tag:blogger.com,1999:blog-19231310899226686992024-03-08T02:20:11.773-08:00Academic writing assistanceJanehttp://www.blogger.com/profile/04643761467172001480noreply@blogger.comBlogger239125tag:blogger.com,1999:blog-1923131089922668699.post-85444142515777834412020-08-27T12:26:00.001-07:002020-08-27T12:26:04.998-07:00Itââ¬â¢s Time to End Pet Misery Year 11 Draft EssayIn the sentiment piece ââ¬ËLetââ¬â¢s End Pet Miseryââ¬â¢, highlighted in the Herald Sun on the 21st of July 2009, author Susie Oââ¬â¢Brien reacts to the issue of creature remorselessness in Victoria. In an insulted tone, the author begs pet darlings and every other person the same to help another bill that means to make creature desexing mandatory, lessening the paces of undesirable posterity and demonstrations of creature savagery submitted against these creatures. The author starts her contention with the utilization of similar sounding word usage combined with an adage. ââ¬Å"A single stroke of the pen can spare â⬠¦ pets from a short existence of hopelessness. â⬠The similar sounding word usage of the two words ââ¬Ësingleââ¬â¢ and ââ¬Ëstrokeââ¬â¢ attracts more concentration to the adage; ââ¬Ëa single stroke of a penââ¬â¢. This accentuates how effectively the issue could be explained, enraging the peruser because of the little that has been done to take care of the issue. This procedure additionally attempts to ingrain coerce inside the peruser, making it almost certain for them to make a move in helping the reason, along these lines supporting the writerââ¬â¢s conflict to help the necessary desexing of pets. One procedure the essayist utilizes is a terrifying measurement that has been compared in a bigger book. ââ¬Å"In Victoria alone, 300 mutts are put as the day progressed. Thatââ¬â¢s â⬠¦ in excess of 100,000 per year. â⬠This amazingly stunning measurement is an ideal method to help the writerââ¬â¢s conflict. It can interest the dread and worry of pet sweethearts and every single other resident the same. This measurement works to draw the readerââ¬â¢s consideration, because of its clever position just beneath the heading, and attempts to ââ¬Ërecruitââ¬â¢ more individuals to the reason, as most would be not able to quit perusing subsequent to being gone up against with such a measurement. Furthermore, it would rouse more individuals to help the writerââ¬â¢s dispute and make a move to stop this demise. One of the writerââ¬â¢s most grounded convincing method is the utilization of a generally realized story matched with compelling, emotive language. ââ¬Å"In an overwhelming assault, somebody â⬠¦ hacked off his ears and tail and afterward left him to kick the bucket in torment. â⬠Through the utilization of the notable tale about Buckley, a multi week old Victorian little dog, the writerââ¬â¢s contention is reinforced according to numerous perusers, as a larger part of them would have known about the story, and detested the awful demonstration of creature cold-bloodedness. Her contention is again strengthened by a few occurrences of bright language. Expressions like ââ¬Ëhacked offââ¬â¢ and ââ¬Ëdie in painââ¬â¢ donââ¬â¢t overstate the perniciousness of the wrongdoing, however rather work to give the peruser a more clear picture of the contemptible demonstration. This at that point causes the peruser to feel all the more firmly about the issue, causing it almost certain they to take care of business. The solid utilization of visual media matched with the article is fruitful in giving the story a considerably more noteworthy impact; filling in as the allegorical ââ¬Ëicingââ¬â¢ on the contention. The biggest picture; that noteworthy the degree of Buckleyââ¬â¢s stunning wounds, is an ideal backup to the content, giving the peruser a genuine thought of the consequence of his horrible injuries. Furthermore, the pictures of pets in a correctional facility, with their guiltless eyes, and to some degree frightful articulation makes the peruser contrast them with detainees whom have been wrongly charged; compelled to carry on with an existence of control for anotherââ¬â¢s wrongdoings. These components make perusers wish to make a move; finishing the foul play, and is viable in supporting the writerââ¬â¢s dispute. The sentiment piece, ââ¬Å"Letââ¬â¢s End Pet Misery,â⬠is compelling in convincing perusers to help the authorââ¬â¢s vow to present a law making the desexing of pets necessary. While utilizing a profoundly irritated tone, the author utilizes similar sounding word usage related to a platitude to give perusers a more noteworthy thought of how shocking the governmentââ¬â¢s inaction is. The essayist likewise stuns her perusers using a disturbing measurement, uncovering the genuine size of the passings of undesirable creatures. Moreover, the utilization of an unnerving tale utilized along with vivid language, just as the pictures in the piece ready perusers to the seriousness of the circumstance and offer to oneââ¬â¢s compassion, eventually promising us to share a similarly shocked view. Janehttp://www.blogger.com/profile/04643761467172001480noreply@blogger.com0tag:blogger.com,1999:blog-1923131089922668699.post-11493524176223858862020-08-22T11:52:00.001-07:002020-08-22T11:52:02.756-07:00Explain the different rules and approaches taken by judges when Essay - 1Clarify the various guidelines and approaches taken by decides when deciphering an Act of Parliament, giving models from case law, and fundamentally break down their preferences and weaknesses - Essay Example 18). As is consistently the situation in different countries, suitable government divisions are regularly accused of the commitment of regulating the usage of Acts of Parliament. This infers in this way, that an Act that administers the vehicle division for instance is to be executed by the Department of Transport while the two places of parliament are entrusted with the obligation of managing the usage procedure. Any changes to an Act of Parliament are constantly done by passing another Act. Simultaneously, an Act can no longer apply in the wake of being exposed to revoking. The legal executive assumes a basic job in trying Acts of Parliament, as judges and justices base a large portion of their decisions on such enactments. Thusly, this exposition plans to give more knowledge on a portion of the standards and approaches judges depend on while deciphering an Act of Parliament just as their focal points and hindrances to the equity framework. Translation just alludes to the demonstration of appearing well and good out of an enactment. Note that judges typically utilize both characteristic and extraneous materials in investigating and understanding Acts of Parliament (Statutory Interpretation). Characteristic materials significantly allude to the arrangements that exist inside the enactment to be deciphered though extraneous assets allude to the information judges get from everything not found inside the bill. Hence, makes a decision about utilize extraneous materials for reasons for non-adherence to peculiarity. The Interpretation Act of 1978 is one of the enactments that judges have fundamentally alluded to over the span of investigating case realities and arriving at decisions. Under the expressions of sanctioning for instance, the Act gives that each and every fragment of an Act produce results as a basic authorization without primer contentions. Under the change and nullification in same meeting area, the Act gives that the Act being referred to might be Janehttp://www.blogger.com/profile/04643761467172001480noreply@blogger.com0tag:blogger.com,1999:blog-1923131089922668699.post-57640776594351298962020-08-21T09:33:00.001-07:002020-08-21T09:33:34.005-07:003 Ways To Make Your Online PowerPoint Presentation Easy To Understand3 Ways To Make Your Online PowerPoint Presentation Easy To UnderstandIf you are new to online PowerPoint presentations, you can be sure that you will not be able to start with a good idea about the subject and you will also find yourself wondering which video will be better for your requirements. Even those who have experienced online PowerPoint presentations can feel somewhat confused about the subject.One thing is for sure that if you want an online presentation, you need a number of things. It must be easy to understand, it must have a lot of useful information, it must be extremely user friendly and it must help you with your progress. Read on and find out what some of these aspects are.Your presentation should be informative. This is the most important part of the presentation and it is vital that you provide all the necessary information to your audience. You should be able to explain everything clearly so that people can follow every step. Keep in mind that there is no use in just informing people about the topic. You should provide them with plenty of useful and interesting information.The online presentation should be easy to understand. This is the reason why you need to make the entire process easy to understand. You need to take care of all the graphic formats and add-ons. You also need to include any instructions that will make the whole process of making your presentation easier. However, the most important thing that you need to remember is that you do not want to provide all the information in the text area.The next aspect that you need to remember is that you do not want your presentation to be too detailed. This is the reason why you need to reduce the number of slides you need to display. You should only show what is necessary. However, you need to be very clear and concise when you display the text area. The best way to go about this is to break your slides down into small parts and this will ensure that your audience is able to grasp the co ncept easily.You should also be able to make your presentation user friendly. Remember that a user friendly presentation will enable users to learn more easily. This is because a user friendly presentation will make users feel confident that they can understand your presentation. A user-friendly presentation will also ensure that users do not have to spend a lot of time searching for the relevant information. If your website offers something valuable and interesting, users will find it easy to work their way through your information.Finally, you need to make your online PowerPoint presentation the best that it can be. This means that you need to provide your audience with an excellent viewing experience. Most people do not like things that are boring and difficult to understand. However, the process of making your presentation as effective as possible is not going to be easy. However, there are a number of tools available that can help you with this.When you are making your online P owerPoint presentation, you will need to make sure that you use several of these tools to help you make your presentation as easy to understand as possible. In order to do this, you need to know what is going to be useful to your audience. Then, you need to ensure that you create your presentation in such a way that it is easy to access. Finally, you need to ensure that you use the right tools to make your presentation user friendly. Janehttp://www.blogger.com/profile/04643761467172001480noreply@blogger.com0tag:blogger.com,1999:blog-1923131089922668699.post-25381206086719275492020-05-25T18:11:00.001-07:002020-05-25T18:11:03.552-07:00The Vietnam Wars, By Marilyn Young Essay - 2200 Words In her book The Vietnam Wars, 1945-1990, author Marilyn Young examines the series of political and military struggles between the United States and Vietnam, a nation that has been distinctively separated as the South and the North. Young chooses to express the daily, weekly, monthly progresses of the affairs collectively called the Vietnam Wars, focusing on the American interventions in the foreign soil. She seeks to provide an answer to a question that has haunted the world for years: What was the reason behind the United States interfering in the internal affairs of a foreign country in which it had no claims at all? Young discloses the overt as well as covert actions undertaken by the U.S. government officials regarding the foreign affairs with Vietnam and the true nature of the multifaceted objectives of each and every person thatââ¬â¢s involved had. Throughout the chapters Young keeps revealing evolvements during the war that lead to her ultimate inference that ââ¬Å"the Uni ted States invaded Vietnam against our stated values and ideals and that it did so secretly and deceptively, fighting a war of immense violence in order to impose its will on another sovereign nationâ⬠(Young x). While Young allows the reader to arrive at a decision in the moral context, itââ¬â¢s impossible to ignore her anti-war stance that sets the tone of her telling of the events. Documents directly related to or by people who had been involved in the war joined with her interactions with people who have hadShow MoreRelatedAnalysis Of The Movie The Vietnam War By Kristen Ann Hass s Making A Memory Of War897 Words à |à 4 Pagestopic of Americaââ¬â¢s involvement in the Vietnam War and the toll it had on America as a whole, it can be rather controversial. Many people wonder what the war was even about and some even bring up that the Vietnam War could be considered another Civil War for America. An example of this is how Marilyn Young argues in her article, ââ¬Å"T he Vietnam War in American Memory,â⬠how many Americans treat Vietnam as something that happened amongst themselves. I believe what Young meant by this was how throughout theRead MoreLife During the 1960ââ¬â¢s Essay672 Words à |à 3 PagesLife During the 1960ââ¬â¢s The 1960s was crammed full of many impacting events and important figures. From Hitchcock releasing one of the greatest thrillers of all time, Psycho, to Marilyn Monroeââ¬â¢s untimely death, to the infamous Woodstock festival. This era changed history completely and made the United States think twice about its youth. Events of the 1960s are still impacting our country as we know it today. The sudden pull from the conservative ââ¬Ë50s changed Americaââ¬â¢s views on all aspects of lifeRead MoreEssay about Pop Artââ¬â¢s Response to Mass Consumerism1133 Words à |à 5 Pagesbold coloured paintings, soft sculptures, and printmaking, artists would create facsimiles, similar reproductions of popular merchandise and collages. The purpose was to emphasize the banality of any given mass culture. This was a response the post-war conservative society which focused on consumerism and the consumption of name-brand products. The American economy had significantly risen for the first t ime in 30 years which lead to the mass consumption of goods and conformity of the majority. AcrylicRead MoreEverything We Had By Al Santoli1604 Words à |à 7 PagesDuring the Vietnam War, Mexican American soldiers fought bravely to defend the United States. However mainstream historical chronicles are almost silent concerning the contributions of these soldiers in this war. Most literature omits the accomplishments and experiences of Mexican American soldiers. One example is the bestselling book Everything We Had by Al Santoli, which chronicles the oral history of soldiers in the Vietnam War. However not one Mexican American soldier is interviewed . WhenRead MoreAfrican Americans Played a Key Role in Vietnam War Essay1602 Words à |à 7 PagesThesis: African Americans played a key role in Vietnam War and, in the process, changed the complexion of the U.S. Armed Forces I. African Americans involves in the army a. Irregular percentage of African Americans drafted in the military b. The role of blacks in the Army c. The Vietnam War as a genocide II. Discrimination Issues a. Armed Forces dominated by whites b. Personal racism c. Racist practices against blacks d. African Americans in combat III. Black Women in the ArmedRead MoreThe Vietnam War, Grandpas Story1281 Words à |à 6 Pagesââ¬Å"The Vietnam war was a costly and very long conflict that eroded the communist regime of North Vietnam and its allies against the South Vietnam and its ally, us the United States of America (Unknown Source).