Linguistic journal Essay Example | Topics and Well Written Essays - 500 words

Linguistic journal - Essay Example Among the reasons are rapid mutation of Danish phonology over the last five decades, children’s ability to learn written English enhanced as a result of absorbing spoken Danish during childhood, the fact that modern Danish language is more mumbled than spoken, and omnipresence of English language in Danish advertisements. Noticing all these signs led Raymond to the conclusion, â€Å"The overall picture I got of Danish was of a language in an extreme stage of phonological degeneration, extremely divergent from its written form, and functionally unnecessary to many of its younger speakers† (Raymond). Raymond then talks about how Maltese language has evolved into Maltenglish over the passage of time, and how he suspects that Danish language will soon become an ethno-tribal museum artifact. It is true that English is a very popular language in Denmark. Popular opinion also holds that almost all Danes speak and understand English at least as well as they do Danish. The reasons Raymond has noted for his suspicion about degeneration of the Danish language are indeed quite weighty. When a language rapidly evolves and changes in phonology in a matter of few decades, it is an alarming sign for its degeneration. One reason for the transition from Danish to English language is that both languages are similar in terms of alphabets, and grammar to an extent. An even more important reason for suspecting degeneration of Danish language is that it is spoken, written, and understood by a very small population based in Denmark whereas English is a much more popular and widely spoken, written, and understood language. Danish language is also very complicated compared to English, not in the way that languages are traditionally complicated. Even more than grammar, it is the pronunciatio n of words in the Danish language that makes it so difficult to speak and

Reading Response to a Poem Essay Example for Free

Reading Response to a Poem Essay The poem â€Å"Wild Geese† by Mary Oliver was a very inspirational poem. Oliver creatively uses imaginative language, emotion, symbolism, and romanticism which led to a very positive and upbeat tone in her poem. Throughout this poem, the one thing that I focused on was the positive and upbeat tones that this poem contained. By her use of symbolic and imaginative language in â€Å"Wild Geese†, the reader is opened to Mary Oliver’s underlying meaning behind her literary prose. Furthermore, the calm romantic tone of this thought provoking poem, raises positive emotions to rise up out of the moment, and invites us to further take a look at ourselves. Mary Oliver immediately engages the reader into considering the true meaning behind her choice of words. In lines one through five, the reader can envision being in a very noble place where rules are always followed. Mary Oliver (1986) noted that, â€Å"You do not have to be good. You do not have to walk on your knees for a hundred miles through the desert, repenting. You only have to let the soft animal of your body love what it loves† I believe that she is saying that you do not have to follow the rules of society by bowing down to others or to repent for being who you are. Oliver used the symbol of an animal, you should do what you love to do and not worry about having to say you are sorry. With that being said, animals never have to apologize for being who God or the Creator made them to be. In lines six and seven, she again uses emotion and romanticism to bring out the feeling of her readers. Oliver (1986) noted that, â€Å"Tell me about despair, yours, and I will tell you mine. Meanwhile the world goes on†. She cleverly shows that we all have problems and yet the world will still go on. God or the Creator never promised us an easy life. In lines eight through eleven, Oliver uses the symbols of nature once again to show us that life is still going on no matter what problems we face. Oliver (1986) noted that, Meanwhile the sun and the clear pebbles of the rain are moving across the landscapes, over the prairies and the deep trees,   the mountains and the rivers. She uses the emotional state of the reader along with the quiet romantic tones to show that although you will go through trying times in life, it will not last forever. She uses the symbolism of the wild geese, in lines twelve and thirteen, to show that we will always be guided to our destinations. All we have to do is allow our natural instincts to guide us just as the wild geese are guided home by natural instinct. In lines fourteen through fifteen, Oliver uses emotion and imaginative language to let the reader know that no matter who you are, or how lonely you feel, the world is for you to design it. The reader needs to use his/ her imagination. If you can dream it, you can achieve it. She again uses the symbolic nature of the wild geese to illustrate this concept. Last but not least, in lines sixteen through eighteen, she again uses imaginative language to challenge the reader to not conform to the world. The reader can use their imagination to break free from their conventional life styles and to join their place in the family of nature. In nature, there are no rules, but the ones that you create, where you are free to be as the â€Å"Wild Geese†. In conclusion, I found the poem â€Å"Wild Geese† by Mary Oliver extremely inspirational. She creatively uses imaginative language, emotion, symbolism, and romanticism to convey a very positive and upbeat tone in her poem. Throughout this poem, the one thing that I continuously focused on was the positive and upbeat tones that this poem contains. This is a very inspirational and uplifting poem. It encourages us to go beyond the plan that is laid out for us by society and lends us permission to be who we were destined to be. Throughout this entire poem, we are given permission to shake off all of life’s discretions, throw caution to the wind, and be as wild and free as nature intended us to be. References Clugston, W. R. (2010). Journey into literature. San Diego, CA: Bridgepoint Education, Inc.

