Essay on Math 533 Final Exm - 1741 Words

MATH 533 Final Exm Click Link Below To Buy: http://hwcampus.com/shop/math-533-final-exm/ Or Visit www.hwcampus.com 1. (TCO A)Consider the following sample data on the age of the 30 employees that were laid off recently from DVC Inc. 21 38 20 26 37 52 37 24 45 20 50 49 44 30 29 42 56 46 60 30 32 25 47 55 38 25 20 29 32 30 a. Compute the mean, median, mode, and standard deviation, Q1, Q3, Min, and Max for the above sample data on age of employees being laid off. b. In the context of this situation, interpret†¦show more content†¦b. Find the probability that the monthly customer expenditure is between $300 and $600 for a randomly selected customer. c. The management of a supermarket wants to adopt a new promotional policy giving a free gift to every customer who spends more than a certain amount per month at this supermarket. Management plans to give free gifts to the top 8% of its customers (in terms of their expenditures). How much must a customer spend in a month to qualify for the free gift? (Points : 18) 5. (TCO C) A tool manufacturing company wants to estimate the mean number of bolts produced per hour by a specific machine. A simple random sample of 9 hours of performance by this machine is selected and the number of bolts produced each hour is noted. This leads to the following results. Sample Size = 9 Sample Mean = 62.3 bolts/hr Sample Standard Deviation = 6.3 bolts/hr a. Compute the 90% confidence interval for the average number bolts produced per hour. b. Interpret this interval. c. How many hours of performance by this machine should be selected in order to be 90% confident of being within 1 bolt/hr of the population mean number of bolts per hour by this specific machine? (Points : 18) 6. (TCO C) A clock company is concerned about errors in assembly in their custom made clocks. A simple random sample of 120 clocks yields nine clocks with errors in assembly. a. Compute the 99% confidence interval for the proportion of clocks with errors in assembly.

Application Of A Business Analyst - 1642 Words

TABLE OF CONTENTS 1. EXECUTIVE SUMMARY 2 2. ACADEMIC APPLICATIONS 4 2.1 ACADEMIC APPLICATION BEING USED 4 2.2 ACADEMIC APPLICATIONS NOT BEING USED 6 6. SIGNIFICANT LEARNING EXPERIENCE 8 7. STUDENT RECOMMENDATION 9 1. EXECUTIVE SUMMARY The company that I worked for is the global leader in eye care; Alcon develops and manufactures innovative medicines and devices to serve the full life cycle of eye care needs. I made the application to the internship position because the role being perfectly aligned with the Information Systems course-work. I had limited access to what exactly a Business Analyst does and works as I came from a Software Development background. The employer extended an offer to work with them as an intern after†¦show more content†¦This gave me a real opportunity to interact with Business Users and translate their perspective into a technologically aligned solution. I learnt to be able to manage multiple projects (Deployment projects for 5 countries) at a time often spinning multiple plates at once. I updated Deviation Logs for all 5 countries with respect to the Commercial Apps. Maintained and distributed reports at various levels to portray the status of the project to higher management of enVision. Business Analyst- It gave me insights into how a Business Analyst tries to convert user requirements and ideas into functional specifications or user stories using agile methodology. Another facet to this role was to be able to see the system as whole and not just individual silos by learning the interface between the old legacy system JDE, Salesforce and the iPad application. I got to learn the different terminologies used in an agile approach to a project like OQ/PQ (Operational Qualification/ Performance Qualification), Daily Scrum, Epic, Scrum Master, Release Planning, Sprint Planning and Sprint Review. I created the Business Process Maturity Assessment or the Discovery Questionnaire and the enVision Data Template for the 5 apps which would elicit the required configuration from the prospective affiliates. I got a chance to create very detail oriented

