The Party A Wide Variety Of Ethical Issues - 884 Words

In 1984, the Party presents a wide variety of ethical issues. In this totalitarian government, they have figured out how to bend their citizens to their will and coerce them into believing everything they say. The Party uses torture, brainwashing, intense surveillance, and fear to keep the citizens of Oceania loyal to their government. They also take advantage of the fact that there are no laws and administer harsh punishments for what could be considered small crimes. The Party has a very far reach over their citizens and they use their power in morally questionable ways. In the book, the Party starts brainwashing citizens during childhood when kids are taught that they should betray their parents if they commit Thoughtcrime and label them â€Å"child heroes† if they do so. Children are compelled to become spies for the Party when they grow up and they take that responsibility so seriously that their parents are usually afraid of them. Teenagers and young adults are enc ouraged to join the Junior Anti-Sex League, and people are constantly bombarded with government propaganda. Some of the most prominent examples are the posters of Big Brother and the slogans of the Party. With these slogans, â€Å"war is peace†, â€Å"freedom is slavery†, and â€Å"ignorance is strength†, citizens are conditioned to believe that positive things are actually detrimental to their way of life. If anyone goes against what the Party teaches, they will often be subjected to torture in the Ministry of Love.Show MoreRelatedThe Rights Of The United States847 Words   |  4 Pagespolicy and ethical issues, which ultimately undermine the very purpose of what the constitution is intended to protect. The Federal Bureau of Investigations (FBI) has a tremendous responsibility to keep people safe from harm. 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Mass Media in America Essay - 730 Words

Mass Media in America The media is inescapable. At every checkout counter, there are ten different magazines showing us what the perfect girl looks like, who the sexiest men alive are, and Elvis is really an alien. Most people don’t think they are effected by this explosion of control the media has over us. That is because most people don’t realize that the media is actually controlling us. This is not a new idea, that people are ignorant to the fact they may not be as free as they think they are. The early Greek philosopher, Plato, wrote an allegory explaining how people are chained together and forced to only watch a blank wall with passing shadows. Although people in this day in age think that human kind is extremely civilized†¦show more content†¦Television is not different in that the programs that we watch so religiously are only there so that we watch the commercials in-between. Even news programs don’t deliver us the â€Å"real† news. They go for what we want to see; blood, violence, social disorder. News is also brought to us by way of newspaper. Newspapers are filled to the brim with stories, opinions, advice, comics, movie times, yet most importantly, advertisements. Ads are what keeps the newspaper in business as they keep radio and television shows in business. Companies spend thousands of dollars to make the consumer aware that life would be oh so much better if she wore their brand of lingerie. They control what we believe our needs to be. We need food, water and shelter. Yet, marketers would argue we need a swimming pool because a Santa Ana is coming; we need to buy their brand of cosmetics or else our skin with break out terribly. Advertisers propose problems to us we may never have known before, like how many pores our face has, and show us a solution. We, as consumers, believe because we see it. 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Singapore Economy Samples for Students †MyAssignmenthelp.com

Question: Discuss about the Singapore Economy. Answer: Introduction: The Singapore economy shows a highly developed trade-focused market economy. It is ranked the most open economy globally, seventh least corrupt economy, most pro-business economy, with low taxation rates of fourteen percent of the GDP and it has 3rd highest per-capita Gross Domestic Product with respect to Purchasing Power Parity. It is prominent foreign direct investment (FDI) outflow financier globally. It has further benefited from inward FDI flow from worldwide investors alongside institutions because of the economys attractive investment climate as well as a stable political atmosphere. The economy is known as the regional hub for wealth management due to its exports of electronics, services and chemicals that offer dominant source of revenue. Through this enormous revenue, Singapore is able to purchase raw goods alongside natural resources that the economy is lacking. The Singaporean economys outlook appears to have become less gloomy following the turn of the beginning of 2017, with the 1st-quarter growth beating the estimates while the government anticipating a higher GDP figure this year (Tan, Lean, Khan, 2014). The Singaporean economy stays on a moderate growth path. Nevertheless, the economy is somewhat constrained by the range of unsettled imbalances, amazing suppleness is resurfacing. The industrial production in Singapore has recorded another month of the healthy growth in 2017 April, backed by the prominent performance in the electronic cluster alongside PMI reading for quarter two thereby far signaling the expansionary circumstances. However, the recent data on the Singaporean economys exports indicate that external demand for the economys products that cushioned the slowdown of quarter one might be cooling that would subsequently weigh on the activities of manufacturing. On the local front, weak growth of wage as well as still high household indebtedness endure to limit private consumption, despite Aprils 2nd consecutive month of the healthy growth in sales in retail to certain improvement. The household expenditure has been agonizing from the strong correction in the price of the houses since reaching its climax in the year 2013. Such a correction does appear to be easing since there exist signs that transaction volumes remain growing. Production output performance analysis: The real GDP in current prices in Singapore is 291.860 billion US dollars having grown from 100.70% billion US dollars in 1997 to 296.970 billion US dollars in the year 2016 growing at the average rate annually of 6.320%. The real GDP of Singapore grew 2.50% year-on-year (YOY) in June 2017 after a growth of 2.50% in the past quarter. The real GDP growth YOY data updated quarterly from 1976 to June 2017 shows an average grow rate of 7.5%. The real GDP growth rate hit a record time high of 19% in June 2010 and an all-time low of -8.80% in March 2009. The real GDP per capita in current prices of Singapore is 51, 431 USD in 2017. The real GDP per capita expanded from 26, 387.390 billion US dollars in 1997 to 52, 960.730 billion US dollars in the year 2016 growing at the average annual rate of 4.160%. The Singaporean economy rebounded in quarter two but declines short of the expectation of the market. The economy returned to the growth in quarter two of the year 2017, chiefly on the back of the greater activities of the manufacturing. The aftermath followed a contraction in first quarter that stood largely impacted by the base effects due to the impressive expansion of the quarter four, and by the traditional volatility of the Singapores GDP figures. Based on the advanced estimates published by the Ministry of Trade and Industry on July 14th, the GDP of Singapore expanded by 0.4 percent in second quarter from the past quarter at the seasonally adjusted annualized rate (SAAR), comparing to first quarters revised 1.90 percent contraction (past reported: -1.30% qoq SAAR) however declining short of expectations of the market (Tremewan, 2016). The rebound came on the back of the manufacturing industry acceleration alongside the turnarounds in the services as well as construction industries. Manufacturing expanded 2.40% quarter-on-quarter (qoq) SAAR, up from the first quarter mild 0.40 percent increase. The service industry grew 0.40 percent qoq in 2nd quarter of the year, relative to past quarters 2.70 percent contraction. The construction sector further rebounded in qoq basis, growing 4.30 percent in second quarter, following sharp 14.40 percent contraction recorded in quarter one. The GDP expanded 2.50% in quarter two in year-on-year basis thereby matching the first quarters revised 2.50 percent growth (past reported: +2.70 year-on-year) alongside FocusEconomics Consensus Forecast. The growth arose following an eighty percent expansion in manufacturing industry (first quarter: +8.50% YOY), led by the electronics growth and precision engineering clusters. The manufacturing expansion as indicated in the previous quarter, remained underpinned by the stronger external demand for the semiconductors alongside being manifested in encouraging figures for the industrial production that expanded for 10th month in a row in May. On the YOY terms, the growth in service industry accelerated from first quarters 1.40% to 1.70% in the second quarter. Stronger demand externally accounted for the slight acceleration thereby benefiting the transportation and subsequent storage as well as business service sub-industries. The construction industry on the downside endured to contract in the annual basis in the second quarter and declined 5.60 percent that denotes a slight enhancement from the first quarters 6.10 percent contraction. The weaknesses in both public- and private sector construction activity weighed on adverse performance of construction sector that is still agonizing the consequences of the property prices correction that began following the climax hit in the year 2013 and is only slowly manifesting signs of softening. The economy endured to benefit from the latest improvement in worldwide trade and strong expansion in electronic production underway beginning quarter four of 2016, whereas more domestic-ori ented sectors stood affected by the slugging conditions at home (Tan, 2016). The economic growth of Singapore is probably to stay tepid ahead, gaining from ongoing recovery in external sector yet agonizing from weak demand domestically. The economys efficient infrastructure, greatly transparent regulatory atmosphere, low taxation burden alongside stable governance make Singaporean economy greatly dynamic as well as resilient. However, deteriorating labor market conditions, ongoing property market weaknesses alongside gradual productivity benefits remain weighing on household expenditure, whereas low prices of oil alongside increasing rates of interest in the United States pose descending risks to outlook. The Singaporean Monetary Authority anticipates GDO to grow at the rate ranging 1- and 3 percent this year. The Focus Economics Consensus Forecast is projecting that Singaporean economy shall expand two percent this year that is unaltered from the previous two months first. The growth rate is expected to accelerate slightly to 2.10 percent. The performance trends of the Singapore economy can be understood through climate change and resource scarcity, technological breakthroughs, shifts in global economic power and rapid urbanization. Singapore remains in the confluence of China cementing its dominance in trade in Asia and United States pivoting to Asia via its successful conclusion of TPP negotiations. These major shifts makes Singapore in a unique position to capitalize on opportunities. Rapid urbanization brings main implication for business and Singapore must see its associations not just with economies, but also with regions and cities. The Singaporean government has adopted economic development and growth strategy as a measure adopted to achieve the production output performance at the national level under the formulation of the Ministry of Trade and Industry (MTI). These agencies have triggered reforms and transformation. The government recent push for economic strengthening for more sustainable long run growth is anchored on strategies delineated in the year 2010 economic strategies committee report. Thus the government focus on growth through skills and innovation, and anchoring Singapore as a global Asia Hub. Labour market analysis The adjusted rate of unemployment in Singapore stood at 2.20% in the March quarter of the year 2017 relative to preamble estimates of 2.30% and identical to previous quarter. The jobless rate stood at its highest level beginning 4th quarter 2010, as additional people made entry into the labor force whereas total employment shrank the most beginning the 2nd quarter 2009. The unemployment rate in the economy averaged 2.450% from the year 1986 till 2017, hitting a record time high of six percent in 1st quarter of the year 1986 and an all-time low of 1.4% in 2nd quarter of the year 1990. In the 3 months to March, the unemployment rate remained unaltered from the past quarter for residents (3.20%) and citizens (3.50%). The total employment declined by 6,800.0 following a rise of 2,300.0 in the 4th quarter and hitting the highest quarterly contraction beginning June quarter 2009. The drop happened in manufacturing (-4,300) alongside construction (-12,500.0), chiefly because of a decline in Work Permit Holders whereas service industry witnessed a rise of 9,900 in service sector employment. Some 4,000.0 workers became retrenched, lower than 5,440.0 workers in December quarter and identical period the past year (4,710). The redundancies dropped in the manufacturing (890.0 from 1,990.0 in 3rd quarter ad hitting lowest figure beginning 2nd quarter of the year 2015 (870.0) and services (2,440.0) from 2,840.0. In comparison, construction recorded more redundancies (660.0 from 580.0). The services (61%) formed the bulk of all retrenchments, chiefly in the wholesale trade (13.0%), financial services (12%) and professional services (12%). The re-entry rate amongst the residents made redundant stood at 64.40%, contrasted with 64.70% in the past quarter. The job vacancies figure (seasonally adjusted) amongst the private sector establishment with at least twenty-five workers and public sector dropped slightly in March 2007. Nevertheless, vacancies amongst small private sector establishments employing less than twenty-five workers shot up. This brought total vacancies for Singapore economy increased (45,300.0 from 44,500 in quarter three). Consequently, the seasonally adjusted ratio of the vacancies of job to unemployed individuals improved slightly following 7 straight quarters of drop. The seasonally adjusted recruitment rate dropped to 2.10% in the 1st quarter 2017 following the uptick in previous 3 months. The recruitment rate has stayed on a general downtrend beginning 3rd quarter 2014. Meanwhile, the resignation rate held stable at 1.80% beginning the start of the year 2016. The unemployment is described as persons who do not have a job, have looked for work actively in the previous 4 weeks are unable to find work at prevailing wage rate and are presently available for work. The types of unemployment in Singapore include cyclical/demand-deficient, structural and frictional unemployment. Cyclical unemployment is a main trigger of unemployment in Singapore since the country has a huge external sector and remains hugely reliant on external demand for the growth of economy. For example, in Singapores manufacturing of electronics, the economy exports hugely to rest of the globe. In case the global demand for its electronics declines, firms producing electronics shall face a decreased demand. Since the country is small as well as open economy, heavily reliant on exports, where exports decline, Singaporean AD will drop, and shift to left thereby lowering national output and income, whereas increasing cyclical unemployment. Due to globalization, Singapore is inv olved in huge restructuring and in the course structural unemployment may ensue. Singapore has changed from the labor intensive to capital intensive economy, and hence different skills are needed. Workers without appropriate training and expertise to move into the different sector are retrenched hence contributing to structural unemployment. Frictional unemployment in Singapore occurs since it takes time for individuals to find novel jobs when they alter jobs or look for suitable jobs. The creation and destruction of jobs creates need for individuals to look for jobs as well as for firms for workers, and subsequently there is a period lag. The government of Singapore has taken various measures to achieve full employment. The government is using targeted employment programs to obtain full employment for all. Thus, the government has undertaken policies that direct jobs to areas of high unemployment. The government uses the public and non-profit employment programs thereby creating jobs by meeting unmet needs. The government is also using the public investment and infrastructure. The government has identified shortfall of the public investment in broadband; research and development; transportation and education. Thus the government is undertaking sustained program of public investment to create jobs as well as increase its productivity and growth through budget policy as a tool to allow the government raise productivity and bring the economy closer to full employment (Chellaraj Mattoo, 2015). Price level analysis The Singapores consumer prices increased 1.40% YOY in March of the year 2017 relative to the 0.40% increase in the previous month and in line with the consensus of the market. This was the highest inflation rate beginning June 2014, propelled by the surge in the housing cost alongside a swifter increase in the food prices. The core consumer prices that excludes the accommodation alongside the private road transport cost shot higher 1.60%, following the 1.70% gain in the previous month and matching the market expectations (Gagnon, 2014). On the basis of month-on-month, the consumer prices increased 0.30%, after declining 0.30% in April. The rate of inflation in the economy averaged 2.650% from 1962 till 2017, hitting record high of 34.0% in March of the year 1974 and an all-time low of -3.1% in September of the year 1976 as seen below: Inflation is the steady increase in the general level of prices for a basket of commodities over a given period of time and it is caused by a range of reasons including aggregate demand increases at higher rate than that of aggregate supply and import-price-push inflation. Where the aggregate demand increases faster than the aggregate supply as seen in the figure above, there is a tendency that Singaporean general price level will increase hence triggering inflation. Inflation in Singapore is also caused by the import-price-push inflation. It is the predominant cause of inflation in Singapore. Singapore as a small as well as open economy with few natural resources, the economy is heavily dependent on imports from other economies like Malaysia and China, with export as well as import spending more than thrice of Singapore GDP (Chow, Lim McNelis, 2014). This implies that where the rate of inflation in China or Malaysia is comparatively higher, Singapore import natural resources at comparatively higher prices that subsequently trigger a rise in price of a particular basket of commodities. Hence, there will be inflation due to import-price-push inflation (Low Thomas Vadaketh, 2016). Singaporean government combat inflation by adopting such measures as combined fiscal, monetary and supply-side policies to achieve stable price. Singapore mainly employ the exchange-rate policy to achieve stable price. Because the main cause is from imports, Singapore reasonably use its exchange rate when mitigating impacts of import-price-push inflation. The economy pursues a rate of exchange policy of slow as well as steady appreciation. Singapore increase its currencys rate of the currency appreciation via foreign reserve to buy its dollar when China and Malaysian have comparatively higher inflation. Thus imports become relatively less expensive based on Singapore dollar hence mitigating the effects. Singapore combat demand-pull inflation via supply-side policies that increase productive capacity of economy and hence aggregate supply. It increases workers quantities through schemes like Skillsfuture alongside such organization as Workforce Development Agency that equip Singaporeans with essential skills thereby increasing productivity (Abbas Rizvi et al., 2014). Conclusion The paper has covered key areas of Singaporean economy including production output performance analysis, labor market analysis as well as price level analysis. The unemployment in Singapore has been examined by highlighting the unemployment trend based on the unemployment rates as well as main types of unemployment in the economy. Further, and in the inflation in Singapore has been presented based on the inflation rate trend and the main causes of inflation alongside measures the government has taken to combat both inflation and unemployment. References Abbas Rizvi, S. K., Naqvi, B., Bordes, C., Mirza, N. (2014). Inflation volatility: an Asian perspective. Ekonomska istraÃ… ¾ivanja, 27(1), 280-303. Chellaraj, G., Mattoo, A. (2015). Can the knowledge capital model explain foreign investment in services? the case of Singapore. Chow, H. K., Lim, G. C., McNelis, P. D. (2014). Monetary regime choice in Singapore: Would a Taylor rule outperform exchange-rate management?. Journal of Asian Economics, 30, 63-81. Gagnon, J. E. (2014). Alternatives to Currency Manipulation: What Switzerland, Singapore, and Hong Kong Can Do. change, 2012, 13. Low, D., Thomas Vadaketh, S. (2016). The End of the Singapore Consensus. In SINGAPORE 2065: Leading Insights on Economy and Environment from 50 Singapore Icons and Beyond (pp. 162-165). Tan, A. H. (2016). Economic Prospects of Singapore. In SINGAPORE 2065: Leading Insights on Economy and Environment from 50 Singapore Icons and Beyond (pp. 213-218). Tan, F., Lean, H. H., Khan, H. (2014). Growth and environmental quality in Singapore: Is there any trade-off?. Ecological Indicators, 47, 149-155. Tremewan, C. (2016). The political economy of social control in Singapore. Springer.