Mobile Learning In Higher Education

Mobile Learning In Higher Education This essay provides the research done on various colleges and universities on the usage of mobile application in promoting Mobile Learning or mLearning within the premises of the college. It also gives a brief overview of the fundamental learning advantages and some of the challenges that occurred in adoption of the mLearning over the learning done by the use of mLearning than through traditional face to face instruction or paper based learning and the current trend which is being followed. This essay also tells us about what are the various projects or programs or models going all around the world to promote the mLearning and how many have already implemented mLearning. KEYWORDS Educational Technology, Higher Education, Mobile Applications, Mobile Learning, mLearning. INTRODUCTION The aim of this essay is to investigate the concept of m-learning and the extent to which it is being implemented in higher education and to educate the students and institutes that how technology can be helpful in learning the programmes or getting the knowledge about the subject of their interest anytime anywhere they are located with the help of devices such as Smart Phones and the applications are being used in those Smart Phones. Examples of the mobile apps: Apples iTunesU, BlackBoard Mobile, the Amazon Kindle etc. Ally (2009) stated that Mobile learning is done through the use of wireless mobile technology that allows anyone to access information and learning materials from anywhere and at anytime. As a result, learners have control of when they want to learn and from which location they want to learn. Students and trainers/teachers are empowered to communicate with each other from anywhere at any time to share thoughts or data with each other and at the same time they can access the learning resources from anywhere at any time to plan the lessons which are too delivered to the students. Bereiter and Scardamalia(1994) said that the users can upload contents such as videos, word file or photos through their smart phones directly, into the discussion threads just by logging into the thread which is ongoing or they can create a new thread at any time they want despite of their location. This will enhance the functions provided by 3rd generation mobile phones and help in making the discussion more interactive. Lonsdale et al (2004) Mobile learning is distinguished by rapid and continual changes of context, as the learner moves between locations and encounters localised resources, services, and co-learners. Informal learning covers any learning that takes place beyond the classroom and formal curriculum, including learning for hobbies, curiosity, personal development, community involvement and everyday survival. What is Mobile Learning or mLearning? Osman et al. (2010) cited learning by means of wireless technological devices that can be pocketed and utilized wherever the learners device is able to receive unbroken transmission signals. Sharples et al. (2007) argues that learning supported by mobile devices such as cellular (mobile) phones, portable computers, and personal audio players. It has been suggested by Brasher and Taylor(2004, p33-37) any sort of learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies. Rajasingham (2011) states that an activity that allows individuals to be more productive when consuming, interacting, or creating information, mediated through a compact digital portable device that the individual carries on a regular basis and has reliable connectivity and fits in a pocket or purse. With the help of Mobile learning participants are not required to sit in the classroom, just similar to distant learning. Because of increase in Mobile Learning, learning has taken a new route that can occur anywhere and at any point of time. Sharples et al (2007) states that Mobile Learning can occur wherever people, individually or collectively, have problems to solve or knowledge to share. Traxler (2007) and some others defined mobile learning as learning that is wireless and is done with the help of digital devices and technologies that are currently in trend, which is generated to help the general public, and it is being used by anyone who is trying to learn something remotely. And some of the others define mobile learning by concentrating only on the mobility of learners and the mobility of learning by the means of mobile devices used by learners such as smart phones. Osman (2010) cited in his article that Traxler (2007) writes: so, mobile learning is not about mobile or about learning as previously understood, but part of a new mobile conception of society. Mobile Learning is not only to provide learning to learners whenever they are mobile but it should overcome the outdated concepts and the assumptions that were made about learning and how what it can change in the society(also from the technological point of view). Osman (2010) notes that some of the definitions and the understandings for mobile education/learning, which put the basic focus on the technologies and hardware, and it doesnt matter that it can be a handheld device such as personal digital assistants (PDAs), and mobile device such as Smartphones or Tablets. He also states that These definitions undermine a proper understanding of the uses of mobile technology in learning by confining their explanations and descriptions to the actual physical way in which the technology operates. According to him some of the definitions puts more focus on what learners experience when they use mobile technologies in education, while others inquire how mobile learning can be used to make a unique contribution to the advancement of education and other forms of e-learning. Ally (2009) writes in his book of Mobile Learning the major benefit of using wireless mobile technology in his book which is to reach people who live in remote locations where there are no schools, teachers, or libraries. With the help of Mobile technology that can be used by anyone despite of their geographical location which will in turn benefit communities in such places as a result students and workers will stay with their families and are not suppose to move for jobs or to go to a different location to learn or to access information. He also said that At the same time, business owners, agriculture workers, and other working sectors can access information to increase productivity and improve the quality of their products by learning about agriculture and there aspects remotely using mobile devices. Finally, because remote access using wireless mobile technology reduces the need for travel, its use can reduce humanitys carbon footprint on earth to help maintain a cleaner environme nt. ECAR (2012) reported that students value anytime, anywhere access to the Internet. In the most recent ECAR study of students and IT, 78% of students considered Wi-Fi extremely valuable to their academic success. While a wireless telecommunications network is obviously preferable because it allows interaction, updates, hyperlinks, and more, it is still not ubiquitous. The ECAR research report Mobile IT in Higher Education, 2011 found that 76% of institutions report good or very good mobile communication signal coverage in the area of our institution. This is a positive trend for on-campus mobile learning; however, off-campus access to networks is important as well. Application Store for Mobile Learning in the Market According to a survey done by ECAR in 2011 it states that App Brain BlackBoard website where Stand-alone mobile learning applications are proliferating at an astonishing rate: As of September 2011, the iTunes App store offered 46,340 apps in the education category, accounting for 9.35% of all apps available; as of October 2011, the total number of education apps for the Android platform (available from the Android Market) was 12,129. Established e-learning systems have evolved to offer mobile components, fostering anytime, anywhere access to coursework. Blackboard Mobile is a mobile interface for the Blackboard learning management system that runs on iPad, iPhone, Android, BlackBerry, and WebOS mobile devices. Description about the use of BlackBoard App in Higher Education Most effective use of this use is to provide the users or learners with the benefit of accessing the information anytime irrespective of their geographical location and enhance the ways to enrich teaching learning. As a result it gives the students the benefits to stay connected to teachers the discussion forum and updated to the information regarding their studies. Everyone will have everything they need right on the mobile devices they wanted just a click away or a touch away from their variety of mobile devices including Android, BlackBerry and IPhone OS. With this application students and teachers can access and upload and download the multiple format document or information. This application also provide user to create thread or discussion forum to share their thoughts on a particular topic or they can seek help online by posting their problem in the discussion thread and get a reply as soon as possible from the ones who are in present in the thread. Benefits of using a BlackBoard application on a mobile device at just  £1.99 a year or  £5.99 for life: Drop Box Integration: it helps to stay updated on the android devices or iOS with the content on the phone and their drop box account so they can upload as well post that information on to the discussion thread. Mobile Tests: students can take online test which are available on the blackboard and can submit the test as well at the same time. Push Notification: students can receive notifications for new announcements, new graded items, a test being posted, and many other course activities Announcements: this place is where instructors will post the news that students need to know. Students can access them instantly anywhere, anytime. Grades: here students can have the access of their marks of their midterms or homework assignments. Discussion: is a communication tool which helps to post a topic and all the participants can post their comments in that discussion forum. Content: can have the access of all the information related to students course they opted for. Roster: this feature provides the access to the roster of the class i.e. class list and can create a group to study. Three basic concepts of Mobile Learning Osman(2010) showed Figure 1 in which he tried to cite the three basic concepts of Mobile Learning. Mobility of Technology: means with advancement of technology nowadays the processors of mobile phones are very fast as compared to the earlier smart phones. At present day we can say that there is a tsunami coming in respect of the technology as new mobile phones are being launched in every two or three week of time. Wi-Fi networks are moving the capability as of a home broadband with 3G and now 4G in market: Wikipedia states 4G networks promise up to 1 GB per second transfer speed for walking or stationary pedestrian usage. Wikipedia says that 4G wireless began rollouts in the United States in late 2010, and by 2015 the United States will have the largest 4G coverage in the world. The processing of mobile devices is increasing along with that of the networks: Phone CPUs, the chips that power mobile computing; have recently reached the 1 GHz speed, comparable to netbooks. Almost every smart phone has sensors for landscape portrait depending upon the comfort of the user for example Nokia N8, iPhones etc. Mobility of Learning/Learner: with the help of this it doesnt depend where the user or learner is located he or she can get the access of the information whenever they want to and from wherever they are located geographically, for example: Distant Learning. The m-learning projects WITHIN HIGHER EDUCATION SECTOR Through out the world many projects and programs are going on in development of the mLearning applications and to promote mLearning within the educational institutes among the students and educators or trainers and help them to communicate remotely to share views and data. Projects going on within US Almost all the colleges and universities are taking Mobile Learning into the account to help learners to get the benefits of Mobile Learning and according to the ECAR research report done on mobile IT, 53% of colleges and universities had mobile-enabled at least one service, application, or website in the previous year. Similarly, a 2011 U.S. survey by the Campus Computing Project showed that 55.3% of public universities, 43.6% of public colleges, and 40.9% of community colleges have activated mobile apps as of fall 2011. Projects going on within UK ECAR (2012) states in their research bulletin that Outside the United States, mobile learning is growing by leaps and bounds. The U.K. MoLeNET program, possibly the worlds largest and most diverse implementation of mobile learning, fueled by more than $25 million in funding by government and academia, involves upwards of 40,000 learners in 104 different projects involving 147 colleges and 37 schools. ECAR (2012) states in their research bulletin that mobile learning project called MyArtSpace provided children on school trips to museums and galleries with mobile phones running apps linking multimedia content with the exhibits they were attending. The students could take photos, record themselves speaking, and enter notes, which the app then relayed to a website that students could share upon returning to their classrooms. Challenges in adopting mobile learning A major challenge for educators and trainers is how to develop learning materials for delivery on mobile devices. The learning materials should be in manageable learning chunks and should make use of multimedia. One approach is to develop the learning materials in the form of learning objects and then link them to form a learning segment. There are many advantages of using learning objects in mobile delivery including: they can be re-used and changed without affecting other learning objects, and they can be stored in an electronic repository for remote access at any time. YouTube (2012) states some of the challenges in a video for adopting Mobile Learning and they are as follow: Flash player which is in every smart phone but adobe said that they will not give it for every mobile device. How many devices users should have with them to access the mobile learning? To upload the data or information onto the mobile devices as the data are of heavy size so they are more and are not as good as for a Tablet(iPads, PDAs) more than a Smartphone. INCREASE IN production of Smart phones and iPads then laptops or desktops The above figure tells the increase in the production as well as the sale of the smart phones and tablets gradually since the year 1995-2010 as compared to that of a notebook or a desktop. CONCLUSION This paper gives a brief overview of some of the challenges and benefits of mLearning within the educational society to improve the outcome for learners and teachers as well. Mobile applications are growing day by day in market to help and support the learners and the teachers which in turn affects the way to communicate and share the information regarding learning perspectives. With the development of the technology the mobile technology is also increasing and it has advanced in such a way that mobile have the same chip size of the normal computer so we can use the same device to produce same outcome but it is more portable now and smaller in size. There are various applications like Blackboard Mobile in the market using which we can study on the portable devices such as smart phones, tablets, iPods etc which are smaller in size and they do the same work as a laptop or desktop wherever and whenever it is required to submit or download a document and can meet the deadlines on time. The use of mobile learning is new in education, it is important for learners and teachers to share what works and what does not work in mobile. This is critical because mobile devices are changing constantly with increasing capabilities and there is not enough time for everyone to conduct research and complete projects to learn about the best practices in mobile learning. This book is one attempt to give educators and trainers the opportunity to learn from the research and mobile learning projects so that they can build from where others have left off rather than start from the beginning. REFRENCES Scardamalia M and Bereiter C (1994). Computer support for knowledge-building communities. The Journal of the Learning Sciences, 3, 265-283. Chan T, Sharples M, Vavoula G and Lonsdale P (2004). Educational metadata for mobile learning. In J Roschelle, T Chan, Y Kinshuk and SJH Yand (eds) Proceedings of the 2nd IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE). Computer Society Press. At http://csdl2.computer.org/comp/proceedings/wmte/2004/1989/00/19890197.pdf IEEE (2002). IEEE Standard for Learning Object Metadata. IEEE Std 1484.12.1-2002. NewYork:The Institute of Electrical and Electronics Engineers. Mohamed Osman M. El-Hussein and Johannes C. Cronje, Defining Mobile Learning in the Higher Education Landscape, Educational Technology Society 13, no. 3, 2010, 12-21, http://www.ifetsinfciliournals/133/3.pdf Mike Sharples, Josie Taylor, and Giasemi Vavoula, A Theory of Learning for the Mobile Age, in Sage Handbook of Elearning Research (London: Sage, 2007), 221-247 Andrew Brasher and Josie Taylor, Development of a Research Plan for Use of Ambient Technology to Test Mobile Learning Theories, in Mobile Learning Anytime Everywhere: A Book of Papers from MLEARN 2004, eds Jill Attewell and Carol Savill-Smith, 2004, 33-37. Watanabe T (2001). Knowledge management architecture of integrated educational support. In Proceedings of the Ninth International Conference on Computers in Education, Seoul, 12-15 November, 1138-1141. Ally, M. (2009) Mobile Learning Transforming the Delivery of Education and Training 1-2, Sharples, Taylor, and Vavoula, A Theory of Learning for the Mobile Age, 224. Traxler, J. (2007). Defining, Discussing and Evaluating Mobile Learning: The Moving Finger Writes and Having Writ The International Review in Open and Distance Learning, 8, 1-13. Eden Dahlstrom, Tom de Boor, Peter Grunwald, and Martha Vockley, ECAR National Study of Undergraduate Students and Information Technology, 2011 (Research Report) (Boulder, CO: EDUCAUSE Centre for Applied Research, October 2011), available from http://www.educauseedu/ecar This information comes from the website Mobile IT in Higher Education, 2011 Report, Resources for ECAR Subscribers, Data Tables, available from http://www.educauseedu/ECAR/MobiIelTinHiqherEducation20l1R1238470 This information comes from the website Mobile IT in Higher Education, 2011 Report, Resources for ECAR Subscribers, Data Tables, available from http://www.educause.edu/library/resources/future-mobile-learning Gregory Dobbin, with Eden Dahistrom, Pam Arroway, and I1ark C Sheehan, Mobile ITin Higher Education, 2011 (Research Report) (Boulder, CC: EDUCAUSE Centre for Applied Research, December 2011), 15-18. Big Gains in Going Mobile; Slow Movement Towards Cloud Computing, Campus Computing Project, http://wwwcampuscomputincjnetlitem/campus-computincj-2011-biq-qains-qoing-rnobile Mike Sharples, Dan Corlett, Susan Bull, Tony Chan, and Paul Rudman, uThe Student Learning Organiser in Mobile Learning: A Handbook for Educators and Trainers, eds. A. Kukulska-Hulme and J. Traxier (London: Routledge, 2005),139-149. Taylor, J., Sharples, M., and OMalley, C., Vavoula, G., and Waycott, J., (2005) Towards a Task Model for Mobile Learning: A Dialectical Approach, International Journal of Learning Technology, Special Issue: Interactions, objects and outcomes in learning, eds. P. McAndrew and A. Jones Passey D (1999). Anytime, anywhere learning project evaluation. Lancaster: Lancaster University/AAL. Romiszowski, Hows the e-learning baby? Factors leading to success or failure of an educational technology innovation, Educational Technology, vol. 44, no. 1, pp. 3-27, 2004. L. Rajasingham, Critical Factors for Successful E-Learning: ACase Study of the Universitat Oberta de Catalunya, E-Learn Centre, Internet Interdisciplinary Institute (IN3), Barcelona, Spain, 2010. L. Rajasingham, Will Mobile Learning Bring a Paradigm Shift in Higher Education? (Education Research International Volume 2011 (2011), Essay ID 528495, 10 pages doi:10.1155/2011/528495 R. Van Eck, Digital game-based learning, Educause Review,pp. 17-30, 2006. R. Shen, M. Wang, and X. Pan, Increasing interactivity in blended classrooms through a cutting-edge mobile learning system, British Journal of Educational Technology, vol. 39, no. 6, pp. 1073-1086, 2008. H. Ryu, Designing situated learning experiences, in Innovative Mobile Learning, H. Ryu and D. Parsons, Eds., pp. 255-272, Information Science, New York, NY, USA, 2009. C. Quinn, mLearning:Mobile, wireless, in-your-pocket learning, 2000,http://www.linezine.com/2.1/features/cqmmwiyp.htm. 4G, Wikipedia, http://enwikipediaorqwiki4g YouTube (2012). The 5 Big Challenges of Mobile Learning YouTube . July 23rd 2012. Available from: http://www.youtube.com/watch?v=ofBjtGQsfX0 [Accessed 3 November 2012].

