Community Process at Tesco Case Study Example | Topics and Well Written Essays - 1500 words

Community Process at Tesco - Case Study Example The organisational communication plays an important role in formation of an organisation. Communication can be defined as "the transfer of meanings between persons and groups". Through communication people transfer an idea to other people. In this volatile and advanced business world the where only those organisations survive which tend to remain innovative, the importance of communication has increased multifold. In order to highlight the importance of communication we will undertake an analysis of the communication process at Tesco Plc. Although the communication process at Tesco is changing with the changing requirements of the organisation. The new and volatile communication process not only caters the needs of the organisation but also takes care of the employee's requirements. "Tesco has a confidential telephone help line, Protector Line, for any employee who wishes to raise concerns relating to alleged criminal offences, failure to comply with legal obligations, miscarriages of justice, health and safety, damage to the environment and concealment of any of these issues." (Tesco, 2006) How communication is defined at Tesco' What are the regulatory requirements for undertaking communication' How does Information security risk affect the communication process' What are the Confidentiality risks' What are the Availability risks' What are the Integrity risks' How does a global business organisation like Tesco select a framework of communication' What are the main difficulties faced by Tesco in undertaking effective communication' proposed methods: The methodology of this study will be based upon the interviews and questionnaires obtained by the author from being able to contact the employees at different financial institutions. First step is to identify the necessary variables that would make up the study. Locale of the Study: The study would be mainly based upon the accessibility of the Internet sites that are available for visiting through the web. In this regard, it would be reasonable enough to refer to the cyber space as the main domain of the study. The web sites providing information regarding hedging and its impacts on financial institutions will be used for the completion of this research study. Respondents: The respondents for this study are the employees from Tesco Plc at different posts. To be able to reach the respondents, the author of this paper will try to create e-mail messages that will first prompt the providers of the Internet information. The electronic interview forms will be send to the employees and the managers of the company. The names of the interviewees will be kept hidden for the sake of secrecy and confidentiality. Sampling Procedure: Since the results of the study are merely based upon the results given through e-mail response, the sampling procedure is simply dependent upon the ones who would be able to comply with the survey requirements. Hence, the only sample population

A Love After God’s Own Heart Essay Example for Free

A Love After God’s Own Heart Essay What is the foundation of Christianity? If the question being discussed is whether something is ideally Christian, then the motivation behind Christianity must be understood. The basic outline of Christianity is simple. Man exists in a fallen and depraved state. Christ died on the cross to conquer death and atone for all humanity. Those who acknowledge their need for a Savior and place their faith in this gift, shall have eternal life. That leads to the logical question of why. Why should Christ sacrifice himself for such undeserving people? Therein is found that basis, that motivation behind Christianity. Love. The Bible says, â€Å"For God so loved the world that he gave his only begotten Son, that whoever believes in Him shall not perish but have eternal life.† (NASB Jn. 3.16). Love is the heart of Christianity. God sent his Son to pay the ultimate cost for sinners because He loves them so much. Indeed, all truly Christian actions are committed out of out of love. Christ said while he was on the earth, â€Å"By this all men will know that you are My disciples, if you have love for one another.† (NASB Jn. 13.35) Christianity starts and ends with love. Love is the root of Christianity and it is also the outward manifestation of Christ in a life. God is love. Therefore, though Silas Marner is at first estranged from both God and man, the Christ-mirroring love he bestows upon Eppie is a clear reflection of God’s own nature and is ideally Christian. George Eliot’s Silas Marner details the life of a solitary linen weaver. Silas Marner lives a life of seclusion in the town of Raveloe for 15 years while dealing with deeply inflicted emotional wounds. He loses his faith in God and his fellow man. Marner’s lone refuge is the coins he earns. He treasures them not for their monetary value, but for their companionship. Meanwhile, there is an alternate storyline of Godfrey and Dunsey Cass; sons of a wealthy landowner. The latter is a slobbering drunk while the other is well thought of. However, the former has a secret wife and child, and the knowledge of this allows the drunk to blackmail his elder brother. One day the drunk chances upon the empty house of the linen weaver. He discovers the coins and steals them. When Silas Marner discovers his loss, he elicits the help of the villagers. They search extensively for the coins, but to no avail. No one knows who has taken the coins, but Godfrey is delighted by Dunsey’s absence. On New Year’s Eve, the Cass family throws a large party and Godfrey attempts to woo the respected Nancy Lammeter. Meanwhile, Godfrey’s wife tries to bring their child to the Cass home and proclaim Godfrey’s secret to the world. However, being under the influence of opium, she falls asleep on the snowy ground. The child wanders into the nearby house of Silas Marner. When Marner finds the child and eventually the mother, he rushes to the Cass house for the doctor. The woman is found to be dead and as no father comes forth for the child, Marner claims it as his own. He names the child Eppie and does his best to raise her. He is often given motherly advice by his friend Mrs. Winthrop. Sixteen years go by and Eppie is now 18. Godfrey is married to Nancy. Godfrey regrets not claiming Eppie and decides it is time for her to come live with them. He tells Silas and Eppie the truth and asks Eppie if she wants to come live with him and his wife. Eppie declines, saying Silas is the only father she has known. Later, while a pit is being drained near Silas’ house, the body of Dunsey is discovered and with it Silas’ money, which is returned to him. Silas uses the money to return to his old home for closure on his past wounds, but the entire place is gone. When Silas returns, Eppie gets married to Mrs. Winthrop’s son and the story concludes with Eppie and her husband living happily with Silas. The child Eppie does not have a father, so Silas Marner adopts her as his own. Eppie quite literally wanders into Silas’ life and though she should not have to be his responsibility, he takes it upon himself to be her father. â€Å"Till anybody shows they’ve a right to take her away from me,† said Marner. â€Å"The mother’s dead and I reckon it’s got no father: it’s a lone thing- and I’m a lone thing† (Eliot 679). Though he shows it in his own peculiar way, Silas takes great compassion on this homeless, parentless girl. This is the first way Silas Marner shows God’s love to Eppie. God is obviously not a â€Å"lone thing,† having existed for eternity past in perfect harmony with the Trinity. However, he does take compassion on poor, lost people. God is the Father to all who place their faith in Jesus Christ. â€Å"For you have not received a Spirit of slavery leading to fear again, but you have received a Spirit of adoption as sons by which we cry out, Abba! Father! The Spirit himself testifies with our Spirit that we are children of God† (NASB Ro. 8. 15-16). Silas Marner adopts Eppie and becomes her father who she can always rely on. God adopts sinners who come to him and becomes their Everlasting Father in whom they can rely. The clear correlation between the two is the first way Silas Marner reflects God’s nature and ultimately Christian ideals. As Silas has this Christ-like love for Eppie, he naturally wants to protect her and help her grow. This gives Silas a completely new outlook on his surroundings and his normal everyday life. â€Å"As some man who has a precious plant to which he would give a nurturing home†¦and asks industriously for all knowledge that will help him to satisfy the wants of the searching roots, or to guard leaf and bud from invading harm† (689). Silas’ new role is to do all he can to keep Eppie safe. Eppie is young and inexperienced and vulnerable. Silas watches out for her and keeps her away from trouble because he knows better. Jesus Christ does the same thing for believers. He protects Christians from the Devil’s schemes as well as from their own folly. The Bible often describes this relationship with the analogy of a shepherd and his flock. â€Å"Like a shepherd He will tend his flock, In his arm he will gather the lambs and carry them in His bosom; He will gently lead t he nursing ewes† (NASB Is. 40.11). Silas is gently leading his nursing ewe, Eppie. Silas, in protecting and shepherding Eppie, is portraying distinctly Christian ideals. Eppie does not do anything to gain Silas’ love and likewise she can do nothing to lose it. Before she does any of the things that Silas later comes to love, Silas loved Eppie. Silas loves her from the first night she toddled into his home. She does not earn his love, it is based on Silas’ goodness and not Eppie’s merit. That is why she cannot lose it. It does not depend on her performance. â€Å"Here was a clear case of aberration in a christened child which demanded severe treatment; but Silas, overcome with compulsive joy†¦could do nothing but snatch her up and cover her with half sobbing kisses† (687). This is such a beautiful picture of what Christ does for the believer. Eppie runs off and disobeys Silas. He tirelessly pursues her until he finally catches her. Christians likewise stray from the fold of God, but Christ pursues them and is overjoyed to find them and bring them back. â€Å"If any man has a hundred sheep and one of them has gone astray, does he not leave the 99 on the mountains and go and search for the one that is straying? If it turns out that he finds it, truly I say to you, he rejoices over it more than over 99 which have not gone astray† (NASB Mt. 18.12-13). This is how Silas feels for Eppie. Silas mirrors God with his unmerited and unconditional love for his daughter. Silas loves Eppie so much he is willing to sacrifice his happiness for her betterment.   Silas on the other hand, was again stricken in conscience and alarmed lest Godfrey’s accusation should be true- lest he should be raising his own will as an obstacle to Eppie’s good. For many movements he was mute, struggling for the self-conquest necessary to the uttering of the difficult words. They came out tremulously. â€Å"I’ll say no more. Let it be as you will. Speak to the child. I’ll hinder nothing. (714) Godfrey has now come and is asking Eppie to come live with him and his wife. Eppie is the absolute joy of Silas’ life. Even so, with those words, Silas is letting her go. He is relinquishing his daughter and his happiness that she might have a higher station in life. This is a truly sacrificial love. This again is in keeping with the Christian model Silas has been following all along. â€Å"But he was pierced through for our transgressions. He was crushed for our iniquities; The chastening for our well-being fell upon him and by his scourging we are healed† (NASB Is. 53.5). The greatest sacrifice of all is Jesus’ death on the cross. Obviously Silas Marner is not crucified for Eppie, but he is willing to sacrifice his entire happiness for her betterment. Silas’ small sacrifice is a shadow of the Lord’s great sacrificial love for his people and clearly Christian. Sometimes this story is thought to have too many coincidences or be too much like a fairy tale to have realistic Christian ideals, but the Bible clearly disproves this. God is in control and He has a plan for everything. There are no coincidences in His eyes. It is not a coincidence that Eppie comes to Silas’s door. Silas then honors God with love he shows Eppie and God rewards him with happiness and fulfillment. It is a lie of the Devil that happy endings are only for fairy tales. Christians know Jesus wins in the end over evil. That is the happiest ending of all. â€Å"For I know the plans that I have for you,† declares the Lord, â€Å"plans for welfare and not for calamity to give you a future and a hope† (NASB Jer. 29.11). When the Christian is trusting in God’s plan and honoring Him, he can see that Silas Marner is a great story about a man who honored God with his love. Silas Marner’s love for Eppie is adoptive, protective, unconditional, and sacrificial. This clearly reflects the Lord’s love for his own children and thus the ideals in this novel are Christian. Works Cited Eliot, George. â€Å"Silas Marner.† Adventures in Appreciation. Laurence Perrine. Ed. et al. New York: Harcourt Brace Jovanovich, Inc., 1973. 390-472. Print. NASB. Anaheim: Foundation Publications Inc., 1996. Print. Taylor