Summary Of Orwells 1984 Essays (3011 words) - Fiction,

Summary of Orwell's 1984 Summary Chapter 1 and 2 We are introduced to Winston Smith the main character of the story. Works at Ministry of truth. Ministry of truth is one of four government buildings in destroyed London, the main city of Airstrip One, a province of Oceania. Year is 1984 and three contries are at war, Oceania, Eurasia and Eastasia. Oceania is run by the party whose leader is Big Brother. Winston is sick of his life in the ruined city and decides to keep a diary. This is against the law in Oceania. He felt his feelings begin to hate Emmanuel Goldstein, leader of the enemy party. He also spots O'Brien, a party leader whose eyes he see's a bit of political sympthy. See's young girl who he dislikes. He feels it is only a matter of time before his though crimes are detected. A knock at the door he thinks is police. Mrs. Parsons, his neighbor is at the door and asked him to unclog a sink. He does it but smells sweat all over the apartment. Mrs. Parsons is a follower of party doctrine and a fellow employee at the ministry. The children are members of Spies, a youth that encourages spying and telling on traitors, including parents. Winston is revolted. He returns home and writes a couple more minutes before going back to work. He remenbers a dream where O'Brien tole him he would meet him in a place wher there is no darkness. He washes his hands and hides the diary Reaction Major ideas, conflicts and themes are introduced. We are shown how the earth has changed, into 3 main contenients. we are also introduced to the main character and how he fits into the new world. Also we are shown how the computer age has taken over peoples minds. The language is easy to understand, it has not really changed much over time. Seems like nothing left after nuclear war, just ruins remaining. We are introduced to Tom Parsons which Winston is contrasted with. The city is very drab. Quotes "Big brother is watching you, the caption beneath it said" "Thoughtcrime was not a thing that could be concealed for ever." Summary Chapter 3,4 and 5 Waking from dreams, he remembers his mother and sister, and can barely remember their disappearence and feels responsible for there deaths. He has another dream where he is in the perfect countryside with the girl he had noticed eariler. He dreamed she stripped for him. This time he is woken up by the telescreen, telling him to do his exercises. He thinks about how much power the Party has over all information. Begins work at the ministry of truth. His job is to correct printed articles in line with the Party's orders. The Ministry and records department jobs are to rewrite history to make the party look good. They get a break because of the 2 minute hate. When he gets back he replaces a speech by Big Brother with invented history. Makes up story about a man named Ogilvy. The article had become contrary to the present party policy. It is replaced as though is never existed. Winston meets Syme, a philologist, for lunch. Syme explains parts about Newspeak. They are joined by Parsons. Winston thinks of the fate that each co-worker will recieve. Syme will be vapourized because he is to smart, where Parsons is dull enough to escape vapourization. He is the only one who has not been taken over by the propaganda that is always being brodcast. He notices the same girl from the other day starring at him and thinks it is the thought police. Reaction The Golden country that he dreams about is definatly a release or a freedom from the the drabness of London. Also from the party. We are introduced to the fact that he has no mother or father or sisters or brothers anymore because they were taken by the party. He is realizing that he is rebelling against the party and he understands that he is at risk. Winston is in search of the truth and is concerned because of the party's ability to change history. We find that he likes his work even though it is for the party and against

Research Proposal on Literacy Essay Example

Research Proposal on Literacy Essay Literacy is the ability of a person to read literary sources to gain knowledge and discover new interesting facts useful for life. Moreover, literacy is also the ability to write using proper stylistic devices and feel the language in the text. Then, a person who is considered to be literary should be able to read critically, that means possess critical thinking skills. Most people who can read never try to understand the meaning of the content, some idea hidden there. Nobody reads between the lines. A literary person who reads much and has smart and sound mind always tries to find more than written in the text: some historical, social, cultural background of the content; motives, which provoked the author write this very work and introduce this very character into the text. Evidently, literacy has not always been on its high level as nowadays. Even several hundreds years ago only narrow circles of people could boast they can read. Every government of every country devotes much time and money to teaching literacy. Every well-educated person who wants to exist normally in out modern society should be able to read. without literacy one will not manage to survive in our difficult stressful times. Even just going along the street one should be able to read, otherwise he will not manage to reach the point of destination. The problem of literacy is very important nowadays, because still there are countries which have extremely low rates of literacy, because of their poor economical background and political problems. A successful research proposal on literacy should be an interesting paper, which presents brand new methods and concepts, which are useful to teach literacy faster, cheaper, easier and more effective. If one manages to complete the paper like that, he will surely impress the professor and receive chance to write a great research paper on the topic. We will write a custom essay sample on Research Proposal on Literacy specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Research Proposal on Literacy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Research Proposal on Literacy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Students who need to complete a paper on literacy will have to read much about it. There are many special books, articles in scientific periodicals and encyclopedias dedicated to the topic and they will be helpful for every young professional. Besides, one can read free research proposals on literacy in the Internet and see how a good paper looks like. if one reads such a paper, he will realize how to compose a good paper on the topic, how to analyze the problem, how to support your opinion and how to persuade the professor in the importance of your topic. Nearly every free sample research proposal on financial literacy is a good help and experience for every student for writing an essay on this topic.

