Early Childhood Development Essay

The work we do as early childhood educators is self-explanatory we work with children. We are expected to work with young children to communicate with them, play with them, care for their physical needs, teach them, and provide them with a sense of psychological comfort and security. In early childhood care and education we regard all areas of development- social, emotional, intellectual and physical- as important and interconnected. Because young children are vulnerable and dependent on adults for responsive care, we will be responsive care, we will expected to nurture and support all aspects of development. Intentional teaching will be an important part of your preparation to be a teacher. Learning to select appropriate teaching strategies and to practice explaining why you choose them. As a part of the current emphasis on standards you will probably be expected to know what standards are used in your state and your program. Design a curriculum that addresses early learning standards assess what children have learned in terms of standards. Identify how you are meeting standards in your work with families. You may find yourself being a consultant, a social worker, an advocate, a teacher, a reporter, a librarian, a mediator, a translator, a social director, and a postal carrier. Your job will be varied, engaging, and challenging. An important feature of the role that early childhood educator is working collaboratively with other adults. You have to figure out what qualities make you a good teacher of young children. Personal characteristics temperament, multiple intelligences are examples of personal values. Teachers need personal values and morality, and good attitude towards diversity. You need the impact of life experiences and the ability to reflect on them. Teachers are those of specialized knowledge and skills. Being a teacher requires have professional commitment and behavior. They have legal responsibilities to adhere to professional values and ethics. My educational requirements include a BA degree and elementary teacher certification, specialized training my include training in early childhood education. Licensure varies by state. A job becomes a calling when the purpose is important.

Vietnam War vs Iraq War

With a husband in the Army and currently on his third deployment to Iraq, I am often asked how I think this war is different from past wars. In order to answer this question properly, I found that I needed to do a little bit of research and acquaint myself with some war history. As I learned about previous wars that Americans have been involved in, I learned that only two wars have had a great deal of controversy.The Vietnam War and the Iraq War, while almost identical are vastly different in their own right. In this paper, I will discuss the similarities and differences between two of our most recent wars. Even though there is a twenty eight year difference, there are many similarities between the wars in Vietnam and Iraq. Both Vietnam and Iraq are called wars, even though neither had a formal declaration of war. The â€Å"actions† claimed legitimacy per a Congressional vote authorizing the Presidents to send troops.The Vietnam War was packaged as a crucial front in the Cold War; and Iraq was packaged as a crucial front in the War on Terrorism. Vietnam is seen as Texan President Lyndon Johnson’s war, although he saw it as carrying out military commitments made by his predecessors Eisenhower and Kennedy. Iraq is seen as Texan President George W. Bush’s war, although he saw himself fulfilling the stated goal (Iraq Regime Change) of his predecessors George H. W. Bush and Clinton. The excuse for major combat operations in Vietnam was a perceived attack on the Gulf of Tonkin.The excuse for major combat operations in Iraq was a perceived attack on the Persian Gulf. Elected on a promise to end the war in Vietnam, Nixon expanded it into Laos and Cambodia. During the midterm election, Bush learned that the voters wanted to end the War in Iraq, but instead, he sent more troops. President Johnson left Vietnam unresolved for his successor, Nixon, who had no connection to his administration; President Bush left Iraq unresolved for his successor, Obama, who also had no connection to his administration.The escalation into Vietnam and the invasion of Iraq are often seen as consequences because of events that happened in America less than two years earlier; the assassination of JFK and the September 11 attacks. Prior to the Vietnam War, the United States had military advisors in South Vietnam for about twelve years. After the Gulf War, the United States had combat troops in Iraq for about twelve years and kept them close by in Saudi Arabia and Kuwait. Both Vietnam and Iraq involved the United States accusing a powerful neighbor, Russia, China, and Iran, of aiding its enemies.Vietnam and Iraq were largely supported by the public until the Tet Offensive and Abu Gharib put gruesome images of hard-won victories on American’s televisions. Soldiers of both Vietnam and Iraq found themselves being criticized for what had been happening, although they were just following orders given to them by the higher-ups. Opponents of both Vietnam and Iraq found themselves being branded as traitors for simply exercising their right to free speech.With all the similarities of Vietnam and Iraq, there are vast amounts of differences too. When the villain in Vietnam, Ho Chi Minh, was captured at Saigon, his name was put on the city and it became Ho Chi Minh City in 1975. When Saddam Hussein, the villain in Iraq, was captured, he was executed after having his name removed from just about everything in Baghdad, the capital of Iraq. The United States got into Vietnam to keep the south from falling to communist dictators, though in the process they cancelled or rigged democratic elections.The United States went into Iraq with the intentions to stop terrorism, but in the process provided fodder for new terrorist groups. The loss of Vietnam was supposed to cause a â€Å"domino effect† of nations falling to Communism. The victory in Iraq was supposed to cause something of a reverse domino effect of other Islamic states yearning for democracy. The Vietnam War ended with the unification of a country formerly divided, while the end of the Iraq War brought with it the partitioning of a country formerly unified.American involvement in Vietnam began after the French stopped fighting; while American involvement in Iraq began after the French refused to fight. When the generals told President Johnson that they needed more troops to win in Vietnam, he refused to provide them and moved to end the war. When the generals told President Bush that they needed more troops to win in Iraq, he refused to provide them and moved to start the war. Vietnam’s fighting force was four times the size of Iraq’s.Vietnam had a draft that was eventually abolished, while Iraq had an all-volunteer military that eventually led to talk of reinstating the draft. The War in Vietnam was a long fight to expel an invading army. The War in Iraq was a short fight by an invading army to expel Saddam, followed by a long fight to expel local militias. If a soldier joined the National Guard in the Vietnam era, they would have avoided getting shipped out, but if a soldier joined the National Guard during the Iraq era, they probably would not have avoided being shipped out.Some people say that America gets involved in wars just for the revenue created, while other people say that without unification of the world, there will never be true peace. As a military wife in a time of war, I find myself often torn between my feelings. There is no doubt that given the choice, I would choose to have my husband home and safe, however, without being needed by the Army, my husband probably would not have a job or be able to support our family. As I did research for this paper, I found myself very grateful that I was not a wife during the War in Vietnam.With the lack of communication, ammunition and support from other countries during the Vietnam War, I would most likely be a widow. Being a military wife during the Iraq War is not easy, but there have not been near as many casualties and while my husband still is not entirely safe, I am able to communicate with him almost every day and have no doubt that he is provided with everything that he needs. There are a great number of similarities between the Vietnam War and the Iraq War, but there are also a great number of differences.

The Internationalization Process of Mapfre Dissertation

The Internationalization Process of Mapfre - Dissertation Example This dissertation focuses on MAPFRE Co. that is the parent corporation of a group involved in the underwriting and stipulation of insurance in Spain and overseas. MAPFRE is acronym of Mutualidad Agrupadora de Propietarios Fincas Rà ºsticas de Espaà ±a that is Group of Rustic Properties owners’ Mutual of Spain. Insurance policies offered comprise: life, non-life, accident, homeowner, general and health. MAPFRE is affianced in the provision of reinsurance, the management of investment funds, pension funds and pension plans, real estate and related services. The researcher aims to investigate the internationalization process of MAPFRE, highly successful in Latin America and Mediterranean countries but failed in Germany and UK. He also aims to investigate strategies on howto recover from such failures; whether the current internationalization is feasible in China and which strategies should be followed in the Road China Assistance project. Based on the data gathered from the cur rentdissertation, MAPFRE has to undertake the following changes to support an internationalization process. Firstly, it is significant to generate an icon of something to which people could relate, to establish a unique, competent service. Secondly, internationalization is likely to mean bringing together a range of resources and skills and focusing activity through teams. Thirdly, the researcher states that MAPFRE needed to understand customers desire in terms of a relationship. Other changes were described in the dissertation in details as well.

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

DB 1 - History - Essay Example The Enlightenment made the United States to become democratic; people had the right to choose leaders as well as judges to enforce laws. The freedom of choice as a result of the movement also made the citizens of America to become economically viable. The Enlightenment ideas played very significant roles during the American Revolution as well as the War for Independence. Deism for instance enhanced the unification of the citizens of America. This is evidenced by the majority of the populace who not only remained strongly religious, but also supported good work. It is the religion that was enhanced by the movement that holds the citizens of the U.S. together even currently. Liberalism is also one of the Enlightenment ideas that led to the American Revolution as well as War for Independence (May, 1978). This is evidenced by Jefferson’s draft â€Å"Declaration of Independence†. The Enlightenment made the citizens of the U.S. to develop the notion that government authority is not absolute, but a product of the consent of the governed. â€Å"It is liberalism that also supported the parliamentary form of government that protected liberty of expression and movement† (May, 1978). Republicanism is also one of the Enli ghtenment ideas. It advocated a nation to be ruled as a republic and not through hereditary right. Its effect is also evident today; the state’s head in the U.S. are

Competition in drafts for sports Research Paper Example | Topics and Well Written Essays - 750 words

Competition in drafts for sports - Research Paper Example History shows that the Cleveland Cavaliers abused this privilege by signing LeBron James to a huge contract. Many sports analysts also argue that the NFL draft does not carry as popular names. The biggest names in NFL draft up to this day is Adrian Peterson, who has still not managed to take his team to the superbowl. However, the NBA draft has always gotten attention for its fancy players. The NBA 03 draft was one of the most prominent drafts that features players such as LeBron James, Carmelo Anthony, Chris Bosh, Kirk Hinrich, and many other superstars. The NBA has been traditionally been very lucky being blessed with drafts whereas NFL drafts. Competition in both drafts have been superseding amazingly in the previous decade. Players have been stronger, faster, and better than ever before. This is due to the fact that competition has been majorly extensive even at minor conferences. Players are running the 50 yard dashes in major milestones for the NFL draft. The advent of the supplement industry and nutritionists have also played a vital role in this. Players at the collegiate levels have nutrionists, therapists, and training staff to help them in any manner possible. However, one element of draft that is missing is the athlete’s behavior. The combine and pre-season events that occur before the draft also are a valuable element. They dictate the nature of the draft as players showcase their skills and athletic abilities. Prior to the NFL combine, recruiters only had game film to evaluate the players. With new technologies and analysis, the draft has become a very fierce method of evaluation. Competition in drafts has been much fiercer as well because of the exposure of social media. Social media attention has been a focal point in the persona lives of athletes. In today’s centuries, the advent of social media has made

Business Analysis Lab Report Example | Topics and Well Written Essays - 3000 words

Business Analysis - Lab Report Example The company operates more than 700 stores in the UK and has expanded their business especially in retail sector internationally. 49% of their business is based upon homeware and clothing and 51% of their business based upon on food. Marks & Spencer are known for their green credentials due to their focus upon eco plan. By the year 2012, the company has decided to provide no waste on land and to reduce overall operational waste. The company prepares their plans for each year, for the year 2010-2013 their plan is to improve business strategies in the UK. The development can be done by improving Marks & Spencer’s brand, stores and food business. The company’s next plan for the year 2013-2015 is to make more profit by increasing their business capabilities internationally. The largest store of M&S is situated at Marble Arch on London’s Oxford Street. They have built their shops at various locations like high streets, stations, retail parks and airports (Marks and Spe ncer plc, 2012). The objective of the paper is to prepare a business analysis of the company Marks & Spencer. The analysis will include assessment of the business environment and strategic capabilities of the company along with critical analysis of the performance of the business since the year 2008. The paper will also include potential future strategies for M&S for their local as well as global markets. Business Environment of Marks and Spencer Marks and Spencer has been operating in the UK for a long period of time. The changing political uncertainties in the UK certainly create varying challenges for the company to successfully operate in. The political structure affects the retail shopping centres in a number of ways. The political structure in the UK has a direct impact on the retail centres. The retail shopping centres face a lot of issues related to national debates in the UK which has evolved recently due to various political conditions. There is certainly a significant imp act in the UK of the political parties upon the various locations of land and the usage of lands for diverse purposes. Since 1990s there have been tight restrictions on use of land, and thus it has become difficult to obtain permission regarding the set up of retail sectors at various town centres. This restriction has evolved due to health issues at town centres and to develop the towns as a strong part of urban structure (Burt & Sparks, 2003). Pricing is the other important aspect on political grounds. Pricing is very much complex towards consumers as the consumers react differently to diverse prices given to the products. The retailers also position themselves accordingly to different prices at various market locations. The issue of price directly relates to market power as many of the organisations’ mergers were blocked a decade ago. The government desires to enhance the price competition among the retailers (Burt & Sparks, 2003). The economic impact on the UK’s re tail sector is very much based upon the demand of the retail based products in the UK. As the demand of the products of retailers is quite steady in the UK, thus it has enabled the retailers to operate with quite a sustainable operational growth. Local market knowledge is significantly required to know the needs of the consumers but large retailers have incorporated computer knowledge to analyse

Auditing Practices, Professionalism, Ethics, And Standards Essay

Auditing Practices, Professionalism, Ethics, And Standards - Essay Example Auditor independence refers to the internal auditor’s independence and freedom from freedom from any form of control by parties that may have financial interests in the business under auditing (Baker, 2005, p.13). The independence of auditors particularly demands a considerable level of professional integrity, ethics and objective approach to the entire auditing process without any external influence. According to many experts, auditor independence may also be used in reference to the external auditors' exclusion from parties that may have financial interests in the businesses being audited. Generally, achieving independence is critically essential for the auditors to be able to effectively retain their objectivity and service reliability.According to Sikka (2008, p.271), the current auditing practice of making auditors depend on their directors for their fees, remunerations, and profits has been widely blamed for the rising cases of corruptions, manipulations and integrity is sues among auditors. Although it has been argued that auditors still redeem their status by appealing to and incorporating professionalism in their practice, this is not always possible as auditors just like other capitalist enterprises are often driven by personal interests particularly the need to increase their profits and market niches.The contemporary Australian Audit ethical standards particularly require an integrity and objective approach to the audit process (Australia, 2011 p. 123).