Blindsight and Qualities of Visual Perception Essay -- Expository Rese

Blindsight and Qualities of Visual Perception ABSTRACT: The aim of this paper is to defend a broad concept of visual perception, according to which it is a sufficient condition for visual perception that subjects receive visual information in a way which enables them to give reliably correct answers about the objects presented to them. According to this view, blindsight, non-epistemic seeing, and conscious visual experience count as proper types of visual perception. This leads to two consequences concerning the role of the phenomenal qualities of visual experiences. First, phenomenal qualities are not necessary in order to see something, because in the case of blindsight, subjects can see objects without experiences phenomenal qualities. Second, they cannot be intentional properties, since they are not essential properties of visual experiences, and because the content of visual experiences cannot be constituted by contingent properties. Introduction Blindsight is often understood as supporting certain claims concerning the function and the status of the phenomenal qualities of visual perceptions. In this talk I am going to present a short argument to show that blindsight could not be understood as evidence for these claims. The reason is that blindsight cannot be adequately described as a special case of seeing. Consequently, it is not possible to draw inferences from it concerning the role of the phenomenal qualities for seeing. Visual perceptions are supposed to have two sorts of content. First, they have intentional content which relates them as representations to the external world. The properties that constitute the intentional content are called representational or intentional qualities. Second, visual perce... ... Cognitive Psychology, Vol. 15, 197 - 300 (5) D. Lewis (1986): Veridical Hallucination and Prosthetic Vision. In: D. Lewis: Philosophical Papers. New York et al., Vol. II, 273 - 290 (6) F. Dretske (1969): Seeing and Knowing. London, 4 - 77; F. Jackson (1977): Perception. A Representative Theory. Cambridge/Mass., 154 ff.; G.J. Warnock (1956): Seeing. In: Proceedings of the Aristotelian Society, Vol. 55, 201 - 218 (7) D. Armstrong (1968): A Materialist Theory of the Mind. London (8) C. S. Peirce (1986): How to make our Ideas clear. In: Writings of Charles S. Peirce. C.J.W. Kloesel (ed.), Bloomington, Vol. III, 257 - 276; G. Ryle (1949): The Concept of Mind. London, Chapter 5 (9) D. Armstrong (1968): A Materialist Theory of the Mind. London, 209 ff. (10) F. Dretske (1969): Seeing and Knowing. London, 77 (11) Dretske (1969), 20 ff. (See footnote 11)

Speaker for the Dead

Prime Directive Response When dealing with foreign sentient species, it is crucial to maintain what is know as a prime directive. This is the notion that a species may explore distant planets, but must take certain precautions when dealing with other sentient species to prevent any change in their progression. In the novel Speaker for the Dead, the citizens of Lusitania go to great lengths to preserve their prime directive, but the indigenous species appear to benefit from their encounters with these humans, and begin to realize it themselves.The natives of the planet Lusitania, known to the humans as â€Å"piggies†, have learned much from the humans in the brief time that they have lived together. The human languages, Stark and Portuguese, were necessary in order to be able to communicate with the piggies, but the piggies seem to be using it for more than just communication. Pages 142-143 show that the piggies can transition between Stark and portuguese as a sort of language game that they play with the humans.The piggies already know four different languages, and the addition of two more can help their society express themselves in more ways. Besides language, the mere fact of making contact with another sentient species shows the natives that they are not alone in the universe and that they may not be the strongest or the smartest. If they realize this, it may help them to unite as a planet-wide species faster than they normally would have without outside contact. By seeing that the humans are more technologically advanced, the piggies may also focus more on striving to create new technologies themselves.History has shown us that most inventions happen because they are necessary, and the addition of humans on Lusitania may increase the necessity of technological progression. At this point, the piggies are far from being capable of first contact and therefore cannot be contaminated by human society due to the Prime Directive. Their culture seems backwa rds to the humans, but that does not justify any interference, even if it would potentially benefit the piggies. The two species are simply too far apart in progression to be able to successfully interact with each other.The fact that two humans have already been killed, and brutally so (at least in human standards), reinforces this idea. The piggies' culture is still hindered by radical traditions that the humans do not understand and most likely never will. By even being around the piggies, the humans are inserting themselves into the piggies' rituals and culture. The piggies may eventually realize that their culture is backwards and may abandon such rituals earlier than they would have. Or perhaps, they may even adapt their culture to human standards.With this being said, it seems apparent that even minimal contact between the two species is having a subtle but profound effect on both societies. The cultural difference of the piggies is too vast to allow interactions with the hum ans if the Prime Directive is to be maintained. Already, as is seen on pages 144-145, one of the natives realized that the humans are using metals as a resource to accomplish greater tasks, such as flight. It may have taken decades for the piggies to have discovered metal as a useful resource on their own. The humans should have gone to far greater lengths to preserve the prime directive.No resource that is not ready available or attainable should even be encountered by the natives until they discover it for themselves. The notion of a prime directive may seem considerate towards other species, but in the case of the piggies it appears to be almost impossible. The attempts to learn more about the natives of Lusitania without contaminating their culture has resulted in failure after failure. Even if the humans were to leave immediately, the piggies have still learned permanent information that they would not have even theorized for years.Although it seems as though the prime directiv e has been compromised between the humans and piggies, the latter seems to still benefit greatly from the knowledge. They've learned new languages, discovered that traveling to distant planets is possible, and are now even considering searching for new materials to create better technology. Perhaps the humans should have taken more care to prevent technological contamination, but the colonization of Lusitania by humans has led to an inevitable progression of the native culture.

