Television And Its Influence On Our Culture - 985 Words

Television has become a large part of our lives after the early 1950s. During this time, television was the primary medium for influencing public opinion. Its purpose was originally to influence the population and that is still apparent today; Whether that continues to be it purpose is debatable. Television as legacy media has many negative influences on our culture. This is most apparent in younger generations than any other. The scope of this paper will be identifying the negative affects popular culture television has on younger generations, as well as the potential long term affects it has on the developing mind. There is an ongoing debate as to whether or not television, â€Å"Reflects society or does society reflect the influence of television? It’s one of those circular questions, like the old chicken and egg, that seems so obvious in answer, until you stop to think about it.† L. M. (2009) In my humble opinion, I believe that there is no clearcut answer. However, it’s a symbiotic system of influence and reflection. Televisions popularity is dictated by what is currently popular within our culture, however many television shows can create new trends in fashion, behavior, and emotions. One reflection of culture that TV depicts is, Physical beauty and sex appeal. These are often shown in popular television shows, geared mostly towards a target audience of teenagers. â€Å"Many reality shows depict women idealizing beauty and thinness, giving the impression that a woman’s valueShow MoreRelatedThe Influence of Television on Our Culture Essay1292 Words   |  6 Pag es shows be the reflection of our society or influence the behavior of the members of our community? 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Ultimately, television promotesRead MoreMy Pop Culture Research Topic1250 Words   |  5 PagesMy Pop Culture Research Topic The research topic that I chose to work on is television. I chose this specific topic for various reasons. One reason why I decided to discuss the television subject because for one, it truly has a massive effect on the masses of people, especially when it comes to certain cultures. For instance, the black communities. Reality TV shows such as Love and Hip Hop and Basketball Wives, for example, has a huge affect on black guys and girls alike, especially black femalesRead More americanisation of australian television Essay1019 Words   |  5 Pages The Americanization of Australian Television is a sad and terrible thing. It is a process whereby ordinary Australians are bombarded every day with images of American lifestyle, so much that it merges almost unnoticed into their own lifestyle. 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She also tal ks about how these reality shows have an impact on our lives, from perspectives on beauty standardsRead MoreMass Media and Popular Culture1367 Words   |  6 PagesHow has mass media a created a relationship among popular culture, mass media and different forms of dissemination? Mass media is any form of communication used to reach a large group of people. There are different types of media; examples of media are magazines, movies, television, books, recording devices, radio and the internet. As time goes on, new and improved technology is developed in the mass media industry for communicating and entertainment purposes. As mass media continues to grow andRead MoreInfluence Of Mass Media885 Words   |  4 Pages Mass Media: Development and Literacy Alicia Nunez HUM/186 Media Influences on American Culture 8/21/2017 Allyson Wells Mass Media: Development and Literacy In the last century mass media has went from paper to digital, these major developments have influenced American culture in many ways. Newspapers have been around from the beginning they provide readers with information of practical value such as; television schedules, weather maps, and listings of stock prices. In additionRead MoreZombie Culture : The Dark Sides Of American Culture960 Words   |  4 Pagesthinks about American culture or â€Å"the good life†, things that are often thought of are: house in the suburbs, family, job, pets, etc. which is nothing extraordinary. It is what the typical American knows as everyday quiet life. For a culture that wishes nothing but simplicity and opportunity, it sure does feed on the â€Å"dark† aspects of its culture. For example, one of the dark sides of American culture is the presences of enthusiasm over the living dead. A rise in zombie culture in America could beRead More Communication Technology and Canadian Identity Essay1369 Words   |  6 Pagesmulticulturalism policy, many distinct regions, and heavy foreign influence. The size of Canada has shape d much of Canadian’s way of life. Communications could not have developed easily or naturally in Canada without relying on technological innovations to bond the country in a communicative society. Canada has been divided into provinces and territories which have extremely different terrains, climates, economies and cultures. 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The Forbidden Game The Hunter Chapter 8 Free Essays