Crisis Essay Example | Topics and Well Written Essays - 2250 words

Crisis - Essay Example TESCO'S has garnered a big share of the retail industry market. But complaints have been lodged by competing stores for government to make an inquiry into its bully boy tactics. Tesco with over 180 stores in England is offering up to 40% discounts to its present and prospective customers. The stores affected are Asda and Yorkshire's chain Proudfoot. Tesco uses its vast Clubcard database to give it access to detailed information about shoppers that no other retailer can match. (Harrison & Enz,Hospitality Strategic Management,p145,USA,John Wiley & Sons,2005) It also owns a controlling stake in an information company, Dunnhumby, which sells data to third parties. Sales of Tesco has increased due to this strategy. "Calls for an end to Tesco's bully-boy tactics have grown too loud to ignore " this result to a call of full scale competition inquiry by govt. Elsewhere, Lee Scott, the president of Wal-Mart, which owns Asda, has called for government intervention to halt Tesco's rapid growth on the grounds that it is increasingly hard to compete. Sainsbury's chief executive, Justin King, has demanded changes to stop Tesco's market share "climbing to 40% in short order". Ref: Julia Finch Saturday November 12, 2005 The Guardian COMMENT: This is another way of Macro strategy where the competitors ask government to intervene since Tesco is playing fair as their market share has been decreased and many smaller stores have closed up. In business, only the losers complain. The customers go to Tesco because of its lower prices. SAINSBURY'S has made public its first loss after many years of being one of the leaders in the supermarket industry in England. Its current loss of 38m pounds is a big disparity between its last year's 323m pounds. Sainsbury's, which last month was at the centre of takeover speculation, is struggling to turn itself around. It has been the subject of takeover by its competitor Asda. The main cause is that they have not filled up their stores shelves in time because they had not estimated the sales output. This Micro strategy has been rectified by its chief executive ,Justin King. Its stock market shares increased due to the new moves of it chief executive. "Sainsbury's chief executive Justin King recently admitted the firm had been failing to properly stock its shelves after struggling with faulty distribution systems. A reorganization of the business under Mr. King has already cost it 400m. However, he said the company was now aware of where it had gone wrong in the past and was work ing hard to try to put things right." Now, the shop has been opened again to regain its original foothold as one of the leading markets in England. It has also added additional product lines. Sainsbury's chairman Philip Hampton said he believed the retailer had the building blocks in place to achieve a turnaround. SAINSBURY'S key strategy: increase product quality, lower prices, improve product availability . Once the UK's biggest supermarket chain, Sainsbury's has since been overtaken by both Tesco and Asda. REFERENCE: (http://news.bbc.co.uk/1/hi/business/4018407.stm)] General Electric's

Marketing Manager of the PVT Research Paper Example | Topics and Well Written Essays - 1000 words - 1

Marketing Manager of the PVT - Research Paper Example Thus, when it declines to list PVT among it best bidders, then there must a gross system or technological failure that Greg Morgan, the Solenergy’s chief electrical engineer noted from the electric equipment supplied to them by PVT. Morgan is portrayed as a competent person, especially in his judgments. Moreover, he has never misled Solenergy Company and its management in all matters left for him to deliberate upon thereby earning him the influence he has in the Solenergy development industry’s decision-making. Therefore, it will be pointless for the sales and marketing department of the PV Technologies, Inc. to peg their success on the personal relationship between Morgan and Salvatori. Apparently, the decision made from Morgan’s evaluation may not change based on the employee to employee relationship or business to business relationship but they can change on core values used as evaluating factors that led to the conclusion (Cespedes and Badame 05). From the understanding of the top management at the PV Technologies, PVT has been supplying reliable, durable, and efficient converters a fact that has not been confirmed by the customer, Solenergy in this evaluation. The evaluation parameters and the result are just but rumors that are yet to be confirmed to the PVT’s sale and marketing department or even to its executive. Therefore, it cannot be assumed that Morgan only pegged his evaluation on cost but not other factors that could be touching quality, efficiency, effectiveness, and durability. Moreover, it is apparent that PVT has been the main player in the market especially in the supply of electric converters. Since numerous players who have joined the same market, PVT must not assume that there are no other companies producing the same products, as in this case, converters with the same quality, durability, efficiency, and effectiveness and at lower costs than it thereby placing out of the  competition is.

To Sir, With Love by E. R. Braithewaite Essay Example for Free

To Sir, With Love by E. R. Braithewaite Essay In his novel, To Sir, With Love, E. R. Braithewaite traces the course of his relationship with his unruly charges, as a teacher in a rough school in London. I think Braithewaite was a resounding success, as he progressed from a new blackie teacher to Sir, with Love, as he moulded the lives of his students and played a role model to them. When he first met the students, he was faced with disobedience and hostility. They were indifferent to his attempts to integrate himself with them, and make them like him. I think they did not really cared about respecting Braithewaite as they imagined him to be as a transient as his predecessors. They mentioned him only briefly (and yet made a pointed reference to his race) in their weekly reviews. I do not think it was really their fault: they had had so many inept teachers in the past; they did not have any high expectation for Braithewaite Another (Hackman). Braithewaite went through three phases in his relationship with the students the noisy, silent and bawdy phases, all increasing in aggression. Matters came to a head one day as someone burnt a sanitary napkin in the class room, in what I believe was an act of testing the waters they were trying to see how far they could push Braithewaite. That incident was the turning point for Braithewaite as he reprimanded the students, I think he realised that trying to be their friend would not work, Instead he decided to be firm with them, not asking, but demanding, respect. One hurdle that he had to overcome was the students social background. They had been poorly fed, clothed and housed, in places where the breadwinner was chronically unemployed. Their neighbourhood was infested with social vermin. These children, I think, had never had any satisfactory father or role models that they could look up to. This, combined with their ingrained prejudice, made them feel that Braithewaite would be another Hackman who by all accounts gave the children too much rope. Braithewaite had to realise that they came from homes where order was often accomplished by a blow and in school where corporal punishment was banned, that he had to be strict in order to earn their respects. His first triumph was his success in imposing unfamiliar social codes on the children. By having them call each other Sir and Miss, I think he showed them a glimpse of what they could become well mannered, courteous young adults. Braithewaite quickly realised that lessons, unless they could relate to the students lives were of no use to the children. So he related the subjects and tailored the lessons to suit the children and in this way, he showed them that the purpose of education was the development of the students thinking and reasoning. In this way, Braithewaite gained the respect of the ringleaders of the children, except Denham. I think he finally grew up in their eyes as he beat Denham, a symbol for triumphing over adversity. I feel in the end, physical force was needed to win over the children, and it speaks volumes about their social background. After the boxing incident, Braithewaite became aware of in important change in his own attitude towards them. Whilst earlier his aim was to gain employment, not rally caring about the students, he now found himself liking them, collectively and singly and therefore more interested in their welfare and moral values. The trip to the museum brought out the best in the children, as they came scrubbed, combed, brushed and shining. I think the children finally had a hope of redemption, as they went on with their best behaviour, surprising and delighting Braithewaite. He now begins to identify himself with them, calling them my class and mentioning that they had become a part of him. But this brought in a new complication Pamela Dare. A girl with only scruffy, untidy men to look up to, she quickly develops a crush on the big, broad and handsome Braithewaite, but I think her crush was not more than a yearning for a father figure. Both Pamela and her mother respected Braithewaite enough to ask for his advice on family matter. Braithewaite, on his part, is careful and conscious of his limits with Pamela he treats her like any other student and without being too intrusive, he guides her and her mother. Barbara Peggs mother, on the other hand, was not so tolerant. Bluntly refusing him a room to lodge, on the grounds of his colour, she changes her mind only because her daughter, horrified at her behaviour, wanted her to apologise. But Braithewaite sees this, also, as a triumph. He knows hes gotten through to Barbara. He had taught her tolerance and the essential humanities. One person who seems not to have the essential humanities is Mr. Weston. He is deeply prejudiced against the children and their background and so is a contrast to Braithewaite. He calls his students snotty little tarts and blithe spirits and always claims that he is only a teacher for the money, and in this he is a marked contrast to Braithewaite. E.R. Braithwaite was truly a remarkable teacher in the way he changed his student attitudes and perceptions to the world around them, and their behaviour and outlook in general. They had, in only a year, progressed from being unruly, rude and out of hand to responsible, polite and mature adults with their whole future ahead of them, and all due to him. I feel that he was the best teacher they could have possibly had and he deserved to be called Sir, With Love.