Commercial Law Legally Blinding Contract

Question: Discuss about the Commercial Law for Legally Blinding Contract. Answer: Introduction It is the general position in contract law that for a contract to be valid there are essential elements that include an offer, acceptance, consideration and an intention to be legally bound, that must be present (Carter and Harland, 1998). Moreover, it will be deduced in this discussion that it is inconceivable that a contract will be enforceable where one party was a minor but the law is not cast on stones as will be shown. It is to be noted from the outset that the application of the rules in contract law emanate from the substance of common law, doctrines of equity and precedents which will be applied skilfully in determining the legal position of the parties in dispute (Beale, 2004). An offer is an expression of willingness to enter into a legally binding contract (Australian Woollen Mills Pty Ltd v The Commonwealth, 1954). An offer must certain and does not create any ambiguity as it is capable of being accepted. The acceptance of an offer must be communicated to the other party for it to be valid of the other party must have reason to believe that an acceptance has been made. (Day Morris Associates v Voyce 2003). For a contract to be validly enforceable there must be a sufficient consideration given by the other party (Chappell v Nestl 1959) Suffice to say, for the contract to be enforceable between the parties must have an intention that the contract will legally bind them (Edwards v Skyways Ltd 1964). John made a misrepresentation of his grade in the in the invitation to treat message that was put on the Facebook site. A Misrepresentation is a statement that is made by a party to the contract before they enter into the agreement and its intention is to ensure that the other party is induced sign the agreement. For an action on misrepresentation to pass it must be in evidence that the statement that was made a false assertion of fact (Avon Insurance plc. v. Swire Fraser Ltd, 2000). Johns statement about the grade was clearly untrue as he did not score a distinction on the subject. It must also be in evidence that the parties hereunder relied on the statement to enter into agreement. This means that it must be shown that if the statement had not been made they would have not enter into contract (Smith v. Chadwick, 1884). Bernard vs Alan Alan has made an offer through his social network page that he is selling his book at a price of $200. Bernard replies to the offer made and expresses his interest in buying the book, however, he stated that he could only afford $150 for it. The issue that is up for determination is whether the acceptance that was made by Bernard was valid and whether the payment of the $200 on 3rd night after deep thinking amounted to an enforceable contract. The other issue in contention is whether the payment made by Bernard though post was valid. There has been a strenuous debate among contract law scholars as to whether the display of items in the internet amounts to an offer or an invitation to treat. The issue here is whether Alans display of the book for sale on Facebook amounted to an invitation to treat. In Pharmaceutical Society of Great Britain v Boots Cash Chemists (Southern) (1953) it was affirmed that the display of items in a shop amounted to an invitation to treat because it was upon the customer to select the item of choice and make an offer to the teller to purchase the item. It has been conceded that the offer is properly made when the item is taken to the counter for pay (Fisher v Bell 1961). On the other hand, it has been argued that since the display of items in the internet will attract several offers to buy the product from clients, the vendor is not legally bound to accept all of such offers. It can be concluded from the foregoing argument that Alans display of an item on the internet was not an offer pe r see but rather an invitation to treat and he is not bound to legally accept all offers made. It also to be noted that john took Bernards money and promised him that he will deliver the book by 7th November. The legal consequences are discussed hereunder. Where a party makes an offer with certain terms and an acceptance is made but with new different terms that do not agree with the initial offer, the acceptance is deemed to be a counter offer and not a valid acceptance. The court in Hyde v Wrench (1840) stated that where new terms are provided in an acceptance to a contract, the acceptance is regarded as a counter offer. In the case in question there was a battle of forms and in the court of appeal has held in Tekdata Interconnections Ltd v Amphenol Ltd (2009) that the last offer wins the battle. It is thus submitted that a valid acceptance must be in response to the offer made. It is submitted that Bernard made a counter offer which was inform of an acceptance. He responded with new terms to the agreement thereby engaging in a battle of forms in which the last offer was not put until later on in 3rd November where he also gave his consideration through post. It is entirely true, as stated above, that the last offer wins the battle in a counter offer. Additionally, the postal rule is to the effect that once acceptance is communicated by post the contract is deemed to have been formed when the letter is sent and not received (Holwell securities Ltd v Hughes, 1974). This may have a superficial appearance of validating the agreement between Alan and Bernard but it will be later revealed by law that the agreement was not enforceable. Indeed, a consideration was given by Bernard although it was made late because an earlier acceptance to Alans offer was made by Damien whose legal position will be discussed later in the paper. Over and above all, since Bernard has made payment already which Alan has pocketed and the book was in fact free, he is entitled to an award of compensatory damages because there was no enforceable contract. In conclusion, it can thus be concluded that the offer made did not amount to a valid acceptance and Bernard cannot rely on the reply he made in the social network to Alans offer to enforce the agreement. Charleen vs Alan Charlene is Alans sister and she saw Alans post and has expressed her willingness to buy the book but Alan responded with a smile as he paid little attention to her. Charlene has left her consideration of $200 which Allan has pocketed on the table and the issue that is presented for determination is whether such an agreement is enforceable bearing in mind that Charlene was possibly be a minor since persons sitting for the GCE Levels are in most instances between the age of sixteen and seventeen. The other issues that will be determined will be whether the two siblings had an intention to be legally bound. It is a general principle in law that for a contract to be enforceable and binding, the parties the must be of legal capacity. It has been held that contracts that are entered to by minors are unenforceable unless they are contracts of necessity (Nash v Inman 1908). In Singapore, the position is that the contract will be valid only once a minor has attained the age of I8 (Civil Law (Amendment) Act 2009 section 35). It is worth noting that a contract with a minor will be valid if the subject matter of the agreement is a necessity. It was held in Peters v Fleming (1840) that gold rings were necessities to a child of a member of parliament. With regards to intention to be legally bound, the litmus test for determining the intention of the parties has always been determined by the rebuttal presumption. In family agreements the presumption is that the parties do not always intend to be legally bound by the agreement (Balfor v Balfour 1919). In Jones v Padavatton, (1969) a mother promised her daughter that she will pay her if she gives up her job and went to London to study for the bar. The court held that there was no sufficient evidence to rebut the presumption that an intention to be legally bound did not exist. In Wakeling v Ripley (1951) Mr. Riply who was a wealthy man asked his sister and brother to relocate to Australia to support him with the promise that he will pay them and they will stay in his house without paying rent and he will bequeath them all his wealth upon his death. Unfortunately, Mr. Riply did not meet the end of his promise. It was held that, despite it being a family agreement there was sufficient evidence to rebut the presumption that an intention did not exist between the two family members. The court established a test that should be considered so as to rebut the presumption in family and social agreements. It was held that it must be determined whether there was any degree of hostility between the parties, the seriousness of the conduct that was promises and the expense that was involved in coming to perform the promise. It has also been stated that where in a family relation, the agreement is a commercial one; the presumption will be that an intention existed betwee n the parties (Roufos v Brewster, 1971). It is imperative to note that the courts have developed a modern approach towards determining the intention of the parties which appears to be extinguishing the rebuttable presumption test. It has been held that test should be an objective one that seeks rather than a subjective one, which determines whether a reasonable person will infer that an intention existed if put in the same circumstances of the parties (Edmonds v Lawson, 2000). In Soulsbury v Soulsbury (2007) a spouse agreed to forego payment of maintenance to the expense that the other party will bequeath her property in his will. The promise was not fulfilled and the court applied the objective test to determine the intention where they held that an intention to be bound existed between the two family members. It is submitted that the agreement that was being made was one of necessity because being a student she needed the book which will be beneficial to her education. It then seems to be conceded that her capacity to contract will not be a bar to her to make an agreement on necessities which indeed is breathing life to the holding in (Peters v Fleming, 1840). With reference to the issue on intention it is submitted that, in applying the presumption test from the outset, there is no intention to be legally binding. By further applying the Objective test entrenched in Wakeling v Ripley (1951) it can be summed up that, taking all circumstances into consideration there was no consensus ad idem (meeting of the mind) between Alan and his sister. It was the intention of Alan not to sell the book to her sister and on the other hand the sister had the intention to buy the book. It can thus be conceded that the two had different intentions altogether and there they lacked the meeting of the minds. It has been held that the courts will look at the literal meaning of the words that were made in during the offer and acceptance and determine whether there was a meeting of the minds between the parties (WYDA Associates v. Merner,1996). Where there is no a meeting of the minds the parties will not be bound by the terms of the agreement and therefore the contract will not be enforceable. In Conclusion, the agreement between Allan and his sister is not enforceable despite Charlene giving a valuable consideration. The consideration was also given after Damien had made a valid acceptance of the same. It can be concluded that having there been no valid enforceable contract between the two Charlene is equally entitled to an award of compensatory damages. Damien vs Alan Damien discovers Alans offer and decided to contact him through a personal phone, accepting the offer made on the social network site. The issue for determination here is whether the acceptance that was communicated by Damien through the phone was valid. It is submitted that the rules governing instantaneous mode of acceptance shall be determined in terms of their applicability in the case between these two parties. On the other hand, the other issue that will emerge is if there was an intention to be legally bound between the two parties. The fundamental question at the end will be if there was any breach of the agreement by Alan because he delivers to Damien the book without the handwritten notes and claimed the notes are in the book and at the same time the books were offered for free in school. It is submitted that the traditional approach to the postal rule does not apply to instantaneous modes of communication such as electronic mail and mobile phone messages. The leading case here and probably one that goes furthest is Entores Ltd v Miles Far East Corpn (1955) where the claimant was based in London and he made an offer through telex to a client in Amsterdam who also made an acceptance through telex. Denning LJ, in this case, affirmed that the contract was fully formed when the acceptance was received by the defendant and that the contract is formed where the acceptance has been received. In commercial agreements, the presumption that usually exists is that the parties intend to be legally bound. In Edwards v Skyways Ltd (1964) the defendants had promised that they will make a payment of an ex gratia amount and even went to publish the promise in the newspaper. The claimant who was a pilot never received the extra amount that was promised because the company claimed that they had rescinded their decision. It was held that there was no sufficient evidence to rebut the presumption that the intention to be legally bound existed. From the above, it can be agreed that the rule of acceptance in electronic modes of communications will apply to this case. It can be stated that the acceptance of Alan offer that was made over the mobile phone was deemed to be valid once it was received by Alan, which he did. Alan and Damien were not friends and therefore it the nature of their relationship can be said to a commercial one and thus it will be an uphill battle here for Alan to show that an intention to be legally bound did not exist. Not even when applying the objective test here it can still be agreed that there was an intention to be legally bound existed between the two. In Conclusion, it is conceded that there was a valid and enforceable contract between Alan and Damien because all the essential requisites of a valid contract have been fully satisfied. It is thus a plausible conclusion that the only valid contract that was formed in this case is between Alan and Damien and going by the acceptance rule mentioned above the contract was formed when the acceptance was received on Alans Mobile phone. On the contrary, because of Alan trickery to defraud his colleagues yet the book was a free collection at school Damien will be entitled to the award of compensatory damages that will put him the position he was before the contract occurred. The only thing that could be validly sold was Alans written notes which he did not have. Alternative Dispute Resolution Mechanism Dispute resolution cannot only be undertaken in courts but there is a breadth of options available which form part of Alternative dispute resolution mechanism. Arbitration in Singapore can be handled by the small claim tribunal which when admitting a claim to its jurisdiction it will looks at the nature of the claim being made and the monetary value of what is in dispute. Essentially, the small claims tribunal has put a cap on the limit to be claimed to $10,000. In this case, it advised that the claims of three individuals are within the jurisdiction of the tribunal because the value that is in dispute is less than $10,000. It is of interest to note that the small claims tribunals have also been remarked to be expeditious in handling claims and less costly. The tribunal also disallows the parties to a dispute from being represented by lawyers in the tribunal and less a great injustice will occur to one of the parties. Unlike other forms of alternative dispute mechanism like mediation, arbitration has been argued to be expensive. It is also unfortunate or rather burdensome that in arbitration the parties will have to pay the arbitrator for handling the dispute and also pay for the location that was being used to listen and decide on the matter. It bears noting that the final finding and holding in an arbitration matter are binding. In arbitration the arbitrator will appointed by the parties that are in dispute and this has been said to promote fairness. The process of arbitration has been said to be almost similar to the court litigation process and thus it involves a lot of formalities and it could be slower in handling matters. Mediation refers to a situation where parties come together and sought out their issues in a just and fair manner through the use of a person who is not a party to tors of the dispute referred to as the mediator (Leonard, 1982). However, what distinguishes mediation from o ther dispute mechanisms is that it is relatively less costly and that the final finding in a mediation matter is not binding. The final outcome in the dispute in mediation is in many times held to be a fair outcome that suits both parties in dispute. It also involves less bureaucracies and formalities and it can be said to be more expeditious than arbitration. References Australian Woollen Mills Pty. Ltd. v. The Commonwealth [1954] HCA 20 Avon Insurance v Swire Fraser Ltd [2000] 1 ALL ER Comm 573 Balfour v Balfour [1919] 2 KB 571 Beale, H. (2004). Chitty on Contracts, Sweet Maxwell Carter J, W.and Harland, D. (1998). Cases and materials on contract laws in Australia, Butterworths Civil Law (Amendment) Act 2009 Chappell Co Ltd v Nestle Co Ltd [1959] UKHL Edmonds v Lawson [2000] EWCA Civ 69 Edwards v Skyways Ltd [1964] 1 WLR 349 1964 Entorres v Miles Far East [1955] 2 QB 327 Day Morris Associates v Voyce and another - [2003] All ER Fisherv Bell [1961] 1 QB 394 (QB) Holwell Securities Ltd v Hughes [1974] 1 WLR 155 Hyde v Wrench [1840] EWHC Ch J90 Jones v Padavatton [1969] 1 WLR 328 Leonard L, (1982) Mediation and Lawyers Ohio State Law Journal29 Nash v. Inman [1908] 2 KB 1 Peters v Fleming (1840) 151 ER 314 Pharmaceutical Society of Great Britain v Boots Cash Chemists (1953) 1 QB 401 Roufos v Brewster [1971] 2 SASR 218 Smith v Chadwick (1884) 9 App Cas 187 Soulsbury v Soulsbury [2007] EWCA Civ 969 Tekdata Interconnections Limited v Amphenol limited [2009] EWCA Civ 1209 Wakeling v Ripley (1951) 51 SR (NSW) 183 WYDA Associates v. Merner (1996) 42 Cal.App