Mock scraped on rock and the moonlight was cut off above them. Audrey was lying in a ball beside Jenny near the bottom of the slope. Dee had been shoved in backward and was sprawled at the very bottom, legs higher than her head. We will write a custom essay sample on The Forbidden Game: The Hunter Chapter 8 or any similar topic only for you Order Now In those first moments Jenny didn’t stop to wonder how she could still see either of them. She said, â€Å"Are you all right?† to Dee and then wrapped her arms around Audrey comfortingly. Audrey was shaking. Making little moaning sounds. â€Å"I’m sorry, I’m so sorry____† Jenny said, hugging her. â€Å"It’s not your fault.† Dee was picking herself up, her fine-boned face contemptuous. â€Å"What’s her problem, anyway?† Jenny twisted her head to snap at Dee, but the words never got out. She could now see the reason they weren’t in pitch darkness. There was a semi – circle of lanterns around the bottom of the slope, and holding the lanterns were people. Dee had fallen silent. The lantern light reflected off faces that were disturbing to say the least. The elves were very pale, very beautiful†¦ but very strange. Their eyes were slanted in a way that reminded Jenny of the Visitors’. Their cheekbones were almost too high and sharp. And they stood oddly. They didn’t look as if they had any sympathy to appeal to. One of them said something. Jenny thought it was the same language that the young men outside had used, but the elf’s voice was more liquid-and more cold. It was obvious that he was ordering the girls up. Jenny didn’t want to obey. She was irrationally frightened by these pale beautiful people. Then she saw that maybe her fear wasn’t so irrational. They were like animals-or parts of them were. They were deformed. The elf who had spoken had one normal hand and one hand like a cow’s split hoof. It was black and shiny like patent leather. Jenny was afraid she was going to be sick. Another of them had a tail hanging out of his breeches-a long, pink naked tail like a rat’s. It swished. A third had two little horn-buds swelling on his forehead. A fourth had glossy dark hair growing on his neck. Every one of them had some deformity. And they were real. Not like the pasted-together monstrosities Jenny had seen in the Ripley’s Believe It or Not! exhibit. â€Å"Audrey, you’ve got to get up,† she whispered, swallowing the bile that had risen in her throat. â€Å"Audrey, if you don’t I think they’ll make you.† Then, with desperate inspiration: â€Å"Do you want them to see you lying here like this? I bet your mascara’s smeared halfway down your face.† The appeal to Audrey’s pride worked where nothing else might have. She slowly sat up, brushing at her cheeks. â€Å"It’s waterproof,† she said defiantly. Her fingers went automatically to adjust the combs in her French twist, and then she saw the elves. Her chestnut eyes widened until they showed white all around. She was staring at the cow’s-hoof hand. Jenny gripped her arm tightly. â€Å"Are they what you thought they were?† Audrey pressed her lips together and nodded. The elf spoke again, sharply, stepping forward. Audrey cringed back. Slowly and carefully Jenny urged her to stand. â€Å"Audrey, we’ve got to go with them,† she whispered. She was afraid that if Audrey balked, the elves were going to touch them. The thought of that-of being touched by that shiny hoof or by the flipper she saw one of the others had-was more than Jenny could bear. â€Å"Please, Audrey,† she whispered. It was easy for the elves to lead them. All they had to do was close in from one direction, and the girls would move in the other. They walked like that, surrounded by a circle of lanterns, down a passage that sloped on and on. Other passages branched away. Clearly the place was big-and they were going deeper and deeper into it. Walking calmed Jenny a little. The rocks around them took every imaginable shape-some like twisting antlers, others like windblown grass. There were lacy falls of angel hair, and huge columns covered with formations like exquisite flowers or the gills of mushrooms. The air smelled like rain-damp earth. It was surprisingly warm. Jenny tightened her supporting grip on Audrey’s arm. â€Å"Say something to them,† she suggested. â€Å"Ask them where we’re going.† In her own way Audrey was as brave as Dee. Her spiky eyelashes were starred together from crying, and she didn’t look at the elf beside her. But she spoke to him in level tones. â€Å"He says they’re taking us to the Erlking,† she said after a moment. Now Jenny could hear taut, shaking control in her voice. â€Å"That means-elf king, I think. I remember the story about the Erlking now. He’s a kind of evil spirit who haunts the Black Forest. He’s supposed to-take people. Especially young girls and children.† Dee pounced. â€Å"Why girls?† Audrey spoke between clenched teeth. â€Å"You guess. But all the dark elves are that way. Well, look at them. They’re all men. It’s a male race.† With a shock, Jenny realized that it was true. The delicacy of their features had fooled her. Every one of their captors was beautiful-and male. Dee’s grin was bloodthirsty. â€Å"Time to fight.† â€Å"No,† Jenny said tensely. Her heart was pounding, but she tried to quiet it. â€Å"There are too many of them; we wouldn’t have a chance. And anyway, we’re supposed to face our nightmares, remember? If the Erlking is what Audrey’s most afraid of, he must be what we have to face.† â€Å"It’s a stupid nightmare anyway,† Dee hissed, her supple shoulders hunching as if an ice cube were going down her back. â€Å"Believe me,† Audrey said bitingly, â€Å"I wish you weren’t in it with me.† The two girls ignored each other as they walked on through subterranean caverns of cathedral spaciousness. Glittering white gypsum crystals powdered everything, catching the lantern light. Coarse rock dust crunched underneath Jenny’s feet. â€Å"I don’t understand,† Audrey whispered. â€Å"This can’t have come out of my mind. I’ve never seen anything like it.† â€Å"I have,† Dee said, and even her voice was subdued. â€Å"Spelunking in New Mexico. But it wasn’t so-much.† At last they reached the biggest cavern of all. They passed giant red pillars like coral reefs which gave Jenny the disconcerting feeling of being underwater. They were heading straight for an enormous wall of flame-colored rock. It wasn’t flat. It went rippling up and up like an inverted Niagara Falls. At floor level there was an irregularly shaped gap in the wall-like an entrance. â€Å"The castle,† Audrey translated quietly. They passed through the gap in the red walls. Inside, the elves moved to separate the girls into two groups. It happened so fast that Jenny didn’t have time to react. All in an instant she was being herded away, and when she twisted her head frantically she saw Dee and Audrey being borne in the opposite direction. She saw Audrey’s copper head bobbing and heard Dee’s voice raised in fury. Then Dee’s voice faded, and Jenny was led through a gap into a large room. One of her captors said something ending with â€Å"Erlkodnig,† and they all walked out. When Jenny looked through the gap, she found they were standing sentry on either side. Now what? She looked around. The rock formations here were like huge sand castles, half melted by water, in white and gold. Jenny realized she was seeing by moonlight and looked up. The ceiling had openings in it like skylights or chimneys in the rock. She studied them for a while. Finally there was nothing to do but wait-and worry. What was happening to Tom right now? she wondered. Think about the riddle, she told herself firmly. It’ll pass the time, and it might be useful. I am just two and two. I am hot. I am cold. I’m the parent of numbers that cannot be told. I’m a gift beyond measure, a matter of course, And I’m yielded with pleasure-when taken by force. Suddenly she had it. Yes! Something that could be hot and passionate or cold and impersonal. Something that could be the â€Å"parent† of untold numbers of people-because there was no counting how many babies had gotten started with it. Something that was just two and two-two lips touching two lips. A kiss. Jenny smiled in triumph. She’d solved the riddle. She could get one of the others free. There was no question, of course, about who it would be. Much as she loved her friends, Tom would always come first. The only problem with having solved the riddle was that she now had nothing to think about-except whatever was going to happen to her. The elf who’d left had said â€Å"Erlkodnig.† The Erlking? Was that who she was waiting for? What kind of deformity would the Erlking have? she wondered. Hooves? Horns? If he’s king, he probably has something worse than all the others, she thought, and her heart chilled. Someone came through the gap in the stone, and Jenny braced herself. The next minute she realized how dense she’d been. He was wearing a white tunic and breeches and soft white boots. They showed off how lithe and smoothly muscled he was. In the moonlight his hair was silver as a mirror, and he was smiling. â€Å"Julian.† â€Å"Welcome,† he said, â€Å"to the Erlking’s castle.† The last time they had spoken, Jenny had been furious with him. It was hard to keep that in mind now. The white leather was so soft looking, and it clung to him, hip and thigh. And there was something about a guy who looked at you with eyes like a starving tiger’s. All at once Jenny felt disconcerted. Tom always looked so good in ordinary clothes-but he was very conservative, never would dress up even at Halloween. Julian, by contrast, obviously got off on outrageous. His broad leather belt showed how flat his stomach was, emphasized his narrow hips. It was modestly encrusted with sapphires. Jenny wished she had one like it. â€Å"The Erlking, huh? Enjoying the part?† â€Å"Immensely,† Julian assured her gravely. â€Å"At least you’re talking to me in this nightmare. Not like the UFO one, I mean.† â€Å"Jenny. I will happily talk to you all night.† â€Å"Thank you, but there’s a time limit, and I’d rather have my friends back.† â€Å"Say the word.† Jenny looked at him, startled, and then realized what word he meant. â€Å"No,† she said. â€Å"I’ll do it the hard way. We’re going to get through all the nightmares, you know. We’re going to win the Game.† â€Å"I admire your confidence.† â€Å"You can admire my success-starting now. I’ve solved your riddle, and you’re a male chauvinist pig. It is not given with pleasure when taken by force.† â€Å"What isn’t?† â€Å"A kiss.† She turned to face him fully. â€Å"That’s the answer, isn’t it? And you told me if I solved the riddle, you’d let one of my friends go.† â€Å"Wrong.† He waited for her reaction, eyes glinting in a wicked smile. â€Å"I told you if you gave me the answer, I’d let one of your friends go. But you haven’t given it to me yet.† His eyes lingered on her lips. â€Å"Would you like to now?† Fury sparked in Jenny. â€Å"You-!† She turned away so he wouldn’t have the satisfaction of seeing her angry. â€Å"I’ve upset you. You’re offended,† he said. He sounded genuinely penitent. Jenny couldn’t keep up with these mercurial changes of mood. â€Å"Here, I’ll give you something to make it up to you.† Reluctantly Jenny turned again. He was holding a rose-a white rose. Or maybe it was silver-in this light it was hard to tell. It was the most beautiful thing she’d ever seen. As she took it, Jenny realized it wasn’t real but was exquisitely wrought, perfect down to the tiniest detail. Half opened, the blossom shimmered in her hands. The petals were cool but soft. â€Å"Made from silver dug out by black elves in the deepest mines of the earth,† Julian said. Jenny shook her head at him. â€Å"That’s all folklore. Are you saying you’re really the Erlking? Do you want me to believe in Hansel and Gretel, too?† â€Å"I’ve been more things than you can imagine. And what I want you to believe is that children can go into dark places and disappear. After which people might tell stories to explain it-sometimes true stories, sometimes not.† Jenny felt disconcerted again. â€Å"Anyway-it’s a beautiful rose,† she said and stroked it against her cheek. Julian’s eyes gleamed. â€Å"Let’s go walking in the courtyard,† he said. â€Å"You can really see the moonlight there.† The courtyard had a number of natural chimneys, and moonlight flooded down. Jenny felt almost awestruck at the beauty of the landscape. The moonlight threw a sort of magic sheen over everything, and the cavern was weirdly beautiful with its dark shadows and bright patches of silver. Julian looked the same. Every shadow on his face was dead black, and there were silver points in his eyes. â€Å"Have you ever wondered why you can go into dangerous places without getting hurt?† he said abruptly. â€Å"Why the stray animals you pick up never bite you, why you don’t get mugged-or worse-when you wander around bad parts of town at night?† â€Å"I†¦Ã¢â‚¬  People were always yelling at Jenny for exactly the things he was talking about. She herself had never given it much thought, but now a wild suspicion was rising in her mind. â€Å"No,† she said. â€Å"No, I haven’t.† His eyes remained on hers. â€Å"I’ve been looking after you, Jenny. Watching over you. No one can touch you †¦ no one but me.† â€Å"That’s impossible.† It came out in a whisper. â€Å"You †¦ I’ve done those things all my life†¦.† Her sentences were coming untangled. â€Å"And I couldn’t have been watching you that long? But I have. I’ve always loved you, Jenny.† The power of his gaze was frightening. Jenny was confused by her own emotions. She knew she should feel only hatred, only anger toward him, but by now she had to admit that part of her was fascinated by him. He was a prince of darkness- -who had chosen her. She turned and walked away from him, trying to gather herself. â€Å"l nave never been in love before, Julian said. â€Å"You’re my first-and you’ll be my only.† There was music in his voice, and the words settled like filigreed snowflakes around her, wrapping her in otherworldliness. Jenny turned around and he touched her. His touch was as tenuous as gauze on her cheek. Jenny was so surprised she didn’t move. Then she looked down stupidly. He had taken her hand. But I thought you couldn’t†¦ His fingertips were as cool as jade against her skin. Tingles followed in their wake. She had an urge to press her cheek to his open hand. Don’t, she thought. Don’t, don’t, don’t†¦ â€Å"Don’t,† she whispered. He went on stroking her hand, thumb gently circling in her palm. A sensuous and dangerous feeling. Jenny felt herself start to come undone. His touch was so delicate-he’d disengaged her hand so gently from the rose. †¦ From the rose, Jenny thought. His gift. She’d held it in her hand. She’d stroked it against her right cheek-the cheek he was touching now. She stepped back. â€Å"You †¦ tricked me.† He still held her hand. â€Å"Does it matter?† â€Å"Yes, it matters,† Jenny said furiously, trying to pull out of his grasp. How could she have been so stupid? It was a game he was playing with her, to get permission to touch more and more of her. â€Å"I understand now-I’ll never touch you or anything you give me. That trick won’t work again.† His lips were smiling, but there was something hot and deadly serious in his eyes. â€Å"Maybe not-but another one will. Believe me, Jenny: I’m going to make you mine-entirely-before you finish the Game.† Jenny wished she could think of something more mature to say than, â€Å"In your dreams!† â€Å"No-in yours,† he said. â€Å"And remember, you’re not alone here.† Jenny heard a scream. â€Å"That’s Audrey,† she said. â€Å"That’s Audrey! Something’s happening to her!† When he wouldn’t release her hand, she jerked it out of his. Then she saw his eyes-and what she saw there froze her. â€Å"You know,† she whispered. â€Å"You’re doing it-to get back at me.† â€Å"I warned you,† he said. The screaming was still going on. â€Å"Do you want it to stop?† Evil, she thought. Absolute evil. Cruel, capricious, and dangerous as a cobra. I won’t forget that again. â€Å"I’ll stop it myself,† she said, her voice soft but fierce. â€Å"I told you I was going to win this Game. And I am. And I will never give in to you.† She threw the silver rose at his feet. Then she was running for the sound of Audrey’s screams. Elves rushed at her as she plunged out of the sandcastle room, but she veered sharply and got by them. Audrey’s screams were getting clearer and clearer. Jenny saw a gap in the nearest red wall and ducked into it, and suddenly the screams echoed all around her. She saw Audrey sitting and Dee standing in front of her. She stumbled the last few feet to collapse beside them. â€Å"What’s wrong?† Audrey was half sitting, half lying against the gypsum-encrusted wall of a small cavern. Her features were contorted with horror-and when Jenny turned she saw why. She would have thought that after all she’d been through, she would be inured to weird creatures. But these things-these things were- â€Å"Oh, God, Audrey, what are they?† she choked out. Audrey’s fingernails bit into Jenny’s arm. â€Å"They’re draugar. Living corpses. They’ve come for us. I-† She turned away, retching. They smelted like corpses-the sickly-sweet odor of decay. Some of them had bloated bodies. Some had leathery skin, fallen in and wrinkled. Some, to Jenny’s horror, had skin that was sloughing off. One had thick fingernails turned brown by time and grown into long, dangling spirals. The nails clattered together, making a sound that raised gooseflesh all over Jenny’s body. They were completely blocking the exit. Jenny didn’t know how she’d gotten around them to reach Audrey, but there was no getting out again. They were closing in from all sides. â€Å"When I tell you, run for the door!† Dee said. â€Å"What door?† Dee pointed and Jenny turned. Beyond the nearest draugr on the right was a wall-and there was a door in it. A Gothic door with an arched top, painted blue. â€Å"Okay?† Dee shouted. â€Å"Get ready for it!† She had been standing with her left leg back, knee bent, all her weight on it. Her right leg was so bent that only the toe touched the floor. It made her look like a ballerina, but it was called the cat stance-Dee was always trying to teach Jenny kung fu stances. Suddenly she kicked, her right foot snapping up flat to strike the draugr under the jaw with her heel. With a dry crack the draugr’s head fell backward -all the way backward. Its neck was snapped. The terrible thing was that it kept walking. Head resting on its own shoulder blades, blundering the wrong way, it kept walking. Jenny let go and screamed. â€Å"Get up!† Dee shouted to them. â€Å"Now, while I’ve got them distracted. Get out of here!† Audrey remained frozen. â€Å"We can’t leave you-â€Å" â€Å"Don’t worry about me! Just go! Jenny, take her!† Jenny obeyed the tone of command instinctively. She hauled Audrey up by her houndstooth jacket and pulled her to the door. She wrenched it open, and they both fell through. It slammed behind them before Jenny could stop it. She and Audrey looked at each other in dismay. And then they waited. They waited until a sick feeling in Jenny’s stomach told her Dee wasn’t going to come. Audrey was crying. Jenny tried the door handle. It wouldn’t budge. â€Å"It’s my fault,† Audrey whispered. One of you probably won’t make it†¦. The door flew open. Dee charged through, slammed it behind her, leaned on it. She expelled a great gust of air. â€Å"That was close,† she said. â€Å"But I’ve been dying for a fight, and it was a good one.† She was glowing with exertion and the joy of battle. She looked at Audrey. â€Å"Well, aren’t you a mess,† she said. Audrey’s glossy auburn hair was hanging around her face; her spiky bangs were plastered damply to her forehead. Her cheeks were flushed and wet, her hands and legs scratched and scraped. Her cherry lipstick was gone. Face inscrutable, Audrey held out one hand and slowly unclenched the fingers. On her palm were the combs from her French twist. â€Å"At least I still have these,† she said calmly. All three of them burst into hysterical laughter. They laughed and laughed in a violent release of emotion. â€Å"I guess that counts as winning: getting out of your nightmare alive with your combs intact,† Dee gasped finally. Audrey raised her eyebrows, and then her lips curled again in a smile. She and Dee were smiling at each other. An unseen clock struck twelve. â€Å"Midnight,† Jenny said. It came out softly, almost a whisper. Every time they won, that clock chimed to remind them that time was passing-passing fast. Where was it, anyway? The sound seemed to pervade the entire house. â€Å"Six hours until dawn,† Dee was saying to Audrey. â€Å"And only five nightmares to go. We’re fine. We’ll make it, easy.† â€Å"Easy? I don’t think so,† Audrey said. â€Å"Look,† Jenny said quietly, bending to pick up a scrap of paper. How to cite The Forbidden Game: The Hunter Chapter 8, Essay examples

