Design of Stormwater Drainage System Term Paper Example | Topics and Well Written Essays - 500 words

Design of Stormwater Drainage System - Term Paper Example In line with this, the engineers performing such work are expected ethically to perform the work through high standards of honesty and integrity given that the profession has the necessary impact on the quality of life of the people. Secondly, the services provided in the design of the stormwater drainage/storage system require the highest degrees of honesty, impartiality, fairness and equity. Above all, the project must be dedicated towards the protection of the health of the public, as well as their safety and welfare. Hence, under the standards of professional behavior, the design engineers must exhibit the highest principles of ethical conduct (Dym & Little, 2000). Morality on the other hand requires adherence towards the laws that governs the design and construction of the stormwater storage systems. This requires that all the stakeholders of the project right from the engineers, the workers and the community abide by the law guiding the same (Whitbeck, 1998). This law in most cases is guided by the natural flow rule, which requires acceptance for the benefit of all by the parties affected incase of this project. Ethics in the handling of the design of the stormwater storage system requires that a high degree of ethics be upheld. This is due to the sensitivity of water as a resource and the ethics is concerning creation of safety most so to the users of this resource. One of the interests comes with the interests of the interested parties like the political class who shelve individual interests. This may compromise the quality of the storage systems since the engineers may be compromised if not for anything then due to intimidation (Schrier & Gibson, 2011). The fact that the storage system designed is likely to serve a wider region also presents a dilemma. The planners may be overwhelmed about the control of the resource in terms of who is bestowed the control. Is it the government or

Aspects Of Contract Essay Example for Free

Aspects Of Contract Essay Task: 1.1: Explain the importance of the essential elements required for the information of a valid contract? Offer A valid offer identifies the bargained-for exchange between the parties and creates a power of acceptance in the party to whom the offer is made. The communication by one party known as the offeror to the another party called the offeree b) Acceptance To constitute a contract, there must be an acceptance of the offer as noted above. Until the offer is accepted, both parties have not assented to the terms and, therefore, there is no mutual assent. Offeree in a manner invited or required by the offer. Whether an offer has been accepted is a question of fact. The effect of acceptance is to convert the offer into a binding contract. To form a contract it is necessary that there is a party capable of contracting and a party capable of being contracted with on the other side. In other words, to enter into a valid, legal agreement, the parties must have the capacity to do so. Consideration No contract will exist without sufficient consideration due to agreement with the other two party has agree with the term and condition as well. Mutual Assent There must be mutual assent or a meeting of the minds on all negotiated terms between the parties and on all the essential elements in terms of the contract to form a binding contract. Intention to create legal relation In some jurisdictions, the parties must also have a present intent to be bound by their agreements. It is not necessary that the assent of both parties be given at the same time. Also, it is not necessary that communication of the assent be simultaneous. Task 1.2: Discuss the impact of different types of contract? A bilateral contract is an agreement between at least two people or groups. A bilateral contract is enforceable from the get-go; both parties are bound the promise. For example, one person agrees to wash the other’s car in return for having his/her lawn mowed. Acceptance of the offer must be communicated for an agreement to be established. A unilateral contract is one where a party promises to perform some action in return for a specific act by another party, although that other party is not promising to take any action. Acceptance may take effect through conduct and need not be communicated Task 1.3: Analyse terms in contracts with reference to their meaning and effect? Terms of contract set out duties of each party under that agreement. Generally, the terms of a contract may be either: Wholly oral, wholly written and partly oral and partly written. Terms are to be distinguished from statements made prior to the contract being made. Express terms When a contract is put down in writing, any statement appearing in that written agreement will usually be regarded as a term, and any prior oral statement that is not repeated in the written agreement will usually be regarded as a representation, due to the assumption Implied term These are terms that courts assume both parties would have intended to include in the contract had they thought about the issue. They are implied on a â€Å"one-off† basis. Two overlapping tests have been trade used to ascertain parties’ intention. Business efficacy test: terms must be implied to make contract work. There are terms which the law will require to be present in certain types of contracts (i.e. not just on â€Å"one-off† basis and sometimes irrespective of the wishes of the parties). Task 2.1: Apply the elements of contract in given business scenarios? Offer can be seen from the case when Tam’s college offers admission to it student who under take s the vocational qualification. Acceptance can also be seen from the student when they agree to bound by the school regulations. Consideration is when the student promise to act in certain way. This is particularly important where the agreement involves a promise to act in a particular way in the future. Task 2.2: Apply the on terms in different contracts? Conditions These are the most important terms of contract. Serious consequences if breeched. Innocent party can treat contract as repudiated (and thus is freed from rendering further performance of contract) and can sue for damages. Description in contract of term as â€Å"condition† is not necessarily determinative of question whether term is condition. Courts tend to search for evidence that parties really intended term to be such. Task 2.3: Evaluate the effect of different terms in given contract? Conditions are so important that without them one or other of the parties would not enter into the contract. Consequently, to make a condition  falsely, or to breach a condition, is viewed so seriously that the wronged party will be entitled to treat the contract as void, voidable or at least rescinded. Where the term is a warranty, the wronged party will only be able to seek monetary damages for any loss suffered. Task 3.1: Contract liability in tort with contractual liability? The non-breaching party has a duty to mitigate damages. If it does not do so, its damages will be reduced by the amount that might have been avoided by mitigation. In employment contracts, the employee is under a duty to use reasonable diligence to find a like position. Liquidated Damages A liquidated damages provision will be valid if (i) damages (ii) the amount agreed upon was a reasonable forecast of compensatory damages. If these requirements are met, the plaintiff will receive the liquidated damages amount even though no actual money damages have been suffered. If the liquidated damages amount is unreasonable, the courts will construe this as a penalty and will not enforce the provision. Task 3.2: Explain the nature of liability in negligence? The primary function of the Law of Torts is to provide remedies to claimants who have suffered harm, loss, or an infringement of rights. The harm includes physical injury to persons or property, damage to persons’ reputations or financial interests, and interference with persons’ use and enjoyment of their land. However, just suffering such a loss does not necessarily mean the law will provide a remedy; a claimant must show that the person committing the tort owed them a duty of care and that the tort caused the loss. Task 3.3: Explain how a business can be vicariously liable? The company is liable when the manager is under the control of the employer that the employer tell the employee how to the work and when to the work. the work that the employee does forms part of the general business of the organisation. There is a contract of service between the organisation and the employee. Daniels v Whetstone Entertainments Ltd [1962] A nightclub bouncer forcibly ejected Mr Daniels from the premises following a disturbance. Once outside, the bouncer assaulted him. Task 4.1: Apply the element of the tort of negligence and defences in different business situations? Negligence is an important tort that covers a wide range of situations where persons negligently cause harm to others. In order to succeed in an action for negligence, it is necessary for a claimant to establish the following three elements: 1. The defendant owed the claimant a duty of care. 2. The defendant breached that duty of care. 3. Reasonably foreseeable damage was caused by the breach of duty. Task 4.2: Apply the elements of vicarious liability in given business situations? Employers are vicariously liable for Employee acts authorized by the employer Unauthorized acts so connected with authorized acts that they may be regarded as modes (albeit improper modes) of doing an authorized act. There is normally rarely an issue as to whether a given act falls within the first category The difficult cases involve assessing the connection between the act and the employee’s employment. Bazley established that the connection between the employment and the tort contemplated in the second branch of the Salmond test had itself to be addressed in two steps: The Court must first examine â€Å"whether there are precedents which unambiguously determine on which side of the line between vicarious liability and no liability the case falls.† If the prior case law does not clearly suggest a solution, then the Court is to resolve the question of vicarious liability based on a policy analysis directed at ascertaining whether the employer’s conduct created or enhanced the risk that the tort would occur. Task 4.3: Discuss three methods you can use to apply elements of tort properly in a work a place? CONTROL One of the traditional explanations of vicarious liability is that the employer should be vicariously liable since the employer controls the activities of her employees. The relationship between the parties As duties in tort are fixed by law, the parties may well have had no contact before the tort is committed. Unliquidated damages The aim of tort damages is to restore the claimant, in so far as money can do so, to his or her pre-incident position, and this purpose underlies the assessment of damages. Tort compensates both for tangible losses and for factors which are enormously difficult to quantify, such as loss of amenity and pain and suffering, nervous shock, and other intangible losses.. LIST REFERENCE Atiyah P S — Introduction to the Law of Contract (Clarendon Press, June 1995) ISBN: Beale/Bishop and Furmston — Contract — Cases and Materials (Butterworth, October 2001) Cheshire/Fifoot and Furmston — Law of Contract (Butterworth, October 2001) ISBN: Cooke J — Law of Tort (Prentice Hall, May 1997) ISBN: 0273627104

