remind him every two seconds. The thing I’m most looking forward to is not being told what to do. Being my own boss! I can’t wait. We met our workmates today. They seem okay. We got a nigger working with us too. Haven’t met him yet. There’s a guy called Candy. He’s pretty old and a right gossip. Seems nice enough though! The boss seems okay too. Candy says he’s real generous! Though how much I can trust what he says, I don’t know! Curley the boss’s son, on the other hand, he’s horrible. Reminds me of a troublemaker and all the other workers seem to agree! He took one look at us, especially Lennie and started to make trouble. I don’t like the look of him, I just don’t know what I’m gonna do if he starts any trouble. Lennie’s dangerous. This Curley’s married too. Met his wife! A right piece of jailbait if ever I seen one! Lennie liked her. I’ll have to make sure he stays right out her way. She gonna cause us trouble otherwise, I can feel it. Met Slim too. Hell of a nice guy, he is. Seems well respected too. Real nice. I do like having nice workmates but it is worrying, knowing that there’s an evil bastard lurking ’round too! I’ve a bad feeling ’bout Curley, its real bad. George Georges second diary Dear Diary, What a heck of a day! It started off so well. I knew that Curley would be trouble, I said it. He ruined what could’ve been a good day. Started off well. Got to know Slim a little, or, well, he got to know me better. There must be something good about Slim, I must have sensed it ‘coz I told him things ’bout Weed and ’bout the house we’re saving for. He understood Lennie didn’t mean no harm in Weed. He’s fair and knows a ‘nice fella’ when he meets one. He also has a dog. It had pups so I got one for Lennie. Aw, he was so pleased. Petting it and hugging it. I’m a bit worried that he’s gonna pet it too much. Lennie just don’t know his own strength Goddamn it! I felt so sorry for Candy today. You see, he’s got a dog too, but his is old and tired. It’s like Candy’s best friend. Well, Carlson started complaining about the smell of him (the dog) then started talkin’ ’bout shooting him, putting him out of his misery he said. I suppose I agreed at the time but seeing Candy’s face was enough to change anyone’s mind. Slim suggested he have one of the puppies but I’m not sure whether he decided to. Well anyways, Lennie and I thought we were the only ones in the bunkhouse, where we sleep. The others went off to see Curley have a pop at Slim; he thought his wife was with him. I notice he never seems to be able to find her, though she’s always lookin’ for him. So Lennie and I get talking ’bout our house we’re saving for. What we didn’t know was that Candy was there too! Well, I was a bit wary at first. Worried that he would tell the others but then he decided that he wanted to be part of it. Even said he’d put up over half the money we needed! It was great. In a matter of minutes we went from just talking about it, to it being a fast-coming reality! I told him to keep it to himself for the time being until we were ready. It was so exciting. Then, in come Curley and the others and Curley’s ready for a fight. Slim was shouting at him of sleeping with his wife. Anyways, dopey old Lennie’s still sitting there smiling away to himself about the thought of his rabbits, and Curley notices and thinks he’s mocking him and of course picks a fight. He starts punching poor Lennie, and Lennie having listened real hard to what I told him was not fighting back! After a while, I told Lennie to fight back. I couldn’t bear it. He was just yelping like a dog. Anyways, he got scared and just held on tightly to the closest thing at hand, Curley’s fist. He just wouldn’t let go. It was bleeding and everything. We got him off in the end and blackmailed Curley to say he got it caught in a machine. I don’t like this place. It smells of trouble. I can tell. George Crook’s diary Dear Diary, Here I am. Just another day of either being ignored or picked on ‘coz of me being a Negro. I hate this. Day in day out. It’s not fair the way I’m ignored. The others say I smell but I wash more than they all do. My back hurts too. Its seems like its getting worse every day. The liniment don’t seem to be much use either. They call me Crooks too. That ain’t my name. It’s not what my mother gave me and I don’t like it. I can’t say nothing though, I’m just a nigger they keep tellin’ me. I gots a room to myself and I have no one to talk to or play cards with. I’m not even allowed to borrow their cards to play solitaire. It smells in my room. All the shit is kept just under my window and on those hot days, the steam rises into my room and rests on my sheets ready to smother me as I go to sleep. I got another tellin’ off today too. Curley’s hand got hurt in a machine and the boss o’ course blames me. Likes I did it! Not that I wouldn’t mind ruffin’ him a little. He’s a nasty asshole and needs to be brought down a bit. I’d get hung if I did it so I s’pose I better leave to the white men! They all gone to the town today. Their regular Cathouse visit. I’d never be allowed in one of those, at least I don’t reckon I would. They never asked me to go with ’em so I never went. Just in me room, on me lonesome, rubbing me back†¦.. †¦.. Lennie and Candy jus’ been in here! I was a bit funny at first ‘coz I thought Lennie was coming for trouble but no, he said the others had gone and he had jus’ been with his pup. Him and his pup! Oh boy. He loves it so much but he’s not careful. Those big hands o’ his are likely to break that pup one day if he ain’t careful. Anyways, I said he could come in and we got to talking a little. He’s a bit slow. He don’t remember anything you tell him. Just talks ’bout George and his rabbits he’s gonna get when they get a house. He’s all set on getting a house. He wants to tend rabbits! Whenever the subject changed to something other than those rabbits, he went straight back to ’em like we’d been talking ’bout ’em all the time! He’s awful fond o’ that George one. I just said one tiny little thing ’bout George not coming back from town and he went mad. Like I jus’ told him someone had died or something. It took a while to calm him down. Then, Candy comes in too. He’s by my room and I ask him what he wants. I thought he may o’ been wanting to talk too but he was just looking for Lennie. He came in too, though. They talked to each other most but it was nice them just being there. Well, they were talking ’bout their house. Candy was gonna go there too. I thought that I’d ask if I could help. They wouldn’t have to pay me o’ course, just put me up, but before they could answer that bitch walked in. She’s trouble if ever I did see it. She asking ’bout Curley and where he’s at but she knows where! I don’t understand these white folk. Talk about them being so educated and well learned and they ask such stupid questions! Anyways, I asked her to go away real politely mind, the same way any of the boys round here say it when they know she’s looking for trouble. She does her nut and starts yelling ’bout needing people to talk to too! Then she starts telling me she’s gonna tell the boss I been doing bad things and get me strung up. I don’t want to be strung up so I shut up. Candy was nice though. He told her that if she did that he would stick up for me. I ain’t ever known anyone to stick up for me before. Candy then said, when she’d gone, that the boys were coming back. I told ’em they better go. I didn’t want all of those white fellas thinking they can bother me when they like. I gotta have some rights even if I don’t like ’em. I dunno. It’s been a funny day that’s all. I better get back to my liniment. That back o’ mine is just murder. Georges last diary Dear diary, This has been the worst day I’ve ever had and I don’t think I’m’ a ever gonna have a worser one. I had to do it. It weren’t nothing evil. I di’nt wanna hurt him. He was my only friend, more like family and I feel jus’ awful. If you coulda seen her, what he did. If only you coulda seen the other option he woulda had. Curley’s evil way. I suppose I woulda done the same in his place but Lennie di’nt do no harm. At least he never meant none. I feel awful, just awful. He never meant no harm. They may o’ been nice? No, that’s stupid talk. Tha’s the kinda thing Lennie woulda said! He’s a crazy bastard. I mean he was. Oh I feel awful. What will I do now? What can I do? I s’pose the only thing to do is to spend my money the way anyone else would, if they di’nt have a Lennie with ’em. We were just having a game o’ horseshoe. Lennie was in the barn with that damn pup I reckon. I’d left him in the bunkhouse but he ended up there. Anyways, we were all playing and I had no thought to what he was doing. The next thing I knew, Candy was looking all pale and calling me over to the barn. For a second I thought she was just resting. It was the look on Candy’s face that made me guess. I knew what he was thinking and I knew he was right. She was lying there, that good for nothing piece of jailbait, her neck all twisted and face down in the straw. Lennie did it. Crazy bastard. I knew he was the only one, but to think of it was killing me from the inside. I ain’t never felt that before. I suppose in the back of my mind, I always knew he would go too far, that he wasn’t safe and should not o’ been left alone. But I di’nt wanna think like that. Now I had to. From that moment I knew what I had to do and just set about doing it. I knew that I had to get to him before them. I told Candy to make out I never saw this and tell the others and then fetch me. I had to go to the bunkhouse and get Carlson’s Luger. I wasn’t completely sure why first but I realised when I saw him. Candy said he’d do that and I ran out. Next time I saw her ever’ one was there too blaming Lennie for ever’ thing. Curley was shook up and was ready to explode. He scared me looking like that but I had to keep my cool. I had to make it like I was on their side, out to kill for murder. That word sends shivers down me and I know I done it too now. Lennie always said we were the same. All of them ran to get guns to help out Curley. Two-faced that’s what they are. One minute they’re complaining about him and the next they are trying to be his best friend betraying their true friend. Oh I can’t blame ’em really if it weren’t Lennie I reckon I woulda done it too. Anyway Carlson never found his gun. They all thought Lennie had it. Only I knew that Lennie wasn’t so clever to think forward like that! Slim knew what I was doing though. He knew well enough. His face said he knew and was ready to do what he knew was best. I sent Curley in the other direction to where I knew Lennie was. He woulda gone to the brush like I told him too. He always tried to do what I told him. I ran off and found him straight. He was sitting there by the river and was talking to something. He kept saying sorry: Saying he knew I would look after him. He made me tell him about our house for what was to be the last time. I mentioned it, and, he heard it. I told him not to look at me. I was trying to be a man but I couldn’t control my eyes. I was shaking too. I don’t want to write his last moments. I don’t want to have this later and be reminded of the moment my life as I knew it ended. I want to remember Lennie as the Lennie I knew. Not the one I saw moments later. That Lennie will go from me. If I still believed in God (a part of me that was there but now has gone) I would pray to ask Lennie to forgive me but I know that he cannot be in my life because he let this happen. If Lennie was ever here and I could talk to him once more, I’d tell him that I didn’t mean what I said about not wanting him there. That now he isn’t, I feel lost. And last, that he was my friend; my best friend and I wish he was still here.