Sr Research Experiment Builder

Sr Research Experiment Builder The SR Research Experiment Builder SREB is a visual experiment creation tool for use by Psychologists and Neuroscientists. The SREB is designed to be easy to use while maintaining a high degree of flexibility. This unique design combination allows for a wide range of experimental paradigms to be created by someone with little or no programming or scripting expertise. When used in combination with the SR Research EyeLink ® eye tracking system, the SREB provides seamless integration into the EyeLink hardware and software platform. Experiments are created in the Experiment Builder by dragging and dropping experiment components into a workspace and configuring the properties of the added components. There are two main classes of experiment components in the Experiment Builder: Actions and Triggers. Actions tell the computer to do something, like displaying a set of graphics on the screen or playing a sound. Triggers define the conditions that must be met before an action can be performed. The flow of the experiment is achieved by connecting sequentially related components in the workspace in a flow diagram like fashion. One of the important concepts in SR Research Experiment Builder is hierarchical organization of events in an experiment. A typical experiment can be dissected into several levels along a hierarchy of Experiment à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Blocks à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Trials à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Trial Runtime / Recording. All of the events within each level of this hierarchy can be conveniently wrapped in a loop (called sequence or sub-graph in Experiment Builder). This allows the whole sequence to be connected to other objects as a unit and be repeated several times in a row. Creating EyeLink Experiments To create an Experiment with SR Research Experiment Builder, the user needs to take the following the following steps: Experiment Design Building and Test-running Experiment Deploying Experiment Participant Data Set Randomization Data Collection Data Analysis Following these, a set of files are generated so that the experiment can be run for data collection without relying on the Experiment Builder application. To illustrate the use of Experiment Builder, a very simple eye-tracking experiment can be shown which runs three blocks of four trials. In each trial, a single word is displayed in the centre of the screen. Creating a New Experiment Session Click on the Experiment Builder to start a new session. When the application starts: Click on File à ¯Ã¢â€š ¬Ã‚ ­Ãƒ ¯Ã¢â€š ¬Ã‚ ¾ New on the application menu bar. In the following New Project dialog box, enter Simple in the Project Name edit box. Click on the button on the right end of the Project Location to browse to the directory where the experiment project should be saved. If you are manually entering the Project Location field, please make sure that the intended directory already exists. Make sure that EyeLink Experiment box is checked for an EyeLink experiment. Note: The user shouldnt manually add or remove files in the experiment directory. Configuring Experiment Preference Settings After a new experiment session is created, the user needs to check whether the default display and screen preference settings are fine for the experiment to be created. Select Edit à ¯Ã¢â€š ¬Ã‚ ­Ãƒ ¯Ã¢â€š ¬Ã‚ ¾ Preferences from the application menu bar or press the F4 key. Click on Preferences à ¯Ã¢â€š ¬Ã‚ ­Ãƒ ¯Ã¢â€š ¬Ã‚ ¾ Experiment à ¯Ã¢â€š ¬Ã‚ ­Ãƒ ¯Ã¢â€š ¬Ã‚ ¾ Devices à ¯Ã¢â€š ¬Ã‚ ­Ãƒ ¯Ã¢â€š ¬Ã‚ ¾ Display to check display settings. Make sure that the settings (Width, Height, Bits per Pixel, and Refresh Rate) used are supported by your video card and monitor. Click on Preferences à ¯Ã¢â€š ¬Ã‚ ­Ãƒ ¯Ã¢â€š ¬Ã‚ ¾ Screen to check Screen Builder settings. Set the Location Type as Center Position. If any of the above settings have been changed and if you want to keep the new settings as defaults for all of your future experiments, click on the button save properties as default. Creating Experiment Block Sequence The first step is to add a block sequence for repeating blocks: Click on the Experiment Tab in the Project Explorer Window to start. Click on the Action Tab of component toolbox. Select the Sequence node, hold down the left mouse button and drag it into the work area. Place the mouse cursor on top of the START node; hold down the left mouse button while moving the mouse cursor on top of the SEQUENCE node. This makes the connection from the START node to SEQUENCE node. (Note: dont make a single or double click on the START node as this will select the node instead. If you have done so, place the mouse cursor on a blank area in the work space and make a single click there. Redo the current step again.) Click on any blank area in the work window. Click the right mouse button and select Arrange Layout in the popup menu. This will re-arrange the nodes in a hierarchical fashion. Click on the SEQUENCE node in the structure list to continue. Editing Block Sequence Next, one will need to edit the properties of the Block Sequence. This involves changing the Label of the sequence to make it more meaningful and changing the iteration count (total number of times a sequence must be executed) to the actual number of blocks to be tested. Click on the value field of the Label property of the Sequence created. Write BLOCK in the text editor and press the ENTER key to finish. Click on the Iteration Count value field and enter 3 as the total number of sequence loops. In the experiment Work Space, double click on the Sequence object to continue. In each block, one has to first give an instruction, perform a camera setup, calibration, and then run the trials (an example has been given below) Click on the Action Tab of the component toolbox, select the Display screen action, hold down the left mouse button and drag the action into the work area. Click on the Trigger Tab of the component toolbox, select the Keyboard trigger, hold down the left mouse button and drag the action into the work area. Add an EyeLink © Button trigger to the work space. Add a Timer trigger to the work space. Click on the Timer trigger and set the duration to 20000 msec. Click on the Action Tab of the component toolbox and add a Camera Setup action to the work space. Click on the action and set the Background Color to white (255, 255, 255). Click on the Action Tab of toolbox and add a Sequence node to the work space. This will be our trial sequence. Place the mouse cursor on top of the START node. Hold down the left mouse button while moving the mouse on top of the DISPLAY_SCREEN node. This makes the connection from the start node to the DISPLAY_SCREEN node. Similarly, connect from DISPLAY_SCREEN to KEYBOARD, EL_BUTTON, TIMER triggers. Note that a number is added to these connections, indicating the evaluation order among the three trigger types. Make the connection from the latter three triggers to the EL_CAMERA_SETUP node and from EL_CAMERA_SETUP to the SEQUENCE node. Click at any blank area in the work window. Click the right mouse button and select Arrange Layout in the popup menu. This will re-arrange the nodes in an orderly fashion. Double click on the DISPLAY_SCREEN object in the work space (not from the structure list) until the Screen Builder interfaces displayed in the Graph Editor Window. Creating Instruction Screen The user may want to provide instruction to the participants at the beginning of the experiment. This can be done by creating an image file containing the experiment instructions and then using DISPLAY_SCREEN action to show the image. The instruction text can also be created with the multiline text resource. In the current example, multiline text resource text source is used. Click on the multiline text resource button on the screen builder toolbar to select the type of resource to be added. Click anywhere on the screen. In the following Multiline Text Resource Editor: Enter the instruction text. Press CTRL + A to select all text entered. Click the Margins button box to set the text margins. Enter 100 (or desired value) in all fields. Click the OK button on the dialog box. Make sure that the text is still selected. Now click the buttons on the toolbar to set the desired text appearance (font name, font size, font style, alignment style, line spacing, and text colour). Click on the Close button at the top right corner of the dialog to finish. To work with images instead of texts: The image resource is flexible enough to accommodate various modes of displaying (e.g., original image size vs. stretched, top-left aligned or centred). The following discusses the option of displaying images in original size or stretching it to a specific dimension. To display the image in original size, after the image is added to the display, the user should have Use Original Size field of the image checked. Please note that, enabling that field will also make several attributes read-only (Width, Height, Clipping Location, Clipping Width, Clipping Height, and Clipping Area is Gaze Contingent). To stretch all images to a fixed width and height (1024 ÃÆ'- 768 for example), after the image is added to the display, the user should first make sure that the Use Original Size field is unchecked. Check the values of Width and Height fields of sample image added and adjust them if necessary. In addition, the user may need to check the values of Clipping Location, Clipping Width and Clipping Height attributes, which are used to control the part of the image to be shown. By default, the clipping width and height are the same as the image width and height. Please note that the clipping location is always top-left based and the location is relative to the top-left corner of the image. If images are stretched to different dimensions, the user should add two columns in the experiment data source to specify the desired image width and height. After the sample image is added to the display, the user should refer the width, height, clip width, and clip height of the image to the two columns created in the data source. Editing Trial Sequence: Data Source Next, one will have to work on the sequence, which will contain all necessary triggers and actions in each trial. One would also have to create a data source to be used for setting parameters in individual trials. Click on the last SEQUENCE node on the structure list to start. In the property table, click on the value field of LABEL. Set it to TRIAL. Click on the Data Source property to bring up Data Source Editor. Click on the Add Column button. In the following dialog box, type Trial (without quotation marks) in the Column Name editor box and set Column type as Number. Click OK button to finish. Click on the Add Column button again. Set the Column Name as Word and Column type as String. Click OK button to finish. Click on the Add Row button. Enter the desired number (here 12) in the Number of Rows edit box to generate the number of rows of empty cells (here 12). Click on the empty cells of the table just generated. For this example, the values of the Trial column are set as 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, and 12. For the word column, the following strings have been used: One, Two, Three, Four, till Twelve. Click on the Split by value field. Enter a value (here [4]. This makes sure that only 4 trials are run in each block.) Double click on the TRIAL sequence node in the structure list. Click on Start node under it to continue. Editing Trial Sequence: Preparing Sequence and Drift Correction Each recording trial should begin with a prepare sequence action, followed by a drift correction action, and then by the actual trial recording. The prepare sequence action allows the user to preload the image files or audio clips for real-time image drawing or sound playing, to draw feedback graphics on the Host PC to evaluate participants performance, and to reinitialize trigger settings. The user should typically call this action before performing a drift correction. Click on the Action Tab of the component toolbox, select the Prepare Sequence action, hold down the left mouse button and drag the action into the work space. Click on the added PREPARE SEQUENCE action and review the settings in the property table. Make sure to check Draw To EyeLink Host field is set to IMAGE or PRIMITIVE. This will draw image or simple graphics on the host screen for the purpose of evaluating gaze accuracy. Add a Drift Correction action from the action tab of the component toolbox. Click on the Action Tab of toolbox, select the Sequence node, hold down the left mouse button and drag it into the work space. Make a connection from the START node to PREPARE_SEQUENCE, from PREPARE_SEQUENCE to DRIFT_CORRECTION, and from DRIFT_CORRECT to the SEQUENCE node. Click on any blank area in the Work Space. Click the right mouse button and select Arrange Layout in the popup menu to re-arrange the nodes in an orderly fashion. Double click on the newly created sequence to fill in the actual events in the recording. Editing Recording Sequence In a simple recording sequence, one has to display a screen and then wait for a button press response from the participant. The trial times out automatically if no response is made within a user specified time interval in seconds. The display screen is then cleared. Select the newly added Sequence node. Rename the label as RECORDING. Make sure that the Record and Is Real time checkboxes are checked. Double click on the RECORDING node in the structure list until seeing a START node under it. As we double click on the START node, the content of the work area window is also updated. Click on the Action Tab of the component toolbox, select the display screen action, hold down the left mouse button and drag the action into the work area. Click on the Triggers Tab of toolbox, select the TIMER node, hold down the left mouse button and drag the trigger into the work space. Double click on the Timer object. Enter Time out (without quote) in the Message value field and 10000 (time in ms) in the duration field. Add an EyeLink © Button trigger. Add another display screen action. Double click on the action and modify its label as DISPLAY_BLANK. Also uncheck the Send EyeLink DV Message box. Make a connection from the START node to DISPLAY_SCREEN, from DISPLAY_SCREEN to TIMER, from DISPLAY_SCREEN to EL_BUTTON, from TIMER to DISPLAY_BLANK and from EL_BUTTON to DISPLAY_BLANK. Click at any blank area in the work space, then click the right mouse button and select Layout à ¢Ã¢â€š ¬Ã‚ ¦ in the popup menu. Click ok in the following dialog box. This will re-arrange the nodes in an orderly fashion. Modifying Properties of Display Screen One must first need to check the property settings of the display screen actions. For better Data Viewer integration and for reaction time calculation, a message should be written to the EDF file to indicate the time when the stimulus was visible to the participants. In addition, one may need to draw simple graphics onto the host screen so that the participants gaze accuracy during recording can be evaluated. Click on the DISPLAY_SCREEN node. In the property window of the action, double click on the value field of Message property. Type in SYNCTIME and then press ENTER key to register the change. Make sure that the Send EyeLink © DV Messages and Use for Host Display properties are checked. Select the DISPLAY_BLANK action. Double click on the value field of Message property. Type in blank_screen and then press ENTER key to register the change. Make sure that both Send EyeLink © DV Messages and Use for Host Display checkboxes for the DISPLAY_BLANK action is unchecked. Creating Display Screen In here, one has to add a text resource to the display screen and modify the properties of the text resource, such as font name, size, text to be displayed, and alignment style. One also must have to create an interest area for the text. To do this, first double click on the DISPLAY_SCREEN object in the work space, until the screen builder interface is displayed in the Graph Editor Window. Click on the Insert Text Resource button on the Screen Builder tool bar, and click at any position in the work area. Double click on the current value of Font Name (New Times Roman). This will bring up a dropdown list. Set the new font name as Arial (or any other). Double click on the current value of Font Size (20). Enter the desired text size (40) in the text editor. Double click on the far right end of the value field of the Text property. This will bring up an attribute editor dialog. Click on DataSource node under TRIAL sequence on the node selection list. Double click on the word node in the node attributes window. This will update the contents of Attribute editor dialog as @[emailprotected]. Click on the OK button to finish. Check the Use Runtime Word Segment box. This will create interest area automatically for the text used. Select the newly added text resource, click on both Horizontal Center Alignment and Vertical Center Alignment buttons to place the text in the center of the screen. Select the text resource on the work area, click the right mouse button, and select the Lock Selection option so that the resource will not be moved accidentally. Writing Trial ID to EDF file A TRIALID message should be written to the EDF file so that the actual experiment condition under which the trial was conducted can be identified during analysis. Click on the Experiment (the topmost) node in the structure list to start. In the property table, click on the value field of the EyeLink © DV Variables property. In the following dialog box, for each of the variables to be added to the trial ID message, select the variable and click the ADD button. The order of the selected variables can be modified with the Move up and Move down buttons. Click on OK to finish. Showing Experiment Progress Message on Tracker Screen During trial recording, a text message can be displayed at the bottom of the tracker screen so that the experimenter can be informed of the experiment progress. For example, in this experiment, a text message like Trial 1/12 One on the tracker screen was shown. Click on the Recording sequence node in the structure list to start. In the property panel, click on the far right end of the value field of the EyeLink © Record Status Message property. In the attribute editor, enter an equation as: =Trial + str(@[emailprotected]) + /12 +str(@[emailprotected]) Click on the OK button to finish. Building the Experiment Click on Experiment à ¯Ã¢â€š ¬Ã‚ ­Ãƒ ¯Ã¢â€š ¬Ã‚ ¾ Build menu to build the experiment. The Editor Selection Tab in the Graph Editor Window will be set to the Output tab and build information will be displayed. Watch out for error (displayed in red) and warning (in brown) messages during building. The following is a list of common errors during experiment building: Image file not found No positions are added to the custom pattern Use of runtime value with pre-build to image option on No value is set at row for the column The node could not be used in the sequence Reference to not found in the graph. No link from node. Infinite loop found Invalid Reference. No recording sequence found in an EyeLink © experiment. The following is a list of common warnings during experiment building: The keyboard trigger and mouse trigger is used in a real-time sequence. If this is the case, check whether these two triggers are indispensable for the experiment design. If so, uncheck the Is Real-time box in the recording sequence. Default value use in attribute The user may also test the experiment by clicking on Experiment à ¯Ã¢â€š ¬Ã‚ ­Ãƒ ¯Ã¢â€š ¬Ã‚ ¾ Run from the application menu-bar. This will try to connect to the tracker PC and execute the experiment code. It should be noted that this should only be used for the purpose of testing and debugging experiment code. To collect experiment data, the user should use the deployed version of the experiment as it does not have to rely on the Experiment Builder application and can be run on a different computer. Deploying the Experiment After the experiment is built, the user must deploy the experiment to a new. This will generate a set of files so that the experiment can be run on a different computer without relying on the Experiment Builder application. If a data source is used, this will create a datasets subdirectory with a copy of data set file in it. The user can create several copies of data set files with the randomizer application Running the Experiment To run the experiment, open the directory where the experiment is deployed to and click on .exe. If the EyeLink © host application is already running on the Host PC and the Ethernet connection and settings between the host and Display PCs are ok, the experiment should now start. This will first popup a dialog box asking for the data source file. Go to the datasets directory and select the target data source file. Following this, enter the desired EDF file name (must be in DOS 8.3 format) and click on the OK button to continue. Following the initial welcome message, the participant will be shown the camera setup and calibration screen and the recording can be started following calibration, validation, and drift correction. After the experiment has ended; an EDF file will be transferred to the Display PC. It may take some time to complete the file transfer. Possible Errors Error in Initializing Graphics: When you start the experiment and see an Error Initializing Graphics error, please check whether the display settings (screen resolution, colour bits, and refresh rate) specified for the experiment are supported by your video card. If not, please change the Preferences à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Experiment à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Devices à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Display settings. Error in Tracker Version: SR Research Experiment Builder works well with both EyeLink and EyeLink II eye trackers. The default tracker version is set to EyeLink II (see Preferences à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Experiment à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Devices à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ EyeLink). Therefore, EyeLink I users may see such an error message with the default tracker setting. If this is the case, please set the tracker-version in the device settings to EyeLink I. Participant Data Set Randomization In most experiments, the user will need to randomize trial order so that the experiment materials are not presented in the same sequence across participants. Randomization of data source can be done with either an internal randomizer or an external randomizer. These two randomization methods are almost identical and therefore the user may use the internal randomizer to perform randomization unless counterbalancing or Latin-square designs are needed. The configuration of the internal randomization settings should be done before deploying the experiment project whereas the external randomization can be done after deploying the experiment project. Data Collection Data can now be collected from the deployed version of the experiment. Double click on the executable file in the deployed experiment directory or type in the .exe file name from the command-line prompt. If the experiment uses a data source, a dialog will be displayed, allowing the user to choose the appropriate data source file. In an EyeLink © Experiment, the user will also be asked to enter the experiment session name. At the End of experiment, an EDF file will be generated for EyeLink © recording session and saved in the experiment directory. Optional result file(s) will be created if the user has specified them in EyeLink © and non-EyeLink © experiments. Data Analysis EyeLink © recording file can be conveniently analyzed with EyeLink © Data Viewer as the experiments created with Experiment Builder are fully integrated with this analysis tool. Experiment Builder sends messages to the data file so that images or simple drawing can be added as overlay background. The user can also specify trial variables, create interest areas, and send messages for the ease of data analysis. The result file(s) from a non-EyeLink © recording session contains columnar outputs for selected variables in the experiment. This file can be easily loaded by common statistics packages. Lists of Application Menu Bar and Toolbar File Menu and Tool Buttons Edit Menu and Tool Buttons Experiment Menu and Tool Buttons Help Menu Lists of Actions, Triggers and Other Node Types Actions Triggers Other Node Types