Characteristics Of Communicative Language Teaching English Language Essay

Characteristics Of Communicative Language Teaching English Language Essay The focus of every lesson or part of a lesson should be the performing of some action learning how to do something, to communicate something which he/she could not do before learning the lesson. Learner can get answer to his/her question i.e. why is he/she learning a particular lesson or any linguistic item. The learner understands the importance of learning the same as it is going to help him/her in day-today communication. So, here a learner understands and then acts. All these actions can be approached on a variety of different levels of sophistication, and bearing them in mind throughout the teaching/learning process. The Whole is more than the sum of its parts One of the most significant features of communication is that it is a dynamic and developing phenomenon. In other words it cannot easily be analyzed into component features without its nature being destroyed in the process. It is possible to identify various formal features of the way language is used communicatively and these can be studied individually. But the ability to handle these elements in isolation is no indication of ability to communicate. What is needed is the ability to deal with strings of sentences and ideas and in the oral modes processed in real life situations. Thus, a crucial feature of a communicative method is that it operates with stretches of language above the sentence level, and operates with real language in real situations. Interestingly, this principle may lead to procedures which are themselves either synthetic or analytic. A synthetic procedure would involve students in learning forms individually and then practicing how to combine them; an analytic procedure would introduce complete interactions of texts and focus for learning purposes on the way these are constructed. So, language used in the whole context is more useful than only studying the parts of it. The processes are as important as the forms A method which aims at developing the capacity of the learners to communicate in a second language will focus at repeating continuously until they are able to communicate well in a target language. So that the learners are able to practice the forms of the target language, i.e. English within a given framework. It simply means when the language is used for communication, the language forms are used for a process of communication. There are three such processes Information gap Communication is part and parcel of every human being. When two or more people are conversing in day-today life, one may know something which is not known to the other. The purpose of the communication is to bridge this information gap. In classroom situation pair work undertaken to complete an incomplete picture is the best example of transferring information as each member of the pair has a part of total information and attempts to convey it verbally to the other. Choice Another crucial feature of communication is that the learners have option, both in terms of what they will say and, more particularly, how they will say it. From the point of view of the speaker this means that s/he must choose the ideas which s/he wants to express with appropriate linguistic forms. Foreign language learners may face problems in making choice in this regard. Feed back This process is implicit in the above two processes. When two persons take part in an interaction, there is normally some aim behind communicating and in what way other person reacts is evaluated in terms of that aim. So, the strategies involved in this process are important. Learning by doing It is now widely accepted that education must be ultimately learner-centred more than the teacher-centered. The teacher may go on teach, but if the learner is not making any effort, then there is no point of teaching. The teacher must involve the learner and must be judged in terms of its effects on him/her. Another consequence is that learning becomes to a large extent the learners responsibility. The teacher helps, advises, and teaches, guides, the learners themselves have to learn. The learner has to be involved in the activity. Only by practicing, acting, actually doing, the learners can learn to communicate. Mistakes are not always a mistake While developing communicative ability of the learners, trivial mistakes of grammar or pronunciation does not matter as long as the learner gets his/her message across. In the initial stage of learning to communicate in a foreign language, mistakes are bound to happen. The learners commit mistakes because they are trying to do something which they have not been told or shown how to do, how to speak which they have not mastered. It means they are not really making mistakes. If the teacher corrects each and everything at every level, the learners may lose their confidence of using the language for communication. 3.6.4 Principles of Communicative Language Teaching Richards (2006) summarizes the following principles of CLT: Authentic language in real context should be introduced in the classroom whenever possible. It is the language used for day-today communication or functional purpose. By teaching language, learner should be able to make out speakers or writers intention. So that they will be communicatively competent. There should be connectivity among all the language skills such as listening, speaking, reading and writing together since they are regularly used in real life. The target language is a vehicle for classroom communication, not just the object of study. Hence, attention should be given to teaching language for communication. One function may have different linguistic forms. As the language is taught for the functional purpose, a variety of linguistic forms are presented together. Students have to learn language properties i.e. cohesion and coherence which are helpful to combine sentences together. It is essential for them as they work with language at the discourse or super sentential (above sentence) level. In CLT, games, role plays, group work, pair work, etc. play an important role as they have certain feature in common to learn language effectively. Errors are tolerated and treated as a natural outcome of the development of communication skills. Proper situations should be created by the teacher so as to promote communication in the classroom. The social contexts of the communicative situations are essential for giving meaning to the utterances. The grammar and vocabulary that the students learn follow from the functions, situational context and the role of the interlocutors. 3.6.5 Communicative Ability and Communicative Competence For effective communication one must have ability to communicate properly and have communicative competence. According to H. G. Widdowson, communicative abilities are those skills in which the system is realized as use. Communicative abilities embrace linguistic skills but not the reverse. Communicative abilities are ways of creating or recreating discourse in different modes. (Widdowson, 1978. 67) These opinions about communicative abilities suggest that these are the abilities which involve linguistic as well as other skills essential for conversation, communication or discourse to take place. On the other hand communicative competence has been defined in various ways. According to Littlewood, communicative competence means, a degree of mastery of a very considerable range of linguistic and social skills which depend in part on the learners sensitivity to meaning and appropriacy in language and on his/her ability to develop effective strategies for communicating in the second language. (Littlewood, 1981.87) K. Johnson and K. Marlow say that communicative competence is the ability to be appropriate, to know the right thing to say at the right time. (Johnson and Morrow, 1981.2) International Encyclopedia of Education defines communicative competence as the effective use of language in social contexts. (The International Encyclopedia, 1985.834) According to Widdowson, communicative competency is the ability to produce sentences for communicative effect. (Widdowson, 1978.1) It is revealed from the above definitions that communicative competence is The ability to use language appropriately in a given social context. The ability to be appropriate to know the right thing at the right time. Linguistic competence plus an understanding of proper use of language in various contexts. Knowledge which is additional to linguistic competence. Ability to communicate something which is grammatical, proper, socially accepted, formally possible, fluent in a particular context. In this way communicative competence includes both grammatical knowledge and the ability to use this knowledge to perform different kinds of functions like enquiring, suggesting, greeting, denying, advising, reporting, apologizing, inviting and promising. 3.6.6 Dimension of Communicative Competence Grammatical Competence Sociolinguistic Competence Communicative Competence Strategic Competence Discourse Competence Fig No.3.3: Components of Communicative Competence Grammatical Competence Grammatical competence, which refers to Chomskys notion of linguistic competence, is indispensable for the practice of linguistic formation of the language. The focus is on suitable structure which helps the learners to use the language appropriately and freely. Sociolinguistic Competence Sociolinguistic competence refers to an understanding of the social context in which communication takes place, including role-relationships, the shared information of the participants and the communicative purpose for their interaction. Discourse Competence Discourse competence refers to the interpretation of individual message elements in terms of their inter-connectedness and of how meaning is represented in relationship to the entire discourse or text. Strategic Competence Strategic competence refers to the coping strategies that communicators employ to initiate, terminate, maintain, repair, and re-direct communication. In CLT classrooms, the teachers need to create activities that would necessitate learners to practice well in the target language. 3.6.7 Classroom Activities in CLT There are various types of exercises and activities in communicative approach which help students to achieve the communicative competence, and engage learners in communication (Richards, 2001). Communicative activities play vital role in communicative language teaching. These activities are helpful for the teachers to broaden their repertoire of techniques and activities so as to enable the learners to communicate more effectively in foreign language. Communicative activities are purposeful and objective oriented. According to Littlewood, the communicative activities can be represented diagrammatically as follows. (Littlewood, 2003.86) Structural activities Pre-Communicative activities Quasi Communicative activities Functional Communicative activities Communicative activities Social interaction activities (This diagram is adopted from Littlewoods Communicative Language Teaching, P.86) In these two major categories, the first types (Pre-communicative activities) serve to prepare the learner for later communication. The two sub-categories of pre-communicative activities are: Structural activities: Focus is on the grammatical system and on ways in which linguistic items can be combined. Quasi- Communicative activities: Focus is on one or more typical conversation exchanges. Some resemble drills, but other is closer to dialogues. Drills and dialogues can be combined so as to provide a bridge from formal exercise to communicative use. Communicative Activities also have two sub-categories: Functional Communicative activities include such tasks as comparing sets of pictures, noting similarities and differences, working out continuously following directions and so on. In these activities learners must work towards a definite solution for a problem. Social interaction activities comprise exchange of words, converse with others, improvisations and debates. Here, teachers prepare learners about the varied social contexts in which they will need to perform outside the classroom using different social interaction activities. There is no clear dividing line in reality between these different categories and subcategories; they represent differences of emphasis and orientation rather than distinct divisions. E.g. cued dialogues can be undertaken both as pre-communicative activity and as communicative activity. Similarly it would be arbitrary if we try to specify how much attention must be paid to communicative function before an activity can be called quasi- communicative, or how significant social meaning must become before it falls into the social interaction sub category. This distinction depends on the varying orientation of individual learner. Difference between pre-communicative and communicative activities The following chart shows the difference between pre-communicative and communicative activities. Pre-communicative (non-communicative) activities Communicative activities A Aims to develop grammatical competence Aims to develop communicative competence B Focus on the product of isolated utterances. Focus on the appropriate selection of utterances for communication. C Practice of language patterns or elements Practice of total skill of communication. D Function is to prepare the learner for later communication. Function is to make the learner to actually communicate. E Learners have controlled practice. Learners use language creatively. F Teacher intervention No teacher intervention G Emphasis on form, not on context. Emphasis in on context, not on form. H One long item Variety of language items. I Examples: drilling, question answers, sentence patterns, etc. Examples: Role simulation, dramatization, group discussion, dialogue, debate, etc. 3.6.8 Learners/Teachers Role in Communicative Language Teaching In CLT classroom teachers play a vital role in teaching/learning process of English. Teachers select learning activities according to the interest of the learners and engage them in meaningful and authentic language use. There are various roles to be played by the teachers in order to facilitate the language learning process. According to Hedge (2000.63), a communicative classroom involves the teacher in setting up activities, organizing material resources, guiding students in group works, engaging contributions, monitoring activities, and diagnosing the further needs of students. Richards Rodgers (2001) also describes the roles of the teacher as: needs analyst, counselor, and group process manager. Similarly, Harmer (1991) as cited in Nunan and Land (1996) describes the roles of the teacher as: Controller, assessor, promoter, participant, resource, tutor and investigator. Of all these roles, Nunan and Lamb suggest that it is the teacher as organizer that is the most important and difficult from the perspective of classroom management. In order to perform all these roles effectively, teachers should be competent enough in all aspects of language teaching. In line with this, Hedge (2000.67) states that, teachers need to build competence and confidence in fulfilling these various roles and in-service training is necessary within institutions to ensure that, in any moves towards implementing communicative approaches in the classroom, teachers are properly supported. 3.6.9 Role and Relevance of CLT Concepts in Present Research Since the main aim of the present research is to investigate teachers and students difficulties in teaching/learning process of English language, and support the teachers with an in-service training programme by using Communicative Approach which is essential in an ESL (English as a second language) environment, it is noteworthy to furnish the role and relevance of CLT concepts in the present study. Language is an inevitable phenomenon which permeates the human life. Of all languages, English is the most important language for communication. Naturally, English has become the language of worldwide communication rather than a language of literature. Hence the prime need of the learners is not to know the theoretical knowledge of English but to have an ability to understand and be understood in that language. In the past it was sufficient to focus only on structural accuracy when learning a language was an entirely academic advantage and an obsession to acquire a new language. But in todays world, language teaching is no longer considered a luxury but an obvious need. The language teaching methods in the past were based on linguistic competence. The establishment of basic principles of CLT was a reaction in opposition to the previously prevailing language teaching methods. Communicative language teaching aims at developing and improving knowledge and skills that facilitate the learners to make their message effective and successful. The main goal of communication is the successful transmission of information, not the achievement of grammatical correctness. By widening the horizons with other kinds of competence, CLT initiated progressive and effective ways of teaching. CLT uses and teaches as it is used in every day real life. Students are given the notion of language as real, lived experience. Socio-linguistic, discourse and strategic competences are integral part of communicative language teaching. The use of CLT in the second language classroom is a means of changing the attitude of the students towards language learning as well as positively influencing their way of learning. Over-emphasis on grammatical correctness and fear of making grammatical mistakes has negative effects on students. Such as being stressed at class and experiencing sense of failure. CLT creates congenial atmosphere in the classroom in different ways: the teachers emphasise on fluency and correctness to learn the target language than correcting the structures and giving instructions on language rules or grammar (Mangubai etal, 2004.292) The focus of CLT is on success rather than failure. The students are encouraged to rely on their own ingenuity and performance skills namely their strategic competence when speaking. Its emphasis is on the learner. (Savignan cited in Magngubhai 2004, 292) The four basic components of communicative competence summarized by Hymes (as cited in Cook, 2003) are argued by some applied linguists as vague theoretical ideas which can hardly be put into practice. The applied linguists draw attention to the fact that ideas of appropriateness and correctness very much depend on the cultural norms of a particular society. They are in a way right in their argument. Language itself is an intrinsic part of culture. Hence, learning a language also implies learning a culture as well. CLT integrates socio-cultural context with language teaching programmes and thus aims at developing students sense of what is right and what is wrong in English. Linguists have pointed out, according to academic research that they have not found one single best method for all learners in all contexts and that no single method appears to be naturally superior to other methods. It is neither possible always nor appropriate to apply one and the same methodology to all learners whose objectives, environments and learning needs are varied and different. CLT is considered one of the best methods for use in the second language classroom for several reasons: One, it gives confidence to the students to learn the second language and use it as and when required. Two, CLT draws attention to the importance of socio cultural skills. Three, the learners are given the realistic idea of language and are provided with a sense of what is appropriate and right in a given culture. Four, the learners learn English language and English culture simultaneously. It is vital and imperative both for teachers and learners, living as they do in a globalized world, to adopt and maintain the effective methods of language teaching/learning offered by CLT. Constant migration of people has become part and parcel of todays globalized world. Hence, English teaching/learning has become inevitable for anyone intending to move onto other states/countries either for higher studies or better careers. In this context, it is necessary to consider the lag between the aspiration for better prospects in life and the existing situation of teaching/learning of English language in schools especially the municipal corporation schools. Hence, the present research study is undertaken to bridge this gap by finding ways and means to know the difficulties of teachers and learners and develop a methodology that will enable them to improve the standards of teaching/learning process of English at school level. 3.7 Procedure of the Test to the Students A total number of 200 students from class VIII and IX standard of various Municipal Corporation Schools were gathered in one of the municipal schools in two spells and the tests on four language skills were given, data was collected, analysed and interpreted in the next chapter. 3. 8 Flowchart of the Research Design The research work during July 2008 to March 2011 was done as per the steps shown in the following flowchart. A Flow Chart Submission of the research report Selection of the problem DTP and binding of final computerized research report Review of related literature Formation of objectives Writing rough research reports and corrections in it Formation of hypothesis Suggestions for further research study Sample selection Findings, conclusions and recommendations Preparation of research tools Implementation of Pilot study Verification of Objectives Testing of hypothesis Data collection with the help of questionnaires and its analysis Analysis and interpretation data Pre-observation of the lessons and its analysis Data collection from students tests in all four language skills Implementation of the training programme for the teachers Post-observation of the teachers lessons Discussion with the teachers and Guidance to the teachers 3.9 Summary This chapter has discussed about the methods and procedures of the research study. It includes research design, the methodology employed for the teachers, procedure used for the research, the sampling design, participants, data collection, in-service training programme, its benefits, and communicative approach for the teachers and its relevance in the present research and analysis techniques. It has also discussed the procedure of the test for the learners. The next chapter includes analysis and interpretation of the data collected through the questionnaires from the teachers and observation of their lessons and also analysis and interpretation of the students tests in all four language skills questionnaire. Data was classified, analysed, interpreted using the statistical method and conclusions are drawn.