â⬠The Vietnam War began on the eve of 1959, causing a struggle between two of our major national forces. These two forces were attempting to unify the country the both love, Vietnam. Many of the young souls were young men, such as my grandfather who felt that they were helping their country.Read MoreAnalysis of Different Viewpoints of US Involvement in the Vietnam War1141 Words à |à 5 PagesThirty-eight years have passed and the Vietnam War is still a controversial topic. While some Americans believe that Indochina was of no strategic value to the United States, others argue that civilian leaders have undermined the war effort. My paper will help analyze the different viewpoints for U.S. involvement in Vietnam and the overall assessment of each. Almost all the sources utilized came to the consensus that the chief purpose for U.S. intervention was to stop Communism from spreading. NeverthelessRead MoreAn Exhibit Of The National Air And Space Museum1258 Words à |à 6 Pagesjournalists, and veterans, as they felt that it didnââ¬â¢t correctly portray the Japanese and those in the American armed forces during the war. The bookââ¬â¢s authors offer theories r anging from historical context, how Japanââ¬â¢s role in the war was interpreted, the American peopleââ¬â¢s discomfort regarding Trumanââ¬â¢s order to drop the bomb, the mood of Americans during Vietnam, and the American lives spared as a result of the bomb. Edward Linenthalââ¬â¢s Anatomy of a Controversy conveys that Martin Harwit, the directorRead MoreEssay about The Secret War in Laos: Why Was It a Secret?1635 Words à |à 7 Pagesimportant it may be for the general population to know. In the beginning of the Vietnam War, Laos was declared a neutral zone at a conference in Geneva by the United States and the Soviet Union (Jones, 2007). As the disputes about Laosââ¬â¢ future government structure continued, the United States believed it was time to take action and continue their fight against communism (Young; Buzzanco, 2006). The Americans were fighting the Cold War for the containment of communism and to make the world safe for democracyRead MoreTim OBriens The Things They Carried: An Analysis1542 Words à |à 6 Pagesare even told how many ounces each round weighed. (Kaplan 44-5) I hope to demonstrate through an examination of OBriens repetitions of the title phrase that the overall intent of the story is metaphorical. We are asked to understand the young soldiers in Vietnam through an analysis of the narrators lists of the things they carried. It is worth noting at the outset that OBrien quite specifically encourages the reader to understand the soldiers burdens as more than merely physical. He does this Janehttp://www.blogger.com/profile/04643761467172001480noreply@blogger.com0tag:blogger.com,1999:blog-1923131089922668699.post-59842010276633502332020-05-15T00:31:00.001-07:002020-05-15T00:31:03.128-07:00Essay about The Plight of the Black Seminoles - 1493 Words The Plight of the Black Seminoles Scattered throughout the Southwest and into Northern Mexico, descendants of the Black Seminoles and Maroons are living in this modern world today. Over one hundred years ago, the U.S. government seemed determined to systematically eliminate the Native Americans and manipulate the descendants of the Black slaves. That imperialistic attitude allowed the policies of the U.S. government to treat groups of people with less respect and concern than they treated their livestock. To understand the plight of the Black Seminoles one has to look back in history to slavery days of the Southern states, and at tribal changes of the Florida Natives. At the beginning of the eighteenth century Native Americansâ⬠¦show more contentâ⬠¦A lot of their time was spent hunting and fishing. In contrast to the Anglo-American society, Black Seminoles (and Native Americans) did not aspire to subdue or conquer nature, but to be a part of the natural world (Moquin 1). American settlers, backed by the U.S. Army, began the attempt to relocate the Native Americans in order to gain more land. The Black Seminoles resisted relocation by the land hungry American settlers because if they were to relocate, they could lose their homes, their independence, and their freedom (Mulroy 4). Resistance began. African Americans figured prominently as military allies and increasingly as members of the Seminole community. Blacks participated in the First Seminole War (1817-1818), the Second Seminole War (1835-1842)/ and the Third Seminole War (1855-1858), fighting with Seminole Indians against the United States Army (Littlefield 15). The Trail of Tears began in 1830. It was the forced removal of Native Americans (Black Seminoles among them) from the Southeast portion of the U.S. to Indian Territory (now Oklahoma) by the Federal Government. The Indian Removal Act was passed by congress and authorized by President Jackson (Markowitz 155). After a heartless roundup of Seminole families, the deadly journey began. They were herded like cattle by the hated Bluecoats. The tribe members did not have adequate food or blankets, and many died of starvation and disease (Markowitz 214). OthersShow MoreRelatedThe Sorrow of the Trail of Tears Essay1527 Words à |à 7 Pagesgovernment supported, and mandated Act. It was known, officially, as the Indian Removal Act of 1830. There were five major tribes affected by this act. The affected tribes were: the Cherokee, Chickasaw, Choctaw, Muskogee Creek, and finally, the Seminole. The tribes occupied the lands of present day North Carolina, Tennessee, Georgia, Florida, and Alabama. Each of these tribes had independent governing bodies, within the land area, which was part of the incorporated United States. The first tribeRead MoreMedia Coverage of Sports, Questions and Answers894 Words à |à 4 PagesAbove the title lies the understory of the magazine dealing with how the Florida State Seminoles won the Bowl Championship Series (BCS) title game over the South Eastern Conference (SEC). The title line is ââ¬ËBCS Thriller: How the ââ¬ËNoles Toppled the SECââ¬â¢ with the words ââ¬ËBCS Thriller and ââ¬ËNolesââ¬â¢ and the author in bold. Along the left side of the cover lies the feature story. Above the feature title lays a black box with the words ââ¬ËThe NFL Playoffsââ¬â¢. Below the box the feature title reads ââ¬ËKnowshonRead MoreThe Negative Effects Of The Indian Removal1518 Words à |à 7 Pagessedentary farmers. The problem was that the culture of the Indians was that the women did the farming and the men hunted and the Indians wanted nothing to do with this. The white settlers saw this as unwilling to change, causing indifference to the plight of the Indians. When the government enacted the ordinances of 1784-1787, sets the terms of white settlements in the west. This caused several of the tribes to resist the action of taking more of their land and this went on for more than ten yearsRead MoreGeoncide Against Native Americans2048 Words à |à 9 Pagesreservations. As many as 15,000 Cherokee were forced from their homes in Mississippi. During this journey to present day Oklahoma, known as the Trail of Tears, over 4000 Cherokee people lost their lives. The four remaining Indian nations consisting of the Seminoles, the Choctaw, the Creeks and the Chickasaws, soon followed suit. They faced many hardships from exhaustion and starvation to illness. The removal of Indians did not stop as the tribes were pushed westward. As the discovery of gold in California Janehttp://www.blogger.com/profile/04643761467172001480noreply@blogger.com0tag:blogger.com,1999:blog-1923131089922668699.post-87131195998075762492020-05-06T15:54:00.001-07:002020-05-06T15:54:02.909-07:00William Jonson s Small Latine And Lesse Greeke Essay One-third of Shakespeareââ¬â¢s oeuvre takes place in antiquity, and more still makes reference to the personages imagined in Greco-Roman mythology (Baumbach, 77). Upon even modest perusal of Shakespeareââ¬â¢s plays, one can find, notwithstanding poet laureate Ben Jonsonââ¬â¢s imputation towards Williamââ¬â¢s ââ¬Å"small Latine and lesse Greekeâ⬠, that Shakespeare had more than a trivial acquaintance with classical dramas and histories. Whether Shakespeare knew enough of Latin and Greek to inquire directly into the pieces or resorted rather to the translations made available within his time, or even, presuming the former, utilized his own translations of Ovid, Quintilian, Sappho, Plutarch, Horace, Virgil et al., remains moot. Still, the historicity of accounts generated by scholars or even those purported to have existed in the bardââ¬â¢s day quite often comes into question, and all that ever stands to analyze are Shakespeareââ¬â¢s works. We see in them a refer ence to myths such that they become something more than the objects contained therein: a mode of signification altogether. For Shakespeare, the myths are become the literary vehicle, a means to engage more intimately with the psyche of his characters. Especially in The Merchant of Venice, classical allusion unveils the underlying motives of characters - it is the way in which Portia can illustrate her wit and hunt of the suitors, the Prince of Morocco his failed conquest of Portia, Bassanio his successful procurement of Portia, and Jessica her Janehttp://www.blogger.com/profile/04643761467172001480noreply@blogger.com0tag:blogger.com,1999:blog-1923131089922668699.post-11272345191537961602020-05-05T18:13:00.001-07:002020-05-05T18:13:25.278-07:00Canterbury Takes And Society Essay Example For Students Canterbury Takes And Society Essay The Canterbury Tales presents a picture of the society in which the authorlived. The pilgrims tales reflect the changing views held by society at thattime. The pilgrims must tell their tales to and from the shrine. The criteria tochoose the winner are that the tale be instructive and amusing, Tales of bestsentence and most solas (38). The tale that wins must teach a lesson and beentertaining at the same time. The tale of The Wife of Bath would have wonthe contest for these reasons. The tale is entertaining and there is a lesson tobe learned in the end. The tale told by the Wife of Bath is an entertainingtale. The entertainment comes at the beginning of the tale. In Medieval Times,the stories that were told about knights usually involved the knight having anadventure or going on a quest. In the tale, the Knight is sent on a quest by thequeen to find the answer to her question of what women desire most. The Wife ofBath describes the Knights quest for the answer to this question. It app earsthat he has failed in his quest until he meets the lady in the woods. She giveshim the answer that he is seeking. The listener is pleased by this and thelistener is even more pleased by the request that the old woman has for theKnight. This part of the tale would keep a listener listening to the speaker. The listener would want to know what happens next. The lesson of the tale comesin the latter stages of the story. The trust that exists between a married manand woman is the lesson that is brought out in the tale. The Knight is veryupset about the appearance of the woman. She is not the person that he wants tospend the rest of his life with. The woman says that if she were beautiful, hewould have to worry about other men trying to tempt her away from her husband. But if she remains old and ugly, she will be faithful and he will never have toworry that she will cheat on him. The old woman puts the choices to him in thisway. The Knight puts his trust in her. He wants her to do what will make herhappy. Trust is the lesson that comes forth in the second part of the tale. TheTale of the Wife of Bath holds entertainment as well as educational value. TheKnights quest for the answer and the womans request of the Knight keep theaudience into the tale. The audience is also made aware of the lessons of thestory for married people. These characteristics would have helped the Wife ofBaths tale to win the contest. Janehttp://www.blogger.com/profile/04643761467172001480noreply@blogger.com0tag:blogger.com,1999:blog-1923131089922668699.post-34085789316684953622020-04-11T17:06:00.001-07:002020-04-11T17:06:02.859-07:007 Bad Speaking Habits You Should Avoid [Infographic]7 Bad Speaking Habits You Should Avoid [Infographic] Youââ¬â¢re always making an impression in the workplace. Donââ¬â¢t make an amateur mistake and think that people donââ¬â¢t take note of your casual observations in the break room orà whispered hallwayà complainfests. What you say in the workplace stays in the workplaceâ⬠¦and colors how people perceive you and your level of professionalism. You need to remember that you arenââ¬â¢t among your buddiesââ¬âyouââ¬â¢re at a place of employment, where even the most talented employee can come across as negative, petty, and untrustworthy due to misspeaking in word or in tone. Read on to find Business Insiderââ¬Ës 7 Habits of Bad Speakers, and then work to eradicate these habits from your daily speech. Janehttp://www.blogger.com/profile/04643761467172001480noreply@blogger.com0tag:blogger.com,1999:blog-1923131089922668699.post-87078273666589631442020-03-10T09:50:00.001-07:002020-03-10T09:50:03.470-07:00Definition and Examples of Body Paragraphs in CompositionDefinition and Examples of Body Paragraphs in Composition The body paragraphs are the part of an essay, report, or speech that explain and developà the main idea (or thesis). They come after the introduction and before the conclusion. The body is usually the longest part of an essay, and each body paragraph may begin with a topic sentenceà to introduce what the paragraph will be about.à Taken together, they form the support for your thesis, stated in your introduction. They represent theà developmentà of your idea, where you present your evidence.à The followingà acronymà will help you achieve the hourglass structure of a well-developedà body paragraph:Topic Sentence (a sentence that states the one point the paragraph will make)Assertion statements (statements that present your ideas)eXample(s) (specific passages, factual material, or concrete detail)Explanation (commentary that shows how the examples support your assertion)Significance (commentary that shows how the paragraph supports theà thesis statement).à TAXESà gives you a formula for building the supporting paragraphs in a thesis-driven essay. (Kathleen Muller Moore and Susie Lan Cassel,à Techniques for College Writing: The Thesis Statement and Beyond. Wadsworth, 2011) Organization Tips Aim forà coherenceà to your paragraphs. They should beà cohesiveà around one point. Dont try to do too much and cram all your ideas in one place. Pace your information for your readers, so that they can understand your points individually and follow how they collectively relate to your main thesis or topic.à Watch for overly long paragraphs in your piece. If, after drafting, you realize that you have a paragraph that extends for most of a page, examine each sentences topic, and see if there is a place where you can make a natural break, where you can group the sentences into two or more paragraphs. Examine your sentences to see if youre repeating yourself, making the same point in two different ways. Do you need both examples or explanations?à Paragraph Caveats A body paragraph doesnt always have to have a topic sentence. A formal report or paper is more likely to be structured more rigidly than, say, a narrative or creative essay, because youre out to make a point, persuade, show evidence backing up an idea, or report findings.à à Next, a body paragraph will differ from aà transitional paragraph, which serves as a short bridge between sections. When you just go from paragraph to paragraph within a section, you likely will just need a sentence at the end of one to lead the reader to the next, which will be the next point that you need to make to support the main idea of the paper. Examples of Body Paragraphs in Student Essays Completed examples are often useful to see, to give you a place to start analyzing and preparing for your own writing. Check these out:à How to Catch River Crabs (paragraphs 2 and 3)Learning to Hate Mathematics (paragraphs 2-4)Rhetorical Analysis of U2s Sunday Bloody Sunday (paragraphs 2-13)Time for an Anthem the Country Can Sing (paragraphs 2-4)Watching Baseball, Playing Softball (paragraphs 2-4) If you would like more information onà composition, check out information on theà five-paragraph essayà structure and different modes of discourse, or formats that your paper can take. You may also find useful the exercise, Practice in Supporting a Topic Sentence with Specific Details. Janehttp://www.blogger.com/profile/04643761467172001480noreply@blogger.com0tag:blogger.com,1999:blog-1923131089922668699.post-61160099230652826292020-02-23T00:16:00.001-08:002020-02-23T00:16:03.625-08:00Vietnam Country Report Research Paper Example | Topics and Well Written Essays - 1750 wordsVietnam Country Report - Research Paper Example After achieving independence in 1945, the French nation did not offer financial support to Vietnam; furthermore, Americans intervened into the matters of this nation. The nation was divided into two; the northern socialist and the southern communist. Both sides faced major challenges despite the effort put by the first president to stabilize the whole nation. However, in 1976, the two regions merged and became one nation of Vietnam. This was a big step, which later led to economic development. The major vices faced by this country included dictatorship and corruption, even though in the recent past, the government have put efforts to negate these attributes, so as to rise more in terms of economy, hence gaining recognition by international communities. Keywords: Vietnam, Government, Colonial Powers, Colony, France, Rule, America, Independence, Nation, Socialist, Communist, Dictatorship, Corruption, International Community Political History of Vietnam Vietnam is a country that had bee n under colonial rule for a long time. It was ruled by the Chinese for around 1053 years, before the rule of Japan and some other regions by France. However in 1945, Vietnam was declared a free state by the then leader, Ho Chi Minh. In his independence declaration, he tried to sooth the Americans so as to support the move against France, from reclaiming any territory of Vietnam. After the Second World War, America associated itself with France to reclaim some of its territories in Vietnam. This was to the disappointment of Ho Chi Minh, and although this attempt failed, the Americans tried to colonize the Vietnamese, in a move to ensure that Vietnam was transformed to a western oriented nation. Vietnam had lost most of its valuables and could neither have freedom to have its own government, nor develop its own economy; instead it was constantly in war. This angered the then American president Roosevelt in 1944, who complained that France had milked Vietnam for many years (Bradley & Y oung, 2008). All along, with the separation of Vietnam into communist south and socialist north, the country could not make any substantial development. Instead it was a fight for supremacy, and there were many militias and foreign aggressions. However, in 1974, Vietnam was united, although it further faced segregation from the international community. It had been accused of invading Cambodia, faced cold war and had been granted sanctions by America. It was a difficult situation given that the currencies were controlled by these nations. The leaders struggled to progress with the limited freedom and with the unstable economy. Nevertheless, their effort began to bear fruits in 1986, when it adopted economic reforms, which saw the economy grow substantially. This is the country that had been affected most my political instability. Had such a nation been granted its independence earlier, then it would have grown long ago and reached greater heights in its economy. Its growth due to the independence is enough evidence to show that it had potential, but lacked the opportunity. Its restoration is also attributed to the Paris agreement of 1991, where it established diplomatic and economical relations with other nations. Vietnam Political system Vietnam is a presidential state. It is headed by the chief of state, who is the president, and the head of government is the prime Janehttp://www.blogger.com/profile/04643761467172001480noreply@blogger.com0tag:blogger.com,1999:blog-1923131089922668699.post-16658428249230782252020-02-06T17:01:00.001-08:002020-02-06T17:01:02.504-08:00The Onion News Network Reader Response Essay Example | Topics and Well Written Essays - 250 wordsThe Onion News Network Reader Response - Essay Example Such range of awareness has been evoked by such satirical stories highlighted like that of the Japanese tsunami relief, which was followed by serious comments from its viewers. On the other hand, satire news exposes the rot in the government as well as the shortcomings witnessed in most public offices. In the absence of such arenas, the failures and contradictions in many institutions would go unnoticed. Such has been the advocacy of such programs like The Daily Show, which highlights recent ideas and topics of issues that inform the society. Viewers who highly understand the aspect of humor in the satirical news are able to understand situations better than the way they are given in the normal news broadcasts. In this light, the shows of Colbert Report have provided