Ethical and Moral Issues Memo free essay sample

Kimber Rueff Ethical and Moral Issues in Business Ethical and moral issues in business go hand in hand, and go along well with one another. We each have our own moral standards that make us who we are and what we stand for. Our character comes from our moral ethics, and how we were raised to handle ourselves in certain situations. Ethical behavior comes from society and how we are perceived by society. Ethics in a business setting involves both morals and strong ethics.I am going to attempt to explain what the difference is between moral ethics and business ethics in this paper. The first thing to figure out is what is considered an ethical issue and what is considered a moral issue. The best way to answer that is an ethical issue is one that sets a standard or code, that affects society, and a moral issue is one that defines who you are as a person, or your character. We will write a custom essay sample on Ethical and Moral Issues Memo or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page For example, a fellow employee is stealing and you know what they have done. How do you handle this situation?The ethical view would be to view it as many would; â€Å"This person is stealing, I know it, others may know it, the act is wrong and against the code of conduct. I must turn them in because this is wrong. † A person that takes on the moral issue in a biblical sense would say; â€Å"This is wrong and the bible says thou shall not steal. † Although many of us do not think in biblical terms, we do still have a conscience that helps us determine what is right and wrong. Our families may teach us the differences and hold us accountable.This can be carried into our careers but we need to keep our moral ethics in line with what is more important for the company as a whole; this includes the public. In a business setting moral ethics plays a small role because as a business, the responsibility involves many people. It could involve shareholders, managers, fellow employees and the public. Although as individuals we tend to think of how one would handle certain situations morally, we need to think of how decisions we make could affect others.For example, if a situation of theft occurred, let’s pretend that it was not just money, but that it was insider trading. Insider trading is stealing money from other investors because the person doing the trading is receiving news that has not been released to the public and is not known to many in the company. This is ethically wrong because it could cause an issue with customers, shareholders, and investors. Plus, not to mention, insider trading is a crime.

The Autobiography My Place By Sally Morgan Explores Sallys Experien Es

The autobiography ?My Place' by Sally Morgan explores Sally's experiences in her own life, growing up in surburban Perth in the fifties and sixties. Through the memories and images of her childhood and adolescence, vauge hints and echoes begin to emerge, hidden knowledge is uncovered, and a fascinating story unfolds-a mystery of identity complete with clues and suggested solutions. There were many influences in Sally's life, the main ones were people she knew, places she went and events that took place at that particular place with that person. These influences were all revealed through the author's choice of words. The two most important figures in Sally's life were her mother (Gladis corooner) and her Nan (Daisy Corooner). Since her father was not around at all in her teenage years, which were her most critical years for a role model, she looked towards her mother for every answer. Her mother was kind and loving. Although, when Sally's father died Sally's mother had to work, so Sally's Nan became her new rolemodel. Sally's nan did not stay Sally's rolemodel for long, because as Sally grew older she realised that Nan and herself had not much in common. The only thing they really had in common was their love for nature. Both nan and Sally had a soft spot in their hearts for nature. When Sally was a small child, Nan would wake her up in the crisp of the morning to listen for the call of wild animals. Nan and Sally would sit for hours listening and waiting to hear those beautiful sounds of the Earth. This influenced Sally's life because later on in her life she became very loving towards nature an d any stray animal would find a home in their house. This was revealed through repetition because Sally Morgan constantly talked about the asapects of nature and Nan. Now with Sally's mother finding a job she had more money to spend so Sally's life became much more luxurious. Sally and her family enjoyed their time spent together. Sally believed that a families closeness towards eachother was very important. Sally's mother was an influence in Sally's life because Sally's mother was really the only female Sally could look up too. She could look up to Nan, but Nan and Sally had their differences. So Sally's mother had an important role in Sally's life because she helped Sally find her place and identity in life. This was revealed through Sally's repetition of the events which occured between Sally and her mother. From a very young age of five years old, Sally had a feeling she was remotly differently. "I was a grubby five year-old in a grubby environment" (p.11). She felt this way as she walked through the hospital which she described with all the negative thoughts she could think of. Sally felt different because she was full of secret fears. Fears because her father was always sick, always being assured that he would get better when Sally knew he would not. As time progressed she was enrolled into school. School was a turn around for Sally, as it opened up a new world, and she began to look at the world with new ideas and thoughts. She learnt to read, and by far, was one of the best readers in her class. Reading also opened a new window for her, but unfortunatly, her teacher Miss Glazberg was prejudice towards her, and shut that window. When Sally's mother asked that Sally be given a new book, Miss Glazberg refused for no other reason than prejudice. Miss Glazberg was too short-sighted in Sa lly's reading ability to realise that Sally should be given a new book. Miss Glazberg was not very appreciative towards Sally's reading ability. When Year 2 arrived, Sally started to get more of an idea that she was different. Sally couldn't prevent herself from wetting her pants one day. "You dirty, dirty, girl" Miss Roberts took her and pushed her out the door. This influenced her life in a negative way. Her attitude towards school took an even rapid downhill turn after that incident. It made her feel different from the other children in her class. She felt isolated and alone. This was revealed that