Psychological Mindsets in the Black Cat free essay sample

The reality of life is that at some point it will all come to an end. End, one referencing it to when one is pronounced dead. Since death is unavoidable, we must take into account death because it is the finalization of our lives spent on this earth as well as an account of the way we left this world. There are numerous ways that one can leave this world, some die peacefully while others may die by force. The following will reveal the psychological mindsets concerning death as depicted in Poe’s â€Å"The Black Cat†, Browning’s â€Å"My Last Duchess†, and Dickinson’s â€Å"Because I could not Stop for Death†, and the ramifications of perverseness, pride, and eternity In â€Å"The Black Cat,† Poe uses perverseness to explain the narrator’s pursuit to murder Pluto, the black cat, and eventually his wife. The narrator had once loved animals, but alcoholism contributed to his change of temperament and irritableness, which led to the abuse of his pets and his wife. We will write a custom essay sample on Psychological Mindsets in the Black Cat or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page His reasoning for gouging Pluto’s eyes out, and then murdering the animal was because it loved him as he rejected it. The narrator had a sense of self-loathing and self-hatred that made him want to continue doing wrong to Pluto, which we identify to be: This spirit of perverseness, I say, came to my final overthrow. It was this unfathomable longing of the soul to vex itself-to offer violence to its own nature- to do wrong for the wrong’ssake only- that urged me to continue finally to consummate the injury I had inflicted upon the unoffending brute (Poe 138). After the death of Pluto, another cat who resembles Pluto, but with an added splotch of white fur becomes the narrators’ new pet, which fills the void of the narrator’s loss of Pluto. The new cat begins to disgust the narrator: â€Å"By slow degrees these feelings of disgust and annoyance rose into the bitterness of hatred†¦I came to look upon it with unutterable loathing, and to flee silently from its odious presence, as from the breath of a pestilence†(Poe 140). The narrator doesn’t inflict harm on the cat for a while because it reminds him of Pluto and his evil deed. Although, the narrator feels shame and guilt he is not remorseful of his actions due to his perverse spirit because really: â€Å"Evil thoughts became my sole inmates-the darkest and most evil thoughts. The moodiness of my usual temper increased to hatred of all things and all of mankind†¦Ã¢â‚¬  (Poe 141). The narrator’s soul, which is full of madness and hatred, led him one day while his wife came with him to run some errands into the cellar, to attack the cat in rage. The cat had somehow made the narrator trip as he followed them into the cellar and this ignited fury from the narrator’s soul. His wife stopped his attempt to hit the cat with an axe and because of his wife’s actions, his madness shifted: â€Å"Goaded by the interference into a rage more than demoniacal, I withdrew my arm from her grasp and buried the axe in her brain† (Poe 141). Poe uses the principle of perverseness in many of his other works as well as â€Å"The Black Cat† to portray: â€Å"To an ambiguous balancing of forces of attraction and repulsion (the seductive pull towards self destruction)† (Ketterer 28). This is the reason why the narrator’s perverse spirit caused him to murder with not much of a thought of remorse, but that he had committed a deadly sin, in which he found comfort in because what he was doing was leading him to his own self-destruction. Also, the narrator can be depicted as a victim to his mind, which led him to murder because when one reads Poe’s stories there tends to be an account where: â€Å"the imaging, then verbal expression create the fiend that overtakes the narrator’s reason†¦. ccording to the story’s analysis of the souls faculties, the human imagination creates a tangible, readily perceptible being† (Bieganowski 176-177). The narrator can be considered a victim, because the reader can sympathize that he is helpless and sick to the perverse spirit that becomes his nature. The narrator constantly in his mind goes through the continuous tugging between right and wrong and good and evil, till he finally wants it all to stop and in his mind, everything is distorted to do evil, in order to cease the tugging. In â€Å"My Last Duchess,† Browning uses the motive of pride to provide the Duke of Ferra’s reasoning for why he has his wife killed. In the beginning of the poem, the Duke of Ferra is addressing an ambassador, when he brings up a painting on the wall of his last Duchess. As his last Duchess is depicted, the Duke describes her as finding pleasure in the little things and not of the things he gave her. Furthermore she did not value his name nor admire him. By the start of the poem, the Duke of Ferra has shown his own insecurities about his last Duchess because he couldn’t control her and therefore the picture of her on the wall is now his dominance over her. As the duke talks of his Duchess, her actions in someway displeased him as she did a number of things wrong: â€Å"A heart-how shall I say? -too soon made glad, too easily impressed†¦somehow-I know not how-as if she ranked my gift of a nine-hundred-years-old name†(Browning 513). The Duke of Ferra is possessive, as well as arrogant and proud in nature. Due to his character and mania the Duke took everything his Duchess did as an offence because he wasn’t in control and so his pride led him to believe: Even had you skill in speech-which I have not-to make yourwill quite clear to such an one, and say you disgust me; hereyou miss, or there you exceed the mark-and if she let herself be lessoned so, nor plainly set her wits to yours, forsooth, and made excuse-even then would be some stooping; and I choose never to stoop (Browning 513). The Duke of Ferra justifies killing his wife before even mentioning that he has had her killed because in the Duke’s mind he see’s the Duchess’ smiles as incriminating. He thinks this because she didn’t just smile for him, but others as well, which is one of the jealousies that consumes him. The Duke’s jealous and possessive nature arouses his mania to be in complete control of a being, in this case his last Duchess. With all the Duke’s frustrations and concerns about his last Duchess off his chest and because of his own sense of pride for her to be what he wanted her to be: â€Å" I gave commands; then all smiles stopped together. There she stands as if alive† (Browning 513). The Duke refers to his last Duchess as standing there as if she was alive as a means to show his vain character. When the narrator looks at his last Duchess, he doesn’t just see in the painting the picture of her, but the painting is just another valued object, in which he is proud to possess. As pride is depicted for why the narrator went so far as to have his last Duchess murdered, the narrator’s actions can be self-evaluated to constitute the emotion of pride that overcame his judgment. With emotions there is more than the substantial basis to how one feels: â€Å"They are adaptive patterns of behavior arising from a person’s appraised relation to ongoing events†¦ beginning with appraisals of notable changes in an individual’s goals, motives, or concerns (Tangey and Fischer 65-66). From this explanation of emotions, the narrator adapted his sense of pride from his careful watch of his wife as more and more things that she did offended him. The narrator took into consideration every action his wife did from her smiles to her otal unawareness of the narrator’s notable name. Also from the explanation of emotions one can understand why the narrator didn’t simply just have his wife murdered swiftly when he was displeased with her the first time. The narrator came to a gradual decision to have his wife murdered because of his emotions of pride and the sense of mania that grew from the displeasure of the ongoing events of his last Duchess, which lead him to believe what he couldn’t control, was a problem. Therefore, the narrator murders his wife due to the emotion of pride, which is defined: On the basis of a growing literature, we suggest that pride is generated by appraisals that one is responsible for a socially valued outcome or for being a socially valued person. Pride comprises action tendencies to present one’s worthy self or action to others such as a broad smile, beaming face, erect posture, celebratory gestures or comments, and comments that call attention to the self’s accomplishment. Internal reac-tions include increased heart rate and skin conductance as well as an erratic respiration. The subjective experience of pride involves an experience of one’s body or self as taller, stronger or bigger (Tangey and Fischer 66). In â€Å"Because I could not stop for Death,† Dickinson uses death to depict a seducing trip to eternity. From the first lines of the poem they predict the courteous and smooth passage from death to a place of eternity: â€Å" Because I could not stop for Death- He kindly stopped for me- the Carriage held but just ourselveles- And Immortality â€Å"(Dickinson 541). The Carriage driver is then depicted as being civil and courteous to the narrator. As the carriage driver is taking her closer and closer to death, the narrator passes childhood like memories till eventually they stop at her grave: â€Å"We passed the school, where Children strove at recess-in the Ring†¦we passed the Setting Sun- or rather-He passed Us†( Dickinson 541). Then the narrator describes what she is wearing, which is a gossamer, a tippet, and a tulle that shows she is under dressed because she begins to quiver and expresses the sudden chilliness. Then the carriage driver stops. One can imagine it’s a stop at the grave for we can conclude that the scenario is now darker and colder. The narrator uses the description of the house to depict the grave. The whole stop is the actual death of the narrator. The last stanza talks about the horse’s head that is pointed to eternity. This last part is in recognition that the narrator is guessing she’s headed towards eternity. We can infer that this whole experience for the narrator was a natural occurrence. We can also infer that since the carriage driver was courteous and civil, and created the whole attraction to death, that the narrator is going towards eternity. Furthermore since death for the narrator was a positive experience we can conclude that she will reach eternity. The occurrence of death in this story is linked to eternity. When one thinks of eternity it is a positive thought to what happens after our death. Therefore the whole experience of the carriage driver taking the narrator to her death had to symbolize the positive place that she would go next. This poem uses the seductive and attractive nature of the carriage driver to lure the narrator to her death, to the point where she doesn’t realize that she is dying because it came so naturally. The carriage driver is the male persona in this poem, because he creates a gentleman like approach to the narrator. To Dickinson death was an important part of many of her works. Emily Dickinson had an obsession for what happens after this life. This is one of the main inspirations for why most of Dickinson poems and stories revolve around death. This poem specifically â€Å"Because I could not stop for Death,† uses her ideology: â€Å" For Dickinson, thought does not stop just because death cannot or does not appear. Thus the thought-poem proceeds to â€Å"figure death out† in at least two ways, both of which rely on narratively precise imagery: one facing death†¦two the poet enacts through imagery the leap into the unknown of death† (Deppman 3). In â€Å"Because I could not stop for Death† Dickinson also uses: This category of personification carries two implications: first, that death becomes positive, becomes a thing or person and not an ab- sence or cessation, and second, that there is a relation of self to another beyond death (Death, the gentleman). All of the above maybe interpreted as strategies for a creative death-into-life approach (Nesteruk 28-29). Death was used in the stories of â€Å"The Black Cat,† â€Å"My Last Duchess,† and â€Å"Because I could not stop for Death†. The psychological mindset of death depicted in each story or poem explained why the narrator or the protagonist acted the way they did. In â€Å"The Black Cat,† Poe created a narrator whose perverse spirit led him to not only murder his cat, but his wife as well, in this mind debilitating circumstance where the narrator is leading a life towards self-destruction.

