Private or Public College What to Choose

College education is an investment and, just like in case with any other investment, one expects it to pay off; therefore, when choosing a college for yourself or your children it is very important to think beforehand and take into account everything that may influence the ROI you get when all is said and done. So, private or public? Which is the better investment? Is college really worth it at all? For most people the most important component of this decision will probably be the price tag of their future college. And here public institutions certainly fare better – due to being partially subsidized by the state they can offer better prices: on average, education at a public college costs about $20,000 against about $30,000 at a private one. But should the price be your only concern? Although there are public colleges that offer comparable quality of education to that of private institutions, it would be wrong to say that the only difference between them is a price tag. At private colleges you can expect smaller classes, better tutors, more attention paid to individual students and better facilities – to say nothing of prestige inseparable from being educated at one of the well-known universities. Moreover, although a college degree doesn’t automatically guarantee you a job, graduates from private institutions earn about 20% more on average and have better chances of landing a job – which means that even if you take a student loan you will be better off in the long run. However, with the price of tuition being on the rise, you should plan beforehand and be ready to deal with a larger student loan debt than you expected. Another thing you certainly should consider before applying is the people you are going to meet during your college years. Unsurprisingly, private colleges, especially the better-known ones, attract students from wealthier families and from more diversified backgrounds: from other states and other countries. Thus, you will be able to mingle and get acquainted with people that may turn out to be either useful to know later in life, or simply more interesting than those you meet at public colleges. Thus, a private college seems to be the way to go – at least if you are ambitious, hardworking and expect to get a high-paying job out of this deal. However, you should consider one more thing – according to the latest surveys, only about a half of all college graduates work jobs that require college degrees, and probably even more work jobs that don’t directly correspond with the degrees they have. Thus, after spending four years at college you have a chance to end up with a $30,000 student loan for the education you won’t even use! And although unemployment rates among college graduates are about half as great as among those who only graduated from high schools, it certainly provides some food for thought. Thus, a college, and a private college in particular, is a viable choice only in case you know very well what you are going to do with your life.

Behavior in the Movie Grease Essay - 643 Words

The movie Grease is filled with examples of behavioral conditioning. The classic film is a good example of how all teenagers think and act. From the â€Å"cool kids† to the â€Å"outcasts,† we all fall into various roles and run wild as we play our parts. At the beginning of the film, on the characters first day of school, Kenickie speaks of how he has been working all summer. His reason for sacrificing his summer, which most kids would not do, is to purchase a new car. This is an example of Operant conditioning. He works hard because he is aware of the result, which is a car. The group of guys then rush off with enthusiasm to greet Danny. This display of affection is an example of Classical and Operant conditioning. The unconditioned stimulus†¦show more content†¦This is an example of observational learning. The cliff-top probably even became a conditioned stimulus over time. Later, Danny decides to try his hand at sports. This is completely uncharacteristic o f him. This is an example of Operant conditioning. He attempts to participate, and makes a fool of himself in the process, because he believes he will elicit the desired response of impressing Sandy. The same goes for Sandy and her style transformation at the end of the film. She completely changes her physical appearance, believing it will impress Danny. Even though her reasoning is Operant, she accomplishes her transformation through observational learning. If it were not for her friends, she would have had no clue of what to do to achieve her new desired look. During the scene at the drive-in, Danny gives Sandy his ring. The ring is a conditioned stimulus that has been paired with the unconditioned stimulus of the idea of being asked to officially be boyfriend and girlfriend. Sandy’s unconditioned turned conditioned reaction is that of momentary jubilation. This is another example of Classical conditioning. Danny then believes this opens the door for him to make a â€Å"m ove† on her. 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Online Piracy Free Essays

March 11, 2012 Twitter, Facebook, Google, Wikipedia and many other sites are some of the most common ways people communicate and use as a leg for viral services. Two laws that are being placed into effect will serve as a hinder to users of the internet and also to many of the websites. If they were to be censored or â€Å"taken away† people would be left dangling wondering what next. We will write a custom essay sample on Online Piracy or any similar topic only for you Order Now I will inform my audience about the laws (SOPA AND PIPA), how it will censor sites, which sites may be affected, what sites did to prevent it, and when were they introduced. Also how censorship may cause some sites to shut down completely. The two laws will cause them to lose their viral services, no longer being able to inform users with information. SOPA (stop online piracy) and PIPA (Protect IP Act) are two acts that are going to be used to censor the internet and sites affiliated with it. SOPA is a United States bill introduced to expand the ability of U. S law enforcement to fight online trafficking in copyrighted property and counterfeit goods as stated on local website Wikipedia. According to Wikipedia PIPA is a proposed law with the stated goal of giving the US government and copyright holders’ additional tools to curb access to â€Å"rogue websites dedicated to infringing or counterfeit goods†. These are both acts that are going to serve as a blockage to the internet. SOPA was first introduced on October 26, 2011 and PIPA introduced May 12, 2011 according to Jamal a local writer. Although they were both introduced recently they are both put on hold due to sites petitioning and finding ways to fight against the two. Sites that would be affected by the two acts were sites like Wikipedia, Google, and many other sites that may provide things like music downloads and other information. To fight against the acts some sites went as far as taking online petitions like having there users go as far signing their email addresses and states to help take a stance. Sites also put a black bar against their logos to show dedication. When asked in a survey that I took â€Å"do you think that the internet should be censored? † 16 out of 20 students said that it shouldn’t the other 4 were undecided. This one question showed just how much students rely on the internet services because if the internet were to be censored they would have no usage of it. Internet sites will shut down due to them not abiding by the standards of the two acts. Sites that the law feel are using more media that is copyrighted and they don’t have permission will be terminated. Which because of this will of course wipe out a majority of the sites that we use. When asked in a survey â€Å"what social networks and websites do you use? And if they weren’t available what would you do? † I received answers like Google, Wikipedia, twitter, and Facebook. People also said that if they weren’t available for use they wouldn’t have a way to do work and maybe not a way to express themselves. Because this would cut into students work this would then become an academic problem which should make law makers think their decisions over. Throughout my paper I discussed what SOPA and PIPA are, what websites were affected and what they did to put a stop to it, and also just who it would affect. These two acts are not yet put into to effect but should be taken noticed to. If SOPA and PIPA were put into effect they may affect not only you but a whole nation. How to cite Online Piracy, Essay examples