Indigenous knowledge Essay

The project is the instrument for supporting, collecting and storing indigenous knowledge provided by the diverse community population. As long as the project is aimed at creating neighbourhood portals to store oral, pictorial and other creations of community members (Vancouver Community Network, 2001), the use of this tool will lead to effective sharing and transferring the indigenous knowledge among different community members. Funding issues Funding remains one of the most problematic areas in any non-profit community-based project. (Baum, HS 2001, p. 21) As a result, the current project does not provide the readers with sufficient financial information. It is understandable, that Vancouver Community Network is a stable developing organisation with financial issues professionally addressed (brief information is provided on the system of organization’s revenues, membership fees and similar financial data). (Vancouver Community Network, 2001) It is yet unclear, what the exact resources of project financing would be and how they would comply with the community project requirements. Organizational challenges and dilemmas The major challenge faced by project organisers is in dealing with diverse community populations. Diversity has traditionally been admitted as a serious barrier to the development of technological tools. (Vancouver Community Network, 2001) Though project initiators recognise diversity as one of the organizational issues, there is still vast area of research to be conducted, whether the project will lead to equal access and outcomes for all layers of community population. Traditional and non-traditional project approaches The traditional striving towards provision of the vulnerable communities with the opportunities to learn and interact has been supplemented by the new idea of using Internet to enhance community resources. (Vancouver Community Network, 2001) It has become an essential aspect of the project development. This is why the project is expected to be successful in promoting community interactions, indigenous knowledge transfers, discussions of the local issues and learning opportunities on the equity bases. Conclusion. Despite the fact that the project contains several ‘weak’ aspects to be re-considered, its initial idea will prove to be a success in case the discussed problematic areas are properly addressed. Otherwise, the existing social issues and related problems may become a serious organisational obstacle on the way of project development and implementation. Bibliography Atherton, JS 2005, Learning and teaching: Reflection and reflective practices. Retrieved September 30, 2007 from http://www. learningandteaching. info/learning/reflecti. htm Baum, HS 2001, ‘How should we evaluate community initiatives?’, Journal of the American Planning Association, vol. 67, pp. 19-22 Day, P & Schuler, D 2004, Community practice in the network society: Local action, global interaction, Routledge, London. Messinger, L 2004, ‘Comprehensive community initiatives’, Social Work, vol. 94, pp. 39-41 Vancouver Community Network 2001, Vancouver Community Learning Network. Retrieved September 30, 2007 from http://www2. vcn. bc. ca/ Wack, P 2006, ‘Planning for sustainability: Creating livable, equitable, and ecological communities’, Journal of the American Planning Association, vol. 72, pp. 123-131 .

Indian Folk and Tribal Dances Essay

India is a land of diverse cultures and traditions. Each region of the country has a unique culture, which is also prominently visible in its various art forms. Almost all the regions of the country have their specific folk music and dance, which proves to be a wonderful way of expression of their community and its traditions. Though these folk dances are not as complex as the classical dance forms, they are very beautiful, because of the essence of rawness in them. Be it the Bihu of Assam, Dol-Cholom of Manipur, Hikal of Himachal Pradesh or Chhau of Bihar, each of the Indian folk dance forms comes across as a reflection of the deep sited beliefs and traditions of a particular culture. The folk dances of any community are performed on almost every special occasion and festival, to express elation and joy. These dances are also considered to be auspicious by many of the tribal communities in the country. Many folk dances are dedicated to the presiding deity of the specific community. The most interesting part of a folk dance is the attire required for its performance. Every folk dance has its own specific costume and jewelry, which differs from dance to dance. They are, in general, very bright and colorful, with traditional jewelries that give a folk touch to the performance. These dances are not only the exclusive art of a particular community, but also an asset of India’s cultural heritage. In our related section, we have discussed the different folk dances of India.

Theories of Entrepreneurship Failure Essay Example | Topics and Well Written Essays - 15000 words

Theories of Entrepreneurship Failure - Essay Example This study looks into an entrepreneurship as something that many people look toward and few people accomplish. In the world of work, as the economy changes and workers lose traditional jobs, many are finding that entrepreneurship can be their next way to earn an income. The challenge with this idea is that many small businesses fail for a number of reasons and this often leaves the small business owner looking for a new job. Many people mistakenly think that â€Å"entrepreneurship† and â€Å"small business owner† are synonymous. The challenge with this thought is that there are many small businesses, but only a few real entrepreneurs. Entrepreneurs find failure many times but there are a variety of reasons for it. Cardon, Stevens, and Potter suggest that failure is an â€Å"important phenomenon† because it leads to the entrepreneur’s ability to understand and make sense of what happened. In this way, they can make choices to do something different or begin another entrepreneurial venture. There are many theories that will be discussed in this essay to discuss scholarly views on the nature and types of theory. There are a variety of discussions that present the nature of theories and why they are important. Harlow states that one of the challenges to the word theory is that there are so many different ways that it is used. In other words, there is no universal meaning for this word. Harlow also notes that research uses theory to mean the relevant aspects of the literature that are important in building a background of information about the specific topic. As an example, in entrepreneurship, the use of theories will provide a foundation for the study of how entrepreneurship and failure are presented. Gelso (2006) describes theory from a more scientific point of view than Harlow (2009). Gelso posits that science and theory work together and one without the other would be very different. Gelso states that science must exist in collaborat ion with research in order to present solid research. In one respect, â€Å"science without controlled, empirical research would consist of only untested ideas and biases† (Gelso, 2006, para. 2), which would render research unusable. Gelso defines a theory as â€Å"a statement of the suspected relationship between and among variables† (Gelso, 2006, para. 9). With this understanding, Gelso suggests that the individual researcher can provide an integrated approach to the topic under study and make valuable assumptions about the research. Wacker (1998) adds to this discussion by stating that the difference in the way that professionals view theory is in the â€Å"exact nature† of the theory (p. 361). Wacker states that there are several reasons why theory is important to every discipline. These reasons are: â€Å"It provides a framework for analysis It provides an efficient method for field development It provides a clear explanation for the pragmatic world† (Wacker, 1998, p. 362). In stating such, Wacker (1998) supports the ideas of Gelso (2006) and Harlow (2009) in that theory is important and that it lays the foundation for research to be built upon. Waker also states that developing theory lessens the possibility of error because the researchers can build upon current theory; this leads to efficiency. Wacker (1998) creates a definition of theory using what academic theory understands as important. Theories are made of four factors in his definition. They must define terms or variables, they must have a domain where the theory generates from, the variables must have some type of relationship and the theory must have specific claims (Wacker, 1998, p. 363). This idea corresponds with Gelso (2006) and gives a foundation to the idea that research must be grounded in secure theories in order for them to be sound. Henderikus (2007) also has presented information regarding theory in a similar way as Wacker (1998). Henderikus (2007) suggest s that theory is a more mathematical concept and therefore