useful insights to its viewers (Amarasingam 62). For example, he named a Hungarian bridge after himself in one of the shows, a silly but insightful portray of the political situation at the Janehttp://www.blogger.com/profile/04643761467172001480noreply@blogger.com0tag:blogger.com,1999:blog-1923131089922668699.post-8999117921910632902020-01-28T22:49:00.001-08:002020-01-28T22:49:04.376-08:00Linguistics and Language Essay Example for Free Linguistics and Language Essay In this essay, I will explain as well as compare two theories of first language acquisition, behaviorism and innatism. I will explore the differences between them in such categories as the role of the learner, the role of the environment and as well as their strengths and weaknesses. I will then state and explain which one I find more tenable with examples of relevant literature. Role of the Learner Behaviorism, credited to B. F. Skinner in the 1950s, states that the learner knows nothing to start with, he is an empty slate [o1] to be taught. The learner is passive and learns by positive-negative reinforcement, only repeating what he hears. Innatism, credited to Noam Chomsky in 1965, states that the learner is wired from birth for language. The learner is equipped with a LAD, a language acquisition device. This device allows the learner to discover the rules of his language, any language. Role of the Environment Behaviorism states that the role of the environment is key and vital to the learning process. The environment is the active agent while the learner is the passive agent. The environment produces the necessary language input for the learner. It is up to the environment to give positive and negative reinforcement for the learner. Innatism states that the role of the environment is minimal because it only acts as the trigger for learning. It is also thought the environment is flawed and canââ¬â¢t be relied upon to always give perfect information. Therefore, it is up to the learner to find the rules of the language[o2] . Strengths There are a few strengths to support the behaviorism theory. It is easy to monitor the learnersââ¬â¢ performance. This is how parents (as teachers) usually teach their children, through nurturing which puts emphasis on the role of the environment. This theory can also explain why learners have the ability to memorize. On the other hand, there are several strengths of the innatism theory. A learner cannot memorize all the possible different language and grammar combinations that he learns through the environment. The LAD helps the learner to generalize rules and make his own creative use of the language. A child will resist using an irregular form because of over-generalizing, and he will create his own form of a word according to the rules that he has internalized. And these rules donââ¬â¢t necessarily conform to adult grammar rules which include many exceptions. By applying these internalized and generalized rules, a child is able to acquire a language at a fast pace. [o3] Weaknesses The Behaviorism theory only accounts for the performance of the learner, and not on his competence. The learner is passive, so this theory does not focus on the learnerââ¬â¢s mind and knowledge. It also does not explain why children acquire a language so quickly even if they are exposed to different environments. In addition, this theory also doesnââ¬â¢t offer an explanation of why children over-generalize rules such as the simple past tense of irregular verbs even though they hear irregular forms in the environment. There are also several weaknesses to the Innatism theory. One of the first weaknesses is that it demands the existence of the Language Acquisition Device (LAD), its existence is difficult to prove and is immeasurable. This theory also doesnââ¬â¢t take into account different kinds of learners, just ideal learners with ideal grammar. The environment plays a minor role in this theory, so it doesnââ¬â¢t take into account the social aspect of the learner. My Opinion Looking at the two of these theories, I find the Innatism theory the most tenable. In my own experience with my children and students, the learners do not always model my behavior. This usually occurs with irregular patterns, particularly past tense verbs. This is similar to the ââ¬Å"wugâ⬠test where a child will form a past tense of a verb that he has never heard before by applying the general grammar rules that he has learned. This behavior cannot be memorized and must be driven by an internal structure. Another reason to support this theory is that learners with impaired intelligence have been able to learn the structure of language. It has also been proven that American Sign Language which is taught to the deaf also has its own language structure. In addition, the creation of Creole languages supports the theory. As a Creole develops, grammar and structure are built in. The LAD would account for the formation of these languages as well as for creative uses of language by a learner. Conclusion In this essay I have explained two theories of language acquisition, behaviorism and innatism. In doing so, I have explained the different roles of the learner as well as the environment. I have also explored strengths and weaknesses of each theory and why I support the innatism theory over the behaviorism theory[o4] . [o1]Good one, I forgot this in my essay [o2]Do you think you should mention poverty of stimulus here? [o3]ording? Universal grammar is built off of two propositions, that all languages are governed by a set of universal principles, and that the mind is equipped with parameters which are set intuitively by the child according to the language input they receive. UG researchers have found a number of universal principles. One of the more prominent principles is structure dependency. Structure dependency states that all sentences regardless of the language are built off of propositions that carry both a noun and a verb phrase; in other words, every sentence in every language must have at least a subject and a verb (Chomsky, 1959). One parameter setting that is contained in the LAD is the head setting. Some languages such as English are head first, other languages such as Japanese are head last. Various arguments have been used to support the existence of universal grammar. Chomsky (1959) has proposed the poverty of the stimulus argument, positing that the input children receive cannot account for what they produce, and therefore, children must have an innate facility. He argues that the input is marred in two ways; first it contains a hodgepodge of performance slips, and secondly, it does not contain any negative evidence. How do children acquire language when they donââ¬â¢t know what they canââ¬â¢t say, or how do they learn to speak correctly when the input they here is at times in correct? They do so, according to Chomsky, through this innate capacity. Jackendoff (1994) offers another argument in support of universal grammar, the argument from expressive variety. Jackendoff argues that given that languages are recursive, there is simply no way of storing all of the possible sentences one can create in oneââ¬â¢s mind. In other words, sentences donââ¬â¢t come from habits, but rather from creative expression. Universal grammar has had a lot of capital in language acquisition theory, although it has been critiqued on some fronts. Connectionists, particularly, N. Ellis (2006) has argued that language acquisition is not due to an innate faculty and the creative expression of humans, but equates it to a usage-based approach where children learning piecemeal frequently reoccurring chunks of language. Another argument against the innate language faculty is that UG researchers have claimed that only humans have access to syntax, yet this has been found not to be true. Certain animals, such as the humpback whale and songbirds have been found to possess a recursive syntax, suggesting that syntax and language may have evolved from lower order primates. Whereas universal grammar begins with language from the inside, Sociocultural theory, another prominent first language acquisition, posits language acquisition begins from the outside. Vygotsky, the founder of sociocultural theory, argues that language is a psychological tool, which children acquire and learn to manipulate as they interact with their environment and with more capable peers (Vygotsky, 1978). Children first learn language as they interact with their parents. Parents use caretaker speech, which makes it easier for the child to understand and grasp a hold on the concepts of the language. As the child begins to understand and produce simple utterances, they are able to use the language to mediate their psychological functioning (Vygotsky, 1978). Vygotsky argues that children begin learning language by first learning single words, which are pure meaning. As they develop their language skills, and engage in social speech, single word sentences are augmented through incorporation of non-meaningful elements, such as functionà words, and the childââ¬â¢s thoughts and words begin to develop more sense meanings. For instance, where the word ââ¬Ëcatââ¬â¢ for the 1 or two year old child could have served as an exemplar for all cats, by the time the child is nine, and having undergone a variety of experiences related to cat, they have imbibed the word with their own unique s enses. Thus syntax and word senses expand, the more a child learns. Now, whereas social speech began from one and developed into many, inner speech, the speech that goes on inside of our heads becomes more and more truncated. Vygotsky argues, contrary to Piaget, that egocentric speech does not ââ¬Ëdisappearââ¬â¢ rather it becomes internalized as inner speech. And this inner speech is something that could not be understood by anybody but the person who is thinking it. Vygotsky suggests that just as people who have known each other for many years, and who have had a large amount of experiences together exhibit language tendencies of shortened syntax because of their historical shared experience, a personââ¬â¢s inner speech also exhibits this characteristic, but even more so; the stuff of thought is nothing but psychological predicates (Vygotsky, 1978). One of the primary ways humans learn anything, according to Vygotsky, is through the zone of proximal development. This concept explains that what a person can do today with assistance, they can do tomorrow by themselves (Vygotsky, 1978). Applied to first language acquisition, the child may receive help from an expert, such as their parents, who point at objects and say their name, for example, cat. After seeing this, the child may repeat ââ¬Ëcatââ¬â¢ immediately after. The next day, as the child sees the cat, it says the word ââ¬Ëcatââ¬â¢ without needing to be told by their parents. Chomsky maintains that languages consist of an infinite number of sentences and cannot be learned through habit formation. Language is too complex to be learned in such a short amount of time (Chomsky, 1959). He believes that every human is born with an innate language learning capacity, which is embedded in the language acquisition device (LAD). Chomsky believes that all language share grammatical structures. This is called universal grammar (UG). Proof of UG includes poverty of stimulus, which explains how children acquire the language despite their limited exposure and incorrect input they may receive. Another evidence for UG that languages are recursive, (Jackendoff, 1994). It is impossible to know all the possible combinations; however, they are learned by children. According to UG, there must be some sort of innate capacity that provides the additional information. The fact that children are resistant to correction once again proves that language is developed through an innate capacity. According to Chomsky (1959), all languages share principles, which are invariable across languages. For example, noun phrases and verb phrases. This is called structure dependency. All languages have verbs and nouns. What distinguishes languages from each other according to Chomsky, are parameters, which are language specific. For example, some languages are head first, and some are head last. In relation to UG, Eric Lenneberg (1967) introduced the Critical Period Hypothesis (CPH), which is a window of language learning opportunity before puberty. Proponents of CPH believe after this period, language learning becomes a much more difficult task and adults tend to rely on other mechanisms such as problem solving skills, reasoning, and deductive instruction to learn a language. Evidence of the CP is for example abused children, who despite being removed from the environment where they were deprived of social contact, were not able to learn the language. There have been many criticisms to Chomskyââ¬â¢s UG, for example, the LAD cannot be located and is immeasurable. Also, Chomskyââ¬â¢s theories overlook the effects of social contact and the environment on language learning. Social interactionist Vygotsky (1978) was a strong proponent of the social interaction hypothesis. He believed that learning takes place through social interaction, and give and take of information with caregivers, parents, or peers. According to Vygotsky, children begin with external speech, which could consist of one word only, but have the meaning of a whole sentence. Gradually, as the child grows older, he develops more complex and longer sentences and associates more meaning with his words. A child also engages in private speech (similar to adults), which is usually meant for problem solving or thinking out loud, but is not meant for sharing although articulated. Vygotsky believes that as the child develops more linguistic skills, this private speech becomes internalized and turns into inner speech, which is pure meaning, and does not consist of subjects; it is predicated. In direct opposition to the environment being the active participant in language learning, Chomsky flips behaviorism on its head and presents the learner as having a primary role while environment becomes secondary. Within the Universal Grammar Theory (UG), Noam Chomsky (1959) presents a Language Acquisition Device (LAD) that is responsible for the language learning process. Purely biological, language is filtered through the innate LAD that is structured with principles that are unchanging and parameters that vary according to the language being learned. Proofs to support this theory are many. Syntax and the head-first/head-last parameter are two such proofs. As a child learns language, they hold to one of only two possibilities in any given language ââ¬â head-first and head-last ââ¬â and language is formed through recursion and syntactic movement that follow a pattern within a particular language. This shows that language is rule-governed and that the LAD is programmed with language foundations from which a child can develop. That children are resistant to correction follows this same thought as they develop language through the LAD. Language is not linked to intelligence as we see in brain damaged adults who are completely coherent in language skills and others who are cognitively normal but cannot speak correctly. Stroke victims also show that, depending on the area of the brain that is affected, intelligence and speech are not linked. Brocaââ¬â¢s and Wernickeââ¬â¢s Aphasias show that certain areas of the brain affec t speech while intelligence remains unaffected. As evidenced by the Gopnik family, genetic impairments have also proven that a glitch in the UG can be passed down from one generation to another, thus proving that the LAD is indeed biological (Jackendoff, 113). Eric Lennebergââ¬â¢s Critical Period Hypothesis (1967) and the cases of ââ¬Å"wild childrenâ⬠are yet further evidence. Lenneberg holds that the LAD becomes dormant or ineffective after a certain age ââ¬â around the age of 12 ââ¬â and this is why children acquire language so much more quickly than adults who are attempting the same. Through these studies of particular children who did not learn language and who were void of contact with language as a whole, it shows that the younger the child, the more fully they were able to learn language. Once a child was passed the age of 12 or so, they were unable to acquire proper language skills. The younger children were not only able to learn more adequately but then went on to continue in the language learning process as a normal adult would. As many proofs as there are for Chomskyââ¬â¢s UG and the LAD, criticisms are plentiful as well. First and foremost, where is the evidence that a device like LAD exists? It certainly has not been located in the brain, therefore, it remains immeasurable and some have serious doubt as to its legitimacy. This theory also limits the role of the environment and gives no account for the social context of the language learning process. It idealizes the speaker and the grammar itself to a certain degree and packages the entire process a bit too neatly. Cognitive Development Theory Jean Piagetââ¬â¢s (1955) work in cognitive development is foundational on many levels. Watching his own children, nature, and certain study groups of young children, Piaget introduces a theory that is completely developmental. As a child is ready and developed (both biologically and cognitively), they are able to assimilate, accommodate and adapt new experiences. Underlying in this theory is reasoning and logic. The role of the environment is minimal and the learner is vital but only as they are cognitively developed and ready for new experiences. A child will not learn what they are not cognitively developed to receive at that point no matter what the instruction. Piaget holds to the notion of children developing schema. As a new experience is received and they are biologically and cognitively ready to receive it, they will develop new schema to fit into the framework of schema that they already have developed. This theory also relies heavily on egocentric and socialized speech with each one serving a different function. Egocentric speech is what is used (mainly by children) when words and thoughts are spoken out loud but the one speaking is only dealing with their own thoughts and ideas. Socialized speech is a shift away from egocentric speech where one simply derives pleasure from speaking to being a way of exchanging their ideas or opinions. Although Piagetââ¬â¢s work and theory is critical, it neither accounts for the childââ¬â¢s behavior as a whole nor for the cognitive development after the stage of ââ¬Ëformal operationââ¬â¢ is reached. It offers vast insight into the developmental process of a child but little instruction on attaining language skills. It was