The U-2 Essays - Black Projects, Signals Intelligence, Free Essays

The U-2 Essays - Black Projects, Signals Intelligence, Free Essays The U-2 The U-2 CIA Air Force Reasons: Soviet air defense was aggressive April 8, 1950 USSR shot down a US Privateer over Baltic Autumn 1951 USSR downed a Twin-Engine Navy Neptune bomber June 13 1952 USSR allegedly downed a RB-29 Also scattered reports from Britain and Turkey After USSR backed N. Korea fear of USSR expansion grew Development: Civilian or Air Force? After many letters the decision for who to run development came from president Eisenhower who instructed that if a uniformed test pilot was captured in USSR in peacetime problems would arouse so a civilian team was called for development. Funding I would like to note that this segment in many reports was covered with black marker You try to read a sentence blacked out like this s and understand it. The Team James R. Killian, Jr. Director of Scientist - President of MIT His team of engineers worked no more that 50 feet from the assembly line. Problems were recognized and fixed in a few hours of draft productions. The Place Lockheed Martins Advanced Development facility in Burbank, CA AKA Skunk Works The Plane: The design called for a lightweight aircraft for ultrahigh flight. Tail The long tail was bolted to the body was only 3 bolts. This design was similar to a sailplane, which is also known for its lightweight. Wings The wing spar went through the fuselage. The panels were bolted to the side of the fuselage. (Sailplane) Amazingly the wings where integrated fuel tanks keeping almost all of the U-2s fuel. Nose and Landing Gear The nose was curved upwards to keep stabilized during wind gusts. (Sailplane) The landing was a complex set of bicycle like gears that weight 208 pounds but had the capability to withstand the touchdown of a 7-ton aircraft. Camera After developing 2 cameras each too large or too heavy a camera a camera was then developed using 3 mirrors and a prism to meet the size and weight requirements of the U-2 Spacesuits One of the first partially pressurized suits for high altitude flight was developed for specifically for the U-2. The cockpit kept a constant pressure 28,000 ft. This was at an outside pressure of a window cracking 70,000 feet or more. If the pressure suddenly decreased the suit would automatically inflate and administrate oxygen to the pilot. (Blood boils after 65,000ft) Fuel The CIA called on the vice president of Shell Oil Co. to make a low-volatility, low-vapor kerosene fuel. A fuel with the boiling point of 300F Security I wish I could fly like an eagle to the see fly like and eagle like my spirits carry me I want to fly. Right into the future I want to fly again. Over flights: First The first over flight of the U-2 was over Leningrad. Its target was to observe ship and submarines at bay. The Soviets caught glimpses of the U-2 but never accurately recognized the neither plane nor flight path. The USSR sent a letter to the White House describing the detection a Twin-Engine Navy Neptune bomber over USSR. The USSR was grossly wrong in the description of the U-2 and could not sustain the U-2 on radar for more than a few seconds. Nevertheless Eisenhower closed all over flights Renewal Eisenhower later renewed the U-2 program. But after taking pictures of Yerevan, USSR, The aircraft malfunctioned, and was forced to return to base. In another flight a pilot nick-named the Lemon Drop Kick was to fly over Bulgaria. The reason he was called that was because he always sucked on lemon hard candies during flight. But on that day the solider suiting him up put a L-pill in his pocket, unknowingly with the hard candies. L-pill being a suicide pill filled with potassium cyanide. He took off and started to eat his candy. He felt one of the pills had no flavor. Without biting into it he removed his faceplate and spit it out. The pilot was fine, but a thin glass coating away from death. More flights over the USSR west border were conducted with target cites and testing areas. Operation GRAND SLAM, the last over flight The flight was the first transit over the Soviet Union, all previous flight flew halfway in then turned around and retraced its flight. The flight would have been sooner, but the weather did not permit it. So CIA asked for more time. President Eisenhower demanded that no flights to be made after May 1,

CRIMINAL LAW 2 Essay Example | Topics and Well Written Essays - 1250 words

CRIMINAL LAW 2 - Essay Example Such an action shall be construed as theft regardless of whether the thief has taken it for gain or for personal benefit. Sections 3 to 6 of the Act define the terms â€Å"appropriates†, â€Å"property†, â€Å"belonging to another† and â€Å"with the intention of permanently depriving the other of it†. (Theft Law 1968, n.d.). Since criminal law deals with accusation and punishment for offenders, it is important that a correlation be established between blameworthiness and criminal liability for serious illegal activities. This argument is more applicable for theft because in this offence the other elements related to the appropriation are not properly defined, and so it is only the element of dishonesty that is assessed for punishment under law. In case the other elements related to the appropriation are judged to assess their wrong culture, it is however not possible to establish criminal liability on the defendant without some kind of judgement on the mo ral perspective of the defendant’s actions. ... ding is for a period and in circumstances making it equivalent to an outright taking or disposal.† (Theft Law 1968, n.d.) For example, if a person takes a cinema ticket from its owner and returned it after the completion of the movie, then it is as good as depriving the owner permanently of enjoying the interest of the ticket because when returned the ticket has no usage value left (Clarkson, 2005, p.238). Fraud Act 2006 The Fraud Act 2006 was implemented to â€Å"make provision for, and in connection with, criminal liability for fraud and obtaining services dishonestly.† (Fraud Act 2006, n.d., p.1) The Fraud Act has revised the Theft Act 1968 in many respects. Some sections of the Theft Act have been removed in Schedule 1 of the Fraud Act and they are section 15, section 15A, section 16 and section 20(2). Section 15 is about â€Å"obtaining property by deception†, section 15A is about â€Å"obtaining a money transfer by deception, section 16 is about â€Å"obta ining pecuniary advantage by deception†, and section 20(2) is about â€Å"procuring the execution of a valuable security by deception†. (Fraud Act 2006, n.d., p.7) The principle objective of the Fraud Act was to present the previous criminal law in a reformed manner so as it make it more acceptable for juries and practitioners. In this modern world of technology, fraudulent activities are rapidly becoming sophisticated and complicated by enhanced use of technology. It is increasingly becoming tough to catch the fraudsters and then prove their offence in court. Therefore the purpose of the Fraud Act is to form a â€Å"modern and flexible law of fraud† that is suitable to combat the increasing complications of fraudulent activities (Post-legislative assessment of the Fraud Act 2006, 2012, p.3). The Fraud Act associates

Strangers, babies (Theater Class) Essay Example | Topics and Well Written Essays - 1000 words

Strangers, babies (Theater Class) - Essay Example The director’s intent is to highlight the difficulty that people experience when attempting to relate to loved ones, especially with knowledge of their past mistakes and potential weaknesses. The director playwright and director chose an appropriate time to highlight this relationship deficiency, given the fact that the contemporary society is largely characterized by family disconnect and widespread disintegration of the family unit. This play attempts to show that people, have an individual burden, which is the lack of ability to understand how they associate with others, but still be responsible for pieces of information about their life experiences. Discussion The first scene of Strangers, Babies, begins with May steadily looking at the corner of the square shaped stage. The conversation, between May and her husband Dan, suggests that the direction to which she is staring is the couple’s apartment balcony. There is an injured bird and May seems concerned and willing to help it, as shown when she states that things can stay alive although they are injured. The presence of birds in the perceived balcony is indicated by high-pitched chirping sounds, which can be heard throughout this first scene. However, it is peculiar that although May is adamant about helping the bird, she is still reluctant to get involved. This serves to show that the protagonist is obsessive but distant at the same time. Dan looks at the balcony and occasionally at May in a knowing yet patronizing manner. He attempts to convince his wife that even though putting up a bird feeder on the balcony would be a caring gesture, it attracts more birds and there is a likelihood of getting additional injured birds. His patronizing attitude becomes evident when he uses a sarcastic tone to state that turning the balcony into a sanctuary for birds, would prevent him from engaging in his usual Sunday daydreaming involving newspaper reading and coffee drinking. It is obvious that there is affection between the two, but there is also an unsettling sensation. This is evident from May’s nearly desperate fixation on the injured bird and her apparent agitation as she slightly bangs her mug on the table, while her husband observes in a grave and sober manner. This scene provides a typical example of the atmosphere prevalent throughout the play, which constitutes disguised violence, careless attitude and ordinary daily life. From the play’s outset, the stage set-up evokes a feeling of disconnection. The stage is an ordinary square platform, which has a dividing space in between and high walls on either side. The director adds a dramatic effect to the play by concluding every scene with an abrupt and loud clang. This is followed by the rising of the back wall, in order to show the four other characters, who execute the subsequent scene change in a somber manner. Even though they are not explicitly mentioned, disturbing events in the protagonist’s past su ggest the possibility that, May’s current life is a sign of their impact. For instance, her monologue and distant look in the first scene makes one think that she is in deep thought about being injured in the past. The events in the play, just like the injured birds banging against the glass balcony door, constantly bang against May’s invisible past. These past events appear to increase the incapability of men

Conceptual Analysis 3 Essay Example | Topics and Well Written Essays - 1750 words