Jane Eyre :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Jane Eyre   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  By Charlotte Bronte 2.  Ã‚  Ã‚  Ã‚  Ã‚  End of Chapter Ten My favorite character at this time in the novel, is Jane Eyre. A new chapter in her life was about to begin when she was accepted for the position as a governess, for a small child at Thornfield Hall. She has come a long way from her days abandoned by her cruel aunt and treated poorly by her cousins. After her school days at Lowood, she wanted a brighter and more independent life for herself. She has had the strength to be strong and confident through it all. The characters that I disliked were her Aunt Reed and her cousins. Her aunt abandoned her, did not treat her as the other children and locked her up the majority of the time. Her cousin John would constantly cause her physical and emotional harm, while cousins Georgiana and Eliza preferred to ignore her. Jane had spent eight years at Lowood Institution and suffered many hardships. Her life is saddened when her best and only friend, Helen Burns, dies at Lowood from sickness. Fortunately Jane wants a better life for herself, and ventures out into the world. I do like this work so far because it is interesting to see what will happen to Jane and where her life will lead. Charlotte Bronte's style does tend to be a little dull in some parts of the novel, from too much emphasis on minor events to much detail in some areas of the novel that is not relevant. I do think that Jane will enjoy the new life she has made for herself, this being a different experience. End of Chapter Twenty-Eight Jane is still my favorite character in the novel. She makes you want to reach your heart out to her with all that she experiences. The novel centers around her and her life, she has to be the favored character. I disliked Mr. Rochester when he was first introduced, always being cold, stiff, and difficult towards Jane. As the days pass, Jane does feel the intensity of love build between her and Mr. Rochester. They eventually make their way to the church to be married, when the dark and terrible secret is revealed. Lurking in the attic of Thornfield Hall, is Mr. Rochester's insane, maniac wife Bertha. She is a character to despise throwing tantrums, setting Rochester's bedroom on fire, tearing Jane's veil to shreds, and stabbing and biting her own brother Richard.

U.S. and Russian Relations After the Defeat of the USSR Essay -- essay

US and Russia relations after the defeat of the USSR: The end of Cold War brought new challenges to Russian life, economy and politics. Actually, the post-Cold War period opened the new opportunities for Russia. Democracy made its first steps in the country. After seventy years of communism Russian people finally got a chance to live how the want, to say what they want and to do what they want. People got a chance to choose their own leader, to vote for the Congress members. And it was very confusing for the country. Russia needed somebody to come out and help in this critical situation. Probably, the first country to do that was the United States. Russians "needed and wanted effective advise and technical help from the United States" (Pickering 102). And the most amazing thing was that the United States didn't mind and, actually, wanted to help Russia. But why? Why the United States wanted to help Russians? And I think the answer to that is very simple: the United States realized that America and Russia must not think of each other as natural enemies, but must work together to make more peaceful world, even if they were ready to destroy each other not that long ago. United States needed Russia as a strong partner in the twenty first century. Russia went through many changes in its economy since the Russian Federation took over the Soviet Union. "An economy devoted almost entirely to the production of military goods was forced to begin to provide what its citizens demanded, not what its rulers ordered" (Pickering 100). But it wasn't that easy. Russian government appeared to be unexperienced in modernizing the economy. Most of the people in government came from the school of the Soviet Union, so they were unable to do anything without somebody's help. "... the United States provided Russia with massive augments of experience, delivered through government and private sector advisors as well as by bringing Russians in large numbers to the US for training and exchanges" (Pickering 102). But the help of the US wasn't just a gift; America had something they got out of the help they were providing in building the Russian economy. All big American companies went to the Russian market. "American firms are convinced of Russia's extraordinary potential as the market for US trade and as a host for investments" (Pickering 102). ... ...ometimes media writes about the United States as the country that wants to ruin Russia. "Americans who operate exchange programs and conduct research in Russia are concerned about a report attributed to a government agency there that characterized such US-sponsored activities as espionage" (Desruisseaux A44). I don't think that this is what Russians think. That is the opinion of those who had a good life during Communism. "Many Russians realize that the efforts represented by this supposed report are efforts to weaken and cripple Russia, and cut it off from the rest of the world" (Desruisseaux, A44). And this is exactly what Russians think. And I don't believe all those rumors about the next Cold War in the next century. Russia and United States have to work together to make the next century more peaceful then this one. Works Cited Desruisseaux, Paul "Report in Russia accuses US-backed programs of espionage." Chronicle of Higher Education 24 Januay 1995: A44 Pickering, Thomas A. "US - Russia relations." Vital Speeches of the Day 1 December 1994: 100-103 Zorpette, Glenn "Down the drain." Scientific American December 1996: 20, 24

Finding Hercules in Much Ado About Nothing :: Much Ado About Nothing Essays

William Shakespeare, one of the greatest writers of all time, uses Hercules as a persona of excellence throughout his play, "Much Ado About Nothing".   Hercules, in Greek mythology, is a hero known for his strength, courage and legendary adventures.   This gives the impression that Shakespeare liked the tales of Hercules.      In order for us to understand what he meant by using Hercules' name and amount of background would need to be known. The first time Shakespeare uses Hercules name is with his character Benedick.   This takes place in Act two, Scene One: Benedick:  Ã‚   "...I would not marry her though she were endowed with all that Adam had left him before he transgress'd.   She would have made Hercules have turn'd spit, yea, and have cleft his club to make the fire too."   Shakespeare uses this to connect with the one of the tales of Hercules.   When a centaur (part man and horse) by the name of Nessus captured Deianeira, Hercules shot the centaur with a poisoned arrow.   With the centaur's dying breath he gave Deianeira a vial of his poisoned blood telling her she could use it to rekindle Hercules' love for her if it ever faded.   Hercules fell in love and married Deianeira (Hercules second wife).   One day when she felt that his love was fading, she made him a robe that was dipped in the blood of the centaur.   When Hercules received the gift from his wife he was overjoyed and put it on, almost immediately his skin started to burn and he caught on fire.   The club that is mentioned is Hercules' weapon.   Benedick says Beatrice would harm him, even if he used a weapon, he wouldn't be able to stop her, even though she may not mean any harm. Shortly after Benedick spoke of Hercules, Don Pedro mentions his name but for good use instead of the unhappy end of Hercules. Don Pedro:  Ã‚   "...I will in the interim undertake one of Hercules' labours, which is, to bring Signior Benedick and the Lady Beatrice into a mountain of affection th' one with th' other.   I would fain have it a match, and I doubt not but to fashion it if you three will but minister such assistance as I shall give you direction.