Book Report The New Jackals Essay Example For Students

Book Report: The New Jackals Essay The Book is called The New Jackals. It was published in 1999 in GreatBritain. The publisher was Andre Deutsch Limited. It was also printed inthe UK. The book has 284 pages but there are 8 pages of pictures like thetwin tower and pictures of these twos mass destruction. The characters that are in the book are Osama Bin Laden, Ramzi Yousefplus the group of terrorists they both belong to. The first bombing was the Twin Towers. It happened on February26,1993. Where Ramzi Yousef planted a van filled with explosives in theunderground parking of the World Trade Center. Thank God the World TradeCenter did not blow up. It only damaged it. The size of the bombs thatYousef used had a velocity of15, 000 ft per second and usually the velocityof a bomb is 3,000 ft per second. Some of the things that were in the bombswere aluminium azide, magnesium azide and also bottled hydrogen. Yousef isa bomb mastermind. On March 4 they searched Mohammad Salamehs apartmentand found a whole bunch of phone numbers of suspects that could beconnected to the World Trade Center bombing. They also check phone recordsand found that he was making phone calls to Yousef when he was in the U.S. After they found out Yousef was the person behind all of this Yousef wasone of the most wanted men in the world. Now Yousef was on the run. February 7th 1995 Yousef was arrested. Then after Yousef gets arrested thebook goes through and lets you find things out about him like were he grewup and took university and stuff like that. Plus it tells us about when hefirst came to America. Yousef came to America in the summer of 1991. Thenit starts to get into Osama Bin Laden after Yousef is arrested. First Osamadid little terrorist things well they would only think there little but wethink they are big he blew up and killed U.S soldiers. In 1993 after WTCbombing they considered Osama a big threat. June 1993 Osama was involvedin attempt killing of Prince Abdullah. 1995 the CIA linked Osama being abig terrorist. In 1996 Osama was funding Islamic militants. August 6 1998Osama bombed a U.S embassy. And at the end of the book it tells aboutfuture of terrorists and things like that. The theme of the book is to show how cruel people can be. They goaround blowing things up. I didnt mind the book it was neat how it showedhow the terrorist planned how to blow some stuff up. Overall I would givethe book a 7 out of 10

Explain why there were such different reactions in the USA to the country’s involvement in the conflict in Vietnam in the 1960’s Essay Example Essay Example

Explain why there were such different reactions in the USA to the country’s involvement in the conflict in Vietnam in the 1960’s Essay Example Paper Explain why there were such different reactions in the USA to the country’s involvement in the conflict in Vietnam in the 1960’s Essay Introduction In 1960 the US sent increasing amounts of money, military equipment and advisors to South Vietnam. At this time the US perceived it could play a role in supporting democracy in South Vietnam, against the fear of invasion from the communist North.When the war in Vietnam started only a small percentage of the American population opposed the war. Those who initially objected to the involvement in Vietnam fell into three main categories; people who had left wing political views who wanted an NLF victory; pacifists who opposed all wars; and liberals who believed that the best way of stopping the spread of communism was by encouraging democratic rather than authoritarian governments. (Simpkin, Vietnam War). Following success in Korea, patriotic Americans, who had never lost a war largely, supported government policy.Indeed, a 1964 opinion poll showed that 85% of Americans approved of.the war policy. By 1969, fewer than 50% of the population were opposed to anti-war protests. (Smith, The US A 1917-1980)Since the early 1950’s, the US had increasingly become involved in the affairs of South East Asia. President’s Eisenhower and Kennedy supported the Domino Theory, fearing that if Vietnam fell to communism, neighbouring countries, which had important trade links with the US, would also fall. In the US in 1960 Communism was perceived as a real threat to democracy. The Americans had difficulty understanding the difference between liberal or radical ideas and communism, all were viewed with intolerance, and McCarthyism had encouraged the idea that all views outside those of the mainstream could be seen as unpatriotic. President Eisenhower, who had a distinguished career in the army before entering politics, the increasing arms race and the cold war all encouraged a militaristic influence in foreign policy. There was no proper discussion or decision taken as to whether or not America should commit itself to fighting in Vietnam. President Johnson had to decide wh ether to intervene in a more decisive manner than either of his predecessors. He was ambivalent and viewed Vietnam as ‘a raggedy-ass fourth rate country’, undeserving of American blood and dollars. He could not however, contemplate America being seen as weak to its communist enemies and once he had committed ground forces, refused to consider a pullout, which would leave him vulnerable to conservative attack.Most Americans during the early 1960’s had their eyes fixed on the ‘American dream.’ They wanted a good, steady job, a new car and a family living in a pleasant suburban home. They were not politically active, perhaps not even world-politically aware. The US has a fairly isolationist attitude and fighting a war thousands of miles away did not impinge on most people’s everyday lives. Older people who had served in World War Two or fought against communism in Korea could not understand why young people were unwilling to support the war. The numbers of people under thirty in the US were increasing rapidly. By 1970 half the US population was under thirty (J.McLeary, Modern World History). Eight million baby boomers’ (those born immediately after World War Two) were concentrated in or around higher education institutions.Although most of them were apolitical or conservative students there was a minority of students who were constantly attracting public attention. March 1965 saw the beginning of student unrest by affluent young people at more prestigious universities. These people could afford to be idealistic. Economically secure they did not have to work their way through college. They had been brought up in permissive child-centred homes and had the time, money and necessity to become politically active. They could stay in university and avoid the draft. ‘The War toll fell most heavily on the poor. College deferments, the use of influence and a military-assignment system that put better educated into desk j obs, meant lower class, poor youths were twice as likely to be drafted and twice as likely to be assigned to combat units than those of the middle class’ (J.Mcleary, Modern World History.First opponents to the war in Vietnam came from the Black American Civil Rights movement. Muhammad Ali was stripped of his world heavyweight boxing title after he refused to serve in the war. The war in Vietnam was perceived by the black community as a ‘white man’s war’ (Muhammad Ali). The war was criticised by Martin Luther King who said that the $141billion spent, should have been used to relieve poverty in American cities. He thought it was ironic that the US government was sending poor Black Americans 8000 miles to kill poor Vietnamese. He also criticised the government for ‘taking young black men who had been crippled by our society.to guarantee liberties in South East Asia which they had not found in South West Georgia or East Harlem.Negro and white boys.killed together for a nation that has been unable to seat them together in the same schools.’Until the mid 1960’s, critics of American policy in Vietnam had been few and even these were discounted as being liberal, disloyal pro-communists. The growing influence of the number of US casualties, the horror of the war relayed each evening on colour televisions in homes nationwide, the draining of funds from Johnson’s ‘Great Society’ programme and the racial overtones of the war made the anti-war movement ‘respectable’ and one that Washington could not ignore (Harriet Ward, World Powers in the 20th Century) the Revolt of the American Establishment, the University presidents, the Lawyers, the bankers, the corporation heads, who are the articulate elite of ‘middle America’.Senators J. William Fulbright and Robert Kennedy, foreign policy experts George Kennan and Walter Lippmann, Dr. Benjamin Spock and Dr. Martin Luther King JR. encourag ed hundreds of thousands of Americans to participate in antiwar marches and demonstrations to Washington in 1967 (J.McLeary, Modern World History). By the spring of 1968 they were convinced that victory in Vietnam was not worth the immense social cost (300 Americans dead a week) and the immense financial drain ($30,000million a year)(Alistair Buchan, The Observer).The Vietnam War was the first media war. As the decade progressed, thousands of television, radio and newspaper reporters sent back to America, reports and pictures of the fighting. Television showed prisoners being tortured, women watching whilst their houses were burned and children injured by napalm. Although the American media had initially been ‘on-side’ and supported the US government in Vietnam, there were real fears about the loss of young life. The world media began to criticise the US war in Vietnam. Martha Gellhorn, a freelance reporter, wrote in the ‘Guardian’ in September, 1966 that t o ‘win this war we must win the hearts and minds of the people of South Vietnam.however we are killing and wounding three or four times more people than the Vietcong do, so we are told on purpose.we had better find a new war to fight [this war]. Hearts and minds, after all, live in bodies.’ A statement by Robin Day, BBC commentator, ‘The war on colour television screens in American living rooms has made Americans far more anti-militarist and anti-war than anything else.The full brutality of the combat will be there in close-up and in colour, and blood looks very red on the television screen.’ The US media, heavily criticised for its disloyalty were slow to condemn the war. In 1967, an article in Newsweek, a US magazine stated, ‘Television seems to have encouraged a majority of viewers to support the war. 64% said television had made them feel like backing up the boys in Vietnam. 26% felt moved to oppose the war.'(Source F, Edexcel booklet). Extracts f rom the ‘New York Times’ began to show disquiet growing in the media. ‘US jet bombers pounded the hills.Many Vietnamese-one estimate as high as 500-were killed by the strikes. The Americans said they were Vietcong soldiers. But three out of four patients seeking treatment in hospital afterwards for burns from napalm or jellied gasoline, were village women.’ (5th June, 1965) This was happening at a time when President Johnson deeming the situation in South Vietnam to be growing rapidly out of control, was escalating US Army involvement, committing the first ground troops in March 1965. (Riddick, The Vietnam War)As the war continued, more Americans turned against it. More and more dead young men were being brought back to grieving US families every week. Seeing South Vietnamese casualties upset people; people who had been burned by napalm or poisoned by Agent Orange. In 1967, under the leadership of Bertrand Russell, an ‘International War Crimes Tribuna l’ was set up. This concluded that the US was using weapons in Vietnam, which were prohibited by international law. They were found guilty of torturing captured prisoners and innocent civilians. The massacre at My Lai was photographed and published in ‘Life’ magazine. This influential magazine triggered an investigation into the massacre. The revelations deeply shocked the US public for this was clear evidence that the war was going wrong. It became apparent that there were signs of decay amongst the military. Moral and discipline in US forces was rapidly deteriorating. There were many problems, desertion, drug addiction, and refusal to obey orders, which in a few extreme cases led to the killing of an unpopular officer.By now the American at large, not just students, deserters and draft dodgers were becoming disenchanted by the war. Congress had ignored its constitutional duties throughout the Vietnam War, legislating merely on domestic matters. The President ha d formulated foreign policy. Once public opinion became markedly anti-war, Congress began to assume its authority, declaring that no funds appropriated for military purposes could be used to widen the war, expressly forbidding the use of ground troops in Laos and Cambodia. Te war had polarised and even the middle ground of ordinary Americans had reached the conclusion that winning the war was impossible. President Johnson’s promise of a ‘Great Society’ was vanishing. The money needed for social justice had been spent on the Vietnam War and angry black Americans and college-aged youth turned to violence to hasten social change.LBJ faced 1968, the election year, in disarray. Violent protests in many black ghettos in US cities led many to believe that troops would be needed to stop revolution in the US. In 1970, universities in America exploded as President Nixon extended the war by attacking Cambodia. At Kent State University, the National Guardsman fired a volley of shots that killed four students and wounded nine others. The protests against the student deaths spread to other universities and two more students were killed, shot by the Police. This was the final catalyst in turning public opinion against the war in Vietnam. Explain why there were such different reactions in the USA to the country’s involvement in the conflict in Vietnam in the 1960’s Essay Thank you for reading this Sample!