Curriculum-based Pedagogy

Every educator across levels has their own understanding and views about curriculum and pedagogy and these may be based from personal and theoretical knowledge and from their own experiences both as a student and educator. An educator in the conduct of his or her profession in actual practice would be guided by his or her perspective on what curriculum is and should be. Curriculum studies and development had become abstract and highly theoretical and curriculum inquiry is a difficult and perplexing area of study which many educators are not comfortable with.However, the beauty of curriculum inquiry is that it enables educators to come to terms with their own beliefs and interpretation of curriculum. The exercise can be quite painful and revealing to educators as it makes them realize their biases and preconceived notion on what education should be and how lacking or adequate their approaches and philosophies are. It is in this context that I begin the process of self-reflection on my own beliefs and perspective on curriculum-based pedagogy and the theories and personalities that have influenced me as an educator.I do not intend to justify my beliefs or educational philosophies but rather I attempt to expound on what I think are effective practices and curriculum theories that I have embraced in my profession as an educator. I know that theories are not infallible and some may generate more questions and criticisms than answers but I do believe that it is still a good practice to anchor one’s beliefs in a certain theory or perspective as it provides a guide and substance to what I do as educator.In this paper, I try to make sense of my own realities and how it has affected my work and my personal life. There are two kinds of educators, those who follow curriculums strictly and those who adopt curriculums to their own realities and learning environment (Eisner, 1998). I would like to think that I belong to the latter. I had always thought of curriculum as a guide, as a framework and as an evaluative tool in how I conduct my teaching. I do not adhere to a specific curriculum nor do I force curriculum to a learning environment if it is not suited.I have nothing against those who use curriculum religiously because I have seen it to be effective in some schools however, in a diverse learning environment, one has to adopt and adjust the curriculum to meet the needs of all learners. I still see this approach as curriculum-based because I follow the instructional models that the curriculum provides; the changes I make are still based on the given curricula and basically teach the same thing and arrive at the same learning goals but in a slightly more appropriate way for my set of learners.I may not always interpret and apply the lessons and approaches provided for by the curriculum accurately, but I always see to it that every lesson is a learning experience for my students. There are different reasons for adhering to a curriculum approach, one can be an implementer, a developer or a maker and the choice would be dictated by one’s personal experience and perspective.I view education as a complete process that mirrors life and teaches students the skills and knowledge that they need to live this life. On the other hand, I also acknowledge the great impact of learner characteristics to the effectiveness of education, thus, curriculum-based pedagogy should not be viewed as a narrow and constricting approach to instruction but as a democratic and deliberate artistry that will lead to a more practical and appropriate learning process (Feden & Vogel, 2003).I know of some educators who had adhered to the curriculum they had been trained to use and apply for the longest time, they were experts in that certain curriculum and have produced learning and knowledge for their students to absorb and assimilate, but they had refused to learn anything else. I don’t blame them, comfort and familiarity is a much safer terr ain than change and innovation. At a certain point in my profession, I had also gravitated towards curriculum fidelity wherein I did everything by the book and relied on what curriculum experts deemed as true and correct and most effective.However, when one immerses oneself in the filed and puts the curriculum to practice, it is a different story. There were instances when I was left hanging and felt inadequate about my teaching even when I did everything that was asked by the curriculum, I thought I was not being a good teacher, I took me some time to realize that the curriculum I was using was not meeting the needs of my students.The curriculum was not at fault, nor was my teaching the problem, the problem was that I restricted my creativity and artistry in interpreting the guides given by the curriculum; I was not confident in my own abilities but relied on what was prescribed and suggested. The obsession with following curriculum guides, lessons and content led me to become a cu rriculum transmitter. I was focusing on what was in the book, in the unit lessons and had very few attempts at augmenting the lessons through additional research or innovative strategies.The lessons I was teaching was only based on the prescribed textbook and I followed it unit by unit even though I noticed that some units were not relevant or applicable and that some units were not in the right order of presentation. I thought I was being a good teacher by following closely what was demanded of me based on the curriculum. My principal and supervisor approved of my teaching and the system that I followed, it was in those times when curriculum was the be all and end all of pedagogy.Why would it not be, when it was assumed that the prescribed curriculum was the best and that the teaching strategies and unit lessons covered all the things that students are expected to learn? Moreover, the curriculum was designed by curriculum experts who were knowledgeable about student learning and ef fective instruction. As I gained experience as a teacher, I begun to notice things, that sometimes the content covered in the curriculum was not developmentally appropriate because students were not absorbing it, that sometimes the lessons were too long for something that was easy and sometimes it was too short for a difficult concept.It was at this point that I became more aware of my students needs and how the prescribed curriculum was not really bringing out the desired learning from the students. I started slowly, at first I felt guilty about skipping some units but then I found out that the amount of learning students gained was not affected by the skipped units.I also tried little by little to introduce new information from other books or materials and made use of different strategies in presenting the lessons and student became more interested, in the past I was labeled as a boring teacher, but when I made the changes, I became a little popular and students started greeting m e in the hallways. But I did get in trouble for those changes, my principal was alarmed at why my previously quiet classes were becoming noisy, and why were my lesson plans not in accordance with the content in the book.I was told to revert to my old teaching strategies and to continue using the prescribed textbook only. And as I was an obedient teacher then, I did as I was told, however the seed was planted. I was wondering whether other schools followed the curriculum closely and whether there was some other way of teaching the same content. This is when I decided to find answers to my questions and I pursued higher education to augment my knowledge and understanding of educational practices and curriculum. I guess I have gone back to school full of idealism and the hope of finding the answers to my questions.When I went back to school I was eager to prove my supervisors wrong and that I was correct. It was only when I had started reading the course materials and the papers given to us in class did I realize that curriculum-based pedagogy is more than an approach, more than a theoretical concept. At first I had difficulty reconciling the fact that there are a number of curriculums that different schools adhered to and that effectiveness is often measured in terms of student outcomes and achievement of learning goals. At best the course was an eye opener, but sadly after two courses I decided to go back to teaching full time.I thought that I could better apply my curriculum perspective in real classrooms and students than simply learning it in class. I decided to become a curriculum developer in the sense that I would try to adjust and modify the curriculum I was working with. I guess I was too adamant for my own good, because I found myself half-baked, wondering whether the strategies I was using was correct or not and not knowing how to derive feedback from my colleagues or my students on the quality of my teaching. I found myself using one strategy after a nother that often left my students confused instead of gaining understanding.I begun to read about curriculum theorists and I was enlightened by their conceptions of what curriculum should be and how it is applied in actual teaching. However, some were too theoretical for me, it was too abstract and complex that naturally I gravitated towards the theories that were more practical, more realistic and more applicable to my present reality as a teacher. But I knew that whatever practical understanding I have of those curriculum theories, I was sorely lacking in the theoretical aspect and could not distinguish one from the other.Thus, I knew I had to go back to school, this time with a more open mind and a desire to learn. In the next part of the paper, I will outline the different perspectives of the curriculum theorists and educational figures that have impacted my own professional life as an educator and how they contributed to my own conception of deliberate artistry. John Dewey and the Social Curriculum John Dewey is one of the pioneers of curriculum development and in his pedagogic creed he outlined the nature of education and what its subject content should be (Dewey,1897).I read Dewey’s creed as part of our course readings and I readily found his perspective to appeal to my own sense of educational focus. Dewey argued that children develop through social interaction and the social environment that the child is situated in. Thus, to him education should reflect the social life of the child, he pointed out that schooling should be a life itself and not as a preparation for future life (Dewey,1897). I think what Dewey was arguing was for educators to make their lessons and instructions mirror reality and actual life relationships and processes instead of some abstractions.It is very easy for us to teach mathematical concepts and relationships in algebra and trigonometry without placing those relationships in actual experiences or realities. In this cas e, the teacher should be able to make the connections between algebraic relationships to objects and concepts that are real to the student. Who would have ever thought that mathematical concepts could be used to predict the number of baseball homeruns? Math becomes more real to the student when it is explained in terms of baseball, a sport that most students play or know about and are very real to them.Dewey also said that there are two aspects of education, psychological and social, wherein the intellect and development of the child’s psychological processes serves as the starting point for which education and learning should be based (Dewey,1897). Dewey recognized that the child in the course of his or her development has the capacity to make sense of his or her social interactions and will learn from it. The sociological aspect of education is to place into context the psychological attributes of the child and to ascribe meaning to his or her capacities in relation to his or her social reality.It is important for both the psychological and sociological aspect of education to be aligned as it would benefit the child and lead to optimum learning. For example, providing psychological stimulation without social meaning will result to superficial learning while focusing on the sociological without considering the psychological would result to developmentally inappropriate content and instruction. In this respect, Dewey advocated that education for it to be effective; it should be cognizant of both the intellect and development of the child and the social environment of the child.It makes perfect sense to me that Dewey strived to communicate such practice because we now know that learning and instruction must be synchronized and aligned for effective learning to occur, but he was ahead of his time. At present, the curriculum standards of most states dictate that at a certain grade level and age, a child must be able to master and learn a set of skills and information that are appropriate for their age. However, what is problematic about these so called standards is that it does not take into account the variation of human development; some children develop faster while others appear to lag behind.On the other hand, children who do not perform at par with the given standards are labeled slow learners or have learning disability which strip them from their self-confidence and diminishes their self-worth. In an age where we know more about cognitive development than ever before, we fail at incorporating that knowledge to the social institution that is responsible for educating our children and our future. Dewey was correct when he said that education should be focus on the total development of the child or student in relation to his or her social activities.But this is easier said than done, when accountability issues and achievement scores dominate the educational system, it is very difficult to honor Dewey’s recommendations. De wey postulated a curriculum that would allow for the social development of the child, for schools to become social institutions and for educational content to become the social life of the child (Dewey,1897). In this way, the child becomes more in touch with his or her nature and the social context in which he or she engages in a daily basis and which constitutes his or her life. This would imply that lessons taught should be through the experiences of the child.For example, a kindergarten teacher who wishes to introduce her students to counting and numbers would be more effective if she uses blocks, balls or candies that children are familiar with and have come across it through their social interaction. On the other hand, it would not make sense to teach a historical event to students without connecting it to their present realities. For example, if I teach children about some ancient civilization and not connect it to the present realities in our society and culture, then I would have failed to impart to them information that had mattered and that would have shaped their own learning.In terms of curriculum content, Dewey had said that every lesson, concept and skill should be taught in the view of the social activities of the child. He had identified a number of subject matters that should be taught to children and this includes the arts, literature, language, culture and science as it encompasses the essence of human life. However, he cautioned on the mere teaching of science as an objective subject as it limits the experience of students in terms of how social lie is shaped by scientific developments.Dewey also stressed the importance of literature and language studies as the expression and cultivation of life experiences (Dewey,1897). It is important to study literature as it provides children with an unrestrictive medium of self expression as well as an understanding of the social realities of the past and the present. Language should not be taught only as a series of sounds, phonetics words or even grammar but as a form of communicating and the medium wherein knowledge is transmitted, ideas are shared and emotions are expressed.The problem with being too curriculum oriented is that we tend to rely on what is prescribed and live out our own creativity. Language instruction should first focus on the expression of experiences, the learning of grammar rules, tenses and subject-verb-agreement would then follow because the student has found that language is an effective agent of expressing ideas and experiences. In the classroom, this would mean that importance should be placed on developing students’ language skills such as speaking and then motivating them to become more effective communicators through the learning of correct grammar and pronunciation.

Merce Cunningham essays

Merce Cunningham essays In the age of conformity, Merce Cunningham has resisted the temptation to remain aligned with his peers. Cunningham has pioneered a new school of thought in dance, and has set the standard for future pioneers. He is passionate about what he does and it has been evident in his works as a dancer and a choreographer. Cunningham was born on April 16, 1919, in Centralia, Washington. At the age of twelve, Cunningham became interested in dance and started informal instruction. Upon graduation from high school, Cunningham began his formal dance instruction at the Cornish School of Fine and Applied Arts. After two years at the Cornish School, he studied at Mills College and at Bennington College; this is where he was invited to join Martha Grahams dance company in 1939. Graham was an incredible dancer who also choreographed during her career. While dancing for Graham, Cunningham began to make a name for himself in the dancing community. It was with Grahams encouragement that Cunningham started to choreograph on his own. His decision to start choreographing can be looked at as one of the most important decisions in the history of dance. With the encouragement of John Cage, a composer, Cunningham left Martha Grahams Dance Company in 1945 to pursue a fulltime partnership with Cage. The two men would go on to have a very storied career. On the night of April 6, 1944, at the Humphrey Weidman Studio, Cunningham and Cage performed their first solo recital. In attendance that night was acclaimed dance critic, Edwin Denby. When he was actively reviewing, Edwin Denby was this countrys most respected critic of the dance(Klosty 215). Cunninghams first performance captured Denby from the very beginning with Cunninghams amazing steps, runs, and knee bends and he described them as brilliant in lightness and speed. Denby was also impressed by Cunninghams gifts as a lyric dan...