Analysis of Mozart’s K. 515 Mvt. 1

Wolfgang Amadeus Mozart Quintet No. 3 in C major, K. 515 Andrew McGuire Dr. Burkart MUSHIS 200 11/19/2012 Wolfgang Amadeus Mozart was a prodigy of his time, and arguable the greatest of all time. This paper will discuss an analysis of his third string quintet in C major, K. 515. Through this piece in Sonata Form we will dissect the exposition, the development, the recapitulation, and the coda; along with an analysis of the quintet we will briefly discuss parts of Mozart’s life, as well as look at the background of the Viola Quintet No. 3 in C Major, K. 515.Wolfgang Amadeus Mozart was born into a musical family after his sister Nannerl, by his father and mother Leopold and Anna Maria. His beginnings would originate in Salzburg, Austria (Eisen). As much is known about the education of little Wolfie we see that his father Leopold is responsible (Jeffery). We also discover that it was not just his musical education that concerned his father but other areas as well, such as arithme tic, reading, writing, and literature (Eisen). Much is not know about the mother of Mozart. She was born into a middle class non-musical family.His father, on the other hand was an accomplished musician and teacher born into life as a choirboy. The nearest compositions to Wolfie’s K. 515 are a second string quintet K. 516 and one of his better known Operas Don Giovanni. Taking a short break from Don Giovanni Mozart would set off to write a pair off string quintets. K. 515 and K. 516. Written the age of 31, the better-known two of the pieces is the g minor quintet (K. 516), and the C major quintet (K. 515) is regarded as the finer of the two. Almost a month would separate the composing of the sister quintets both written for double viola.During the time of the second quartet would be the passing of his father, and some say that there may be a relation between the key of the g minor and the passing (Christiansen). This dual viola is different for the time, even given that Mozar t preferred viola, was seen as odd. The number of his six viola quintets is seen as rare in comparison to the 66 cello quintets written by Boccherini. Even though these quintets maybe rare in amount, many consider them the finest of the string quintet repertoire (Christiansen). The finer of our finest quintets begins in C major. The longest part of the first movement is undoubtedly the exposition.In the first of the one hundred and thirty-one measures of the exposition we see our first theme (see Figure 1). Figure 1 Ninety-four measures later we see our second theme (see Figure 2). Figure 2 Throughout the piece we will see our two themes return continuously in multiple keys. Anytime we see theme one return we see the two lines played between only the first violin and the cello. We see similar segregation for theme two with the first and second violins. The one time we see the violas given a theme to play is in the coda, and will be discussed later, this theme we will see is theme tw o in C major.Listening further we discover that our development turns out to be the shortest part of the piece (Absil). Theme one reappears again in the beginning of the development section, only this time we see the theme appearing in the dominant of the piece (see Figure 3). Figure 3 As the development progresses we also see theme two return as well in its original key, the harmonies we see differently, only briefly because it will be what leads us into the recapitulation (see Figure 4). Figure 4 At the end of our very brief development we arrive at our recapitulation.In the recapitulation we see the return of both of our themes in the tonic key. Throughout the recapitulation we see our theme variations return as well in the tonic key. What is found most notable about the recapitulation is the way it ends. One might assume that it would end on the tonic or dominant, because of its movement to the coda, however we find the end of the recapitulation as a vii °65/V (see Figure 5). Figure 5 We can argue the beginning of the Coda here because of the bar of rest. This theory separates the two sections allowing us to make a clear observation where one ends and the other begins.As with codas we find our final theme in the piece the part proceeding the measure of rest (see Figure 5). Delving deeper into the coda we find theme two reoccurring in the tonic key, this time not segregated by instrument parts. For the first time in the movement we see the two viola parts obviously playing what is the theme (see Figure 6), right before we see the second viola briefly mingle with the cello. Figure [ 6 ] After the brief return of theme two between the cello and violas we end happily on the tonic of the piece. Overall I thoroughly enjoyed this piece.Not only this piece but also this assignment. It is one thing to sit in class and read about and take notes over sonata-allegro form. It is completely another to be expected to dive deeper into a piece and try to figure out its i nner most workings. As a violist I also appreciate the fact that Mozart went against the normality of the cello quintet and wrote a viola quintet. The fact he was willing to go against what was expected of him by society makes me respect him as a composer even more. After a glimpse into the life of Wolfgang Amadeus Mozart, we have discussed his Quintet No. 3 in C major.Discussed its themes and their placement, as well as briefly the variations of these themes. We also saw a brief glimpse into history around the time that the K. 515 and what could be considered its sister K. 516 were written. Works Cited Absil, Frans. â€Å"Musical Analysis: Visiting the Great Composers. † (2005): 8. Absil, the Netherlands. Sept. 2012. Web. 7 Nov. 2012. . Christiansen, Kai. â€Å"String Quintet (viola) No. 3 in C Major, K. 515. † Mozart. Music at Kohl Mansion, 2012. Web. 7 Nov. 2012. . Cliff Eisen, et al. â€Å"Mozart. † Grove Music Online. Oxford University Press. Web. 18 Oct. 2 012. http://www. oxfordmusiconline. com/suscriber/article/grove/music/40258pg3. Gallagher, Sean and Thomas Forrest Kelly. The Century of Bach and Mozart: Perspectives on Histoiography, Composition, Theory, and Performance. Cambridge, Massachusettes: Harvard University Press, 2008. Print. Jeffery, G. â€Å"Mozart, Maria Anna â€Å"Nannerl†Ã¢â‚¬  Mozart, Maria Anna â€Å"Nannerl† N. p. , 1998. Web. 5 Nov. 2012. . Kerst, Friedrich.Mozart: the Man and the Artist Revealed in His Own Words. New York: L. Dover Publications, 1965. Print Mirka, Danut. Metric Manipulations in Haydn and Mozart: Chamber Music for Strings, 1787-1791. Oxford, New York: Oxford University Press, 2009. Print Mozart, W. A. String Quintet No. 3 in C major, K. 515 (I). Alban Berg Quartet. EMI Classics. CD. Mozart, W. A. String Quintet No. 3 in C major, K. 515 (I). Fine Arts Quartet. Musical Concepts. CD Mozart, W. A. Quintet in C Major, K. 515 (I). Wolfgang Amadeus Mozarts Werk, Serie 14: Quartette fuer streichinstrumente. Leipzig: Breitkopf und Haertel, 1877-1910. 1-12. Score.

Bart Simpson: Horney’s Psychoanalytic Social Theory Essay

Psychology of Personality Bart Simpson is the oldest son of Homer and Marge Simpson on the Fox TV show The Simpsons. At only 10 years of age, Bart has already established himself in the community and in his family as a trouble-maker. He is the oldest child in his family with two younger sister, Maggie and Lisa. To Karen Horney, Bart’s experiences with his parents would greatly influence his future personality. Bart’s interactions with his father, Homer, provide a perfect situation for the analysis of a parents influence on personality development. Homer’s relationship with Bart and the other children is very dysfunctional to say the least. His interactions with his son most often consist of a highly angered reaction to something that Bart has done at which point Homer lashes out, strangling Bart. According to Horney, when children experience a lack of affection from their parents this can lead to future feelings of isolation. The anxiety that stems from these feelings effect one’s interactions with other people; whether the are withdrawn, move toward, or move against others. We can see from Bart’s interactions with others on the show that he is actively moving against others. His behavior is often defiant and he strives to master every situation he finds himself in. As he exploits the weaknesses of others to gain respect and attention, he is working to relieve the feelings of basic anxiety that stem from his realtionship with his father. Bart has two true friends, Milhouse and Ralph Wiggum, both of whom are outcasts socially and look to Bart as a leader. These types of relationships, according to Horneyian theory, satisfy Bart’s neurotic need for power and exploit as well as his neurotic need for personal admiration. As Bart’s interpersonal relationships have been effected by his relationship with his father, so too has his perception of himself. Horney believed that basic anxiety can also have intrapsychic consequences as well. Bart’s earlier conflicts with his father could effect his journey towards self-realization and result in an idealized self-image and a neurotic search for glory. That Bart has an idealized self-image is apparent from his behavior an can be observed as he acts out against authority as if there are no consequences for his actions. His belief that he is in control  of every situation is an example of the neurotic perception of his own â€Å"exalted faculties.† Bart’s relationship with his father, following Horneyian Psychoanalytic Social Theory, would greatly impact his personality development. To anyone who has seen The Simpsons, it is obvious that Bart’s anti-social behavior is a product of his dysfunctional family life and specifically, his realtionship with his father.

AS Music: Baroque Ensemble Music

Music History Project 4: Baroque ensemble music: 1. What is meant by rounded form? Discuss its origins and main sections. Why was repetition so important for Baroque composers? Rounded form is where the opening passage in the tonic key keeps coming back around, the most common pattern generally being ABACA. The A section is called the refrain or rounded and the non-A passages are called episodes or couplets. The rounded form originated in France, and was first the name of a medieval song with a repeating pattern.Later composers n the Classical era preferred to use the Italian spelling of the word, rondo. Repetition in Baroque music was important for composers and audiences, because composers of the Baroque era often wrote vast amounts of music as part of their employment, so were almost forced to adopt such time saving methods. Audiences of the Baroque era also were not able to fast forward, rewind or replay parts of music like we can today, so repetition allowed the audience to stay on track, and not lose the plot of the piece. 2.The binary form in Baroque music: describe the structure and comment on analogy as would occur in the different sections: A vast amount of Baroque pieces, especially ones based on dances, are in binary form, which is music where there are two distinctly separate sections, each usually repeated. The letters ABA are often used to describe binary form in music. The two sections might be similar in length, or the second might be longer than the first. In binary form, section A usually begins in the tonic key, and then ends in another key, often the dominant, or if the starting key is minor, for instance, section A might end in its relative major.Section B, however, usually goes through keys not previously heard in the piece, and then ends in the tonic key. 3. Compare and contrast Baroque instrumental music with that of the Renaissance : Instrumental music was much more important and plentiful in the Baroque period than it had previously b een, when the majority of music was vocal. The improved instrument technology helped, and allowed and encouraged composers to develop genuinely instrumental ways of writing. Much of the Renaissance period music was written for voices only, and some Renaissance style music for instruments is very vocal in its character.The more vocal styles of Renaissance music, contrasting with the instrumental music of the Baroque period is the main difference between the two. 4. In paragraphs of approximately 75 words summaries information on the following Baroque instrumental families: Strings Woodwind Brass Keyboard Strings: The first Violins, Violas and Cellos were made in Italy in the late 16th century. For some time, these instruments, called the Violin family, were used alongside instruments from the Viol family, but gradually overtook them in popularity.The Baroque bow was straight or arch shaped rather than inward curving as today, the ridge was marginally lower, and its curve shallower, w hich in turn made multiple stopping easier. The neck bent back at a slightly larger angle, and with the lower bridge, therefore put the strings at a lower tension, making the sound less powerful. Woodwind: Recorders were heavily used throughout the Baroque period, the most commonly used type being f alto (treble). Recorders fell out of use after the Baroque period, coming back into use in the late 20th century.Baroque flutes were normally made out of wood, with finger holes and Just one key for a hard to reach bass note. The done flutes lacked some of the sound quality of modern metal ones; they could not reach such high notes, and were held sideways. Oboe players produced sound, the same as they still do to this day, by blowing between two reeds. The Baroque oboe developed from the Shawn, a more powerful, even harsh instrument, which was often played outdoors. In some Baroque pieces, oboes doubled (played the same parts as) violins, but they sometimes had solo roles.Brass: Trumpets in Baroque music were often connected with royal and military ceremonies, and were therefore regarded as a special instrument. They had no valves, so different notes were played by the musician using different lip pressures. Early brass instruments without valves are called ‘natural'. Trombones were largely favored in Venice in the early sass's, mainly in ceremonial music for performance in church. Baroque trombones were less powerful than modern ones, so could therefore be better combined with softer instruments. To distinguish modern from Baroque instruments, the latter are mainly known as ‘sackbuts', or ‘sackbuts'.Horns are found in some later Baroque pieces, including Bach's Brandenburg concerto No. , which includes a horn called corn dad acacia, (Italian for ‘hunting horn'). The corona dad acacia shared the rounded shape of the modern horn, but lacked valves and had a lighter, brighter sound, and was often used in high pitched sections of pieces. Keyboa rd: Harpsichords are keyboard instruments which have strings that are mechanically plucked when the keys are pressed. Harpsichords from the Baroque period vary in tone and construction from country to country.Clavichords are keyboard instruments that have strings which are hit by tangents' when the keys, which have a seesaw like action, are pressed. In the Baroque period, Clavichords were used mainly in Germany. They had a quiet sound, which therefore made them inappropriate for use at big public concerts, but ideal for making music at home. Unlike Harpsichords, Clavichords were touch sensitive, and in this way, along with the hammer sound production, they were like modern pianos. Organs varied vastly in their size, construction and tone. German organs commonly had two or more manuals and pedals.English organs, on the other hand, normally had no pedals and rarely more than one manual. 5. What is meant by ‘retooling? Retooling form is the form that many late Baroque pieces, esp ecially those from concertos, are in. The form is similar to Rounded, but more sophisticated. An opening passage is heard on two or more occasions throughout the piece, but not always necessarily in full, with other passages in between. These so called ‘in between' passages, sometimes a lot longer than the riotousness, are called ‘episodes' and are often for fewer instruments. A retooling can also be an instrumental passage within a vocal piece. . Describe briefly the structure off typical Baroque suite: There is no axed pattern of movement in Baroque suites, but later examples included the following dances, in this order: Allemande: usually moderate speed or fairly slow, in 4/4 time, with a short upbeat and plenty of gentle semiquaver movement. Current: quick or fairly quick, in 3/4 or 3/2 Serenade: slow triple time, usually 3/4, often with the second beat of the bar emphasizes. Segue; quick and lively, usually in a compound time such as 12/8 7. Explain how Baroque comp osers would expand on the dances that would appear in a suite.What changes would they bring into their music? Dances are generally in binary form, but composers sometimes extended their work in one of the following ways: Two dances of the same kind (both binary) appear in the order first dance, second dance, first dance repeated, producing a kind of ternary (ABA) structure. Two versions of a single dance are given, the first ‘plain', the second with much more ornamentation added. Some modern performers play the plain dance complete, with both sections repeated and then the double similarly. Baroque composers may have sometimes played either the plain dance or the double, not both.