Of Mice and Men :: English Literature

With its appealing elements of naivet, humour and pathos Of Mice And Men is Steinbeck's tableau of the oppressed in post-depression US society. It has strong imagery, decisive action, authentic dialogue and cinematic tension. Would you say this novel is a classic and successful? Why? I will first explore whether I think "Of Mice and Men" is worthy of the reputation linked with a term, in my opinion, too widely used in the world of literature. The word I am referring to of course is "classic". The definition of a "classic" is a great and timeless book or work of art. Therefore I am going to temporarily re-phrase the title question for ease of comprehension and explanation to: "Would you say this novel is great, timeless and successful? Why?" This will enable me to deal with the true meaning of the term "classic" at the same time as formulating an opinion of whether Steinbeck's "Of Mice and Men" deserves this prestigious title. Firstly, is this novel great? Well, it certainly isn't great in magnitude, i.e. the size of the book is not that which we would associate with such a rated book. It only has six chapters and the story takes place in quite a short space of time. However, the definition of greatness in this instance does not mean "huge" or "vast" it means "wonderful" and "important". In my opinion the novel is great in this way. It displays affection, emotion, friendship and love, as well as loneliness, discrimination, prejudice and anger. These are all basic human qualities and liabilities, which makes the novel both wonderful and important in a way that few people will ever really understand. Even though I don't know what Steinbeck's inspiration and reason for writing this novel was I personally respect the way in which he sums up such important parts of life in six short chapters. These are the only reasons I found to justify why "Of Mice and Men" should be classed as "great", however there are countless reasons for this novel to be classed as "timeless". The moral issues and difficulties of the people in this book are still relevant in the world today and I feel that people all over the world will be able to empathise on a metaphorical level with George and Lennie's struggles in realising their dream. The first question to address when looking at "Of Mice and Men" as a timeless novel is: 'What are the predominant moral issues hidden in this novel, how are they relevant today and will they still be relevant in the future?' This is a difficult question to face with a novel such as this, as the author does not exaggerate exactly what the