Cheating on the SAT Spreads to the United States

Cheating on the SAT Spreads to the United States SAT / ACT Prep Online Guides and Tips Not again! Allegations of cheating swirl around the latest administration of the SAT on May 2. While recent scandalshave sprung fromAsian countries like China and South Korea, this one is centered on the U.S.-based test, which hundreds of thousands of students took at the beginning of May. It seems that communication technology and time zone differences around the world have punchedholes in the SAT's security. Let's take a look at what's unfolded in this investigation so far. Allegations Around the May 2 SAT Lots of students take the SAT in the spring, many of whom are juniors hoping to hit their target scores in time for college deadlines senior year. This most recent administration on May 2 has allegations of a major security breach. Educational Testing Service (ETS)officials suspectthat students may have had access to the test, or at least to some "live" questions, before test day. This was first reported publicly by a Washington Post writer who received a copy of the May 2 test a day before the official test. The reporter did not report the source, but this release was clearly not approved by the College Board. Thus, an unknown number of students around the country could have had access to this test ahead of time. She was not the only one to report this leak. The National Center for Fair and Open Testing, or FairTest, is committed to ensuring that standardized tests are fair and open. According to its public education director Bob Schaeffer, FairTest was emailed a version of the SAT before it was actually administered to students. Since no one is supposed to see the test before students take it, he and others gathered that this was a major security breach, likely on a global scale. It would be very easy to score a 2300+ score on the SAT with prior access to the test, which would disrupt the rest of the grading scale. SAT test scores are designed to be resistant to fluctuations in tester quality from test to test, but if a single test has an abundance of undetected cheaters, this would disrupt the normal statistics in the exam. Any students whose scores will be withheld should have been notified by this point, but ETS has not yet released any further information about the findings of its investigation. College Board takes security around the SAT very seriously. SAT tests and questions are saved on computers that aren't connected to the internet. They are highly classified and accessible only toETSofficials with clearance for direct access. Test proctors are required to report any suspicious behavior on test day. So given the high security around the SAT, how could live questions have been leaked before test day? The findings aren't known yet. It's possible that a leak happened in the process of shipping tests to test centers, or that an internal staff member at College Board released the test. But there have been clear methods of systematic cheating in the past, primarily in Asia. Global Connections Among Cheating Rings This recent investigation in the U.S. is just one piece of the larger global puzzle. Students scores were actually withheld in Asian countries in October, November, December, and January. In January of this year, all scores were withheld for Chinese students who tested both in China and outside of their country. Because of recent regulations about whichschools can administer the SAT, most Chinese nationals have to travel outside of mainland China, like to Hong Kong or Macao, to take the test. Along similar lines, all scores were canceled in 2013 in South Korea. All of the tutoring centers in Seoul were investigated, and educators were even barred from leaving the country. In 2010, a school in Seoul emailed live SAT questions to two Korean students who lived in Connecticut. When their scores jumped hundreds of points, ETS audited their results and discovered the cheating on the SAT. So what do these cases of cheating in China, South Korea, and other countries have to do with this most recent one in the U.S.? Apparently ETS recycles tests that have already been administered in the U.S. to use internationally, like in China, South Korea, and Australia. Because the U.S. and these other countries are in different time zones, this policy creates a vulnerability that many companies have taken advantage of togain access to live tests and then shareor sellthem to students. According to Valerie Strauss of the Washington Post's "Answer Sheet," this access tothe SAT may be gainedthrough a 5step process. It's a small world after all. The 5 Step "Time Zone" Cheating Process The securityof the SAT has been compromised for a number of reasons, the most important of which aregeographic dispersion, time zone differences of 12 or more hours, recycling of already used tests,and technology that allows people to instantly transmit questions and answers. The following steps illustrate one way thattesting companies seem to be illegally obtaining and selling live questions and answers. People in the U.S. gain access to previously administered SAT tests and share or sell them to overseas "tutoring" and educational companies. These overseas companies keep extensive databases of any and all SAT questions and answers. Because ETS reuses tests in Asia and other countries, manyof these questions are "live" and will show up on future tests. These companies enlist "hired guns" to sit for the SAT. They advertise this on online message boards like QQ, WeChat, and Taobao. When these employees sit for the SAT, often in a time zone hours ahead of China, they share the questions and answers. People have been found with earpieces or taking pictures of their cell phones and sharing the information during breaks between sections. After receiving the questions and answers, the company immediately searches through its database to locate the questions and answers that will be given to students in their time zone soon thereafter. Finally, theyadvertise this information and contact their clients. These companies transmit the information to paying clients, who might put the answers in their cell phones or program them into their calculators. This allseems like an elaborate plan just to get access to the SAT, but the high level of competition and pressure creates a substantial market for this kind of easy information. While in the past most cheating allegations had to do with impersonation, or with one student sitting in for another, now they zero in onmore advanced operations that take advantage of time zone differences and instant communication through online chats and cell phones. Given these breaches that seem to be happening more and more in the past few years, what security measures does ETS have in place to protect the confidentiality of the SATbefore testing day? Security Measures Tightened As mentioned above, the major vulnerability around the SAT used to be one of identity impersonation. On Long Island, New York in 20, for example, high schoolstudents were found guilty of paying college students to sit in for them and take the test in their stead. Since then, ETS has required students to upload photographs along with their IDs. Besides this, ETS has its testing materials on serious lockdown before the test is administered and is very strict about testing guidelines for students and proctors. However, the time zone changesamong countries and policy of recycling already used tests opens up a window for companies and students to get earlyexposure to the questions. So is ETS going to find a way to close this window? When recycling is not the best policy... Will ETS Stop Recycling Old Tests? FairTest's Bob Schaeffer is adamant that ETS should stop reusing tests given in the U.S. in Asia. According to Schaeffer, it's impossible to keep these tests confidential today given our global connectedness and technology. Perhaps because these types of cheating on the SAT scandals are a relatively recent phenomenon, or because the cost of creating brand new tests is high, ETS has not changed this policy yet. Another small step they might take is to train test proctors to be even stricter about confiscating cell phones and any other devices, as well as having students clear the memory on their programmable calculators. It has yet to be seen what new guidelines and rules will be put in place, but the huge scale of score cancellations and allegations of cheating month after month seem to demand some change be put in place. Without addressing these issues, ETS will surely continue to have controversy around how the SAT can beused as a fair evaluation of students' readiness forcollege around the world. As I talked about above, ETS and FairTest have not shared that they know how many students actually had access to the leaked SAT information. As this and other investigations continue, what does it mean for students who have taken or plan to take the SAT in the future? What Do These Security Breaches Mean for Students? Whileallegations of cheatingon the SAT are relatively rare for the majority of students, they do affect a few thousand each year. ETS has about 2,500 tests flagged each year for suspicious scores, and of these, it might withhold about 1,000 of them. Rather than a highlysynced system of espionage with earpieces and massive databases, these cases are usually much more low-key. ETS does an audit if they see a huge score increase, like a 350+ increase in reading and math combined or a 250+ increase overall. If something about your scores from one test to the next seem unbelievable, ETS could delay your scores. In some cases, they might release them later, or they might require you to send letters on your behalf testifying to your preparation between the two tests. This can be a huge holdup and especially stressful if your college deadlines are approaching, and you don't have much time to retake the test. To make sure this doesn't happen to you, I would recommend taking every SAT you take seriously. You can definitely start early and take the SAT several times to raise your scores, but I wouldn't recommend sitting for the SAT without having done at least 10 hours of prep first, at least to get yourself familiar with the format, instructions, and timing of the test. This is especially important for students who speak a language other than English at home. I worked with an English Language Learner student whose scores were canceled after the proctor saw her flipping through her test booklet. The proctor suspected she was returning to sections after time had been called. It turned out she hadn't fully understood the instructions and didn't know this wasn't allowed. Luckily, she had time to take the SAT again, but only after calling all her colleges and asking them to extend deadlines for her SAT score reports! The moral of the story is thatyou always want to do at least some test prep before sitting for the real test, even if just to ensure that you understand the specific instructions for each section. So what does ETS tell your colleges if it cancels your scores? In most cases, ETS does not specify a reason for cancelled scores, but admissions officers can fill in the blanks. You don't want anything to raise a red flag in your application, least of all an investigated and invalidatedSAT score. Unfortunately, that might just be what's going to happen for students who took the SAT on May 2, as it did for students in China and South Korea in recent years. Time will tell about the results of this investigation. In the meantime, remember that prepping, not cheating, is always the best policy when it comes to the SAT - and leave yourself plenty of extra opportunities to retake the test in case you're unlucky enough to find yourself in the midstof a national cheating scandal! What's Next? Are you planning to take the SAT once? Twice? As many times as College Board will allow? Read about how many times you can (and should) plan on taking the SAT to achieve your target scores. Does the thought of sitting down for the SAT make your stomach turn? This article discusses how mindfulness and simple relaxation techniques can help you calm your nerves and focus on the task at hand. You know that preparing is important for the SAT, but exactly how many hours should you study? Read about a solid test prep schedule for the SAT here. Want to improve your SAT score by 240 points?We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today:

A Brief History of the Doomsday Clock

A Brief History of the Doomsday Clock In June 1947, almost two years after the destruction of Hiroshima and Nagasaki by atomic bombs, the first issue of the magazine Bulletin of the Atomic Scientists was printed, featuring a stylized clock on its cover. The clock displayed the time seven minutes to midnight, a symbolic representation of how close humanity was to destroying itself in a nuclear war, at least according to the judgment of the Bulletins editors. Since then, the Doomsday Clock has been an ever-present fixture on the world stage, set back when nations behave reasonably, set forward when international tensions wax, a constant reminder of how close we are to catastrophe. As you can probably infer from its title, the Bulletin of the Atomic Scientists was created by, well, atomic scientists: this magazine started as a mimeographed newsletter circulated among the scientists working on the Manhattan Project, an intensive, four-year effort that culminated in the bombs dropped on Hiroshima and Nagasaki. (The Bulletin is still published today, no longer in print form, since 2009, but on the web.) In the 70 years since its appearance, the mission of the Doomsday Clock has been slightly tweaked: it no longer refers specifically to the threat of nuclear war, but now signifies the likelihood of other doomsday scenarios as well, including climate change, global epidemics, and the unforeseen dangers posed by new technologies. The Ups and Downs of the Doomsday Clock One common misapprehension about the Doomsday Clock is that its updated in real time, like a stock-market ticker. In fact, the clock is only changed after meetings of the Bulletins advisory board, which happen twice a year (and even then, the decision is often  taken to keep the time as it is). In fact, the Doomsday Clock has only been set forward or back 22 times since 1947. Here are some of the most notable occasions when this has happened: 1949: Moved up to three minutes to midnight after the Soviet Union tests its first atomic bomb. 1953: Moved up to two minutes to midnight (the closest the Doomsday Clock has ever reached this mark) after the U.S. tests its first hydrogen bomb. 1963: Moved back to 12 minutes to midnight after the U.S. and the Soviet Union sign the Partial Test Ban Treaty. (One interesting side note: the Cuban Missile Crisis of 1962 started, and was resolved, in between meetings of the Bulletins advisory board. One imagines that if the clock had been reset during these seven tense days, it would have displayed a time of 30 or even 15 seconds to midnight.) 1984: Moved up to three minutes to midnight  as the Soviet Union is mired in war in Afghanistan and the U.S., under Ronald Reagan, deploys nuclear-tipped Pershing II missiles in western Europe. The international social fabric is further weakened by the U.S. boycott of the 1980 Olympic Games and the Soviet boycott of the 1984 Olympic Games. 1991: Moved back to 17 minutes to midnight (the farthest away the clocks minute hand has ever been) after the dissolution of the Soviet Union. 2007: Moved up to five minutes to midnight after North Korea tests its first atomic bomb; for the first time, the Bulletin also recognizes global warming (and the lack of firm action to counter it) as an imminent threat to civilization. 2017: Moved up to two  and one-half minutes to midnight (the closest the clock has been since 1953) following Donald Trumps tweets touting the U.S. nuclear arsenal  and the prospect of decreased legislative action to slow global warming. How Useful is the Doomsday Clock? As arresting an image as it is, its unclear just how much of an effect the Doomsday Clock has had on public opinion and international policy. Clearly, the clock had more of an impact in, say, 1953, when the prospect of a Soviet Union armed with hydrogen bombs conjured up images of World War III. Over the ensuing decades, though, one can argue that the Doomsday Clock has had more of a numbing than an inspiring effect: when the world is constantly a few minutes from global catastrophe, and the apocalypse never quite happens, most people will choose to ignore current events and focus on their daily lives. In the end, your faith in the Doomsday Clock will depend on your faith in the Bulletins high-powered advisory board and its network of professional experts. If you accept the evidence in favor of global warming and are alarmed by nuclear proliferation, youre likely to take the clock more seriously than those who dismiss these as relatively minor issues. But whatever your views, the Doomsday Clock at least serves as a reminder that  these problems need to be addressed, and hopefully soon.