also based solely on a Western model and is therefore quite limiting. SECOND LANGUAGE ACQUISITION Input Output Hypotheses As a result of older models of language teaching where attention was given to language grammar, Krashen (1981) places his focus on communication input. He contends that if the learner is given a chance to absorb the language, they will be better equipped to acquire it. Rather than forcing output immediately, Krashen holds to a silent period where learners have the privilege of just listening to language before attempting itâ⬠¦much like a young child would in learning their mother tongue. Comprehensible input (i + 1) is the formula that Krashen holds to for optimal language learning for second language learners (SLLs). This states that if a SLL is offered input that is only slightly beyond what they already know, acquisition will take place. He also makes a differentiation between language learning and language acquisition, claiming that acquisition is what is needed for the language learning process. Criticisms of Krashenââ¬â¢s hypothesis are that input alone cannot account for acquisition and that some grammatical forms cannot be learned without being taught. Swain (1985) introduces her Output Hypothesis in contrast to Krashen and claims that no matter the input, if the output is unintelligible, acquisition has not truly occurred. It is the output that forces learners to grapple with the grammatical processing and figure out what works. Through output, a learner can realize their problem areas, can experiment with new areas they are unsure of, and gives them the chance to analyze problems they are having in their language learning process. Janehttp://www.blogger.com/profile/04643761467172001480noreply@blogger.com0tag:blogger.com,1999:blog-1923131089922668699.post-91991884492328394322020-01-20T19:13:00.001-08:002020-01-20T19:13:02.772-08:00E.e. Cummings, Poem, Anyone Li Essay -- essays research papers E.E. Cummings "anyone lived in a pretty how town" I first read this poem and I thought of love, two people in love. Anyone and noone are in love and that is what matters to them, to be in love with each other and with life. It involves the day, the night, and how the weather changes. The seasons revolve and the children grow up to become adults. As I read the poem I realized there were three sections to it. Which consist of anyone and noone, "women and men" in line four, and the children. The first stanza is strange the first time you read it. You do not understand "anyone" is a person and not just anyone. I believe that line six is referring to all of the adults in the town, Cummings does not want us to think of the town people as separate people but as a whole group undistinguishable from on another. This is told in line five where it states "little and small", he is grouping them in very close together. The children are separated into there own group. As they grow through the seasons in lines ni ne, ten, and eleven, they pass on into adulthood. They in essence no longer exist in the poem. The bells ringing might have something to do with them becoming adults, since I do not see them relating to any other parts of the poem. The bells seem to be an important part of the town since they are mentioned in the second line of the poem and those exact lines are repeated in line twenty-four, sixth stanza of th... Janehttp://www.blogger.com/profile/04643761467172001480noreply@blogger.com0tag:blogger.com,1999:blog-1923131089922668699.post-12155826119363404242020-01-12T15:37:00.001-08:002020-01-12T15:37:02.698-08:00Internet and culture EssayIntroduction Technology affects culture in various ways. As the industrial revolution made its impact in Europe in the nineteenth century, the factory mode of production and assembly line operations had a significant impact on family structures. In the twentieth century the popularity of radio and television gave way to large scale broadcasting media that reached out to a large population. The post second world war era saw a proliferation of mass media shaped by new age advertising that attempted to create new markets, sometimes by determining peopleââ¬â¢s needs and sometimes by shaping their wants. This has been seen by many as a culture shaping mechanism that attempts to harmonize the entire world. One of the first models that studied this phenomenon is the Frankfurt School, which analyzed the processes of cultural production and political economy, the politics of cultural texts, and audience reception and use of cultural artifacts (Kellner 1989 and 1995). The Frankfurt school studied this trend in both the US and in Germany and was witness to the rise of modern media and a culture that evolved around the cinema, popular music, radio, television, and other forms of mass culture (Wiggershaus 1994). The Internet Revolution However the internet revolution that came on the heels of the collapse of the Berlin wall and the dismantling of the Soviet system, putting an end to the cold war unleashed other forces that would counter the unifying theme of global corporate controlled media. The Internet allowed people to access specific information, it made it possible for the ordinary person, cutting across digital divides to upload his or her won thought and through various websites, blogs and contributed material enabled a large amount of personalized information to be shared and debated. The forces of globalization coupled with individual thought and attitude made the internet a forum that could counter the uniformity that mass media was prone to develop. The future of the internet is one where larger communities develop of like minded individuals or of individuals who debate and discuss issues of their concern. The digital divide, thanks to cheaper broadband, is already dwindling and larger communities across the globe getting connected. The web, with its search engines and portals that carry loads of information, already is a seamless source of information that is easy to access and offers information for free. Email that developed along with the web is now something everyone uses and has brought back people in touch with each other without having to send slow snail mail or spend money in calling their contacts over the phone; Email will continue to be one of the most important tools on the web used by large populations for easy communication. Search engines have already developed to a large extent and the contribution of encyclopedia like Wikipedia to those wanting to share information and learn new things is already well documented. As Zittrain (2006) argues, ââ¬Å"The most plausible path along which the Internet might develop is one that finds greater stability by imposing greater constraint on, if not outright elimination of, the capacity of upstart innovators to demonstrate and deploy their genius to large audiences. Financial transactions over such an Internet will be more trustworthy, but the range of its usersââ¬â¢ business models will be narrow. â⬠Conclusion However, what is yet uncertain is how this new technology shapes the future of culture in an international setting. Will it cause further stress as more people use the technology to spread terror, child abuse, sell spurious drugs over the net and indulge in petty financial fraud? Will it be an invasion of privacy as more and more personal information is stored in web pages across the net? Would it lose its current free flowing inclusive character and get regulated by various governments worried about the nature of the Internet that allows everyone to be the author and the reader at the same time? The future will answer these questions, but till then as we surf the web getting more and unique information, individual thoughts and insights, send email and blog, the power of this new technology captivates those of us who now spend hours on the net. REFERENCES â⬠¢ Kellner, D (1989) Critical Theory, Marxism, and Modernity. Cambridge and Baltimore: Polity and John Hopkins University Press. â⬠¢ Kellner, D. (1995) Media Culture. Cultural Studies, Identity, and Politics, Between the Modern and the Postmodern. London and New York: Routledge. â⬠¢ Wiggershaus, R (1994), The Frankfurt School. Cambridge, UK: Polity Press. â⬠¢ Zittrain, J. L. (2006) ââ¬Å"The Generative Internetâ⬠. Harvard Law Review, Vol. 119. pp 1974 -2040. At http://www. harvardlawreview. org/issues/119/may06/zittrain. pdf. Last Accessed May 1, 2007. Janehttp://www.blogger.com/profile/04643761467172001480noreply@blogger.com0tag:blogger.com,1999:blog-1923131089922668699.post-86362907303160491302020-01-04T12:00:00.001-08:002020-01-04T12:00:04.840-08:00Cyber Ethics Essay example - 1082 Words Cyber Ethics: Rules for Using the Web We all have heard of ethics. According to Websterââ¬â¢s II New College Dictionary (1995), ethics is the rules or standards governing the conduct of a person or the members of a profession. As Winn Schwartau (2001) stated ââ¬Å"ethics is also about understanding how your actions will affect other peopleâ⬠. Cyber-ethics is the ethical decisions we make when using the Internet. We are tasked to use the Internet on a daily basis and we task students to use the Internet regularly, but to use it properly we must adhere to ethics. Ethics is not a law but your moral code. We must know how to avoid plagiarism, know the acceptable use of the Internet, and we must be familiar with Censorship in order to know what moralâ⬠¦show more contentâ⬠¦Learn the quot;cyberquot; vocabulary. There are new words out there, meaningful to your children. Make sure you understand the lingo. Talk with your kids about cyberprivacy amp; safety --- personal, family, emotional, physical. Talk about et hics amp; morality with the family. Establish an agreement as to what all of you believe, (make sure its legal!), and stick to it. Question your childrens schools and teachers as to what --- if anything --- they are doing in cyberethics. This has national standards that are required to be taught, just like standards in reading and math. The Socrates Institute has designed ââ¬Å"The CyberEthics Project,quot; a comprehensive K-12 curriculum in cyberethics, for schools to use across the country. It helps to increase the students awareness of the consequences, safety, legal and ethical use regarding the Internet and other forms of electronic data (Radnofsky amp; Vuko 2004). To find out more about the project visit their website at http://www.socratesinstitute.org. nbsp;nbsp;nbsp;nbsp;nbsp;We also have to monitor to see what students are accessing online. Because of the First Amendment, it is hard to censor what is published on the web. Congress did pass legislation requiring Internet blocking technology toShow MoreRelatedCyber Ethics Should Be Addressed Sooner915 Words à |à 4 Pagesrecently, cyber ethics has not gotten the attention it deserves, with the acts on-line no different than acts in society, the awareness and education of cyber-ethics should be addressed sooner rather than later. 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It is an obligation of each person to take after digital morals and digital laws so that the expanding digital violations will lessen (Olumide VictorRead MoreComputing Ethics and Cyber Law5632 Words à |à 23 Pagesthe punishment provided for the offence. 3.0 Application of Cyber Law ____________________________________________________________ ____________ Cyber law encompasses cyber crime, electronic commerce, and freedom of expression, intellectual property rights and privacy rights. Cyber crime involves activities like credit card fraud, unauthorized access to computer systems, child pornography, software piracy and cyber stalking. Thus, cyber law is needed in political and legal matters related to theRead MoreCyber Ethics: Rules for Using the Web Essay1123 Words à |à 5 PagesCyber Ethics: Rules for Using the Web We all have heard of ethics. According to Websters II New College Dictionary (1995), ethics is the rules or standards governing the conduct of a person or the members of a profession. As Winn Schwartau (2001) stated ethics is also about understanding how your actions will affect other people. Cyber-ethics is the ethical decisions we make when using the Internet. We are tasked to use the Internet on a daily basis and we task students to use the Internet regularlyRead MoreEthics: Cyber Privacy and The Emergence of New Technology1166 Words à |à 5 Pagesof intelligence is necessary to ensure public security has been . With personal information being a very important and profound issue, the answer of many would be that personal information should remain private and out of the reach of government. Cyber privacy is becoming increasingly questionable with the emergence of new technologies and the revealing of new government secrets. With the 9 -11 attack in 2001, terrorism and the protection of civilians became a number one priority. The American governmentRead MoreCyber Ethics: Principles to Combat Hacking Essay2206 Words à |à 9 PagesIntroduction Issues of ethics and professionalism had been touch frequently in our current society lately. Experts from a particular field usually and logically should behave professionally or show their expertise to the civilian. However, in fact they are working oppositely and crime their expertise with their knowledge. This actually brought troubles to the outsider or victim and causes them to loss their property or reputation. In information technology field, issue regarding to ethics and professionalismRead MoreCyber Warfare And Global Affairs1543 Words à |à 7 Pagescan steal information. Even countries are using the cyber domain as a separate battlefield to fulfill their missions and acquire information. Cyberwar is relatively a new term to describe: an Internet-based conflict involving politically motivated attacks on information and information systems. But the definition is constantly evolving with time and the more knowledge the public acquires about these conflicts. Although the idea of explaining cyber warfare is far too vast and bound to only readily availableRead MoreCyber-Bullying: A Brief Research Proposal Essay1685 Words à |à 7 Pageshas developed ââ¬â Cyber bullying. Cyber bullying can be defined as ââ¬Å"the electronic posting of mean-spirited messages about a person,â⬠(Merriam-Webster, 2012). This form of bullying can come through various mediums including but not limited t o text messages, emails, videos, and social networking sites. There is an overwhelming amount of information that defines cyber bullying, identifies the demographics of bullies and victims of cyber bullying, and identifies the outcomes of cyber bullying on victimsRead MoreCyber Ethics Deontologist Versus Utilitarian View on ââ¬Å"Net Neutralityâ⬠948 Words à |à 4 PagesCyber Ethics Deontologist versus utilitarian view on ââ¬Å"Net Neutralityâ⬠The internet has already changed the way that the world operates today. Presently, everyone has access to the internet everywhere in the world. The internet is used through a variety of purposes, from academia research to business transactions and contacting family. Considering the freedom that the internet provides us, a group of people threatens that freedom of access to the Internet by conflicting with the Net Neutrality Janehttp://www.blogger.com/profile/04643761467172001480noreply@blogger.com0tag:blogger.com,1999:blog-1923131089922668699.post-88241901722829230822019-12-27T08:26:00.001-08:002019-12-27T08:26:04.642-08:00Concept of Volleyball - Free Essay Example Sample details Pages: 8 Words: 2271 Downloads: 7 Date added: 2019/04/02 Category Sports Essay Level High school Tags: Volleyball Essay Did you like this example? Sports fill the nation with diehard fans and hours of television screen times for many people daily. For some sports though there are many rules, regulations, and dynamics behind the game. For instance, volleyball is a game many are fans of, but many who have never seen a match or have a head of volleyball alone may find the game confusing. Donââ¬â¢t waste time! Our writers will create an original "Concept of Volleyball" essay for you Create order Through the decades volleyball is a sport that has changed drastically. Changing the concepts of ruling and regulations of the game. Rules for high school matches versus club matches. The dynamics of getting the perfect pass or mastering that serves to ace the opponent. All in all, volleyball is commonly known as the most underrated and unappreciated sport of our generation. Having this mindset diminishes the key concepts of volleyball. The idea of the game with the equipment, terms, fundamentals and the rules of the game. The idea of volleyball begins with two teams with six players on each side. The players use their hands to take a ball back and forth over a regulated high net. The ball must touch the court within the opponents playing area before it can be returned. To prevent this a player on the opposing team gets the ball up and toward a teammate, before it touches the court surfaceâ⬠that teammate may then volley it back across the net or guide it to a third teammate who volleys it across the net. A team is allowed only three touches of the ball at a minimum before it must be returned over the net to the other team. A touch is regulated as any physical contact with the ball. Rather it is with the players hand, or head a touch is a touch. There are ruling with touching the ball also. For instance, if a player contacts the ball trying to catch it and throw it back up this would be ruled as a lift. In this instance, the call by the ref would be made and the ball and point would be given to the other team. Volleyball requires a minimum of equipment and space and can be played indoors or outdoors. The game is played on a smooth-surfaced court, divided by a center line into two equal areas, one of which is selected by or assigned to each of the two teams. Players may not step completely beyond the center line while the ball is in play. A tightly stretched net is placed across the court exactly above the middle of the center line. The height of the net and the antennas are all regulated to correctly admit to the age of the players. A ball must pass over the net entirely between the antennae. In this sport, there are allowed 6 players on each side at a time. Normally, you would have your libero, setters, hitters, and back ro w players. Volleyball has three common terms used when having the ball getting at most three touches on it before it is sent back over to the opposing team. Volleyball has changed into a very specialized sport. Many teams will include in their starting line-up a setter, two center blockers, two receiver-hitters, and a universal spiker. Only certain players will be involved with service