Technology Evaluation and Recommendation Research Paper - 2

Technology Evaluation and Recommendation - Research Paper Example Information Security Project Plan There are many differences between physical security, and information security. Information security is concept that entangles most aspects of the society, majorly because of the ubiquitous adoption of computing technology in the modern world. In our daily lives, we use computers at work place for our employers, play on computers in homes, study online, do business, and check emails, and so on. The level of development in the modern world has greatly improved especially with the increased rate of innovation, and growing technology. Everyone in the modern world is impressed at how the level of technology is increasing so fast because they benefit from it in very many different ways (Matford & Whitman, 2012). Owing to the fact that most people have the urge to make things easier in the modern world, everyone is turning towards the direction of Information technology because online seems to be the future of everyone, and everything. The web is viewed as the future of most activities in the world today since currently it serves as a very useful tool even though it also has some intimidating proposition. Although technology enables more productivity and allows access to much information, it also carries a lot of security issues. Employers preserve information about their companies, employees, and other important documents on the computer systems. Banks also store vital information on money transaction between them, and other clients. One of the most common challenges in the modern technology world is hacking, and piracy. When someone hacks information about a company, then this leaves the company in danger of either breaking down or losing credibility from the public that it serves because this interferes with its reputation, and competitors can take advantage of this situation. Employers can lose millions of dollars, and suffer damage of reputation, face legal prosecution through system configuration when hackers accesses personall y identifiable data. These issues are more common in the media, and they have disturbing regularity (Matford & Whitman, 2012). The rapid growth of technology brings many security issues, and this means that security standards need to be put in place with effective implementation. When discussing security issues, it is often helpful to use a model that has a baseline or foundation. This provides consistent concepts, and set of terminologies, which professionals can refer to when security issues arise. Information security has three primary concepts that are confidentiality, integrity, and availability triad since it focuses on security in relation to available data. Concept of confidentiality is similar but not the same as privacy. This component entails protecting data from those who are unauthorized to view it. One of the best examples of implementation of concept of confidentiality is when a person goes to the ATM to withdraw money; he or she is very keen on maintaining, and prote cting the account number, and card pin number. This is how simple concept of confidentiality operates (Matford & Whitman, 2012). This concept of information security goes hand in hand with that of physical security because the idea of confidentiality is still applicable in many ways. With the rapid expansion of global networks through interconnecting information systems in the modern

Globalising with a local flair Essay Example | Topics and Well Written Essays - 1500 words

Globalising with a local flair - Essay Example â€Å"The globalisation of markets has certainly accelerated through almost universal acceptance of the democratic free enterprise model and new communication technologies, including satellites and the Internet† (Cateora 2005). However, many of these companies that are inexperienced in marketing overseas incorrectly assume that their products or services will be easily accepted in foreign markets. Even when remaining concentrated within a single country or when marketing their goods to countries individually, companies facing international competitors will fare better if they have a global perspective in mind. As mentioned by Cateora, all these companies are or will be affected by competitive activity in the global marketplace (2005). To illustrate this concept, Cateora relates the story of US-based General Electric Lighting, who dominated the US lighting market until its rival, Westinghouse, sold its operations to Philips Electronics of Holland. Philips was then able to come in to the US market to compete from a stronger marketing position. Based on the experiences of companies such as General Electric Lighting and others, all companies that operate in international marketing arenas should adopt a modified globalisation strategy that includes a wide range of standardized products, but remains open to small market-specific variations designed to satisfy consumer needs, wants and tastes in smaller regions.

FINAL PAPER Essay Example | Topics and Well Written Essays - 2500 words

FINAL PAPER - Essay Example ating phenomenon to mankind, the very essence of our existence and the ability for an individual to ponder reflectively on his/her life has been a puzzle to all generations, the problems of identity exist because we exist, on the same concept, the problems emanate from our natural awareness and inquisitiveness, firstly, our identity is directly attached to our personhood, but the question arises, what is a person? The answer most probably must mention some several key activities like locomotion and reproduction, Locke argued that a person is an organism that possess mental capability, Descartes, in his famous quote, I think, therefore I am also directly mentions the faculty of thought, but the challenge arises when we cannot prove whether other ‘things’ have similar capabilities as we do, for example cattle that possess locomotive and reproduction abilities, another question ensues with this issue in that we must wonder- do these other ‘things’ think as we do? And if they do, do they possess an identity as we do. Computers are capable of doing analytical tasks at a speed faster than an individual-so, does it think? So with such matters, it is not a simple task to draw a line between a person and a non person. Besides, it is a reasonable question to ask oneself, when does one become a person, and what would cause him to cease to be? If a person is an organism that possesses mental capability, where do we classify the lunatic or a fetus? No wonder there have been very controversial debates on abortion as some perceive a fetus as a non person while others perceive a fetus as a living organism. The debate further boils to when does life (person) begin, at birth or during conception? Personhood therefore can be clearly defined especially after considering other intelligent animals and automated robots and that are capable of imitating almost everything that we can do, unless we accept the common definition that a person is a human being. This definition

The Educational System in the United States Research Paper

The Educational System in the United States - Research Paper Example From this discussion it is clear that  everyday conversational skills such as writing, reading and collaboration can truly solidify the foundation of the student’s cognitive and linguistic skills. In the process of learning an additional language, ESL students must keep up with the daily strains that are placed in their program of studies.  ESL students must learn to excel in time management skills. Indisputably, each student has a unique set of literacy development needs. Most ESL students have a strict schedule and must be accommodated with personalized program of activities that is managed by the staff itself. One can only imagine the surreal experience of international students, who at times felt hopeless as a foreign student in a North American School. The point is to acknowledge that internationals students are faced with academic, social, and emotional challenges in every aspect of life, which makes learning English much more difficult.This study highlights that lea rning and applying that knowledge is a fairly non-trivial challenge for the average American. But what of non-natives who are required to learn and master one of the most grammatically complex languages? This is a struggle which is unquantifiable and difficult to overcome.  Many non-native English speakers who often feel confused, frustrated, and pressured to achieve in an environment of native English speakers are in continuous pressure to excel in academics.... Clearly, it is vital that students should ask for help and set goals on how to overcome each issue. Therefore, â€Å"procedure† becomes a necessary element to facilitate student growth as the tutor advises them to set goals and helps them accomplish these goals. In addition, it affords students the opportunity to discuss with the tutor any concerns they have.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     For majority of the ELL students, grammar is the biggest focal point. ESL students are often very knowledgeable in grammar yet fall into the trap of superfluity. ESL students are constantly struggling to write like their counterparts, yet they traditionally fall short because they approach the problem with a skewed mentality. ESL students aim for a high status instead of learning from experience.   The challenge of writing like a native English student extends beyond writing the ‘right’ word as the language itself contains multiple-word meanings. In addition, the American standard demands effective argumentation and synthesis at higher levels. This standard challenges students not only adapt to different writing styles, but to acknowledge other writing method - a seemingly painless task which is continuously compounded by a lack of familiarity with the language and its intricacies.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As a tutor, it is important to account for the differences in writing style prevalent between ESL and native English speakers. The lack of context and organization present in ESL students’ writing stems from an overemphasis on grammar. Nevertheless, these differences do not correspond to a deficiency. Most ESL students get so caught up by wanting to get their papers fixed that they fail to understand the objective of the tutoring session, which

Is Parliamentary Sovereignty Still Applicable Today As It Was Previous Essay

Is Parliamentary Sovereignty Still Applicable Today As It Was Previously - Essay Example For those who believe in parliamentary sovereignty, parliament has absolute power which is unlimited by any other arm of government and because of this supremacy, all the legislation passed by it cannot be challenged by any other authority. In fact, it has at times been stated that parliament is not limited in what laws it can pass and that all of those that are passed are binding to all the people within its jurisdiction. While in other countries which have the parliamentary system, the actions of parliament are restricted by written constitutions that govern how these parliaments can act, in Britain; this is not the case because there is no written constitution to provide the guidelines. Many have used this to justify the belief that parliament remains as supreme as it was a century ago and this is mainly because it is the one which can make its own guidelines towards its conduct. There has been some debate concerning whether parliament is independent of the other organs of state or whether it is supreme to them. Some writers have stated that parliamentary sovereignty is equivalent to the sovereignty of the state and that the two are the same thing (Newman 175). This idea has been hotly contested because of the opposing belief that parliament is just one of the organs of state and that although it has sovereignty in its own right; it is not supreme to the other organs. In fact, it is stated that the role of parliament is strictly restricted to the role of passing legislation and that it does not have the right to interfere in the functions of the other arms or organs of government. When considering the legislative powers attributed to the British parliament, it is difficult to define the extent to which these powers go and whether they can be limited or not. What can be best described is the fact that the lower house, or the House of Commons, has supremacy in almost all legislative activity in parliament. However, this does not mean that all legislation is passed solely by this house because most of the legislation tends to be passed through cooperation between both houses of parliament (Packman 1229).  Ã‚  

MS ITM Core Learning Objectives Thesis Example | Topics and Well Written Essays - 3000 words

MS ITM Core Learning Objectives - Thesis Example This objective can also be related with all three issues as it is highly important for all involved stakeholders to take their responsibility in the process of finding and implementing solutions. ECONOMICS OF INTERNATIONAL TRADE  » Issues of International Trade which deal with real transactions that involve physical movements of goods and services. Yes all are relevant. The first issue involves movement of energy resources, second issue involves health problems due to movement of goods and services by vehicles which generate poisonous gases, whereas airplanes use more energy resources to transport goods and services from one place to another.  » Theory of international trade and issues of trade policy. First two issues are relevant. Theories have been developed for trade of energy resources and pollution generated by vehicles using these fuels. Third issue is not relevant.  » Basics of International Finance theory & policy implications. All three issues are irrelevant. Internat ional finance trade involve balance of payment, exchange rate, global financial system, foreign direct investment, and the affect of these resources towards international trade MIS IN TRANSPORTATION  » Use IT-enabled management information systems. All issues are relevant because IT-enabled management information systems help to solve these issues  » Who, what, when, where, why, how of IT deployment. All are relevant because it is necessary to answer who, what, when, where, why and how the IT based management system should be used to solve issues.  » Examples of IT use from industry sectors All issues are relevant because examples of IT use in the transportation industry help to use appropriate IT model to solve these issues.  » Contemporary IT deployment for Global Intermodal...The learning objective is very relevant with the three issues discussed previously. All the three issues need proper Information system in order to solve them. The system should collect data and dete rmine the best appropriate way to resolve these issues. Therefore, a report must be prepared in a written form which should describe the plan, analysis and designs for construction and implementation of business information system. The report should be prepared by considering the above issues. For example, the report must ensure a plan which is useful to develop a system in order to find out the appropriate Energy Resources Transit Model. Employ electronic software to enhance oral and written communication about an information system Information systems have taken important place in the daily operations of any organization (Laudon and Laudon, 2010). The three issues being analyzed and discussed can also be related with this learning objective. To develop a proper information system to solve above issues, a suitable software must be designed which is helpful in oral and written communication for an information system. All the issues must be treated using software so best possible solution can be obtained. It is important to understand the different phases and dimensions associated with the system process in order to come up with proper systematic solutions for the all issues being discussed.