Creating a Network Environment essays

Creating a Network Environment essays In building a network environment, it is a good practice to follow several important steps to achieve an efficient and easy to maintain network environment. The five most basic steps to follow when building a network are planning and design of a network, setting-up of a network, testing, implementation, and documentation of the network environment. Planning is a very critical and necessary stage, and must be the first phase to consider when building a network. A good network plan can prevent the existence of complex problems. Or, should a problem exist when the network is already functioning, it can help in the identification of possible solutions. From Community Resources Online, following are some important steps that may help you plan a network environment for a medium- 1. Determine the minimum and maximum possible number of users of the network. This helps in identifying the types of hardware and software that must be implemented on the network. 2. Determine the most suitable type of network connection (Client/Server, 3. Will the users need a connection to the Internet or to other networks' If so, for data and security protection of the network, determine the 4. Determine the most suitable operating system for the network (such as Windows NT or UNIX). Remember that some hardware and software are not compatible with some operating system. In this method, it is also important to first know what hardware and software peripherals the 5. Determine the level of expertise or technical resources that are readily available to the business should a network problem exist. Knowing this factor helps in identifying the possible solutions that can be applied either temporarily or permanently for a quick resolution of network problems. ...

Answers Assignment Example | Topics and Well Written Essays - 2250 words

Answers - Assignment Example There are religious people, the seminarian and the priest. There are also his children: the son Hubert, the oldest daughter Genevieve, and Marie, the youngest daughter who died. He mentions his nephew Luc, and his sister in law Marinette who is Luc’s mother. Genevieve is married to Alfred, and they have a child, Janine who is married to Phili. Hubert is married to Olympe. Louis also has an illegitimate son called Robert. 2. Louis is the main character of this novel. What are the significant events of his life? Who is involved in the events of his life? Would you be able to fill out a timeline of Louis' life – Louis as a child and young man; Louis as an adult; Louis as he's dying? In the first phase of his life Louis has a lot of good fortune, despite his humble origins. He has a fine education and marries Isa, who is socially in a higher class than he is. He describes having children with her, but becoming distant with his wife in mid life , and leaving the church. He h as a lot of success in his job as a lawyer, but as he grows older he is unfaithful and bitter. As an older man he is sick, and wants revenge on his ungrateful children, but a part of him is conscious of his own faults in this life story so far. 3. What kind of man is Louis? How would you describe him? Does Louis change at all over the course of the novel? If you say 'yes,' why does he change? I would describe Louis as eloquent but somewhat self-absorbed. He analyzes everything in great detail, and holds a grudge for decades if something does not please him. He was undoubtedly a very unpleasant man in mid-life and as an older man, acting like a tyrant in his family and being very irritable. As death approaches, however, he does undergo some change, because he reflects on the whole of his life and looks behind superficial actions, both his own actions and those of others. I think this makes him more generous and accepting of human weakness than before, and so he does undergo some kind of transformation at the end. 4. What is the nature of Louis' relationship with his wife, Isa, at the time that Louis is writing this letter? How does Louis feel toward Isa? Why? Do we get any sense of how Isa feels about Louis? The best way to describe Louis’ feelings towards Isa is â€Å"mixed†. 5. Was Louis and Isa's relationship always as it is at this point in time? What was the effect on Louis of falling in love with Isa? Louis obviously loved her when he married her, and was jealous of the man she loved before she knew him. He had money and she had social status, and so in practical terms it was a good marriage. He thought he had attained the kind of wife he deserved, and she made him happy at first. 6. How does their relationship change and evolve over time? Why does it change? The relationship deteriorates because Louis cannot forgive a relationship she had with another man before her marriage to Louis. She continues to be a good mother to their children, but she withdraws from Louis, and he withdraws from her. Enmity creeps in, and he regards her as a hypocrite because she is very religious, and yet cold towards him. Louis thinks Isa does not properly recognize and value his work achievements (Part VI, p 77 â€Å"you were the only person who remained deaf to the universal applause of my gifts as a pleader†). 7. What is Louis' relationship to each of his children? How does he think of them? What does he feel about them? Louis is very fond of his youngest daughter Marie, who died. He is not friendly towards Hubert and Genevieve,