African Americans in American Films Essay

African Americans in American Films Introduction                   Following the violent racism prevalent at the beginning of the turn of the twentieth century, African American cultural elites, struggling to articulate a positive identity for the black, developed a middle-class ideology of racial uplift. Insisting that they were truly the representative of the race’s potential, black elites espoused an ethos of service and self-help to the black masses and distinguished themselves from the black majority as the agents of civilization; hence they referred to it as the ‘uplifting the race.’ A central assumption of racial uplift ideology was that African Americans’ moral progress and material would diminish the white racism.                   The ‘uplift’ of the black community referred to the struggle of African Americans living in the 19th and early 20th century to forge and maintain positive identity in the U.S. society that reduced their existence to that singularly alienating phrase â€Å"the Negro problem.† This is very demining and that’s why they had to fight. What historians refer to as racial uplift ideology describes a prominent response of black middle-class spokespersons, leaders and activists to the crisis marked by the assault on the political and civil rights of African Americans primarily in the united states’ South from roughly the 1880s to 1914. A generation earlier, the end of slavery and emancipation had fueled African Americans’ optimistic pursuit of education, economic independence and full citizenship, all crucial markers of freedom.                   Advocates of African American political and civil rights fought a lonely and tough struggle with few allies in a national climate of anti-black racism. White southern politicians and elite opinion leaders defended white supremacy and proclaimed the mental, moral and physical depravity and inferiority of blacks from the pulpit, press and university. The consensus was that blacks were unfit for citizenship of the U.S., and that neo- slavery, or the plantation slavery of menial labor and sharecropping, was the natural state of black people and that is where they belong. Guided by southern apologists for lynching, many whites, regardless of education or income, viewed the aspirations of black men and women through the warped lens of crude racial and sexual stereotypes that accused all blacks of immorality and criminality.                   Given the occurrence of such frightening representations of shades of black, Africa America management and community spokespersons, a growing, but portion of the whole Africa America population, were under constant pressure to defend the picture and honor of dark men and ladies. Black management in the North were much freer to engage in governmental demonstration and condemn national oppression in stronger conditions than those management in the southern part of, where governmental outspokenness could outcome in lynching or permanent exile. Obviously, then, dark management differed on strategies for dealing with â€Å"the Negro issue.† So-called â€Å"radicals† endorsed demonstration and frustration against lynching and disfranchisement, challenging complete citizenship rights; traditional management recommended accommodation, self-help, and the desire of property-ownership. The issue of what type to train and learning was best suited for s hades of black was a super rod of argument. Some management, in the southern part of the U.S., preferred commercial knowledge, which highlighted manual training for farming and skilled jobs. Other dark management reinforced college for Africa Individuals, to ensure the development of a management and professional category. With opportunities for knowledge of any type restricted by the white-colored South’s anger, and with the preference of northern white-controlled philanthropy for commercial knowledge, what were basically complementary forms to train and learning became a source of intense issue.                   Despite these governmental variations, dark management generally countered anti-black generalizations by focusing category variations among shades of black, and their essential role as competition management. From their perspective, to â€Å"uplift the race† featuring their function as elites to change the character and manage the behavior of the dark community. Against persistent statements of dark immorality and pathology, knowledgeable shades of black battled a battle over the representation of their people, a strategy with uncertain effects and results. They knew as themselves as a â€Å"better class† of shades of black, and required identification of their respectability, and blessed position as providers of European improvement and society. But in doing so, they brought in a state policies of internal category department (See also panel 53 in Edward Lawrence’s The Migration of the Negro.) that often seemed to internalize popula r thoughts of dark social depravity and backwardness even as they desired to battle racial discrimination. In other words, this method of opposing racial discrimination tacitly echoed popular ideas of category and sex structure. Their view that community improvement for shades of black was preferably calculated in patriarchal conditions of male-headed families and homes created stress between knowledgeable men and ladies. Such objectives of women deference to men authority and management were challenged by many knowledgeable dark females, such as Old – Julia Cooper and the anti-lynching capitalist and reporter, Ida B. Bore holes.                   This version of national uplift philosophy as an anti-racist argument employed by knowledgeable shades of black is best understood as a complicated, varied and sometimes defective reaction to a situation in which the range of governmental options for Africa America management was restricted by the aggressive and persistent racial discrimination of the post-Reconstruction U. S. Declares. By reinforcing their respectability through the moralistic over stated claims of â€Å"uplifting the competition,† and suggesting the ethical guidance of the dark community, Africa America middle-class management and spokespersons were marginalizing the idea of uplift in its more democratic and inclusive sense of combined community progression and requirements for equivalent privileges. Many dark spokespersons desired to resolve this tension between personal and team position by insisting that personal success helped the whole competition. However, many Africa Amer ica men and ladies considered the over stated claims of uplift as a call to community support. They introduced values of self-help and support to the team in building educational, reformist community gospel chapels, social and fraternal organizations, settlement houses, magazines, trade labor unions, and other community institutions whose beneficial community impact surpassed the ideological limitations of uplift.                   In the last decade, movie students have focused an increasing amount of crucial attention on Oscar Micheaux’s 1920 silent movie Within Our Gateways as an essential Africa America reaction to D. W. Griffith’s infamously improper movie, The Beginning of a Country (1915). Oscar Micheaux’s milestone movie offered a rebuttal to Griffith’s interpretation of dark assault and crime with a story of the injustices faced by Africa Individuals in a improper community. While Griffith’s movie symbolizes dark men attacks on white-colored women cleanliness, Micheaux’s movie sets the historical record straight with its interpretation of the attempted sexual attack of a dark woman by a white-colored man. But the national reversals in the plot of the movie are not the only difficulties that Within Our Gateways presents to Griffith’s movie.                   Within Our Gateways also surfaces The Beginning of a Country in the state policies of its appearance, specifically in its very different use of similar modifying. Griffith’s movie uses crosscutting to existing a very simple resistance between white-colored virtue and dark villainy; in contrast, Micheaux’s movie uses a complicated modifying pattern to existing a larger community vision of many different, competing governmental roles within both white-colored and Africa America community. The complicated design of Micheaux’s modifying is efficient in making up a viewer who is more politically crucial than the viewer constructed by the traditional The show biz industry design of Griffith’s movie. Series in Micheaux’s movie crosscut among five or six different locations and twice as many characters; consequently, Micheaux’s movie requirements an engaged and innovative viewer to identify inconsistent and contrary comm unity and governmental statements about the power structure of competition relations in the U. s. Declares.                   The Negro Knight is a 1944 documented created by the U. s. Declares Military during World War II.[1] The movie was created by Honest Capra as a follow up to his successful movie series Why We Fight. The army used this movie as a means of propaganda to persuade Africa Individuals to solicit in the army and battle in the war. A lot of people regarded the movie very highly, some going as far to say that The Negro Knight was â€Å"one of the finest factors that ever happened to America†.[2] Due to both high reviews and great cinematography, The Negro Knight proved to be a large movie that affected army members and citizens of all competitions.                   The Negro Knight affected later Africa America movies and its viewers in different ways. The movie performed a considerable part in changing the types of roles that Africa Individuals received in following movies. For example, instead of showing shades of black only as slaves or sub servants, this movie showed Africa Individuals as lawyers, artists, athletes, and other valued careers. In different movies during this time frame, Africa Individuals were often represented as comical figures. However, after The Negro Knight, Africa Individuals performed more decent and popular roles in movies.                   Furthermore, people came to realize how essential and significant a tool, movies were for telecommuting saves gas. Messages within movies, if indicated the correct way, could influence viewers greatly. The message within The Negro Knight hard the notion and offered visual proof those national equal rights was a validated idea and should be approved. Africa Individuals around the country were very pleased with this movie.                   In both movies, the meaning of uplift was extremely competitive even among those who shared it is designed. Ultimately, top level ideas of the philosophy retreated from more democratic thoughts of uplift as community progression, leaving a heritage that becomes smaller the Americans’ ideas of privileges, citizenship, and community justice. One of the significant limits of national uplift philosophy was that the attempt to restore the picture of dark people through category differences trafficked in statements of national and sex structure. The appeal implied in national uplift philosophy for the identification of dark elites’ capacity for citizenship had overshadowed post-emancipation justifications by shades of black and white wines that posited inalienable privileges as the foundation for dark men citizenship, financial privileges, equivalent protection, and team power.                   The dark top level made uplift the foundation for a racial top level identification declaring Negro improvement through category stratification as competition improvement, which required an associated idea of bourgeois certification for bigger roles in the movie industry, among other factors. Elites basically approved the conditions of the debate, recognizing that some are more deserving than others are. Instead of competition, though, they suggested that it was acculturation and display of western culture and knowledge. References Capra, F., Moss, C., United States., & United States. (1994).  The Negro soldier. Hollywood, CA: Craven Home Video. Hitchcock, A., Macgowan, K., Swerling, J., Steinbeck, J., Bankhead, T., Bendix, W. Slezak, W. Twentieth Century Fox Home Entertainment, Inc. (2005).  Lifeboat. Beverly Hills, Calif: 20th Century Fox Home Entertainment. Micheaux, O. (1994).  The conquest: The story of a Negro pioneer. Lincoln: University of Nebraska Press. Micheaux, O., Thomas, P. A., Cram, B., Bowser, P., Taylor, C., Johnson, B., Northern Light Productions. PBS Video. (1994).  Midnight ramble: Oscar Micheaux and the story of race movies. Alexandria, VA: PBS Video. Source document