Paralleles of Cosi and Cosi Fan Tutte Essay

Cosi by Louis Nowra and Cosi Fan Tutte by Wolfgang Amadeus Mozart are set in completely different times but both themes of the play parallel each other. Cosi was set in 1970’s society whilst Cosi Fan Tutte was set in 1790. Cosi Fan Tutte is play about love and fidelity which parallels with what happens in Cosi. On the surface they are parallel because Lucy is unfaithful to Lewis when they are in a relationship together just as the women were in Cosi Fan Tutte. But it is much more than that. To really understand the parallels of the plays we must look at love and fidelity in depth. What really is love? What is demonstrated throughout both plays is that people have double standards towards love. In the Cosi we see free love and characters that believe in free love such as Lucy, Nick and Doug. Free love is the belief of having sexual relations according to choice, without being restricted by marriage or long-term relationships. They believe in freedom in doing whatever you want but this is the complete opposite of how they treat the mentally ill. They treat them with not dignity that makes them restricted to being behind walls of an asylum. Free love is about freedom yet they are confined to their ward like traditional marriage because people fear them. This is not the definition of love. Louis Nowra wants us to love each other and not stereotyping people by giving labels to people that we fear but instead showing respect and compassion. That is what true love is. In Cosi Fan Tutte we see two men test the love and fidelity of their girlfriends. This displays the double standards that men have on love. They believe that is alright to for them to test love. Mozart tells us that love needs to be equal that one side can’t unfaithful and that is alright. Mozart is trying to make us question what love is, like Louis Nowra did in Cosi. For there to be love, it must be equal and this is the key theme from bo th plays.

REFLECTION PAPER #2 IRONY Essay Example | Topics and Well Written Essays - 500 words

REFLECTION PAPER #2 IRONY - Essay Example Abraham and his wife, Sarah, struggled to have a child for so long, and finally, God gives them Isaac. After some time, God tells Abraham to sacrifice Isaac: â€Å"Take now your son†¦whom you love†¦and offer him there as a burnt offering† (New King James Version, Genesis 22.2). This would be representative of irony in that Abraham has to kill the son he had wanted so badly. In my own life, although not nearly as dramatic as the Abraham example, I have experienced a similar sort of irony when my nephew died only a few hours after being born. My sister ended up getting pregnant as a teenager, and at first, she wanted to have an abortion, but eventually, she came to love the baby and wanted to give it up for adoption. The fact that he was born with such enormous health issues that ended up killing him, is somewhat ironic in this particular scenario. This ironic event shaped my own life, even though I was just 9 years old, in that I was able to personally see just how fragile life can be, and that it is important to value our lives while we have them. Because of that, I have always tried to live my life to the fullest and not waste a single moment. Within the latter half of Genesis, another example of irony occurs in the story of Joseph. As a boy, Joseph is sold into slavery by his brothers because they were jealous of him and the connection between him and their father. Ultimately, after many years of suffering, Joseph ends up as a relatively powerful person in Egypt, and his brothers come to him begging for food as a famine has taken over the land. Joseph now has the power to take revenge, but instead he forgives: â€Å"I am Joseph your brother, whom you sold into Egypt. But now, do not therefore be grieved or angry with yourselves because you sold me here†¦Ã¢â‚¬ (New King James Version, Genesis 45.4-5). Just as in the story of Joseph, I am able to identify a similar irony in my

Poverty in Africa Essay Example | Topics and Well Written Essays - 1500 words

Poverty in Africa - Essay Example This has led not only to the formation but also to strengthening of G8 from time to time. The fabric of G8 is engulfing in its fold ever more areas of security, trade, development and other human concerns including environment and sustainable growth and advancement perspectives. The 'collapse' of the Brettonwoods system in 1971, formation of Organization of Arab Petroleum Exporting Countries in 1967, Yom Kippur War of 1973 the 1973 Oil Crisis, economic recession and stagflation in 1970s are the major factors leading to emergence of G8 (Tinbergen, 1977. See also http://en.wikipedia.org/wiki/1973_oil_crisis ). Their concern for poverty also has apparent reasons. Among developing and underdeveloped nations, Africa alone has about 170 million people living in subhuman circumstances with almost nothing but garbage to eat daily. This is, indeed, a vast potential of human resource going waste while living under severe conditions. Future of the world, to a great extent, lies in proper prospective development of these widespread pockets of poverty and squalor. G8, as such, has evolved from a 'Library Group' to G8 today. Since 1975, the heads of state or government of the major industrial democracies have been meeting annually to deal with the major economic and political issues facing their domestic societies and the international community as a whole. The six countries at the first summit, held at Rambouillet, France, in November 1975, were France, the United States, Britain, Germany, Japan and Italy (sometimes referred to as the G6). They were joined by Canada at the San Juan Summit of 1976 in Puerto Rico, and by the European Community at the London Summit of 1977. From then on, membership in the Group of Seven, or G7, was fixed, although 15 developing countries' leaders met with the G7 leaders on the eve of the 1989 Paris Summit, and the USSR and then Russia participated G8: Poverty in Africa in a post-summit dialogue with the G7 since 1991. Starting with the 1994 Naples Summit, the G7 met with Russia at each summit (referred to as the P8 or Political Eight). The Denver Summit of the Eight was a milestone, marking full Russian participation in all but financial and certain economic discussions; and the 1998 Birmingham Summit saw full Russian participation, giving birth to the Group of Eight, or G8 (although the G7 continued to function along side the formal summits). At the Kananaskis Summit in Canada in 2002, it was announced that Russia would host the G8 Summit in 2006, thus completing its process of becoming a full member (http://www.g7.utoronto.ca/what_is_g8.html see also http://www.g8online.org/ , http://www.g8.utoronto.ca/ ). G8 and Millennium Summit Goals G8, at the latest Gleneagles Summit, has covered several areas of contemporary challenges to international community. One of the major concerns has been the question of poverty in

The Technology of Netflix Research Paper Example | Topics and Well Written Essays - 750 words

The Technology of Netflix - Research Paper Example There are not many companies properly involved in the online renting of movies. Moreover, Netflix plays by keeping its cost low as it tries to attract customers to frequently use its services instead of getting movies from stores or going to cinemas. Analysts believe that Netflix is now facing a tough competition in the face of other companies such as Amazon and Apple, which have also started to provide online movie services at an affordable rate. Furthermore, the cost differentiation strategy used by Netflix has been pretty successful is retaining â€Å"frequent watchers† who use the service frequently. Alongside, the company’s differentiation strategy has allowed it to get accessed by customers who avoid going to stores and want to watch movies from the comfort of their homes. Porter’s Five Forces model was discovered in 1979 by Mr. Michael E. Porter of Harvard Business School. This model is used to give five factors that can be used to determine the stage of rivalry within a business. This would subsequently be used to determine the attractiveness of a market. Market attractiveness can be understood in terms of the overall profit levels achieved by an industry. To start off, Porter’s Five Forces model consists of the following five forces, namely threat of new entrants, bargaining power of suppliers, bargaining power of customers, the threat of substitutes and competitive rivalry in an industry. The application of each of these factors to Netflix will now be done to show how this business model works. The easier it is for new corporations to come into in the same business line as Netflix, the tougher would the competitive environment be. For any competitor to start up an online movie rental company, it would require enormous sums of money. Considering the amount of investments that would need to be made in setting contracts

Aspects of Connected Speech - part 2 . research Thesis

Aspects of Connected Speech - part 2 . research - Thesis Example w?l] (ii) ‘No. I don’t think I will.’ Daniel: [w?l l l?s?n dn liv ?m ma? b?laf] (iii) ‘Well! Listen. Don’t leave on my behalf.’ [a? k? ?tz? ?ba?t? a?m ju? ?n? a? p s pas b?ha?nd ?s dn? ju das] (iv) ‘I think its about time you and I put this past behind us - don’t you Darc?’ [ lis? ste? f r? ?bde? drk w mi? j? ?m br h?] (v) ‘At least stay for a birthday drink with me and Bridg huh.’ Mark: [ba? brt] (vi) ‘Bye bridget’ Bridget: [mak] (vii) ‘Mark’ [wa? r ? ju h] (viii) ‘Why are you here?’ Daniel: [br a? s t?l? u wa j? a?m h] (ix) ‘Bridg I just told you why I’m here.’ [wa? w?z ma? wk? dasi h] (x) ‘Why was Mark wanker Darcy here?’ [ bl?di h?l we ? m?n?t hiz b?k] (xi) ‘Oh! Bloody hell! Wait a minute. He’s back.’ Mark: [?lra kliv r ? a?tsa?d] (xii) ‘Alright Cleaver, outside.’ Daniel: [a?m s?ri] (xiii) ‘Iâ€⠄¢m sorry?’ Mark: [a?tsa?d] (xiv) ‘Outside!’ Daniel: [d a? br ma? ?jul?m p?st?lz ? ma? s?d] (xv) ‘Should I bring my dualing pistols or my sword?’ [?lra h?l] (xvi) ‘Alright. ... The adjustment of the final nasal /n/ in ‘on’ to the bilabial articulation of /m/ in ‘my’ [?m ma?] in line (iii) is an instance of phonemic assimilation; the phoneme /n/ becomes the phoneme /m/ and thus shares the same attributes or features as the bilabial articulation of /m/. In this case, there is a single articulation of /m/ but it is lengthened in accordance with the final /m/ of the modified ‘on’ and the following initial /m/ of ‘my’. If the sound was not lengthened it would be heard as [?m a?], which is not considered natural to a native speaker of English. In line (v) we find another such assimilation with the words ‘and Bridg’, in which case the /d/ of ‘and’ is first dropped and the alveolar nasal /n/ assimilates with the following bilabial stop /b/; thus we find [?m br] instead of [?n br]. Similarly, phonemic assimilation is apparent in line (xv), which shows the final phoneme velar nasal /?/ in à ¢â‚¬Ëœdueling’ changing to the bilabial articulation of the initial bilabial /p/ in ‘pistols’ [?jul?m p?st?lz]; the nasal /?/ therefore shares the same attributes as the bilabial articulation of /p/. In line (ix) [t?l? u] we find further evidence of assimilation; this time however, it is likely the final alveolar /d/ of ‘told’ has assimilated in anticipation of the word initial palatal approximant /j/ of ‘you’ but because ‘you’ is unstressed the phonemes /d/ and /j/ have combined (coalesced) to arrive at [t?l? u]. This would be unlikely to happen if the word ‘you’ was stressed, wherein we would probably hear [t?l? ju]. In line (xv) we find further evidence of coalescent assimilation but this time within a word rather than across

Organizational Behavior in a Negative or Positive Manner Essay

Organizational Behavior in a Negative or Positive Manner - Essay Example Organizational behavior helps to draw the organizational as well as industrial psychology. Key elements of organization’s behavior are people, structure, technology, environment and many other external elements. This is required for improving job performance, increasing job satisfaction, encouraging leadership, promoting innovation etc. Management will adopt various techniques to evaluate the performance, modify salary and compensation structure by using this method. There are positive and negative sides also. Benefits of organizational behavior are it is systematic study of attitude and action of people within organization. Managers can do proactive work in effective and efficient way by using this method etc. on the other hand managing work force diversity, improving quality and productivity through the existing manpower, responding to globalization etc are few challenges for using this method. Culture can be defined as such kind of behavior that is cultivated and transmitte d socially. It includes knowledge, values, religion, beliefs, relation, roles, meanings, concepts of the universe, material possessions etc. Different types of culture are pluralism, dualism, salad blow, pragmatic culture, normative culture, academic culture, club culture etc. For example it can be said that in pragmatic culture management will focus only on the customer’s satisfaction. In normative culture management of the company is strict and rigid about the company’s guidelines, rules and regulations. Three major types of culture are discussed below: Pluralism- In this culture smaller groups of individuals try to maintain their unique culture identity and their value, culture, identities are related to broader culture and tradition.