Conceptual Analysis 3 - Essay Example Sowa instigates that diagrams are simplified figures that convey intended message in a simple manner without using many words (John, 1984). In his work he describes several diagramming techniques that are very relevant in conveying messages in a simplified manner. There are many diagramming methods including flow charts, entity relationship, data-flow, and object oriented diagrams (John, 1984). This paper will analyze several diagramming techniques. Data-flow technique is a means of representing information or a system regardless of the level involved using symbols that show the flow of data, network of data, data processes and data stores. The main purpose of using data flow technique is to provide a systematic between users and system developers. Using data flow charts has a variety of advantages. The first advantage is that it reduces the amount of words that would have been used in explanation of the intended message. The second advantage is that data flow representation builds a systematic way of disseminating information. It shows the logical sequence of the data being represented. Thirdly, it represents the information in a hierarchical manner, showing every details of a system at any level. Fourthly, it is user friendly in that it allows users to understand the information being represented and gives the user an opportunity for review. They are diagrams used in object oriented models. They help in definition of machines that have a number of states. These machines receive events from external environment and the events drive the machine in rotation from one state to the other. This kind of diagramming technique helps in giving the explicit definition of a machine and its behavior. One feature that makes this technique unique is its ability to generalize states. This ability allows the factoring of common transitions. State models are suitable when describing

Equality is at the heart of inclusive teaching practice in education

Equality is at the heart of inclusive teaching practice in education Differences in educational opportunities for children depend not only on their individual cultural, economical, health or disability circumstances, but also on where they live and the ways in which educational systems are structured, regulated and supportedRegardless of these differences, there is widespread acknowledgment that teachers play a crucial role in providing quality education. (Florian Rouse, 2009, p.594) Given that inclusion is a key priority within Scottish education, this essay will critically discuss the concept of an inclusive school and its implications for teachers. There are many factors which can create a barrier to participation or hinder a childs learning, however for the purpose of this essay, the focus for discussion will be narrowed down to consider: a Curriculum for Excellence (CfE), teaching and assessment methods, additional support needs (ASN) and child poverty. These issues have been carefully selected with consideration to current educational issues and policies in Scotland, placement experience and with genuine interest to these issues and the implications they may have for teachers and their implementation of inclusive teaching practice. Furthermore, CfE, teaching and assessment methods, ASN and child poverty are issues that all teachers working in Scotland will have to consider during their career with regards to inclusion and whilst working as part of an inclus ive school. Her Majestys Inspectorate of Education state that an inclusive establishment is one in which the rationale for inclusion is clear to all members of the community and where inclusion is encouraged in practice (HMIE, 2008, Inclusion reference manual). Inclusion is an important issue in Scottish education, however inclusive practice has not been entirely embraced and implemented throughout the country. This may be due to a difference in opinions, uncertainty and misunderstandings as to what inclusion actually is and who inclusion is for (Allan 2008a), which would therefore present difficulties for teachers practicing within HMIEs definition of an inclusive school and their implementation of inclusive teaching practice. Newly qualified teachers may have a different understanding of inclusive teaching practice than the more experienced teachers, thus possibly causing further uncertainty, frustration and/or self doubt. As before mentioned, teachers play a crucial role in providing quality education (Florian Rouse, 2009, p.594). If teachers are at the forefront of providing inclusive education, then it is a concern that so many teachers have different views and opinions towards inclusion. Studies have shown that newly qualified teachers are more optimistic and have a more positive attitude towards inclusion than their more experienced colleagues, who are said to have a more realistic view on inclusion. It was noted that after the probationary year, teachers have a far less positive view, and are much less enthusiastic about inclusion (Seith, 2008). An insight into a possible reason for a lack of enthusiasm towards inclusion is suggested by Allan (2008b). Many teachers have concerns and self doubts about their ability to include, without clear guidance from policy or legislation on how to implement inclusive teaching practice. Many teachers feel that it is difficult to perform to high expectations w ith regards to inclusion, when they receive limited support and resources (Allan, 2008b). Limited support is a concern for teachers who are trying to practice inclusion within an inclusive school as a lack of support, guidance and/or resources may have an effect on the teachers ability to include all children depending on their individual circumstances. Articles 28 and 29 of the United Nations Convention on the Rights of the Child (UNCRC) state that education should nurture and develop the talents and abilities of each child to their fullest potential and serve to prepare children for living happily in a liberal society (UNCRC, 1989). These values could be said to be reflected in the purpose of CfE, its principles and the four capacities: successful learners, responsible citizens, confident individuals and effective contributors. CfE is for all children aged between 3-18 and aims to ensure that all children and young people in Scotland, regardless of their individual circumstances are provided with opportunities to develop the skills, knowledge and qualities required for life long learning (Learning and Teaching Scotland, 2010, the purpose of the curriculum). Equality is at the heart of CfE with the four capacities being achievable for all children and therefore providing the opportunity for more children to participate and achieve in all areas of the curriculum. Therefore an inclusive school is one where CfE is fully embraced by all, and where teachers are supported with their implementation of CfE through opportunities for continuing their professional development throughout their careers. In order for a Curriculum for Excellence to be a success, it is important that individual teachers are committed to developing their own skills and teaching practice and keeping up to date with new approaches to teaching and learning (Curriculum for Excellence, 2006, implications). However recent research carried out by The Education Institute Scotland, has shown that many teachers have voiced their concerns over CfE. These concerns are with regards to there being an additional workload, a shortage of time for planning and the effective implementation of CfE with the lack of clear, specific instructions (EIS, 2010, Survey of Members). It could be argued however, that the broad and general experiences and outcomes of CfE are a positive feature of Scottish Education and are an important part of inclusion and inclusive practice within the school. If there were to be precise instruction as to how to implement CfE, it would surely contradict the values of CfE, and the autonomy and profess ional role of the teacher. With the implementation of CfE, teachers have the flexibility to apply appropriate assessment procedures and use their own professional judgment with regards to progression and responding to the individual needs of children (Reid, 2008). However, a possible concern for teachers, particularly newly qualified teachers and student teachers with regards to implementing CfE within the inclusive school, as with the term inclusion, is the range of mixed feelings and opinions towards CfE. Mixed feelings were clearly evident during placement experience, with some teachers speaking very positively towards CfE whilst others expressing less enthusiastic opinions. The views towards CfE were somewhat reflected in the teaching strategies of some teachers; this was noted during observation periods as well as during discussions with a range of teachers (newly qualified and experienced). A variety of teaching strategies were observed during placement, with teachers who expressed negative feelings towards CfE favouring a more direct teaching approach, in comparison to the teachers with positive views towards CfE who used a variety of teaching strategies such as collaborative and active learning, which were appropriate for the particular learning experience and in response to the interests and needs of the children. Appropriate teaching and assessment methods play an important role within an inclusive school with teaching approaches being inclusive and specifically tailored to meet the interests and needs of the individual children and where assessment methods are used, which further support the learning. CfE assesses progress and achievement through Assessment is for Learning (Aifl) where assessment approaches should promote learner engagement and ensure appropriate support so that all learners can achieve their aspirational goals and maximise their potential (Learning and Teaching Scotland, 2010, principles of assessment). Assessment therefore, requires teachers to make professional judgments about childrens learning, where sound evidence and professional integrity is at the heart of the decision making process. The most effective assessment approaches are ones which are fair to all involved: children, young people, parents and communities and which avoid any pre-conceptions and stereotypes (S cottish Government, 2010, a framework for assessment). A possible implication or concern however for teachers, with regards to the use of assessment which coincides with CfE, is that teachers may have varied opinions on what constitutes as a person being a successful learner, confident individual, responsible citizen or an effective contributor. Placement experience highlighted this concern further. Award ceremonies on alternate Thursdays, seen children receive rewards for showing that they had proven themselves to be either a successful learner, confident individual, responsible citizen or an effective contributor. It was noted that what each class teacher perceived as an achievement with regards to the four capacities, could be questionable depending on personal opinion. An inclusive school aims to respond to the interests, needs and abilities of the learner and as before mentioned, a positive aspect of CfE is the reinstatement of professional autonomy and the flexibility that teachers have when implementing teaching approaches which are tailored to the needs of individual children (Reid, 2008). However questions have been raised with regards to teachers being sufficiently educated and trained to work with children who require additional support for learning. Teachers in Scotland must be appropriately qualified in order to work with children who have visual and/or hearing impairments (The requirements for teachers (Scotland) regulations 2005). However teachers do not need additional qualifications to work with any other group of children with ASN (MacKay McLarty, 2008a). This may be of concern to teachers as well as parents, as most children will require additional support for learning at some point during their school careers, with many situations such as disability, being bullied, bereavement in the family, homelessness, being the child of an asylum seeker or being a bilingual learner, leading to a child or young person requiring additional support for their learning (MacKay McLarty, 2008b). Baroness Mary Warnock (2010, The Cynical betrayal of my special needs children) believes that without specialist knowledge, teachers may actually do more harm than good when teaching children with ASN, particularly those with more severe learning difficulties such as, severely dyslexic children. Another concern for parents and teachers is Baroness Mary Warnocks U turn in opinion towards mainstream education for all, since the Warnock report was published in 1978. Warnock now states that mainstream education for all, was never what she or the committee proposed in the first place. What the committee actually recommended was that the large number of children with moderate learning difficulties already in mainstream schools should be ident ified, and their needs provided for where they were (Warnock, 2010, The Cynical betrayal of my special needs children). A key educational policy in Scotland is the inclusion of all children in mainstream schools. An implication for teachers in mainstream schools, particularly student and newly qualified teachers is the ability to support children with ASN, particularly those who have more severe learning difficulties, such as autism or severe dyslexia. The concern not only lies in the ability to support children with such learning difficulties, but also with creating a suitable learning environment for all children within the classroom, when many of the children have varied learning needs. Many teachers are concerned about their ability to meet the needs of all children in the mainstream classroom, with the limited resources they have (Mittler 2000; Hanko 2005 cited in Allan, 2010). Limited resources may be a worry for teachers working within an inclusive school with concern also expressed by NASUWT Teachers Union, who say that it is vital for children and young people to be educated in appropriate se ttings for their individual needs and aspirations, with access to necessary resources. Mainstream schools cannot be expected to cater for pupils with special needs without adequate and appropriate staffing and resources (NASUWT, 2009). Current budget cuts across Scotland and throughout the UK are a cause for concern with regards to teachers having appropriate resources and specialist support staff. With a lack of necessary resources and support it could be argued that teachers will struggle to include all children within the inclusive school. According to Her Majestys Inspectorate of Education, An Inclusive Establishment is one in which there is effective working relationships with pupils, parents and other agencies who are committed to the health, wellbeing and education of children and young people (HMIE, 2008, Inclusion reference manual). It has been observed during a number of school placement experiences, that effective working relationships are vitally important in providing inclusive practice. However, it was also noted during placement experience that effective working relationships are not always possible, particularly those between teacher/school and the parents. It was witnessed during placement experience with a Primary 7 class of 32 pupils, which had no support in the form of classroom assistants or behavioural therapists that during most lessons, a large amount of the teachers time and attention was given to one child within the class who has behavioural issues. Although the teacher had implemented a number of effective behaviour management, teaching and assessment techniques, there was still a noticeable effect on the other children in the class, who for different reasons required the teachers support, but were unable to receive the support they needed, whether this was advice, help, encouragement or praise. The classroom teacher had no support from the childs parents, and senior management avoided taking action which involved suspension as the childs wellbeing whilst at home was also a concern. This left the teacher in a catch 22 situation, with trying to manage the childs behaviour as well as the safety of the child and the other child ren within the classroom. It was felt by the teacher that more support from parents, senior management and other agencies was needed. An inclusive school therefore, provides support for teachers with their inclusive practice and offers support for teachers to enable them to work effectively with children who have ASN. However, without vital support in the form of CPD, parental, senior staff support and support from other agencies such as specialist teachers, social services and behavioural therapists, it could be argued that many classroom teachers would struggle to implement inclusive practice in the classroom without such support. Another key aspect of educational debate in Scotland is children living in poverty and its effect on learning. The Scottish Government Statistical Publications recorded that 17.9% of all children (primary and secondary) in Scotland are entitled to receive a free school meal (School Meals in Scotland, 2010). These statistics are an indication of low family income and the number of school age children who are regarded as living in poverty. The Scottish executive stresses the importance of inclusion and equality in Scotland and states that all children must be given the best possible start in life, regardless of their family background (Scottish Government, 2004). An Inclusive school therefore, is aware of the differences in childrens backgrounds and take steps to ensure that discriminatory behaviour or bullying is prevented or eliminated. Many schools in Scotland use a swipe card system, which allows children to get their lunch without anyone knowing who is entitled to free school meals. It was noticed during placement experience that many primary school teachers have different methods of taking the lunch register and allocating dinner tickets to those children who are entitled to a free school meal. In the senior stages of the primary school, the children collected their own dinner tickets, meaning there was no need to broadcast to the class who required a free meal. This worked well in ensuring children who required dinner tickets were not singled out, as in the upper stages of the primary school the children are much more aware of such issues. School uniform policies are also a positive feature within the inclusive school as it ensures that all children are equal and that children cant compare what they have with one another, ensuring no child is singled out or is made to feel inadequate if they do not own the same type of branded clothes as their peers. Although there are many school policies which aim to ensure inclusion and equality within the school, it could be argued that some school trips contradict the purpose of policies that promote equality, such as the school uniform policy. It was observed during placement experience that 5 out of the 33 children in the class were not taking part in the school trip, because their parents could not afford to send them away for the week long trip with the school. These children were therefore excluded from the school trip as well as excluded from the class discussions about the trip that took place on numerous occasions on the lead up to the trip. In conclusion, whilst taking into account the areas selected for discussion, CfE, teaching and assessment strategies, ASN and Child poverty, an inclusive school is one in which equality is at the heart of the teaching and learning, where every child, regardless of their ability is provided with learning experiences suited to their needs and abilities. An inclusive school is not only about the children. Instead an inclusive school includes all children, school staff, parents and other agencies, who work together to ensure that barriers to learning are removed, teachers supported and parents and children included in the school decision making. As discussed, there are implications for teachers within an inclusive school who may face challenges to their inclusive teaching practice. Challenges include the effective inclusion of children with learning difficulties, with limited resources and/or specialist support staff, the implication of CfE and the use of appropriate teaching and assessment methods. Allan (2010c) states that inclusion will benefit when teachers realise that there isnt a magic answer to inclusion or any instruction manual for teachers to follow. Therefore, to conclude, an inclusive school isnt one that has all the answers to inclusion. Instead it is one where all members of staff are committed to providing inclusive practice and equal opportunities for all children and young people. An Inclusive School is always seeking to further develop its inclusive practice, where teachers have a willingness and enthusiasm towards improving their own teaching skills and methods. 2958 words