Practical Life Essay Example for Free

Practical Life Essay â€Å"Any child who is self-sufficient, who can tie his shoes, dress or undress himself, reflects in his joy and sense of achievement the image of human dignity, which is derived from a sense of independence.† Maria Montessori Practical life activities give the child an understanding of his/her environment and how it works. The child enjoys all types of work. Child also enjoys keeping the environment beautiful for all to use. This work builds the childs self-esteem, making him feel of value. It may seem like they are playing when they are table scrubbing or polishing silver, but through these types of activities they are becoming prepared to do the real learning. Practical Life activities also have a strong fine motor component and so are valuable in developing and extending childrens fine motor abilities as well as their cognitive development. During the Mid Year Conference if parents want to know 3 activities and the importance from the practical life shelves, then what might be appropriate for 3 year old child? First, I’ll choose one to one wet pouring with handle or without the handle depend on the child’s abilities. This activity helps to develops small motor skills, order, concentration, coordination, independence. Child needs the either whole hand grasp or pincer grip depend on the handle of cup. If child master with this material without spill anything then child can pouring own milk or water at the house. Second, I’ll choose buttoning frame. The Dressing Frames are enable children to learn how to manage common fasteners, such as zippers, buttons, snaps, belt buckles and shoelaces. To help them learn how to unbutton and button themselves. This activity helps to develops small motor skills, order, concentration, coordination, movement and independence. With these skills, your child will soon be ready to take care of much of his daily clothing needs. Three year old child to dress himself from head to toe—if he’s given enough time. Third, I’ll choose cutting and serving bananas. 3-year-old children love to do real work they see us do. At home, child can become a true helper in the kitchen and participate in real cooking activities. This activity helps to develop fine motor skills using a knife to cut banana, order, concentration, coordination, and independence. Using a tool to produce more work for the child. Also, develop of gross motor skills when child carrying the tray and serving the bananas to their peers. For extension, child cans preparing foods using knife or cutting other kinds of fruits or vegetables.

Question Bank Essay Example for Free

Question Bank Essay What is Software Development Life Cycle? (SDLC) (2 mks) System Development Life Cycle (SDLC) is the overall process of developing information systems through a multi-step process from investigation of initial requirements through analysis, design, implementation and maintenance. b) Draw a diagram for pure waterfall life cycle. (5 mks) [pic] c)Explain the different phases involved in waterfall life cycle. (8 mks) Phase I – Modeling Phase In this phase we view the software product as part of a larger system or organization where the product is required. This is basically a system view where all the system elements are created. Phase II – Software Requirements Analysis Here we have a phase where the requirements are gathered. The information domain for the software is understood. The function, behaviour, performance and interfacing of the software are determined. The requirements of the software and the customer are decided upon. Phase III – Design This determines the data structures, the software architecture, the interface representations and the procedural (algorithmic) detail that goes into the software. Phase IV – Code Generation Here the actual programming is done to obtain the machine code; it is an implementation of the design. Phase V – Testing The testing is a process that goes hand in hand with the production of the machine code. There are a number of testing strategies. First unit testing is done and then integration testing. Alpha testing is to see if the software is as per the analysis model whereas beta testing is to see if the software is what the customer wanted. Phase VI – Installation The software is released to the customer. Phase VII Maintenance This is the largest phase of the software life cycle. Maintenance can be of different types: to modify the software as the requirements of the customer evolve, to remove the residual bugs in the software etc. 2)What is feasibility study? What are the contents we should contain in the feasibility report? (5 mks) A feasibility study is an initial look at an existing information processing system to decide how it might be computerized or improved. The contents that a feasibility report are: †¢ A statement of purpose of the system. †¢ A definition of system scope. †¢ A list of deficiencies of the current system. †¢ A statement of user requirements. The cost and benefits of development. †¢ A conclusion and recommendations. 3)What are the purposes of Data Flow diagrams, Entity-Relationship diagrams? Give an example diagram of each. (10 mks) Data Flow Diagrams Data Flow diagrams are a means of representing a system at any level of detail with a graphic network of symbols showing data flows, data stores, data processes, and data sources/destinations. The purpose of data flow diagrams is to provide a semantic bridge between users and systems developers. The diagrams are: †¢ Graphical Eliminating thousands of words; Logical representations Modeling WHAT a system does, rather than physical models showing HOW it does it †¢ Hierarchical showing systems at any level of detail; and †¢ Jargonless allowing user understanding and reviewing. [pic] Entity Relationship Diagram E-R Diagram is a graphical representation of the data layout of a system at a high level of abstraction. It defines data elements and their inter-relationships in the system [pic] 4)What is data modeling? Give 5 examples for data modeling. (5 mks) Data modeling is the act of exploring data-oriented structures. Like other modeling artifacts data models can be used for a variety of purposes, from high-level conceptual models to physical data models. From the point of view of an object-oriented developer, data modeling is conceptually similar to class modeling. With data modeling you identify entity types whereas with class modeling you identify classes. Data attributes are assigned to entity types just as you would assign attributes and operations to classes. Examples for data modeling include: †¢ Entity-Relationship diagrams †¢ Entity-Definition reports †¢ Entity and attributes report †¢ Table definition report Relationships, inheritance, composition and aggregation. 5)What is the difference between SRS document and design document? What are the contents we should contain in the SRS document and design document. SRS Document SRS document is a contract between the development team and the customer. Once the SRS document is approved by the customer, any subsequent controversies are settled by referring the SRS document. SRS document defines the customer’s requirements in terms of Functions, performance, external interfaces and design constraints. SRS Includes: †¢ Functional †¢ Non functional User †¢ Interface †¢ System Design Document The purpose of a design is to describe how the enhancements will be incorporated into the existing project. It should contain samples of the finished product. This could include navigational mechanism screenshots, example reports, and component diagrams. Design Includes: †¢ E-R Diagrams †¢ Data flow diagrams †¢ Data Dictionary 6)Explain all the phases involved in the implementation phase. (10 mks) Conduct system Test In this test software packages and in – house programs have been installed and tested, we need to conduct a final system test. All software packages, custom- built programs, and many existing programs that comprise the new system must be tested to ensure that they all work together This task involves analysts, owners, users, and builders. Prepare Conversion Plan On successful completion of system test, we can begin preparations to place the new system into operation. Using the design specifications for the new system, the system analyst will develop a detailed conversion plan. This plan will identify Database to be installed, end – user training and documentation that needed to be developed, and a strategy for converting from the old system to the new system. The conversion plan may include one of the following commonly used installation strategies 1)  Abrupt Cut-over 2)  Parallel Conversion 3)  Location Conversion 4) Staged Conversion Install Databases In the previous phase we built and tested the database. To place the system into operation we need fully loaded databases. The purpose of this task is to populate the new systems databases with existing database from the old system. System builders play a primary role in this activity. Train Users Converting to a new system necessitates that system users be trained and provided with documentation that guides them through using the new system. Training can be performed one on one; however group training is preferred. This task will be completed by the system analysts and involves system owners and users. Convert to New System Conversion to the new system from old system is a significant milestone. After conversion, the ownership of the system officially transfers from the analysts and programmers to the end users. The analyst completes this task by carrying out the conversion plan Recall that the conversion plan includes detailed installation strategies to follow for converting from the existing to the new production information system. This task involves the system owners, users, analysts, designers, and builders. 7)List and explain different types of testing done during the testing phase. (10 mks) Unit Involves the design of test cases that validate that the internal program logic is functioning properly, and that program inputs produce valid outputs. All decision branches and internal code flow should be validated. Unit testing involves the use of debugging technology and testing techniques at an application component level and is typically the responsibility of the developers, not the QA staff. Integration As the system is integrated, it is tested by the system developer for specification compliance. †¢Concerned with testing the system as it is integrated from its components †¢Integration testing is normally the most expensive activity in the systems integration process †¢Should focus on: †¢Interface testing where the interactions between sub-systems and components are tested †¢Property testing where system properties such as reliability, performance and usability are tested System Testing the system as a whole to validate that it meets its specification and the objectives of its users. The testing of a complete system prior to delivery. The purpose of system testing is to identify defects that will only surface when a complete system is assembled. That is, defects that cannot be attributed to individual components or the interaction between two components. System testing includes testing of performance, security, configuration sensitivity, startup and recovery from failure modes. Involves test cases designed to validate that an application and its supporting hardware/software components are properly processing business data and transactions. System testing requires the use of regression testing techniques to validate that business functions are meeting defined requirements. Black Box This is testing without knowledge of the internal workings of the item being tested. For example, when black box testing is applied to software engineering, the tester would only know the legal inputs and what the expected outputs should be, but not how the program actually arrives at those outputs. It is because of this that black box testing can be considered testing with respect to the specifications, no other knowledge of the program is necessary. For this reason, the tester and the programmer can be independent of one another, avoiding programmer bias toward his own work. White Box Also known as glass box, structural, clear box and open box testing. White Box is a software testing technique whereby explicit knowledge of the internal workings of the item being tested are used to select the test data. Unlike Black Box testing, white box testing uses specific knowledge of programming code to examine outputs. The test is accurate only if the tester knows what the program is supposed to do. He or she can then see if the program diverges from its intended goal. White box testing does not account for errors caused by omission, and all visible code must also be readable. 8)List and explain all the phases involved in the construction phase. (10 mks) Build and Test Networks †¢ In many cases new or enhanced applications are built around existing networks. If so there is no problem. †¢ However if the new application calls for new or modified networks they must normally be implemented before building and testing databases and writing or installing computer programs that will use those networks. This phase involves analysts, designers and builders †¢ A network designer and network administrator assume the primary responsibility for completing this task. Build and Test Databases †¢ This task must immediately precede other programming activities because databases are the resource shared by the computer programs to be written. If new or modified databases are required for the new system, we can now build and test those databases. †¢ This task involves system users, analysts, designers, and builders. †¢ The same system specialist that designed the database will assume the primary responsibility in completing this task Install and Test New Software Packages †¢ Some systems solutions may have required the purchase or lease of software packages. If so, once networks and databases for the new system have been built, we can install and test the new software. †¢ This activity typically involves systems analysts, Designers, builders, vendors and consultants. Write and Test New Programs †¢ In this phase we are ready to develop any programs for the new system. Prototype programs are frequently constructed in the design phase. However, these prototypes are rarely fully functional or incomplete. This task involves the system analysts, designers and builders. 9)What is data conversion? Why is it necessary? Data Conversion is the changing of the data structure to accommodate new or different needs for the data. Different operating systems have different application software, and each application normally has its own internal way of saving data. There are some standards such as CSV files for databases and RTF files for word processing text, however, these are few and far between and often only save the basic information rather than the full structure. 10)What is change management? Computer based systems are dynamic. As the business Environment changes, there is a need of some changes to the information system. The changes occur not only during the study, design, and development phases of the life cycle of the system. In this process there are two elements that are essential to the management of change. †¢ The performance review board, which can make management–level decisions about system modifications. †¢ Baseline documentation, which can be referred to, to determine the extent and impact of proposed modifications. 11)What is user acceptance testing? Explain different testings in user acceptance testing. Why is it necessary? User Acceptance Testing is a phase of software development in which the software is tested in the real world by the intended audience. Different testings are: Alpha Testing Alpha testing is the software prototype stage when the software is first able to run. It will not have all the intended functionality, but it will have core functions and will be able to accept inputs and generate outputs. An alpha test usually takes place in the developers offices on a separate system. Beta Testing The beta phase of software design exposes a new product, which has just emerged from in-house (alpha) testing, to a large number of real people, real hardware, and real usage. Beta testing is not a method of getting free software long-term, because the software expires shortly after the testing period. User acceptance testing is used to know if the system is working or not (both clients ; in-house) 12)What are functional and non-functional requirements? Functional †¢ How the system should react to the particular inputs †¢ How the system should behave to the particular situations †¢ What the system should not do Non functional †¢ Constraints on the services or functions †¢ Time constraints †¢ Constraints on the development process 13)Explain the steps involved in the prototyping 1. Define the goal and purpose of the prototyping. 2. Make plans for iterations (number, range) and evaluations (dates). 3. Transform the conceptual design to a first outline of the user interface and a first synopsis for the users’ information. 4. Design the paper prototype. 5. Let domain experts review the paper prototype regarding completeness and correctness. 6. Test the prototype’s usability.