Humor in Assemblywomen by Aristophanes :: Assemblywomen Aristophanes Essays

Humor in Assemblywomen by Aristophanes Assemblywomen, by Aristophanes, posits a system in which the institution for the transfer of wealth within a patrimonial line is subverted by a system that closely resembles the ordering of a Greek household. In Assemblywomen, the women take power and redesign the social mechanisms. Although the Assemblywomen radically change some elements of the Greek social institution, such as private property and sexual limitation, the women remain, although in an expanded form, within the structure of a household. Male dominance is tempered but gender roles are reinforced. The institution of the household in Assemblywomen is expanded into the body politic but its fundamental nature does not change. In contrast, Oeconomicus offers a more conventional conception of the Athenian household. Ischomachos, for his own edification, presents to Socrates an idealized version of his household. Ischomachos, in his effort to impress Socrates with the skill and talents of his young wife, gives a clear account of the Athenian social norms surrounding the household. This text is useful in understanding Assemblywomen because it offers the social ideal that, to varying degrees, Aristophanes perverts. Indeed, Assemblywomen adheres to many of the ideals of the household put forth by Oeconomicus. Aristophanes does not depart completely from the conventional conception of a household but rather parodies the system by locating it in the larger context of the polis. There are a few fundamental similarities between Aristophanes’ Assemblywomen and the more conventional Oeconomicus. First, despite the female entrance into public society, there remains a strong division of labor. The men and women do not work together, but remain separate factions with gender specific tasks and duties. This separations of labor is also found in Oeconomicus when Ischomachos proclaims that, â€Å"it is a finer thing for a women to stay indoors than to spend time in the open, while it is more disgraceful for a man to stay indoors than to concern himself with outdoor things† (33,IV). Women are expected to do the tasks associated with the interior of the household. In Assemblywomen, after the women take control of the polis, they do not assume the civic duties once carried out by the men but rather try â€Å"remodeling it into one big household† (730). Humor in Assemblywomen by Aristophanes :: Assemblywomen Aristophanes Essays Humor in Assemblywomen by Aristophanes Assemblywomen, by Aristophanes, posits a system in which the institution for the transfer of wealth within a patrimonial line is subverted by a system that closely resembles the ordering of a Greek household. In Assemblywomen, the women take power and redesign the social mechanisms. Although the Assemblywomen radically change some elements of the Greek social institution, such as private property and sexual limitation, the women remain, although in an expanded form, within the structure of a household. Male dominance is tempered but gender roles are reinforced. The institution of the household in Assemblywomen is expanded into the body politic but its fundamental nature does not change. In contrast, Oeconomicus offers a more conventional conception of the Athenian household. Ischomachos, for his own edification, presents to Socrates an idealized version of his household. Ischomachos, in his effort to impress Socrates with the skill and talents of his young wife, gives a clear account of the Athenian social norms surrounding the household. This text is useful in understanding Assemblywomen because it offers the social ideal that, to varying degrees, Aristophanes perverts. Indeed, Assemblywomen adheres to many of the ideals of the household put forth by Oeconomicus. Aristophanes does not depart completely from the conventional conception of a household but rather parodies the system by locating it in the larger context of the polis. There are a few fundamental similarities between Aristophanes’ Assemblywomen and the more conventional Oeconomicus. First, despite the female entrance into public society, there remains a strong division of labor. The men and women do not work together, but remain separate factions with gender specific tasks and duties. This separations of labor is also found in Oeconomicus when Ischomachos proclaims that, â€Å"it is a finer thing for a women to stay indoors than to spend time in the open, while it is more disgraceful for a man to stay indoors than to concern himself with outdoor things† (33,IV). Women are expected to do the tasks associated with the interior of the household. In Assemblywomen, after the women take control of the polis, they do not assume the civic duties once carried out by the men but rather try â€Å"remodeling it into one big household† (730).

Morality and Monkey Essay

Monkey is created by the author as an individual entity that resembles the characteristic of an ordinary human being. It is quite obvious that the audience would better understand the idea hidden in the literature if the characteristics of the protagonist are closely related to those of the reader. In Monkey , the author carefully parallels the traits of Monkey to the lives of human beings. Then why does the author portray so much resemblance between Monkey and human? The author’s approach in attracting the audience by using symbolism successfully accomplishes the intention in the novel. All humans feel a need, a hunger for the things that benefit their way of living. Monkey easily symbolizes many ordinary humans in this world. Monkey’s life represents a journey that reflects the lives of most human beings. From the beginning of the novel,Monkey expresses hunger that is overpowered by greed. Similar to human beings,Monkey first seeks knowledge, then power, and finally enlightenment. Monkey’s arrogance brought by greed is displayed when he proclaims, â€Å"why do you not bow down to me as your king? † . Monkey’s desire to acquire more than the apparent limit is more understandable to the audience, because human beings are able to empathize with this greed felt by Monkey. All people fight with human nature to alter the natural phenomenon that occurs in life. In comparison, Monkey struggles to alter nature by demanding immortality. Human beings struggle to change nature in order to achieve higher status in society or personal satisfaction. Monkey seeks immortality to prevent nature from taking its course so that he may be able to rule his kingdom forever. Readers are able to better understand Monkey’s adventure to find the impossible in life. Man looks for opportunities to expand his potentials just as Monkey strives to increase his powers. During the course of life, there are obstacles that hinder the path to acquiring the impossible powers. The forces of good and evil goes up against each other throughout the novel. The tension between good and evil comes natural throughout the book just as human beings experience hardship in everyday lives. Another similarity portrayed between Monkey’s world and human civilization are the values and the customs they hold. Chinese moral.

Scholarship, Practice and Leadership in Higher Education

From a pragmatic point of view, what higher education demands in the current context of the Information Age and the globalized, digital economy is a vision of improvement and change; that is, a vision for moving forward, a vision which discerns mistakes and more importantly, addresses them. It is important to note that teaching and learning are processes; fundamental modes of human behavior and endeavor. With the increasing demand for higher education across countries, and as new technology applications emerge, most of administrators, faculty, and students embrace a new educational infrastructure; one which is built upon information technology. While this is true, it is also true that the digital divide is widening. This is to say that children from the lowest strata of society have less access to computers, the Worldwide Web, and new information resources in their schools than the wealthy. Such realities create future problems for these children because of the fact that most careers nowadays require information technology skills. Within this context, this paper seeks to explicate how information literacy influences, shapes and moulds scholarship, practice, and leadership in higher education. It is important to note that there are a number of definitions of information literacy but most of these definitions are derived from the definition provided by the American Library Association (ALA) Presidential Committee on Information Literacy (1989): To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information (p. ) As far as higher education is concerned, information literacy then should not be viewed as discipline specific, but the other way around; a position argued by Diane Zabel in her article entitled â€Å"A Reaction to Information Literacy and Higher Education. † â€Å"It is imperative that information literacy not stand in isolation but be integrated across the curriculum† (Zabel, 20 04). It can be observed that the demands of the current global and digital economy require more collaboration and concerted efforts. If we are to comply with such demands, the direction that our institutions of higher education should take, in terms of their instruction and research should be leaning towards multi-disciplinary, participatory and collaborative approaches. â€Å"For information literacy to succeed, it must be integrated, relevant, ongoing, collaborative, and applied† (Zabel, 2004). Such ideas resonate even in Sean Lauer and Carrie Yodanis’ article entitled, â€Å"The International Social Survey Programme: A Tool for Teaching with an International Perspective. † Lauer’s and Yodanis’ focus is, however, on the teaching of sociology in the undergraduate curriculum. Over the years that we have used ISSP in the classroom, we have found that it does contribute to a learning environment in which students’ sociological questions and answers are not limited to their own country but are cross-national† (Lauer et al, 2004). The current global and digital economy h as implications not only in terms of instruction and research, but also on the concept of leadership. In as far as the current market paradigm is concerned, corporate business activities also tend to put premium on teamwork, collaborations, and collective strength in terms of leadership. In the current global and digital economy, the idea is for an individual to be capable of multi-tasking and networking; faculty members who do not only teach but also do research, practicing nurses who do not only do clinical duty but also do research, sociologists working side by side with medical practitioners, etc. In the final analysis, information literacy is a very important life-skill that an individual should possess in order to cope up with the demands of the globalized and digital economy.

Heritage alive at any cost essays

Heritage alive at any cost essays On September 11, 2001, the United States was attacked. No, another country didnt bomb our oil reserves, or unleash a fierce military raid on a certain city or state. Instead the incident was more like a hate crime. The purpose was pure evil. There was no military or economic gain, but instead a personal desire by a group to use violence. In the Websters dictionary Terrorism is defined as the unlawful use or threatened use of force or violence by a person or an organized group against people or property with the intention of intimidating or coercing societies or governments, often for ideological or political reasons. With this definition mind I dont believe anyone could argue that what happened on September 11, was a form of terrorism. This is not he first time though that United States has been a target of terrorism. Three years after September 11, 1999 life it is not the same. Traveling around the world I still feel the differents, and how affected everyone is some way or another. I personally did not know anyone who was the Twin Towers but I still was effected. When it happened I was going to high school. My first period teacher told me and I did not know it would be such a bid thing. That would change the world. When I watched it on television it seemed like a movie to me. I believe that America went through a real big hit that will either make it stronger or weaker. More than 3,000 people were killed. I learned two of the planes, loaded with fuel and passengers were flown at full speed into the twin towers of the World Trade Center in the financial district of New York City. The buildings burst into flame and then collapsed, killing thousands. A third terrorist crew smashed their plane into the Pentagon, headquarters of the U.S. military in Arlington, Virginia. The hijackers of the fourth a irliner apparently intended to hit another target in the Washington, D.C., area, but passengers o ...

Phonics Definition and Examples in English

Phonics Definition and Examples in English A method of teaching reading based on the sounds of letters, groups of letters, and syllables  is known as phonics. This method of teaching reading is commonly contrasted with whole language approaches, which emphasize learning whole words in meaningful contexts. During the 19th century, phonics was commonly used as a synonym for phonetics. In the 20th century, phonics acquired its present meaning as a method of teaching reading. In practice,  phonics  refers to several different but generally overlapping methods of instruction. Four of those methods are summarized below. Analytic(al) Phonics During the 1960s, numerous basal reading series included a manual outlining how to teach each story. The manual included a program for ​analytical phonics instruction that recommended that the teacher use known words and ask children to analyze the phonetic elements in these words. . . .Analytic phonics relies on readers knowing a large number of words at sight. Drawing from known sight words, teachers directed students to make inferences about the phonic relationships within words containing the same letter combinations. In other words, the student matched the sounds in a known word with the sounds in the new word (Walker, 2008). . . .However, in the 1960s, some reading programs differed from the mainstream basal readers that used analytic phonics. A few basal readers included instruction using linguistic units that had recurring patterns. The linguistic-phonics system used the idea that the English language had recurring written patterns that were systematic to develop their program.(Barbara J. Walker, History of Phonics Instruction. An Essential History of Current Reading Practices, ed. by Mary Jo Fresch. International Reading Association, 2008) Linguistic Phonics In linguistic phonics, beginning instruction usually focuses on the word patterns found in words like cat, rat, mat, and bat. These selected words are presented to the students. Children need to make generalizations about the short a sound by learning these words in print. Consequently, linguistic phonics lessons are based on decodable books that present repetitions of a single pattern (Mat saw a cat and a rat). . . . Linguistic phonics . . . is like analytic phonics in that it emphasizes word patterns rather than individual letter sounds. However, linguistic phonics is not typically espoused by top-down advocates, because it does not emphasize naturally occurring text.(Ann Maria Pazos Rago, The Alphabetic Principle, Phonics, and Spelling: Teaching Students the Code. Reading Assessment and Instruction for All Learners, ed. by Jeanne Shay Schumm. Guilford Press, 2006) Synthetic Phonics The sounding-out-and-blending approach to decoding is known as synthetic phonics. In a synthetic phonics program, students are taught to decode new words by retrieving from memory the sound that each letter, or combination of letters, in a word represents and blending the sounds into a recognizable word (National Reading Panel, 2000). It is a parts-to-whole approach (Strickland, 1998).(Irene W. Gaskins, Interventions to Develop Decoding Proficiencies. Handbook of Reading Disability Research, ed. by Richa Allington and Anne McGill-Franzen. Routledge, 2011) Embedded Phonics Embedded approaches to teaching  phonics involve students in learning phonics skills by reading authentic texts. This approach may be compared to whole language; however, embedded phonics involves planned skills taught within the context of authentic literature. Embedded phonics formed in response to the intense criticism experienced by the whole language movement, and highlights the role of phonics instructions within the context of authentic literature. (Mark-Kate Sableski, Phonics. Encyclopedia of Educational Reform and Dissent, ed. by Thomas C. Hunt, James Carper, Thomas J. Lasley, and C. Daniel Raisch. Sage, 2010) Summary In summary, deep and thorough knowledge of letters, spelling patterns, and words, and of the phonological translations of all three, are of inescapable importance to both skillful reading and its acquisition. By extension, instruction designed to develop childrens sensitivity to spellings and their reactions to pronunciations should be of paramount importance in the development of reading skills. This is, of course, precisely what is intended of good phonic instruction.(Marilyn Jager Adams, Beginning to Read: Thinking and Learning About Print. MIT Press, 1994)