Game and Dynamically Generated World

Minecraft: A World at Your Mercy By If you're one of those people who quite likes computer games, but finds the endless mayhem and slaughter a bit unseemly, there is another option: putting imaginary things on top of other imaginary things. There are no scores, no obvious goals to aim for, no point at which you can punch the air and say that you've triumphed; you simply move around a randomly and dynamically generated world, collecting objects and building things. All at your leisure.Does that sound sufficiently exciting? Well, Minecraft allows you to do just that; it may have been billed as the â€Å"coolest game you've never heard of†, says Senior Emily Marchese, but it has about as much in common with Call Of Duty or Angry Birds as hopscotch or basket weaving. It's created by Markus â€Å"Notch† Persson, developed by a very small team, but has had more than 12 million people buy the 20 dollar game. But what exactly do you accomplish playing Minecraft?Head over to You Tube, where home-produced videos of Minecraft creations litter the top 10 most popular videos each month, and you'll find such delights as a 1:1 scale model of the USS Enterprise, roller-coasters, reconstructions of the Titanic and much else. FHS Alumni, Soham Roy gives us a few examples of what he thinks are his greatest accomplishments in Minecraft: â€Å"I have created a pyramid out of water, pushed Haroon Ahmad into a pit of lava, and tamed a gigantic pack of wolves to rip into the flesh of my enemi†¦I mean, to cuddle and play fetch. † How you make these structures is much like how you make things in real life. You need tools and resources. You use the wood from trees to make tools and then you mine underground and start looking through caves for resources. As you go deeper you’ll find rarer resources which you can upgrade your tools with or make structures with. And when you have the resources you need, like Legos, you start putting them all together and star t making anything your heart desires.You can also set up servers and create a massive world with your friends. Junior, Mike Salzarulo is one of the many students to own a minecraft server here at Freedom. â€Å"You can do anything you want. If you wanna be a nomad and travel the world you can do that. You can be like me and just set up camp and make a town with all your friends. I made a huge castle with them. † The comparisons with Lego have provoked a debate over whether Minecraft is even a game at all; maybe it should be considered more as a lowly â€Å"toy†?But when the sun sets over your Minecraft world every hour or so and darkness creeps in, monsters (or â€Å"mobs†) emerge – and if you're not tucked up safely within your construction – your game may well be swiftly curtailed. The different types of mobs include spiders, zombies, and skeletons that are equipped with bows. The two most infamous mobs in the game are the endermen and the creepe rs. The endermen are passive and non-hostile and sometimes cute creatures that only attack you if you look directly at them.And finally, the creepers are the most feared of all Minecraft mobs, because if you get too close they make a hissing sound and then explode. The explosion decimates everything around you. So be careful when you look out the window of your house made out of diamond, a creeper might be trying to creep on you. Minecraft is still being made and the full version will be out in November, but will then cost $30. If you buy the game now, not only will you be able save $10, but you’ll also be able to get your hands on the game that has everyone either sitting on their computer all day or designing buildings on graph paper.

Football as an Intramural Essay

Abstract Intramural sports present a fun way for students to spend their time at school, and provide an excellent opportunity to introduce themselves in the new world of college. Students get the chance to meet new people by playing against them in various sports such as softball, volleyball, and basketball. These sports are also co-ed, meaning that men and women can play on the same teams or against one another. Intramurals is also a great way to improve attendance or boost student’s motivation to improve their grades. However, there is only a select variety of options for sports. Most of the sports would fall under women’s sports, with their being softball over baseball and volleyball over football. There aren’t many options for men to get involved in intramurals with no men’s sports to play. Adding one sport that’s a men’s sport will give men more options in participating in intramurals. The addition of football may be what this school needs to get more people involved in intramural sports at Alexandria Technical and Community College (ATCC). With a chance for more men to participate, and more women to get involved in men’s sports, it’s a sport that cannot fail if the right conditions are met. Too much contact could be an issue, but if it were even touch football (2-hand touch), there wouldn’t be very many problems. Adding football to ATCC intramurals is what this school needs to not only offer more options for students, but to help attendance and boost student motivation to improve grades. It will be beneficial for the school, and fun for the students. 1. 0 Introduction Alexandria Technical and Community College is a great place to get to know other students. One of the ways to meet the students is by joining their intramural sports and getting on teams that compete against the other teams of the school. 1. 1 Problem With having intramural sports comes the privilege of choosing what you want to do with your time. However, there are not many options for intramural sports. There is softball and volleyball, just to name a couple, but not many options for the students. This may be why there are a lot of ATCC students not participating in intramurals. We believe that the addition of one particular sport will attract more students, and that sport is football. 2. 0 Discussion 2. 1 Benefits to ATCC One of the main focuses of ATCC is to get their students involved in the school and the community. One of the ways they stride for this goal is to encourage students to join in intramurals. Our idea is that if football is added to the intramural list, it may bring in more students to participate in intramural sports, and bring more students together. 2. 2 Benefits to Students According to the National Collegiate Athletic Association (NCAA) Proposition 48, students who participate in school activities and sports must maintain a GPA of 2. 0 on a 4. 0 scale [ (Begnaud, 2007) ]. With that being said, this would prove that students who participate in extracurricular activities would have to motivate themselves and push themselves to maintain a high enough GPA to still participate. This motivation would be beneficial to students, and with more students wanting to play football, this would motivate more students to succeed in school. So now the question is, â€Å"How do you know football is a popular sport? † Well, according to studies done by many colleges such as MSU Moorhead, football has been ranked the number one popular sport in the United States [ (Walter) ]. This means that given the choice, football would be the top pick for the majority of the nation. With that being said, if football is added to intramurals then students would choose it for their intramural and would be motivated to do well in school to be able to participate in intramurals. Figure 1. 1 2. 3 Effects on Attendance As was stated in section 2. 1, students would be more likely to do good in school because they must maintain a GPA of at least a 2. 0 on a 4. 0 scale. If students are to good in school, they must attend school and do well. Attendance is important to do good in school, so intramurals must effect attendance, right? This can be proven if the rules of the NCAA Proposition 48 are followed. 2. 4 Effects on Grades Again, the NCAA Proposition 48 proves that sports do have a major impact on grades, but only because they have to. Students must do good in school if they want to participate in intramurals. Figure 1. 2 2. 5 Right to Give Students a Choice in Sports According to the Constitution, we all have the right to free speech (Amendment 1). If this is true, then it should also give us all the right to a vote. So shouldn’t students be able to vote on whether or not to include football in intramurals? In addition to that, students should also have the right to vote on whether or not to choose if they want to play football as their intramural if it is added to intramurals. The point to be made here is that we all have a right to vote, so we feel that there should be a vote at ATCC on whether or not to add football to the list of intramurals. Our voices should be heard if there is something that we truly believe will benefit the people and the school better. 2. 6 Comparison to Schools with Football as an Intramural Sport It is very difficult to compare ATCC with other schools with intramural sports, and especially since ATCC doesn’t have football as an intramural. However, according to the following website, these are the community colleges that do include football as a sport of choice: http://en. wikipedia. org/wiki/List_of_community_college_football_programs This website gives all of the schools that have football as a sport of choice. On this list, some of the schools are also listed on the list of the top community colleges in the US. ATCC ranked #8 on the list, while St. Paul College ranked #1, and they do have football as a sport [ (Washington Monthly, 2010) ]. So, could football actually help our students do better in school? It appears that it could, since 57% of all men in colleges played football [ (Heinlien, 2007) ]. 3. 0 Conclusion In conclusion, due to the facts given in the above sections, we believe that students should be able to participate in a vote for football as an intramural at ATCC. Also, whether the vote happens or not, football should be added to the intramural list to improve student participation, and to improve not only attendance, but grades too. 4. 0 Appendix 5. 0 Glossary Intramural-involving only students in the same school or college. That’s the only word we feel the need to define 6. 0. Works Cited Begnaud, B. (2007, February 15). The Effect of Athletic Involvement on GPA. Retrieved November 28, 2012, from Yahoo Answers: http://voices. yahoo. com/the-effect-athletic-involvement-gpa-benefits-201277. html? cat=25 Heinlien, E. (2007, October 28). The Benefits of Intramural Sports. Retrieved November 29, 2012, from Helium: http://www. helium. com/items/670511-the-benefits-of-intramural-sports Mueller, J. (2012, February 16). Do Sports Have an Affect on GPA. Retrieved November 29, 2012, from Stat Crunch: http://www. statcrunch. com/5. 0/viewreport. php? reportid=23966 Walter, T. (n. d. ). How Do Professional Sports in the US Rank in Popularity. Retrieved December 1, 2012, from Wiki Answers: http://wiki. answers. com/Q/How_do_professional_sports_in_the_US_rank_in_popularity Washington Monthly. (2010). College Guide. Retrieved December 1, 2012, from Washington Monthly: http://www. washingtonmonthly. com/college_guide/rankings_2010/community_colleges. php.