Fangtooth Fish Facts

Fangtooth Fish Facts Fangtooth fish are part of family Anoplogastridae and mainly thrive in depths between 1,640 and 6,562 feet in temperate and tropical waters. Their genus scientific name, Anoplogaster, is derived from the Greek words meaning unarmed (anoplo) and stomach (gaster). Ironically, fangtooth fish don’t appear unarmed at all due to their disproportionately large jaws and sharp teeth. Fast Facts Scientific Name: Anoplogaster cornuta, Anoplogaster brachyceraCommon Names: Common fangtooth, ogrefish, shorthorn fangtoothOrder: BeryciformesBasic Animal Group: FishDistinguishing Characteristics: Lower jaw that extends outwards with long sharp teethSize: Up to 3 inches (Anoplogaster brachycera) and up to 6-7 inches (Anoplogaster cornuta)Weight: UnknownLife Span: UnknownDiet: Small fish, squid, crustaceansHabitat: In temperate/tropical waters in the Pacific, Atlantic, and Indian oceans, and off the coast of Australia and the British IslesPopulation: Not documentedConservation Status: Least Concern Description The fangtooth is a small fish with a laterally compressed body. Despite their small size, fangtooths have large heads and disproportionately long sharp teeth. Two sockets have developed on the sides of their brains to make room for the teeth when their jaws close. Large teeth enable the fangtooth to kill fish much larger than itself. Common fangtooth, Anoplogaster cornuta, on ice. Anette Andersen/iStock/Getty Images Plus Fangtooth fish colors range from black to dark brown as adults and are light gray when young. Their bodies are covered with prickly scales and spines. They can be found at depths anywhere from 6 feet to 15,000 feet but are most commonly found between 1,640 and 6,562 feet. When fangtooth are young, they tend to live in shallower depths. Habitat and Distribution The common fangtooth is found around the world in temperate marine waters. This includes the Atlantic, Pacific, and Indian oceans, appearing off the waters of Australia and from the central to Southern British Isles. The shorthorn fangtooth lives in tropical waters from the western Pacific and the Gulf of Mexico to the western Atlantic. Diet and Behavior The fangtooth is a carnivorous and highly mobile fish, feeding on small fish, shrimp, and squid. When they are young, they filter zooplankton from the water and migrate closer to the surface at night to feed on crustaceans. Adults either hunt alone or in schools. Unlike other predators that ambush their prey, fangtooth fish actively seek out food. Fangtooth Fish (Anoplogaster cornuta) close-up of head showing teeth, from the Mid-Atlantic Ridge. David Shale / Getty Images Their large heads allow them to swallow most prey whole, eating fish one-third their size. When fangtooths’ mouths are full, they can not pump water over their gills as efficiently. Thus, they produce large gaps between their gills and use their pectoral fins to fan water over their gills from behind. To find prey, fangtooths have lateral lines along each side of their bodies, which are important for detecting changes in temperature and movements of potential prey. They also rely on contact chemoreception, where they find prey by bumping into them. Reproduction and Offspring Not much is known about fangtooth fish reproduction, but they generally reach reproductive maturity at 5 inches for the common fangtooth. From June to August, males will latch on to females with their jaws and fertilize the eggs the females release into the ocean. Fangtooth fish do not guard their eggs, so these young are on their own. As they grow, they descend to deeper depths. As larvae, they appear close to the surface and by the time they are adults, they may be swimming at depths of up to 15,000 feet. Overlapping of depth and habitats occurs across stages of maturity. Species Fangtooth (Anoplogaster cornuta), illustrated view of a deep sea fish with a small body and disproportionately large head, and large teeth. Dorling Kindersley/Getty Images There are two known species: Anoplogaster cornuta (the common fangtooth) and Anoplogaster brachycera (shorthorn fangtooth). Shorthorn fangtooth fish are even smaller than common fangtooth fish, reaching sizes of just short of 3 inches. They are most commonly found at depths between 1,640 and 6,500 feet. Conservation Status The common fangtooth is designated as least concern according to the International Union for Conservation of Nature (IUCN) red list, while the shorthorn fangtooth has not been assessed by the IUCN. Due to their appearance, they do not have any commercial value. Sources Baidya, Sankalan. 20 Interesting Fangtooth Facts. Facts Legend, 2014, https://factslegend.org/20-interesting-fangtooth-facts/. Common Fangtooth. British Sea Fishing, https://britishseafishing.co.uk/common-fangtooth/.Common Fangtooth. Oceana, https://oceana.org/marine-life/ocean-fishes/common-fangtooth.ï » ¿Iwamoto, T. Anoplogaster Cornuta. The IUCN Red List Of Threatened Species, 2015, https://www.iucnredlist.org/species/18123960/21910070#population.Malhotra, Rishi. Anoplogaster Cornuta. Animal Diversity Web, 2011, https://animaldiversity.org/accounts/Anoplogaster_cornuta/.McGrouther, Mark. Fangtooth, Anoplogaster Cornuta (Valenciennes, 1833). The Australian Museum, 2019, https://australianmuseum.net.au/learn/animals/fishes/fangtooth-anoplogaster-cornuta-valenciennes-1833/.

Costo de visa H-1B y 6 problemas para patrocinar

Costo de visa H-1B y 6 problemas para patrocinar La visa H-1B es adecuada para muchos perfiles de trabajadores extranjeros profesionales. Sin embargo las empresas son reacias a patrocinarlas por el costo y otros problemas. En este articulo se explica por quà © muchas  compaà ±Ãƒ ­as americanas rechazan incluso la posibilidad de patrocinar una visa H-1B o lo hacen muy restrictivamente. Eso es asà ­ sin menoscabo de que otras, generalmente grandes, sà ­ que optan por patrocinar aà ±o tras aà ±o. Costo de las visas H-1B Las empresas deben pagar al Servicio de Inmigracià ³n y Ciudadanà ­a (USCIS, por sus siglas en inglà ©s) una cuota por completar el formulario I-129 conocido en inglà ©s como Petition of a Noimmigrant Worker como paso previo a la obtencià ³n de la visa H-1B.   Las empresas entre 1 y 25 empleados a tiempo completo deben pagar actualmente $1,575, que puede incrementarse en cualquier momento. Sin embargo si la compaà ±Ãƒ ­a tiene ms de 25 empleados el costo se eleva a $2,325.   Adems, si se desea acelerar el proceso de tramitacià ³n es necesario pagar una cuota premium para asegurar una respuesta en el plazo de 15 dà ­as. Esto tiene un costo adicional de $1,225. Son las empresas las que tienen que correr con esos gastos. Es ilegal que el trabajador extranjero se haga cargo de ellos. Adems, hay que sumar el costo de abogados. 6 problemas para las empresas asociados a la visa H-1B Adems del costo, hay ms razones por las que las empresas prefieren no patrocinar. Entre ellos destacan por su importancia los siguientes 6: 1. La incertidumbre es otro de los factores que ms pesa a los empleadores para no solicitar una visa H-1B para un trabajador extranjero. Y es que salvo en el caso de instituciones u organizaciones que se dedican a la educacià ³n o a la investigacià ³n y que estn excluidas del là ­mite anual de visas H-1B la mayorà ­a de las empresas se encuentran con el hecho de que patrocinar a un trabajador no quiere decir, ni mucho menos, que vaya a obtener la visa. La razà ³n es que cada aà ±o fiscal hay un nà ºmero mayor de solicitantes que de visas disponibles, con lo que en los à ºltimos aà ±os se ha tenido que decidir mediante loterà ­a quià ©nes obtienen la visa. Y las empresas que necesitan a un trabajador no pueden estar limitados por la suerte o mala suerte que implica una loterà ­a. Una vez que la visa est solicitada es posible verificar su estatus online. 2. El tiempo es otra razà ³n de peso. Y es que para anotarse para la visa el plazo comienza cada aà ±o el 1 de abril. Sin embargo, aunque se gane el sorteo de la loterà ­a, no se puede comenzar a trabajar con la visa H-1B antes del 1 de octubre, es decir, con el inicio del nuevo aà ±o fiscal. De esta regla sà ³lo estn exentos las empresas no sujetas al cupo anual mximo de visas y pueden solicitar trabajadores a lo largo de todo el aà ±o. 3. El salario del trabajador es caro. La empresa tiene que ofrecer al trabajador extranjero lo que se conoce como sueldo predominante o en inglà ©s  Prevailing Wage. Para conocer cul el es el sueldo predominante para una determinada profesià ³n segà ºn el lugar de trabajo, la empresa que desea patrocinar puede consultar con el NPWC, que es una oficina del gobierno. Otra opcià ³n es consultar la Biblioteca Online de Salarios que se conoce en inglà ©s por las siglas de OWL. El requisito del salario predominante en la prctica puede suponer que podrà ­a encontrar un trabajador estadounidense o residente permanente ms barato. En la actualidad hay rumores de que con el gobierno de Trump una de las reformas migratorias afectar a la H-1B y precisamente en este punto y se han filtrado borradores en el que se indican sueldos superiores a los $130 mil como requisitos para una H-1B, si bien a dà ­a de hoy esto son solo especulaciones. 4. La empresa patrocinadora de una visa H-1B est sujeta a auditorà ­as por parte del Departamento de Trabajo (DoL por sus siglas en inglà ©s) y del Departamento de Seguridad Interna (DHS, por sus siglas en inglà ©s).   Adems, est obligada a mantener ciertos rà ©cords pà ºblicos. En otras palabras, las empresas que patrocinan este tipo de visas atraen sobre sà ­ un escrutinio adicional que no tienen las compaà ±Ãƒ ­as no patrocinadoras. 5. Si por cualquier razà ³n la empresa da por terminado antes de tiempo el contrato del trabajador que se encuentra en Estados Unidos con una visa H-1B, es responsable de pagar el ticket de regreso a su paà ­s del ex empleado. 6. Finalmente, un gran inconveniente para las empresas es que patrocinando una visa H-1B no resuelven de modo definitivo su necesidad por un trabajador con un determinado perfil. Y es que estas visas tienen una duracià ³n de 3 aà ±os ampliables por otros 3. Llegado ese momento el trabajador sale de Estados Unidos o la empresa le patrocina una tarjeta de residencia permanente, tambià ©n conocida como green card. Pero el patrocinio lleva aparejado ms trmites legales, como la peticià ³n de un Labor Certification, ms gestiones migratorias y, consiguientemente, ms gastos. Conclusià ³n y opciones a la visa H-1B En la prctica las visas H-1B no son fciles de obtener, no solo por la loterà ­a que implica un grado de suerte sino tambià ©n porque muchas empresas son reacias a iniciar el proceso debido a todos los problemas e inconvenientes que conlleva.   En este punto destacar que los chilenos tienen una cuota de visas H-1B reservada para ellos y que eso es un punto a favor, porque no entran a la loterà ­a y se pueden pedir en cualquier momento del aà ±o, es decir, cuando la empresa tiene la necesidad. Finalmente destacar que en el caso de profesionalistas mexicanos, un buen nà ºmero de profesiones permiten solicitar la visa TN. Por otro lado, para los profesionales de cualquier paà ­s con cualidades excepcionales en la Educacià ³n, Ciencias, Cine o Televisià ³n, Empresas, Artes o Deportes la visa O puede ser una buena opcià ³n. Este es un artà ­culo informativo. No es asesorà ­a legal.