Finance Essay Example | Topics and Well Written Essays - 2000 words - 5

Finance - Essay Example It might happen that the actual results of the business diverts from the planned structure, leading to financial deviation in measurements. When the actual results match with the forecast there is a profit whereas when there is a mismatch it leads to a loss. So at the very outset it is known that the forecasts may not materialize. This is known as risk. The possibility of risk arises when there is an uncertainty regarding the outcome of an event. Suppose, a US based company wants to set up its operations in UK. For this it has to set up a new unit in UK, buy equipments, employ new staff etc. All this requires funds. This can be obtained as loans from financial institutions. But the loan comes at a cost which is the rate of interest that the company has to pay on the amount raised. This exposes the company to interest rate risk. If the rate of interest rises, the interest burden of the company increases putting a strain on the earnings. A new investment has to face the risk of market competition. The existing competitors may have a strong market reputation. This will make it difficult to penetrate the market. If the company’s product is not accepted by the customers this might result in loss of huge revenues. It is important that the management has proper strategies in place to counter this risk. The company accepts a project based on an anticipation of future cash inflows. But there remains an uncertainty about the generation of the future cash flows. If an organization sells goods on credit, there is a possibility of non-payment by the debtors. This will impact the profitability of the project. To ensure that the non-payment does not affect the project performance the company must take the requisite steps. The overseas operations of the company give rise to foreign currency receivables and payables. It has to pay for the purchase of raw material, equipments and other costs in the foreign

Management Accounting College Case Study Example | Topics and Well Written Essays - 1000 words

Management Accounting College - Case Study Example Most incumbents at the time of the entry of Southwest Airlines are showing small profits because of low consumer demand, high operation and maintenance costs. However, Southwest Airlines' introduction of a new business model significantly altered this situation. It can be recalled that deregulation has lowered the barrier to entry in the industry as well as enhanced the competitiveness of the players which are previously receiving subsidy from the government. This, in turn, largely contributes to the cost efficiency of airline operators allowing them to charge lower prices to passengers. A low cost carrier like Southwest Airlines typically adopts a business model which offers only a single passenger class and a single type of airplane which allows the company to cut on training and servicing costs. Budget airlines also typically employ a very simple fare scheme which rewards early reservation by increasing the fare charged as the plane fills up. There is usually no reserved seating in order to allow customers to choose their own seats thereby encouraging early and quick boarding (Sorensen 2006). In order to drive down operation costs, technological innovation particularly the internet is used in order to eliminate the huge commission usuall y passed on to travel agencies. Budget airlines also prefer flying on secondary and simplified routes as well as having relatively shorter flights and faster turnaround times. Budget airlines, unlike larger air companies usually skip in-flight catering and other complimentary services replacing this with optional paid-for-in-flight food and drinks. In order to insulate themselves from future increases in oil prices, budget airlines often undertake aggressive fuel hedging, that is, "making advance purchases of fuel at a fixed price for future delivery" (Fuel Hedging 2006). The operation of an airline necessitates the investment in capital which includes the planes, and ports among others. Southwest Airlines also recruited pilots, stewardess, and staff which will run the operation. The company also pays mechanic for the maintenance of its fleet. Looking the company's cost structure; it incurs both direct and indirect costs in order to keep the business running. The fixed costs associated with Southwest Airlines' operations include the monthly maintenance of the mechanic, the insurance paid for its fleet, the expenses associated with the leased properties like the airport, electricity expenses in its offices, and even the rent expense that it pays for its booking premises. These fixed costs can be seen as indirect expenses because they cannot be necessarily identified with a specific product or value (Garrison et al, 2007). These costs are incurred as the air carrier operates and are very significant to keep it in business. However, they cannot be direc tly linked to the specific process of product and process costs. In its daily operations, Southwest Airlines shoulders operations cost. As opposed to business organizations which can directly identify the costs associated in creating a product which is suitable to a specific customer order or requirement, Southwest Airlin

Management ( Final ) Essay Example | Topics and Well Written Essays - 3250 words

Management ( Final ) - Essay Example It is not just those who work in the industry who must adhere to the process, but all stakeholders partake in at least a portion of it (Farmer and Richman, 1966). For instance, if a ship repair yard wishes to reduce its costs, it would start with Step 1 of the process: Data Collection. This data would include items such as inventory, scraps, salvageable materials, as well as a wide array of data on costs and profits associated with those items. Even though the management team is the entity responsible for implementing this step and those that follow, stakeholders play a role as well. For instance, company employees can share valuable data for management to collect during the process of Step 1. Once the data has been collected, then the ship repair yard could move on to Step 2: Assessment. This is the part where the management team would take a good look at the data and analyze it. In this example, the management team would find out why the repair yard's costs were so high. Feedback from a variety of stakeholders could be analyzed during this step. For example, feedback from customers would be particularly valuable to the management team during this phase of the process. Perhaps customers think the prices are already too high, so management would know to avoid raising prices if at all possible. After this step has been completed, it would be time for Step 3: Planning. This is where the management team at the repair yard would take the knowledge they obtained in Step 2 and plan how to fix the problem. For instance, if they found out that they were spending too much on certain types of repair jobs, but not pulling in enough profit to justify those expenses, they could plan to turn those types of repair jobs away in the future or raise the prices for those types of repair jobs for the customer. Once again, customer feedback would be invaluable at this point. Investors should also have a say in this part of the process. Next is Step 4: Implementation. This is the most important step of all, because no plan is any good at all if it is not set into motion. In this particular example, this would be the step where the management team would change the prices for the repair jobs they had found to be too expensive. This step affects all stakeholders, as they are being introduced to a completely new process that will take some form of adjustment on their part. The final step is Step 5: Evaluation. This is where management takes a look to see how well the management process is working. In this step, the aforementioned repair yard would see how well customers reacted to the price change and make adjustments if necessary. Once again, all stakeholders are involved in this particular phase of the management process (Oakes, Townley and Cooper, 1998). QUESTION 2 Given is that Ricardo Semler considers the challenge of management is to create an

Summary the artical Assignment Example | Topics and Well Written Essays - 500 words

Summary the artical - Assignment Example There are special circumstances in which stakeholders are forced to elect new directors mid-term. For instance, if one of the directors passes away, stakeholders can consult state law while seeking to appoint a new director. For formal meetings to be held there has to be a quorum of officials before the conducting of any transactions. In any corporation, the members of the board of directors have different rights. They have the right to participate in all business meetings and operations, carry out inspections, indemnification, and compensation. They serve the stakeholders by furnishing them with corporate dividends, ratifying major organizational policies, overseeing the process of hiring and firing corporate personnel, and determining financial decisions. Below the board of directors in a company’s hierarchical structure are the corporate executives and officers. Corporate officers are expected to be familiar with the rules and regulations of their corporation as they are often tasked with delegating different tasks to other corporate workers. Their responsibilities are quite serious as they can be penalized for mistakes that they or their workers commit. Shareholders are the individuals who own the corporation. They do not take part in running the daily operations of the corporations they invest in but can effect serious changes in terms of the hierarchical structure as well as executive appointments. They exercise their powers by voting for their preferred candidates. Shareholders may hold certificates that outline their ownership status, and are usually awarded stock warrants, pre-emptive rights, dividends, and inspection rights. Professional boards serve a distinct purpose when they are included in different organizations. The collapse of respected financial business establishments triggered a global recession that adversely affect many global citizens and underscored the need for more stringent

Television and Cultural Change Essay Example | Topics and Well Written Essays - 1500 words

Television and Cultural Change - Essay Example One can dispute this claim by looking at the UK TV programme, ‘Crossroads’. With time, the definition of social classes has become dilute, as people no longer act in ways that show their social belonging. This paper seeks to explore the history of social class, taste and capitalism. At the end, be able to establish whether there is a link between the different phenomena. In the twelfth century, most people lived in, the villages, as opposed to the few who lived in the towns. The town dwellers consisted of skilled labourers who the nobles paid for their upkeep for the various jobs they did. A great pandemic reduced the population significantly and led to few skilled labourers in towns. The nobles wooed people from the villages to come work in the towns by giving the skilled labourers a wage for the work done. With time, skilled labourers in the towns became rich, were able to leave the skilled labour, and became traders. This led to the development of trade to the extent that different nations traded with each other. Merchants came up, and they started investing their money to buy goods and sell them in a different place. This was how capitalism started and developed. Capitalism is a financial system where individuals or corporations solely do investment and make profits. In this economy, the private sector has the right to produce, dispense and exchange wealth without any interference. In capitalism, the government does not control or interfere with the making or distribution of the wealth of individuals (Holland, 1997). The system that controls the economy is the market prices of the goods as well as the profits incurred. Unlike the working class, the people that belong to the capitalism class do not get wages and money for their abilities. Instead, the capitalism class gets money and profits from what they produce and

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

Healthypeople 1 - Essay Example The spirit and intention of Healthy People 2020 policy was to ensure that every citizen access quality healthcare regardless of the social and economic status. Another fundamental point that you have raised in this post is that IOM must ensure that customer is the boss. Quality healthcare is achieved when the customer is satisfied. Patient should always come first in all issues of healthcare because without the patients there would be no need of constructing health facilities. You have concluded your well-written post by giving a recommendation to all patients to consider taking advantage of technological advancement such as mobile phones apps and Google searches to manage their own health. It is through technology that patients can become better informed about health issues facing the. The noble task of taking personal responsibility of educating patients is something that must be emulated and adopted by everyone because effort of a single individual has little impact in achieving the goal of Health for all by 2020 as compared to cumulative effort of many