Case Study 2 Example | Topics and Well Written Essays - 750 words - 3

2 - Case Study Example According to this vision of the WTTC new tourism industry should: have positive impact on natural, social and cultural environments; be more attractive for a skilled workforce; introduce innovations through adoption of new technologies, and stimulate consumer demand for sustainable growth (WTTC, n.d.). There are three strategic priorities identified in the WTTC’s blueprint. There priorities are: The first priority is based on the idea to ensure that people have freedom to travel across the borders in efficient and safe way. This concept means that there should be made focus on smarter visa processes, trusted traveler programs, and more visa waiver agreements (WTTC, n.d.). WTTC states that facilitation of visa is an ongoing priority for the organization as this measure should encourage inbound tourism, create millions of new jobs, and generate billions to national economies (WTTC, n.d.). Thus, for example, according to the assumptions given in the WTTC/UNWTO report 2013, visa facilitation on APEC region could lead to increase of tourists by 57 million and growth of GDP by $89 billion, and add 2.6 million jobs (WTTC report, 2014). Policies for growth can have significant impact on the travel and tourism industry. WTTC promotes creating of a tax regime, as well as campaigns government to plan and invest into infrastructure development. Policies that will make business environment healthy and favorable for private sector will stimulate development of tourism and travel industry (WTTC, n.d.). WTTC reinforces the role of government in this process and focuses on reduction of the tax burden on the tourism sector (WTTC, n.d.). Tourism for tomorrow addresses the challenges which travel and tourism sector is more likely to face because of its growth and development. This third strategic priority implies a necessity to balance three integral elements: people, profits and

Performance-Based, Portfolio, Nonverbal Assessment Strategies Essay

Performance-Based, Portfolio, Nonverbal Assessment Strategies - Essay Example By utilizing informal assessments, educators can target learners’ precise problem areas, adjust instruction, and intercede earlier before it is too late. Constant assessments are mainly significant for English language learners (ELLs). Regular tests in English do not normally echo ELLs' true content abilities or knowledge. However, informal assessments can offer a better-rounded image of their abilities, skills and ongoing progress. The No Child Left Behind act agitates that thorough records should be maintained on the growth of ELLs (Colorado, 2007). Storing these records will make it much easier when questions of grading, program placement and special services arise. There are two normally used informal techniques: portfolio assessment and performance-based assessment. Both techniques make use of typical classroom events to measure growth towards curricular objectives and goals. These actions can be witnessed and recorded by educator observation, as well as student self-asse ssment. This paper will explain at least three informal language proficiency instruments an educator can use in his/her classroom to determine Maria’s level of comprehension.d in classroom instructions, as well as everyday tasks (Tannenbaum, 2009). An educator can utilize performance-based assessments to evaluate ELLs' language proficiency, as well as academic success, through presentations, oral reports, written assignments, demonstrations, as well as portfolios. These assessments can comprise of both products (e.g., group projects) and processes (e.g., numerous drafts of a writing sample). An educator can use observation checklists and scoring rubrics to assess and grade his/her students. These tools can help in aiding ELLs' growth over a short period of time (Colorado, 2007). When using performance-based assessments, it is vital to set up clear and fair criteria from the start. It may be useful to develop these criteria together with other specialists or teachers at the sc hool (Colorado, 2007). Performance-based assessments encourage a broad range of responses. They normally do not generate one single, accurate answer. Hence, evaluation of learner performances and products should be rooted in a teacher’s judgment, using the criteria set for each and every task. An educator can develop assessment actions, which are specified to his/her ELLs' level of English understanding. Performance-based assessment actions can center on reading or oral communication. Some of the activities comprise of: reading in groups, narrating tales, role playing, providing descriptions using visual prompts, telling a tale through a sequence of a couple of pictures, completing dialogue through visual prompts, debating, brainstorming, playing games and completing incomplete stories. When using performance-based assessments with intermediate and beginner English proficiency level, it is advisable to assess less than three items at a time (Tannenbaum, 2009). For instance, d uring role play, an educator might assess the learner’s abilities to reply to "where" and "what" questions; respond to clarification and read telephone numbers or addresses. Portfolio Assessments Portfolios are convenient ways of evaluating student work all through the academic year. With this method, an educator can thoroughly collect evocative

Transformative Learning Essay Example for Free

Transformative Learning Essay Transformative learning is defined as â€Å"a process of getting beyond gaining factual knowledge alone to instead become changed by what one learns in some meaningful way.†(Wikipedia).     Michael Tsao, Kasuyo Takahashi, Jamal Olusesi, and Shikha Jain of the University of Georgia, defined transformative learning as, â€Å"learning to purposively question one’s own assumptions, beliefs, feelings, and perspectives in order to grow or mature personally and intellectually (Wikipedia). Transformative learning was introduced by Jack Mezirow in 1978 as an adult education but over the years, Susan Imel noted that it has evolved into a comprehensive and complex description of how learners construe, validate, and reformulate the meaning of their experience. † (Imel as cited by Mark Smith). According to Carrie Paechster, transformative learning does not only focus upon the transmission of existing knowledge but also acknowledges the importance of new knowledge being produced with in workplace communities.† (p8) He noted that â€Å"a role for a theory of instruction as well as the focus on the social processes, relationships, and resources that are needed to support learning.†(p. 68).   Paechter emphasized that â€Å"instruction in this sense involves ensuring that the goals of learning are clear and people are encouraged thinking beyond the immediate circumstances.† (p.68).   Thus, transformative learning has become an important option for individuals to have, and to experience as this could enhance one’s potentiality and the ability to cope with the increasing pressures of the day to day circumstances.   It is quite common that there are circumstances that sometimes difficult to handle especially when encounter engine trouble along the way with no one else to help.   This often poses problem not only in matters of schedule but in physical safety as well. International Association for Continuing Education and Training, Juanita S Stein and Shanan Farmer stated that transformative learning â€Å"opens door to substantial learning experiences that can be cultivated in a life long scope of practice† (p. 199).   They pointed further that transformative learning provides a perspective and can be associated with strategies that will cultivate an approach to reflective practice, cope with change, and create solutions that will be indigenous to the participants† (p.   199). Design and Implementation Since there are not many resources for an established design and implementation of transformative learning in the university context, here is a practical design and implementation of transformative learning in the university context. The university will adopt a non formal yet practical education in basic and practical know-how which offers basic knowledge and skills in the following fields of experience: Car engine trouble shooting, plumbing and basic life saving technique. This course is designed to equip and empower students to handle unexpected problem by them particularly in a situation where help is not possible. This course is a two months program which classes are to be held every afternoon on Saturdays. The concept of this program was derived from an information relates by Fordham University at an international conference in Williamsburg USA in 1967, about a growing â€Å"world educational crises† Non formal Practical education will offer practical education which aim not only theoretically well feed but also practically well rounded. This short-term program has to be adopted by the university as an arm of the university in helping out-of-school youth and adults.   This will be offered free of tuition fee except of miscellaneous expenses.   All applicants of this program must present requirements such as birth certificate, residence certificate, endorsement of the local community officials and good moral character from previous school attended for out-of-school youth.   Those who can complete the program will be given certificates of compliance which he can use in applying for a job and for any purpose it may serve him or her. The classes will be held every Saturday afternoon within the duration of four months during regular classes, and two months during summer classes in which classes are held during Saturdays and Sundays. Critical Discussion of the Design and Outcome Non-formal education is a two-month course designed to provide students a new perspective, a new experience that will help them ‘cope with change and create solutions that will be indigenous to the participants.’ In this course, the experience that the students get will help them realize that they have potentials and they could explore based on this new experience. As they ponder upon their lives, they will come to know themselves in terms of their potentials.   As Jack Mezerow defines transformative learning, â€Å"it is the process by which we transform our taken-for-granted frames of reference† (as cited in Eric Digest).   That is, perspective mindset, habits, and mind to make them more inclusive, discriminating, open, emotionally capable of change, and reflective so that they generate beliefs and opinions that will prove more time or justified to guide actions. By participating in the non-formal practical education, as Nancy Franz stated, â€Å"the goal of transformative learning theory is the empowerment through critical reflection for a more participating learning society; the participants are expected to become socially involved particularly if anyone is need of help.   This non-formal practical education is designed to equip and empower participants with practical know-how.    It means that the participants develop a new meaning or perspective of their experience from a new context derived from triggering events and through conversation with others to assess and justify their own assumptions. Thus, transformative learning has become important thing for every adult individual to have and to experience as this could enhance one’s potentiality. Reflection Most of the students who have undergone non-formal practical education are quite confident and has developed a sense of self-worth knowing that they are not only professional who are experts in office or business related matters.   Confident that in a sense, they knew that within them are the technical skills they have developed out of their new experience. The knowledge that they got from this experience have transformed their minds from a helpless-need help individuals at particular circumstances to-do-it myself attitude.   The transformation of their mindset has enable them to face and to cope up with day to day real life challenges with a sense of pride that they could handle even the worst case scenario. Most of all, the program give the students a hope and an opportunity to gain skills which they can use in order to survive in this world.    Work Cited Franz, Nancy 2007. Adult Education: Theories Informing Cooperative Extension’s Transformation.   Journal of Extention. http://www.joe.org/200/February/a1.shtml. Stein, J Farmer, S. 2004.   Connotative Learning: The Trainer’s Guide to Learning Theories and Their Practical Application to Training and Design. International Association for Continuing Education and Training.   USA: Kendall Hunt    Paechter, Carrie 2001.   Knowledge, Power Learning.   London: Sage Publication    Smith, Mark 2007.   Infed. http://www.infed.org/biblio/b-nonfor.htm ‘Transformative Learning in Adulthood.’ ERIC Digest no. 200. http://www.ericdigests.org/1999-2/adulthood.htm