Polarization as a Barrier to Effective Crisis Negotiation Essay

Polarization as a Barrier to Effective Crisis Negotiation - Essay Example ellow participant in an argument as â€Å"the other† or as something of an antagonist rather than an equal shareholder in the process and something that is quite actually neutral. Similarly, when dealing with a given situation, it is common for me to assume that the self-interested motives of others will be the sole determinant in helping to determine the way that the engagement plays out. Thirdly, rather than being able to see the situation in shades of nuance and shades of gray, or even shades of right or wrong, I am oftentimes tempted to view it from a perspective of fulfilling my own needs; regardless of whether it is able to do the same for the fellow shareholder. Although fulfilling my own needs within the given circumstance is not bad in and of itself, it is a selfish motive that helps to drive the integration apart. Fourthly, with regards to a polarizing situation regarding communication, it is often my weakness to seek to link to the speaker and the message. This is a n oversight due to the fact that it assumes that these two are necessarily the same (Medvec 389). Moreover, a better approach would be to seek to focus upon the message without polarizing it and seeking to have it intimately related to the original speaker or his/her own vantage point. Lastly, and perhaps most specifically, I oftentimes attempt to polarize situations into firmly determinant shades of good/bad/right/wrong etc. These levels of polarization serve to lessen my ability to analyze and draw inference from a number of situations; it ultimately weakens my skill in interpreting the world around me. As a function of these 5 polarizations that have been listed, the most effective way to engage them is to seek to lessen the effect that they play on my everyday life and as a means of understanding them, seek to work to overcome them. Furthermore, by approaching the above situations with an open mind and thoroughly focusing upon not developing preconceived perceptions of the

Assignment2 Essay Example | Topics and Well Written Essays - 1750 words - 3

Assignment2 - Essay Example IBM New York continued with its drastic expansion into Germany with the aim of developing machines a few weeks after Adolf Hitler ascended to power. In 1933, Hitler used statisticians as his intellectual soldiers. Census departments and statistical offices were among the clients of IBM. Nazi statistical professionals laid claim to what they presumed their developing technology was going to achieve. Their entire anticipation was based on the growing creativity of IBM tabulator technology and punch cards. Only IBM could create and implement systems to quantify, sort, and identify the German people from the other populations. The 1933 census, with tabulation services and design assistance given by IBM helped the Nazi achieve their purpose. In 1935, census data that was machine-tabulated significantly increased the approximated number of Jews through the identification of people with a few or a single Jewish ancestor. Over 2000 multi-machine sets were distributed all over Germany. Moreov er, card sorting systems were developed in all camps (Black, 2001). In 1939, another census was conducted to find out the complete number of the Jewish population. The census activities were closely linked with cards and technology supplied by IBM. In addition, Nazi concentration camps had a department which kept records of inmates by the use of the punch card technology. Every concentration camp contained a code number for the purpose of keeping records. In 1943, when prisoners arrived at the concentration camps, they would be assessed physically and for political activities and their information recorded on the punch cards (Black, 2001). Richard Wiggins came up with the idea of the Speak and Spell in 1976. This idea set the landmark for digital processors, being the first one to utilize linear predictive coding to carry out speech synthesis. In 1980, the initial stand-alone, comprehensive digital processors were developed. In 1983, digital processors continued to be more successfu l. These digital processors were developed on the basis of the Harvard architecture. They contained distinct data and instruction memory. These data processors contained a unique instruction set, with commands, for example, multiply and accumulate, and load and accumulate. Almost more than five years after this invention, a more advanced set of digital processors started to spread. This processor contained three memories for recording multiple operands at the same time and contained hardware to quicken tight loops. In addition, this processor also contained an addressing component with a capacity of loop-addressing. Finally, contemporary digital processors have a tremendous performance. This can be attributed to both architectural and technological developments, for example, a wider bus system, fast-access two-level cache, and lower design rules. In my view, these items are significant because they highlight significant events that highlight changes that have led to the development of digital processors. For instance, the Nazi used the punch card technology to record information during the census and in Nazi concentration camps, and the current processors contain tremendous qualities, for example, fast-access two-level cache. Question 2 Henry Edward Roberts was an American entrepreneur, engineer, and medical doctor. In 1975, he created the initial commercially profitable personal