Summary the artical Assignment Example | Topics and Well Written Essays - 500 words

Summary the artical - Assignment Example There are special circumstances in which stakeholders are forced to elect new directors mid-term. For instance, if one of the directors passes away, stakeholders can consult state law while seeking to appoint a new director. For formal meetings to be held there has to be a quorum of officials before the conducting of any transactions. In any corporation, the members of the board of directors have different rights. They have the right to participate in all business meetings and operations, carry out inspections, indemnification, and compensation. They serve the stakeholders by furnishing them with corporate dividends, ratifying major organizational policies, overseeing the process of hiring and firing corporate personnel, and determining financial decisions. Below the board of directors in a company’s hierarchical structure are the corporate executives and officers. Corporate officers are expected to be familiar with the rules and regulations of their corporation as they are often tasked with delegating different tasks to other corporate workers. Their responsibilities are quite serious as they can be penalized for mistakes that they or their workers commit. Shareholders are the individuals who own the corporation. They do not take part in running the daily operations of the corporations they invest in but can effect serious changes in terms of the hierarchical structure as well as executive appointments. They exercise their powers by voting for their preferred candidates. Shareholders may hold certificates that outline their ownership status, and are usually awarded stock warrants, pre-emptive rights, dividends, and inspection rights. Professional boards serve a distinct purpose when they are included in different organizations. The collapse of respected financial business establishments triggered a global recession that adversely affect many global citizens and underscored the need for more stringent

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

Healthypeople 1 - Essay Example The spirit and intention of Healthy People 2020 policy was to ensure that every citizen access quality healthcare regardless of the social and economic status. Another fundamental point that you have raised in this post is that IOM must ensure that customer is the boss. Quality healthcare is achieved when the customer is satisfied. Patient should always come first in all issues of healthcare because without the patients there would be no need of constructing health facilities. You have concluded your well-written post by giving a recommendation to all patients to consider taking advantage of technological advancement such as mobile phones apps and Google searches to manage their own health. It is through technology that patients can become better informed about health issues facing the. The noble task of taking personal responsibility of educating patients is something that must be emulated and adopted by everyone because effort of a single individual has little impact in achieving the goal of Health for all by 2020 as compared to cumulative effort of many

Uses For Polymers - my bullet proof vest design Essay Example for Free

Uses For Polymers my bullet proof vest design Essay Greetings. My name is Paulos Zerezghi and I have now invented a feature which may change the world. I have been inspired to create this due to all the wars and crimes in our world today. My creation is Full Bullet-Proof Clothing. I have combined casual clothing which may be also used for the military. This is an original idea which has not been created. This Bullet-Proof clothing would be fully-compatible for police, security and military and also ordinary citizens who may be in need of secured clothing for safety reasons. My revolutionary invention will be named Block-Tex or scientific name Block-Tex Chloride. The chloride from my invention, is formed when the element chlorine – a halogen picks up one electron to form an anion. My creation has upgraded the classic ‘bulletproof vest’ which has been worn by different forms of security at the moment. I believe that this soon will not be the case. The full Block-Tex jacket is super-light weighing at only 115g allowing people to run and walk easier which may be very useful for police and the military. Also, Block-Tex clothing will provide tough material to prevent bullets penetrating through. Amazingly, Block-Tex even prevents blades piercing through and shrapnel from explosions. Manufacturing Block-Tex Chloride is synthesized in solution from the monomers 1,4-phenylene-diamine (para-phenylenediamine) and terephthaloyl chloride in a condensation reaction yielding hydrochloric acid as a by product. The result has liquid-crystalline behaviour, and mechanical drawing orients the polymer chains in the fibres direction. Cracking will be featured in the creation of Block-Tex so it can break down molecules that are complex. Heavy hydrocarbons may also be broken down into simpler molecules by the breaking of carbon-carbon bonds in the precursors. The polymer will not be created to be monounsaturated because that may mean that only one double bond in the whole hydrocarbon will be able which wouldn’t work as this invention would need more than one. The plastic will be unsaturated which means that they would be more than one double bond featured in the hydrocarbon. Alkenes will be featured in my invention, in most of the hydrocarbons; causing the product to be stronger, tougher and more resistant to bullets and shrapnel. But In some of the hydrocarbons, monomers will feature alkane so that the vest is flexibleand lightweight making my invention one of a kind. Cross-links will also be featured to create my product. Cross-links will allow the material to be hard and stiff (making it harder for bullets to penetrate), making it not flappy and soft similar to natural rubber. Using cross-links will make us use vulcanisation which can be used to make car tyres from natural rubber. After testing, I can announce that Block-Tex has been developed to be resistant to heat (thermosetting). This may be useful as Block-Tex is able to withstand heat from explosions. Characteristics of Product My product features fabulous characteristics. The polymer features variety of colours and also alters Block-Tex to camouflage with the environment. This allows the product to not be obvious to see. The product’s camouflage ability is created so that enemies or criminals will not be able to recognise whether there wearing a bulletproof vest/clothing or not. This is definitely a huge requirement for militaries and armies throughout the world. Another characteristic that Block-Tex has is that it’s lightweight – this feature allows soldiers, police etc. to run fast and long distances without problems what so ever. Also, due to Block-Tex’s casual availability, it can be easier worn anywhere and everywhere without the need of support. To continue, my product is efficient as it is biodegradable. The meaning of the term, biodegradable, is that when the polymer finally becomes of no use, it can be broken down and completely dissolved and destroyed. This is a good quality of my polymer and helps the environment unlike supermarket bags which takes hundreds of years to break down and destroy. Uses of Block-Tex Block-Tex may have many difference uses. It may be to be safe warzones. Personally, I believe that crime is a factor that you can be safe from. In many areas around the world like Columbia and Iran where gun crime could be featured in their daily basis. Block-Tex can prevent gun crime as my product is strong enough to thwart a 50-calibre magnum to a SPAS-12 shotgun and even a thrown butterfly knife to the torso. Block-Tex can support soldiers in warzone countries like Afghanistan and Somalia where landmines are placed and gunshots are fired. Block-Tex may not fully support soldiers from a mine, but gives them a higher chance of survival. My product can save lives, so why wouldn’t you buy it? The meaning of the term, biodegradable, is that when the product finally becomes of no use, it can be broken down and completely dissolved and destroyed. Block-Tex have accomplished this and is fully biodegradable. Block-Tex is the first and only product to provide bulletproof vest/clothing that can be resistant to bullets, blades and shrapnel plus keep the product strong with it being biodegradable at the same time. Large supermarket companies like ASDA and Tesco don’t sell/use biodegradable plastic bags. Tesco and ASDA shopping bags are not environmental-friendly and take hundreds of years to degrade and destroy. Tesco and ASDA however buy these bags as they buy in a large scale and those bags are cheap. Biodegradable plastic bags are expensive. We have put the effort to make Block-Tex biodegradable, whatever the cost. When the product is broken down, it goes into smaller and simpler compounds such as water and carbon dioxide. Toxicity Block-Tex is fully non-toxic unless some bulletproof vests in the market today. My product is safe with a percentage of 0% toxicity. Block-Tex would not alter any devices placed next to it. Unlike oil, Block-Tex is designed not to be toxic which allows it not to harm animals and sea-animals. Unfortunately, Block-Tex Chloride is being tested on pigs, rats and mice which all have similar systems to humans. Our experiments however, are designed not to harm them severely. The fibres used to create Block-Tex may be toxic when broken down. If the toxic fibres enter your skin, it may cause irritation and minor scratching, but does not trigger allergic reactions or create allergic reactions. From the knowledge of experimenting on mice, Block-Tex has been proven to be non-toxic when swallowed. However, dust from the product may be harmful for those who suffer asthma (if swallowed) as it may trigger it and cause allergies. Oil Loss? Block-Tex are thinking of possible solutions for when oil reserves run out. When oil does run out, it will for sure effect our business hard as crude oil is a major factor for manufacturing this product. The polymer is alternated and synthesized. Crude oil is the beginning of the creation of Block-Tex and the ‘spring’ of where requirements are found. Hydrocarbons are featured in crude oil, which is the vast reason why crude oil is used. Crude Oil is found in the ground where it is tunnelled and mined out. It is major use of our technology today. However, many sources have found that crude oil will finish in less than a dozen years due to our overuse. This will be a major setback and will force us to use alternatives. Nuclear power may be an alternative in the near future due to it’s reliability, efficiency and environmental-friendly factors. However, there are weaknesses. Nuclear waste would be a problem as it is unknown what to do with it and power stations of nuclear are expensive to build, not fitting most countries budget. http://en.wikipedia.org/wiki/Kevlar http://en.wikipedia.org/wiki/Bulletproof_vest http://en.wikipedia.org/wiki/Crude_oil