reception. Players will also have specialist positions for attack and defense. Substitutions are allowed during the game. Since 1998, volleyball has been using a new scoring system. Teams scored a point on every rally, meaning a rally point system. Regardless of which team served. Formerly, a team could only win a point if it served the ball. Winning the serve back from the opposition was known as a side-out. Matches are played best of five sets. The first four sets are played to 25 points, with the final set being played to 15 points. A team must win a set by two points. There is no ceiling, so a set continues until one of the teams gains a two-point advantage. Previously, all sets were to 15 points, with the first four sets having a ceiling of 17 and the final set requiring at least a two-point winning advantage (fivb.org). First, there is a pass. When a player passes a ball, their forearms are straight and at a 90-degree angle from their body. Their hands are either in a cuffed fist or flat prayer hands common terms used for the positioning of the players hands for passing. Many believe that the best way for passing is staying low at a 90-degree angle that can have the passes at a neutral position that makes it easier to contact the ball. The best passers seem to move backward, absorbing the ball on their arms allowing for more control passing. Also, the way the players body is positioned during a pass is very important too. The angle of their forearms has positioned the speed of the ball, and the position of their feet. These three concepts depend on the angle and the height of the ball being passed to the setter. In the end, making the setters job easier. Libero is most commonly the best passer on a team. They are the player who wears the different colored jersey indicating special subs or rotations that wouldnt normally be allowed with a normal colored jersey. The liberos base or home for plays is normally on the far left side of the 10-foot line. There they are expected to dig balls from the right side, middle or outside hitters to keep the ball in play. Liberos are most commonly the most agile and quickest on their feet. Liberos are known for picking up balls that are far above their head or to diving from their base to the 10-foot line to keep the ball in play. Most commonly if the setter happens to take the first ball the libero is expected to take the second contact to set up the hitter for an attack. The libero always must keep their head on a swivel. Being a libero though has many regulations. They can only serve once, they must substitute behind the 10-foot line, they cannot pass the 10-foot line on an attack and they cannot set a ball that is in front of the 10-foot line either. Along with the Libero, there are also the back-row players. These are the ones who are most likely designated for passing and getting the ball to the setter and making it easier for the setter to get the ball to the hitters. These three contacts or less make it difficult for the other team to receive or try to get up. Back row players are commonly forgotten when a great hit or set came to be. There wouldnt have been a rally in the first place. Most back row players are loud and agile and wanting to get to every ball and making it known who has the ball. For instance, when a back-row player is going to become in contact with the ball most players say mine. Indicating that they are going to contact the ball and having others ready for the next contact. Not only does the back row come with fundamentals it is very important to always have their head on a swivel. If the setter messes up the ball, they try their best to better the ball and get it over. Also, when a hitter is going to conta ct the ball the back-row player can communicate to them where to hit it. The line is straight down the court vertically, or cross hitting the ball diagonally. Other key terms for indicating to the hitter to hit but seeing how important it is for the back-row player to fully communicate. Next, is setting. Wide hands and fingers are placed above the eye level and forehead level of the player. Using both their arms and legs, the player pushes the ball with both of their hands at the same time to set the ball. The setter is commonly the captain of the team meaning they oversee the plays and keeping the rest of the players in line. Setters must know the lineup and certain rotations and communicating shots and certain tactics to get a point for their team. The setters need to beat the ball to the spot and being ready to anticipation the location of the pass. Also, be ready to move from their base in case of a miss pass or miss communication between the passers and get in position to set. The setters are the one who is to set up the hitters for their attacks. Setters must have good hands and eye-hand coordination for getting the balls from the passers and to the hitters for an attack. Being a setter is a very important task. They oversee telling their hitters what they are hitting or what plays they are running. For example, is the outside going to hit a fast set, known as a 4, or are they going to come in hitting a higher ball in the middle, known as a 2? Setters oversee also communicating with not only their hitters but their back-row players also. They need to communicate to them that they need a higher pass or a tighter pass to the net to keep them on. With all the accountabilities of a setter, there are many advantages too. Setters contact the ball 95% of the time. They are most likely the teams captain or all-around player depending on their atheism and accountability. Lastly, the most common term is hitting. While hitting one either does the standing approach or the jumping approach. Either way, the player starts out with their hands in front of their body in an almost runners position. As the ball is set up and realized from the setters hand, they would take their dominant hand behind their head at another 90-degree angle and use the other hand as a glider of the ball. Now, with a jumping approach, as the set ball hits its peak, you would start the approach. As a dominant right-handed person, one would start with their left foot stepping forward, then right and then jump on their left to contact the ball. Withstanding or jump hitting, one would contact the ball with the center of their palm as fast as they could sending the ball across the end. All in all, in getting three contacts. Bump, set, spike or pas s, set, hit. Hitters are the teams key assets normally to finishing a rally. They are the ones with will most likely send the ball over with an aggressive attack on the other team. Having three hitters in the front row is the most common way to play. Hitting starts out with a strong hand and forearm, high vertical, and strong finish. When hitting one must start with their hand above their head at a 90-degree angle facing upward. After this, the ball is tossed to the hitter. When contact is made the ball should touch the palm of their hand with their fingers spread out. Once contact is made, the player needs to follow through. What this means is that the players hand and forearm should swing all the way through to where the hand should be facing downward, and having the ball go over the net at a fast and hard speed. The concept of hitting comes along with a term called blocking. This is when a hitter on the other side of the attacker is jumping up to interfere with the attackers hit. Blocking is an action that a player or players close to the net to intercept the ball coming from the opponent by reaching higher than the top of the net (theartofcoachingvolleyball.com). Only front-row players are allowed to complete a block. A block is completed whenever the ball is touched by a blocker. A collective block is acted by two or three players close to each other. In blocking, the player may place their hands and arms anywhere above the net, provided that this action does not interfere with the opponents hit or the net. Now if the player does touch the net or interferes with the pursuit of the players hit the ref will blow their whistle and give the point to the attacking team. All the terms and uses of volleyball can get confusing, but there are limitations and regulations as well. Each team may request a maximum of two time-outs and six substitutions per set. The request for time-outs or substitutions must be made after the play has ended. A coach is not allowed to sub or ask for a time-out mid-play. A team is not allowed to make multiple requests for substitution during the same interruption (theartofcoachingvolleyball.com). Two or more players can be substituted at the same time within the same request. Regular game interruptions may be requested by the coach, or in the absence of the coach, by the game captain, and only by them. Substitution before the start of a set is permitted and should be recorded as a regular substitution in that set. The ideas of volleyball along with the equipment, terms, fundamentals and the rules of the game, it shows many how a sport has so much more than what meets the eye. For example, finding more facts that people havent heard or even seen before. Volleyball is not only a physical but mental sport as well. With all the skills and teamwork, a certain team can have. A truly good team has a connection and c ommitment to the sport many seem to push away. Works Cited 35th FIVB Congress 2016. Official Volleyball Rules 2017-2020. FIVB-Vo Janehttp://www.blogger.com/profile/04643761467172001480noreply@blogger.com0tag:blogger.com,1999:blog-1923131089922668699.post-52765606465730462212019-12-19T04:15:00.001-08:002019-12-19T04:15:03.526-08:00Drug Alcohol And Its Effects - 2128 Words An elderly man, Frank went to his doctor for a routine check up after having some complications with his heart. While at the doctor, he was encouraged that having an alcoholic beverage a day to lower his risk of heart disease. After much consideration about the doctors prescription Frank decides with his wife that it may be a good idea. Frank had never drank before in his life, and what this doctor suggests will be a huge factor in him. Frank became an alcoholic at the age of 72. This brings questions to mind such as if Frank had been educated about alcohol and its effects of it in over abundance, would this have changed his outcome? People become responsible by being properly taught, given responsibility, and then held accountable forâ⬠¦show more contentâ⬠¦Most states after the prohibition set their legal drinking age to 21 which at the time was the age of majority at the time. Few states had a lower purchase age for alcohol. Thirty states followed these minority states in the early 1970 s; of which the majority lowered the MLDA to 18 years of age (Wagenaar A. C., 1993). Most states reasoning behind this lowering of this age of majority was because the legal voting age was changed from 21 to 18 in 1971. With continued moment through the years things altered each states though and reasoning and again a majority change the alcohol purchase age to 19 years of age. The bump in age was because of an increase of 18 year old deaths and alcohol related accidents (Wagenaar A. C., 1993). There were also direct correlations to the seat belt laws and these numbers. In 1984 congress passed a law requiring states to raise their legal ages of purchase to 21 by Oct of 1986 or loose funding for their federal highways. By mid-1988, all 50 states and the District of Columbia had raised their purchase ages to 21 (Wagenaar A. C., 1993). With the drinking age at 21 and higher than the legal age of majority, brings some tension for many Americans. Alcohol has been an issue for many ages, even in biblical times there were issues with alcohol and drunkenness. The United States current solution, that of negligence and head s in the sand, is not working. The laws that there are for the minimum legal drinking age or MLDA are not Janehttp://www.blogger.com/profile/04643761467172001480noreply@blogger.com0tag:blogger.com,1999:blog-1923131089922668699.post-11606749426564795072019-12-11T00:57:00.001-08:002019-12-11T00:57:03.741-08:00The Mind-Body Problem free essay sample He believed in an independent soul inhabiting in a mechanically operated body. The reality of the body needed no proof, but the reality of the soul did. Since he doubted everything, he said that we could not doubt the existence of our self, because there must be a self that exists to do the doubting. Descartes was concerned about how the nonmaterial soul could interact with the matter of our body. He resolved the problem of the incompatibility of the two entities by naming this problem dualism. Dualism is an ancient concept and is deeply rooted in Greek thought. They said that a persons soul was of an entirely different essence than the body. They also said that those dual entities had no interaction with one another. They saw them as foreign to one another; the body was the prison house of the soul. In the problem of dualism, Descartes discussed that the body could be divided up, such as removing a hand or a leg, but the soul was indivisible. The soul occupied the whole body, and the removal of any part of the physical body did not reduce any part of the soul. He claims the body was procreated, and the soul was created. Even though the two realities of the soul were of a completely different character, they could react with each other. He finds that reaction as a mystery. The interdependence of the mind and body was what Descartes considered a human being. The mind and body formed a unit. Descartes said that the body, including the brain, was simply mechanical in its principal of operation. That is only true if the body is considered without a soul. The mechanistic view of the brain was not questionable if the soul doesnt make any essential part of its operation. Descartes talked about the nature of the soul, since it has no matter or substance. He said that the perceptions of sense and physical passions of people are dependent upon the body, but the awareness lies within the soul. The soul become aware, such as conscious and self consciousness, and how it succeeds in acting upon the body. Its awareness is due to the action of the body upon it. Descartes said that the body is just extended matter, and the soul is unextended spirit. When the extended is acted upon by the unextended, a definite point of interaction is required, and is found in a place in the brain called the pineal gland. The point of interaction was at the site of the pineal gland, and it was the only place he thought that is not duplicate as all other brain structures were thought to be. He said the soul wasnt to be viewed as locked in and shut up in the pineal gland. He said it was just the point of interaction, but not the box of the soul in any sense. The soul is united to all parts of the body conjointly. The whole body is the souls housing as long as the body remains intact. When a part of the body is cut off, such as a leg or finger, there is no loss of part of the soul as a consequence because the soul is indivisible. It just occupies what is left of the body. Descartes clearly stated there is a dualism of the mind and body, and their interaction is very real. Our brain is the major place for the consciousness of the soul, yet consciousness is distributed throughout the whole body. Descartes made the mind and brain separate entities, dependent upon each other. I thought of an analogy to go with that; a fountain pen and ink. They are interdependent, and the pen will not write without the ink, and the ink carries no message without the pen. I strongly believe in the idea of dualism that Descartes proposed. The mental and physical have quite different properties. Mental events have a subjective quality to them, where physical events seem not to. An example would be when one asks what a burned finger feels like, or what nice music sounds. Sensations like these cannot be reduced to something physical. There is no place in the brain where electric stimulation can cause a person to believe or decide. Although our thoughts can be true or false, our brains status cannot be true or false. Nobody can tell what we are thinking by measuring brain waves. What really grounded my position on arguing for Descartes position was the doubting argument; I can doubt that my body exists, but I cannot doubt that I exist as a thinking thing because I am existing to think. I also think that Descartes argument is true because of his idea about the soul being an indivisible, nonphysical entity. Just because someone loses their legs in a car accident, it doesnt mean their soul goes away with their lost legs. People who criticize and oppose Descartes ideas claim that if the soul and body were substances of entirely different natures, interaction between them would be impossible. Duality means that there are there are two types of substances in the world, physical and non physical. There needs to be another substance to rationalize having a brain and having a god, and free will. If the brain is performing physical duties to make us think, then wheres my soul? How am I involved in making decisions and thinking? There must be something apart from this brain and physical world. Another argument is also based upon what happens if the brain is damaged. When damage occurs from physical trauma or pathological diseases, our mental powers are always compromised. The argument holds that if the brain and mind were actually separate, our mental powers would not be compromised. It is a very strong opposing argument, however, it also depends upon the presumption that God does not have a reason for letting our brain limit our mental function while we are living. The arguments for the existence of dualism are strong, but they are dependent upon an anti-supernatural presumption. Descartes mind-body problem is definitely an open ended topic with strong arguments from the supporting or opposing side. Its a very interesting and intriguing topic. It all started with his quote about the ability to exist within his thoughts, I think, therefore I am. I believe that the body and mind/soul are two completely different parts that make a unit of the human being. They intertwine and interact in a very mysterious way. The idea of dualism was further continued and researched by many other famous philosophers such as Thomas Nagel. This is something that will rest in my thoughts more, as I continue to ponder about the nature of my soul, the interaction it has with my body, and my existence. Janehttp://www.blogger.com/profile/04643761467172001480noreply@blogger.com0tag:blogger.com,1999:blog-1923131089922668699.post-14056509904355161372019-12-03T12:38:00.001-08:002019-12-03T12:38:04.154-08:00Kamdhenu Case free essay sample DECISION ANALYSIS CASE STUDY Kamdhenu Case GROUP 5 Abhijeet Mahajan Amit Vijay Bishakha Majumdar Gaurav Khatri Sahil Sambyal Sakshi Makkar Vaibhav Rastogi Introduction: The Kamdhenu Dairy is a cooperative of the dairy farmers ââ¬â located in Sanand, a small town in one of the western states of India. Set up with a goal to ensure a steady market and revenue for the small dairy farmers, the Kamdhenu Dairy supplies pasteurized milk to the State Government ââ¬â in a fixed quantity (75000 litres/day), throughout the year. However, the production of milk has wide seasonal variations ââ¬â with production of milk in winter being 250 % of that in summer. The additional milk is used for producing other milk products. The problems before the KD are as follows: 1. Finding the optimum product mix. 2. Deciding if they should continue with the loss making products ââ¬â cheese and baby food. Question 1: Should Cheese be dropped from the product line ass suggested by Mr. We will write a custom essay sample on Kamdhenu Case or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Ramaswamy? Answer: After the analysis, as is clearly visible from the value of the shadow price of the Cheese, itââ¬â¢s both positive and large than the values of other products. Hence, we should continue with the production of cheese. Microsoft Excel 14. 