Nettie Stevens essays

Nettie Stevens essays Nettie Maria Stevens was born in 1861 in Cavendish,Vermont. She was an American biologist and geneticist, whose research proved that chromosomes determine the sex of an organism. She completed in only two years the four-year course at Westfield Normal School in Massachusetts. Nettie graduated with the highest academic scores in her class. She recieved her B.A. in 1899 and her M.A. in 1900 at Stanford. Nettie studied Tenebrio molitor beetles and found that unfertilized eggs in female beetles always contain an X chromosome. Sperm from male beetles contain either an X chromosome or a Y chromosome. She found that eggs fertilized by sperm carrying the X chromosome produce female beetles. The combination of egg and Y-chromosome sperm produce male beetles. Edmund Beecher Wilson, a biologist from Columbia University in New York City, made this same discovery at about the same time as Nettie. Nettie also established that chromosomes exist as paired structures in body cells. Nettie Stevens was not credited very well for her discovery. Instead, someone else was given the credit even though Nettie had done all of the work. Nettie gained notoriety after her death in 1912, from Thomas Hunt Morgan. He stated: Modern cytological work involves an intricacy of detail, the significance of which can be appreciated by the specialist alone; but Miss Stevens had a shre in a discovery of importance, and her name will be remembered for this, when the minutiae of detailed investigations that she carried out have become incorporated in the general body of the subject. Nettie's name didn't become famous and not much credit was given to her for her discoveries, but she was given some credit for what she established. I think that Nettie Stevens is a brilliant woman. She made a very important discovery which effects even our lives today. Her contribution to the world expanded our knowledge of the human body. ...

The Rules of Engagement in English

The Rules of Engagement in English The Rules of Engagement in English The Rules of Engagement in English By Mark Nichol In the same day, this site received, among readers’ responses to my recent post Courtesy Titles and Honorifics, two diverse email messages: One was a reasonable, well-written support of the writer’s opinion that, as she was taught, because the courtesy title Ms. is an artificial designation that doesn’t abbreviate anything, it should not include a period. The other correspondent wrote, â€Å"hey watch out your website looks like a rule book, and we all know rule books are fascist.† Whether one’s convictions are adept or absurd, however, one must accept the incontrovertible fact that although one is free to write in any style or manner one chooses, this choice has consequences. Linguistic anarchy is inimical to language, by virtue of the fact that language, as a form of communication, is essential to family, to society, to civilization. Just as abiding by rules of personal and community conduct (the latter extending in scope from the smallest village to the United Nations) helps protect the fragile coexistence of humans, adhering to guidelines for language use enable at least sizeable blocs of humanity to agree on common signals for cooperation (or conflict). Language evolves, constantly and relentlessly, but precepts and attitudes about it prevail for a time before they slowly respond to changes in usage. Therefore, for example, though one of the correspondents I referred to above is correct that the period following Ms. is not logically justified and that for that reason, early in the term’s life span, many writers omitted the punctuation it is now standard, for the sake of consistency, to treat Ms. the same as Mr. and Mrs. One’s gender and gender politics are irrelevant: Those are the facts, ma’am er, ms. Do you write simply for pleasure, or to share your thoughts and ideas with a small coterie of readers? Do you self-publish, whether in print or online? Knock yourself out you are hereby granted a dispensation to write in any fashion that pleases you and anyone who chooses to read your work. You are akin to a homesteader or a survivalist, staking out your own terrain on your own terms and accepting the terms that go with those terms. But if your intent is to identify yourself as a professional writer or if your employment status is predicated on the fact that your writing is intelligible to your colleagues and perhaps even consistent with distributed guidelines certain standards apply, and your ability to adhere to those standards is inextricably linked to your professional success or survival. If that’s fascist, then I proudly represent the New World Order. I don’t mean to get all serious on you. I respect the point about the unpunctuated Ms., and for all I know, the comment about the â€Å"rule book† may be a goof. But both comments inspire this tip: When it comes to composition, let your unfettered freak flag fly. But if you submit the flag to be unfurled atop a highly visible flagpole, expect it to be redesigned to suit that flagpole or to be refolded and respectfully returned for you to do with what you wish. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the General category, check our popular posts, or choose a related post below:Regarding Re:How to Play HQ Words: Cheats, Tips and TricksTypes of Plots

WWII Uboat campaign Term Paper Example | Topics and Well Written Essays - 1000 words

WWII Uboat campaign - Term Paper Example German boats were equipped with 5 torpedoes and one main gun (Russell 122). U- Boats were mainly constructed for intelligence gathering of enemy movement and for launching special operations. German war planners very efficiently used U-boats to threaten and ultimately target the royal and merchant navy. U-boats sunk Royal navy and merchant ships sunk in huge numbers in different occasions. Restrictions of â€Å"treaty of Versailles† could not compel German navy to do away with submarine tactics during the Second World War (Gannon 47). Besides sinking battleships, boats also sunk an aircraft carrier in the Atlantic waters. U-boats almost compelled Britain war planners to consider surrender in the war. After the completion of German campaign in Western Europe, Hitler’s navy employed all the u-boats in Atlantic for patrolling the waters. This posed great threat to British merchant fleet as very less escort was available to guard the ships against German u-boat attacks. Sub marines had already proved the metal in the First World War but after passing about 20 years the U-boat tactics played havoc in Atlantic waters (Russell 119). U-boats played an important part in world war two, Winston Churchill claimed that U-boat war in Atlantic was so impressive and result oriented that Britain was forced to consider surrender during the Second World War.... German navy decided to target merchant fleets to threaten trade in the Atlantic. Merchant fleets used to travel with inadequate fleet so vulnerability to German attacks was already increased. It was almost impossible for Britain to provide complete protection and aerial cover to fleets throughout their Atlantic route. German navy started analyzing the points on the sea route where these fleets were coverless and no aerial or naval support available to merchant ships (Showell 71). Mid Atlantic was one of the lucrative options for attacking these fleets. The royal Britain navy was already over tasked in different regions of the world. Royal navy was facing challenging situation in accomplishment of the tasks in Atlantic, Far East and the Mediterranean. Therefore, the royal navy was already overstretched in the war. Such huge tasks of royal navy demanded careful planning and use of intelligence and tactics from naval and army commanders (Russell 132). Royal navy was greatly assisted by the French navy in defending the Mediterranean. Germany had 56 boats out of which only 46 were operational at the start of the war. According to the understanding of the famous â€Å"treaty of Versailles† Germany was not allowed to maintain any submarine as part of its naval fleet (Stern 58). Therefore, Germany took other measures by sending the troops abroad for submarine training. The treaty posed no restrictions on training the troops for anti submarine tasks. U-boat commanders were told to target merchant ships in Atlantic to break the backbone of British trade. In august 39, seventeen U-boats were sent to Atlantic Ocean with the mission of patrolling and laying mines (Showell 72). At the start of the battle, u-30 attacked and sunk liner â€Å"thania† casting 112 life causalities

Summary Assignment Example | Topics and Well Written Essays - 250 words - 4

Summary - Assignment Example being a platform of sharing both, professional and personal information, has become a place to reunite with old friends, keeping in touch with current ones and keeping track of the updates in lives of friends and family. Not only that, but it has also helped people to get in touch with relatives who were somehow separated in emergency circumstances. Facebook is also helping in social causes, which is evident from the fact that 12 million Facebook users marched around the globe against the FARC rebels in Colombia. With changing times and growth of the company, the founder Mr. Zuckerberg has adopted a more professional image and has become media savvy, aiming at having every person in the world on Facebook one day. However, with recent changes in the interface design of the site, some members are disappointed. Facebook homepage now displays more information and recent updates from the friends. It has also introduced terms which give them control over the content. This has irritated members and hence, 2 and half million members have joined the group called â€Å"Millions against Facebook’s New Layout and Terms of Services† on Facebook. However, the Facebook officials say that the terms are necessary to protect themselves from lawsuits from users if they later regret the sharing of personal information. The Facebook officials are confident that Facebook users will get used to new changes as after all, it is a social communication and bonding site. The bonding has become so strong, that despite of not liking the changes, the users are still glued to

Ad Hope on Identity Essay Example for Free

Ad Hope on Identity Essay Identity, defined as the sense of self, providing sameness and continuity in personality over time and sometimes disturbed in mental illnesses, is a concept frequently explored by Australian poet and essayist Alec Derwent Hope. This is evident in the poems Australia and The Explorers where Hope utilises a number of literary techniques, primarily metaphorical language, to express his understanding of and critiques the nature of identity. Australia is Hopes criticism of Australian society in general and Australia itself. The first five stanzas are spent describing Australia in an extremely negative manner, where Australia is said to be a ‘nation of trees, drab green and desolate grey’, a country that is past the age of celebration. Having lived in both Australia and Europe while on a university scholarship, Hope is able to describe Europe as a ‘lush jungle of modern thought’ and gives us a brief comparison of the two countries. See more: Basic Economic problem of Scarcity Essay Australia revolves around Hopes idea of Australia being too Eurocentric and that Australia should cultivate its own identity rather than mimicking our mother country. This suggests that as individuals, our identities are largely influenced by our parents but instead of simply mirroring them, we should establish our own sense of identity. Hope also describes Australia as ‘a breast still tender but within the womb is dry’, comparing Australia to an older woman who can no longer bare children, implying that externally, we may still seem fruitful and fresh with the opposite being internally. This metaphor of Australia may be referring to the fact that identity does not exist on its own, but as two, as an internal and external identity. The title of the poem ‘The Explorers’ refers to the girls and women journeying through the threatening landscape that is our world. Written in 1939 during a time where women were still seen as weak and inferior to men, Hope further emphasises the fact that both an internal and external identity exists. This can be seen in the poem where Hope writes ‘all those nice young girls, so properly brought up’ showing how on the exterior, women appear to be pure, innocent and polite. This shows how our external identity is shaped and manipulated by society’s expectations and that in order to satisfy these expectations our identities are split into two. The main idea of this poem is how influential and manipulative society can be and is portrayed in this poem as ‘enormous jungles full of eyes and fears’.