Dq 8-Sheila Essay Example | Topics and Well Written Essays - 1250 words

Dq 8-Sheila - Essay Example Thus, a knowledge worker information system is the combination of data, computer hardware and software and processes that the knowledge worker uses to arrive at decisions in the course of their worker. The purpose of this paper is to illustrate the importance of the knowledge worker information system, together with its relevant aspects, in the work of the knowledge worker and to the organization that employs the knowledge worker as a whole. In todays competitive business environment, information is a major success factor for an organization(Brinkley, Fauth, Mahdon, & Theodoropoulou, 2013). For instance, the marketing manager needs information on the plans and actions of their competitors. These have an effect on whether or not a company succeeds. At the same time, the manager must ensure that their information system is secure and cannot be hacked into by rivals. Thus, a good knowledge worker information system must take into consideration the security of the system. Privacy is an important element of a good information system(Petter, DeLone, & McLean, 2013). The users of an information system should not worry about their personal and secret information getting into the wrong hands. This is especially important in the so-called Information Age in which cybercrime is rampant. For instance, a professor who uses Skype to deliver their lectures does not wish to have their personal information leak to their students. A proper information system can deliver useful information when it is needed(Hsu, Chu, Lin, & Lo, 2014). This is crucial because some of the decisions that the knowledge worker makes are urgent yet they far-reaching implications for the organization. For example, a production manager whose organization uses just-in-time delivery of raw materials risks losing a customer if the information system fails to inform the supplier of the need to deliver raw

Contamination and Risk Assessment in Environmental Law Essay

Contamination and Risk Assessment in Environmental Law - Essay Example In a nutshell, substance, range and quantity are key in this third level. The last stage involved risk characterization that looks at the data collected and its relevance to the environmental stressor. Transparency, clarity, consistency and reason are the principles that guide this stage. Ecological risk assessment is concerned with the potential risk f substances on a whole range of organisms including birds, mammals, and reptiles in the rivers. Human health risk assessment, on the other hand, is more interested with the lives of individual beings. Both of these concepts employ the same models, however, ecological risk assessment involved foraging range omitted in human health risk assessment. Ecological risk assessment heavily relies on physical impacts of the substance. For example, it considers the physical abnormalities on the animals, changes in color of the plants among others. The national resource damage assessment and restoration (NRDAR) projects aim to rehabilitate the environment mainly land and water sources from large oil spills and effects of mining activities. The program carries assessment on the damages to the environment and push for legal action from the relevant authority. The NRDA has continued to carry out many activities for the deepwater horizon spill. Some of its activities include assessing the damage the level of impacts from the spill. The project is also interested in implementing rehabilitation for the natural resources damaged during the spill. The final plan is restoration program, which will include compensation of individuals involved.