0 Sensitivity Report| | | | | | Worksheet: [DA Kamdhenu. lsx]Sheet2| | | | | | Report Created: 8/26/2011 3:52:39 AM| | | | | | | | | | | | | | | | | | | | | | Variable Cells| | | | | | | à | à | Final| Reduced| Objective| Allowable| Allowable| | Cell| Name| Value| Cost| Coefficient| Increase| Decrease| | $B$18| Solution x1| 7. 5957| 0| 503| 407| 55| | $C$18| Solution x2| 0| -55| 448| 55| 1E+30| | $D$18| Solution x3| 0| -366| 544| 366| 1E+30| | $E$18| Solution x4| 0| -555| 355| 555| 1E+30| | $F$18| Solution x5| 2. 4743| 0| 910| 923| 45| | $G$18| Solution x6| 0| -165| 745| 165| 1E+30| | $H$18| Solution x7| 0| -45| 865| 45| 1E+30| | $I$18| Solution x8| 0| -277| 633| 277| 1E+30| $J$18| Solution x9| 1. 83| 0| 1833| 1E+30| 223| | $K$18| Solution x10| 0| -223| 1610| 223| 1E+30| | $L$18| Solution x11| 0| -151| 759| 151| 1E+30| | $M$18| Solution x12| 0| -278| 632| 278| 1E+30| | | | | | | | | Constraints| | | | | | | à | à | Final| Shadow| Constraint| Allowable| Allowable| | Cell| Name| Value| Price| R. H. Side| Increase| Decrease| | $N$10| Cheese Constraint Total| 1. 83| 923| 1. 83| 2. 4743| 1. 83| | $N$11| Raw Milk Procurement Total| 11. 9| 910| 11. 9| 2. 615355172| 2. 4743| | $N$12| FA Milk Govt Supply Total| 7. 5957| -407| 7. 5957| 2. 4743| 2. 615355172| | $N$6| Butter Constraint Total| 2. 951592| 0| 10| 1E+30| 7. 0048408| | $N$7| Ghee Constraint Total| 0| 0| 2. 5| 1E+30| 2. 5| | $N$8| Milk Powder Constraint Total| 3. 587735| 0| 7. 38| 1E+30| 3. 792265| | $N$9| Baby Food Constraint Total| 0| 0| 5. 36| 1E+30| 5. 36| x1| x2| x3| x4| x5| x6| x7| x8| x9| x10| x11| x12| FA Milk + Butter| FA Milk + Ghee| SMP + Butter| SMP + Ghee| WMP + Butter| WMP + Ghee| Baby Food + Butter| Baby Food + Ghee| Cheese + Butter| Cheese + Ghee| SM + Butter| SM + Ghee| Question 2: What should be the production program for the Dairy if it had no contractual obligations to supply FA Milk to the State Milk Scheme? Answer1: The production scheme for both the summer as well as the winter months can be found out from the two tables by just looking at the final values. For Summer Months (May to August) Microsoft Excel 14. 0 Sensitivity Report| | | | | | Worksheet: [DA Kamdhenu. xlsx]Sheet2| | | | | | Report Created: 8/26/2011 11:46:17 AM| | | | | | | | | | | | | | | | | | | | | | Variable Cells| | | | | | | à | à | Final| Reduced| Objective| Allowable| Allowable| | Cell| Name| Value| Cost| Coefficient| Increase| Decrease| | $B$18| Solution x1| 0| -362| 503| 362| 1E+30| $C$18| Solution x2| 0| -417| 448| 417| 1E+30| | $D$18| Solution x3| 0| -352. 0344828| 544| 352. 0344828| 1E+30| | $E$18| Solution x4| 0| -541. 0344828| 355| 541. 0344828| 1E+30| | $F$18| Solution x5| 5. 089655172| 0| 910| 1E+30| 45| | $G$18| Solution x6| 0| -165| 745| 165| 1E+30| | $H$18| Solution x7| 4. 980344828| 0| 865| 45| 106| | $I$18| Solution x8| 0| -232| 633| 232| 1E+30| | $J$18| Solution x9| 1. 83| 0| 1833| 1E+30| 223| | $K$18| Solution x10| 0| -223| 1610| 223| 1E+30| | $L$18| Solution x11| 0| -106| 759| 106| 1E+30| | $M$18| Solution x12| 0| -233| 632| 233| 1E+30| | | | | | | | Constraints| | | | | | | à | à | Final| Shadow| Constraint| Allowable| Allowable| | Cell| Name| Value| Price| R. H. Side| Increase| Decrease| | $N$10| Cheese Constraint Total| 1. 83| 968| 1. 83| 4. 980344828| 0. 379655172| | $N$11| Raw Milk Procurement Total| 11. 9| 865| 11. 9| 0. 379655172| 4. 980344828| | $N$6| Butter Constraint Total| 7. 575451034| 0| 10| 1E+30| 2. 424548966| | $N$7| Ghee Constraint Total| 0| 0| 2. 5| 1E+30| 2. 5| | $N$8| Milk Powder Constraint Total| 7. 38| 31. 03448276| 7. 38| 7. 2215| 0. 5505| | $N$9| Baby Food Constraint Total| 4. 80344828| 0| 5. 36| 1E+30| 0. 379655172| Microsoft Excel 14. 0 Sensitivity Report| | | | | | Worksheet: [DA Kamdhenu. xlsx]Sheet2 (3)| | | | | Report Created: 8/26/2011 11:47:17 AM| | | | | | | | | | | | | | | | | | | | | | Variable Cells| | | | | | | à | à | Final| Reduced| Objective| Allowable| Allowable| | Cell| Name| Value| Cost| Coefficient| Increase| Decrease| | $B$18| Solution x1| 0| -140. 5624082| 503| 140. 5624082| 1E+30| | $C$18| Solution x2| 0| -184| 448| 184| 1E+30| | $D$18| Solution x3| 0| -386. 7825206| 544| 386. 7825206| 1E+30| | $E$18| Solution x4| 0| -390. 839891| 355| 390. 7839891| 1E+30| | $F$18| Solution x5| 5. 089655172| 0| 910| 1E+30| 51. 98678414| | $G$18| Solution x6| 0| -51. 98678414| 745| 51. 98678414| 1E+30| | $H$18| Solution x7| 5. 36| 0| 865| 1E+30| 102. 2026432| | $I$18| Solution x8| 0| -102. 2026432| 633| 102. 2026432| 1E+30| | $J$18| Solution x9| 1. 83| 0| 1833| 1E+30| 118. 5653451| | $K$18| Solution x10| 0| -118. 5653451| 1610| 118. 5653451| 1E+30| | $L$18| Solution x11| 3. 172259861| 0| 759| 58. 42079208| 127| | $M$18| Solution x12| 3. 548084966| 0| 632| 127| 58. 42079208| | | | | | | | | Constraints| | | | | | à | à | Final| Shadow| Constraint| Allowable| Allowable| | Cell| Name| Value| Price| R. H. Side| Increase| Decrease| | $N$10| Cheese Constraint Total| 1. 83| 1096. 565345| 1. 83| 3. 857694581| 1. 83| | $N$11| Raw Milk Procurement Total| 19| 632| 19| 1. 268870718| 3. 548084966| | $N$6| Butter Constraint Total| 10| 186. 4904552| 10| 2. 416245862| 0. 864100959| | $N$7| Ghee Constraint Total| 1. 841456098| 0| 2. 5| 1E+30| 0. 658543902| | $N$8| Milk Powder Constraint Total| 7. 38| 113. 7839891| 7. 38| 5. 169056106| 7. 38| | $N$9| Baby Food Constraint Total| 5. 36| 103. 2026432| 5. 36| 3. 103892192| 5. 6| For Winter Months (September to April) As can be seen from the above analysis, we will supply the following products -: Winter Months ââ¬â 5. 09, 4. 98 and 1. 83 units for WMP + butter, Baby Food + butter and Cheese + Butter respectively. Summer Months ââ¬â WMP + Butter 5. 09, Baby food + butter 5. 38, Cheese + butter 1. 83, Standardized Milk + butter 3. 17, Standardized Milk + Ghee 3. 54 units Question3: In case you were negotiating a contract with the state, what qua ntity of FA Milk would you commit to supply? Answer: As seen by the analysis done above, the quantity of FA milk is 0. Hence, the assumption that FA Milk is the most profitable product stands invalidated. However, we have an obligation to supply to the government as the main objective of the dairy is to supply to the government. So, we will only supply the bare minimum quantity. This will never exceed the lowest value (the value for June). However, if there is no such obligation, we will not supply any milk as it is not profitable to do so. Question4: In case the dairy was planning to expand its butter churning and powder drying capacity, how much money should it invest in this expansion? Answer: The amount of money which can be spent should be less than the profit which we can make from this. Profit which can be made = shadow price * increase in capacity (till the allowable increase limit) Also, there should not be any slack i. e. excess capacity for the products. If there is already excess capacity available, we would not be expanding. Thus, the amount which can be spent for expansion of butter storage capacity = 186. 5 * 0. 864 = Rs. 161. 136 The amount which can be spent for expansion of Powder drying capacity = 113. 8 * 7. 38 = Rs. 839. 844 Janehttp://www.blogger.com/profile/04643761467172001480noreply@blogger.com0tag:blogger.com,1999:blog-1923131089922668699.post-63006228158567863022019-11-27T14:59:00.001-08:002019-11-27T14:59:03.858-08:00Americas involment in the HolocaustAmericas involment in the Holocaust Free Online Research Papers When the war broke out in 1930. The world couldnââ¬â¢t know what was really happening in Germany or what Adolf Hitler had in store for any jew, gypsy, homosexual and any other individual that got in the way of his master plan. America during the Holocaust was considered one of the most powerful nations in the world. Economically, politically and socially. There are many reasons why America wasnââ¬â¢t much involved during the holocaust. United States president Franklin D. Roosevelt hurried after the holocaust broke out in Europe and gathered his cabinet and military advisors together, there ut was agreed that the U.S. would stay neutral. One reason because the United States werenââ¬â¢t directly threatened and they had no reason to be involved. This reason was a valid one because it was the American policy to stay neutral in any affair not having anything to do with them unless American soil was threatened directly. Some jews escape from the tragic thing happening and made it to America. As Jews in Germany faced the violence and discrimination that was brought on by Hitlerââ¬â¢s government. Some American Jewish leaders urged with the U.S. State Department to change their standards regards to German Jews immigration. In 1936 U.S. immigration officials did change their considerations to include the levels of a German jews educat ion, job skills, and if they had American relatives. In only one year with the new policy the immigration had doubled in the amount of visas they granted to the German Jews. After so many Jews were allowed in the U.S. the Americans were getting upset because there was little job opportunities for them. So the State Department started many up excuses why their visas were denied and immigration became so restricted . During the Holocaust Anti-Semitism was a reason why the U.S. didnââ¬â¢t enter the war zone in the beginning. Anti-Semitism was a factor that limited American Jewish actions during the war time and put American Jews in a difficult position. In the late 1930s the levels of anti-Semitism was high and continued to rise into the 1940s. there was another type of Anti-Semitism during this time called passive Anti-Semitism. While many Americans wouldnââ¬â¢t physically harm a jew they had negative internal feelings towards them. Jews have been continuously looked down on and been used as scapegoats. Research Papers on America's involment in the HolocaustThe Effects of Illegal ImmigrationAppeasement Policy Towards the Outbreak of World War 219 Century Society: A Deeply Divided EraAssess the importance of Nationalism 1815-1850 EuropeQuebec and CanadaNever Been Kicked Out of a Place This NiceCapital PunishmentComparison: Letter from Birmingham and CritoEffects of Television Violence on ChildrenHip-Hop is Art Janehttp://www.blogger.com/profile/04643761467172001480noreply@blogger.com0tag:blogger.com,1999:blog-1923131089922668699.post-82330708222109715512019-11-23T22:33:00.001-08:002019-11-23T22:33:03.865-08:00MDR or Manifestation Determination ReviewMDR or Manifestation Determination Review The MDR or Manifestation Determination Review is a meeting which must take place within ten days of a behavior infraction that would cause a student to be removed from their current placement in a public school for more than 10 days. This is a cumulative number: in other words, during a single school year when a child is suspended or removed from school, before an eleventh (11th) day, the school district is required to notify the parents. That includes a suspension of more than 10 days. After a student with disabilities approaches 7 or 8 days of suspension, it is common for schools to attempt to aggressively address the problem to avoid the Manifestation Determination. If a parent disagrees with the result of that meeting, they are well within their rights to take the school district to due process. If the hearing officer agrees with the parents, the district may be required to provide compensatory education. What Will Happen After an MDR Takes Place? An MDR is held to determine if the behavior is a manifestation of the students disability. If it is determined that it is,à in fact, part of his/her disability, then the IEP team must determine if appropriate interventions have been in place. That should include having an FBA (Functional Behavioral Analysis) and a BIP (Behavior Intervention or Improvement Plan) are in place and followed as written. If the behavior relating to the students disability has been addressed appropriately with an FBA and BIP, and the program has been followed with fidelity, the students placement may be changed (with the approval of parents.) Students diagnosed with autism, emotional disturbances, or oppositionalà defiant disorder may exhibit behaviors that are related to their diagnosis. The school would need to provide evidence that the school has addressed his/her aggressive, inappropriate or offensive behavior, that from a general education student would earn a suspension or even expulsion. Once again, if there is strong evidence that the behavior has been addressed, then a change of placement to a more restrictive placement might be appropriate. Students with other disabilities may also exhibit aggression, offensive or inappropriate behavior. If the behavior is related to their disability (perhaps a cognitive inability to understand their behavior) they may also qualify for an FBA and BIP.à If it is unrelated to their diagnosis, the district (also known as the Local Education Authority or LEA can exercise the regular disciplinary procedure. Then other legal contingencies apply, such as whether there is a progressive discipline policy in place, whether the school has followed the policy and whether the discipline is reasonably appropriate for the infraction.à Also Known As Manifestation Determination Meeting Example When Jonathon was suspended for stabbing another student with scissors, an MDR or Manifestation Determination Review was scheduled within the ten days to determine whether Jonathon should stay a Pine Middle School or placed in the districts special school for behavior. Janehttp://www.blogger.com/profile/04643761467172001480noreply@blogger.com0tag:blogger.com,1999:blog-1923131089922668699.post-64840689673375385562019-11-21T05:59:00.001-08:002019-11-21T05:59:13.207-08:00The law of contracts and the law of torts EssayThe law of contracts and the law of torts - Essay Example Hadley v. Baxendale involved millers whose crankshaft had broken, and they called upon the defendants to deliver a crankshaft to repair. The defendants delayed sending the crankshaft to plaintiffs for seven days when it was only supposed to take two. The plaintiffs milling operation ceased during the period this seven day period. Therefore, the plaintiffs sued for profits lost during the five extra days that the crankshaft was not delivered. The court ruled that the plaintiffs could not recover such loss, as it could not fairly and reasonably be considered to arise naturally from the breach. Hadley established the basic rule for how to determine the scope of consequential damages arising from a breach of contract, and this rule is that parties should only be liable for all losses that ought to have been contemplated by the contracting parties, and those that arise naturally, in the ordinary course, from the breach. Hadley's basic rule regarding damages was modified to the composite t est of ââ¬Å"reasonably foreseeable as liable to resultâ⬠in Victoria Laundry (Windsor) Ltd v Newman Industries Ltd (1949). Victoria Laundry regarded a laundry which ordered a boiler from Newman Industries. Newman Industries delivered the boiler five months late. During this period of time, Victoria Laundry had to forego a lucrative contract with the ministry of supply, due to the Victoria Laundry's limited laundry cleaning capacity, which was a result of not having the boiler. Janehttp://www.blogger.com/profile/04643761467172001480noreply@blogger.com0tag:blogger.com,1999:blog-1923131089922668699.post-9493199824697096132019-11-20T05:20:00.001-08:002019-11-20T05:20:02.117-08:00The Society of Composers, Authors, and Music Publishers of Canada EssayThe Society of Composers, Authors, and Music Publishers of Canada - Essay Example With the laws that govern intellectual property being clear on the legality of the limited access to copyrighted songs on the internet, the demand for royalty from the authors causes confusion on the extent of justified free access to such songs. The case between the two entities begs the question of where to draw the line between the freedom for information access and the copyright laws. This research aims to explore the flawlessness of the Canadian copyright laws that stipulate that the free previews comprise fair dealing with the intent of research. à Using both CCH v. Law Society of Upper Canada and Alberta (Education) v. Canadian Copyright Licensing Agency (Access Copyright), explore the validity of the Canadian copyright law regarding the use of reviews for the purposes of research à This investigation hinges upon methods and mechanisms that aim to uncover answers to the research questions. The selected methods of research emanating from the significant research needs. The sources that the research utilizes are also accessible and available for analysis. This study shall take into consideration some legal principles and beliefs as regarding the application of the copyright law and the right of access to information in Canada and the world through. The study will concentrate on the information that exists and the interrelation of different entities on the validity and significance of copyright laws in a society with special interest to Canada and focus on the Society of Composers, Authors, and Music Publishers of Canada v. Bell Canada scenario. à The research will use different methods of investigations namely, documentary sources, interviews and