Review of Renaissance Architecture Styles

Review of Renaissance Architecture Styles Throughout the past years the emergence of architecture have gone through various evolutionary phases .The philosophy of Architecture produced with time two major branches which is the basic Renaissance and Baroque architecture. The development of Architecture from basic Renaissance form which indicates having the characteristics of dignity and formality shown through symmetry and that to have an available space for rational engagement with the divine which can be asserted that it certainly provides a rational engagement with architecture which is a more effective means to comprehend and understand architectural form than the Baroque form which contrarily presented the beginning of new dynamic, fluid and theatrical approach to architecture that was designed to impact directly upon emotional modes of engagement. The Baroque architecture which was originally linked to the counter reformation which is a movement within the catholic church to rebuild itself to respond to the Protestant c hurch and its embellishments were more reachable to the feelings and power of the Italian church which formed a new style, whereas Renaissance was a mixture of religious and secular force and withdraw the prosperity and strength of the Italian churches. From the 14th to the 17th century In Italy ,the city of Florence specifically is where the launch of Renaissance architecture which is also known as ‘Rebirth’ or ‘Revival’ of the Roman classic Arts had firstly began and later was distributed to the rest of Europe. Symmetry ,geometry, proportion and regularity of elements are they are shown in Ancient Roman architecture is what specify the Renaissance style. However, in the city of Florence , architects and artists demonstrated their support through their progress of new shapes of painting, sculpture and architecture, similar to seeking of prestige and position through their assistance of art and letters by the bankers and rich merchants. Hence ,As time passed by Renaissance Architecture has evolved and went through multiple stages .At first it has gone through the Early period which is the first transition period. Secondly comes Proto-Baroque which is before baroque or in other words High renaissance .Finall y It evaluated to Baroque period. Baroque architecture began in late 16th century in Italy that turned Renaissance architecture into a philosophical and imaginative in a theatrical fashion way often to express an imaginative idea. Lights and dramatic intensity is used also to represent Baroque architecture. Bernini and Borromini are the first two major architects that developed Baroque period as Bernini was the first one to evolve many sculptures into his buildings and the Francesco Burromini came to Italy to learn from Bernini. However, every style of Architecture has its own characteristics, materials, elements and shapes and different aims, but it is supported that approaching architecture with Renaissance style tends to be more engaging with architecture and understanding it and representing it in a right form than Baroque style. Late Roman buildings, particularly Donato Bramante’s St. Peters Basilica Tempietto in Rome its design attains a colossal unity that was not known before and hence can be considered as ancestor to baroque architecture. Donato Bramante was an Italian architect, who introduced Renaissance architecture to Milan and the High Renaissance style to Rome, where his plan forSt. Peters Basilica formed the basis of the design executed by Michelangelo. Donato Bramante Tempietto in Rome represent perfectly the Renaissance style of architecture The tempietto identified the start of the Renaissance in Rome in 1502, when a sanctuary to represent where saint peter was killed was requested from Alexander to be built allegedly .Bramante made his building to symbolize the Christian reference for tradition and platonic preference for the early church. The building is surrounded by a one-story Doric colonnade with entablature and balustrade and a 2-story cylinder covered by a hemispherical dome Bramante’s St.Peter scheme symbolized a building on the buildup of the Baths of Diocletian covered by a dome similar to that of the Pantheon. Began in April 1506. Nearly all the vital architect of the 16th and 17th had been altered by the same time that the church was fully adjusted. Renaissance architecture in both of these buildings tends to having planar classicm in which its walls are decorated with culomns ,pediments,and blind arches of small physical depth and that serves as flat canvases for a classical inveer ,which serves to split a wall into a precise and neat form ,contrarily in Baroque architecture the walls are deeply chelised and curved which treats as undulating whole .Furthermore, St Peter’s basilica and Donato Bramante’s Tempietto in Rome have Faà §ades that are symmetrical around their vertical axis. A systenm of pilasters ,arches and entlabatures which form a proportional surmount the facades and the columns and windows demonstrate progression toward the centre.In contrast Buildings such as John Balthasar Neumann’s Pilgrimage Church of Vierzehnheiligen in Bamburg, Germany the facades consisted of many curves, Baroque pediments (which is the triangular area between the rooftop and the edge of the roofs) were often highly de corated. Scrolls and gilded formed the tips sometimes. This is a photo for John Balthasar Neumann’s Pilgrimage Church of Vierzehnheiligen in Bamburg, Germany which represent the Baroque architecture The Baroque style has its unique oval shape and took the advantage of marbles, bronze and gilts in abundance of the interior and sometimes the interiors are covered by multiple gilded puttos and life sized ones. Using an art technique called as ‘‘Trompe l’oeil’’ painting including strongly realistic imagery hence to create the optical vision and illusion for objects to be visible in three dimensions the ceilings and domes of the baroque architecture were formed ,instead of being an ordinary two dimensional painting . The major role that Baroque architecture acted upon was the call for an architecture that is both reachable and accessible to feelings and emotions and also a shown statement of wealth and power of church. The facades consisted of many curves, Baroque pediments (which is the triangular area between the end of the roofs and the rooftop) were usually extremely decorated. The tips were sometimes turned into scrolls and gilded. A listed featu res of baroque architecture would include more curves rather than straight lines , decorative columns instead of a supportive one and twisted in shape as well , detailing with a high sense of decoration , applying the appearance of moving and continuous flow as well , along with an abundance of windows , and a lot of paintings blending with the architecture. The church was constructed between the year of 1743 to 1772 along with it unique design in the interior which strongly reflect the baroque architecture. The plan of the church shows the church has layout which is considered to be a complex of highly divided spatial arrangement in a Latin cross form, along with a series of ovals that divides a large series of ovals that’s perpendicular to it. Moving on to the ceiling, it’s broken up with huge windows that allow the space to be exposed to directional light. Combining all this together which is the amount of light coming from the windows and the flawless stucco work d one by the architects, created an amazing and simple in terms of a transporting interior which has been called Gods Ballroom .As a person approaches the church he or she will witness a wonderful sandstone faà §ade resembling a glorious baroque style along with an appealing and warm hue. In conclusion, Baroque architecture which considered to be related to emotional engagement, this style or architecture concentrate and give more attention to decoration more than support of the structure, curves rather than straight lines, and emphasis on the appearance of movement all along the church. Although baroque has barrows many features from the mannerism and renaissance, but at the same time there is a lot of differences found between these two styles of architecture. In indicating those differences u will conclude that renaissance is more based on realism and being straight, as well as having the characteristics of dignity and formality shown through symmetry and that to have an available space for rational engagement with the divine which can be asserted that it certainly provides a rational engagement with architecture, while the baroque style concentrates more in being complex and in a flow. Giving those factors renaissance architecture can be considered more convincing in terms of architectural aspects due to the high level of stability and proportionality which reflects the concept of power and routine which is needed in places like churches