Future of computers essays

Future of computers essays Society is on the precipice of a digital revolution; Pentium and PalmPilot will replace pen and paper in the coming decades. In 1981 Bill Gates said, 640K of memory should be plenty for anyone. What he didnt know then was, number one, he would be the wealthiest man in the world ten years from then, and number two, the technology he was using would double in speed and power every month for the next two decades resulting in a technological revolution which is unmatched by any. The effects of this massive advance in technology have led to such things as the Internet, wireless communication, digital photography, broadband, email, and many more. These innovations have greatly changed the way the world communicates and interacts. Who would have imagined 20 years ago that the world would be buying and selling online, sending letters in less than a millisecond, and pointing and clicking their way to millions at the age of 16. With this said, what will the world be like 20 years from now? Will the authors pen and paper be replaced by digital notebooks where everything is stored on CDs? Will the photographers film and darkroom be replaced by digital cameras and a mouse? Will the United States Postal Service be replaced by email and internet conferencing? Will television and radio be replaced by broadband streaming media? Will newspapers be replaced by up-to-the-second news feeds from websites? These are some of the many questions which technology will answer in the coming years. At the rate technology is advancing today, most of these questions can be answered yes. Members of the older generation will say that nothing could ever replace their typewriters. Why can nothing ever replace their typewriters? Because typewriters are better than computers, of course not. You cant share billions of pages of information with a typewriter. You cant send that page you just typed with your typew...

Zachman Framework for Enterprise Architecture essays

Zachman Framework for Enterprise Architecture essays It was in 1987 when John Zachman decided to put forward his Zachman Framework for Enterprise Architecture'. In his own words he said "to keep the business from disintegrating, the concept of information systems architecture is becoming less of an option and more of a necessity." Thus, with this understanding, he decided to move ahead with the idea of creating the Zachman Framework. Zachman Framework is an association of information professionals who understand the worth of having a solid Enterprise Architecture within the company's ranks in the economic scenario of today's world. This paper studies the Zachman Framework for Enterprise Architecture and decides as to how this framework is playing a significant role in the alignment and integration of a corporate business. Zachman Framework for Enterprise Architecture Zachman Framework's mission is basically to harness and promote the interchange of knowledge as well as experience in the use, execution, and promotion of the Zachman Framework for Enterprise Architecture. It would not be wrong here to state that this framework is mostly employed in business and industry information systems. Zachman Framework has its influence from the classic principles of architecture, which constitute a mutual lexicon of standpoints and stances that assist in describing composite and elaborate enterprise systems. This instigation is mirrored directly in the clique of rules and regulations that superintend an ordered set of relationships which are on the whole both balanced as well as If Zachman Framework is taken into consideration when a company decides to design a system, the architect can be at peace when he has security of cleanliness within the design as well as it being easy to understand for one and all, balanced, ...

Foreign investment in Qatar Research Paper Example | Topics and Well Written Essays - 1000 words

Foreign investment in Qatar - Research Paper Example y powers vested with the Ministry of Finance, Economy, and Commerce of the state to ensure that the investors and their activities do not cause any harm to the overall national development plan envisioned by the council of ministers of Qatar. As per this law, all sectors of national economy all open for foreign investors provided they have one or more Qatari partners who own 51% or more of the shares of the capital invested, thereby ensuring that the decision making authority lies with the latter (â€Å"Qatar’s Investment Law,† 2000). It also requires the company to be appropriately incorporated as per the provisions of the law of the state. Nevertheless the Government has identified certain sectors in which the foreign investors are free to pump in capital exceeding 49%, and up to 100% by themselves (â€Å"Foreign Investor,† n. d). These sectors include: However this requires a decree of the minister who shall issue the same provided the projects go hand in hand with the development of the state. Preference is also given to projects that may result in â€Å"optimum utilization of local raw materials, industries set up for export of products, or for introducing new products, employing new technologies in the state† (â€Å"Doing Business in Qatar,† 2012) Qatar has been open to foreign investment in-line with the global economic trend, though not without its reasonable share of restrictions implied upon the investors so that the economic activities are in line with the overall development plan of the State. The restrictions are in the form of secluding a few sectors from foreign investments which include banking sector, insurance, and real estate (â€Å"Investment Incentives†, n. d.). A close look reveals that these are the sectors that will have a direct impact upon the market and keeping them free of foreign investments will ensure that the indices are not pliable from outside the State, thus protecting the autonomy and financial integrity of Qatar. Apart from

Discriminate Between Intrapreneurship and Entrepreneurship Assignment

Discriminate Between Intrapreneurship and Entrepreneurship - Assignment Example This discussion highlights that intrapreneurs act inside the organization, fighting for changing and renewing the system. They are considered to be the revolutionaries present with the systems of the company. This may even initiate some kind of conflict with the company and therefore factors such as respect must be used for channeling these conflicts and transforming them into some kind of positive aspect for the company. The resources of the company are used by the intrapreneurs for implementation of opportunities; however there are several objectives highlighting the fact why intrapreneurship is considered to be so difficult to be implemented within an existing company. From the report it is clear that both entrepreneurship and intrapreneurship involves defining and recognizing opportunities. Both of these concepts take into account unique business ideas which take the form of a product, service or process by the end. Entrepreneurship and intrapreneurship are driven by one or two i ndividuals who then work with the team of people for bringing the concept into practical life. These concepts also require the balance between vision and management skills, reactiveness with patience and passion with pragmatism. Entrepreneurship as well as intrapreneurship involves concepts that are considered vulnerable in formative stages and therefore requires adaption with time. Both these concepts are known for entailing a window of opportunity for the firm within which the entrepreneur is successfully capitalizing upon.

Management and Leadership in nursing Essay Example | Topics and Well Written Essays - 3500 words

Management and Leadership in nursing - Essay Example As clinical nurse, in a leadership role, is involved in the provision of direct care to patients and works continuously to improve the quality of care provided by influencing others. It must be understood in this context that leadership cannot be considered to be simply a set of tasks or skills, but is rather the development of an attitude that relies extensively on informed behavior and remains consistent with enhancing performance and effectiveness on a long term basis along with benefit to everyone involved. This clearly means that leaders simply do not control others, but simply perform the role of visionaries, who encourage and guide their colleagues in planning, leading, organizing and controlling their tasks and responsibilities (Bernadette Melynk, 2005). Modern literature defines leadership in many different ways although the inherent traits possessed by a leader possess several common features that fit virtually every associated definition. For instance, leadership is often viewed as a process that exerts influence, acts on a group setting and is used as a way to attain a common goal. Leadership exists at all levels although the style used to deliver leadership varies from person to person. For instance, autocratic leadership is one form that facilitates the attainment of a goal without providing enough opportunities for others to be involved in the decision-making process. a leadership mechanism is termed to be bureaucratic when the person adheres strictly to rules and procedures when delivering decisions (Gladys Husted, 2001). In contrast, participative leadership provides for every member of the community or staff to be an intergral part of the decision making process and actively requires everyone to provide their contributions . This increased involvement among members increases the commitment of members towards the goals. A more liberal form of leadership is the laissez faire format that

Reading of the modernists involved such a process of disturbance Essay Example for Free