questionnaires. Janehttp://www.blogger.com/profile/04643761467172001480noreply@blogger.com0tag:blogger.com,1999:blog-1923131089922668699.post-24013066903175586362019-11-17T17:50:00.001-08:002019-11-17T17:50:02.861-08:00United States History Essay Example for Free United States History Essay The years from 1929 to 1945 played a big role in the history of the economy, political and social development in the United States. The paper discusses the controversial Great Depression in the United States as well as the countryââ¬â¢s involvement in World War II. The important details are written and studied here. INTRODUCTION In 1929, the United States of America has been involved in its own controversies as well as affected the many other countries of the world because of the downfall of its economy. The Presidents of the United States in the controversial periods were involved in trying to uphold the economic situation in the country as well as being a powerful country around the world at that time. The United States of America had to face the Great Depression and WWII at the same time. Only then did the economy and political stability of the country was regained. Isolationism is a foreign economic policy stance applied by the 29th and 30th presidents of the United States, Warren Harding and Calvin Coolidge respectively. This is one policy that many historians blame for the stock market crash in 1929 since it applies the laissez-faire approach. It was also said that the isolationist attitude of the Americans at that time were displayed by both presidents. In the latter years, leaders under the administration of President Roosevelt grew sentiments for the same idea of isolationism. Herbert Hoover took office as the 31st president of the United States of America from March 4, 1929 ââ¬â March 4, 1933. During his presidency of the United States, the stock market crash of 1929 happened. He believed that interfering with the economy is not a part of the government responsibility and was accused by some critics of taking laissez-faire stance. Due to his disregard of the economic crisis on the nation, many Americans lost their jobs and homes and he was rated very poorly among all the presidents of the United States (Krugman, 2008). Many people believed that President Hoover had huge responsibility in salvaging the country from Great Depression after taking over the presidential office. On the other hand, there are many who believe that he also did well as the president of the US especially in the midst of the economic crisis. His being the Secretary of Commerce before being the president is the standard basis on this argument (Reich, 2008). The Crash of 1929 is undoubtedly one of the most celebrated events that transpired in the economic stability of the United States of all time. The first time the stocks went low continuously is also known as the Black Tuesday. It was on October 29, 1929, just a few months after President Hoover took office. American investors lost billions of dollars worth of investments in a matter of one month. One reason that caused the stock market crash seen by the historians was the rampant buying on margin practice of the people in 1929 as well as confluence factors. Hooverville is what the shanty towns around the United States are called. The Americans who suffered greatly from the Great Depression ended up building shanty towns in America. These towns were named after the President Herbert Hoover by Charles Michelson, chief publicity of the Democratic National Committee. (Kaltenborn, 1956) There were also other notable events that happened within the period of 1929 and 1945. One of these is the Bonus Army also known as the Battle of Anacostia Flats which occurred in June, 1932 where the World War I veterans camped in demonstration outside Washington D. C. during the Hooverââ¬â¢s presidency. One of the important names to note of during this period was Franklin Roosevelt, the 32nd President of the United States of America. He served the United States of America as president from March 4, 1933 to April 12, 1945. He was a figure of the century for being the president to battle the economic crisis as well as the World War II. Under his presidency, he made the New Deal for the recovery of the economy, unemployment and for the reforms the system of the American banking. The New Deal (1933-1936) was a promise from President Roosevelt to the American citizens during his nomination address. After taking office, President Roosevelt immediately worked to provide the Americans what he promised them in his nomination speech. The new deal he had for the country was for the immediate relief. The banks were in panic and so he immediately proposed bill that will put the bank into financial stability. In the New Deal of President Roosevelt, the continuation of major relief program was included. However, it was named as Federal Emergency Relief Administration. The New Deal agencies were the Civilian Conservation Corps, Agricultural Adjustment Administration and the Federal Trade Commission. He also expanded the former President Hooverââ¬â¢s agency, Reconstruction Finance Corporation. Recovery on the economic situation was through federal spending. The reformation of the economy was passed on the 1933 National Industrial Recovery Act (NIRA), whereas the unanimous decision of the U. S. Supreme Court found it to be unconstitutional. However, the president opposed the decision of the Supreme Court. The Banking Holiday was declared by then new President Roosevelt after him taking the seat into office. As the president, he called special Congress session to institute the mandatory bank holiday that would last for four days. The holiday was to give way for the federal inspections of banks on their financial security. The Emergency Banking Relief Act (March 9, 1933) and the amendment of the Trading with Enemy Act are part of the reform under the Roosevelt administration. There was a Second New Deal after the congress election in 1935 bringing more legislation. The ââ¬Å"Alphabet Soupâ⬠or the Alphabet Agencies refers to the many acronyms and abbreviations the legislation, programs and agencies linked with President Rooseveltââ¬â¢s New Deal. It was named coined after the alphabet soup noodles. The acronyms and abbreviations the Alphabet Soup refers to the following: Agricultural Adjustment Administration or AAA which is to provide federal subsidies to farmers creating numerous new jobs through the Civil Conservation Corps or CCC, Civil Works Administration or CWA, the Public Works Administration or PWA, and the Tennessee Valley Authority or TVA. The Federal Emergency Relief Administration or FERA was also established to provide relief on the state level, while the National Industrial Recovery Act or NIRA was passed to salvage nations failing factories. Huey P. Long of Louisiana was a senator from January 25, 1932 ââ¬â September 10, 1935. He is the major critic of the presidentââ¬â¢s New Deal. According to him, the New Deal that the president was offering at that time is not doing any help for the betterment of the Americansââ¬â¢ situation. He has a totally different principle from Roosevelt. He believed that the Great Depression was because of the income inequality therefore proposing that the tax levy on the rich American must be bigger so that the normal families will survive. He was popular during the first term of President Roosevelt but was assassinated in 1935. From the beginning of World War II in 1939 during the administration of President Roosevelt, rationing system was applied in the United States. This system was applied to gasoline because of the shortage in the Eastern states of America. The reason for this is because in those years, petroleum products were carried by tankers. The dangers on tankers carrying petroleum were faced with operating U-Boats just off the US coast. Moreover, the speed limit of 35 mph to save fuel was imposed. In 1942, tires were also rationed because of the interruption on the supplies of natural rubber. By November in 1943, almost all the basic commodities were supplied to the people through rationing. The bombing of Pearl Harbor on Sunday, December 7, 1941 by the Japanese Empire opened the involvement of the United States Military to World War II. After the military involvement of the United States in World War II, the need for arms and cooperation of the Allied countriesââ¬â¢ civilian forces had developed the informal term of home front. This means that the country at war and so are the populace of the country if need be. Hiroshima is the first city in the empire of Japan that was attacked by the United States of America with the nuclear weapon named ââ¬Å"Little Boyâ⬠. The attack was made on August 6, 1945 under the executive order of the U. S. President Truman. Over 140,000 people were killed in Hiroshima. The nuclear bombing followed in Nagasaki on August 6, 1945. After six days, the Japanese Empire surrendered to the Allied Powers. On September 2, 1945, the Instrument of Surrender was signed ending the Pacific War and the World War II. Germany signed the Instrument of Surrender also ending World War II in the Europe. REFERENCES: Foner, Eric. Give Me Liberty!. (2004). W. W. Norton Company. New York City. ISBN 0-39-397873-5 Krugman, Paul. (December 28, 2008). Fifty Herbert Hoovers. New York Times. Retrieved May 9, 2009. http://www. nytimes. com/2008/12/29/opinion/29krugman. html? _r=1. Reich, Robert B. (May 2008). Interview with Robert B. Reich. The Duncan Group, Inc. Retrieved May 9, 2009. http://www. duncanentertainment. com/interview_reich. php Kaltenborn, Hans. (1956). It Seems Like Yesterday. G. P. Putnamââ¬â¢s Sons. New York City. Page 88. Emergency Banking Relief Act of 1933. (1933). U. S. Statutes at Large (73rd Congress, 1933). Documents of American History. Retrieved on May 10, 2009. http://tucnak. fsv. cuni. cz/~calda/Documents/1930s/EmergBank_1933. html. Roosevelt, Franklin D. (July 2, 1932). Roosevelts Nomination Address. Franklin and Eleanor Roosevelt Institute. Retreived May 10, 2009. http://www. feri. org/archives/speeches/jul0232. cfm. Hawley, Ellis. The New Deal and the Problem of Monopoly (1966) Fordham University Press. p. 124 World War II Rationing. AmeHistoricalSociety. Retrieved May 10, 2009. http://www. ameshistoricalsociety. org/exhibits/events/rationing. htm#items. Adams, S. Crawford, A. (2000). World War II. First edition. Printed in association with the Imperial War Museum. Eyewitness Books Series. New York, Doring Kindersley Limited. Hakim, Joy (1995). A History of Us: War, Peace and all that Jazz. New York: Oxford University Press. ISBN 0-19-509514-6. Janehttp://www.blogger.com/profile/04643761467172001480noreply@blogger.com0tag:blogger.com,1999:blog-1923131089922668699.post-21009266307154998722019-11-15T06:21:00.001-08:002019-11-15T06:21:05.227-08:00Philosophical Justifications for Physical EducationPhilosophical Justifications for Physical Education Issues in Physical Education Examine the implications of the various philosophical justifications for Physical Education for the teaching of the subject. The philosophies of the philosophers Within a traditional context, Physical Education (PE) has been perceived as a non-academic subject in comparison to more well established subjects such as mathematics and the sciences. Different philosophers and commentators conjure various justifications by which PE can be placed within the National Curriculum (NC) and how the subject itself should be approached and delivered. This essay attempts to highlight and examine these philosophies, their implications and how they affect the perceptions and delivery of PE in this country. Education is essentially associated with attainment of valuable knowledge. This knowledge, according to Hirst (1974, 1992, 1994) and Peter (1966), is that of theoretical and intellectual attainment. It is knowledge in this context which has an impact on our everyday lives. This is what is often termed as ââ¬Ëorthodoxââ¬â¢ education which arguably excludes PE. Reid (1998) supports this view stating that education must comprise (of) an acquisition of valuable knowledge. (Taking this into account) From Reidââ¬â¢s perspective, it follows that (it can be argued that) PE (does in fact) can be considered to develop valuable knowledge on its particular subject matter. (Moreover) In addition to this, Reid (1998) reinforces his hypothesis by highlighting the link between the theoretical concept and the resulting practical knowledge. This is as a result of a ââ¬Ënew orthodoxyââ¬â¢ construct within PE, (developed from attempts) which developed from a perceived need to justify PEââ¬â¢s intellectual properties. These include the increase in academic PE through examinations and the establishment of PE degrees and Sports Science degrees. Reid (1998) (believes) suggests that PE fulfils the criteria that education demands, simply by practical knowledge through experience to develop ââ¬Ëknowing howââ¬â¢. (So) When this is reinforced with theoretical knowledge relating to PE, educators of the subjects are arguably (overstepping) exceeding the currently accepted educational requirements as practical knowledge is deemed a satisfactory justification for inclusion within the NC. You need to put a reference to support this statement. One example of this type of educational justification can be seen in Sport Science degrees where physiology is complementary to pedagogy. This point made in Hoberman, J. (1992). Add the quote if you wish Reid (1998) in fact, states that practical knowledge should not be either linked with or (lessened) reduced to ââ¬Ësimpleââ¬â¢ ability, where a student is able to strike a ball for example. ââ¬Å"It is not the status of PE which is problematic then, but rather the academic view of educationâ⬠(Reid, 1997, page 21), which is perhaps a little uncertain. It is this indecision which hinders the perception of PE within the subject itself and their resulting arguments of justification of NC status. Reid (1997) further argues that education is not simply an academic endeavour but also the endorsement of personal and social assistance. This hedonistic approach somewhat further blurs the boundaries as to what is and what is not considered to be educational, as it suggests enjoyment is a precondition for education. Enjoyment is totally subjective and what may be perceived as enjoyable by one individual may not necessarily be enjoyable (for) by another. This continued difference in opinion is echoed by Parry (1998). It is suggested that Reid (1998) fails to validate practical knowledge and to justify just how the skills learnt are worthwhile in nature. Where Reid (1997) states that the source of educational value of PE is in fact the pleasure extracted from the subject, it has been suggested that he has fallen (prone) prey to the perhaps arguably misleading notion of hedonism (Parry, 1998). As suggested earlier, pleasure, by definition, is (found) derived only from something a person enjoys. Should an individual fail to enjoy PE, (than) then this contradicts Reidââ¬â¢s (1997) concept. Carr (1997) however states that as much as Reidââ¬â¢s (1997) work challenges some of the standard perceptions of education, it does contain some inaccuracies and misconceptions. It would be sensible to state just what you think these misconceptions are. Although Carr (1997) accepts that PE has certain levels of knowledge acquisition, this does not necessarily mean a concurrence with all of Reidââ¬â¢s (1998) opinions. This is rather messy, and the point is not clearly made. What are the specific points that Carr disagrees with? state. You might find it useful to put parts of the next paragraph in here. The implications of this are that Reid (1998) believes that PE can alter your perception and comprehension of the world. However, people can be perceived as less educationally proficient should their experiences in the sciences and maths for example, be less than others. This is not the case with regard to PE as individuals are seen as ââ¬Ënon-sportyââ¬â¢ rather than educat ionally deficient. These differing view points again further obscures the boundaries of PEââ¬â¢s educational worth. This point is made in Andy Clark (1996), I suggest that you put in the reference! Carrââ¬â¢s (1997) opinions differ in that his paper raises the prospect of a distinction between education and teaching of ââ¬Ëlife skillsââ¬â¢ (or schooling). The implications of this are that Carr (1997) believes that education provides valuable knowledge and understanding, which is the predominant culture within schools, but schools also aim to provide vocational knowledge. It is suggested that sport falls into this appreciation as it teaches skills and abilities that can be applied directly or adapted for life after school and beyond. These abilities can include communication and team work. Parry (1998) has expressed the opinion that education is not purely the quest for ââ¬Ëvaluedââ¬â¢ knowledge but is coupled with enhancement of personal virtue due to ââ¬Å"philosophical anthropology and the promotion of Olympian ideasâ⬠(Parry, 1998, page 65). (In other words) The implications being that, as a result of philosophical perspectives upon the human race, the promotion of the Olympian ideal that occurs through PE (which) has a lasting effect upon the individual in that it alters their values, goals for excellence, and their relationships. This is supported by McNamee (2005, page 16) who states a less restricted overview of education which is ââ¬Å"the initiation into a range of cultural practices that have the capacity to open up the possibilities of living a full and worthwhile lifeâ⬠. (Yet) Again the implication of this viewpoint is that it supports the notion that PE can help provide and establi sh ââ¬Ëlife skillsââ¬â¢, thus supporting its educational value. McNamee (2005, page 15) feels that Peter and Carr (1997) remain too ideological due to their ââ¬Å"traditional liberal distinctionsâ⬠even though McNamee (2005) states his belief that education is a vessel for dispensing cultural customs. McNamee (2005) continues to highlight some oversights in the work of both Reid and Parry, suggesting that the (forma) former does not describe important epistemological aspects within PE as a subject. Although Reid does cite examples of practical knowledge application, there is a distinct absence of examples that are relevant to PE itself, thus providing evidence to support his view point but not with particular clarity in regard to PE. In fairness, I donââ¬â¢t think that Reidââ¬â¢s paper was specifically about PE as such, it was about education in general although certainly it featured PE do you want to rephrase this point? Additionally, McNamee (2005) believes that Reidââ¬â¢s hedonistic (standing) view point that simply pleasure alone is justification