Parallel Universes Essay Example | Topics and Well Written Essays - 500 words

Parallel Universes - Essay Example ing with private life issues continue to pose a great challenge in the legal setting bearing in mind that there is no standard regulations to handle similar cases. The Due Process Clause of the Fourteenth Amendment regulates interference with privacy by stipulating that no state has the capacity to deprive anyone life, liberty, or property without due execution of the law (Williams, 2010). In a school setting, the substantive due process offers the state some powers to regulate certain activities hence effective handling of teachers’ controversial lifestyles that might interfere with reputation or ability to perform. In cases of dismissal or charges against any teacher adequate explanation of the evidence must be provided though the due process does not prescribe reasons for dismissal apart from the procedures (Alexander & Alexander, 2011). The law provides directions to regulate behavior while at times it may not be very effective in explaining to what extent the standards of behavior should be. At times double standardization is evident though the law plays its part by dictating the necessary procedures. The school officials must be very vigilant when dealing with out-of-school’s conduct since not all jurisdictions have adopted the nexus theory. The nexus theory holds it that teacher’s off-duty conduct might negatively affect his/her teaching effectiveness hence the need to discipline behaviors (Elis, 2010). In regard to the precepts of the theory, more emphasis is attached to the impact of the teacher’s off-duty conduct hence disciplining in equal measure. The community standards also influence to a great extent issues involving teachers’ out-of-school conduct. Depending with the responsiveness and awareness of the community to initiate a course of action towards out of conduct issues, behaviors may be encouraged or discouraged. For instance, as illustrated in the table the response is not equal in weight in the rural setting as compared with the

Personal statement Example | Topics and Well Written Essays - 500 words - 12

Personal Statement Example social activities, like business seminars and workshops, where my interpersonal skills, such as organization and public speaking have been strengthened and cultivated even further. Additionally, I have joined several clubs for empowering young leaders to transform to even more admirable people in the future. As a leader of monitoring and evaluation club in my former school I participated in organizing of the members to various activities, which some were voluntary in ensuring that the business course was well interpreted by the rest of the school and that more students were advised on the advantages of taking business courses in regard to their future careers. Apart from seeing other members of my family taking business courses and succeeding in their careers my father, who owns a company in Saudi Arabia, also did the same course and had been running the company efficiently for years. He wants to pass it down to someone who understands business to its core. He did not only encourage me to take business courses but also gave me sufficient reasons to join your most esteemed university so as to understand the dynamics of business before indulging myself in the journey of managing the company. He did not have everything to do with my interest in your university, though. I also have my reasons and I have submitted my application because I believe this is my call to follow his footsteps in successful business career as I have talent to realize my full potential in this very field. With my spectacular efforts that I have shown form my early schooling I believe I will do well in the various tasks required of me. When I get in your university I will choose management administration as my major because for a long time now I have been attracted to this area. In my former schooling, I participated in all activities that were based on business ideas but I found myself more intrigued by management topics and evidently performed better at them. In your university I will have

Internal Analysis of the NBA Assignment Example | Topics and Well Written Essays - 2000 words - 1

Internal Analysis of the NBA - Assignment Example The paper will begin by analyzing the capabilities and resources NBA had before the 2010-2011 season; the analysis will be from a case study done by Coulter. The capabilities and resources in the 2010-2011 seasons will be analyzed. The best approach to the internal analysis of NBA will be discussed. The National Basketball Association (NBA) has undergone tremendous changes from a domestic sport to an international commercial sport and this indicates a major understanding of the resources and capabilities. All the success and efforts are attributed to the NBA commissioner David Stern who has helped NBA become a global brand. Professional basketball began in the mid-1990s and NBA gained the international game appeal. There are key players in the NBA who have sparked international interest. These players include Yao Ming of China, Dallas Mavericks’ Dirk Nowitzki of Germany, Pau Gasol of Spain, and Tony Parker of France, Denver Nuggets of Brazil, Gordan Giricek of Croatia and Darko Milicic of Serbia. All the mentioned are international basketball players. It is estimated that out of all the players in the NBA, 64 players come out of the United States territory. Other than the international players, NBA has taken its games globally. The NBA league has held several preseason games in the Latin America, Asia, and Europe. Among the major plans by the commissioner of NBA was the creation of multiple teams in the European region before the end of the 2000 decade. The NBA league has faced challenges like the retirement of Michael Jordan and the cancellation of almost a third of the league games in the mid-1 990s. The challenges almost crashed the NBA league. Stern, the commissioner of NBA addressed the issues by looking at what the NBA had to offer, that is the resources and capabilities.  

Telecommunications and Networking Essay Example | Topics and Well Written Essays - 3000 words - 1

Telecommunications and Networking - Essay Example The imaginary Internet cloud of a corporate network environment is trustworthy for data transportation. Moreover, it is incorporated with advanced cloud generalization. In order to extend the cloud-computing concept, there are services along with network components consisting of routers, switches, application servers, and data servers. The components of the network are installed to operate at the back-end for providing advanced services that are proficient to develop web application (What is cloud computing?). Moreover, cloud computing consists of applications that are represented as a service on the web and the provision of hardware / software services provided by companies operating data centers. Likewise, the services provided over the Internet are referred as (Software as a Service) ‘SaaS’. Few sellers use the term (Infrastructure as a service) IaaS and (Platform as a service) PaaS ’in order to demonstrate their products and services. However, these terms are avoided and not accepted globally, due to variation (ARMBRUST, FOX et al. 2010). The Commerce Department’s National Institute of Standards and Technology (NIST) have illustrated some helpful definitions that focus on three concepts (Ryan, Loeffler 2010): Cloud infrastructure as a service ‘IaaS’ consists of provisioning elementary computing resources. Cloud software as a service ‘SaaS’ access software application that operates on a cloud infrastructure. Cloud platform as a service (PaaS) provides the accessibility to users for implementing and developing applications with programming language and tools supported by the providers. The core components of a cloud are consists of the data center hardware and software. When these resources are made available to the public, they are referred as public clouds and the service provided by the cloud is called as utility computing. Moreover, private clouds are only available to private organizations and are not accessible by public. Accordingly, cloud computing is the combination of ‘SaaS’ and utility computing (ARMBRUST, FOX et al. 2010). Furthermore, cloud computing is a successful contributor economically for cyber infrastructure as it â€Å"makes applications dramatically easier to develop and deploy, thus expanding the feasible scope of applications possible within budget and organizational constraints, and shifting the scientist’s and engineer’s effort away from information technology development and concentrating it on scientific and engineering research. Cyber infrastructure also increases efficiency, quality, and reliability by capturing commonalities among application needs, and facilitates the efficient sharing of equipment and services† (Vouk 2008)(Vouk 2008). Business Trends Information Technology organization has already invested millions since the 1990’s, to contribute in reshaping cloud computing. For instance, a popular slogan from Sun that was â€Å"Network is a computer† was recognized in 1980’s. Furthermore, salesforce.com, a ‘SaaS’ enabled website is providing services since 1999. Today, cloud computing represents a more innovative and productive approach, in order to provide online services along with online operating systems. Microsoft Azure provides an online operating

Strategic management Essay Example | Topics and Well Written Essays - 250 words - 2

Strategic management - Essay Example ng is becoming a fundamental because the industry regulator wants to know techniques that a business uses to prevent violation and abuses from happening. In view of this, the GRC acts as a coach in the planning process. In addition, the concept helps industry regulators to know about the measures a business takes when it identifies violations and abuse of employees and policies. According to DiPietro (2013), technology could assist make a business’s governance, threat, and compliance plans more defendable when placed under regulatory analysis. In view of this, GRC must be aligned with the risks that a business is likely to encounter, so that it can help the business stop the risks from happening or help the business mitigate the risks. The GRC acts as a strategy that influences management decision in the industrial and the transnational environment of a business because it helps business prevent risks involved in foreign business ventures, such as bribery and compliance with local policies. A business engaging in foreign investments, such as construction would benefit from GRC, as it would help the business impede the regulatory risk of costly investigations on issues involving in bribery and policy violation. The GRC concept has become a fundamental aspect of improving business performance in the modern business environment (Bloomberg L.P,

Telecommunications and Networking Essay Example | Topics and Well Written Essays - 3000 words - 1

Telecommunications and Networking - Essay Example The imaginary Internet cloud of a corporate network environment is trustworthy for data transportation. Moreover, it is incorporated with advanced cloud generalization. In order to extend the cloud-computing concept, there are services along with network components consisting of routers, switches, application servers, and data servers. The components of the network are installed to operate at the back-end for providing advanced services that are proficient to develop web application (What is cloud computing?). Moreover, cloud computing consists of applications that are represented as a service on the web and the provision of hardware / software services provided by companies operating data centers. Likewise, the services provided over the Internet are referred as (Software as a Service) ‘SaaS’. Few sellers use the term (Infrastructure as a service) IaaS and (Platform as a service) PaaS ’in order to demonstrate their products and services. However, these terms are avoided and not accepted globally, due to variation (ARMBRUST, FOX et al. 2010). The Commerce Department’s National Institute of Standards and Technology (NIST) have illustrated some helpful definitions that focus on three concepts (Ryan, Loeffler 2010): Cloud infrastructure as a service ‘IaaS’ consists of provisioning elementary computing resources. Cloud software as a service ‘SaaS’ access software application that operates on a cloud infrastructure. Cloud platform as a service (PaaS) provides the accessibility to users for implementing and developing applications with programming language and tools supported by the providers. The core components of a cloud are consists of the data center hardware and software. When these resources are made available to the public, they are referred as public clouds and the service provided by the cloud is called as utility computing. Moreover, private clouds are only available to private organizations and are not accessible by public. Accordingly, cloud computing is the combination of ‘SaaS’ and utility computing (ARMBRUST, FOX et al. 2010). Furthermore, cloud computing is a successful contributor economically for cyber infrastructure as it â€Å"makes applications dramatically easier to develop and deploy, thus expanding the feasible scope of applications possible within budget and organizational constraints, and shifting the scientist’s and engineer’s effort away from information technology development and concentrating it on scientific and engineering research. Cyber infrastructure also increases efficiency, quality, and reliability by capturing commonalities among application needs, and facilitates the efficient sharing of equipment and services† (Vouk 2008)(Vouk 2008). Business Trends Information Technology organization has already invested millions since the 1990’s, to contribute in reshaping cloud computing. For instance, a popular slogan from Sun that was â€Å"Network is a computer† was recognized in 1980’s. Furthermore, salesforce.com, a ‘SaaS’ enabled website is providing services since 1999. Today, cloud computing represents a more innovative and productive approach, in order to provide online services along with online operating systems. Microsoft Azure provides an online operating