Kurt Vonnegut - The Only Story of Mine Whose Moral I Know :: Biography Biographies Essays

Kurt Vonnegut - The Only Story of Mine Whose Moral I Know "This is the only story of mine whose moral I know. I don't think it's a marvelous moral; I simply happen to know what it is : We are what we pretend to be, so we must be careful about what we pretend to be." "Look out, Kid!" -Bob Dylan, Subterranean Homesick Blues Vonnegut's work is rife with instances of lie become truth. Howard Campbell's own double identity is a particularly strong example, although Vonnegut's message is subtle. His actions were an attempt to survive, but also an attempt to serve his country. Campbell would no doubt have survived regardless - survival is his special talent - but we aren't given any indication that he would have become a cog in the war machine. In fact, the opposite seems to be true. When approached by Major Wirtanen, his contact with the DOD, he protests that he is not political and will not help the war's progress. He was not an anti-Semite, and does not become one. Furthermore, in at least two passages in the novel he makes reference to a true self that he kept hidden. Campbell's "we are" in his moral cannot be just a reference to personality. Instead, we must take a less psychological view. Campbell pretends to be a man who incites other men to hatred. He becomes that man. It is in Campbell's actions and their effects, along with his societal and legal persecution, that we find the lie that becomes truth. As Mr. Campbell was not the only propagandist at work in Germany in World War Two, it is for the most part impossible to determine what measure of war and genocide guilt he deserves. Nor can we say that he helped win the war in the sense that those who stormed the beaches at Normandy did. But as he became his lie to the Germans, he becomes his lie to Israel and Kurt Vonnegut - The Only Story of Mine Whose Moral I Know :: Biography Biographies Essays Kurt Vonnegut - The Only Story of Mine Whose Moral I Know "This is the only story of mine whose moral I know. I don't think it's a marvelous moral; I simply happen to know what it is : We are what we pretend to be, so we must be careful about what we pretend to be." "Look out, Kid!" -Bob Dylan, Subterranean Homesick Blues Vonnegut's work is rife with instances of lie become truth. Howard Campbell's own double identity is a particularly strong example, although Vonnegut's message is subtle. His actions were an attempt to survive, but also an attempt to serve his country. Campbell would no doubt have survived regardless - survival is his special talent - but we aren't given any indication that he would have become a cog in the war machine. In fact, the opposite seems to be true. When approached by Major Wirtanen, his contact with the DOD, he protests that he is not political and will not help the war's progress. He was not an anti-Semite, and does not become one. Furthermore, in at least two passages in the novel he makes reference to a true self that he kept hidden. Campbell's "we are" in his moral cannot be just a reference to personality. Instead, we must take a less psychological view. Campbell pretends to be a man who incites other men to hatred. He becomes that man. It is in Campbell's actions and their effects, along with his societal and legal persecution, that we find the lie that becomes truth. As Mr. Campbell was not the only propagandist at work in Germany in World War Two, it is for the most part impossible to determine what measure of war and genocide guilt he deserves. Nor can we say that he helped win the war in the sense that those who stormed the beaches at Normandy did. But as he became his lie to the Germans, he becomes his lie to Israel and

My Favourite Hobby

Good afternoon to all the judges, teachers, fellow contestants and audiences. I would grasp this honor today to tell about my favorite hobby. A hobby is a kind of amusement, an interesting pursuit which fruitfully occupies our leisure hours. There are many kinds of hobbies like collecting things, games and sports, photography, painting, reading or even gardening. Hobbies may be constructive, lucrative or even useful, but what really matters is that they provide constructive and interesting recreation. My favorite hobby is collecting stamps. I have a lovely album in which I fix the stamps.I have separate pages for each country. I also have separate pages for stamps on birds, animals, great leaders, historical movements and others. I have about 4000 stamps in all. My friends and relatives who are not stamp collectors will collect stamps for me. This has helped me to collect stamps from all over the world. I also exchange stamps with my friends. Whenever I get two or three identical sta mps, I immediately try to exchange them for one that I do not have. I have managed to collect some very rare and old stamps. Whenever the postal department issues a new stamp or a commemorative stamp, I will see that I buy them.There are many benefits from stamp collecting. The birds, fishes, dresses, people, buildings and other emblems on the stamps tell us about various countries, their culture, the lifestyles of the people and other things. It thus broadens our mental horizons and gives us a peep into history. Whenever I glance through my stamp album and look at my rare collections, I am filled with a sense of pride and joy. My hobby fills my leisure hours with interest and keeps my mind well occupied. My hobby will continue and with the passage of time, I am sure that I will have an extraordinary large stamp collection.

Dystopia Transcript

Transcript Dystopias are a futuristic, imagined universe which enforce oppressive societal control and the illusion of a perfect society are maintained through corporate, bureaucratic, technological and moral control, such as in the text ‘We' by Yevgeny Zamyatin and ‘2081' by Chandler Tuttle. Often we see in these societies the ways that humanity can be repressed, losing one's individuality and also the ways a hero rises to challenge the Dystopia's laws, only to fail and become a victim to the dystopia, all being common conventions of dystopic texts from which we can learn about our own societies' flaws.After the long campaigns of One State, the world and all its citizens are under the control of this totalitarian society. Through D-503's journal we see that all humans suffer from a loss of individuality and emotion most particularly from the conformist nature of the society where regimentation and oppressive control has rid of the population of freedom and imagination, k ey factors in a human's individuality.The starting statement of â€Å"What I think-or, to be more exact what we think,† immediately when the novel begins, showcases the conformist nature of One State, tying in with the suppression of humane aspects, extrapolated by the motif, the table of hours which is One State's main instrument in controlling the population. This subjugation of citizens and further oppression is also seen in ‘2081,' where the more extraordinary of the population being handicapped to allow fair living.The constant display of the effects of added weights and shock devices linked to those who think too much show to us just how repressed everyone is in the society. Multiple close shots of Harrison Bergeron while he produced his speech about the flaws in their society illuminate to us the oppression and the dark nature of the society while he was dressed in many handicaps. â€Å"They had hoped to destroy in me, any trace of the extraordinary. Harrison's parents also demonstrate this oppression by the quick cuts to fragmented memories which are consequentially destroyed by handicaps and how the only ones without handicaps are the unintelligent, evident by Harrison's mother and the stuttering news reporter, revealing how degraded the dystopia has caused the human population. As in most dystopic fiction, there is a protagonist which rises against the society's laws and then becomes a victim. This is seen in the changes that occur to D-503 in ‘We. ‘ Throughout the beginning f the novel, D-503 constantly praises the â€Å"mathematically perfect† system of One State, evident in the constant inclusion of mathematics in his speech. â€Å"Irrational numbers†¦ I don't want root – 1. † he says as he displays the effect of this conformist society and how the propaganda around has affected him. This comes to change after being introduced to emotion and imagination by I 330, developing a ‘soul'. Howeve r, this causes his downfall as he is then subjected to the great operation, which had permanently taken away his free will and imagination, evident by his sudden indifferent attitude to I-330.From this we can see how the convention of the hero becoming a victim to his/her dystopic society. Similarly, Harrison in ‘2081’ undergoes similar events as the film progresses. He creates a performance revealing what the un-handicapped extraordinary can achieve, revealing what the dystopic society was hiding all while diegetic sound is played, highlighting the importance of his actions which continue onward to past his death at the hands of various security officers, becoming a victim to the regime despite fighting against it.Both dystopic texts follow the various conventions and ideas seen in dystopian societies, outlining to us multiple flaws in the human society and flaws we can create. As futuristic settings, these texts offer to us an understanding from which we can summarize that these dystopic texts are cautionary tales which we should learn from to create a brighter future. By Kevin Dai

Learn About the Geography of the Middle Eastern Country of Pakistan

Learn About the Geography of the Middle Eastern Country of Pakistan Pakistan,  officially called the Islamic Republic of Pakistan, is located in the   Middle East  near the Arabian Sea and the Gulf of Oman. It is bordered by  Afghanistan,  Iran,  India,  and  China. Pakistan is also very close to Tajikistan, but the two countries are separated by the Wakhan Corridor in Afghanistan. The country has the sixth largest population in the world and the second largest  Muslim population  in the world after Indonesia.  The country is divided into  four provinces, one territory, and one capital territory for local administration. Pakistan Basic Facts First, here are the basics: Population: 204,924,861  (July 2017 estimate)Capital: IslamabadBordering Countries: Afghanistan, Iran, India,  and ChinaLand Area: 307,374 square miles (796,095 sq km)Coastline: 650 miles (1,046 km)Highest Point: K2 at 28,251 feet (8,611 m)Largest cities:  Karachi (15.4 million), Lahore (11.7 million), Faisalabad (3.3 million), Rawalpindi (2.2 million),  and  Gujranwala (2.1 million)Language: Urdu (official language) but English, Punjabi, Sindhi, Pashto, Baloch, Hindko,  Barhui,  and Saraiki are also spokenLife expectancy: 66 years for men and 70 years for women Geography and Climate of Pakistan Pakistan has a varied topography that consists of the flat, Indus plain in the east and the Balochistan plateau in the west. In addition, the Karakoram Range, one of the worlds highest mountain ranges, is in the north and northwest part of the country. The worlds second highest mountain,  K2, is also within Pakistans borders, as is the famous 38-mile (62 km) Baltoro Glacier. This glacier is considered one of the longest glaciers outside of the Earths polar regions. The climate of Pakistan varies with its topography, but most of it consists of hot, dry desert, while the northwest is temperate. In the mountainous north,  though, the climate is harsh and considered  Arctic. Economics and Land Use in Pakistan Pakistan is considered a developing nation and as such it has a highly underdeveloped economy. This is largely because of its decades of political instability and a lack of foreign investment. Textiles are Pakistans main export, but it also has industries that include food processing, pharmaceuticals, construction materials, paper products, fertilizer,  and shrimp. Agriculture in Pakistan includes cotton, wheat, rice, sugarcane, fruits, vegetables, milk, beef, mutton,  and eggs.  Resources include natural gas reserves and limited petroleum. Urban vs. Rural Just over one-third of the population lives in urban areas (36.7 percent), though that number is increasing slightly. Most of the population lives in the areas near the Indus River and its tributaries, with Punjab the most densely populated province.   Earthquakes Pakistan is situated above two tectonic plates, the Eurasian and Indian plates, their motion making the country primarily a site of major strike-slip earthquakes. Earthquakes above 5.5 on the Richter scale are relatively common. Their location in relation to population centers determines whether there will be extensive loss of life. For example, a 7.4 magnitude earthquake January 18, 2010, in southwest Pakistan, didnt cause any fatalities, but another in the same province that came in at a 7.7 in September 2013 killed more than 800. Four days later another 400 were killed in the province in a 6.8 magnitude quake. The worst in recent memory was in Kashmir in the north in October 2005. It measured 7.6, killed 80,000, and left 4 million homeless. More than 900 aftershocks rolled on afterward for almost three weeks.   Sources Central Intelligence Agency. CIA: The World Factbook: Pakistan. Retrieved from: https://www.cia.gov/library/publications/the-world-factbook/geos/pk.html. Dawn. Timeline of major earthquakes in Pakistan: 1971-2018. https://www.dawn.com/news/1215521.