Conjunto com bancos de dados relacionais

Conjunto com bancos de dados relacionais Resumo. A programaà §Ãƒ £o orientada a objetos à © utilizada hà ¡ muito tempo em conjunto com bancos de dados relacionais, que à © considerado o padrà £o adotado pelo mercado hà ¡ anos. Entretanto, a passagem de dados de um objeto para uma tabela de um banco de dados relacional, do ponto de vista conceitual, costuma ser incompatà ­vel devido as adaptaà §Ãƒ µes realizadas no modelo relacional para implementar integridades referenciais, facilitar consultas, etc. Por isso, outras tecnologias foram desenvolvidas para tornar a persistà ªncia de objetos em bancos de dados relacional mais natural. Neste trabalho, sà £o apresentadas duas tecnologias com este objetivo: DB4O, que utiliza um banco de dados orientado a objetos, armazenando diretamente a instà ¢ncia da classe no banco de dados e o framework JPA, que mapeia os objetos e seus atributos para suas respectivas tabelas no banco de dados relacional. A ferramenta Eclipse e o banco de dados MySQL foram utilizados para a impleme ntaà §Ãƒ £o das aplicaà §Ãƒ µes neste trabalho. Palavras-chave: JPA, DB4O, Banco de Dados nà £o convencional, Mapeamento Objeto-Relacional, Banco de Dados Orientado a Objeto, MySQL. 1 Introduà §Ãƒ £o 1.1 Motivaà §Ãƒ £o O crescente avanà §o do paradigma de programaà §Ãƒ £o orientado a objetos tornou necessà ¡rio o estudo acerca de novas formas de persistir os dados de um sistema, pois o modelo relacional nà £o à © diretamente compatà ­vel com o paradigma, visto que nà £o foi feito pensando para orientaà §Ãƒ £o a objetos. Existem duas abordagens que sà £o o objeto de estudo deste trabalho para tratar persistà ªncia de dados: bancos de dados orientados a objetos e mapeamento objeto-relacional. Bancos de dados orientados a objetos suportam o armazenamento de objetos complexos, mantendo sua estrutura, ao contrà ¡rio dos bancos relacionais que desconhecem o conceito de objeto. Objetos sà £o abstraà §Ãƒ µes do mundo real e a manipulaà §Ãƒ £o destes à © mais simples de entender quando comparado à  s abstraà §Ãƒ µes de um banco de dados relacional. Embora nà £o seja muito utilizado comercialmente, bancos de dados orientados a objeto và ªm evoluindo bastante, permitindo aplicaà §Ãƒ µes cada vez mais robustas e atuando principalmente nas à ¡reas de manipulaà §Ãƒ £o de objetos complexos como espaciais, som e và ­deo. O mapeamento objeto-relacional justamente serve para mapear os objetos em tabelas de um banco de dados relacional, utilizando todas as vantagens desse banco de dados e sendo transparente para o usuà ¡rio. Isto facilita o trabalho do desenvolvedor e permite uma melhor visualizaà §Ãƒ £o da relaà §Ãƒ £o entre os objetos e as relaà §Ãƒ µes do banco reacional. Este trabalho à © resultado da primeira parte da disciplina ministrada pelo professor Sean W. M. Siqueira no primeiro semestre de 2009. A disciplina trata de bancos de dados nà £o convencionais, e faz parte do currà ­culo de Bacharelado em Sistemas de Informaà §Ãƒ £o da Unirio (Universidade Federal do Estado do Rio de Janeiro) como disciplina optativa da linha de Banco de Dados. 1.2 Objetivo O objetivo deste trabalho à © apresentar duas tecnologias voltadas para o desenvolvimento orientado a objeto (DB4O e JPA) e como realizar suas respectivas implementaà §Ãƒ µes que testam a persistà ªncia em um banco de dados orientado a objeto, mais especificamente o DB4O, e a persistà ªncia utilizando o mapeamento objeto-relacional, atravà ©s do framework JPA. Apà ³s a demonstraà §Ãƒ £o destas duas implementaà §Ãƒ µes, foi realizada uma comparaà §Ãƒ £o entre as duas abordagens, incluindo a abordagem de desenvolvimento tradicional. 1.3 Modelo de classes Para a aplicaà §Ãƒ £o, desenvolvemos o seguinte modelo de classes: 1.4 Estrutura do Relatà ³rio O relatà ³rio està ¡ estruturado em elementos prà ©-textuais, 5 (cinco) capà ­tulos, e elementos pà ³s-textuais. Na primeira parte hà ¡ itens como sumà ¡rio e à ­ndices. Em seguida, està £o os capà ­tulos que està £o brevemente descritos a seguir, e, por fim, os elementos pà ³s-textuais. capà ­tulo 1 explica a motivaà §Ãƒ £o e o objetivo para este trabalho. capà ­tulo 2 apresenta o passo-a-passo para a implementaà §Ãƒ £o de uma aplicaà §Ãƒ £o utilizando a tecnologia DB4O. capà ­tulo 4 apresenta o passo-a-passo para desenvolvimento de uma aplicaà §Ãƒ £o utilizando o framework JPA. capà ­tulo 4 apresenta as conclusà µes do presente trabalho, comparando as tecnologias envolvidas. capà ­tulo 5 apresenta as referà ªncias bibliogrà ¡ficas. 2 Etapas do desenvolvimento de aplicaà §Ãƒ £o utilizando DB4O Este capà ­tulo apresenta o passo-a-passo para desenvolvimento de aplicaà §Ãƒ £o utilizando o DB4O. 2.1 Softwares utilizados Os seguintes softwares foram utilizados para a implementaà §Ãƒ £o dos servià §os. Eclipse JDK 6 2.2 Introduà §Ãƒ £o ao DB4O banco de dados orientado a objetos DB4o à © um software open source de fà ¡cil instalaà §Ãƒ £o e baixa necessidade de recurso, uma vez que ele nà £o à © um SGBD e por isso nà £o possui interface grà ¡fica e outras funcionalidades de gerenciamento. DB4o foi feito para poder ser utilizado em plataformas desktop, celulares, servidores, contanto que o ambiente seja orientado a objetos. Alà ©m disso, ele nà £o exige a necessidade de nenhuma programaà §Ãƒ £o ou ferramenta para mapear a orientaà §Ãƒ £o a objetos para o modelo relacional, pois ele faz uso da orientaà §Ãƒ £o a objetos a seu favor, permitindo que o modelo seja uma representaà §Ãƒ £o fiel do banco de dados. DB4o nà £o possui instalaà §Ãƒ £o. No desenvolvimento realizado, utilizando o Eclipse, a à ºnica aà §Ãƒ £o necessà ¡ria para instalar o DB4o foi importar o arquivo .jar como uma biblioteca para o eclipse. Apà ³s isso, os pacotes com os objetos necessà ¡rios para persistir os dados no DB4o està £o prontos para serem utilizados. Como o DB4o nà £o necessita de mapeamento, tambà ©m nà £o necessita de modelo là ³gico e fà ­sico, visto que ele à © totalmente baseado na orientaà §Ãƒ £o a objetos, logo, o banco segue o modelo de classes. 2.3 Metodologia de desenvolvimento Para realizar o desenvolvimento da aplicaà §Ãƒ £o, primeiro define-se as classes POJO (Plain Java Object). Os objetos que serà £o armazenados no DB4O sà £o pertencentes a essas classes de objetos implementadas no inà ­cio do desenvolvimento. Depois, desenvolve-se uma classe que permite inserà §Ãƒ £o, consulta, alteraà §Ãƒ £o e exclusà £o de objetos do banco. Para isso, à © necessà ¡rio importar diversas bibliotecas externas pertinentes ao desenvolvimento para DB4O e tambà ©m abrir o arquivo onde os objetos serà £o armazenados, instanciando um objeto da classe ObjectContainer, que representarà ¡ o banco de dados. Para inserà §Ãƒ £o de objetos no DB4O, utilizamos o mà ©todo set da classe ObjectContainer, que armazena um objeto passado como parà ¢metro no DB4O. Para consulta de objetos no DB4O utilizamos o mà ©todo QueryByExample, que utiliza um objeto passado como parà ¢metro como exemplo e busca o objeto semelhante no DB4O. O resultado à © armazenado em uma varià ¡vel do tipo ObjectSet. Para alteraà §Ãƒ £o de objetos no DB4O à © necessà ¡rio consultar o objeto que se deseja alterar e armazenà ¡-lo em um objeto da classe desejada. Depois, alterar os dados atravà ©s do mà ©todo set definido na classe POJO e colocar no DB4O atravà ©s do mà ©todo store, definido na classe ObjectContainer. Para a deleà §Ãƒ £o de objetos no DB4O à © necessà ¡rio consultar o objeto que se deseja remover e utilizar o mà ©todo delete, definido na classe ObjectContainer. 2.4 Passo a passo para implementaà §Ãƒ £o de uma aplicaà §Ãƒ £o utilizando o DB4O O DB4O consiste em um arquivo .jar apenas, entà £o o primeiro passo (apà ³s realizar o download do DB4O) à © verificar qual .jar utilizar. Nesse caso, utilizamos o DB4o-7.4-java5.jar, pois à © o indicado para que utiliza o JDK 5 ou 6. 3 Etapas do desenvolvimento de aplicaà §Ãƒ £o utilizando JPA Este capà ­tulo apresenta o passo-a-passo para desenvolvimento de aplicaà §Ãƒ £o utilizando o framework JPA. 3.1 Softwares utilizados Os seguintes softwares foram utilizados para a implementaà §Ãƒ £o dos servià §os. Eclipse Ganymede versà £o 3.4.0 (possui OpenJPA nativo) JDK 1.5 Hibernate MySQL 3.2 Introduà §Ãƒ £o ao JPA O Java Persistence API (JPA) à © um produto implementado pela SUN, especificado para oferecer uma persistà ªncia transparente de objetos Java. O OpenJPA à © uma implementaà §Ãƒ £o disponibilizada como software livre, desenvolvida pela Apache Software Foundation baseada no JPA produzido pela SUN. O JPA define um padrà £o de mapeamento dos objetos do modelo orientado a objetos para o modelo relacional, trazendo as vantagens dos dois mundos: a programaà §Ãƒ £o orientada a objetos, paradigma consagrado de desenvolvimento e os bancos de dados relacionais, igualmente consagrados em termos de utilizaà §Ãƒ £o e desempenho. Alà ©m disso, a tecnologia possui amplo suporte pela maioria dos das grandes empresas do mercado: Apache, Oracle, BEA, JBoss. As camadas que compà µe o framework para o mapeamento objeto-relacional utilizando JPA podem ser visualizadas na Figura 14: O JPA provà ª uma API simples e padronizada de persistà ªncia para Java SE e Java EE. Essa padronizaà §Ãƒ £o permite a modularizaà §Ãƒ £o do provedor JPA que à © oferecido em diversas versà µes por và ¡rios desenvolvedores, dando a opà §Ãƒ £o de escolha o usuà ¡rio final. A padronizaà §Ãƒ £o da tecnologia permite o aumento da produtividade e o uso de anotaà §Ãƒ µes (Annotations) simplifica a configuraà §Ãƒ £o das entidades. Seus objetos sà £o baseados em classes POJO (Plain Old Java Objects) e sua implementaà §Ãƒ £o oferece suporte a heranà §a e polimorfismo. O JPA à © compatà ­vel com a linguagem de consulta Java Persistence Query Language (JP-QL) que utiliza uma sintaxe prà ³xima a SQL, porà ©m à © voltada para consulta de entidades e suas propriedades, criando independà ªncia em relaà §Ãƒ £o à   modelagem fà ­sica do banco de dados. A JPQL à © capaz de realizar consultas està ¡ticas (named queries) e consultas dinà ¢micas e permite a construà §Ãƒ £o de consultas complexas. Portanto, o JPA à © uma soluà §Ãƒ £o completa para mapeamento e persistà ªncia de objetos, sendo composto pelo modo declarativo de descrever mapeamento O/R, linguagem de consulta e recursos para manipulaà §Ãƒ £o de entidades. 3.3 Metodologia de desenvolvimento Apà ³s a definià §Ãƒ £o do modelo relacional, desenvolvem-se as classes POJO referentes as tabelas no banco de dados. Entà £o se insere as anotaà §Ãƒ µes (annotations) que declaram que a classe possui uma respectiva tabela no banco de dados. Entretanto, ainda à © necessà ¡rio registrar essas classes no arquivo persistence.xml, que serà ¡ utilizado para definir o subconjunto de classes que poderà £o ser gerenciadas. Ao escrever o cà ³digo, deverà ¡ ser instanciada um objeto do tipo EntityManagerFactory passando o arquivo persistence.xml como parà ¢metro. A partir deste objeto, à © criado outro do tipo EntityManager, responsà ¡vel por gerenciar o ciclo de vida das entidades que està £o registradas. Ao iniciar a manipulaà §Ãƒ £o dos objetos, à © necessà ¡rio iniciar uma transaà §Ãƒ £o e entà £o registrar os comandos CRUD para serem executados. Entà £o, ao final, realiza-se o commit ou rollback destas operaà §Ãƒ µes. A Figura 15 resume o fluxo de mapeamento objeto-relacional seguido pelo JPA. 3.4 Passo a passo para implementaà §Ãƒ £o de uma aplicaà §Ãƒ £o utilizando JPA O primeiro passo para iniciar a implementaà §Ãƒ £o de uma aplicaà §Ãƒ £o utilizando o framework JPA à © baixar os arquivos JAR necessà ¡rios para realizar as importaà §Ãƒ µes das classes que serà £o utilizadas no programa. Como serà ¡ utilizado como provedor JPA (Figura 2) o framework de persistà ªncia Hibernate, os seguintes pacotes serà £o necessà ¡rios: Hibernate Core, Hibernate Annotations e Hibernate Entity Manager, que està £o disponà ­veis em http://sourceforge.net/projects/hibernate/files/. No desenvolvimento da aplicaà §Ãƒ £o foram utilizadas as versà µes 3.2.0.GA do Hibernate Core, 3.3.0 GA do Hibernate Annotations e 3.3.1.GA do Hibernate Entity Manager. Cabe salientar que pacotes de outras versà µes do Hibernate podem resultar em falhas e erros inesperados em relaà §Ãƒ £o aos procedimentos realizados neste relatà ³rio. O driver JDBC para o MySQL tambà ©m à © necessà ¡rio e pode ser baixado no site oficial do MySQL, em http://dev.mysql.com/downloads/connector/j/5.1.html. Para o desenvolvimento da aplicaà §Ãƒ £o foi utilizado a versà £o 5.1.7 do driver JDBC para o MySQL. Em posse dos arquivos necessà ¡rios, iniciam-se os passos para o desenvolvimento da aplicaà §Ãƒ £o no Eclipse. 4 Conclusà £o Conforme apresentado, o desenvolvimento utilizando bancos de dados orientado a objetos apresenta diversas facilidades em relaà §Ãƒ £o à   proposta tradicional de desenvolvimento e à   proposta de mapeamento objeto-relacional. Essas vantagens sà £o as seguintes: Modelagem mais real: permite que o seu modelo de classes seja o seu modelo de armazenamento de dados, pois armazena exatamente os objetos como eles foram criados para serem armazenados, sem necessidade de nenhum tipo de transformaà §Ãƒ £o Representaà §Ãƒ £o de dados com formatos varià ¡veis: no relacional, as tuplas precisam ser homogà ªneas e os atributos atà ´micos, enquanto que no OO isso nà £o à © necessà ¡rio. à © possà ­vel ter dados em formatos varià ¡veis. Facilidade de instalaà §Ãƒ £o e utilizaà §Ãƒ £o: à © mais fà ¡cil e rà ¡pido instalar o DB4o do que algum banco de dados relacional, pois nà £o à © necessà ¡rio configurar e criar um banco de dados previamente, nem à © necessà ¡rio realizar um modelo relacional, fà ­sico e là ³gico, pois o prà ³prio modelo de classes à © a representaà §Ãƒ £o dos dados no banco Mas, existem alguns problemas nessa tecnologia. Alguns jà ¡ foram citados anteriormente: Stored procedures: Nà £o existem stored procedures ou triggers, sendo necessà ¡rio programar na aplicaà §Ãƒ £o essas funà §Ãƒ µes, o que pode fazer cair o desempenho do sistema O modelo relacional jà ¡ està ¡ consolidado no mercado, acumulando anos de estudo e aprimoramento, oferecendo bom desempenho, mecanismos de otimizaà §Ãƒ £o, tratamento de concorrà ªncia. 5 Referà ªncias Vasiliev, Yuli, 2008, Querying JPA Entities with JPQL and Native SQL Disponà ­vel em http://www.oracle.com/technology/pub/articles/vasiliev-jpql.html. Apache Software Fundation, Apache JPA Users Guide Disponà ­vel em http://JPA.apache.org/builds/latest/docs/manual/manual.pdf. OLIVEIRA, H.E.M, 2008, JPA Passo a Passo, TDC The Developers Conference 2008 Disponà ­vel em http://www.thedevelopersconference.com.br/arquivos/TDC2008Floripa-jpa-henrique.pdf DB4Objects, DB4O Tutorial Disponà ­vel em: http://developer.db4o.com/files/folders/db4o_74/entry49672.aspx ENGIEL, P., 2008, Comparaà §Ãƒ £o entre as formas de persistir a programaà §Ãƒ £o orientada a objetos