Writer's choice Term Paper Example | Topics and Well Written Essays - 750 words - 2

Writer's choice - Term Paper Example (Independence, n.d.) His father, a candle and soap maker, wanted Benjamin to become a clergyman. Because his father did not have enough money, Benjamin only went to school for a year, apprenticed under his father, and eventually apprenticed for his half-brother, James, who owned a printing shop. Benjamin loved to write, but he never got a chance to publish his work. It was during this time that he wrote the fourteen famous letters from Silence Dogood, a secret character Franklin created for himself. The letters were sent to James’ printing house and published in The New-England Courant. When James found out Dogood was actually Benjamin, the siblings disagreed and the younger Franklin moved to Philadelphia. Benjamin consequently became the publisher for The Pennsylvania Gazette when he was about twenty-four years old (Hovde, 2002). He gained popularity for printing Poor Richard’s Almanac which contained weather forecasts, household tips, puzzles, etc. (Green & Stallybrass, 2006) There is a lot to tell about Benjamin Franklin since he dabbled in many industries when he was alive. Aside from being a renowned printer and writer, Benjamin Franklin was also a diplomat. He was the first United States Minister to France and served from 1778 – 1785. Scholar Leo Lemay referred to Franklin as â€Å"the most essential and successful American diplomat of all time.† (Green & Stallybrass, 2006) Not only was Benjamin Franklin adept in being a publisher and a diplomat. He was also a very brilliant inventor. During his lifetime, Franklin managed to create what is commonly known as bifocals, lightning rod, glass harmonica and Franklin stove. (Independence, n.d.) Three of these are still popular today. Bifocals are a type of eyeglasses which have upper and lower halves. The lower halves were usually used for reading or viewing things that are near, while the upper halves are used for looking at distant objects. As Franklin grew older,

Fun Loving Girl Essay Example for Free

Fun Loving Girl Essay I have a grown daughter that is on her own with a very special little girl that has stolen my heart. They are most important in my life and always will be. Family is very important to me and I want to be with someone who also values family. This fun loving girl is ready to start taking care of her social life. I keep myself busy as a foster parent and sometimes forget that I need to get out and have some fun. I am a small town country girl who just likes to keep things simple. I work at a hunting lodge so stay very busy during the season. I love what I do and don’t consider it a job. I’ve grown up around guns and like to shoot at the range. Never been out hunting, but would like to see what it is all about†¦.. test the ‘if it flies, it dies’ theory. I shot clays for the first time last fall and really enjoyed it, so looking forward to doing that again. Love to go fishing (and yes, I can bait my own hook), just kicking back and taking it easy, spending time around the fire with friends having a few drinks and lots of laughs. I’d rather look at the stars and kiss in the rain than go to the mall. I like NASCAR and hope to get to a race someday. I think it would be awesome to take a car for a spin around the track too. Demo derbies, stock-car races, dirt track†¦. love the atmosphere. I haven’t been on the back of a bike in a very long time and have always wanted to learn to ride myself, so if you are into that, I am not opposed to having the wind in my hair. I enjoy rock from the 70’s, 80’s and 90’s and country. Never had much opportunity to learn how to two step but would like to learn. I like to go to out of the way places to look at the history, the old buildings and structures and remnants of the past that have been left behind. Antique stores and such are fun to explore and I like going to the local country auctions. I can always find something from the past that catches my eye. Im looking for someone to enjoy life with. Start out slow but have no limits to where it may go. I am a very affectionate girl who loves holding hands in public and giving hugs and kisses because that is how I like to show you that I care and I am really into you! I dont have time to play games†¦.. unless, of course, they are mutually agreed upon. I am adventurous and passionate, so intimacy and romance is a must. You should know that I give like I want to get back and am looking for that special guy that does the same thing. You must have a great sense of humor! I love to laugh and can find humor in just about anything. I believe you have to laugh at yourself before you can laugh at someone else. And I laugh at myself every day! Laughter is a great healer and I try to surround myself with people who laugh at the smallest most ridiculous thing, and can also create their own humor. I am looking for someone to build a relationship with, that special friend to stand by my side through it all†¦the good and the bad. I want someone who also tries to keep a positive attitude in all things. I am determined to be happy, regardless of what life throws at me. I have learned through experience that the greatest part of my happiness will depend on my disposition, not my circumstances. I choose to be happy. I want someone to enjoy life with. I dont need someone to change me or someone to change for me. I am who I am, Im not perfect but I work through my imperfection to be a better person. Life is not certain so I live life with no regrets, I am who I am because of my life and dont live in the past. I look forward to each new day and the adventure it brings. So if there is someone out there who is up to the task, I am ready to have fun. Here is our chance to maybe finding that spark for more. I am looking forward to meeting new people, forming lasting friendships, exploring life and the possibility of ultimately finding my soul mate. If you get what I’ve said here, then hit me up and we can get to know each other.