Impact of Mixed Ability Classrooms in Catholic School

Impact of Mixed Ability Classrooms in Catholic School A literature review is an account of what has been published on a topic by accredited scholars and researchers(Taylor, P.1). In this chapter, my purpose is to convey what knowledge and ideas have been established by others in my research field. I would discuss the literature which would help me answer my research questions: What is the impact of Mixed Ability Classrooms in a Catholic School since its implementation in 2005? Did low achievers ability grouping strategy of GCS have a significant impact on academic school achievement? Could Mixed Ability Classrooms and Ability Classrooms continue to coexist in the future? The literature reviews what international body has found on Mixed Ability and Ability Grouping and how it has impacted since implementation, as well as its implications in Mauritius especially for GCS. This chapter is schematically structured as follows: Mixed Ability Mauritian definition v/s others Mixed Ability Learning, Teaching and Assessment Strategies which could be applicable but are not used in the Mauritian context Mixed Ability Disadvantages Ability Grouping Definition and which one is adapted to GCS. The pros and cons of Ability Grouping Ability Grouping v/s Conclusions of other literatures on the correlation existing between grouping School achievement and achievement 2 Mixed Ability Mixed Ability is first defined before its implication in the Mauritian context is considered. Mckeon (2004) defines Mixed Ability Classroom as a group consisting of able, average, and children with learning difficulties in the same class. (cited in Bremner, 2008, p.2). Ireson and Hallam (2001) reinforce the idea of Mixed Ability classrooms as those catering for diverse learning styles and preferences. (cited in Bremner, 2008, p.2). These two definitions are consistent with what is found in the Mauritian context. In 2005, the BEC changed the corporate aim of all Mauritian Catholic Schools in adopting the Mixed Ability Policy. This was translated by a change in the intake criteria of these schools for Form 1 students. Admission criteria, under BEC aegis, for Form 1 students since 2005 are as follows: Aggregate of 15 to 20 units at the Certificate of Primary Education Zoning: The Secondary School where application is lodged should be in the same zone as the Primary School attended Social Cases: on Humanitarian grounds Individual results in English, Mathematics, Science, French or History/Geography (in that order) will be used for candidates with the same aggregate Aptitude tests/Interviews/Random selection if there are too many successful applications (Source: BEC, 2003) Thus the Form 1 classrooms in Catholic Schools had a diverse group of students since 2005. This situation harmonises itself with the Catholic Education mission which is to: humanise education, pedagogies, methods, means for students, teachers, parents to be more humanà ¢Ã¢â€š ¬Ã‚ ¦A human education is a collaborative and creative approach to learning (Bishop Piat, Le Mauricien, Jan. 2006). Mixed ability classes in catholic schools of Mauritius therefore are made up of low, middle and high achievers within the same classroom. This concept is acknowledged by Dauguet (2007) that in Mauritius Mixed Ability is related to performance-based groupings (p.58) and Merven (2005) where students with different academic levels will be in the same classroom (p.36). It is understood that Mixed Ability is related to differentiation since diversity means differences (Tileston, 2004, p.13). The concept of differentiation can be defined as meeting the individual needs of each learner, of customising instruction to help students learn (Fogarty, 2005, p.2). . Rose (2009) compared a Mixed Ability Class with an elevator. The class is a lift, and everyone needs to get into the lift. Some will get on while others have to be dragged in. Some will travel to the top while others may stop at the 3rd floor, others may only reach the first floor but everyone would have travelled successfully somewhere. (English Teaching Professional, p. 3). This story is in line with Mixed Ability philosophy where every student can leave the classroom feeling that they have been challenged and that they have achieved something. Teaching, Learning and Assessments are ingredients used as tools to make a Mixed Ability class effective. 2.1 Learning, Teaching and Assessment Strategies in Mixed Ability Classrooms GCS Mixed Ability Classrooms have features which are characteristics of both the differentiated classroom as well as the traditional one. (Appendix..). In my study I aim to find out whether Mixed Ability Classrooms at GCS were consistent with what is said on the topic in the international literature. Thus Teaching, Learning and Assessment strategies which are used currently under Mixed Ability Policy would provide material for comparative analysis in my research. Tomlinson (1999) suggested that an educator in a differentiated classroom would use as their planning basis, the students differences. The learners on the other hand would be guided to make learning choices based on their interests. In this context the learners would be provided with an array of learning profiles such as readiness, interest and their attitude to learning which would shape instruction. In a mixed ability classroom there is the possibility that students help their co-learners in difficulty as well as their teachers in finding solutions to problems. Furthermore students work with the educator to institute embracing whole-class as well as individual learning aims. In the same line of thought, the Mixed Ability approach expressed by Harris and Snow (2004) would make students become more effective learners and the use of learner-centred strategies would give them the choice of content as well as learning style. (cited in Bremner, 2008). Bremner (2008) acknowledged that Mixed Ability Classroom success depends on students learning as an individual rather than having a whole class teaching. The teacher in developing its teaching strategies would focus on multiple forms of intelligences found in diverse classroom as stipulated by Tomlinson (1999). She further advocated that in this context educators will make use of many instructional arrangements as well as multiple teaching materials or resources. Thus this would lead to multiple perspectives on ideas and events. In this way, the teacher/facilitator enhances students skills in view of making independent learners. The GCS educators in the study were concerned about the lack of resources. The scarce resources could be circumvented (Bremner 2008) by Educators teaching learners to be effective. This should be done by setting achievable goals, by making use of available tools and keeping those in good running conditions, and by managing effectively their time allocated for work. To reinforce the key factors which would make a Mixed Ability Class successful, Moutou (2006) advocated that resource person should have a well planned and organised lesson plan. The teacher should make provision to cater for individualised needs. In order to accommodate various students needs, it should be supported by multi tasks for one lesson. This scenario is more challenging for the teacher dealing with multi level class than a single level class. Similarly, this view is consistent with GCS educators who found Mixed Ability Classrooms challenging. This challenging attitude is reflected by the following quote from Hubbard, Jones, Thornton and Wheeler: Teachers attitude, their willingness to create, a sense of community in class, and a genuine desire to help, there can be progress at all levels (1983, p.318, cited in Moutou, 2006, p.1). This challenging attitude is contrasted with teacher centred approach where teaching emphasis is on text book context and very few activities thus breeding poor lessons. This situation is further reinforced by insufficient collaboration in groups as well as inadequate differentiated tasks in class. (HM Inspectors of Education cited in Bremner 2008). GCS Educators have been challenged by the new policy to seek new ways of teaching and to make use of available materials. Thus, training and resources are important tools to make a Mixed Ability class effective. This links well with what Corbel (1989) said: Professional development occurs naturally in Mixed Ability Classes. These are classes that compel us to find better ways of setting up routine tasks. They are the classes that make us think, create and grow as a teacher. (p.4). Learning, teaching and assessments are part of the student life. Thus, Tomlinson (1999) advanced that a classroom assessment is ongoing and diagnostic (p.16). He further acknowledged that various types of assignments should be used in Mixed Ability Classrooms. To be in harmony with a learners need time flexibility should not be a constraint. Differentiated/Mixed Ability instruction and assessment work together (Tomlinson 1999, Chapman and King 2005). Marzano (2000) suggested aims of assessment and instruction as follows: Assessment should focus on students use of knowledge and complex reasoning rather than their recall of low level information Instruction must reflect the best of what we know about how learning occurs. (cited in Chapman and King, 2005, p.) Fullan (1998) reflects the above in stipulating that assessment has to drive the educational change agenda around learning and student achievement (cited in Chapman and King, 2005, p.). Assessment is therefore part of instruction and has to be ongoing and embracing the learning process. Its aim is to provide teachers with information on students profiles: skills, interests and learning strategy(Tomlinson, 1999, p.). Teachers in differentiated classroom (Tomlinson 1999) saw assessment not as a tool that come at the end of a chapter or unit where it examined what has been learned rather it views assessment as a way of changing instruction strategy. Differentiated assessment should be used to collect information on the students: needs, skills, prior knowledge, way and speed at which they process new learning, and of demonstrating progress (Chapman and King (2005) p.). When sifting through the literature it is observed that varied means of assessment directs learning and instruction. In this context Formative Assessment which is ongoing before, during and after instruction provides feedback on effective student learning (Chapman and King, 2005). Diagnostic assessments, as acknowledged by Dryer (2008) are done during the learning process. They tried to detect learning difficulties in students and this has to be attended to. Assessments, as defined by Dryer (2008) occur at the end of the learning cycle or phase and measures achievement are called Summative. The results (p.17) are used as acknowledged by Chapman and King (2005) as evidence for a grade, for reporting to parents, to identify award recipients or to make placement decisions (p.). Differentiated Assessments are contrasted with traditional assessment still in use in Mauritian schools. Puhl (1997) reflects on traditional assessment which has as purpose summative tests that forces learners to study. Traditional assessment focus in on memorisation and teacher centred strategy and encourages instruction as a product. The resulting feedback on summative tests is final and usually these tests are written work. Mauritius, whose examining body is external UCLES, is a proponent of summative examinations. As it is an island and depends on export and imports for its survival, it has to compete. This overall competition brings forward an elitist society where Education follows the trend. The Mauritian education system allows for star or national schools where the best performing student is recruited, laureates (top ranked students at Higher School Certificate who benefits from a scholarship), and the parallel education wide tuition based. All this encouraged the elitist system to proliferate. As only final score counts in such system, summative examinations are adopted thro ughout the Mauritian school system. Although since the 70s in England, and under the different Education Mauritian policy papers, Mixed Ability philosophy has been encouraged, such classrooms have encountered problems. Salli-copur (2005) reported that it is difficult for a teacher even for a small group to follow each learner. Due to individual differences students react differently to text book which can be enjoyable for some and boring for others. There is also the fact that, students who feel confident voice out their answers quicker and more often than the shy ones. GCS Mixed Ability Classrooms are large. As a result of complaints from GCS Educators encountering difficulties in managing and instructing Mixed Ability Classrooms, Low Achievers Ability Classroom was formed. 