Reading of the modernists involved such a process of disturbance Essay Modernist writers disturbed their readers by adopting complex and difficult new forms and styles. To what extent has your reading of the modernists involved such a process of disturbance? Modernist literature flaunts difficult, often aggressive or disruptive, forms and styles; it frequently challenges traditional realistic style and is characterised by a rejection of 19th century traditions. Literary modernism focuses on breaking away from rules and conventions, searching for new perspectives and points of view, experimenting in form and style. It breaks up and disturbs the settled state of literature and emphasises a re-structuring of literature and the experience of reality it represents. Although art always attempts to imitate or represent reality, what changed was the understanding of what constitutes reality, and how that reality could best be represented. Modernist literature is marked by a break with the sequential, developmental, cause-and-effect presentation of the reality of realist fiction, towards a presentation of experience as layered, allusive, and discontinuous: using, to these ends, fragmentation and juxtaposition, motif, symbol, allusion. From time to time there occurs some revolution, or sudden mutation of form and content in literature. Then, some way of writing which has been practiced for a generation or more, is found by a few people to be out of date, and no longer to respond to contemporary modes of thought, feeling and speechtradition has been flouted, and chaos has come.1 This process of disturbance can be seen in the experimentation in form in order to present differently the structure, the connections, and the experience of life. The tightening of form puts an emphasis on cohesion, interrelatedness and depth in the structure of the novel. This is accomplished in part through the use of various devices such as symbolism, narrative perspectives, shifts and overlays in time and place and perspective. Woolf uses these methods to explore what lies outside the specification of the real. Woolf draws on an interior and symbolic landscape: the world is moved inside, structured symbolically and metaphorically, as opposed to the realist representations of the exterior world as a physical and historical, site of experience. The painter Jacques Raverat wrote in a correspondence to Woolf: The problem with writing is that it is essentially linear; it is almost impossible, in a sequential narrative, to express the way ones mind responds to an idea, a word or an experience, where, like a pebble being thrown in to a pond, splashes in the outer air are accompanied under the surface by waves that follow one another into dark and forgotten corners2 Woolf felt it was precisely the task of the writer to go beyond a linear representation of reality in order to show how people think and dream. Rather than take her characters from point A to point B, Woolf gives the impression of simultaneous connections: a form patterned like waves in a pond. She reveals what is important about her characters by exploring their minds and the thoughts of those surrounding them. Such explorations lead to complex connections between people, between past and present, and between interior and exterior experience. Woolf establishes these connections through metaphors and imagery, and structures the novel using alternating images of beauty and despair, exhilaration and melancholy. These juxtapositions suggest both the impulse towards life and the impulse towards death, which makes the process of reading disconcerting and recondite. Woolf dispensed with conventional beginnings and endings, and the traditional structure of events in time, for example, Mrs Dalloway tells about one days experiences for two characters whose lives are not connected with each other, except by the slightest coincidence at the end. Woolf uses perceived time interwoven with clock time to create a simultaneous experience of past and present. The scene is London after the war, but also Bourton thirty years ago. In this commingling of time, the past exists on its own and in its relations to the present. Time is moved into the interior as well: it becomes psychological time, time as an innerly experienced or symbolic time, or time as it accommodates a symbolic rather than a chronological reality. Examining the intersection of time and timelessness, Woolf creates a new and disturbing novelistic structure in Mrs. Dalloway wherein her prose has blurred the distinction between dream and reality, between the past and present. An authentic human being functions in this manner, simultaneously flowing from the conscious to the unconscious, from the fantastic to the real, and from memory to the moment. Throughout Mrs Dalloway the focus continually shifts from the external world to the characters consciousness and how they perceive it. This has the disquieting effect of back grounding observable reality so the details emerge more slowly than when they are presented by an omniscient narrator. However, the London setting is established immediately, the streets and landmarks are real, this verisimilitude of setting seems to give the characters a solidity which is juxtaposed with the fluidity of the depiction of the characters thought processes. Mrs Dalloway supposes that somehow in the streets of London, on the ebb and flow of things, here, there, she survived3 The fact that the narrative takes place on a specific date is disclosed more gradually than the setting is, for example, Clarissa thinks For it was the middle of June. The war was over4 and then the narrator tells us it is Wednesday on page fifteen. Later still Peter Walshs thoughts reveal that it is 19235. There are also references to Gold cup day at Ascot so by naming a specific year Woolf turns what could have been a fictional fact in to a real one. Woolf implies a concept of time as a series of life conjunctures rather than impersonal. These are established by the presence of sensory phenomena in different contexts such as the sound of Big Ben, the common perceptions among unrelated observers, for instance, the prime ministers car. Also, by convergences at occasions of group activities as in Clarissas party. Time seems relativistic in the sense it depends on systems of measurement. The clocks divide the day into quarter hours. The loud voice of Big Ben is associated with the masculine. It is described as a young man, strong, indifferent, inconsiderate, were swinging dumb-bells this way and that6. It marks the movements of the two doctors, Peter Walsh and Sir Richard as they move through their day, making pronouncements. St Margarets on the other hand is the feminine. It follows Big Bens booming leaden circles with ring after ring of sound that glides into the heart like a hostess, like Clarissa herself7 thinks Peter Walsh as he hears St Margarets peeling sound. Furthermore, The clocks divide time into a pattern, Shredding and slicing, dividing and subdividing, the clocks of Harley Street nibbled at the June day, counselled submission, upheld authority, and pointed out in chorus the supreme advantages of a sense of proportion8 The ringing of the clock bells radiates from the centre of the city. The sound creates a design in the texture of the narrative, slicing through the characters subjective experience of time and contrasting this with objective, exterior time. In To The Lighthouse many of the characters are preoccupied with time. Mr. Ramsay worries about how his philosophical work will stand the test of time, just as Lily expects her painting to be rolled up and forgotten. The very style of the novel brings time into question as Woolf infuses even a brief moment in an everyday event, such as reading a story to a child, with an infinitude of thought and memory 9 Meanwhile days, tides, and seasons keep up their rhythms regardless of human events, while historical time brings cataclysmic change in the form of war. In addition, time brings loss as well as renewal. Mrs. Ramsay dies, while the children she has left behind continue to grow. In To the Lighthouse Woolf depicts two contrasting kinds of time, the linear and regular plodding of clock or objective time, and the reiterative, non-linear time of human experience. Her depiction of subjective time, layered and complex was, critics have observed, not unlike that of the philosopher Henri Bergson, though there is no evidence of any direct influence. It is in the Time Passes section of the novel that Woolfs interest in the contrasting forms of temporality is most evident. The narrative style of this part is very unusual and is unlike that of Parts I and III. Its effort to narrate from what Woolf called an eyeless point of view is strange, it is as if she is thinking of the philosophical problem, the problem with which Mr Ramsay grapples in the novel, of how to think of the world when there is no one there. This is translated into an artistic problem, of how to narrate the passage of time when there is no one there to witness it. The scale of events in Time Passes is much grander than the scale in The Window, thus throughout this section Woolf employs a different method and uses parenthetical asides to impart important news. Instead of focusing on the thoughts of her characters, she keeps a tight focus on the house itself. Dramatic events such as Mrs. Ramsays death could not have been confronted in the style of The Window. as the subtle, everyday quality of the interactions between events and thoughts would have been disturbed by the introduction of the tumultuous news imparted here. The airs in this section of the novel are like times fingers. The constant, regular beam of the Lighthouse is closely allied with time, too, like an all-seeing and immortal eye. Puffs of air detached from the body of the wind10 pull at the loose wallpaper and the things in the house, the light from the Lighthouse guiding them through the house. Natural time is seen as objective and inhuman, it is destructive and violent in the sense that it has no concern for human purposes. Woolfs solution to this problem is to invent a poetic style that, ironically, relies heavily upon the devices of personification and animism. The shadows of the trees made obeisance on the wall, loveliness and stillness clasped hands in the bedroom, light bent to its own image in adoration on the bedroom wall and in the heat of the summer the wind sent its spies about the house again11. It can be questioned whether these devices are successful. It is as if Woolf wishes to fill the emptiness of inhuman nature with primitive animistic entities and malign agencies. The solution can seem oddly childlike, personification and animism being, as Freud pointed out, typical of infantile thought12. The problem illustrates, perhaps, the difficulty of avoiding images of human agency even when they are least necessary. In Mrs Dalloway during sections of mind-time, Woolf sets various time streams loose at once, either in the mind of one character, who retreats into internal soliloquy, collapsing past, present and future, or in the simultaneous perspectives given by several characters recording a single moment. The result of either technique is that plot time stands still.13 Time is not entirely subjective and elastic in this text, however. The novel does take place within a prescribed temporal context marked ominously by the booming of Big Ben: First a warning, musical; then the hour, irrevocable. The leaden circles dissolved in the air. Throughout the novel this chronology is inescapable, cutting through the characters thoughts of the past to bring them back to the present moment Auerbach points out that To the Lighthouse marks the end of the Western tradition of realism. He argues that the novel employs a new fashion of temporality. It is the gap between the brief span of time occupied by exterior events, about two days in The Window, and the rich, dreamlike realm of consciousness. The exterior events actually lost the hegemony over subjectivity14. The novel proves the insignificance of exterior events by holding to minor, unimpressive things like stockings, while keeping in minimum the descriptions of such great events as death and marriage. To the Lighthouse is thus a disturbing turning point in literature because it discarded any claim to the organic completeness of exterior events and the chronological order. To The lighthouse employs a non-linearity and thus counteracts narratives usual form of depicting events in a continuous succession. Synchronicity, evident in the coexistence of multiple perspectives at the same temporal moment, disturbs the narratives attempt to render the story world as events in succession. And elision, evident in the stories within the story whose endings are invariably left dangling and incomplete, dissolves the narratives attempt to achieve completion. Together, these discordant methods undermine the conventional unfolding of narrative. Woolfs novel employs these techniques of disruption in order to portray narrative continuity as an inescapable yet unattainable illusion. Plot is generated by the inner lives of the characters. Psychological effects are achieved through the use of imagery, symbol, and metaphor. Character unfolds by means of the ebb and flow of personal impressions, feelings, and thoughts. Thus, the inner lives of human beings and the ordinary events in their lives are made to seem extraordinary. These complex and new methods that attempt to depict the chaotic interior life appear more jumbled and perplexing than the classical realist novel and so seem disturbing. However, Woolf is attempting to create a realistic account of the inner processes of the individuals mind and an expression of the continuous flow of sense perceptions, thoughts and feelings. Woolf also employs the symbolic apprehension and comprehension of reality as a structural approach to experience. It marked a turning away from writing by observation to transforming fact into a symbol of inner experience. In her diary Woolf wrote What interests me in the last stage was the freedom and boldness with which my imagination picked up, used and tossed aside all the images, symbols which I had prepared. I am sure this is the right way of using them-not