Debate on Victims Rights in Criminal Justice System

Debate on Victims Rights in Criminal Justice System â€Å"We need to re balance the system so that it delivers real justice for victims and the wider community† (David Blunkett, 2002). Critically assess the current debate regarding victims rights. INTRODUCTION CMS Funding was announced in June 1999 to â€Å"streamline the criminal justice system†(Chief Secretary, Alan Milburn, www.hm-treasury.gov.uk/newsroom, 1999), with a Ministerial Priority on Policing established (Rt Hon. Jack Straw, http://news.bbc.co.uk, 1999, March, 25). Following the publication of the Auld Report (www.criminal-courts-review.org.uk, 2001, September) a Government White Paper was published advocating a ‘joined up system’, echoing the â€Å"joined up Government in action† approach promoted by the Home Secretary in 1999 (Rt Hon. Jack Straw http://news.bbc.co.uk, 1999, March, 25). The remit of this White Paper was to identify a ‘clear focus on fighting and reducing crime’(Justice for All, HMSO, http://www.cjsonline.gov.uk, 2002, July). The rule of law should represent the ideal of a universal goodness exhibiting â€Å"no negative impact on any given society, and no negative characteristics that could apply to its nature’, likening it to Bentham’s ‘good in-and-of-itself’† according to Thompson (Thompson, 1975, Page 266). Unfortunately, it appears to be this concept that has swung too far in the favour of society’s miscreants to the detriment of their victims and the communities in which these offenders live, prompting the current debate on victims’ rights and David Blunkett’s intentions to re-address â€Å"the balance to deliver real justice to victims and the wider community† (Blunkett www.policesupers.com/police, 2002, July). DISCUSSION Whilst all people might be considered equal according to classicist precepts, with governments created by those individuals to protect the people’s rights through the recognition of a social contract (McCoubrey and White, 1999, Page 60 – 84), David Blunkett singles out a specific sector of society by suggesting that: â€Å"nearly three quarters of street crime offenders are under 17 and a hard core five per cent of juveniles are responsible for 60 per cent of offences for their age group† (Blunkett, www.publications.parliament.uk, 2002, November, 14) Clearly, despite the introduction of innumerable projects designed to re-integrate offenders back into their communities, the growth in lawless behaviour has not diminished. Many measures to restrain unacceptable behaviour are now available, amongst which are Youth Offending Teams, Final Warning Schemes, Detention and Training Orders, Acceptable Behaviour Programmes, Parenting Orders, Reparation Orders and Anti-Social Behaviour Orders (Blunkett, www.publications.parliament.uk, 2002, November, 14) although, retrospectively, little appears to have improved. In December 2003 Lord Falconer of Thoroton emphasised that this: â€Å"crime and anti-social behaviour corrupts communities, eating away at the fabric of the way we all want to live our lives† (Lord Falconer, www.dca.gov.uk2003, December 3). An increasing lack of morality appears to be more prevalent within modern society, with Chief Superintendent of Greater Manchester Police describing these amoral youths as â€Å"feral† (The Times Newspaper, 2005, May, 18). Despite all the legislation at the disposal of the criminal justice system, however, the ‘yob culture’ appears to be endemic, with the vulnerable in society more at risk of becoming victims than ever before. The media report lurid headlines on a daily basis: â€Å"Beaten to death on his doorstep† (Daily Mail, 2005, May 21); â€Å"Beaten up on Video Phone† (Daily Mail, 20/05/05); â€Å"Hoody ban eases shoppers’ fear† (Daily Mail, 20/05/05, page 8). The edition on May 19th 2005 reported how ‘thugs attack a funeral car’ by launching an 8 foot length of wood through the windscreen of the car travelling immediately behind the hearse. It has been reported that â€Å"†¦some forces are not making good use of legislation and tackling the imitation firearm problem† (Green, Deputy Chief Constable, Greater Manchester in Daily Mail, 20/05/05, Page 8) when children, some as young as 13, routinely carry replica BB guns, which can cause serious injury to targets up to 30 yards away, around the streets. In 2002 the Home Secretary intended: â€Å"to deliver real justice to victims and the wider community and strike a fair balance between the rights of victims and the accused† (Blunkett, www.policesupers.com, July 17). Evidence of this can be seen in the introduction of Problem Orientated Policing which incorporates community initiatives, together with a number of other stakeholders within the criminal justice system and aims to introduce additional improvements to the youth justice system and establish â€Å"more effective justice for victims and the wider community† through â€Å"more effective punishment and rehabilitation..†.(Leigh, Read and Tilley, 1996). Protecting the community should be at â€Å"the heart of a stable and civilised society† and these changes to the criminal justice system should be in accordance to society’s needs and expectations (Lord Chancellor, www.policesupers.com, 2002, July, 17). An example of which can be seen in South Africa which incorporates the ethos of restorative justice [known as ‘Zwelethemba’] with the essence of maintaining peace in the community (Roche, 2004: 85). Money received from this programme is contributed back into the community to reduce poverty and unemployment and attempt to remove the need for ‘draconian repressive measures’ (Roche, 2004: 231). Blakemore suggests that social policy should evaluate how policies impact on peoples’ lives (Blakemore, 1998: 5). Acceptable behaviour is enforced through law and morality which is maintained through rules and principles: â€Å"the cement of society† (Devlin cited in Elliott and Quinn, 1998: 449). This ‘cement’ illustrates legal moralism that has been identified as ‘socially significant’ (Cotterrell, 1989: 1), providing an analysis of law’s conceptual structures (1989, Page 3) and emphasising the importance of shared values, ultimately influencing individuals’ behaviour (Pampel, 2000: 57) a decline, as the result of organic solidarity differentiating collective conscience, creating an environment for an increase in crime. This philosophy of inter-related support has been recognised as structural functionalism which, taken to extremes, acknowledges that poverty and crime are normal and natural functions within any healthy society ( Pampel, 2000, Page 75). The Legal Action Group, meanwhile, suggest that â€Å"victims’ and defendants’ rights are mutually incompatible† (Cape, 2004) and suggest that victims rights are not being catered for; their rights are neither acknowledged nor respected. However, they also ascertain that, in making it easier to convict defendants is not in the best interests of the victims. The fragility between rights to security and freedom and the obligation to protect communities, reflects a natural result of shared morality without which â€Å"rules would lack meaning† (Pampel, 2000, Page 67). This factor was clearly recognised by David Blunkett who acknowledged â€Å"†¦the public felt that the system had swung too far in favour of the accused† (Criminal Justice Conference, www.cjsonline.org.uk, 2002, June, 19). However, this intensely deep-rooted problem of lawlessness within communities cannot be solved by the police alone. Henham observes that this can only be achieved through: â€Å"disregard of formal legal controls which prove an obstacle to the production of a high conviction rate† although he acknowledges that â€Å"due process† maintains an â€Å"adherence to courtroom procedure and protection of the individual† (Henham, 1998, Page 592). Pampel observes that â€Å"the problems of society become most visible when change occurs, and recent decades have brought immense social and economic changes† (Pampel, 2000: 52). Durkheim, meanwhile, noted that society works best when it exercises control over individuals (Pampel, 2000: 72). Laws are intended to regulate relationships with the result that conflict is avoided, enabling government and education to progress. With the intention of better justice through more consistent sentencing, the White Paper preceding the Criminal Justice Act 1991 suggested that â€Å"convicted criminals get their just deserts† (HMSO, 1990, Cm 965; Worrall, 1995). Restorative justice, however, is identified through mediation, conferencing, circles and reparative boards such as the utilisation of victim/offender mediation with the intention of reconciliation as opposed to merely conciliation, reflecting how restorative justice can fit into the existing criminal justice system and the identity of a modern definition of community, followed by the ethos of forgiveness. Whilst this concept has relevance in today’s society, human rights’ issues and society’s concepts of punishment’s role create a rhetoric which still needs to be resolved. The National Victim Support Programme was considered a way forward with respect to society’s acceptance of restorative justice but: â€Å"both of the major political parties have pursued half formed and in many ways half hearted policies in relation to victims of crime. There is little indication of change in this area† (Newburn and Crawford, 2003 117). Restorative justice is viewed with suspicion due to concern amongst the community in relation to appropriateness of restorative justice for cases of violence and the appropriate punishment in such cases. Added to this, the managerialism and financial control have impacted on the restorative justice movement. Where there is no precedent, the focus of control is balanced between local and central government, with penal reform likely to be forced into the background as: â€Å"the front bench Home Affairs spokesmen of both the major parties battling to out-tough each other, there appears little prospect of coherent and forward-thinking policy-making† (Newburn and Crawford, 2003:178). Individual and collective morality would assume that offenders should be punished to maintain the stability of the community and maintain their safety. A collective conscience ensures that the majority accept the rule of law and accept that deviance needs to be punished. Many organisations have highlighted the growth in recorded crime despite these measures in place to punish the offender. Punishment falls into various areas from incapacitation to retribution, deterrence to rehabilitation. Psychologically, restorative justice is assumed to invoke aesthetic sentiment of forgiveness for miscreants and release for victims. What it fails to do is provide society with assurances that their safety and integrity will be maintained in an atmosphere where the offenders’ rights appear to be upheld in variance with those of the victim, or the fundamental rights the victim is entitled to expect. Conformity through inner positive motivation exemplifies the theory of rehabilitation, although it has been criticised for disparity in proportionality. The concept is not based on the degree of offence committed or focused on the criminal’s past, but on future rehabilitation to preclude re-offending through changes of circumstances. An equally important part of restorative justice must be in measures to prevent crimes being committed. Funding of  £6 million has been invested in a Government programme to reduce crime. Some of these measures include restorative justice, enforcement of financial penalties, CCTV initiatives, treatment of offenders, youth inclusion initiatives, targeting policies and intervention work in schools (www.crimeredution.gov.uk). CONCLUSION Meanwhile, three years after it was recognised that real justice for victims and the wider community might be lacking, many changes to the criminal justice system have been introduced. In terms of victims rights, the criminal justice system is now expected to provide a ‘Victims’ Charter’ that sets out how victims might expect to be treated by the criminal justice system, certain vulnerable victims may be supported by the Victims Support network, and victims of sexual crimes may expect to be advised in advance of the offender being released. Within the terms of the criminal justice system itself these concessions are minimal when correlated with the cost in terms of anguish already experienced by the victims of crime. However, in the wider community even fewer safeguards actually exist to prevent innocent individuals from becoming unwilling victims of an increasingly degenerate society, with those innocent citizens unfairly penalised by the very organisation they would expect to provide them with support in the event of their retaliating and attempting to defend themselves, clearly evidenced in the recent reports in the media, i.e. â€Å"The justice system must be forced to protect the innocent including those pushed through desperation to act extremely† (The Times, 2005, May 5). One of the most topical stories in the media is the evolving ‘happy slapping’ craze with both the victims and the wider community now more vulnerable than they ever have been. When it comes to the death of an elderly pensioner innocently walking home and attacked by teenagers, and a plank of wood hurled at a funeral procession it is more than apparent that David Blunkett needs to provide a more effective means of delivering real justice for victims and the wider community, not just re-balancing the system, but completely re-evaluating the whole ethos of a citizen’s right to defend themselves without the additional fear of retribution from a criminal justice system that has more empathy with the offender than it does for the victim of crime. Total Word Count (excluding bibliography) 2,000 words BIBLIOGRAPHY BOOKS: Blakemore, Ken (1998): Social Policy: an Introduction: Buckingham, UK:  Open University Press, Page 5 Cotterrell, Roger (1989): The Politics of Jurisprudence: a Critical Introduction to  Legal Philosophy: London, UK: Butterworths Devlin cited in Elliott, C Quinn, F (1998): English Legal System (2nd edition):  Essex, UK, Addison Wesley Longman Ltd: 449 Leigh, A; Read, T; and Tilley, N (1996): Home Office Problem-orientated Policing:  Published in Brit POP [Foreword]. In Police Research Group Paper [75]. London: HMSO Newburn, Tim and Crawford, Adam (2003) Youth Offending and Restorative  Justice: implementing reform in Youth Justice. Cullompton: Willan Publishers Pampel, Fred (2000): Sociological Lives and Ideas: Basinstoke, UK: Macmillan  Roche, Declan (2004): Accountability in Restorative Justice. Oxford: Oxford  University Press Thompson, E.P. (1975). Whigs and Hunters. NY Pantheon ARTICLES: Henham, Ralph (1998): Human Rights, due process and sentencing.  In British Journal of Criminology, Issue 38, Page 592 Daily Mail Newspaper, 2005, May 19: Thugs attack a funeral car   Daily Mail Newspaper, 2005, May 20: Green, Deputy Chief Constable,  Greater Manchester, Page 8 Daily Mail Newspaper, 2005, May 20: Beaten up on Video Phone, Front Page Daily Mail Newspaper, 2005, May 20: Hoody ban eases shoppers’ fear, Page 8 Daily Mail Newspaper, 2005, May 21: Beaten to death on his doorstep, Front Page The Times, 2005, May 5: The justice system must be forced to protect the innocent  including those pushed through desperation to act extremely   ONLINE RESOURCES (All Sites visited 24/05/05. Hyperlinks functioning) Blunkett, David (2002, June, 19): Balance of rights essential to effective justice.  Speaking at the Metropolitan Police Modernising Criminal Justice Conference http://www.cjsonline.org.uk/news/2002/june/balance_of_rights.html Blunkett, David (2002, July 17): Justice for All Radical reform of the Criminal  Justice System unveiled. Criminal justice reforms unveiled. Announcement from Home Secretary to the Police Superintendents Association of England and Wales http://www.policesupers.com/police-supers-news.asp?news_id=139 Blunkett, David (2002, November, 14):  http://www.publications.parliament.uk/pa/cm/cmvote/21114v01.htm   Blunkett, David, introducing the publication of the new White Paper, ‘Justice for all’,  2002, November 14: speaking at 3.30pm at the Youth Justice Board Annual   Cape, Ed (2004): Reconcilable Rights: analysing the tension between victims and defendants. Legal Action Group, 2004. http://64.233.183.104/search?q=cache:FHPdMNH7Xw0J:www.rethinking.org.uk/informed/lagbriefing.pdf+current+debate+regarding+victims%27+rightshl=en Cape, Ed (2004): Reconcilable Rights: analysing the tension between victims and defendants, Legal Action Group, 2004. In Victims’ and defendants’ rights:  can they be reconciled?. Rethinking Crime Punishment, 2005, April, http://www.rethinking.org.uk/informed/lagbriefing.pdf Convention at the Queen Elizabeth II conference centre, Westminster.  http://www.youth-justice-board.gov.uk/NR/exeres/73CB0429-624C-4CB5-98E2-EBBC8EF6E88C.htm Chief Secretary, Alan Milburn: (1999, June, 10):  £30 MILLION INVESTMENT TO  STREAMLINE THE JUSTICE SYSTEM. HM Treasury Press Release, Available at: http://www.hm-reasury.gov.uk/newsroom_and_speeches/press/1999/press_93_99.cfm Criminal Justice Conference, (2002, June, 19): Balance of Rights Essential to  Effective Justice. London: HMSO http://www.cjsonline.org.uk/news/2002/june/balance_of_rights.html HMSO, (1990): Crime, Justice and Protecting the Public. Cm 965. London: HMSO.  http://64.233.183.104/search?q=cache:n-zy-8yFCIEJ:webjcli.ncl.ac.uk/1996/issue3/rtf/henham3.rtf+HMSO%2BCrime,+Justice+and+Protecting+the+Publichl=en Home Secretary Rt Hon. Jack Straw, 1999, March, 25:  http://news.bbc.co.uk/1/hi/uk/303474.stm Home Secretary Rt Hon. Jack Straw speech in full (1999, September 30): the full  text of Home Secretary Jack Straws speech to the Labour Party conference. UK Politics http://news.bbc.co.uk/1/hi/uk_politics/461967.stm Justice for All (2002, July), London: HMSO.  http://www.cjsonline.gov.uk/downloads/application/pdf/CJS%20White%20Paper%20-%20Justice%20For%20All.pdf Lord Chancellor, Lord Irvine (2002, July 17): Justice for All Radical reform of the  Criminal Justice System unveiled. Criminal justice reforms unveiled. Announcement from Home Secretary to the Police Superintendents Association of England and Wales http://www.policesupers.com/police-supers-news.asp?news_id=139). Lord Falconer of Thoroton, 2003, December 3, DCA: Justice, Rights and  Democracy http://www.dca.gov.uk/speeches/2003/lc031203.htm Right Honourable Lord Justice Auld (2001, September): A Review of the Criminal  Courts of England and Wales. http://www.criminal-courts-review.org.uk/ Secretary of State for Constitutional Affairs and Lord Chancellor, Lord Falconer of  Thoroton (2003, December 3): DCA: Justice, Rights and Democracy. Speech to the Institute for Public Policy Research, http://www.dca.gov.uk/speeches/2003/lc031203.htm Worrall, Anne (1995): Real Punishment for Real Criminals? Community Sentences  and the Gendering of Punishment. http://www.britsoccrim.org/bccsp/vol01/VOL01_10.HTM