Diminish, Decline, and Dwindle

Diminish, Decline, and Dwindle Diminish, Decline, and Dwindle Diminish, Decline, and Dwindle By Maeve Maddox A reader asks, Can you please post an article on the correct usage of the words diminish, decline, and dwindle?  I believe diminish is used with uncountable nouns such as the light diminishes, decline is used with abstract and uncountable nouns such as â€Å"decline in quality† or â€Å"decline in performance,† and dwindle is used only with countable nouns such as â€Å"the population of tigers has dwindled.† This question, so intellectual and logic-seeking, made me aware in striking fashion how differently speakers approach language. Were I debating which of the three verbs to use- diminish, decline, or dwindle- I would weigh their distinctive emotive qualities, never giving a thought to whether they refer to countable or non-countable nouns. As it happens, all three of these verbs may be used with countable or uncountable nouns when the intended meaning is â€Å"to lessen† or â€Å"to become smaller.† Deciding which to choose depends upon context and the connotation wanted. Diminish descends from a Latin verb meaning â€Å"to cut small. Ancient Latin had the verb diminuere, â€Å"to break into small pieces, and diminuere, â€Å"to make smaller, to reduce in size.† Decline derives from Latin declinare, â€Å"to turn or bend away or aside from the straight course.† Dwindle derives from dwine, an archaic English verb meaning, â€Å"to waste or pine away.† That all three are used interchangeably in modern English is illustrated by the following examples from the Web: As populations age and revenues diminish, government and private pension funds around the world are facing insolvency. Nevada and Strip gaming revenues decline in February Chicago food fest struggles as revenues dwindle Diminish conveys a lessening of the strength or quality of something. Its most common use is with uncountable nouns: Are we getting more stupid? Researchers claim our intelligence is diminishing as we no longer need it to survive Researchers have some new insights into how power  diminishes  a persons capacity for  empathy. Our smartphones supply endless possibilities for entertainment, but a new study shows they can diminish the quality of users time away from work or school. Decline connotes a gradual diminishing, like something moving down a slope. We had watched our children decline, fall into drug and alcohol abuse, fail to perform at school, lose jobs, abandon relationships, become unable to function in the family or society, and we hadn’t known why.   Agriculture is  declining day by day. The six monthshad been for me a sorrowful waiting game of watching [my mother] decline and wondering which day would be her last. Dwindle suggests a gradual diminution into nothingness or something close to it. A novel’s plot might dwindle to a disappointing close. A dying battery causes a flashlight’s illumination to dwindle. The liquid in the â€Å"Drink Me† vial causes Alice to dwindle in size. An excellent photographic visualization of dwindling is what the Wicked Witch of the West does when Dorothy throws water on her in The Wizard of Oz. A quotation that I associate with the word dwindle is the line that concludes Millamant’s monologue to her fiancà © Mirabell in Congreve’s Way of the World. After listing the freedoms she enjoyed as an unmarried woman as conditions (articles) that he must agree to if he wants her to go through with the marriage, she concludes with this statement: These articles subscribed, if I continue to endure you a little longer, I may by degrees dwindle into a wife. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Arrive To vs. Arrive At41 Words That Are Better Than GoodTrooper or Trouper?

Free Essays on More Problems Occurring In Israel

â€Å"More Problems Occurring In Israel† November 9, 2002 started out as an ordinary day in Kibbutz Metzer, Israel. That was true until a mad man went on a shooting spree. He killed five people including a mother and her two young sons. This story was reported in both the Washington Post and their local newspaper the Jerusalem Post. In every news story the writer uses the technique of slanting and charged language. These techniques are used to persuade the reader to view the issue in the way the writer sees it. Both articles that I have found have the many things that are alike, but they have different slants to them. The Jerusalem Post and the Washington Post stated who all was killed, and what each person was doing when they were killed. Both articles stated the fact that the mother was on the phone with her ex-husband when she and her sons were murdered. Also both stressed the fact that everyone in that community has always had good ties with their Arab neighbors inside of outside of their community. Even though both articles state many of the same facts they do this in different ways. To start off the title of the Jerusalem Post is â€Å"Israel vows retaliation for deaths of five in kibbutz carnage†. The title comes off as being vengeful. I feel that by this title that the people of this community want to seek revenge on the people who did this horrible act of hatred. In the body of the article I felt as if the writer wanted the reader to know just the bare facts about the events that occurred. For example the article states the facts about each person and how they were killed. In the article it told you how the mother was reading her sons a bed time story when he came in the room and shot all three of them to death (â€Å"Israel Vows†). It goes into no great detail about how he got in the house and the events that occurred when he was in there. The Jerusalem Post made the reader feel emotionally evolved by havin... Free Essays on More Problems Occurring In Israel Free Essays on More Problems Occurring In Israel â€Å"More Problems Occurring In Israel† November 9, 2002 started out as an ordinary day in Kibbutz Metzer, Israel. That was true until a mad man went on a shooting spree. He killed five people including a mother and her two young sons. This story was reported in both the Washington Post and their local newspaper the Jerusalem Post. In every news story the writer uses the technique of slanting and charged language. These techniques are used to persuade the reader to view the issue in the way the writer sees it. Both articles that I have found have the many things that are alike, but they have different slants to them. The Jerusalem Post and the Washington Post stated who all was killed, and what each person was doing when they were killed. Both articles stated the fact that the mother was on the phone with her ex-husband when she and her sons were murdered. Also both stressed the fact that everyone in that community has always had good ties with their Arab neighbors inside of outside of their community. Even though both articles state many of the same facts they do this in different ways. To start off the title of the Jerusalem Post is â€Å"Israel vows retaliation for deaths of five in kibbutz carnage†. The title comes off as being vengeful. I feel that by this title that the people of this community want to seek revenge on the people who did this horrible act of hatred. In the body of the article I felt as if the writer wanted the reader to know just the bare facts about the events that occurred. For example the article states the facts about each person and how they were killed. In the article it told you how the mother was reading her sons a bed time story when he came in the room and shot all three of them to death (â€Å"Israel Vows†). It goes into no great detail about how he got in the house and the events that occurred when he was in there. The Jerusalem Post made the reader feel emotionally evolved by havin...

Education Without Borders Essays

Education Without Borders Essays Education Without Borders Essay Education Without Borders Essay Education Without Borders Superintendent Tom Boasters has put Denver Public Schools (DIPS) on the fast track to be the first school district in the nation to hire fully qualified, previously undocumented immigrants to teach in classrooms. Boasters trailblazing decision to hire undocumented educators under the Deferred Action for Childhood Arrivals (DACCA) initiative will bring a much desired wealth of diversity into Deniers multicultural classrooms. This progressive course of action will positively impact the educational development of undocumented students by providing culturally expensive teaching, bilingual educators, and mentors who share the same life experiences. The DACCA memorandum, authored by the Obama Administration, took effect on August 1 5th, 2012. It provides the U. S. Citizenship and Immigration Services (CUSCUS) with a clear process for exercising deportation relief. Such relief is intended for individuals who meet specific guidelines and who have been approved for deferred action under DACCA. This directive will provide thousands of undocumented children and young adults brought to the United States before the age of sixteen, the opportunity to further their education and obtain gainful employment while working toward permanent citizenship. In order to teach under the DACCA initiative, all applicants are required to attain a bachelors degree from an accredited university, and have an undergraduate GAP 2. 50 or greater. During the first year, approved applicants will receive a alternative provisionary teaching license issued by the Colorado Department of Education. Following the initial year, educators will be issued a traditional teaching license after completing a series of predatory educational programs offered at the University of Colorado Denver (CUD). DIPS officials, with cooperation from Teach For America (TEA), have been responsive to the DACCA initiative by hiring and actively pursuing suitable individuals that meet this specific criteria. One of the first teachers hired under the DACCA charge is Alexandra Funnies Mean. Mean was brought to the United States from Chile when he was four years old. He graduated from Whitman College with a Bachelor of Arts degree in Psychology, and is currently a fifth grade teacher at the Denver Center for International Study at Ford Elementary School in Deniers Monticello neighborhood. Mens experience of coming to the U. S. As a child, while living under the contemptuous veil of an illegal immigrant, has given him a unique perspective that helps him connect emotionally and culturally with impressionable students. Mens students can very easily relate to his plight and envision the possibility that they, too, can successfully graduate from high school, go on to earn a college degree, and use that education to give back to their community. Mean proudly explains, The impossible that existed in my childhood is something that is plausible and a reality now. I now have the opportunity to impact my students and show them that they too can achieve at the highest levels (Denver Public Schools: Communications Office 2014 ). Cultural influence and motivation from educators like Mean, leave long lasting impressions on undocumented and documented students alike. This in turn, expands educational equality, boosts civic participation, and increases economic opportunity in local communities. These young men and women bring extraordinary talent to our classrooms, explains Boasters. We have many, many kids whose stories are like Alexandria. When they [students] see the accomplishments of a nouns man like Alexandra, and hes their teacher with such ability and enthusiasm, I think he brings tremendous hope (Garcia 2014). Hope, inspiration, and a sense of self-worth are valuable components educators like Mean can bring to students in Deniers urban classrooms. As Denver schools become more ethnically diverse, DIPS will need to continue to find new and improved ways to keep students engaged. Hiring teachers with a bilingual skill set, along with the implementation of culturally responsive teaching, are two crucial components DIPS officials need to effectively empower and enrich the classroom experience of immigrant students. Colonization in the classroom starts when educators consciously bring care and empathy into the learning environment. In an ethnographic study of bilingual classrooms, Dry. Sheila M. Shannon states, in several studies, the teacher is clearly seen as the determiner of the culture of the classroom (322). This authority gives bilingual teachers the ability to shape the cultural narrative and linguistic context of classrooms, to fit the distinct needs of students. The ability to interact and teach students in their native language helps educators transform from the moniker of ordinary teacher, into a leader and role model, in the hearts and mind of students. Cultural familiarity stimulates comprehension Comprehension spurs interaction Interaction manifests into participation, and participation is a catalyst for validation. This is the gap in bilingual responsiveness Boasters is attempting to bridge in Deniers public school system. The theory of culturally responsive teaching is defined as using the cultural characteristics, experiences, and perspectives of ethnically diverse students as conduits for teaching them more effectively (Richly, and Graves 2012, Gay 2002). It is believed that students become more engaged and absorb information more fluently when they are comfortable in their learning environment. Engagement is advanced when English-language learners, which account for thirty percent of the DIPS student population, are immersed into bilingual and culturally familiar classrooms that present a curriculum that reflects students values and traditions. Geneva Gay, a Professor of Education at the University of Washington-Seattle asserts, Students feel validated and capable of learning presented information when the methods used to resent information is culturally responsive (Gay 2002). This reasoning gives a certain gravitas to Boasters edict to hire educators like Mean during a time when immigration reform is a hot-button issue in the U. S. Political landscape. Non-profit organizations like The Colorado Alliance for Immigration Reform (CAIRO) do not agree with the Boasters decision to employee undocumented teachers under the DACCA initiative . CAIRO claims hiring undocumented teachers will take Jobs away from qualified and experienced American teachers who are currently unemployed. This argument is a hasty generalization that contradicts Dips insistent challenge to find effective bilingual educators willing to teaching in urban classrooms. Boasters explains, In order to meet the demand [for bilingual teachers], we actually go overseas (Garcia 2014). In fact, undocumented teachers like Mean have to apply for open Jobs and go through the same application and interview process as everyone else, insists Shares Dairy, the Managing Directors of Regional Communications of TFH (You-His Lee, 2014). Cairns nationalistic and xenophobic stance on the DACCA initiative is extremely short-sighted and based on political talking points. The decision by DIPS officials to hire DACCA recipients as educators in Deniers urban classrooms contributes to Colorado cultural mosaic, and promotes equality in Deniers evolving educational system. Engagement and participation is primed when emotional and cultural connections are made between teachers and students. The relationships forged by teachers and students with familiar backgrounds, visavisa undocumented and bilingual, positively affect a broad scope of outcomes for children and young adults in society. Students who feel validated in classroom will be empowered to further their education, which will impede high school drop-out rends, reduced crime, and hinder staggering minority incarceration rates. I believe history will Judge the DACCA initiative as progressive and revolutionary shift in ongoing civil rights battle.