Israeli-Palestinian problems Essay Example for Free

Israeli-Palestinian problems Essay The Israeli-Palestinian problems arise out of an ongoing conflict between Israel and Palestine and contributes to the Arab-Israeli conflicts. (David, 1996, 363) Historians generally take the position that resolving the ongoing problems between the two nations is the key to eradicating at least in part, the threat of Islamic terrorism around the world. (Schoenbaum, 2006, 281) There have been many attempts by the United Nations and world powers, particularly the US to resolve the tensions between Israel and Palestine, but to no avail. (Slater, 2001, 171) The most that can be gleaned from these peace-making efforts is the identification of the barriers to building peace between Israel and Palestine. This research paper will critically evaluate the problems between Israel and Palestine, the barriers to peace building and the possible solutions for removing these barriers and building peace between the two nations. This paper will also examine the consequences for world peace should the conflicts and tensions between Palestine and Israel continue to brew. Overview Historically, the Israeli-Palestinian conflict is characterized by six distinct periods of tensions. The first period and the origins of the conflict can be traced back to the late 19th century with the rise of Zionism and Arab Nationalism. (Gelvin, 2005, 93) The Zionist movement was a Jewish national movement formed in 1897, primarily in response to sentiments of anti-Semitism throughout much of Europe and Russia. The Arab nationalism movement was in turn a reaction to Zionism. (Gelvin, 2005, 93) Zionism advocated for the formation of a Jewish nation-state in Palestine. (Rolef and Sela, 2002, 928-932) Furthering the cause of the Zionist movement, the World Zionist Organization together with the Jewish National Fund purchased land in the Palestine area under both the British and the Ottoman rule and advocated for immigration to the area. (Tessler, 1994, 53) During the rise of the Zionist movement during the late 19th century much of Palestine had been occupied by Arab Muslims and Bedouin with a relatively small number of Christians, Druze, Circassians and Jews. (Medding and Harman, 2008, 3-7) Palestinian Arab rulers began to regard these Zionist aspirations as a threat. (Fortna, 2004, 97) The Arab unrest with the Jewish immigration to Palestine was more about their national identity since they originated from Europe and Russia. The prevailing feeling among the Arabs in Palestine was that the migration of Europeans and Russians to the area disturbed Palestine’s national identity. (Kramer and Harman, 2008, 121) A number of Arab protests arose as a result of Zionist purchases of property in Palestine. The result of these land purchases and immigration policies was a significant increase in the Jewish population in the area. By 1917, the British defeated the Ottoman Turkish military and subsequently occupied Palestine where they remained until the First World War ended. (Kramer and Harman, 2008, 121) The second period of conflict followed the end of the First World War with the British occupation of Palestine. The League of Nations transferred the Palestine problem to the British, indorsing the Balfour Declaration and calling upon the British to create the Jewish Agency, designed to organize and manage Jewish matters in Palestine. (Yapp, 1987, 290) The Balfour Declaration was formulated by the British government in 1917 and stated as follows: â€Å"His Majestys government view with favour the establishment in Palestine of a national home for the Jewish people, and will use their best endeavors to facilitate the achievement of this object, it being clearly understood that nothing shall be done which may prejudice the civil and religious rights of existing non-Jewish communities in Palestine, or the rights and political status enjoyed by Jews in any other country. (Yapp, 1987, 290) The Palestinian Arab population grew increasingly hostile toward British pro-Zionist policies. Making matters worse, Jewish immigration continued to grow, with significant numbers of Jew migrating to Palestine as a result of increasing anti-Semitism in Europe. In the Ukraine, 10,000 Jews had been killed. (Berry and Philo, 2006, 4) The Nazi’s rise to power in Germany only served to increase Jewish immigration to Palestine. A number of riots erupted in Palestine, spearheaded by the Arab population in protest against the growing Jewish population. (Nicosia, 2008, 130) The British attempt at resolving these conflicts was the Haycraft Commission of Inquiry, 1921, the Shaw Report 1930 and the Peel Commission of 1936-1937 which was followed by the White Paper of 1939. (United Nations, 1947) These reports reflect the character of the efforts for resolution of the Israeli-Palestinian conflict. The Peel Commission recommended a partition of the area and the White Paper suggested a single state resolution with quotas for the both Jewish and Arab immigrants to Palestine. (United Nations, 1947) The cut off period for these immigration restrictions extended over the Second World War at a time when the Holocaust displaced a number of Jews in Europe. This resulted in a number of illegal immigration by Jews to the region and this only served to increase tensions. (Nicosia, 2008, 130) After the Second World War, the Jewish Resistance Movement was established and in protest against British policies in Palestine, engaged in a number of attacks against the British military. One such attack saw the bombing of the King David Hotel in Jerusalem, the headquarters for the British troops. (Tessler, 1994, 256) Be that as it may, news of the Holocaust brought with it international sympathy for the Zionist movement. (Tesler, 1994, 210) Coinciding with these developments, the United Nations encouraged the division of Palestine into three sections under a Mandatory Palestine policy. (Tessler, 1994, 185) These divisions included an Arab State, a Jewish State and an International Zone which would include Jerusalem and the area around it. In the meantime, Bethlehem and Jerusalem would be controlled by the United Nations. Tessler, 1994, 185-268) The Unitied Nations’ solution was unpalatable to both the Jews and Aabs in Palestine. (Laquer and Rubin, 2001, 69-80) Despite these early signs of the futility of a divided state in Palestine, the UN indorsed the plan on Novermber 29, 1947. The date for partition was earmarked at May 15, 1948, the date by which the British were scheduled to withdraw its troops from the region. (Laquer and Rubin, 2001, 69-80) With a strategic plan for division in place, violence between the Jews and the Arabs, typically instigated by the Arabs, picked up momentum with open warfare over routes in Palestine taking centre stage. (Greenville, 2005, Chapter 39) Zionist leader, David Ben-Gurion, declared the implementation of the State of Israel on May 14, 1948, following a decisive victory in fighting against the Arabs and became Israel’s first Prime Minister. (Hazony, 2001, 267) The declaration of the State of Israel received wide approval with both the US and the USSR supporting the new State at the United Nations. Hazony (2001) doubts however, if this declaration would have garnered such wide spread support if emotions hadn’t been â€Å"stirred by the Holocaut. †(xx) In the years that followed, the turmoil and threat to world peace that followed, compromises whatever satisfaction the Zionists and their supporters derived from the creation of the Jewish state. (Hazony, 2001, xx) The consequences for world peace began almost immediately following the declaration of the State of Israel, setting forth the third period of Israeli-Palestinian problems. An Arab-Israeli War erupted on May 15-16, 1948 when armies from Jordan, Syria, Egypt and Iraq and later Lebanon, invaded Israel. (Nazzal, 1978, 18) The new State of Israel emerged victorious and subsequently annexed territory that would encroach upon the partitioning borders of the Jewish State and reaching over into the Arab borders in Palestine. Jordan occupied the West Bank ad East Jerusalem, Israel occupied West Jerusalem and Egypt, the Gaza Strip. (Sela, 2002, 491-498) In 1950 however, would take possession of the West Bank. (Sela, 2002, 491-498) The Israeli-Arab War of 1948 would only serve to complicate matters for world peace and particularly Jews. Approximately 856,000 Jews either fled voluntarily or were forced to flea from Arab nations, many leaving their property and personal possessions behind. (Shulewits, 2001, 139-155) Likewise, Palestinian Arabs suffered a vastly similar fate in area then forming the new Israeli state, becoming known as Palestinian refugees. These refugees were simultaneously denied re-entry into Israel and entry or citizenship in the adjourning Arab States, save and except for the Transjordan West Bank, the Egyptian occupied Gaza Strip, the East Bank of Jordan Riverm Syria and Lebanon. (Brynen and El-Rifai, 2007, 1) In 1949, Israel proposed repatriating 100,000 refugees and to re-open previously frozen bank accounts. (Sela, 2002, 58-121) Arab leaders, however, fortified in their position against the recognition of an Israeli state primarily refused to accept the Israeli olive branch. (Sela, 2002, 58-121) The result is, the Palestinian refugees continued to remain a source of conflict and tension between Israel and Palestine as many of these refuges remain in refugee camps. (Brynen and El-Rifai, 2007, 132) Conflicts between Arabs and Jews accelerated along the border of Israel and Jordan, starting with minor Israeli raids and Palestinian responses which only escalated in time and intensity. After the Israel attack on an Egyptian military base in the Gaza strip in February 1955, the Egyptian officials began to engage in sponsoring, arming and training Palestinian Fedayeen from along the Gaza Strip who would conduct raids on Israel. (Shlaim, 2000, 128) According to Avi Shlaim (2000) it was not until the Israeli raid on the Gaza strip that Egypt took such a militant approach to Israel. (129) Previously: â€Å" the Egyptian military authorities had a consistent and firm policy of curbing infiltration by Palestinians from the Gaza Strip into Israel. † (Shlaim, 2000, 129) Be that as it may, several years later, in 1964, the Palestinian Fedayeen resulted in the formaiton of the Palestine Liberation Organization (PLO). The PLO had as its goal the liberation of Palestine via the auspices of armed combat whose duty it was to â€Å"puge the Zionest presence from Palestine. † (Rubinstein, 1982, 209) In 1967 Egypt conducted a number of scare tactics by mobolising troops in the Sinai Peninsula which was followed by several other vastly similar moves by Arab nations neighbouring Israel. As a pre-emptive strike, Israel attacked Egypt and the Six-Day War followed. At the end of this latest foray, Egypt annexed the Gaza Strip and the West Bank which also included East Jerusalem. This would only increase hostilities between Israel and the Arabs. (Oded, 2002, 127) The fourth period of Israeli-Palestinian tensions commenced following the Six-Day War. In February 1969 Yasser Arafat was selected to chair the PLO and almost immediately, the PLO set about commiting armed attacks on Israel in an attempt to seize control of the West Bank. However, Israel got the better of these armed conflicts and PLO forces were exiled to Jordan where the Palestinian population was overwhelming and attacks on Israel continued by virtue of terrorist attacks. The inevitable followed with Israeli responding with counter attacks. (Shlaim, 2000, xxiii) The tensions increased and by 1970, the PLO seized control of southern Lebanon and conducted rocket attacks against the Galilee towns and other terror attacks on the north border of Lebanon and Israel. Palestinian terrorist groups spearheaded by the PLO together with the Popular Front for the Liberation of Palestine commenced an intense campaign against the Israelis abroad, particularly in Europe. (Streissguth, 1993, 43-58) In an effort to fortify the campaign, Palestinian guerrillas waged several attacks on Israeli civilians at schools, on busses and in apartment complexes. Attacks overseas targeted embassies, airports and the hijacking of aircraft. At the 1972 Munich Summer Olympics, Israeli athletes were taken hostage by the Black September â€Å"faction of the PLO†. (Judaken, 2006, 201) The Israeli authorities responded by virtue of a raid on the PLO headquarters in Lebanon. Other infamous terror attacks would follow including the Savoy Hotel attack, the Zion Square refrigerator explosion and the Ma’alot massacre in 1974 which claimed the lives of 22 children. (Streissguth, 1993, 43-58) In 1974, the Yom Kippur War commenced under the instigation of Egypt and Syria which was a surprise attack on Israel. A cease fire ended the war and gave way to the onset of the Camp David Accords, 1978 setting guidelines for peace negotiations in the future. Still the terror attacks continued. (Jureidini and McLaurin 1981, 1-26) Israel launched the Operation Litani which was designed to regain control of Southern Lebanon to the border with the Litani River. (Ron, 2003, 175) The operation was successful and the PLO took up residence in Beirut. Even after Israel’s withdrawal, Palestinian terrorist and guerrillas continued to fire rockets at Galilee, Israel. Finally, in 1981, US president Regan negotiated a cease fire that endured for a year. (Ron, 2003, 175) An assassination attempt on Shlomo Argov, Israeli’s Ambassador to the UK ended the cease fire on June 3, 1982. (Bar-On, 2004, 200) This gave way to the 1982 Lebanon war in which Israel invaded Lebanon on June 6, 1982 claiming the move necessary for the protection of northern Israel. (Bar-On, 2004, 200-201) In order to bring an end to this latest military conflict in the region, US and European diplomats negotiated for the safe transport of key PLO leaders such as Arafat to Tunis, an exile destination. (Bregman, 2002, 145) By June 1985, the Israelis withdrew in large part from Lebanon, leaving behind a minimal faction in South Lebanon in an area designated a security zone. In Tunis, the PLO lead campaigns against Israel with a number of terrorist attacks which resulted in the Israelis bombing the PLO’s camp in Tunis during the conduct of Operation Wooden Leg. (Bregman, 2002, 152) Continuous uprisings in the West Bank and the Gaza Strips continued and by January 1988, directed by the PLO in Tunis these uprisings became more organized, characterized as Intifadas. The first Intifada resulted in the death of 1, 551 Palestinians and 422 Israelis. (Israeli-Palestinina Deaths, 1987-2007) During the Gulf War of 1990-1991, Arafat appeared to support Iraq’s invasion of Kuwait following which the PLO was financially cut off by many Arab states. (Aburish, 1998, 201-228) The US and the USSR seized the opportunity following the Gulf War to start a peace conference between the Palestinian Arabs from countries such as Syria, Lebanon and Syria and Israel. It began with the Madrid Conference in October 1991, commandeered by Russia and the US. (Bush, 1991 2-23) Even so, the end of the Gulf War saw more international efforts with respect to resolving the issues in the Israeli-Palestinian tensions. This would mark the fifth stage of this ongoing sage and commenced from 1993-2000. In January 1993 there appeared to be some progress toward peace when Arafat sent an official letter to Israel’s then prime minister Yitzhak Rabin, claiming to renounce terrorism and to recognize Israel as an independent state. (Exchange of Letters between Rabin and Arafat, Sept. 9, 1993) What followed was the Olso Accords in which the parties tried to set up a two-state solution. The agreement called for a Palestinian Authority, headed by Arafat which would practice and encourage Israeli tolerance. (BBC News, November 2003) However, there is evidence that the Palestinian Authority not only supported but also funded terrorist strikes and organizations. (BBC News, November 2003). The violence in the Palestinian areas continued and in February 1994 the Kach movement killed 29 Palestinian Arabs in the Cave of the Patriarchs massacre. (Scharfstein and Gelabert, 1997, 306) The Palestinian Hamas retaliated by conducting suicide bomb attacks against Israeli civilians throughout Israel. Scharfstein and Gelabert, 1997, 306) In September 1995 Arafat and Rabin signed an Israeli-Palestinian Interim Agreement with respect to the West Bank and the Gaza Strip. The agreement called for Palestinian Arabs to return to occupied areas of Palestine and for Palestinian recognition and acceptance of Israel’s right to a peaceful existence. The agreement however was not accepted by Hamas and other PLO affiliates who were continuing to commit terror attacks in Israel. (Rheinhart, 2005) These bursts of violence would characterize the sixth stage of peace negotiations during the Camp David Accords 2000 with the result that nothing has been resolved between the Palestines and the Israelis today. (Rheinhart, 2005) The difficulties with resolving the issues that give rise to the problems between the Jews and the Arabs arise out of the fact that they are being mediated from a purely subjective and entirely selfish perspective. Having examined the nature of the conflict and the failed attempts at peace, the remainder of the paper will evaluate why these problems persist despite attempts to eradicate them. The Peace Process As previously, noted, the approach taken to the support of the establishment of the Jewish State is primarily dictated by emotions in the aftermath of the Holocaust. However, there were other matters that influenced the approach. The United States on the other hand, had and very likely still has its own agenda. Willaim Viorst maintains that the US’ role with respect to the peace building process in the Middle East was influenced by a two-tier agenda built around the following ideology: â€Å"†¦pressing for concessions from all sides to establish some permanent negotiated settlement, and ensuring Israel came out of the agreement strong enough to act as the U. S. proxy in the area against Soviet threats. †(Viorst, 1987) In addition, the US’s attitude toward a number of Middle Eastern countries, such as Syria, who is very much involved in the Israeli-Palestinian conflicts, is characterised by mistrust. Sepearte and apart from disapproving of nations such as Syria’s autocratic governence, the US has always taken a stand against that nation’s link to terrorists and its anti-Israel position. (Zunes, 1993, 62) This stance against terrorism is particularly strong following the September 11 attacks on the US. In the final analysis, the only thing that was accomplished in the days following the Six-Day War and the present was a string of dishonored concessions on the parts of both Palestinian and Israeli officials. One example is found in the ongoing struggles with Syria. (Zunes, 1993, 62) Syria agreed to demilitarize the Golan Heights area, permit international supervision together with other security comittments in return for Israel’s withdrawal neither side have been able to live up to their side of the bargain. (Zunes, 1993, 62) Viorst raises yet another point. The Ma’a lot Massacre which only threatened the peace building process and provided Isreal with grounds for making renewed demands of neighbouring Arab nations to close its borders to terrorist. (Viorst, 1987) Syria’s Hafez Assad, exemplifies the degree of Arabic pride that was virtually ignored in these peace-builing processses. This pride commands loyalty to Arabic culture to such an extent that it compromises the ability to objectively agree to such a demand for fear of the perception that the leader is regarded as having been weakened to the will of the Israelis. (Viorst, 1987) A stalemate was therefore inevitable. US Secretary of State, Henry Kissinger responded by sending a letter to the Israeli government indorsing whatever means of redress it desired in reponse to the terrorist attacks on its terrirory. Viorst points out that Kissenger effectively pledged that: â€Å"†¦no future president would withhold American economic or military assistance as punishment for antiterrorist reprisals. It committed Washington to support such attacks before the world, most notably at the United Nations. In effect, it imposed a serious new limitation on Americas ability to compel restraint within the cycle of violence that so often ran amok in the Arab-Israeli struggle. † (Viorst, 1987) When this letter is read together with reference to the fact that the Americans provided military aid to Israel during the Yom Kippor War, it is hardly surprisig that peace building between Israel and Palestine failed time and time again. Particularly compromising was the fact that the US in its role as mediator, President Nixon was caught up in the midst of the Watergate scandal by1974. (Viorst, 1987) It would appear, that Nixon’s focus on the Palestine-Israel conflict was quite possibly more of an attempt to distract attention away from the Watergate scandal and was determined to convince the public that he was an â€Å"indispensable to peacekeeping† in this hostile region. (Viorst, 1987) Nixon’s first tour of the Middle East did not turn out as well as planned. Newly elected Israeli Prme Minister Yitzhak Rabin made it clear that he wanted Israel to remain the US stronghold in the Middle East but at the same time he was not interested in the current peace-keeping negotiations. (Viorst, 1987) Russia’s role in the peacebuilding process in the earlier years also gave off the impression that, like the US, the Soviets were intent on maintaining a stronghold in the Middle East, by providing support for the Palestines. To this end, the Palestinian-Israeli conflict came to be a provy war, between the world’s super powers, in their respective struggles for world dominance and power. Stephen Zunes provides a rational basis for placing the blame for the continuous failure of the peace building process between Palestine and Isreal on the US. To start with, it probably goes without saying that Israel’s neighbours, particularly Palestinian Arabs, have both political and economic motives for wanting peace with Isreal. The disintegration of the Soviet Union gave way to â€Å"dramatic political and economic shits† in the Middle East as a whole. (Zunes, 2000, 1-4) Moreover, US dominance in the region in the aftermath of the Gulf War, together with â€Å"the establishment of the Palestinian Authority† the circumstances are such that those caught in the middle of the Palestinian-Syrian conflict on the Arab side, â€Å" can no longer reap politial capital from provoking conflict with Israel. † (Zunes, 2000, 1-4) On the other side of the spectrum , Israel is not motivated nor is it inclined â€Å"to take the necessary steps† to facilitate a viable settlement and similarly, the United States â€Å"appears unwilling to push its ally to compromise. † (Zunes, 2000, 1-4) Despite the ongoing peace talks final Israel-Palestinina peace accord may not be possible any time soon. (Zunes, 2000, 1-4) It becomes increasingly clearer with time that while the United Sates is holding itself out as an impartial mediator, when one looks beneath the surface the United States is slanted in its support of Israel and its approach to the Israeli-Palestinian problems. Zunes explains how this is so by directing attention to the US approach to the annexed land following the UN Security Council Resolutions 242 and 338 in respect of wars between Arab States and Israel. Resolution 242 called for peace in the Middle East by requiring Israel to withdraw from the territories it annexed following the 1967 War and for the Termination of all claims or states of belligerency. (UN Security Council Resolutions 242) Resolution 338 followed the Yom Kippur War and basically called for a cease fire. (UN Security Council Resolutions 338) When Syria rejected the resolution the United States claimed that Syria was â€Å"hard-lined† for its rejection of these Resolutions. When Syria â€Å"dramatically moderated its policies† and accepted the resolutions the United States complained that Syria was â€Å"hard-lined for their insistence on the resolutions’ strict implementation. † (Zunes, 2000, 1-14) The obvious consequence is â€Å"an impasse that can be broken only by a shift in U. S. policy. † (Zunes, 2000, 1-14) The Madrid Conference was co-sponsored by the United States and the Soviet Union. The conference involved peace talks themed after UN Resolution 242, â€Å"land for peace talks† between Israel and the Arab States caught up in the Palestinian-Israeli conflict. (Rabinovich 1999, 39-43) These peace talks represented a tie in to additional peace talks at various other forums up to the year 2000. Yet no accord was struck. Conclusion Clearly, the sollution to the Israeli-Palestinian problems involves a quid pro quo approach. The Middle Eastern countries directly bordering Palestine want their land returned to them and Israel wants security against terrorist attacks. In order to resolve these issues in a manner that is fair to both sides, the US, as primary mediator should propose that Israel withdraw from the regions in exchange for clearly defined security gaurantees from its neighbouring Arab nations. The US can achieve this goal by threatening to withdraw its current economic and military support to Israel. The underlying impediment to the long history of negotiations between Israel and Palestinian neighbours has been the imbalance of pressure. While the surrounding Arab nations, particularly Syria, have been pressured by a lack of military and economic aid to make concessions Israel has had no incentives or pressure to at least meet its hostile neighbours halfway. The United States role appears to be disingenuous since it has repeatedly failed to put pressure on Israel to be fair and objective. 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