The Impact of Computers on Society :: Essays Papers Technology Essays

The Impact of Computers on Society Computer technology not only has solved problems but also has created some, including a certain amount of culture shock as individuals attempt to deal with the new technology. A major role of computer science has been to alleviate such problems, mainly by making computer systems cheaper, faster, more reliable, easier to use. Computers are forever present in the workplace. Word processors-computer software packages that simplify the creational and modification of documents-have largely replaced the typewriter. Electronic mail has made it easy to send messages worldwide via computer communication networks. Office automation has become the term for linking workstations, printers, database system, and other tools by means of a local-area network. An eventual goal of office automation has been termed the 'paperless office.' Although such changes ultimately make office work much more efficient, they have not been without cost in terms of purchasing and frequently upgrading the necessary hardware and software and of training workers to use the new technology. Computer integrated manufacturing is a relatively new technology arising from the application of many computer science sub disciplines to support the manufacturing enterprise. The technology of CIM emphasizes that all aspects of manufacturing should be not only computerized as much as possible but also linked together via a computer communication network into an integrated whole. In short, CIM has the potential to enable manufacturers to build cheaper, higher-quality products and thus improve their competitiveness. Making a telephone call no longer should conjure up visions of operators connecting cables by hand or even of electrical signals causing relays to click into place and effect connections during dialing. The telephone system now is just a multilevel computer network with software switches in the network nodes to route calls get through much more quickly and reliably than they did in the past. A disadvantage is the potential for dramatic and widespread failures; for as has happened. The downside of this technology is the potential for security problems. Intruders can see packets traveling on a network and can perhaps interpret them to obtain confidential information. Computer technology has had a significant impact on retail stores. All but the smallest shops have replaced the old-fashioned cash register with a terminal linked to a computer system. The terminal may require that the clerk type in the code for the item; but more and more frequently the checkout counter include a bar-code scanner, a device that directly reads into the computer the UPC printed on each package.

Chinese philosophy Essay

Taoism is a philosophical and religious tradition that emphasizes living in harmony with the â€Å"Dao† or â€Å"Tao†. Tao, the core concept of Taoism, stands for â€Å"way†, the way of everything, the way shows how our universe run, the way how individuals can improve their soles better. In Zhou dynasty, there were many different philosophers talking about Tao/Dao. Gradually, the main definition of Taoism became ambiguous. Taoism, known by a religion, is very ancient in China. Taoism is about multi-gods. Besides those gods who once appeared in the immortal stories, there are many gods who were greatest educator or philosophers as well. Such as the founder of the theory of Taoism, Lao Zi, he is the highest-level god in the religion. Moreover, great educators and historical people like Confucian and Mencius or the hero Yue Fei or Guan Gong, they are also the gods in the religion. Taoists are seeking immortality. From the foundation of Taoism in 2 AD, Taoists have been seeking the best way to longer their lives. Taoists don’t care about what will happen â€Å"after life†. During these two thousand years, besides the development of their belief, Taoists also make a great contribution to iatrology. There are two part of Taoism in China. One is called â€Å"Zheng Yi Jiao† and the other called â€Å"Quan Zhen Jiao†. â€Å"Zheng Yi Jiao† was original from â€Å"Wu Dou Mi Jiao†, founded by Zhang Daoling while â€Å"Quan Zhen Jiao† was founded by Wang Chongyang. Now, in China main land, most Taoism temples are Quan Zhen Jiao. As for Zheng Yi Jiao, most Taoists are living in Taiwan now. Taoists of Quan Zhen Jiao must be vegetarians, living in temple and wearing the Taoist clothes. On the contrary, Zheng Yi Taoist don’t need to live in the temple. They can get married and eat meat as well. In China, Taoism is important not because it is a religion but it is part of the culture. In other words, there is a strong interaction between the developments of Taoism and Chinese culture. Taoism is an ancient philosophy and also a religion. When talking about Taoism as a philosophy, it is based on the theories from Lao Zi, Kong Zi (Confucian), Zhuang Zi, Meng Zi (Mencius) etc. All of them are from Zhou to Zhanguo Dynasty but Lao Zi is the founder of the philosophy of Taoism. Lao Zi was a wise man in Zhou Dynasty that is the third dynasty of Chinese culture. The main book of Lao Zi is called . It is said that Lao Zi was sitting on a bull going out of the city. The guard recognized Lao Zi and asked him where he was going. Lao Zi did not say a thing but left to the guard. In , Lao Zi addressed the basic theories of the universe and individual behaviors. Lao Zi maintains the universe is the root of everything. We should obey the natural changes so that we can make things better. The book is the foundation of Taoism and also of other philosophers’ theories because, as what I mentioned above, the core concept is Tao/Dao (way). Zhuan Zi, which is seen as the main developer as Lao Zi’s theory. In China, people will say â€Å"Lao Zhuang Zhe Xue† which means â€Å"Lao/Zhuang Philosophy†. Zhuang Zi hold the view that Tao/Dao is before human beings and is spirit. Therefore we should follow our spirit. According to L/Z Philosophy, Tao/Dao is metaphysis, is beyond our mind, is something we can/should not to change. When it came to Confucian and Mencius, the theories become a little different from the previous ones. Confucian and Mencius focus more on humanity even they started their concept from Tao/Dao. Most western point of view describe Confucian and Mencius’ theories as Confucianism. Literately differentiated from Taoism. Personally, comparing Confucianism and Taoism, I would say Taoism is the highest form of Taoism. Confucianism is based on humanity. It is about how to behave as a nice person, to people, to society. However, Taoism is more about the universe and about â€Å"Tao/Dao† the highest level in Chinese philosophy and culture. Thus, only learnt how to become a â€Å"nice person† can individuals reach the higher level of the philosophy.

Technology and the Future of Formal Education

The responsibilities for the formal preparation of students for education in the future are dynamic and diverse. What priorities are most important for the future of the Australian education system? The mission statement of The Cathedral School is to be a caring, Christian community in which students are challenged and inspired to explore, learn and grow so they will be equipped to make wise decisions as informed members of society. The Aims of The Cathedral School is; To be a centre for academic excellence. To encourage an understanding that the spiritual and moral aspects of life are central to our humanity. To affirm the unique worth of the individual. To inspire our students through creative, purposeful, enjoyable learning to reach their full potential. To develop attitudes which are anticipatory, visionary and reflective. To educate our students to be discerning, sensitive and responsible. Both the mission statements as well as the aims are very thorough, but they lack the understanding of the information age. They do not mention technology or the future ahead. The change to the culture of the classroom environment with the introduction of technology is a serious matter to look at. Overall the introduction of technology in the classroom is a great benefit to students, giving them access to word processing applications, as well and access to the World Wide Wed and CD-ROM†s. This large amount of knowledge flowing from the computer to the brains of the students is very overwhelming. Students will have to learn how to sift though this large amount of information to find what is important, trust worthy and also most importantly, relevant. The importance of information technology literacy in the information age is a vital life skill. In order to be able to handle and access information a student will need to have the ability to use a computer well. If a student has not had experience with computers, it will seriously disadvantage them in their study as well and the classroom environment. The role of technologies distance education is an exciting and interesting topic. Information can be sent and delivered in seconds, which breaches the gap between teachers and students. They are always new products becoming available to help in the advancement and ease of distance education. One major problem with the use of technology is the cost element. To establish a network of computers and information databases to be used by the average student is a extremely large task. As well as setting the whole system up, there is a need for constant monitoring of the system to predict as well as fix hardware, software and user problems. Discipline in schools is still an important part of the learning process. It is needed to teach the student to behave appropriately, which is most definitely a crucial life skill. They must learn discipline if they are going to fit into society properly. Discipline in schools last century was very different from today†s classrooms. They were much more strict back in those days. However, with the consideration of the individual†s needs, discipline in today†s classrooms has been noticeably decreased. Overall, you cannot assume if this is good or bad, its good to be well disciplined which helps you with your study and keeping to a timetable. On the other hand, a decrease in discipline gives a student individuality and a chance to express themselves. It is also important to have a balance between knowledge and process skills. It is equally important to teach knowledge and well as thinking skills. In the past only knowledge was taught, but in the information age today, it is quite impossible to learn everything, so process skills are taught to help us think logically. There is a need for more specialised subjects in schools because of the variety of information and jobs. Money in schools should be spent on technology in order to keep the students at the cutting edge of development and information. There is also powerful pressure put on students to cope with the overwhelming amount of knowledge made available though information technology. As well as this there is also parental pressure to pursue success in top fields. New technology can help us achieve our goals more easily and in a more meaningful way.