Soliloquy Essay - Famous Soliloquies in Shakespeares Hamlet

The Famous Soliloquies in Hamlet  Ã‚        Ã‚  Ã‚   This essay goes into the Who, the How and the Why of Hamlet’s famous soliloquies in Shakespeare’s tragedy Hamlet.    Samuel Taylor Coleridge comments on the hero’s first soliloquy:    Few have seen a celebrated waterfall without feeling something akin to disappointment : it is only subsequently that the image comes back full into the mind, and brings with it a train of grand or beautiful associations. Hamlet feels this; his senses are in a state of trance, and he looks upon external things as hieroglyphics. His soliloquy -    "O! that this too too solid flesh would melt," &c.    springs from that craving after the indefinite - for that which is not - which most easily besets men of genius; and the self-delusion common to this temper of mind is finely exemplified in the character which Hamlet gives of himself :-    "It cannot be But I am chicken liver'd, and lack gall To make oppression bitter."    He mistakes the seeing his chains for the breaking them, delays action till action is of no use, and dies the victim of mere circumstance and accident. (345)    Gunnar Boklund in â€Å"Judgment in Hamlet† expresses his interpretation of the hero’s situation in the first soliloquy:    Let us then first clarify Hamlet’s initial situation, as it is presented to us in the first great soliloquy â€Å"O, that this too too solid flesh would melt.† It is a statement that is unusually easy to understand. The death of his father has shaken Hamlet so profoundly that he refuses to accept it as natural, and he takes the same attitude to the remarriage of his mother, which to us would seem to belong to a different category. If this is what goes ... ...Evans. Boston: Houghton Mifflin Co., 1974.    Mack, Maynard. â€Å"The World of Hamlet.† Yale Review. vol. 41 (1952) p. 502-23. Rpt. in Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996.    Maher, Mary Z.. â€Å"An Actor Works at Connecting with His Audience.† Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. from Modern Hamlets and Their Soliloquies. Iowa City: University of Iowa P., 1992. p.71-72.    Rosenberg, Marvin. â€Å"Laertes: An Impulsive but Earnest Young Aristocrat.† Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. from The Masks of Hamlet. Newark, NJ: Univ. of Delaware P., 1992.    Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. Massachusetts Institute of Technology. 1995. http://www.chemicool.com/Shakespeare/hamlet/full.html No line nos.   

Guilt in a Heartbeat

Guilt in a Heartbeat Through the heart beat from the Tell-Tale Heart Edgar Allan Poe shows that all bad deeds come with endless guilt. This short story illustrates that the obsession of the narrator, who is an everyday man, drives him to commit murder to an old man that has done no harm nor insult the narrator. This also goes to show that a man’s conscience can be his own enemy. The Tell-Tale Heart explores various ideas that reassure the insanity that drove the narrator to commit unjustified murder, and the narrator provides this information by describing what kind of character he is.Poe also writes in a very effective point of view that allows the audience to understand completely all the narrators transitions, then the audience is able to see how the setting of the story fits perfectly in this story, finally Poe is able to create various symbolisms injected in the story that justify the narrator’s actions. The narrator does not reveal a specific name, but does reveal that he is a care giver to the old man which is the only identity given in the short story.Through the short story it’s shown that the narrator is not a dynamic character, because at the beginning of the story he is insane and at the end he is still insane, which reveals that the character has no change or growth throughout the whole story. But the only part where he develops a kind of change and growth is when the narrator hears the corpse’s heartbeat from beneath the floor he screams in agony saying â€Å"Villains! Dissemble no more! I admit the deed! — tear up the planks! —here, here! —it is the beating of his hideous heart! (Poe 18) which makes him a conscious of the big mistake and horrible crime he has committed. This small change and growth of the main character is very visible in the story due to the point of view that the story is being told. The point of view of the story is very effective because the Tell-Tale Heart is written in first person. The narrator is the main character in the story, which allows the reader to explore and view in a deeper way the feelings, thoughts, and macabre imaginations of him.The narrator also helps the reader understand in which moment the story is being told because the story begins in the middle where the narrator is trying to convince the police man that he has done no wrong in the house and trying to make them believe that the old man is in vacations out of the country. The point of view takes us to see the setting of the story that helps the narrator to feel more comfortable. The setting of the story is very important.The narrator has a comfortable way of walking through the house like it was his own. What shows that he is comfortable is that he takes a full hour to open the door just enough to fit his head, which makes him seem very insane with an obsession that is not letting him go to sleep or at least not spy to the old man. The house allows the narrator to create a darker atmosphere in which he is able to kill, dismember, and bury the old man’s body.The nature of each character is very different, because the old man with a helpless nature is not able to take care of himself, or even live by himself. On the contrary the narrator reveals himself to be a selfish, crazy, and a lonely person that is not able to coexist well with other people. Edgar Allan Poe was able to give great symbols in the Tell-Tale Heart. The â€Å"vulture† eye is what starts driving the narrator insane, because the narrator does not have interest in the old men’s money nor has the old man done bad to the narrator.The eye symbolizes the obsession the narrator has, which indicates the insanity and craziness of him. The caution that the narrator has while going into the old man’s room symbolizes that the narrator has a true obsession over the old man’s eye. The narrator has a goal and he will do anything to complete the murder. The narrator cannot e ven sleep or do his regular duties just to be thinking and being horrified by the old man’s vulture eye.The last symbol that it was in this short story is the heart beat at the end of the story where he hears a heartbeat through the wooden floor while the policemen are there. That symbolizes his guilt where he finds himself feeling bad and rather to be dead than to keep listening to the olds man’s heart that it is buried under the floor he expresses this by screaming â€Å"But anything was better than this agony† and â€Å"I could bear those hypocritical smiles no longer! I felt that I must scream or die! † (Poe 17).The human mind can be a wonderful and terrible thing. People are soon to forget the good but continue to be haunted by the bad. The narrator’s mind did not allow him to forget the deeds that he was just recently so proud of. They haunted him by means of a beating heart, that although was only in his mind, he believed it was real. Work C ited Poe, Edgar A. The Tell-Tale Heart. 2010. Literature an Introduction to Fiction, Poetry, Drama and Writing. By X. J. Kennedy and Dana Gioia. New York: Pearson-Longman, 2010. 36-40. Print.

Psychological factors

Games Psychological factors Prepared by: Mohamed Diab Computer games are popular because they affect us emotionally, in a similar way to films and music. Just as a horror movie makes you feel scared, a survival horror computer game can terrify you too. In some ways the game makes it feel more real because you are controlling the character, so what happens to the character can feel like it is happening to you. Games designers use the psychological factors to improve their games and make the experience of playing them more memorable.It can be one very simply and subtly, or it can be done in a very obvious way, depending on the needs of the game. Use of Sound Sound can make you feel lots of different things – it can make you feel happy, sad, scared, brave. There isn't a single human emotion that hasn't been represented in music or sound effects at some point in our history. Games designers use this to their advantage and there will be an audio designer whose role is to pick the s ound effects and musical scores that are used throughout a game. High-pitched, fast-paced music or sound effects tend to make you feel more excited and as if you are in the middle of the ction.Platform games and racing games use these features to add to the game's excitement and pace. Page 2 of 10 Horror games use string instruments such as violins and the sound of creaking floor boards to make people feel tense in the same way that a horror movie does. High Score Listings anyone except the computer. Even multiplayer games were usually limited to two people. Single-player games today are often driven by the storyline and the player will continue playing to the end in order to find out what happens. In more basic games, however, this is not the case.The high score table or list becomes the otivation to play again and again. If you feel compelled to improve your high score then you will keep on playing the game until you succeed and this means that you will get more game-play for your money. A high score list is an alternative to the storyline as a motivator for playing a game repeatedly. Some recent games, especially sports games and casual games, still include high score lists and you often have the option to publish your score on line through the game so that you can compare yours to those of people across the world.In many FPS (first person shooter) games that ave online multiplayer settings, you can have a world ranking which shows you how well you are doing in a similar way to a high score list. Page 3 of 10 Competitive Games Competition with others is a driving factor that makes people try to improve their skills and abilities. High score lists will encourage you to compete against yourself, but competitive games where you play against other people will make you even more motivated to improve. Throughout our history there are examples of people competing against each other in order to prove that they are the best at something.The most wellknown example is he Olympic Games, where people come together from every country in the world to compete, and the event generates a lot of international goodwill and excitement. Inevitably there are occasions when people become over-competitive and the desire to win becomes a negative rather than positive motivation. On the whole, however, competition teaches people to be good losers, to push themselves and to analyse their skills and formulate plans to improve those skills.These are all positive attributes that make an individual successful in the world of work and are undeniably associated with being successful at computer games. Page 4 of 10 Since online multiplayer games have become mainstream, people have enjoyed playing a range of different games against friends or strangers. Some of the consoles that are aimed at younger children, such as the Nintendo† Wii or DS, restrict online play to those who are known to the player in day-to-day life rather than introducing them to people through the game that they have never met face to face.