Comparing the Han Dynasty and the Roman Empire Essay -- Han Dynasty vs

The Han Dynasty and the Roman Empire were two grand empires that rose out of preexisting territories and provided relative peace over wide areas. The collapse of the Qin Dynasty (221-206 BCE), which was the first great land-based empire in East Asia, came after a period of war, confusion, and tyrannical rule. Due to the political disorder that stemmed from the early dynastic activity, the emergence of the Han Dynasty (206 BCE- 228 CE) sprung to focus on restoring order. On the other hand, the rise of the Roman Empire (44 BCE- 476 CE) originated from consolidating authority over aristocratic landlords and overriding the democratic elements of the earlier Republic. Instead, the Roman Empire redefined the concept of â€Å"citizen† as subjects to the Roman emperor. Both empires shared similar agendas to exploit their vast territories and resources, which helped them expand their political dominance; however, despite having similar political goals and foundations, their government system, cultural ideologies and imperial expansionist natures diverged. Both the Han and Roman empires emphasized on territorial expansions. By utilizing their powerful militaries, they consolidated their power within and across borders, which created stable trade networks for their economic bases. Land equated to wealth and power. Through integration of the local domains, both empires succeeded in political stability. For the Han Empire, their expansion abroad pushed through ecological limits under Emperor Wu Di ( 181-87 BCE), who made military service compulsory. The army expanded bordered into northern Vietnam and southeastern China. Although there were military threats from the Xiongnu, the nomadic people of the north, Wu launched defense attacks that made ... ... weaker state will remain neutral from a military strength. Melians’ loss reaffirms the absolute power of imperial conquests and nationalism in theories of realism. Since the Melians were allied with the Spartans and failed to cooperate, it is justifiable that the Athenians had the right to want to rule and invade the Melians as means to protect their own strengths. Works Cited Gochberg, Donald S. World Literature and Thought. Fort Worth, TX: Harcourt College, 1997. Print. Pomeranz, Kenneth, James Buchanan. Given, Laura Jane Mitchell, and Robert L. Tignor.Worlds Together, Worlds Apart: A Companion Reader. New York: W.W. Norton &, 2011. Print. Polybius, Rome at the End of the Punic Wars. Ancient History Sourcebook Poetry of the Han Dynasty Thucydides, The Melian Debate Tung Chung-Shu, Luxuriant Gems of the Spring and Autumn Annals.

Cynthia Ozick :: essays papers

Cynthia Ozick Cynthia Ozick was an American short story writer, novelist, essayist, poet, and translator. She considers herself an American Jewish writer. Cynthia Ozick was a writer of fiction and non-fiction, but did not bloom her career until she was 32 years old. Her literary hero was Henry James. After Cynthia Ozick finished graduate school, she would read for hours. She tried to read all the books that she never read before. She tried to learn everything she could from the books that she read. Reading books are what influenced her to become a writer, so she began to read about the history of Jews, which inspired her to write about it. Cynthia Ozick wrote many short stories, novels, and essays about being in concentration camps. One of her famous short stories that had a setting in a concentration camp was â€Å"The Shawl†. Cynthia Ozick was not an actual witness to the Holocaust, but she did read many books about it. She began reading things that ran from Biblical times and went through the 19th century. When she first wanted to write about the Holocaust, Elie Wiesel asked her not too. Elie Wiesel was another author that wrote books about the Holocaust. Elie Wiesel experienced being in the Holocaust, and therefore was an actual survivor. Elie Wiesel asked Cynthia Ozick to wait a few years until there was no more witnesses to find fault with her representation of the Shoah. The Shoah is also known as Holocaust Day. This is the remembrance of all the Jews that were murdered during the Holocaust. The reason for that was because Cynthia Ozick falsified the event and mocked a sacred text. At all cost, the Shoal had to be secured. Cynthia Ozick was upset and hurt, not because she was reprimanded for making a minor historical error, but because she was treated as a stranger. Cynthia Ozick was an American Jew, not just an American. She was treated as if she was just an American. She was also treated as if she was an American writer that had no clue what the Holocaust was really about. Cynthia Ozick did know about the Holocaust, she learned about the Holocaust just by reading about it. Cynthia Ozick wrote a letter to Elie Wiesel stating that just because she was not a witness of the Holocaust and part American, she should not be excluded from being part Jewish.