Wind and Solar Energy

Wind and Solar Energy Introduction There is an urgent need for dependable, efficient and low-cost energy to alleviate problems of energy insecurity as well as environmental pollution. For example, Jacobson and Masters (2001) proposed that the U.S. could meet its Kyoto Protocol obligations for decreasing carbon dioxide discharges by substituting 60% of its coal production plants with wind energy turbines to supplement the country’s energy requirements (p.1438).Advertising We will write a custom research paper sample on Wind and Solar Energy specifically for you for only $16.05 $11/page Learn More Fthenakis, Mason and Zweibel (2009) also examined the economical, geographical and technical viability of solar power to supplement the energy requirements of the U.S. and concluded that it was possible to substitute the current fossil fuel energy infrastructure with solar energy in order to decrease carbon emissions to internationally accepted levels (p.397). There is no doubt tha t efforts to adopt renewable, effective and low-cost energy options have attracted global attention. Consequently, this paper will compare two forms renewable energy (wind and solar energy) in terms of cost, efficiency, energy produced, resources needed, environmental impact and maintenance. Wind Turbine Energy Technology Wind turbines usually convert wind energy into electricity. Generally, a gearbox rotates the turbine rotor into fast-rotating gears that eventually transform mechanical energy into electricity in a generator. Although a number of current turbines are gearless and less proficient, they are nonetheless useful when installed in buildings or residential homes (Jacobson Delucchi, 2011, p.1157). Solar Energy Technology Solar photo-voltaics (PVs) refers to groups of cells with silicon materials that transform solar radiation into electricity. As of now, solar PVs are utilized in several different applications, ranging from residential home power generation to medium-scal e use. On the other hand, concentrated solar power (CSP) systems utilize reflective lenses or mirrors to focus sunbeams on a liquid to warm it to a high temperature. The heated liquid runs from the collector to a heat engine in which a part of the heat is transformed into electricity. There are various forms of CSP systems that permit the heat to be stocked up for several hours to facilitate production of electricity at night (Jacobson Delucchi, 2011, p.1157). Cost, Efficiency and Energy Produced via Wind and Solar Technology Figure 1(see appendix) provides the projected amount of power available globally from renewable energy with respect to raw resources available in high-energy regions. It is worth mentioning that these resources can plausibly be mined in the near future given the location as well as the low extraction costs involved.Advertising Looking for research paper on natural sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn M ore Figure 1 demonstrates that only wind and solar energy can provide adequate power to meet global energy demands. For example, wind in developable regions can satisfy global energy demands up to about 4 times over while areas with solar energy potential can meet global demands by over 18 times over (Jacobson Delucchi, 2011, p.1159). Figure 2 illustrates a model of wind resources at 100m in the hub height range of wind turbines. The global wind energy potential (available over the world’s ocean surface and land at 100m assuming that all wind at speeds is utilized to power wind turbines) has been estimated at 1700 TW. About half of this wind energy (1700 TW) is found in areas that can be extracted feasibly and efficiently (Jacobson Delucchi, 2011, p.1159). Resources Required for Wind and Solar Systems Jacobson and Delucchi (2011) estimate that both solar and wind make up 90% of the future energy supply on the basis of their relative availability (p.1160). Solar PV i s split into 70% power-plant and 30% rooftop on the basis of an assessment of the expected available rooftop area. Rooftop PV has three main benefits: it does not need new land surface; it can be incorporated into a hybrid solar infrastructure that generate electricity, light and heat for onsite use; and it neither requires an electricity transmission nor distribution infrastructure. The authors suggests that approximately 90,000 solar power plants and about 4 million wind turbines are required to satisfy global energy demands (Jacobson Delucchi, 2011, p.1160). The material required for wind turbine energy include: carbon-filament reinforced plastic (for rotor blades); glass-fiber reinforced plastic (for rotor blades); wood epoxy (rotor blades); aluminum (for nacelles); magnetic materials (for gearboxes); pre-stressed concrete (for towers); and steel materials (for rotors, nacelles, towers, etc). It is worth mentioning that most of these resources are available in abundance supply. For instance, the main components of concrete (i.e. limestone, sand, and gravel) are extensively available at lower costs and can be re-used (Jacobson Delucchi, 2011, p.1161). On the other hand, the required resources for solar PVs include: copper indium sulfide/selenide; cadmium telluride; micro-crystalline silicon; polycrystalline silicon; and amorphous silicon. Nonetheless, it is important to note that the power generated via silicon PV technologies is constrained by the limited availability of silver materials which are utilized as electrodes (Jacobson Delucchi, 2011, p.1162). Nevertheless, given that most of resources required for the installation of renewable energy plants are in abundance supply, both wind and solar energy technologies provide low-cost, environmental-friendly and efficient energy options to meet global demand.Advertising We will write a custom research paper sample on Wind and Solar Energy specifically for you for only $16.05 $11/page Lea rn More References Fthenakis, V., Mason, J., Zweibel, K. (2009). The technical, geographical, and economic feasibility of solar energy to supply the energy needs of the US. Energy Policy, 37, 387–399. Jacobson, M., Delucchi, M. (2011). Providing all global energy with wind, water, and solar, Part I: Technologies, energy resources, quantities and areas of infrastructures, and materials. Energy Policy, 39, 1154-1169. Jacobson, M., Masters, G. (2001). Exploiting wind versus coal. Science, 293, 1438. Appendix Figure 1: Power available in energy resource worldwide if the energy is used in conversion devises, in locations where the energy resource is high, in likely-developable locations, and in delivered electricity (for wind and solar energy) Energy Technology Power worldwide (TW) Power in high-energy locations (TW) Power in likely developable Locations (TW) Current power produced as electricity (TW) Wind 1700a 72-170b 40-85c 0.02 Solar PV 6500d 1300e 340 0.001 3 CSP 4600 920 240 0.00046 Source: Jacobson Delucchi (2011). a Comprises of all wind speeds at 100m over ocean and land b Locations over land or near the coast where the mean wind speed ≠¥7m/s at 80m and at 100m.Advertising Looking for research paper on natural sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More c Eliminating remote locations d Assuming 160 W panels are used over latitudes, land, and ocean. e Same as (d) but locations over land between 50S and 50N. Figure 2 Source: Jacobson Delucchi (2011).

How to Use a Running Record to Assess Beginning Readers

How to Use a Running Record to Assess Beginning Readers A running record is an assessment method that helps teachers evaluate students reading fluency, ability to use reading strategies, and readiness to advance. This assessment emphasizes the students thought process, which allows teachers to go beyond counting the number of words read correctly. In addition, observing a students demeanor while reading (calm, relaxed, tense, hesitant) provides valuable insight into his instructional needs. Running records can be used to guide instruction, track progress, and choose appropriate reading material. A running record is slightly more formal than simple observation assessments, but it is still an easy tool for measuring reading fluency. Tracking Errors The first aspect of a running record is tracking student errors. Errors include misread words, mispronounced words, substitutions, omissions, insertions, and words that the teacher had to read. Mispronounced proper nouns should only be counted as one error regardless of how many times the word appears in the text. However, all other mispronunciations should be counted as one error each time they occur. If a student skips a line of text, count all words in the line as errors. Note that mispronunciations don’t include those pronounced differently due to a child’s dialect or accent. Repeated words do not count as an error. Self-correction- when a student realizes he has made an error and corrects it- does not count as an  error. Understanding Reading Cues The second part of a running record is analyzing reading cues. There are three different reading cue strategies to be aware of when analyzing a student’s reading  behavior: meaning, structural,  and  visual.   Meaning (M) Meaning cues indicate that a student is thinking about what she is reading. She is taking cues from the context of the passage, the meaning of the sentence, and any illustrations in the text. For example, she may say street when she encounters the word road. This error doesn’t affect her comprehension of the text. To determine whether the reading behavior reflects the use of a meaning cue, ask yourself, â€Å"Does the substitution make sense?† Structural (S) Structural clues indicate an understanding of English syntax- what sounds right in the sentence. A student who uses structural clues is relying on  her knowledge of grammar and sentence structure. For example, she may read goes instead of went, or  sea instead of ocean. To determine whether the reading behavior reflects the use of a structural cue, ask yourself, â€Å"Does the substitution sound right in the context of the sentence?† Visual (V) Visual cues show that a student is using his knowledge of the appearance of the letters or words to make sense of the text. He may substitute a word that looks visually similar to the word in the sentence. For example, he may read boat instead of bike or car instead of cat. The substituted words may start or end with the same letters or have other visual similarities, but the substitution does not make sense. To determine whether the reading behavior reflects the use of a visual cue, ask yourself, â€Å"Does the substituted word look like the misread word?† How to Use a Running Record in the Classroom Select a passage that is appropriate for the student’s  reading level. The passage should be at least 100-150 words  long. Then, prepare the running record form: a double-spaced copy of the text the student is reading, so that errors and cue strategies can be recorded quickly during the assessment. To conduct the running record, sit next to the student  and instruct her to read the passage aloud. Mark the running record form by checking off each word that the student reads correctly. Use notations to mark reading miscues such as substitutions, omissions, insertions, interventions, and self-corrections. Record which reading cue(s)- meaning, structural, or physical- the student uses for errors and self-corrections. After the student finishes reading the passage, calculate her accuracy and self-correction rate. First, subtract the number of errors from the total number of words in the passage. Divide that number by the total number of words in the passage and multiply by 100 to get the percentage of accuracy. For example, if a student reads 100 words with 7 errors, her accuracy score is 93%. (100-793; 93 / 100 0.93; 0.93 * 100 93.) Next, calculate the student’s self-correction rate by adding the total number of errors to the total number of self-corrections. Then, divide that total by the total number of self-corrections. Round to the nearest whole number and place the final result in a ratio of 1 to the number. For example, if a student makes 7 errors and 4 self-corrections, her self-correction rate is 1:3. The student self-corrected one time for every three misread words. (7411; 11/42.75; 2.75 rounds up to 3; ratio of self-corrections to errors is 1:3.) Use the first running record assessment to establish a  student’s baseline. Then, complete subsequent running records at regular intervals. Some teachers like to repeat the evaluation as often as every two weeks for beginning readers, while others prefer to administer them quarterly.