TOK Essay Example | Topics and Well Written Essays - 1000 words

TOK - Essay Example In other words, the relativist argues that there is no objective or unbiased way of distinguishing between these different sets of norms. Therefore, the relativist’s central argument is that an assertion’s position as true or false is relative to the criteria applied in assessing this assertion. The principle of relativism is often attributed to Protagoras, who argues that â€Å"any given thing is to me such as it appears to me, and is to you such as it appears to you† (Siegel 1998, 35). Protagorean relativism is described by Plato’s Socrates as basing on the assumption that â€Å"what seems true to anyone is true for him to whom it seems so† (Siegel 1998, 35). This assumption is a kind of relativism because for the Protagorean there is no norm greater than the person, with his/her own particular position in place, time, culture, context, and so on—with mention of which assertions of truth, and thus knowledge, can be evaluated. Critics of relativism have presented numerous arguments against the principle; without a doubt the most essential is the argument that relativism is self-contradictory or self-referentially incoherent, which is a logical fallacy where in â€Å"some claims is made which, upon being applied to itself, refutes itself† (Dancy, Sosa, & Steup 2010, 677). There are different accounts of the incoherence argument. The strongest is that relativism disqualifies the chance of establishing the truth, or, the epistemic value of questionable assumptions and arguments, including itself, because as stated by relativism no assumption or argument can fail any evaluation of epistemic sufficiency or be deemed false or unfounded (Eaton 1925). For instance, Protagorean relativism: the argument â€Å"what seems true [or justified] to anyone is true [or justified] for him to whom it seems so† (Siegel 1998, 35) implies that no genuine assertion can fail to be true or be reasonably evaluated to be false.

Case Study of Regulation Essay Example | Topics and Well Written Essays - 1750 words

Case Study of Regulation - Essay Example For instance, the roll out of the new generation broadband would influence internet service delivery and telecommunication services. The need to create fair play in the sector constitutes the discussion in this paper. Telecommunication sector contributes to the economic growth through various aspects such as creating jobs, enhancing communication, which influence the consumption of other products in the market. Providers in the telecommunication industry are keen about the role they play in the economy. Market without regulation would promote exploitation of parties concerned (Borrus, 2003:69). Providers in the telecommunication industry offer service to players at some fees regulated by existing policies. However, new generation broadband technology is a new application in the market, which requires policies that would protect various interests. The key players in the sector are the consumer, the provider and intermediary players. For instance, determination of prices in the market depends on regulations. Analysts in the sector realised that rolling out broadband technology in the market would lead to international coverage (Pietrunti, 2008:12). Broadband service consumers have demonstrated diff erent needs depending on service type. For instance, television service providers and internet clients would consume different quantity of the product (Hardy, 2008:123). Urban and rural areas are set to acquire the services yet this would at different speeds. Analysts have observed that new generation broadband would change the pre existing aspects in the market (Hardy, 2008:65). For instance, the broadband technology contrasts the existing technology because it would channel copper loops to cabinets in the streets as well as ending up in various homes. The issue about regulation comes in when factors influencing modality of delivery crops. First, the opportunity has a set a ground for new players in the telecommunication sector to venture into

Default Determination Term Paper Example | Topics and Well Written Essays - 1000 words

Default Determination - Term Paper Example This paper thus is going to handle and talk about the termination by default or default termination to every detail while analyzing everything that it entails, as well as the remedy of default termination in the context of federal procurement in reference to the nature of the course. In termination for default, the government always wants to have the upper hand on the contract hence always trying to make sure that the contract is always to their advantage. So in that case, in order for the government to prevail in the defense of a termination by default, the government must establish that the termination of the contract by default prior to the contract completion date was effective, proper and correct. Since this default termination is such a drastic action, the federal procurement must show how its determination was well grounded and had no hidden motive or agenda, and is supported by solid evidence. Moreover, the agency must show/demonstrate through convincing evidence that there was no reasonable likelihood that the contractor could complete the work in time as agreed. The untimely performance of work which does not affect the critical path does not provide a basis for a default termination. The above said, there are suggestions that it is improper for the government to terminate a contractor for his or her failure to make progress where the contactor had reason to be expected to complete the work to finish the job contracted fro in due time. In such cases the federal procurement must consider all available factors and reasons when they are determining whether to terminate a contractor using the default termination. Moreover, if the totality of the state of affairs shows or indicates the unsupported and arbitrary nature of the decision to terminate for default the law requires conversion of the action to termination for convenience. There are laws put in reference to this type of termination

International Relations Theory Human Rights Formal Term Paper

International Relations Theory Human Rights Formal - Term Paper Example These instruments set universal standards against which national governments and individuals alike can measure their own compliance and compare it to that of others. Even when there is disagreement over the precise meaning, nature or scope of a particular human right, the fact that such dialogue exists at all demonstrates the widespread recognition of, and concern for, fundamental universal human rights. According to Conlon in 2004, human rights were among the more powerful ideas to emerge from the U.N. Charter along with peace, national self-determination, and development. After the drafting and adoption of the Universal Declaration of Human Rights in 1948, to which all the countries of the world subscribe, at least rhetorically, the modern international human rights system developed slowly within the constraints of the Cold War. While there remains much to celebrate about the Universal Declaration and collateral human rights treaties, there have also been substantial complications in managing the political organization of such international obligations. Within the U.N., until the 1980s, the issue of human rights was essentially an ideological football, kicked back and forth in a match between West and East (Schwarz, 2004). Western players prioritized political and civil rights and their Eastern counterparts (usually backed up by southern reserves) economic and social rights. The divide was part of Cold War competition, which left little room for the possibility of joint promotion.Nevertheless, a wide range of international norms has been enshrined in legally binding international human rights instruments, and in a growing web of customary international law. Protections were established by treaty for those subjected to torture, for victims of racial discrimination, for children, and for women (Conlon, 2004). As neither the United States nor the Soviet Union deferred fully to this system during the Cold War, the protection of human rights remained more nominal than actual. The sovereign prerogatives of the superpowers trumped rights enforcement, with the U.N. system accepting non-compliance on many occasions. At present, the most promising avenues for the immediate actualization of global justice involve sensitive adjustments to variations of state and society makeup, as in the numerous peace, reconciliation, and accountability procedures established in a number of countries (Gandhi, 2000). Also encouraging are various collaborations between transnational social forces and those governments that are more value-oriented and sensitive to the claims of global justice, as opposed to those that define their role according to the maximization of power, wealth, and influence.

Biography of Immanuel Kant Essay Example | Topics and Well Written Essays - 500 words

Biography of Immanuel Kant - Essay Example This paper illustrates that one of Kant’s important works include, the critique of Pure Reason, which was aimed at explaining the association between human experiences and reason. By undertaking this project, Kant hoped that he could manage to go past what had been thought as the failures in metaphysics and traditional philosophy. In this project, he had purposed to end what had been long considered as a period of speculative theories regarding human experiences while at the same time, opposing the cynicism of some of the great thinkers. Immanuel was born in Konigsberg town of Prussia in Russia in 1724, is the fourth in a family of nine. After baptism, he changed his name from Emanuel to Immanuel after having been introduced to Hebrew studies. In his early career life, Kant worked as a tutor in the town of Judtschen, which is now Veselovka between 1750 and 1754. His father, George Kant, was a harnessmaker who resided in Memel between 1682 and 1746. In his youthful time, Kant w as sold even though an unspectacular student. He was raised in a pietist family that was devoted to religious devotion, literal reading, and interpretation as well as personal humility, which was based on the teachings of the Bible. In his upbringing, he got a stern kind of education, which was very punitive, strict and full of discipline in which preference was given to religious instructions in Latin as opposed to science and mathematics. Despite the fact that Kant was raised in a Christian background and believed in God, he became skeptical about religion as he grew up later in life. Following this development, many people tagged him agnostic. Kant is renowned for his particular contributions I the fields of metaphysics and ethics, however, he was also helpful in providing important insights into various disciplines as well. Kant was instrumental in developing one of the most important discoveries about the origin of the earth and its rotation. In this discovery, he earned a glob al prize from Berlin Academy in 1754.