Global Problems Essay -- Science Nature Philosophy Papers

Global Problems The present global political situation is serious and desperately invites public awareness and concern. Global problems cannot be solved locally; they must be studied locally with an eye towards a mass-movement that would raise awareness of the severity of the problems as well as the absence of viable solutions. A comprehensive view should evolve through critical discussions regarding both problems and possible solutions. The movement must seek to create minimal scientific literacy (that is, attention to factual reports plus a critical attitude toward them). The movement must be educational and democratic; it must encourage individual autonomy. It must freely confess ignorance and slowly develop ideas in a combination of broad propaganda and proper research. Philosophy can contribute by developing a comprehensive view of the situation. Academic research should attend to practical problems. Ideally, the movement will offer grassroots education that will enable graduates to compel appr opriate institutions to enact legislation directed toward the alleviation of global problems. We are living now in a permanent, major global political crisis. The problems of global politics are serious and sorely need sane solutions. Thus far no possible reasonable solution for them has been offered. No one has any clue as to any solution. It is better to discuss the problem-situation in general than to wait for someone to come up with a possible solution. How, then, can we contribute towards a relieving the current major global political crisis? This paper makes two rather obvious presupposition. First, survival is always on the top of any political agenda. Second, there is a grave danger to human survival today. This danger wi... ...may stand behind some future solutions to severe current problems. These problems present a tremendous intellectual and practical challenge to us all. The challenge is not new. After all, to meet this challenge a number of new departments have already been instituted in many universities in many countries. These departments are devoted mainly to ecology and to new global political affairs. It is the putting of all this together without exaggerating its force and while stressing the great need that may give the movement its push towards a grass-roots democratic-scientific movement. Bibliography Agassi, J., 1985. Technology: Philosophical and Social Aspects. Dordrecht: Kluwer - 1990. "Global Responsibility", J. Applied Phil., 7, 217-221. Popper, Karl R., 1945. The Open Society and Its Enemies. -, 1961. Conjectures and Refutations, Chapters 4, 17 and 19.

Allocation of Resources :: essays research papers

Economics is the allocation of scarce resources among competing ends. To some extent, virtually everything is scarce - money, food, water, dates for the prom... but some resources are scarcer than others, and deserve special attention from those with the tools to allocate them properly. Basically scarce resources can be defined as the limit a society has on a particular resource that is less obtainable than others which are readily attainable. Some examples of some scarce resources that are found commonly in today’s society are clean air, oil, trees, coal, and natural gas. Some examples of my personal scarce resources are time, money, and energy. In a way they are all connected. I have to find a way to allocate my time to make more money but yet conserve my energy at the same time. Now quality and fulfillment are two totally different things than scarce resources. Basically it contains the essential parts that enable you to live a happy life. For me this includes such things as security (whether it be with a job or a significant other), money in my wallet, family and friends, and the feeling of being successful in my endeavors. These things could also be considered needs because they are things I need to make me happy. However, my needs are limited to a few. I don’t need a lot of things to keep me happy. Just the basics are all I really need. As for my wants†¦that’s a different story. I have unlimited wants. I want many things. Having such tendencies to want and demand many things from myself helps me to obtain my goals and strive for the things I want. I don’t settle for second best. If its close to want I want I usually don’t give in. I would feel like I was given something for attempting but not fully reaching the wants and g oals I instill in myself. I think this applies to our economic system in a way that people set goals in order to make the world a better place. The impact upon the

Most historians recognise 1917 as the year in which the Harlem :: English Literature:

Most historians recognise 1917 as the year in which the Harlem renaissance began. The Harlem Renaissance. Today most historians recognise 1917 as the year in which the Harlem renaissance began. Three events lead to this. First was the publication of two poems by Claude McKay. Second was the opening on Broadway of three plays about black life by a white writer, Ridgely Thomas. These plays were remarkable not only because they were performed by black artists but because they contained none of the usual racial stereotypes. Finally, on the 28th of July Harlem experienced its first silent parade when ten to fifteen thousand blacks marched down 5th Avenue to protest against continued racial inequities. However the rich surge in African American arts and letters that took place around the 1920’s was not limited to just Harlem, nor even to New York City. Although, the intensity of the movement was in that city, and the sheer number of black writers, musicians, and scholars who lived and worked in Harlem has ensured that it is linked with the era. To understand the Harlem Renaissance it is necessary to appreciate both the changes that occurred within the African community and the cultural shifts that took place in American society as a whole during the 1920’s. For blacks the years during and after World War one were ones of increased militancy and racial pride. Phillip Randolph was struggling to organise black workers and a national campaign was actively promoting federal antilynching legislation. Although white society did not take these political movements particularly seriously, it did give considerable recognition to the large number of black writers, musicians and scholars who were emerging simultaneously. These figures being people like, Countee Cullen, James Weldon, Zora Neale Hurston, Wallace Thurman and Jean Toomer. All lived in Harlem and Langston Hughes described the area as a â€Å"great magnet for the negro intellectual, pulling him from everywhere.† Yet Harlem was a magnet not only for blacks, but also for whites eager to experience for themselves the glamour and escapism that its night-clubs seemed to promise. In many ways Harlem became a national symbol of the Jazz Age, a complete antithesis of Main Street and everything that the artists and cultural critics of the 1920’s rejected. Many Observers, black and white, hoped that this outburst of literary and artistic talent would help to ensure greater acceptance of blacks by American Society.