Professional Values and Ethics Paper Essay Example | Topics and Well Written Essays - 500 words

Professional Values and Ethics Paper - Essay Example it for work that we have not done.† (OLeary) The struggle for existence is immense in the current world and hence people quiet often keep values and morality at some convenient places alone rather than the entire life situations. Those who stick with morality or values may be seen as fools by the current world. Only those people who have sound insight over their life philosophy may try to adhere with values in their professional life. But it is necessary to keep values at the higher places to avoid unnecessary problems even in the current professional world. â€Å"The concept of Professional Ethics is partly comprised of what a professional should or should not do in the work place† (Mclarty, Mcburney &Stevetuff) I know a person who has been promoted for the high degree of values and ethics exhibited at work place. This fellow was working in the planning department and forced to continue in the second shift because of his reliever’s absenteeism. Unfortunately, even the person who was supposed to come in the third shift was also absent on that particular day and my friend decided to stay back even for the third shift in order to keep the planning processes intact. The plant manager has noticed his commitment and immediately he arranged vehicle and send him back to his home after the essential jobs were completed. In response to the high degree of commitment exhibited by my friend, he has been promoted immediately. â€Å"Professional Ethics concerns ones conduct of behavior and practice when carrying out professional work.† (Davison & Kock) It is possible for an employee to leak out the company secrets to its competitors for individual benefits. But such habits will definitely adversely affect the organization in which he is working. For example, if a company develops a new product to capture the market, the whole things about the new product and its specialties may be needed to keep as a secret up to certain time period for the success of the product. If an

Joint Military Operations Assignment Example | Topics and Well Written Essays - 2250 words

Joint Military Operations - Assignment Example It was for this reason that it became necessary to use joint military operations, which was largely led by The Union Army of the Tennessee’s Maj. Gen. Ulysses S. Grant. In this paper, there is further analysis of the entire joint military operations to understand the core elements that went into it, including its objectives, the fallouts from it, the centers of gravity, and major lines of operations used. One unique thing about almost all joint military operations is that fact that they are started with very specific strategic aims and objectives in mind. This was no different with the Vicksburg Campaign, which was undertaken with the prime aim of capturing Vicksburg, which was a fortress city that dominated the remaining Confederate-controlled section of the Mississippi River2. To achieve this aim, it was important to ensure that the whole Campaign was guided by specific objectives which defined the actions that needed to be taken. Two specific objectives stand out in the campaign. The first of this was to entrap the Confederate army which was under the control of Lt. Gen. John Pemberton. The second objective was to overwhelm the Confederates early enough so that they could not fully organize their defenses. By executing these two objectives successfully, the ultimate aim was expected to be attained. Primary evidence available shows that the objective of overwhelming the Confederates early enough so they could not fully organize their defenses was implemented by the use of immediate assault against Stockade Redan for May 19.3 This assault was later to go a long way to mark the desired end state. Regrettable for Grant however, the assault, which was the desired end state to bring about the achievement of the ultimate aim, did not succeed as expected. This made historian Shelby Foote record that Grant "did not regret having made the assaults; he only regretted that they had failed†4. The failed desired end state seemed to have been

Logic Questions Assignment Example | Topics and Well Written Essays - 1000 words

Logic Questions - Assignment Example 2. Every event in the world is caused by other events. Human actions and decisions are events in the world. Therefore, every human action and decision is caused by other events. This is a deductive argument. This argument is valid and sound because the claim is logical that the actions and decisions of humans are caused by other events in the world. Similarly, humans react to the events going on around them, which often incite further events that can also be responded to. 3. If God exists, then life has meaning. God does not exist. Therefore, life has no meaning. This argument is a deductive argument. It is an invalid and unsound argument because life has meaning regardless of whether or not God exists. If human beings were created by a higher being, they were created for a purpose; their existence is proof enough that their lives have meaning. If humans were not created by a higher being but through natural means, their lives have meaning by being on earth and creating their own meaning. 4. All cows are purple. Socrates is purple. Therefore, Socrates is a cow. This is deductive argument. This argument is invalid and unsound because we are physically able to determine that Socrates is not a cow. Furthermore, we are able to conclude that Socrates and cows are not purple. Since the premises are not true, the conclusion cannot be true. 5. William James and John Dewey both called themselves pragmatists. They are the leading American philosophers. Therefore, all American philosophers are pragmatists. This is an inductive argument. This argument is invalid and unsound because the identities of these two men as pragmatists cannot be applied to a larger group. Since a lot of philosophical thought is based on theory, pragmatism would not be logically applicable to all American philosophers. 6. Believing in God makes people moral - that is, believers tend to do good and avoid evil. This argument is deductive. It is an invalid and unsound