Role of Women in Math, Science and Engineering Essay

Role of Women in Math, Science and Engineering - Essay Example However, in spite of these challenges, few women have made an impression in these disciplines, discrediting the myth about the gender’s weakness in the subjects. This paper discusses the role of women in the academic disciplines, related to math, science and engineering. In particular, the paper focuses on the contribution of women in United States in the 19th century and compares the conditions that existed then with the current years. In the recent times, the number of prominent women scientists, mathematicians and engineers pales in comparison to liberal artists, authors, dramatists and dancers in the American society (Clough, 2004). In the 19th century, Berger(1987, p73) noted that the number of women in math, science and engineering disciplines was far much less in a society that was making transition from the agrarian to an industrial driven economy. According to Berger(1987, p89), the role of women in the now developed United States was restricted to home chores, a fact or that greatly undermined their early involvement not only in pursuit of their studies, but also in the choice of their careers. In the highly multicultural American society, the academic progress of women especially from the minority groups was an enormous challenge. However, regardless of the racial and economic background of women, their involvement in science, math and engineering was very low. The 19 century was characterized by many groundbreaking and scientific innovations from which most of the current technologies are founded and a number of women played an active role in the United States. Their role was not only limited to studying sciences, math and engineering disciplines to higher levels but were also involved in innovation of new technologies from those disciplines. At the time, United States was undergoing economic and social changes that demanded invention to solve the problems afflicting the society including diseases, more efficient machines to cope with the mass production demands in addition to enhancing the agricultural production in order to meet the food demands of the increasing population Berger, (Berger, 1987, p 102) Some of the most prominent American women scientists in the 19th century included physicians such Elizabeth Blackwell, Annie Elizabeth, a dentist, Maria Mitchell, an American astronomer, Richard Ellen Swallow, a renowned chemist and ecologist in addition to Amelia Earhart, a popular aviatrix. Other women included Rebecca Cole, the first African American woman to earn a doctorate in Physics, Marie Curie a renowned chemists and among the pioneers of radioactivity. In medical and nursing profession, some of the most prominent women included the Beatrice Hinkle, a psychiatrist, Helena Deustch, a psychoanalyst, and Lillian Carter, who was a prominent nurse. Though these women made remarkable contribution in their scientific and engineering disciplines, Clough (2004) notes that their numbers was very small compared to America n men in the respective areas. Although their marginal involvement in math, engineering and science has been attributed to the then a hugely male dominated society, the current role of women in these disciplines is still very low compared to men. This is in spite of the highly liberalized and more equitable society that provides equal opportunities to both sexes. According to Clough (2004), women are under

International Relations Theory Human Rights Formal Term Paper

International Relations Theory Human Rights Formal - Term Paper Example These instruments set universal standards against which national governments and individuals alike can measure their own compliance and compare it to that of others. Even when there is disagreement over the precise meaning, nature or scope of a particular human right, the fact that such dialogue exists at all demonstrates the widespread recognition of, and concern for, fundamental universal human rights. According to Conlon in 2004, human rights were among the more powerful ideas to emerge from the U.N. Charter along with peace, national self-determination, and development. After the drafting and adoption of the Universal Declaration of Human Rights in 1948, to which all the countries of the world subscribe, at least rhetorically, the modern international human rights system developed slowly within the constraints of the Cold War. While there remains much to celebrate about the Universal Declaration and collateral human rights treaties, there have also been substantial complications in managing the political organization of such international obligations. Within the U.N., until the 1980s, the issue of human rights was essentially an ideological football, kicked back and forth in a match between West and East (Schwarz, 2004). Western players prioritized political and civil rights and their Eastern counterparts (usually backed up by southern reserves) economic and social rights. The divide was part of Cold War competition, which left little room for the possibility of joint promotion.Nevertheless, a wide range of international norms has been enshrined in legally binding international human rights instruments, and in a growing web of customary international law. Protections were established by treaty for those subjected to torture, for victims of racial discrimination, for children, and for women (Conlon, 2004). As neither the United States nor the Soviet Union deferred fully to this system during the Cold War, the protection of human rights remained more nominal than actual. The sovereign prerogatives of the superpowers trumped rights enforcement, with the U.N. system accepting non-compliance on many occasions. At present, the most promising avenues for the immediate actualization of global justice involve sensitive adjustments to variations of state and society makeup, as in the numerous peace, reconciliation, and accountability procedures established in a number of countries (Gandhi, 2000). Also encouraging are various collaborations between transnational social forces and those governments that are more value-oriented and sensitive to the claims of global justice, as opposed to those that define their role according to the maximization of power, wealth, and influence.

Role of Women in Math, Science and Engineering Essay

Role of Women in Math, Science and Engineering - Essay Example However, in spite of these challenges, few women have made an impression in these disciplines, discrediting the myth about the gender’s weakness in the subjects. This paper discusses the role of women in the academic disciplines, related to math, science and engineering. In particular, the paper focuses on the contribution of women in United States in the 19th century and compares the conditions that existed then with the current years. In the recent times, the number of prominent women scientists, mathematicians and engineers pales in comparison to liberal artists, authors, dramatists and dancers in the American society (Clough, 2004). In the 19th century, Berger(1987, p73) noted that the number of women in math, science and engineering disciplines was far much less in a society that was making transition from the agrarian to an industrial driven economy. According to Berger(1987, p89), the role of women in the now developed United States was restricted to home chores, a fact or that greatly undermined their early involvement not only in pursuit of their studies, but also in the choice of their careers. In the highly multicultural American society, the academic progress of women especially from the minority groups was an enormous challenge. However, regardless of the racial and economic background of women, their involvement in science, math and engineering was very low. The 19 century was characterized by many groundbreaking and scientific innovations from which most of the current technologies are founded and a number of women played an active role in the United States. Their role was not only limited to studying sciences, math and engineering disciplines to higher levels but were also involved in innovation of new technologies from those disciplines. At the time, United States was undergoing economic and social changes that demanded invention to solve the problems afflicting the society including diseases, more efficient machines to cope with the mass production demands in addition to enhancing the agricultural production in order to meet the food demands of the increasing population Berger, (Berger, 1987, p 102) Some of the most prominent American women scientists in the 19th century included physicians such Elizabeth Blackwell, Annie Elizabeth, a dentist, Maria Mitchell, an American astronomer, Richard Ellen Swallow, a renowned chemist and ecologist in addition to Amelia Earhart, a popular aviatrix. Other women included Rebecca Cole, the first African American woman to earn a doctorate in Physics, Marie Curie a renowned chemists and among the pioneers of radioactivity. In medical and nursing profession, some of the most prominent women included the Beatrice Hinkle, a psychiatrist, Helena Deustch, a psychoanalyst, and Lillian Carter, who was a prominent nurse. Though these women made remarkable contribution in their scientific and engineering disciplines, Clough (2004) notes that their numbers was very small compared to America n men in the respective areas. Although their marginal involvement in math, engineering and science has been attributed to the then a hugely male dominated society, the current role of women in these disciplines is still very low compared to men. This is in spite of the highly liberalized and more equitable society that provides equal opportunities to both sexes. According to Clough (2004), women are under

University Entrance Examination Essay Example for Free

University Entrance Examination Essay An entrance examination is an exam that applicants must pass with great scores for access to an institution of higher education as universities. The entrance exam to enter a college must be mandatory for all people who are interested in pursuing a career and vocational training for several reasons. First of all, the exam helps to measure and evaluate the level of intelligence, ability and knowledge of every applicant for example, young people or graduates from various schools in the country. In fact, all applicants are able to perform this test. Second, the student who really wants to go to a specific college or wants to study a specific career should strive and work hard to achieve his/her purpose. However, entrance examinations differ depending on the university. Some universities only evaluate logical reasoning and reading skills and others evaluate the knowledge in physics, chemistry, mathematics, English and many other branches. Finally, schools prepare their students to be trained to develop the examination required by SENESCYT in Ecuador to achieve a quality higher education, that is a reason why the classes that students take in high school are essential such as the average grades as well as the entrance examinations results because they play an important role in the college admission process. To conclude, an entrance exam opens the doors to all kinds of students who are willing to overcome and it motives them to learn harder to fulfill their wish and achieve future success but depends on them whether they approve the exam or not. Number of words: 255