2.2 Ability Grouping As a result of Mixed Ability Policy implemented in the Catholic School under investigation in the research, the low achievers ability grouping was formed and used as a strategy to promote learning and strengthen academic achievement. As stipulated by George (1988) the ability grouping practice at GCS is aimed at: increasing academic standards compared to what it was in a mixed ability environment, the students which could embrace a good feeling/attitude towards schools and also in their input as a learner, reinforcing teachers effectiveness. In perusing through the literature, it was discovered that the ability grouping is also known as: setting, banding, streaming, tracking. This is reflected in the following quote: The controversy of arranging students in classes by achievement levels, called setting or streaming in Scotland and tracking or ability grouping in the United States is over 100 years old. (Gamoran, 2002). Thus ability grouping is defined as: Ability grouping is the practice of dividing students for instruction on the basis of their perceived capacities for learning (Balanced View, 2002, Vol 6, No.2). The Balanced View (2002) makes the distinction between within class grouping and between class grouping. The former group separates students of same ability into smaller groups while the latter allocate students to different classes based on achievement. GCS has adopted the later system. Smith and Sutherland (2003) offered a rationale for ability grouping in the sense that teachers would feel not only more at ease with a smaller range of ability but also it could be a way of separating students with behaviour problems. Such a class would motivate students and learners to learn better than in a Mixed Ability one and thus have a chance in improving their results. (cited in the Journal of Research in Special Education Needs, 2003). GCS criteria for Ability Grouping would be consistent with Barker-Lunn (1970) idea that Teachers, faced with a Mixed Ability class, will group the pupils according to their abilities; in other words, they will solve the problems presented to them by the unstreamed school by streaming within the class (Cited in Kelly, 1978, p.96). Kelly (1978) further added that there is a direct correlation between achievement and grouping. The students with same working pace and past achievements would be grouped together. The practice in GCS is analogous to what is described by Oakes (15 16 cited in Johnson (2002). The latter acknowledged that students can be grouped through the following criteria: achievement through tests performance, teachers perception of where to situate the students level of understanding and learning, and their prospects of what students intend to do after graduation. Thus, Oakes acknowledged that a homogeneous group would be consistent with the learners needs. Johnson (2002) further emphasised that to group learners with their peers who are in similar process of learning is a positive move. Ability grouping would therefore make education efficient and effective for all students while recognising individual differences. (Johnson, 2002, p 2). Grouping according to ability is not new: Ireson and Hallam recount that: Historically, grouping in the UK had been based on measures of general ability or intelligence, such as verbal reasoning and cognitive abilities. During the 1960s and 1970s such test were used by many secondary schools to allocate pupils to streams on entry. Pupils were then taught in their streamed classes for all lessons (1999, p.343-344). GCS Ability grouping could turn out to be a discouraging strategy for the school if the disadvantages that are revealed in the literature become applicable to the school. Opponents of ability grouping as written in the Balanced View (2002) do not believe in its good effects as they prescribed that this type of grouping encouraged the channelling of poor and minority students to receive lower quality instruction thus contributing to enlarge the gap between the low and high achievers. (Vol 6, No.2). Other arguments advanced by Hollifield (1987) against ability grouping are, that the practice creates classes or groups of low achievers who are deprived of the example and stimulation provided by high achievers. Labelling students according to ability and assigning them to low-achievement groups may also communicate self-fulfilling low expectations.(p.1). This further links to Gamoran (1998) criticism that ability grouping creates status hierarchy in the school system. To label students as being incompetent or less smart could create inequities outside the classroom (cited in Johnson, 2002, p.2). 2.3 Ability Grouping v/s Achievement Since one of my research questions is to find out the whether there is a significant impact between ability grouping and academic achievement, it is worth noting the different literature on the subject. Slavin (1986) proceeded to a Best Evidence Analysis. To do so, he reviewed five comprehensive ability grouping plans in elementary schools. The grouping plans are: ability grouped class assignment, regrouping for reading or mathematics, the Joplin Plan, non graded plans, and within-class ability grouping (cited in Hollifield, 1987). The Ability Grouped Class Assignment placed students in a classroom on an ability basis. The evidence found by Slavin (1986) showed that this type of grouping has no effect on student achievement in the elementary school. The Regrouping for reading or mathematics is only done during those two classes as for most of the day the students are in their mixed ability classrooms. This grouping has proved advantageous on student achievement. This has been enhanced by the fact that level and instruction pace had been adapted to achievement level. However, it must be noted that the above regrouping to be proven efficient, it should be catered for not more than two subjects. (cited in Hollifield, 1987). The Joplin Plan regrouped students across grade levels for example high achieving fourth grades, average fifth graders, low achieving six grades form part of the fifty grade reading class. Slavins (1987) found strong evidence of such grouping increases reading achievement. This piece of information reflects what was said previously in the chapter, that the notion of high achievers stimulating low achievers when they are mixed into a classroom. (cited in Hollifield, 1987). The Non Graded Plan which channelled students into flexible groups based on performance, the subject curriculum is divided in such a way that students improve at their own pace. This plan has proved a positive relationship between grouping and achievement. Similarly Within-Class Ability Grouping where students are grouped according to their ability in one classroom, evidence has shown a positive correlation between grouping and achievement. However, Slavin (1986), found out that the effects were slightly greater for low achievers than for middle or lower flyers. (cited in Hollifield, 1987). Slavin (1986) concluded that schools and teachers should adopt methods that have proved its effectiveness where ability grouping is concerned. These methods include within-class ability grouping in Maths, Non graded plans in Reading, and the Joplin plan. If ability grouped class assignment use an alternative grouping where students are assigned on performance level then it can be used in ability grouping class. (cited in Hollifield, 1987). Slavins (1986) recommendations for successful ability grouping and positive achievement level: This type of grouping should be done only for some subjects while in other subjects the students should be in mixed ability classrooms. To teach a skill, for example, Reading, the use of grouping plans would reduce student heterogeneity ((cited in Hollifield, 1987). The same plan would not work if IQ or Achievement level is being tested. If the teacher formed small within ability groups this will help instruction better as the teacher will be able to give better support. (cited in Hollifield, 1987). The literature has also revealed that low flyers made as much progress as high flyers when they are submitted to certain conditions. Gamoran (1993) explained that a US Catholic schools applied a strict academic syllabus in lower ability grouping where the same teachers taught in low and high levels, the academic curriculum stayed the same for both groups and verbal interactions and discussions form part of the teaching and learning strategy. All this factors combined had a positive effect on achievement level. However, there have been studies where it has been found that ability grouping aggravate inequalities in achievement. Kerckhoff (1986) (cited in Gamoran (2002), commented on the impact of setting v/s achievement inequality. The evidence that he used came from the National Child Development Survey (NCDS) (data collected comes from a 1958 British cohort over 20 years). Data collected are from England and Wales. Kerckhoff showed that students achievement level is greater in schools or classes which apply ability grouping while those students in mixed ability classes have decreased achievement level. However, low levels schools and classes fell far behind. Kerckhoff (1986) also explained that there is an average level of achievement growth when comparing Mixed Ability and Setting grouping schools. This is due to the fact that high achievers success is balanced against low achievers loss. Inequalities in achievement could also be due to differentiated classroom instruction. In his article, Gamoran (2002) explained these findings from the studies of English classes in US secondary schools. The study revealed that higher level students who are channelled towards more academic courses with the support of experienced, qualified and prepared educators who cover teaching and learning materials challengingly and at a faster pace show higher level of achievement than the low achieving classroom. The low level of achievement for low level class was due to the disruptive behaviours of the students and where the teacher set written work rather than encouraging open ended questions and verbal interactions. Ability Grouping fell in disfavour, according to Hallam, Ireson and Davies (2004), when educational theory decided against ability grouping (setting and streaming) from the 70s onwards (BERJ 2004, vol 30(4) pp 516-533). However over the last decade there has been a resurgence of this type of grouping. Its reappearance is commented as being the means which would help raising standards. Hallam, Ireson, and Davies (2004) recapitulated the reasons for which ability grouping fell in disfavour: Low self-esteem and social alienation of lower stream students Inconclusive evidence for positive effects on attainment A shift of educational focus towards equality of educational opportunity (BERJ 2004, vol 30(4) pp 516-533) In my research study, students opinion on ability group has been sought. Hallam, Ireson and Davies (2004) admit that there has been few research on ability grouping (streaming, setting and within class grouping) where students voice out their perspectives. The research on ability grouping popularised the relationship between that type of grouping and academic, social and personal outcomes. The article from Hallam, Ireson and Davies (2004) cited previous research which embraces Pupils perspective has drawn out the following explanations: Streaming encourages both positive and negative attitudes towards school and higher achievers are pro streaming compared to lower flyers. Setting among mathematics students reveal that more students would like to move sets or join classes where mixed ability teaching is being done. In primary schools, the students having higher status in mind would wish to be in higher ability grouping. However, most students would prefer to be given whole class work or individual work. Streaming emphasized the negative effects towards lower streams. It is further acknowledged that if pupils of below average are taught by teachers who are for streaming in a mixed ability environment, this has a negative impact on the student. This can take the form that those students do not have any friends and are rejected by their peers. Mixed ability classes encourage social cohesion in the class. It is appropriate at this stage to review the following statistics on ability grouping. George (1988) (cited in Crosby Owens (1993) revealed that: Educators and parents are in favour of tracking/ability grouping. 85% of the research says that tracking is not beneficial while 85% of schools continue to practice it.(Solutions and Strategies,1995, (5) p.2). Furthermore George (1998) and Slavin (1991a) concluded that Ability Grouping research has not prompted any conclusive answers whether it be positive or negative (Cited in Crosby and Owens, 1993). This is what I intend to find out with the research question on significance of low achieving grouping with academic school achievement. I would like to find out whether it is consistent or in opposition with George and Slavins conclusions.