Is New Zealand/Aotearoa A Classless Society

I declare the following to be my own work, unless otherwise referenced, as defined by Unitec New Zealand’s policy on plagiarism. This essay will argue that New Zealand/Aotearoa is not a classless society. Moreover, it will also be demonstrated that New Zealand is a stratified society of which class is only one part, and that gender is the basis of social stratification. This discussion will begin with a definition of some key terms. In determining that New Zealand is not a classless society, the historical definition of class will be examined and then developments in New Zealand’s society explored to ascertain the place class occupies in contemporary New Zealand society. At this point the discussion will revert to the position that gender is the dominant form of stratification and evidence will be provided to support this. Throughout the essay the effect of the industrial revolution will be explored as a mechanism that contributed to both class and gender consciousness. In concluding, an explanation of my own socially constructed perspective which has informed the position I have adopted will also be offered. Before proceeding with this argument, it is first necessary to define two key terms used in discussing this topic: class and stratification. Stratification refers to the hierarchical organisation of groups within a society and the social inequality this produces (Jary & Jary, 2005). Stratification and class utilise such similar terminology in their analysis of structured inequalities that class analysis and social stratification often are inseparable concepts. Class is a term that has complex implications but at its simplest level, and echoing stratification, is also defined in the Collins Dictionary of Sociology as the hierarchical distinctions that exist in society (Jary & Jary, 2005). Sociologists agree that all societies are stratified in some way. A simple distinction between the two terms is that stratification can exist independently of class, but class and stratification are inseparable, since class is a form of stratification. The effect of stratification on any society is that by its hierarchical and divisive nature it marginalises and disadvantages those outside of the dominant discourse and favours those who conform to that discourse. It forms distinct groups of people and is exclusive in nature, creating an â€Å"us and them† paradigm. Marx argued that class was the fundamental form of social stratification and that the control of economic resources and wealth defined class structure. Moreover, Marx argued that class was determined by an individual’s relationship to the mode of production. Marx developed his theory after analysing the structure of society, which resulted from the capitalist economy created by the industrial revolution. The two distinct classes this relationship formed were based on the exploitation of the proletariat by the capitalists (McLennan, Ryan & Spoonley, 2004). Marx’s definition of class prevailed to a certain degree throughout the 19th and 20th centuries and many theorists adopted elements of his definition, although his position of class as being the fundamental form of stratification has been challenged. Weber agreed with Marx that economic relations were a determinant of class, but argued that inequality could not just be explained in terms of ownership and property, and that in addition, status and party must also be taken into account (Osborne & Van Loon, 2004). Weber, therefore, held a similar view to my own in that class is simply one means of stratification, although as with most other sociologists of his era, gender as a form of stratification was discounted. More recently, Giddens (1997, p. 43) defines class â€Å"as a large scale grouping of people who share common economic resources, which strongly influence the type of lifestyle they are able to lead. He continues in this definition that the â€Å"ownership of wealth, together with occupation are the chief bases of class differences†. The similarities to Marx’s theory are apparent, although this definition does not inextricably link class divisions to the mode of production. This essay will adopt Marx’s definition of class in examining class as a form of stratification in New Zealand. Most discussions regarding class adopt a position that it is related to work and economic life; that it is determined (at least at some level) by employment status and financial affluence. Conversely, the neo-Weberian theory postulates that position in the housing market broadly determines class, (McLennan et al. , 2004) and although this appears valid it is my opinion that culture rather than class underpins this theory. This view is supported by Conley (2001) in her study on housing and social stratification. I find it is often as difficult to separate class from culture and ethnicity as it is to separate class and stratification, since they each contain elements common to each other. Day (2001, p. 200) supports this view in stating that â€Å"ultimately, of course, race, gender, sexuality and culture cannot be separated from class. † Even allowing for differences in definition, class stratification is evident in New Zealand though its significance has diminished, as will be demonstrated. An analysis of class commonly involves the terms â€Å"upper class†, â€Å"middle class† and â€Å"working class†. These terms were introduced to New Zealand through the period of colonisation in which Britain sought to expand its empire into new markets. Although the colonisers brought with them the prevailing discourses underpinning their white, western culture, it was also their intent to escape the restraints of the class structure of their homeland (McLennan et al. , 2004). This in itself supports my view that lass divisions are less pronounced in New Zealand. In continuing this argument, it is impossible for me to present this analysis of the class structure in New Zealand without also being influenced by my own interpretation of class, acquired through having been born and raised in England, where class has historically been a dominant social order. It is my view that membership to the upper class is not just dependent on social status in terms of wealth, occupation and ownership. It has a unique culture of its own and is more often than not something one is born into rather than acquired. This culture includes one’s accent, how one dresses and behaves, where and with whom one socialises, one’s hobbies, school attended etc. Financial affluence is usually inherited and â€Å"new money† is unwelcome and excluded. In New Zealand this same level of class culture does not exist, social mobility is more notable and entry into the upper classes depends largely on wealth than other non tangible forms of social status. In this regard, access to the upper class, and movement between the classes – which in themselves are less defined – is available to all (although usually on the basis of financial success), and is not limited to an exclusive club. I therefore interpret class divisions as being much weaker in New Zealand. Returning now to Marx’s analysis of class, one of its limitations is that it does not account for the middle class, the nature of which has changed enormously due to changes in capitalist production and new forms of ownership. Historically the working class was comprised of blue collar workers or manual labourers; the middle class, white collar workers and professionals; and the upper class, the aristocracy, the very wealthy and business/land owners (SocINDEX, 2003). Changes in New Zealand’s economy transformed the nature of employment and further diminished the fluid class boundaries that did exist. Post war economic prosperity, characterised by full employment, and the introduction of the welfare state diluted the financial disparities between the classes and in doing so also further weakened class divisions. More recently de-industrialisation, characterising the era of post-Fordism, and the formation of new service and technology based industries have contributed to significant changes in the working class structure of the manufacturing industry. The policy of economic rationalisation adopted in the 1980’s has also contributed to the evolution of an underclass which never previously existed (McLennan et al. , 2004). As well as affecting the working class, these economic developments have also changed the nature of the middle class. Embourgeoisement refers to the process of the working class becoming more like the middle class, and is characterised by the rise in white colour jobs at the expense of the decline in secondary sector industries. In addition, the rising standards of living of blue collar workers have contributed to increased levels of affluence, whereby many now own their own homes and have the purchasing power to access all manner of consumer goods to which they were previously financially excluded (Giddens, 1997). Home ownership is another factor which supports the argument against class stratification in New Zealand, according to Marx’s theory. Whereas Marx linked class to the means of production, a growing debate centres on stratification now being shaped more to changes in consumption (Saunders, 1990). This is particularly relevant in New Zealand since currently 70% of the population are home owners and this has been a source of income for many. However, it has been counter-argued that property as a source of income predominantly occurs in the main centres of Auckland, Wellington and Christchurch, and that with property booms and slumps, much also depends on the time property was purchased. In addition, property commonly remains in the family and therefore tends to reinforce the financial position of the family rather than alter it dramatically (McLennan et al. , 2004). As a final word on the subject of class I would like to return to the importance Marx also places on the exploitation of the workers by the business owners. In many industries today business owners are beginning to recognise the link between how workers are valued and increased production and profitability. In reward of their efforts employees are often invited to share in the profitability of the company, and reap the rewards of their own labour by access to employee share purchase schemes. With increased funding being provided by capital injections from various shareholders, the nature of ownership is further questioned and the link between ownership and production is defined in unlimited shades of grey rather than Marx’s black and white theory. Having demonstrated that class does still exist in New Zealand, but that its nature has altered due to various factors, I now return to my argument that gender is the dominant form of stratification. McLennan et al. (2004, p. 143) agree that â€Å"there remains a reluctance†¦to see class as a central defining characteristic of New Zealand†¦Ã¢â‚¬  and that â€Å"gender or ethnicity are important markers of group membership, and therefore are the basis for stratification† (p. 139). In societies stratified by gender it is most often women who are disadvantaged, due to the patriarchal society that is characteristic of most first world civilisations. Indeed, the sociological discourse itself has historically privileged a very andocentric view in which sociological research has mostly focussed on men (Giddens, 1997; Osborne & Van Loon, 2004). The fact that sociology has historically been biased towards a male perspective offers support to my argument that gender is the dominant form of stratification in developed western societies. I will now expand upon this argument further and offer evidence in support of this claim. From the very moment a child is born society is preoccupied with gender, and boys and girls are treated differently based purely on sexual differences. This often begins with the way children are dressed – blue for a boy and pink for a girl. McLennan et al. (2004) point out that although this might seem trivial, it amplifies the importance that is placed on gender and highlights the various settings to which gender differentiation is applied. In continuing to illustrate the development of the social construction of gender, by about age three both girls and boys have developed a gender identity, although they have little understanding of what that means. At a young age children also develop gender role awareness, or a knowledge of what behaviours are expected of them (Morris & Maisto, 2002). Harold Garfunkel (1967) expanded on this concept and argued that in addition to the assignment of gender at birth, masculinity and femininity are discourses that are accomplished through our behaviours. In this way gender roles are ascribed and traits are learned through an ongoing process of socialisation. The following quote highlights the profound effects that gender socialisation produces: Gender assignment will shape the child’s life in a myriad of ways, influencing the clothes it wears, the sports it plays, the education it receives, the kind of job it will have, its income level, the illnesses it will suffer – perhaps it will even explain how he or she will die. † (McLennan et al. , 2004, p. 60) It is apparent from the above quote that life chances differ dramatically between the sexes and that gender is a fundamental f actor which influences many, if not all, areas of life from birth to death. Giddens (1997, p. 260) supports this view in stating that â€Å"gender itself is one of the most profound examples of stratification†. Upon analysing New Zealand society it is clear that the gendered discourse privileges men and marginalises women. James & Saville-Smith (1989) give credence to this statement in acknowledging that â€Å"the gendered culture itself is progressively being acknowledged, and not only by feminists, as a source of social disorder and social problems†. Employment status is another considerable means of social stratification in New Zealand and is inextricably linked to gender, although that is not to say that it is only women who are marginalised through employment. Nevertheless, its inclusion is relevant to my argument on gender stratification in three ways: gender is a dominant aspect of stratification in the area of work and economic life; work is a fundamental element of human existence; and women are the principal group marginalised by employment. The dominant discourse regarding work in New Zealand is that paid work is more socially and economically significant than other forms of work. This in itself creates a gendered discourse that marginalises women. In New Zealand, studies by Marilyn Waring agree that women’s unpaid work is vitally important, that it contributes significantly to the economy and well-being of society, but is typically ignored (cited in McLennan et al. , 2004). The notion of work as excluding domestic labour is one effect of the andocentric perspective that underpins New Zealand society. As in other colonised countries, the woman’s role in New Zealand has been to provide unpaid care-giving and household services, whereas the man is considered the income earner (Robertson, 2001). In addition, men are regarded as dominant, strong and aggressive, whereas women are considered passive, emotional and nurturing. New Zealand’s gendered culture financially disadvantages mothers by restricting their participation in the paid labour market and therefore, the life chances women are afforded are severely restricted. As such, women are marginalised both biologically and psychologically. Biological accounts of gender tie women’s destinies to their bodies as opposed to the psychological theory that has already been discussed, based on gender as a social construction. It was the emerging capitalist economy resulting from the industrial revolution which redefined the nature of work. As a result of this separation of work from home domestic work was devalued since it was not rewarded with payment. The industrial revolution also gave rise to the sexual division of labour which ascribed gender roles to specific activities, and defined them as being women’s work or men’s work. As a result, in capitalist societies, women are concentrated in particular industries, such as the caring professions, and receive lower levels of pay than their male counterparts. In New Zealand women’s average earnings equate to only 77. 1% of male earnings (cited in McLennan et al. , 2004). It is also a sociological truth that the opportunity for women to hold positions of superiority in the workforce is much lower than for men (Osborne & Van Loon, 2004). The workforce is not the only place where gender differences are apparent. There are also clear gender differences regarding the division of labour in the home and much of women’s work is rendered invisible by applying the concept of work only to those activities for which payment is received. Studies have shown that regardless of the number of hours women spend in paid work, their domestic responsibilities at home decrease only very slightly, and they continue to spend many more hours in unpaid work than men do (Else, 1997). This significantly contributes to women’s position of disadvantage in society as Else (1997, p. 19) argues in the following quote: â€Å"It can not be too strongly stressed that the primary cause of women’s disadvantageous financial position and their consequently high level of financial dependence (on male earnings or on the state) is not that they are deficient in various measures – for example in terms of skill, experience, or ‘working hours’ –compared with men. Instead it is that they carry excess responsibility for unpaid work, particularly childcare. † In addition to gender being a contributing factor in restricting women’s access to the workforce, women are also disadvantaged when they have secured employment, as illustrated in the following quote from Davis and Jackson (1993, pp. 150-151): The reality is†¦that women, particularly women with domestic commitments, may not be in as strong a position to negotiate wages, employment conditions and training opportunities of their own choice as men†¦[Their disadvantage results] from three fundamental factors: the way that women are socialized and perceived; the impact of care commitments on choice; and the effect of present structural inequalities. The argument thus far has provided substantial evidence that gender is the fundamental form of stratification in New Zealand and that class no longer holds the dominance it enjoyed historically. Some sociologists even argue that we are moving towards a completely classless society (Osborne & Van Loon, 2004). As already alluded to, much depends on the definition given to class and as with all other discourses, class is a discourse that is socially constructed and is affected by culture and time. It must also be noted that although this essay has adopted a feminist perspective, the intention is not to discount other forms of gender based stratification such as homosexuality. Gender socialisation occurs across a multitude of domains. It is written into laws concerning which sexes may marry one another and until very recently outlawed homosexual relationships between men. The church is still an institution which unlawfully criminalises homosexuality and excludes women from certain positions in its hierarchy. It has been demonstrated that human beings are conditioned by gender from birth and the gendered roles we are ascribed affect us both at home and at work, undoubtedly the two largest sectors of life. Moreover, gender also impacts on leisure time and to a large extent determines the sports and relaxation activities that are deemed appropriate for the different sexes. Perhaps one of the few occasions when we are not affected by gender is when we are asleep! In closing I feel it necessary to state that this essay reflects my own unique socially constructed viewpoint in adopting the feminist perspective of placing gender at the centre of this discussion. My experience of society centres on the fact that I am a woman first and foremost. Secondary to my gender is my culture: I am a white woman of English heritage. This is somewhat dichotomous in its effect, since as a white person I form part of the dominant (and therefore privileged) culture, yet as a woman I am continually marginalised and disadvantaged by my gender. I have little doubt that a black man would feel more marginalised by his culture than his gender and would therefore consider culture to be a more dominant form of stratification than gender.