Chain Reaction Definition in Chemistry and Physics

Chain Reaction Definition in Chemistry and Physics In science, a chain reaction is a series of reactions where the products contribute to the reactants of another reaction without outside influence. The idea of chain reactions was introduced by German chemist Max Bodenstein in 1913 in reference to chemical reactions. Chain Reactions Examples A nuclear chain reaction is a fission reaction where the neutrons generated by the fission process go on and initiate fission in other atoms. The chemical reaction between hydrogen gas and oxygen gas to form water is another example of a chain reaction. In the reaction, one hydrogen atom is replaced by another as well as two OH radicals. The propagation of the reaction can lead to an explosion. Chain Reaction Steps A typical chain reaction follows a sequence of steps: Initiation: Active particles form that serve as the basis for the reaction.Propagation: Active particles react with each other and may serve as catalysts to perpetuate the cycle.Termination: The active particles lose their activity, slowing and ending the reaction.

Benefits and Drawbacks of Studying at University Essay

Benefits and Drawbacks of Studying at University - Essay Example Most of the employed graduates have shown to have medical insurance covered by their subsequent employees. University graduates are perceived to engage in a healthy lifestyle, then the high school counterparts. According to the statistics, the level of health increases with higher education. For instance, statistics shows that more than 70 percent of university graduates with income between $35,000 and $54,000 are in better health condition than those high school graduates in the same income bracket and age. Also among the graduates, the level of heath increases with the level of degree attained.The incarceration rate has been seen to be higher in adults with high school education than those with university or college education. Increase in incarceration rate increases the amount government spends on prison costs per an individual inmate. Though this takes us back to the economic benefits of higher education, this finding is more tagged to the effects on the society. Statistics confi rm that, in 1997, 1.2 percent of those incarcerated were adults with no graduate education, but only 0.1 percent of them had higher education. This shows that increased level of university education tends to decrease the potential and characteristics to get involved in crime. Academic success is also viewed as a factor that reduces the likelihood to commit crimes (Cunningham, 2008, p. 1). Studies have revealed high cognitive skills in children of educated mothers than those of the high school graduates.... 16). Incarceration rate The incarceration rate has been seen to be higher in adults with high school education than those with university or college education. Increase in incarceration rate increases the amount government spends as prison costs per an individual inmate. Though this takes us back to the economic benefits of higher education, this finding is more tagged to the effects on the society. Statistics confirms that, in 1997, 1.2 percent of those incarcerated were adults with no graduate education, but only 0.1 per cent of them had higher education. This shows that increased level of university education tends to decrease the potential and characteristics to get involved in crime. Academic success is also viewed as a factor that reduces the likelihood to commit crimes (Cunningham, 2008, p. 1). School readiness Studies have revealed high cognitive skills in children of educated mothers than those of the high school graduates. These children are able to take more education task s and are more informed than those of mothers with lower education background. This means that attainment of higher education will bring forth future benefits of a more informed and learned society. According to research children between the age of 3-5, more than 36 per cent among them whose mother had university education could recite all letters of the alphabet, compared to less than 19 percent of those of high school graduate mothers (Hill, 2005, p. 1.). Ninety per cent of children from graduates’ mother read to not less than 3 times per week, in comparison with the 76 percent of those with high school mothers. Teachers of these children confirm that children from graduate mothers are more

Organizational Change Essay Example | Topics and Well Written Essays - 2500 words - 1

Organizational Change - Essay Example Poor communication and lack of strategic vision are the main problems faced by the Tech Division of CF&F. Most employees become dissatisfied when opportunities for meaningful achievement are eliminated and they become sensitized to their environment and began to find fault. Also, in CF&F performance deficiencies result from motivational problem which is closely connected with lack of skills. The weakness of the division is low trained staff and authoritarian leadership, poor communication and decision making process. Most employees are frustrated with the lack of progress and effective management. The threat is absence of coordination and unity between executives, and differences as for perspectives of power of top management. Many managers suppose that they need to dominate subordinates. The focus of power is with the manager, and all interactions within the group move towards the manager. The manager alone exercises decision-making and authority for determining policy, procedures for achieving goals, work tasks and relationships, control of rewards or punishments (Durant, 1999). The success or failure of a current strategy depends not only on decisions made in the past but also on how those decisions are being implemented now by people employed by the organization. It is therefore important to questions about who, how and why people are doing what they are doing and what they should do in strategic implementation. This situation shows that the Tech Division of CF&F needs a strong leader to be ruled. Nepotism is one of the main negative features which reduce effective promotion and communication between employees. Without the direct participation and support of an institution's leadership, power cannot be pushed to its full potential. Leadership requires many of the characteristics common to all leaders, but also requires special abilities to manage any organization in today's rapidly changing environment (HRM Guide, 2006). Lack of training and promotion is another problem faced by employees. In this very case, lack of training decreases the level of individual and organizational competence. It prevents employees to reconcile the gap between what should happen, and desire-targets and standards of performance; and what is happening and levels of work performance. A significant and disturbing feature of the Tech Division of CF&F is the negative attitude towards the benefits of training shown by Frontline Supervisors. Too often training is seen as a necessary expense to achieve output targets. It is not seen as providing long-term benefits or improving organizational performance. A common view of training is an activity undertaken by large corporate bodies who can afford it. Lack of people-centered approach results in low motivation of employees and management staff (Frontline Supervisors). Too many managers appear to attempt to manage through the use of rules, systems, procedures and paperwork, rather than with and through people. Managers should have a highly developed sense of people perception, and understand the feelings of staff, and their needs and expectations. It is people who are being managed and people should be considered in human terms. A genuine concern for people and for their welfare goes a long way in encouraging them to perform well. For many hourly employees, grief

Myself as a Psychology Instructor Essay Example | Topics and Well Written Essays - 500 words

Myself as a Psychology Instructor - Essay Example Forensic Psychology is a rapidly changing field where new research and discoveries continually reshape our knowledge. Teaching Forensic Psychology would allow me to remain involved with the latest methods and procedures while allowing me the freedom to evaluate them on their own merits. Teaching would require me, as an instructor, to commit to my own ongoing education in this area and in doing so I would become a better Forensic Psychologist. It would be a challenge to use my knowledge of Psychology in the classroom to gain insight into the students and improve teaching methods. Teaching methods can also be aided by becoming an instructor in the field of Early Childhood Education. I find that the cognitive processes that children experience when learning is a fascinating subject, and would enjoy focusing on this area. Children are especially vulnerable to education during their formative years. Research is difficult and the results can often be surprising. It is not only an interesting field to me, it is also important that our children begin their educational experience based on the best methods available.