for PEââ¬â¢s place on the NC is not entirely plausible. A point made in: Pekka Elo Juha Savolainen (2000), . Do you want to cite the reference? In comparison, McNamee (2005) draws attention to the cultural (practices) roles sport can play. These include, as Parry (1998) suggests, the formation of identities and the development to values which (is) are suggested to be closely linked to education. People ââ¬Å"have the capacity to develop, evaluate and live out their own life plans based on a combination of projects, relationships and commitmentsâ⬠(McNamee, 2005, page 16). Sport and PE, according to McNamee (2005), (has) have the ability to meet these potentials through a unique assortment of internal, and in turn external values, that are somewhat unique to sport and PE. One example could be teamwork experience from team games. Teamwork blankets many subdivisions including communication. The skills learned and finely developed within PE lessons can help in the attainment of employment, not necessarily only in a sporting context. So it would appear that PE contains the valued principles that Hirst and Peter suggest are key to education. The implications are therefore, according to McNamee (2005, page 17), that the educators of ââ¬Å"cultural ritualsâ⬠should ensure that ââ¬Å"the values PE has and gives, are kept in good healthâ⬠. The implication here being that , this argues that PE should remain within the curriculum as it teaches and enriches ââ¬Ëlife skillsââ¬â¢. (So) It appears therefore that there is much debate with regard to the implications of the conflicting elements of various philosophies regarding a unified perception of just what PE is and the resulting justification of its place within the NC. Reid argues that practical knowledge alone is in fact as valued as intellectual knowledge. Moreover, Reid also states that the gratification taken from PE further enforces this validation. Carr believes the contrary because philosophers have failed to differentiate between schooling and education. In contrast, Parry takes the view that a more Olympian standing point should be taken, in that PE can be used to promote achievement and excellence. Furthermore, McNamee states that PE contains many cultural values and can be used as a vessel to deliver these. In doing so, PE has an effect on our everyday lives, (therefore) thereby becoming educationally noteworthy as it contains ââ¬Ëvaluedââ¬â¢ principles. These somewhat contradictory philosophies and the resulting confusion in the implications derived from them, highlight the fact that (through) by selecting one philosophy as a standard conception of PEââ¬â¢s justification within the NC and not another, will inevitably lead to a dispute as to why it was selected in the first place. Clearly this is a matter of personal evaluation. What must be taken into account are the philosophies and ideologies of the PE teachers themselves. They are the administrators and deliverers of the subject and their opinions and ideologies can greatly influence the notion and (conception) implementation of PE. You could cite Tà ¤nnsjà ¶, T. and Tamburrini, C. (Eds.) (2000) As a reference on this point The philosophies of the Physical Education teachers. The ââ¬Ëphilosophiesââ¬â¢ of PE teachers are generally considered to come about as a result of the culmination of experiences within sport, education, and everyday life (within and outside school). Included within these is ââ¬Ësport for allââ¬â¢, education for leisure and the continued development of the academic principles within PE (Green, 2000, 2001, 2003). Although these greatly influence the philosophies of PE teachers, health related exercise and enjoyment of the subject appear to be the central focal point of their lessons. According to Green (2000), enjoyment and pleasure formed the basis for PE teacherââ¬â¢s lessons. One could say that a happy classroom is a learning classroom. It is through this that PE offers enjoyment, which acts as a catalyst for increased control over students and in turn heightens learning (Green, 2000). (Their) His justification of this is that PE can often be a ââ¬Ëreleaseââ¬â¢ of stress and pressure from other academic aspects of school, yet still maintaining its own promotion of the academic virtues in itself (Green, 2000). However, as discussed previously, enjoyment is not considered a prerequisite of education. With teachers adopting a more hedonistic approach to their lessons, the educational value of their lessons arguably become questionable. Do you want to justify this comment? Suggest using reference Savolainen J Elo P 2000 In fact, many PE teachers perceive their subject as secondary to other subjects as they consider PE inferior in an academic sense (Green, 2000). In Greenââ¬â¢s (2000) study, many PE teachers associated enjoyment with sport. Understandably, sport is seen as the chief characteristic for the delivery of PE. The implications being that this often falls under a competitive sports bracket, largely in the form of team games. The main emphasis for PE teachers was development of skill acquisition and the resulting competence in performance (Green, 2000). However, this focus on competition within sport (is) can be contradictory to PE teacherââ¬â¢s slant towards hedonism. Many students dislike competitiveness and some even dislike sport in a ââ¬Ëtraditionalââ¬â¢ sense (e.g. rugby, cricket, hockey etc.). This is particularly the case with girls (Green, 2001). The implication therefore appears that students can associate a distaste for something which PE teachers perceive as the very essence of their subject, something which they feel (is) should be enjoyable. Another justification for inclusion on the NC from a PE teacherââ¬â¢s perspective is the promotion of health related fitness. One could question whether one hour of PE a week has an effect upon a studentââ¬â¢s fitness, but rather highlights the fact that PE lessons themselves do not endorse healthy living but create an association with physical activity which can be carried into life after school. This in turn develops a healthy lifestyle (Green, 2001, 2003). PE teachers see sport as the main conduit for endorsement of a healthy lifestyle (Green, 2000). However, it is important to note that it is an assumption that PE actually has an impact on students and therefore affects their behaviour later in life, although this is perhaps a rather logical assumption. Kirk (2002) suggests that there is little evidence to suggest that PE lessons in secondary schools actually successfully promote lifelong participation. Therefore, it is important to establish what PE teachers are doing, and can do, to reinforce their hedonistic approach to establish current and future healthy living (discussed later). The principal difference between teacherââ¬â¢s philosophies and philosophers philosophies is that teachers are frequently (somewhat) adamant their hedonistic approach is justification enough, where as, by contrast, philosophers are more inclined to persevere a more ââ¬Ëorthodoxââ¬â¢ educational justification. The implications of this statement being that PE teachers tend to feel a greater need to justify their position within the NC, and arguably this is justly so as they perhaps fail to acknowledge the perspective of some philosophers. It could therefore be argued that the philosophies of PE teachers are in fact more ideological in nature, as their attitudes towards justification within the NC, when compared to research by philosophers, are paradoxical. This may be due to the fact that PE teachers are more engaged than removed with their ideas (Green, 2001). Green has suggested that the implications are that these ideologies are suggested to have been formed by what they (the teachers) are accustomed to (i.e. learned practices). This may have stemmed from individualââ¬â¢s (e.g. their own PE teachers) and experiences that have influenced their belief. Green (2000 Pg 79) states that ââ¬Å"It is somewhat unsurprising to find that PE teachersââ¬â¢ philosophies as well as their practices represent something of a compromise (Green, 2000, page 79) between these influences as they perhaps, in terms of opinions and view points, pull them in distinctly assorted directions.â⬠However, Green (2000) does argue that some relationship is present, connecting both philosophersââ¬â¢ and PE teachersââ¬â¢ opinions, although this is perhaps more through coincidence than mindful analysis by PE teachers. The practical implication of this philosophy in this link can be seen in a more leisure-based PE programme. Sport England (2003) note that that the most frequently taught sport within schools is athletics. This is followed by gym, tennis, rounders, hockey and netball. It can be seen that these sports are consistent with the competitive team sports which PE teachers are accustomed to and with those sports in which many students are disinclined to participate (in). There is a stark contrast between this statement and a survey detailing of what sports students enjoy the most. You need to quote the source of this survey. These include basketball, badminton, swimming, cycling, roller skating and bowling (more ââ¬Ëlifestyle activitiesââ¬â¢). As it stands, PE lessons are dominated by more ââ¬Ëtraditionalââ¬â¢ sports. These appear to be the sports which students find less enjoyable. It is therefore contradictory of their hedonistic approach for teachers to persist with these spor ts. Promotion of lifelong participation is one of their (the teachers) justifications for position within the NC, and as it appears ââ¬Ëcarry overââ¬â¢ of these sports into adulthood is negligible, it would be illogical and contradictory to fail in the inclusion of more ââ¬Ëlifestyle activitiesââ¬â¢, even if this goes against their ideologies. These activities are often carried out after school as extracurricular PE, as normal school time and budgets restrict the ability to run them. Fairclough, Stratton and Baldwin (2002) state that under 50% of schools offer lifestyle activities as extra-curricular PE. This is supported by Penny and Harris (1997, cited in Green, Smith and Roberts, 2005, page 28) who state that extra curricular PE is ââ¬Å"more of the sameâ⬠. This is being of reference again to ââ¬Ëtraditional gamesââ¬â¢ PE. It is clear that some teachers are taking (into) account of the (findings) beliefs of the philosophers that we have cited above. They understand the importance of ââ¬Ëcarry overââ¬â¢ into life after school as (this is) being best achieved through more ââ¬Ëlifestyleââ¬â¢ activities. However, more is needed as only half of schools run these activities within their lessons or as extra curricular options. Ideally you need a reference to back up this statement So, it therefore appears that the implication of the thrust of these arguments is that the majority of PE teachers position enjoyment at the forefront of their lessons. This compliments Reidââ¬â¢s argument that PE is, and should continue to be, more hedonistic. A more leisure orientated education has developed, as suggested by McNamee, which runs parallel with, and encompasses, valued cultural practices philosophy (Green, 2003). (However), This is not always the case however, as some teachers are restricted to their ââ¬Ëcomfort zoneââ¬â¢ in terms of what sports and activities their lessons include. This is seen in the findings of Sport England (2003) where only 50% of schools offer a more leisure based, ââ¬Ëlifestyleââ¬â¢ option. By remaining within their ââ¬Ëcomfort zoneââ¬â¢, teachers are contradicting their justification of NC status by pleasure, as many students do not enjoy more ââ¬Ëtraditionalââ¬â¢ PE. (Moreover, their (the teachers)). Teachers may co nsider that another justification of life long participation is also challenged as those who fail to enjoy PE lessons are more inclined to sever ties with physical activity. In contrast, the view of Carr that PE should perhaps be dissected and analysed separately from the other aspects of the NC has implications that coincide with the view that teachers have formed of their subject. They (consider) regard it in a different way to other more overtly academic subjects, as it is more of a release of pressures from those other subjects. There are various philosophies and ideologies which have formed for, and have formed as a result of, the justification for NC status. This is a bold statement. Can you justify it? Some contradict one another, and some support each other. This is messy and nebulous. If you have a clear point you need to make it overtly. (However,) what is clear however, is that there is much debate on the subject, and a topic which demands so much deliberation must, in itself, justify its importance solely through the vastness and time spent on arguing its case. No. I donââ¬â¢t agree. It must justify itself on the strength of its arguments or the evidence base supporting it. The philosophical justification has nothing to do with the length of time spent arguing about it! This applies whether the argument is for or against NC inclusion. References Carr, J. (1997) Physical Education and Value Diversity: A Response to Andrew Reid. European Physical Education Review, 3(2), page 195-205. Fairclough, S., Stratton, G., and Baldwin, G. (2002) The Contribution of Secondary School Physical Education to Lifetime Physical Activity. European Physical Review, 8(1), page 69-84. Green, K. (2000) Exploring Everyday Philosophies of PE Teachers from a Sociological Perspective. Sport, Education and Society, 5(2). Green, K. (2001) Physical Education Teachers in their Figurations: A Sociological Analysis of Everyday ââ¬ËPhilosophiesââ¬â¢, Sport, Education and Society, 6(2). Green, K. (2003) Physical Education Teachers on Physical Education: A Sociological Study of Philosophies and Ideologies. Chester: Chester Academic Press. Green, K., Smith, A., and Roberts. (2005) Young People and Lifelong Participation in Sport and Physical Activity: A Sociological Perspective on Contemporary Physical Education Programmes in England and Wales. Leisure Studies, 24(1), page 27-43. Hirst, P. (1974) Knowledge and the Curriculum. London, Routledge, Kegan and Paul Hirst, P. (1992) Education, Knowledge and Practices. Papers of the Philosophy of Education Society of Great Britain, April 26-28. Hirst, P. (1994) Keynote Address, National Conference for Physical Education, Sport and Dance, Loughborough University, 1994. McNamee, M. (2005) The Nature and Value of Physical Education. in Green, K. and Hardiman, K. (Eds.) Physical Education: Essential Issues, page 1-20. London: Sage. Parry, J. (1998) The Justification of Physical Education. in Green, K. and Hardman, K. (Eds.) Physical Education: A Reader, page 36-68. Meyer and Meyer: Verlag. Penny, D. and Harris, J. (1997) Extra-curricular Physical Education: More of the Same for the More Able. Sport, Education and Society, 2(!), page 41-54. Peter, R.S. (1966) Ethics and Education, London, Allen and Unwin. Reid, A. (1997) Value Pluralism and Physical Education. European Physical Education Review. 3(3). Page 6-20 Reid, A. (1998) Knowledge, Practice and Theory in Physical Education. in Green, K. and Hardman, K. (Eds.) Physical Education: A Reader, page 17-35. Meyer and Meyer: Verlag. Sport England (2003) Young People and Sport in England: Trends in Participation 1994-2002. Sport England: London. Generally a good piece of work. I have made changes in grammar and syntax directly but have left some changes for your discretion. You must get out of the habit of starting paragraphs and sentences with adverbs!!! In commenting on this piece, I have tried to follow your own thought train and arguments which are largely sound, and have not tried to substantially alter the thrust of your submission. It is important to put in overt references to ââ¬Å"the implicationsâ⬠of the various philosophies, as many of your comments are relevant but rather tangential and do not therefore directly relate to the question. You have spent a fair bit of time arguing that the NC is essentially pivotal in the justification of the various philosophical schema outlined and Iââ¬â¢m not sure that the authors would actually agree with you. It is surely the viability or justification of the NC that is secondary to the philosophical outlines. You might want to reconsider some of your stronger statements on this point. The references that I have suggested that you include are:- Andy Clark (1996), Connectionism, Moral Cognition, and Collaborative Problem Solving, in May Friedman Clark (eds), Mind and Morals. Essays in Cognitive Science and Ethics, The MIT Press, Cambridge, Massachusetts, pp.109-128. Pekka Elo Juha Savolainen (2000), Just Learning in Acta Philosophica Fennica vol. 65: New Ethics New Society or the Dawn of Justice, Hakapaino Oy, pp. 149-187. Savolainen J Elo P 2000 Philosophy Teaching As Cultural Heritage: From Bildung Und Urteilskraft To Communities Of Inquiry Bulletin of the Russian Philosophical Society (2000) Hoberman, J. (1992) Mortal Engines: The Science of Performance and the Dehumanization of Sport, New York: The Free Press Tà ¤nnsjà ¶, T. and Tamburrini, C. (Eds.) (2000) Values in Sport: Elitism, Nationalism, Gender Equality and the Scientific Manufacture of Winners, London: Routledge. I think you should do well with this as it is certainly well above the standard of many that I have seen. If you wanted to expand the arguments further you could move into the area of virtue theory as a philosophy and the implications for teaching which are huge Here is an extract from Lumpkin, A.; Stoll, S.K.; Beller, J.M. (1999) Sport Ethics: Applications for Fair Play, (second edition) Boston: McGraw Hill. In the recent past, there has been a revival of virtue theory in mainstream and applied ethics. This has usually taken the form of a resuscitation of Aristotleââ¬â¢s work. Here ethics is based upon good character and the good life will be lived by those who are in possession of a range of virtues such as courage, co-operativeness, sympathy, honesty, justice, reliability, and so on and the absence of vices such as cowardice, egoism, dishonesty, and so on. Sportââ¬â¢s traditional function as role modeller for youth is premised upon virtue theory. Russell Goughââ¬â¢s (1997) admirable book is a user-friendly application of virtue ethics in sports. This language has an immediate application in the contexts of sports in theory but in practice, spitefulness, violence, greed often characterise elite sports. Moreover, we often question the integrity of certain coaches or officials just as chastise players who deceive the officials Ref: Gough, R. (1997) Character is everything: promoting ethical excellence in sports, Orlando: Harcourt Brace. 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