Military Recruiters in Our High Schools Essay

Military recruiters should be allowed in our high schools despite the opinions of anti-war groups, counselors and teachers who are focused on keeping the military recruiter out of our schools. This report will reveal opinions of those opposed to military recruiting showing that they are more focused on the war concept and slandering the recruiter rather than assisting the students with a job, trade, financial responsibility and an education. An article written from the author Ayers (2006), states that program’s such as the Junior Reserve Officers Training Corps are helping the recruiting efforts with 40% of JROTC graduates joining the military. A clear insight of the Parent Teacher Student Association, in which some schools focus more on the war in Iraq than education or school functions according to an article written by Paton (2005), will show the opposing opinion of the recruiter and how the No Child Left Behind Act, to some, is an invasion of privacy promoted by the wars effort. Schools that do not follow this law will be in jeopardy of cutting the schools federal funding. With the research by Cupolo (2007), the article written shows the Opt Out, Opt In schematic, in which parents or students can deny the recruiter access to their information. At the base of the argument of whether recruiters should be allowed into high schools, remains the fact that the act of recruitment is strictly voluntary. The recruiters are not demanding an audience, nor are they requiring participation in the recruiting program. Should the Military be allowed to recruit in High Schools Recruiting in the high school arena has been a tool for the military recruiter to do his or her job effectively to complete the assigned mission. Certain jobs such as Administrative, Disbursing, Food Services, Computer Data Analysis, Motor Transportation, Aviation and Supply Administration are needed in the military to assist with day to day military operations, as well as continuing support of the war efforts. However, the individual recruiter is hindered by a lot more than just the student’s lack of knowledge, but the opinions of others, i. e. parents, teachers, whose lack knowledge of the opportunities that the military recruiter is providing for the students. In society today, our young adults are constantly pushed by counselors and teachers to go to college after graduating from high school. To some, the decision to go to college is not easy; depending on their race, location of living, financial stability or the student’s sense of character. According to an Ayers (2006) article, the JROTC program, which was credited to Colin Powell, head of the Joint Chief of Staff, tgives an individual discipline and structure; and has doubled it’s enrollment at over 3,000 schools. In addition to providing discipline and structure during the formative years, this program has been a useful tool for the military recruiter. Additionally, this program allows military recruiters to further focus their efforts for the students that are specifically interested in military service and those who may not be able to afford college. Herbert (2005) noted that all high schools are not equal to recruiters: â€Å"Schools with kids from wealthier families are not viewed as good prospects†. Further he stated â€Å"The kids in those schools are not the kids who fight America’s wars†. Those wealthier young adults have doors open to them that are not available to less privileged. The conversation of war presents itself again without giving the readers the knowledge of what the military recruiter has to offer. The Should the Military be allowed to recruit in High Schools deas of Herbert (2005) are also biased as was a Vietnam veteran who was drafted during the buildup of Vietnam. The No Child Left Behind Act requires that High Schools share student contact information with military recruiters so that the recruiters can provide information on military service. Schools that do not participate lose their federal funding. In an article written by Paton (2005), the Parent Teacher Student Association in Garfield High School has successfully blocked that sharing of student contact information with recruiters. The organization was started to assist students in activities and be a liaison for the parents to express their concerns to the teachers. In this instance they are using their platform for political sentiment not related to academia. Anti-war groups are pressing the Opt Out, Op In policy, Cupolo (2007), which keeps the student’s information private, unless the parents authorize its release to the military recruiters. To go into more depth, Paton (2005) research reported that a vote of 25 to 5 to adopt a resolution that says â€Å"public schools are not a place for military recruiters†. In Paton’s (2005) article, Steve Ludwig whose son is a senior and daughter is a freshman stated, â€Å"Garfield does not allow organizations that promote illegal activities to recruit students to perform those activities, nor does it allow organizations that discriminate on the basis of race, gender, national origin, or sexual orientation to recruit on campus. † The negativity of the PTA clearly limits the students’ options to speak to a recruiter or weigh his option to determine his furture; and instead speaks to the PTA’s antiwar senitment. War is not a number one factor for recruiting in high schools. Recruiters should be allowedto give students other options for the future. Teachers, counselors, need to focus more on a young adult’s future, rather than giving their opions and bias regarding the war. Targeting low income students or those of a particular race has no bearing on the recruiter; but setting the positive standards about the military and allowing students to make their own choices should be important to the parents and educators. The military recruiter should be accepted by parents as a means of financial independence and viable oppotrunity for their future. . Recruiters are meant to give pertinent information to both parents and students regarding the military. Should the Military be allowed to recruit in High Schools The military can provide Self-Reliance, Discipline, Financial Responsibility, Leadership and Job Security. Additionally the recruited young adult will feel that since of pride about individual accomplishments and financial independence.