Macbeth’s Downfall Was Brought on by His Ambition

The tragedy of Macbeth by William Shakespeare outlines how the lust for power can bring out the worst in people. This is evident through Macbeth’s vaulting ambition to be king which ultimately leads to his downfall. Through Macbeth wrestling with his conscience about the prophesies of the witches he started to gain the trait of ambition. We also see his ambition continue to grow through the persuasion by his soul mate which is also shown through the 1961 CBC TV production of Macbeth.His want to stay king brought out the tyrant within him and shows the evil side of Macbeth, letting his ambition take over. His growth of ambition through the play leads to his tragic death. Macbeth was given a glimpse of prosperity through the witches prophesies. â€Å"All hail Macbeth, thou art shalt be king hereafter† the use of the prophesises outlines foreshadowing within the play. The witches are telling Macbeth of his future and he is left to wrestle with his conscience.This is shown when Macbeth in his soliloquy says â€Å"this supernatural soliciting cannot be ill, cannot be good/ if ill why hath it given me earnest success† we see Macbeth wrestling with his conscience and his ambition starting to grow, he is starting to believe the witches and the seed of ambition is planted inside him, which is the first step leading to his demise. We see Macbeth’s ambition continue to grow and lead to his death through the persuasion of lady Macbeth. Lady Macbeth uses guilt to talk Macbeth into committing regicide and becoming king.This is shown through the quote â€Å"wouldst thou have that which thou esteemst the ornament of life and live a coward in thine own esteem letting â€Å"I dare not† wait upn â€Å"I would† like the poor cat I th’adage† the simile â€Å"the poor cat I th’adage outlines how Lady Macbeth uses guilt to talk Macbeth into killing the king by calling him a coward. This is also shown in the 1961 CBC tv p roduction of Macbeth when Lady Macbeth is using her feminism to persuade Macbeth, causing his ambition to grow even more.When you durst do it, then you were a man and to be more than what you were, you would be so much more the man† this quote shows how Lady Macbeth uses guilt and calling Macbeth a coward to persuade him to commit regicide. The persuasion of Lady Macbeth causes Macbeth’s ambition to continue to grow which another step is leading to his downfall. Macbeth’s desire to stay king brings out the tyrant within him, his vaulting ambition causes wrath on anyone who stands in his path, even his closest friend.This is shown when Macbeth is planning to kill his best friend, Banquo, â€Å"come seeling night/scarf up the tender eye of pitiful day and with thy bloody and invisible hand cancel and tear to pieces tgar great bond which keeps me pale† the use of dramatic irony in this quote shows us how much Macbeth’s ambition has taken over, and how he is not even hesitatint to murder his bestfriend, he is wishing for the night to come when Banquo’s death finally happens so all his fears will be washed away and he will be able to remain king.Macbeth’s desire to stay king causes him to kill his bestfriend, his ambition has taken over fully by this stage which is the final factor contributing to his death. We see Macbeths ambition start to grow when he is wrestling with his conscience about the witches prophesies. Furthermore , his ambition continues to grow through the persuasion of regicide from his soul mate and Macbeths desire to stay king unleashes his ambition, all these aspect contribute to Macbeth’s vaulting ambition, thus leading to his tragic death. Macbeth’s Downfall Was Brought on by His Ambition The tragedy of Macbeth by William Shakespeare outlines how the lust for power can bring out the worst in people. This is evident through Macbeth’s vaulting ambition to be king which ultimately leads to his downfall. Through Macbeth wrestling with his conscience about the prophesies of the witches he started to gain the trait of ambition. We also see his ambition continue to grow through the persuasion by his soul mate which is also shown through the 1961 CBC TV production of Macbeth.His want to stay king brought out the tyrant within him and shows the evil side of Macbeth, letting his ambition take over. His growth of ambition through the play leads to his tragic death. Macbeth was given a glimpse of prosperity through the witches prophesies. â€Å"All hail Macbeth, thou art shalt be king hereafter† the use of the prophesises outlines foreshadowing within the play. The witches are telling Macbeth of his future and he is left to wrestle with his conscience.This is shown when Macbeth in his soliloquy says â€Å"this supernatural soliciting cannot be ill, cannot be good/ if ill why hath it given me earnest success† we see Macbeth wrestling with his conscience and his ambition starting to grow, he is starting to believe the witches and the seed of ambition is planted inside him, which is the first step leading to his demise. We see Macbeth’s ambition continue to grow and lead to his death through the persuasion of lady Macbeth. Lady Macbeth uses guilt to talk Macbeth into committing regicide and becoming king.This is shown through the quote â€Å"wouldst thou have that which thou esteemst the ornament of life and live a coward in thine own esteem letting â€Å"I dare not† wait upn â€Å"I would† like the poor cat I th’adage† the simile â€Å"the poor cat I th’adage outlines how Lady Macbeth uses guilt to talk Macbeth into killing the king by calling him a coward. This is also shown in the 1961 CBC tv p roduction of Macbeth when Lady Macbeth is using her feminism to persuade Macbeth, causing his ambition to grow even more.When you durst do it, then you were a man and to be more than what you were, you would be so much more the man† this quote shows how Lady Macbeth uses guilt and calling Macbeth a coward to persuade him to commit regicide. The persuasion of Lady Macbeth causes Macbeth’s ambition to continue to grow which another step is leading to his downfall. Macbeth’s desire to stay king brings out the tyrant within him, his vaulting ambition causes wrath on anyone who stands in his path, even his closest friend.This is shown when Macbeth is planning to kill his best friend, Banquo, â€Å"come seeling night/scarf up the tender eye of pitiful day and with thy bloody and invisible hand cancel and tear to pieces tgar great bond which keeps me pale† the use of dramatic irony in this quote shows us how much Macbeth’s ambition has taken over, and how he is not even hesitatint to murder his bestfriend, he is wishing for the night to come when Banquo’s death finally happens so all his fears will be washed away and he will be able to remain king.Macbeth’s desire to stay king causes him to kill his bestfriend, his ambition has taken over fully by this stage which is the final factor contributing to his death. We see Macbeths ambition start to grow when he is wrestling with his conscience about the witches prophesies. Furthermore , his ambition continues to grow through the persuasion of regicide from his soul mate and Macbeths desire to stay king unleashes his ambition, all these aspect contribute to Macbeth’s vaulting ambition, thus leading to his tragic death.

Gulf Real Estates

Case Problem1: Bock investment Services The goal of Bock Investment Services (BJS) is to be the leading money market advisory service in South Carolina. To provide better service for their present clients and to attract new clients, BIS developed a weekly newsletter. BIS is considering adding a new feature to the newsletter that will report the results of a weekly telephone survey of fund managers. To investigate the feasibility of offering this service, and to determine what type of information to include in the newsletter, BIS selected a simple random sample of 45 money market funds.A portion of the data obtained is shown in Table below, which reports fund assets and yields for the past 7 and 30 days. Before calling the money market fund managers to obtain additional data, BIS decided to do some preliminary analysis of the data already collected. Managerial Report 1. Use appropriate descriptive statistics to summarize the data on assets and yields for the money market funds. 2. Dev elop a 95% confidence interval estimate of the mean assets, mean 7-day yield, and mean 30-day yield for the population of money market funds.Provide a managerial interpretation of each interval estimate. 3. Discuss the implication of your findings in terms of how BIS could use this type of information in preparing their weekly newsletter. Data for Bock Investment Services Money Market Fund Assets ($ millions) 7-Day Yield (%) 30-Day Yield (%) Amcore103. 94. 104. 08 Alger156. 74. 794. 73 Arch MM/Trust496. 54. 174. 13 BT Instit Treas197. 84. 374. 32 Benchmark Div2755. 44. 544. 47 Bradford707. 63. 883. 83 Capital Cash1. 74. 294. 22 Cash Mgt. Trust2707. 84. 144. 04 Composite122. 84. 033. 91 Cowen Standby694. 4. 254. 19 Cortland217. 33. 573. 51 Declaration38. 42. 672. 61 Dreyfus4832. 84. 013. 89 Elfun81. 74. 514. 41 FFB Cash506. 24. 174. 11 Federated Master738. 74. 414. 34 Fidelity Cash13272. 84. 514. 42 Flex-fund172. 84. 604. 48 Fortis105. 63. 873. 85 Franklin Money996. 83. 973. 92 Freed om Money1079. 04. 074. 01 Galaxy Money801. 44. 113. 96 Government Cash409. 43. 833. 82 Hanover Cash794. 34. 324. 23 Heritage Cash1008. 34. 084. 00 Infinity/Alpha53. 63. 993. 91 John Hancock226. 43. 933. 87 Landmark Funds481. 34. 284. 26 Liquid Cash388. 94. 614. 64 Market Watch10. 4. 134. 05 Merrill Lynch Money27005. 64. 244. 18 NCC Funds113. 44. 224. 20 Nationwide517. 34. 224. 14 Overland291. 54. 264. 17 Pierpont Money1991. 74. 504. 40 Portico Money161. 64. 284. 20 Prudential Money Mart6835. 14. 204. 16 Reserve Primary1408. 83. 913. 86 Schwab Money10531. 04. 164. 07 Smith Barnery Cash2947. 64. 164. 12 Stagecoach1502. 24. 184. 13 Strong Money470. 24. 374. 29 Transmerica Cash175. 54. 204. 19 United Cash323. 73. 963. 89 Woodward Money1330. 04. 244. 21 Case Problem 2: Gulf Real Estate Properties Gulf Real Estate Properties, Inc. is a real estate firm located in Southwest Florida. The company, which advertises itself as â€Å"expert in the real estate market,† monitors condominium sales by collecting data on location, list price, sale price, and number of days it takes to sell Sales Data for Gulf Real Estate Properties: Give View Condominiums No Gulf View Condominiums List Price Sale Price Days to Sell List Price Sale Price Days to Sell 495. 0475. 0130 217. 0 217. 0 182 379. 0350. 071148. 0135. 5338 529. 0519. 085186. 5179. 0122 552. 5534. 595239. 0230. 0150 334. 9334. 9119279. 0267. 5169 550. 505. 092215. 0214. 058 169. 9165. 0197279. 0259. 0110 210. 0210. 056179. 9176. 5130 975. 0945. 073149. 9144. 9149 314. 0314. 0126235. 0230. 0114 315. 0305. 088199. 8192. 0120 885. 0800. 0282210. 0195. 061 975. 0975. 0100226. 0212. 0146 469. 0445. 056149. 9146. 5137 329. 0305. 049160. 0160. 0281 365. 0330. 048322. 0292. 563 332. 0312. 088187. 5179. 048 520. 0495. 0161247. 0227. 052 425. 0405. 0149 675. 0669. 0142 409. 0400. 028 649. 0649. 029 319. 0305. 0140 425. 0410. 085 359. 0340. 0107 469. 0449. 072 895. 0875. 0129 439. 0430. 0160 435. 0400. 0206 235. 0 227. 91 638. 0 618. 0100 629. 0 600. 097 329. 0 309. 0114 595. 0555. 045 339. 0315. 0150 215. 0200. 048 395. 0375. 0135 449. 0 425. 053 499. 0 465. 086 439. 0 428. 5158 Managerial Report: 1. Use appropriate descriptive statistics to summarize each of the three variables for the 40 Gulf View condominiums. 2. Use appropriate descriptive statistics to summarize each of three variables for the 18 No Gulf View condominiums. 3. Compare your summary results. Discuss any specific statistical results that would help a real estate agent understand the condominium market. 4.Develop a 95% confidence interval estimate of the population mean sales price and population mean number of days to sell for Gulf View condominiums. Interpret your results. 5. Develop a 95% confidence interval estimate of the population mean sales price and population mean number of days to sell for No Gulf View condominiums Interpret your results. 6. Assume the branch manager requested estimates of the mean selling price of Gulf View condominiums with a margin of error of $40,000 and the mean selling price of No Gulf View condominiums with a margin of error of $15,000. Using 95% confidence, how large should the sample sizes be? . Gulf Real Estate Properties just signed contracts for two new listings: a Gulf View condominium with a list price of $589,000 and a No Gulf View condominium with a list price of $285,000. What is your estimate of the final selling price and number of days required to sell each of these units? a: sample mean +/- 1. 96*(st dev/sqrt(n)) 454222. 5 +/- 1. 96*192517. 75/sqrt(40) 394560. 6312 513884. 3688 The 95% CI is ($394,560. 63, $513,884. 37). Using Excel: 59660. 7736 $394,561. 73 $513,883. 27 The 95% CI is ($394,561. 73, $513,883†¦ Case Problem 3 Metropolitan Research, Inc. Metropolitan Research, Inc. a consumer research organization, conducts surveys designed to evaluate a wide variety of products and services available to consumers. In one particular study, Metropolitan looked at consumer satisfaction with the performance of automobiles produced by a major Detroit manufacturer. A questionnaire sent to owners of one of the manufacturer’s full-sized cars revealed several complaints about early transmission problems. To learn more about the transmission failures, Metropolitan used a sample of actual transmission repairs provided by a transmission repair firm in the Detroit area.The following data show the actual number of miles driven for 50 vehicles at the time of transmission failure. 85,092 32,609 59,465 77,437 32,534 64,090 32,464 59,902 39,323 89,641 94,219 116,803 92,857 63,436 65,605 85,861 64,342 61,978 67,998 59,817 101,769 95,774 121,352 69,568 74,276 66,998 40,001 72,069 25,066 77,098 69,922 35,662 74,425 67,202 118,444 53,500 79,294 64,544 86,813 116,269 37,831 89,341 73,341 85,288 138,114 53,402 85,586 82,256 77,539 88,798Managerial Report: 1. Use appropriate descriptive statistics to summarize the transmission failure data. 2. Develop a 95% confidence interval for the mean number of miles driven until transmission failure for the population of automobiles with transmission failure. Provide a managerial interpretation of the interval estimate. 3. Discuss the implication of your statistical finding n terms of the belief that some owners of the automobiles experienced early transmission failures. 4. How many repair records should be sampled if the research firm wants the population mean number of miles driven until transmission failure to be estimated with a margin of error of 5000 miles? Use 95 % confidence 5. What other information would you like to gather to evaluate the transmission failure problem more fully?