Critical Evaluation of the research methodologies

Critical Evaluation of the research methodologies 1. Introduction: In this report I have critically reviewed the methodologies which are used by Chevrier in her research paper. In this paper I have revealed whether she has used the correct methodology for her research or not, whether her evidence support her findings or not and I have mentioned an alternative methods to improve her conclusion. Chevrier paper aims at better understanding the dynamics of international project groups and she focuses on how project leaders manage the cultural differences to overcome and to use national cultures, ethnic diversity efficiently and effectively in the multinational project team. In her research she has depict three kinds of cross-cultural practices which were implemented by the project leaders. With these findings she has proposed a strategy to enhance the functioning of cross-cultural projects. I think the methodology which she has used in this research i.e. Case study is largely fine but not an effective one instead of this if she had used Grounded theory methodology for this research it would have been much more better research. I argue that the three case studies which she has chosen is not a typical one of all the multinational project groups. I argue that the Data collection technique which she has used in this research i.e. informal discussion is not a good technique to collect the data from participant. I argue that the strategy which she has proposed doesnt hold good for all types of cross-cultural project groups. 2. Literature review: Research can be a tricky, fascinating, awkward, tedious, annoying, hilarious, confusing, disturbing, mechanical, sociable, isolating, surprising, sweaty, messy, systematic, costly, draining, iterative, contradictory, open-ended process (Anthias, 2002) Methodology is identical to a research model employed by a researcher in a particular project, including basic knowledge related to the subject and research methods in question and the framework employed in a particular context (Sarantakos, 1998 cited Lather, 1992:87). Sarantakos (1998) relates the nature of Methodology to a theoretical and more abstract context, and perceives it in conjuction with distinctive, unidimensional, and mutually exclusive theoretical principles. Methodologies offers the research principles which are related closely to a distinct paradigm translated clearly and accurately, down to guidelines on acceptable research practices. Methodology is determined not by the research model but rather by principles of research entailed in a paradigm. Case-study research involves studying individual cases, often in their natural environment, and for a long period of time and employs a number of methods of data collection and analysis. (Sarantakos, 1998 cited Kromrey, 1986:320) 3. Critical Analysis of her Methodology: In this research the Methodology which is used by Chevrier is Case study. I think to do this research survey studies or experimental strategies will be too complex to implement, this is the main reason for Sylvie to choose Case study as the Methodology for this research. Generally case studies are done by a researcher when he/she is interested in the structure, process and outcomes of a single unit. (Sarantakos, 1998) Case studies are done by a researcher when he/she wants to extract data from a single field of study. Here Chevrier has chosen Engineering (i.e. three Project groups) as a field of study in which she has extracted the data and processed into information in which it will fit into the research topic. But this research topic demands to do study on all different kinds of field; but Sylvie hasnt done it, this is the main drawback of this research paper. In this research Chevrier focuses on how project leaders deal with cultural differences to surmount and even benefit from the variety of national cultures in their team. They have studied three cross-cultural practices that the project leaders explicitly or implicitly use to manage their international team and also studied the related outcomes from these practices. I think some methods and techniques which are used by Chevrier in her research paper doesnt holds good to the research topic. I think the samples(case studies) which she has chosen for this research doesnt sounds well because she has chosen only three international project groups to study the cross-cultural practices which are implemented in the team and moreover all these three project groups has the same background i.e. engineering. I believe just three project groups of the same background will not give a good weightage to her research paper. This is mainly because other than these three project groups there are different types of multinational project groups in which they are directly related to the cross-cultural management which I think she should have taken into this research paper. This research paper is pointing towards Multinational groups but the project groups which she has chosen has only people who are from European countries and Brasil, it misses out people who are from Asia, Africa and Australia. In this field work data is collected from Formal interviews, attendance to their meetings as a participant observer and informal discussions. I think the Primary data obtained from the formal interviews with project leaders and project members will be useful to analyse the data in this research and this data is important because the members of the project groups are the one who will be following cross-cultural practices and they will be knowing whether these practices are useful or not . In her research she has used participant observer as a data collection technique. I think it is a good technique for collecting the data in this research. Since her team will be a part of the cross-cultural group so they can observe easily how the team members/managers will behave and whether they are following the cross-cultural practices or not. They have attended even meetings to collect the data I think this is the place where they might have got a good data because this is a place where they can observe whether the managers and leaders are following cross-cultural practices or are they giving any importance to it or not. Chevrier and her team was also present daily among the project groups particularly for project 1(for 2 project weeks) and project 2(for 2  ½ months), I think daily presence in a project group is important because generally people wont behave same way in every time/day and also we cant judge their behaviour on cross-cultural practices in a single day. So daily presence in a project group will give a good data for the researcher but interesting point in her data collection is she or her team was not present daily for project team 3 but they were present only in project team 1 2 and that to in project team 1 they were present daily with team for just 2 ‘project weeks, so I dont think within these 2 weeks they have collected a strong data because in just 2 weeks it is less practical to summarize their behaviour. I think the primary data which they have collected in project team 2 will be useful because for 2  ½ months they were daily present with the team so with this time they will be in a better position to judge their behaviour with respect to cross-cultural. I also think that the Informal discussion which she has used in this research is not an effective technique. I agree this technique partially and I also disagree partially. I think this technique should be used depending on the situation in the working environment; if the working environment is not so good then there is no use of having discussion with them because the interviewee may give answers simply just to pass time. I think they should use only when the team members are in a good mood and moreover this discussions will take place mainly during lunch time of the employees, this is the time where most of the employee will relax, spend time with their colleagues and chat with them, if Chevrier and her group starts to discuss with these employees then most of them wont be interested and they will just say something or they will give less answers so that the discussion will be over fast. She has analysed the collected data by Cutting of Tran scripted interviews and meeting notes by theme. She has prepared a monograph for each and every theme which I think its a good idea and it will be useful for comparing all the themes. This type of comparison will help to find out the common and uncommon features of all the cases 4. Will her evidence support her findings? I think the evidence which she has used in Case 1 will support her findings. This is a project group of European consortium set up to make RD in the telecommunication industry. The contract which is signed by these companies designates one company as a primary contractor which will appoint a project leader among its engineers. We know that the newly appointed project leader has no hierarchical authority over the other partners due to this he/she cannot demand anything from other partners, infact he/she cant expect that other partners will involve totally (100% commitment) in this project and there is also a possibility that this may also lead to lack of institutional management with the other partners. In this project the leader has to take some technical decisions in which sometimes it may not be accepted by the other partners as she found this from Northern Europe and especially from Scandinavia that they only speak up when they disagree with what is being said. These project groups were not totally involved in the project. In this case the project leader has no choice he has to tolerate with these kinds of partners. This is what Chevrier has found that the leader explicitly or implicitly relies on tolerance of team members to surmount difficulties. The project group (RD consortium) has people from different countries; definitely all of them will have different opinion on Cross-cultural activity. Some may tolerate the diversity and some may not. Chevrier has found out different opinions from the interviewees e.g. In multinational teams some team members tend to forget the nationality of their colleague to focus on technical issues. Oppositely, the second part of interviewees says that they make their best to struggle against prejudices, stereotypes and ethnocentrism. In the 2nd case of Chevrier it is said that the greatest difficulty for the project manager is to make the work required for his own project a priority for team members who are very much in demand. If this is the case most of the manager tries to protect his team members to work in his project because every manager will have some task to complete, so to do this task without skilled workers in his team it will be difficult for him to complete it. If the manager couldnt maintain these workers in his team then there is every chance of showing less interest in the project. This is what happened to Swiss manager as it is told in Chevrier paper that â€Å"Swiss manager straightforwardly declared he did not want to make any difference and was careful to manage all team members the same way.† Chevrier has also backed up this argument by giving the reference of Laurent (1998), â€Å"we observed that when managers encounter cross-cultural differences, they often do nothing and consider that it is legitimate not to talk about them.† In case 1 the main job of the project leader is to maintain a strong institutional management with the other partners. Since the leader doesnt have the hierarchical authority over the other partners it will be difficult to manage all the other partners. His main job is to get the task done, since he doesnt has the upper hand over other project members it will be difficult for him to give orders for other groups to complete the job. In chevriers research, for this problem she has founded that â€Å"developing personal relationship with one another in a team will set up working arrangements more easily. If they know each other very well, it will help them to become acquainted with one other†. This strategy will suit only for RD consortium project group because in this project all its partners doesnt know each other so this strategy may enable effective mutual agreements between all the partners. But it doesnt suit for Electrical engineering project infact it can reinforce negative stereotypes and polarization between cultural groups. This is true because in this project the Swiss manager straightforwardly declared that he did not want to make any difference and was interested to manage all team members the same way, if this strategy (developing personal relationship) is implemented in this project group it may result in other way because due to less involvement by Swiss manger there is a more chance of negative stereotypes and polarization between cultural groups. This may lead in such a way that project may not complete. The strategy which is proposed in this paper by Chevrirer (cultural mediator) suits good for some multinational project groups but for some project groups it doesnt. Since in this strategy cultural mediator has to invite the project members quite regularly to find out the exact problem, this is possible only when all the project members are meeting together quite regularly at some place but this strategy cannot be applied to some multi-national groups where the project members wont meet regularly. However, in a multi national group most of the time the project groups will be from different countries so it is not practical to implement this strategy because all groups are from different countries and also it will be difficult for all the members to attend the meeting if it is put up by cultural mediator. As we can see in RD consortium group all the team members meet each other only four or five times a year. During these weeks all the project members will be busy with other partners about their plan and objectives in their project. So if this strategy is applied to this group then cultural mediator will not find sufficient time to spend with the team members to talk about their problematic situations which have encountered. I think this strategy can be applied to the project team in electrical engineering because this team is composed of a project manager, engineers who are all located in a single building but in a different floor. In this team cultural mediator can easily set up a meeting with the team members and find out the problematic situations which have encountered. Even in the product development project have subsidiaries which are located in different countries such as Germany, France, Belgium and Italy and co-ordinating the development process is in charge by ‘‘central group which is located in the French subsidiary. So even in this project group cultural mediator will find difficult to set up a meeting to talk about their problematic situations which have encountered. I think she has not justified all the problems which will occur in the multinational group. For e.g.— Race can be a problem in the group. Merriam et.al. in their research has found that â€Å"Racism was the specific dominating factor in cross cultural groups†. Color As an issue of concern amongst Blacks, colorism is examined and debated in Black communities in a less than open manner. This intraracial discrimination among Blacks gives preferential treatment to those who have lighter skin shades. (Merriam et.al) 5. Alternative Methodology: I think Grounded theory analysis will be a better approach for this research because in this research topic we need to analyse more number of case studies, interviews and observation so I think grounded theory will be the best methodology for this research. Another reason for using grounded theory techniques is â€Å"Grounded theorising is well suited to capturing the interpretive experiences of owner/managers/employees and developing theoretical propositions from them.† Rowlands B. (2005 cited from Strauss Corbin 1990) From the above reason we can say that, Since Chevriers research is related to the cross-cultural practices which are followed by Leaders, Managers, and Team members, so this methodology will be very useful in gathering and analysing the data. Similarly, Grounded theory has been effectively used in recent Information System research to develop theory of Information System practice. Rowlands B. (2005 cited from Urquhart et.al., 1997) In choosing the International project groups Chevrier has chosen the groups in which all groups has the same background i.e. Engineering. Instead of choosing three project groups from a single background she could have chosen three project groups from different fields. Because choosing a sample project group which is typical to that environment is very important and the data collected from this typical one will bee much stronger than the data which she has collected from the three Engineering project groups. I think Ethnographic interview will be useful to get valuable data from the interviewee. The main aim of this type of interview is to study the Culture of the people and to find out how it will impact on the people behaviour. â€Å"It aims to discover or understand the culture of people in their social environment and of explaining the social justification of their role and position in that culture.†(Sarantakos, 1998). This interview would have helped her in finding the culture of the project members/leaders and based on her understanding on their culture she could have compared with the Cross-cultural practices which were implemented by the management and she could have got a better result. If Chevrier had used all the above methodology in her research, I think this would have improved her research conclusion. 6. Conclusion: In this paper I have revealed that the methodology which is used by chevrier for her research is not a good one. I have shown that some of her methodology which she has used is not effective with respect to the research. The three case study which she has chosen in her research is not a typical one because all the case studies had the same background i.e. Engineering, instead of that she could have chosen case studies which are from different background and I also showed that the data collected from participant observation in project group 2 was strong. I showed that the data collected from informal discussion technique was not good. This paper reveals that Ethnographic interview and Grounded theory would have helped her to collect the strong data and to analyse the data which she has collected. I have shown that up to what extent of her evidence will support her findings. In this paper I have also concluded that her proposed strategy will holds good only if all the project members/g roups are in the same company or at least in the same country, it doesnt suit if all the project members/groups are in a different countries. 8. Bibliography: Sarantakos S.,(1998).Social reseach, 2nd edition, Macmillan Education: Australia, Chapter 8, pp 33,191,251. Floya Anthias,( 2002) Where do I belong?: Narrating collective identity and translocational positionality, [Online] Accessed from: http://etn.sagepub.com/cgi/content/abstract/2/4/491 [Accessed on: 05/11/07] Merriam S., et.al., Power and Positionality: Negotiating Insider/Outsider Status in Multicultural and Cross-Cultural Research, [Online] Accessed from: http://merriamsetal1-final.pdf [Accessed on: 05/11/07] Rowlands B., (2005), Grounded in Practice: Using Interpretive Research to Build Theory, [Online] Accessed from: http://v3-i1-art7-rowlands.pdf [Accessed on: 03/12/07]