in set piecesbut simply as images, never making them work out; only suggest 15 To The Lighthouse assumes a structure similar to that found in the fictional scene of the painting. In a letter Woolf acknowledges the structure and its unifying symbol as enacted at the end. I meant nothing by The Lighthouse. One has to have a central line down the middle of the book to hold the design together.16 In To The Lighthouse the Lighthouse has a prominent but fluid symbolic place in the novel. It does not seem to be the key to some hidden allegory since it does not stand for just one thing, each character that contemplates the Lighthouse gives it a special meaning, its significance in the novel evolves as the sum of different parts. For the teenaged James, the Lighthouse is a stark symbol of masculinity, a phallic symbol. For Mrs. Ramsay, the Lighthouse is a watching eye sweeping through her thoughts with a regular rhythm. To Woolf, the Lighthouse seems to serve as an anchor, a unifying image that ties together the layers of time and thought she explores. Like the clock striking the hours in Mrs. Dalloway, images of the Lighthouse act as the bolts of iron17 holding the different strands of the novel together. The focus of the planned excursion is not named until page eight and from then onwards the Lighthouse always appears with a capital letter. It is conventional to capitalize words referring to abstractions, particularly in philosophical writing. This feature has the effect of elevating the significance of the place, as if Lighthouse were an abstract concept like Truth or Death. The Lighthouse makes its first appearance in the text in very lyrical terms. The domestic metaphors used to describe the scene, which are perhaps Mrs. Ramsays associations; the island is in a plateful of blue water, and the dunes are arranged in pleats18. The first influence of the lighthouse is the description of Jamess excitement The wonder to which he had looked forward, for years and years19 The lighthouse already seems to have gained a greater significance than its mere physical existence. It is an object of desire to James. However, his reaction to Mrs Ramseys promise shows that there is a separation between his dream of happiness (going to the lighthouse) and his dull, everyday experience of life. Prosaically, the lighthouse is a real thing, yet James has made it into an unattainable dream, which he does not expect to come true. James seems to be in a crisis because there is a prospect that his ideal world and real world will become the same and he will go to the lighthouse. Therefore, the wondrous aura of the lighthouse is attached to mundane things. James endows a picture of a refrigerator with a heavenly bliss. It was filled with joy20 this implies that fantasies bring relief from the dullness of everyday life, as long as there is the prospect that they will come true. However, James is one of that great clan21 who live for the future but if future ideals cloud the view of reality then there is an implicit suggestion that achieving ones desire presents a danger in that there would be nothing left to live for. Conversely, people must have some hope of achieving their ideal, or life would become futile. Woolfs symbol of the lighthouse expresses this paradoxical idea in that it represents both an idealised fantasy while also being a real lighthouse. It becomes a trigger, provoking the reader to think about the human tendency to live for a future fantasy, together with all the paradoxical emotions Woolf conveys as associated with that tendency. James looked at the Lighthouse. He could see the white-washed rocks; the tower, stark and straight; he could see that it was barred with black and white; he could see windows in it; he could even see washing spread on the rocks to dry. So that was the Lighthouse, was it? No, the other was also the Lighthouse. For nothing was simply one thing. The other Lighthouse was true too22 James compares the real and the ideal and decides that the Lighthouse can be both. He provides a useful key for deciphering the symbol of the Lighthouse, for nothing was simply one thing23. The Lighthouse is the object of striving, some mystical, distant entity with an all-seeing eye. At the same time it is the embodiment of isolation and sadness, linked with Jamess desolate image of himself and his father as lonely and apart from other people The fact that the Lighthouse is a frequent subject for artists adds to its symbolic import. The tightening of form puts an emphasis on cohesion, interrelatedness and depth in the structure, Woolf engages both the subject of art, Lily Briscoes painting, for example and the aim of philosophy, in Mr. Ramsays work. The Lighthouse was then a silvery, misty-looking tower with a yellow eye, that opened suddenly, and softly in the evening.24 Mrs. Ramsay incorporates the Lighthouses regularly appearing light into the pattern of her thoughts. She recognizes that she is doing this, that she is making the things she sees part of herself, as if the Lighthouse was an eye looking at her. The light strokes also serve to highlight certain cadences in her thought, heightening their meaning by repetition The parallels developing in this section between Lilys actions and reflections and the impending trip to the Lighthouse suggest that Lilys revelation, her moment of clarity and stability, is her own version of the Lighthouse, the thing toward which she has been striving 25. Woolf builds upon the same metaphors and imagery through repetition and association to give them symbolic value of their own. There are repetitions of key images: water, waves, and sea; webs, ties, and threads; and trees through the novels. In Mrs Dalloway words are used in very certain terms in relation to life. They are used repeatedly throughout the rest of the novel, and built upon as metaphors until they stand alone to symbolize life. The sense of being absorbed in the process of action is inseparable from the fear of being excluded from it and from the dread that the process is going to be interrupted. The metaphor of the interrupter and the solemn pause, indicating a fear of being interrupted, are developed throughout the novel. Clarissas sewing is depicted in a rhythmic wave of building, creating, and making. These images recur throughout the novel as they gain symbolic significance. Sewing is a metaphor often used to denote womens creative capacity and symbolizes both artistry and the creation of life. The wave provides both a sense of calm and fulfillment, yet maintains a suspenseful pause before a crash or interruption Mrs. Dalloway has an unpleasant feeling she cannot place. After taking a moment to think, she realizes this feeling is attached to something Peter had said, combined with her own depression26. She realizes it is her parties. Her unpleasant feeling is attached to the criticism she receives from both Richard and Peter about her parties. Clarissa privately defends her parties. She sees them as an offering, a term she is able to recognize as vague and goes on to define. She is offering a connection. She gives meaning to life by feeling the existence of others and offering a way to bring them together, offering them a chance of connection. While sitting on the couch, Septimus notices a shadow on the wall. Fear no more the heat o the sun. This phrase, which acts as a calming device, enters his head. Suddenly, he is not afraid. He sits up and takes an interest in what Lucrezia is doing. She is making a hat. More significantly, she is creating and building Rezias creation of the hat, like Clarissas sewing, symbolizes not only the creation of life, but also more specifically, the female ability to create life But this hat now. And then (it was getting late) Sir William Bradshaw27 Woolf uses this one symbolic line as a metaphor for the transition from life, represented in the making of the hat and death, suggested by Bradshaw, the symbol of the souls containment and the character who ultimately provides Septimus with the impetus to kill himself. Woolf uses a great deal of imagery; her similes often begin as a straightforward comparison, which is then elaborated. This moves the ideas away from the physical reality of the narrative and towards mental events, emotions and ideas providing a bridge between the plot and the interior consciousness of the characters. The reader is shown the dilemma of how to create a meaningful sequence and the impossibility of essentially finding an explicit formal system of how to represent objects and concepts, that are assumed to exist, and the relationships between them. The cumulative effect of such repeated notions and images is to establish a systematic network of social elements, such as, human time, space, shared symbols, personal relationships, so as to arrive at a vision of modern life on a national scale. This collective existence is apprehended internally, as its participants experience it. It is both the content and the form used to portray that content which makes reading a disturbing process. The question of the reality of experience itself; the critique of the traditional values of the culture; the loss of meaning and hope in the modern world and the exploration of how this loss may be faced are all themes within Woolfs novels. Subject matter and writing style are the two features that characterise Modernism and this applies to Mrs Dalloway. The themes of Woolfs novels express the angst of Modernism in a precise way and Mrs Dalloway exemplifies the conflict felt in the modern society that produces this angst. The conflict is played out between two forces, one that fragments and disperses social order and causes chaos, and a more stable impulse that looks for unity. Multiple voices, fragmented narrative and stream of consciousness are the stylistic devices of Woolf that convey the themes of conflict, despair and escape in the novel. Mrs Dalloway can be seen as an attempt to critique modern life, however, the novel can seem overwhelmed by the chaos of characters struggling to find meaning in life when death is such a large presence. Another aspect of this novel that is Modernist and can be seen to be disturbing is its withdrawal from the epic novel, the larger historical or temporal frame found in the 19th century novel. In Mrs Dalloway, there is no organising logic from which to draw a secure and comfortable resolution to lifes struggles. The action or plot is restricted to a single day, no large epic journey is possible and while the struggle for life is apparent, there is nothing of the 19th century moral structure to contain and manage the outcomes. Death and despair overwhelm life and its purposes, the narrowness of life is suffocating, and lives are fragmented, anxious, disconnected and misrecognised. To The Lighthouse also undermines what were the conventional expectations attached to novels. Woolf speculated that she might be writing something other than a novel. I have an idea that I will invent a new name for my books to supplant novelBut what? Elegy?28 Her work can be seen as more poetry than fiction as it occupies itself with abstract ideas and experimentation more than with plot and character development Woolf throws into disorder readers expectations of how life can be represented within a novel, and she achieves this through seeking a new mode of expression. It is not that she rejects reality, but rather that she sought to develop a higher type of realism, as if more complex forms would allow for the depiction of a more complex and vivid understanding of reality. Bibliograph. Auerbach, Erich, Mimesis: the representation of reality in Western literature / by Erich Auerbach; translated from the German by Willard Trask. New York: Doubleday/Anchor Books, 1957. Bell, Q, Virginia Woolf: A Biography. London: Hogarth Press, 1972. Eliot, T.S, American Literature and American Language in Selected Essays. London: Faber, 1951. Fleishman, Avrom, Virginia Woolf: A Critical Reading. Baltimore: Johns Hopkins University Press, 1975. Lee, Hermione, The Novels of Virginia Woolf. New York: Holmes and Meier Publishers, 1977. Naremore, James, The World Without A Self. London: Yale University Press, 1973. Schulze, Robin. G, Varieties of Mystical Experience in the Writings of Virginia Woolf in Twentieth Century Literature Vol.44. New York: Hofstra University, 1998. Woolf, Virginia. A writers diary: being extracts from the diary of Virginia Woolf edited by Leonard Woolf. London, Hogarth Press, 1953. Woolf. Virginia, Mrs Dalloway. London: Penguin, 1996. Woolf, Virginia, To The Lighthouse. London: Penguin, 1992. 1 Eliot, T.S, American Literature and American Language in Selected Essays. London: Faber, 1951.p. 73. 2 Lee, Hermione, The Novels of Virginia Woolf. New York: Holmes and Meier Publishers, 1977. p.106. 3 Woof, Virginia, Mrs Dalloway. London: Penguin, 1996. p.8. 4 Ibid. p.6. 5 Ibid. p.55. 6 Ibid. p.35. 7 Ibid. p.60. 8 Ibid. p.75. 9 Auerbach, Erich, Mimesis: the representation of reality in Western literature / by Erich Auerbach; translated from the German by Willard Trask. New York: Doubleday/Anchor Books, 1957. p.529. 10 Woolf, Virginia, To The Lighthouse. London: Penguin, 1992, p.190 11 Ibid. pp.137-139. 12 Schulze, Robin. G, Varieties of Mystical Experience in the Writings of Virginia Woolf in Twentieth Century Literature Vol.44. New York: Hofstra University, 1998. p.3 13 Naremore, James, The World Without A Self. London: Yale University Press, 1973. p.71. 14 Auerbach, Erich, Mimesis: the representation of reality in Western literature / by Erich Auerbach; translated from the German by Willard Trask. New York: Doubleday/Anchor Books, 1957. pp. 351-355 15 Woolf, Virginia. A writers diary: being extracts from the diary of Virginia Woolf edited by Leonard Woolf. London, Hogarth Press, 1953. p.169 16 Bell, Q, Virginia Woolf: A Biography. London: Hogarth Press, 1972. p.168. 17 Woolf, Virginia, To The Lighthouse. London: Penguin, 1992. p.5. 18 Ibid. p.23. 19 Ibid. p.7. 20 Ibid. p.7. 21 Ibid. p.7. 22 Ibid. pp.276-277. 23 Ibid. p.277. 24 Ibid. p. 107. 25 Ibid. 270. 26 Woolf. Virginia, Mrs Dalloway. London: Penguin, 1996. p.183. 27 Ibid. p. 178. 28 Woolf, Virginia. A writers diary: being extracts from the diary of Virginia Woolf edited by Leonard Woolf. London, Hogarth Press, 1953. p.78.