Biogas Production From Various Fruit Peels Environmental Sciences Essay

Biogas Production From Various Fruit Peels Environmental Sciences Essay Analysis of the various process conditions for the production of biogas (bio-methanation)from mango peel, papaya peel and banana peel were done. Based on the analysis the process conditions were varied accordingly and the comparative study of biogas production from mangopeel, papaya peel and banana peel in terms of pH, inoculum to substrate ratio and temperature was carried out. The major problem in the bio-methanation process was blockage and scum formation. Temperature and pH fluctuations also affect the production of biogas. High temperature(55à Ã‚ ¦ C) causes accumulation of fatty acids which affects the process stability and influences the pH ( Nagamany and K Ramasamy, Biogas production technology: An Indian perspective). If cow dung is used as the inoculum the stability of the digester is monitored. The pH at 5 the population of microbes is lowered and the activity is reduced ( Sahota and Ajit Singh).The ratios of cow dung to peels (1:2, 1:5, 1:10) were used in different setups and the production of biogas was observed. Peels of various fruits were used in the same ratio and their production rate was measured.The C/N ratio varies for different peels and was adjusted by addition of nitrogen sources for optimization of production . The measurement of volume of biogas produced was done using the downward displacement technique of water. Different parameters that were considered to affect the rate of production were observed for different setups. The comparison of production from different peels aims at identifying the ideal raw material source and the optimization of the process parameters for the maximum production of the gas. Keywords: Bio-methanation, process parameters, process stability, downward displacement of water Introduction The realization that the existing fuel resources are getting exhausted faster than expected and with the current developmental activities being at its high ,the situation demands more conservative action. The demand for the conventional fuel is on an all-time high and the demand can be controlled using alternative fuel sources. The extensive use of conventional sources over all these years has led to degradation in the environment. Since the global climatic stability is at stake the usage of renewable and cleaner fuel sources is being recommended. The usage of renewable fuel sources helps to conserve the existing conventional fuel and protect the environment. Renewable sources can be direct (such as solar energy) and indirect (such as biomass): energy of the wood and the other biomass obtained from plants has solar energy fixed by the process of photosynthesis (Chang, 2003). Anaerobic digestion is a process of biodegradation which uses bacteria to convert biomass into energy. Energy is in the form of biogas which is a mixture of methane and carbon dioxide which is used for generation of power. Fruit peels are biodegradable in nature and are a potential source for the production of biogas. The fruit peels mainly consist of cellulose, reducing sugar, non-reducing sugar, moisture etc these acts as a source of carbon and energy for the microorganisms taking part in the bioconversion and by enzymatic hydrolysis converts the polymeric components of the peels into monomers. The monomers are converted to soluble organic acids mainly acetic acid, (methanogenic bacteria) converts it to methane and carbon-dioxide and various by products. Maishanu and Seekimpi (1988) and Anonymous(1992) observed that microbes require neutral or mild alkaline condition for optimal biogas production. Various parameters such as pH, ratio of substrate: inoculum , temperature affects the production. Materials and Methods The peels of mango, papaya and banana were collected from VIT, were cut into smaller fragments and dried. The moisture content of the various peels was determined by standard method. The peels were grinded, the pulp was prepared and the slurry was prepared in the ratio in accordance to the respective moisture content of the peels. Sieve was done to obtain desired particle size and stored at room temperature. 2litre anaerobic bio-reactor was used to perform the experiment. BMP Test Lab Digester: Experiment was performed in 2 litre anaerobic bioreactor capped with rubber stoppers. Nine reactors were set up and each one was seeded with 20ml of inoculum. For each reactor different cow-dung to peel ratio of (1:2, 1:5, 1:10) were added. The pH was maintained by using alkali. Based on the C/N weight ratio of the peel urea was added to optimize the microbial activity. Nutrients (FeCl3 1g) were added for optimum growth of microbes. Water was added to the reactors after addition of substrates. Reactors were kept at 33-37à Ã‚ ¦C under incubation and the production of gas in each reactor was measured by water displacement method. Analysis The moisture content of the peels, solid content, volatile content and pH were determined by Standard method. Total volume of gas production from various peels was measured at fixed time in each day by water displacement method. Result and Discussion Improper preparation of solids leads to blockage and scum formation: proper milling and dilution ratio of solid is necessary to prevent scum formation and stratification. The C/N ratio (i.e. carbon and nitrogen sources for micro-organisms) should be 25-30:1and the loading rate is varied based on it. The gas production depends on the pH, as a pH of 5 reduced the bacterial population and the activity. Optimum pH for methanogenic microbes was slightly acidic (7-7.2 range). pH can be maintained by removing the carbon-dioxide produced during methanation. Higher temperature increased production but the process becomesunstable due to accumulation of fatty acids. Concentration of the volatile fatty acid in terms of acetic acid should not exceed 2000-3000 mg/l. Stability of the digester depends on carbon-dioxide reduction (either by microbes or artificially) and the accumulation of hydrogen takes place due to the higher production rate of hydrogen than carbon-dioxide reduction rate, it inhibits methanogenesis. Retention time of slurry depends on the dilution ratio, loading rate and digestion temperature. Carbon-dioxide reduces the calorific value of biogas produced hence the gas is passed through lime water to remove carbon-dioxide. Table 1. Various parameters and biogas production rate Sno: Fruit peel used for production Ratio of inoculum to substrate Loading rate of the substrate Volume of flammable gas (stp) in litre. Flammable gas production rate (litre/day). 1. Mango 1:2 1:5 1:10 2. Papaya 1:2 1:5 1:10 3. Banana 1:2 1:5 1:10 Conclusion The analysis of the production rate of biogas from three different fruit peels (mango, papaya, and banana) was done. The process conditions that affect the production of biogas in bioreactor were analysed. The effect of parameters such as pH, temperature, inoculum to substrate ratio, slurry ratio was studied and the problems that occur due to the fluctuation of these parameters during the process of bio-methanation were identified. The solutions for these problems were identified and the implementation of optimized process conditionsand the production rate of biogas from various fruit peels are to be measured and compared.

Discussing Web Use Especially for Educational Purposes :: Internet Cyberspace Education Essays

Discussing Web Use Especially for Educational Purposes Abstract The purpose of my paper is to define the web, discuss its educational value, and review some of the ongoing debate regarding its educational use. "And Robert L. Heath says ‘[It is a] means by which any organization - no matter how financially limited - can sustain its messages over time and reach people around the world’ " (as cited by Cooley, 1999, p.1). What is the Web? The Web or WWW or World Wide Web is an informational venue, as well as a communications medium that serves many purposes, namely, to advertise businesses, people, products, services; in other words, to facilitate marketing and public relations. "The World Wide Web’s accessibility and ease of use have encouraged a proliferation of Web resources on almost every imaginable topic. Due to the wealth of information available, the Web is becoming a widely used research tool" (Tate and Alexander, 1996, p.1). The Web is also an educational and news delivery system. The Web began with the birth of the internet. According to Sutherland and Stewart (1999), "[t]he Internet, developed in the 1960s to facilitate military research, had expanded to other research uses by the end of the 1970s." Starr (1997) states, that " [by 1981], the Internet had grown to comprise 213 host computers, linked in an unorganized collection of networks that included local area networks, dedicated computer lines, telephone lines and satellite links" (as cited by Sutherland and Stewart, p.1). "Barely a decade later, the Internet had come to include more than 2 million host computers, a growth largely driven by the popularity of the Web, which only became available in 1990" (Sutherland and Stewart, p.1). "Lehnert (1998) stated that this rapid growth of the Web stemmed from the increased availability of inexpensive, powerful computers, widespread access to the Internet, the combination of the easy to use HTML and graphics, readily available Web browsers, and significant a ttention given to the Web by the mass media" (as cited by Sutherland and Stewart, p.1). Starr said that "[T]he Web, with its innovations in the areas of hypertext, multimedia, and interactivity, has had a profound impact on higher education" (as cited by Sutherland and Stewart, p.1). According to Barnard (1997), "[U]niversity administrators, partially driven by market forces, value the Web as a vehicle to market their institution as well as to deliver distance learning" (as cited by Sutherland and Stewart, p.

The fed under alan greenspan Essay -- essays research papers

Bankers prior to the establishment of the Federal Reserve would establish lines of credit with larger banks. In the event of a run, the smaller bank would draw on the line of credit. In times of panic, large numbers of depositors would demand to withdraw their money, and only the largest Wall Street banks, with millions of dollars in reserve, could guard against this. In the early twentieth century, people were running to withdraw all their cash from their accounts, this may seem dramatic, almost theatrical to people today. Nevertheless, to people living in an economically unstable society, they were an expected occurrence. The banks were independent rivals, the amount of currency in circulation was fixed, and there was no element of trust between the depositor and the bank. However, in an attempt to avoid bank runs, they were storing their money for the inevitable, which meant they did not lend any money out, bringing the economy to a standstill. The credit system of the country ha d ceased to operate, and thousands of firms went into bankruptcy. Something had to be done that would provide for a flexible amount of currency as well as provide cohesion between banks across the United States. A large regulated bank, like the Federal Reserve, could make this happen which was to establish banks as a united force working for the people instead of independent agencies working against each other. By providing a flexible amount of currency, banks did not have to hoard their money in fear of a bank run, so there was no competitive edge to see who could keep the most currency on hand and a more expansionary economy was possible. President Wilson passed the Federal Reserve Act into law December twenty-third, nineteen thirteen, which created the Federal Reserve System and converted central banking into a government monopoly. All nationally chartered banks were required to maintain reserves with a regional Federal Reserve Bank. The regional reserve banks would be managed not for profit and in the "public interest," by political appointees. The Act divided the country into twelve districts, each district with its own banking "center." The banks within each district were then divided up with respect to size, so that small banks, medium banks, and large banks all have the same voting power. An appointed board of governors would oversee all bank operatio... ...coming out of a recession in the beginning of the twenty first century, the Fed had heavily dropped the interest rate to counter the increase in unemployment and jump-start the economy to meet its goal of a steady rate of economic growth. As the economy reacted to the low interest rate in expanding, the Federal Reserve has begun to raise interest rates accordingly. The Federal Reserve should continue to monitor the growth of the economy and not be shy in continuing to raise interest rates to prevent an over zealous economy. With a constant increase in the interest rates, The United States economy is slowing down by not investing as much, as well the consumer market is slowing down for the expected rise in interest rates. The economy has had its difficulties, and the Federal Reserve has done the best it could to handle it. The Fed has to understand that there is no one causes to a problem, and not handling the problem correctly may lead to an even bigger problem. As time progresse s, the Federal Reserve should acknowledge that controlling the economy is a learning experience, and what was used in the past to solve a recession is nothing more than a good place to start in the future.