Love, Betrayal, Hubris, and Relationships in Cyrano de Bergerac Essays

Love, Betrayal, Hubris, and Relationships in Cyrano de Bergerac  Ã‚     Ã‚     French authors and playwrights have been acclaimed worldwide for their dynamic prose, complex situations, and unpredictable endings. The same praises hold true for Edmond Eugene Alexis Rostand. Born of Provencal ancestry on April 1, 1868, Rostand was well-learned, as evidenced by his extensive childhood education as a student of the lycee of Marseille. His father was a prominent member of the Marseille Academy. As a direct result of this high influence, Rostand concluded his studies at the College Stanislas in Paris. He studied, under the direction of the then-renowned Professor Rene Doumic, the works of those creme de la creme authors held in high esteem -- Victor Hugo, Alfred de Musset, and William Shakespeare. His interactions with both Spanish and French cultures helped augment his success as a dramatic poet. Furthermore, Rostand assisted Emile Zola in supporting Captain Dreyfus, who was unjustly convicted of treason (Kahr 186). As a Meridional, Rostand was heavily inspired by Victor Hugo. In college, Rostand found "a literary world . . . where naturalism and exoticism flourished" (vii). This attitude was formed as a result of the catastrophic Franco-Prussian War of 1870. As a member of the 1880s generation, Rostand was also influenced to become the ideal Romanticist of his time. Rostand's fourth play, Cyrano de Bergerac, afforded him the most fame. Rostand generally modeled his plays after traditional, romantic subjects and settings. A vast majority of the success of Rostand's play can be accredited to an interesting plot, a rich and sophisticated vocabulary, and real-life dialogue (to those of his lifetime). Cyrano de Bergerac, the play, debuted ... .... "Rostand, Edmond." The New Book of Knowledge. 1994 ed. "Rostand, Edmond." The New Encyclopedia Britannica. 22nd ed. 1994.       Outline I. Introduction A. Background B. Inspiration II. Leading to Cyrano A. Reasons B. Rostand's style C. Debut III. Precis of Cyrano IV. Commenting on Cyrano A. Length of Play B. Mentality of Cyrano characters C. Examples V. Rhetoric devices A. Tone 1. Commentary-example 1 2. Commentary-example 2 B. Diction 1. Commentary-example 1 2. Commentary-example 2 C. Point of view 1. Commentary-example 1 2. Commentary-example 2 VI. Overall Theme A. Major Theme B. Subsequent major themes VII. Conclusion A. Issues emphasized B. Rhetoric devices C. Overall conclusion of Rosatnd's work D. Clincher         

And Then There Were None

Vera Calculator: Loved a man named Hugo Hog's nephew was the boy she watched Since the boy was a boy, Hugo lost all the inheritance money and therefore could not marry Vera Cyril desperately wanted to swim out to the rock in the ocean Vera knew he was too weak to Vera told him he could swim out there knowing full well that he would drown The family did not suspect her of killing him, but Hugo knew in his heart that she did so he left her What Vera didn't know was that Hugo loved Cyril Dry.Armstrong: Operated on a lady while he was drunk The sister (nurse) was aware of this but did not tell on him The lady died This memory haunts him Philip Lombard: Not a good leader He left 21 men to die Captain should die with his ship He was a coward for leaving them Intro important pillars Of society. This is how we live our lives Every doctor takes a Hippocratic oath which is an oath to practice medicine ethically and honestly.Vera Swam in easy practiced strokes after him knowing only to surely s he wouldn't be in time He was forbidden to swim out far- his parents forbid him to do this He wants to swim out there- Cyril said this He wasn't strong-very said this. It doesn't say why A small puny child no stamina-Vera said this.. T doesn't sys why The kind of child that perhaps wouldn't live to grow up. Vera says this.Because Hess weak and has no stamina Cyril thought he could swim out to the rock-he says this because he believes he can Vera responded saying she knows he can-she says this because she wants him dead Vera deltoid she would talk to his mom on the beach tomorrow and when she looks up he will be there on the rock waving to her-she trying to encourage him to swim to the rock because she knows he wont make it and he could swim out to the rock tomorrow-Vera says this because she planned a way to kill him in a way that no one will foreknow she did it Cyril told stories-Vera said that he was a liar and always made up stories.She said this because if he somehow made it to the rock then he would say Vera said he could, but since he made up stories no one wildebeest him she pretended to swim out after him-Vera recalls this before she kills herself from the guilt. She wanted him dead so she could marry Hugo Armstrong Operated while drunk Simple job if he wasn't drunk The sister knew Luckily there's loyalty in his profession so she didn't tell â€Å"Dry. Armstrong now. Well-known man. Had a consulting-room in Harley Street. Absolutely straight and aboveboard in his profession. Haven't been able to trace any record of an illegal operation or anything of that kind.It's true that there was a woman called Clues who was operated on by him way back in 1925 at Loiterer, when he was attached to the hospital there. Peritonitis and she died on the operating table. Maybe he wasn't very skilful over the pop-? after all he hadn't much experience-? but after all clumsiness isn't a criminal offence. There was certainly no motive. Christie, Ghats (2009-03-17). And Then There were None (P. 242). Harper Collins, Inc.. Kindle Edition. After marathon dies hashes as nightmare recalling the operating room Lombard Left 21 men to dieClaims it was a matter of self-preservation They were lost in the bush Him and a couple others took what food was there and left Said self-preservation is a man's first duty Intro: explain your moral code east guilty: dry. Armstrong He had no motive Don't know He killed one person He knew what he did was wrong Middle man: Vera She didn't necessarily know he would die. She just hoped he would. Most guilty: Lombard When you accept the position of captain you are accepting to do whatever you have to to make sure your men survive. Even if it means you wont survive.