Basic Marketing Plan- Cell Phones Essay Example for Free

Basic Marketing Plan- Cell Phones Essay We are the #1 maker of cell phones in the world and we are also aiming for the top of the nascent mobile Internet market. Our products are divided primarily between three divisions: devices (handheld device manufacturing); services and software (consumer Internet services and products); and markets (supply chains, sales channels, and marketing). Our wireless network products business is operated in partnership with Siemens as Nokia Siemens Networks; the joint venture is the #3 player in the wireless networking equipment market behind Ericsson and Alcatel-Lucent. STRENGTHS AND WEAKNESSES THREATS AND OPPORTUNITIES MARKET STRATEGY Our goal is to re-emerge into the US Market by re-inventing our marketing mix and strategy. The first step will be to revamp our image in the US by altering the current perception of our phones. We need to reposition ourselves in the marketplace as the leader in high quality, contemporary phone devices. When deciding how we would re-invent ourselves we looked at several options. The first option we explored were licensing agreements with other phone manufacturers. We decided not to choose this option because of the strong manufacturing channels we already have in place all across the globe. We also did not want to risk having our name associated with phones that were not of an extremely high quality for fear that this could lower our reputation in the US even more. Another option we evaluated was to enter into a partnership with a DSL phone service provider such as Vonage. We were exploring the option of developing a new break through Voice of IP service but after discussion we deciding this would not allow us to focus on our core products, which are handheld devices. POSITIONING STATEMENT In the US we are currently perceived as a cheap, outdated phone that is only suitable for the very young or the very old. To the Savvy and Technologically inclined consumer we are seem as an overly simplified phone that doesn’t have all of the latest features. Most often the US consumer is not willing to pay top dollar for a Nokia phone so they only get one if it’s given away free with a contract. This perception of us needs to change. We need to reposition ourselves as the world’s leader in handheld cellular devices. We need to expose consumers to our new phones with break through features. We need to bring back consumer confidence so that they believe our phones are stylish, durable, reliable and top quality. We also want consumers to feel as if Nokia is a strong brand name with longevity in the market. We don’t want our phones to be seen as outdated and obsolete so we need to show the US how strong and advanced we are in the RD department. TARGET AUDIENCE In order to reposition our brand in the US Marketplace we will focus on three specific target audiences. The first being Young Adults aged 17 to 24 and the next being business professionals aged 25 to 40.We will attract men and women alike with various elements that should appeal to both sexes. Our goal will be to launch 2 different campaigns that will gain attention from people in these age groups but from a diverse range of racial backgrounds. The campaigns will be launched nationwide and will focus on showing Nokia in more of an American light with and American attitude. We will go after high school and college students who are interested in having the newest and coolest phone on the market. They will be from an upper class background and influenced by the hot new trends in the fashion, music and technology industries. They will be very image conscious and they want to show that their phone has the newest features. They will be fun loving and exciting individuals with eager and fast paced attitudes. Next we will focus on attracting young and mature professionals aged 25 to 40. This group will be more conservative and business oriented. They will be driven by work and are hoping to move up the corporate ladder. They will typically be from the middle to upper class and highly status conscious. They will not be sensitive to prices, as they will view the phone more as a business tool rather then an accessory. PROMOTION Given the Business objective of re-emerging in the US market and of boosting Nokia’s overall awareness and image as an inspirational brand we will drive the overall brand image through several mediums. Our primary media will be television commercials and our secondary media will consist of magazine ads and sponsorships. We hope to attract the new target audience of 17 to 24 years though the arena of music and television. We will sponsor music concerts and run commercials on cable networks such as MTV and VH1. We will promote sweepstakes were concert tickets and CD’s are given away free To attract our second target audience we will advertise in magazines such as Newsweek and Business Weekly in order to introduce our new phone to in a mature light. We want to appeal to business professionals who are looking to establish themselves and we want them to believe that our phone can help them achieve their goals. PRODUCT STRATEGY Our new product strategy will be to introduce the new Wimax technology to the US through our new phones. In order to take advantage of the Wimax techonology we will need to team up with Sprint who has developed the new faster wireless network. Our new phones will be the only ones available that can access the network at speeds 3 times as fast as 3G. Nokia will receive subscription fees from Sprint while selling the phones to them as a profit. The new technology will allow people to receive internet connection speeds on their phones that are as fast as their cable modems at home. NEW SLOGAN, NEW LOGO With our new phones and our new technology there will also be a new slogan. For the new campaigns we will emphasize that our two new phones are both $200 so the phrase we’ll use will be Two for Two. We will also use the slogan â€Å" Replace your laptop with your Nokia†

Rastafarian Symbolism In The Visual Arts Essay -- VIisual Arts Art

Rastafarian Symbolism In The Visual Arts Works Cited Missing [NOTE: BECAUSE OF CONCERN ABOUT RIGHTS, WE HAVE NOT BEEN ABLE TO POST THE IMAGES THIS ESSAY REFERS TO] "Art has the power of liberating man from certain drudgeries and their way of life. A man who was born in the ghetto can't afford to be a Sunday painter, his whole life is involved in getting across his ideas; Rastafarianism, politics, Black culture and all that. Even our meeting here now is an artistic involvement. Some people do art with love here, politics there and so forth; now, to me art is one cosmic consciousness. The way you love, live, and even the way you hate: even your negative expressions connote a certain art-form. So I really do not separate my art from my other sphere of life."-Ras"T"(Barrett,187) The words of Ras"T", captured by Leonard E. Barrett, Sr. in his book The Rastafarians, are an excellent representation of the Rastaman's struggle to survive as an artist in Jamaica. They also reveal the core concept of Rastafarianism itself; the idea that one is born with Rasta inside them, and a true Rasta lives every second of every day in spiritual contact with Jah, Rastafari. One cannot be a Sunday worshiper of Rastafarianism. For the Rastafarian artist, every stroke of every painting or each chip of wood from the sculpture is inspired by Jah. Despite the problems such as lack of materials, and difficulties in getting exposure for their work, many members of the Rastafarian movement have turned to artistic expression in order to convey the Rastaman's message, and also as a means of out-letting their spirituality. These expressions include visual art, music, and poetry. In some cases, the Rastas use their artistic ability to create crafts an... ...t understand the symbolism and the thoughts that are put into such incredible displays of talent. The Rastafarians have contributed so much to their country's culture that goes by unnoticed. In the words of Barrett:"Great social developments are not always made in the halls of parliament or in the citadels of learning. These institutions merely react to the dreams of the creative mass. Some of the most creative trends in nations' development are born in the dreams of the visionaries, the radicals, the seers, and the charismatic prophets."(Barrett, 266). Many of these prophets are artists, and their beliefs are so strong that they are able to rise out of the poverty they live in and project their messages anywhere they will go. The Rastaman will be heard, and through the symbolism discussed in the previous pages, he can be heard. If only people will listen, and look.

Chpt 24

Chpt 24 guide questions 1. To what extent was industrialization responsible for the deplorable conditions of the cities in the early 19th century? The Industrial Revolution was the transition to new manufacturing processes that occurred in the period from about 1760 to sometime between 1820 and 1840. It was causing carelessness in the city and lead to more and dusty pollution from all the work which was required to be put in. This transition included going from hand production methods to machines, new chemical manufacturing and iron production processes which had led to this happening. . Who was Edwin Chadwick? What role did he play in the public health movement? Edwin Chadwick was an English social reformer, noted for his work to reform the Poor Laws and improve sanitary conditions and public health. He helped sanitize the areas and basically make them a lot cleaner and just plainly better to live in at the time. For he did not feel that sanitation was a big joke. Sanitization was c learly Chadwick’s main focus at the time. 3. What was the miasmatic theory of disease? How did it retard progress?The miasmic theory of disease was a theory that disease was caused by bad odors. it prevented the proper treatment of disease and scientific and medical development in the right direction. It did though lead to shorter not harder process of such with many problems coming form it. The miasmic theory would not very much be considered a failure in way though. 4. What contributions did Pasteur, Koch, and Lister make to life in urban Europe? Pasteur’s theory that germs caused disease helped the advancement of medical sciences and led to the breakthrough of vaccines.Koch helped discover the organism that caused disease and it helped create vaccines. Lister helped develop the idea of cleaning wounds. All these contributions lead to progress in Europe. 5. What were the reasons for the rebuilding of Paris? Who was responsible for this change? After the revolutions o f 1848, Paris was transformed into a spectacle city. The urban planning of Haussmann greatly contributed to the developmental planning of Paris. The development of newly planned streets, parks and sewage systems helped to create a more efficient and advanced city.This lead too many rebuilding have to happen in Europe at this time which could be considered very well. 6. Why was the electric streetcar so important in improving urban life? Electric steel cars are a self-powered rail vehicle which runs on tracks along public urban streets and also sometimes on separate rights of way. Electric streetcars revolutionized urban life and enabled the cities to expand because they allowed for faster and more efficient travel and sparked new revolutions in technology. 7.Marx claimed that as a result of industrialization there was an increasing polarization of society Into rich and poor. Do the facts warrant such a conclusion? Marx’s ideas that industrialization caused a greater increase in the gap between the rich and the poor was correct because the jobs available for the poor required little skill, bad conditions and had little pay. It spread the gap between the two classes because it allowed for the upper classes to be favored over the lower classes and for them to manipulate the income of money in their favor. 8.Describe the differences and similarities between groups within the middle class. What separated and what united them? The middle class was separated into the bourgeoisie, hardworking business owners with money, potentially land and potentially political power, and the working middle class who had trades and more money than peasants but didn’t have land or political power and less money than the bourgeoisie. They were united by the need to overthrow the monarchists and the absolutist rulers and separated by the bourgeoisie’s power and money and the lower middle class’s occupation with food. . Describe the â€Å"labor aristocracy. à ¢â‚¬  What were the interests of its members? How did they differ from the rest of the working class? The labor aristocracy was a group of talented workers that had strong moral, political and ohilisophical beliefs and were the â€Å"leaders† of the working class. They were all very focused on succeeding Europe and becoming very successful with all their working times. 10. What were the interests, motives, and lifestyle of the working class? How were they changing by the late nineteenth century?The working class was focused on feeding their family and leisure activities. It changed throughout the 19th century because many working class people began to wane away from the church and become less focused on religion. The ideas of life were vey much chinaging at this time. 11. Why was there a decline in illegitimacy after 1850? There was a decline in illegitimacy after 1850 because the working class became more stable. Families began to develop more and more and there was more ec onomic stability so marriage was a more viable situation. 12. M 3. How common was prostitution in the nineteenth century? Prostitution was â€Å"frowned upon† on the surface but was very popular for men because they married later in life. It was very secret because it was disrespectable but it was extremely common. people would bever be looked at the same way if they were to ever act in such of a messed up way. 14. What was the social and economic position of women in the nineteenth century? Were they better off than in preindustrial society? Women were put into the home to be a wife and a mother, and nothing else.It was frowned upon for them to be anything other than that, i. e. to have an actual career. If women did work, it was lower class women and they worked in harsh conditions like factories. In the cities, they were often worse off than in preindustrialized Europe because the jobs in rural areas were safer and more open to women, whereas in the cities job opportunitie s were slim to none. 15. what changes occurred in child care and the attitudes toward children in the nineteenth century? What was the nineteenth-century view of masturbation?Children and parents became much closer and they began to connect, partly due to the decreasing birth rate, which was because of the disappearance of the need for children to work. Children’s education and upbringing became much more important. Often, children were smothered, especially in the case of sexual nature. Masturbation was a fear of parents and was highly frowned upon. 16. Overall, did family life improve in the nineteenth century? Explain. For some, yes and for others no. For the lower class it didn’t improve because the living conditions because of factory work were so poor.For middle and upper class families’ life improved because they became economically stable and could support, educate and provide for their family. 17. What was the realist movement in literature? Who were th e major writers of this movement, and how did they differ from previous writers? Realism stressed that environment and heredity determined human behavior. They believed in natural laws and they wrote about natural and taboo subjects. Major writers were Zola, Balzac and Flaubert in France and MaryAnn Evans in Britain, Tolstoy in Russia and Dreiser in America. They’re genetic material was different from that of other writers.