The contender essays

The contender essays I. In the beginning of the book Alfred was already a drop out of high school and working for Jewish people at a grocery store. He faced some problems with Major because he did not want to go rob the grocery store on Friday night. Major and his click beat him up for that. In the middle of the book Alfred becomes a boxer and his Aunt Pearl does not want him to box because it is dangerous. But Aunt Pearl goes and talks to the reverend about Alfred boxing. The reverend says that she should just let him be that he will grow out of this stage he is going through. Another one is when his friend James became a drug addict and comes to him looking for money to buy drugs. I the end of the book Donatelli do not want Alfred to continue boxing. He said that he does not have the guts to knock someone out. But almost everyone wants him to continue boxing because he has talent. On his third and final boxing match he tries to show Mr. Donatelli that he has the skill to become a contender. II. Alfred was the main character of the book; He went through a lot of stuff throughout the book. His best friend goes to jail and when he gets out he turns into a drug addict. But he is determined to turn him straight. Just like he is determined to be a contender. Mr. Donatelli is a boxing coach that owns his own gym. He is more dedicated to boxing than most people. For instance when Willie Streeter was boxing one time and losing he stopped the match so he would not get hurt. III. The book was definitely first person narrator because it was always Alfred this and Alfred that. I dont think one time the narrator said I. Robert Lipstyle named the book the Contender because Alfred Brooks wanted to be a contender. IV. I think there is some situational irony when Alfred first fought those two boxers. You would think that he would not lose the third match. But in the end he lost really badly to Huddard. I always h ...

Abolishing the Senate of Canada Essay Sample

Abolishing the Senate of Canada Essay Sample Abolishing the Senate of Canada Essay Example Abolishing the Senate of Canada Essay Example The frustration of the public with the Senate has reached new levels. Corruption and cover-up claims have kindled a healthy debate regarding the function of the Senate in the government institutions of Canada. The concerns of the public are real. The increased need of better accountability and lessons from past mistakes make it clear that status quo cannot be accepted and there is a need for reforms. Standards that were adopted decades ago are not tolerable today. Both the public and the experts are in agreement that the Senate should not continue to operate in its current form. There is a disagreement, however, over whether there should be substantial reform or abolishment of the Senate. Public support for the abolishment of the Senate of Canada has increased in recent years. An Angus poll conducted in 1998 revealed that almost as many people support the reforming of the Senate as want to get rid of it. Only five percent were of the view that the Senate should be maintained in its c urrent state. The provinces and parliament just need to agree and a constitutional amendment can be done overnight to abolish such useless institution (Smith, 2003). It, therefore, should not be complicated for Canada to abolish and liquidate its unelected, undemocratic and ineffective Senate. Should Canada Abolish the Senate? Why or Why not? It is a common notion that countries that are marked by the powers of the provincial, national or state governments which overlap should have Upper and Lowers Houses in their parliament. It is to make sure that there are effective representations of regions and prevention of power inequalities. The Senate of Canada ought to be abolished, since the existence of the Senate in Canada is proved to be ineffective. Evidence shows that the Upper House is not useful or necessary. The Senate’s main aim is to ensure a balanced implementation of Canada’s regions. It has, however, been indicated to be an unnecessary role given to the senate. It is caused by the fact that it would be more feasible to add more House of Common seats from the relevant regions in Canada (Smith, 2003). It, however, may present a complication in the sense that there will never be the attainment of matching the population with representation in the House exactly. Also, a continuous chain of disgraceful behavior and scandals by senators has converted the red chamber into a state embarrassment. The functionality of the Senate in Canada has been reduced significantly with little expectations of change. It is the state of thing even with the claims from the Harper Government to advocate reforms of th e Senate (Hoy, 1999; Cody, 1995). While the existence of the Senate may have been a good idea or maybe even a critical idea during Canada’s formation, it does not serve real functions now except disgracing itself. Canada has a single legislature from a practical perspective. The only thing remaining is officially pronouncing it as a unicameral legislature instead of living in denial. It occurs as a result of the little complementary roles played by the Senate, while the House of Commons does most of the work. The result of it is that the Senate gets paid simply to complement the House of Common’s role. It may be considered as a misuse of the state’s revenue, and many proponents of the Senate’s abolition argue that such funds be used in a better way. It has, therefore, been indicative that the functions performed by the Senate can easily be incorporated into a more compacted role for the House of Commons (Smith, 2003). During the 1864’s Quebec Conference, which laid out Canada’s future political system, that time Attorney General, John A. MacDonald made some remarks. He observed that for the purpose of protecting the local interests and prevention of jealousies, there should be representation in the Upper House based on the principle of equality. The power and shape of the Senate were one of the key subjects of consideration a Quebec City, taking six out of 14 days (Malcolmson Myers, 2012). It now appears outlandish to imagine the Senate should use even one hour of serious argument. Instead of being the venue for regional balance or sober thought as it ought to be, the Upper Chamber has resulted in being a fountain of political cronies. It also contains former media personalities and many other unserious characters. The failure to observe and implement the power and shape of the Senate as envisaged by the Quebec Conference, however, may not be applied as one of the reasons for the abolishment of the Canadian Senate. It is due to the simple truth that the society is dynamic. The needs of any given society have a tendency to change depending on the community’s reaction to a variety of factors, such as the environment, population or even it social relations. In this way, therefore, the organizations that are found within a particular society ought to change in correspondence with such societal changes. The Canadian Senate, through such lens, may only need to be reformed so that to adapt to the existing needs of the Canadian democratic society (Malcolmson Myers, 2012; Cody, 1995). Among the main arguments for the abolition of the Senate of Canada is that it lacks support from the public. Such support from the Canadian public has been declining at an appalling rate of consistency. In any democracy, such as the republic of Canada, there is a crucial value placed in the people themselves. It occurs due to the fact that in such democracies most of the public offices and authorities continue holding their positions by virtue of being elected by the citizens of that country (Joyal, 2003). Such situation, therefore, confers virtually all power upon the public that, in turn, confers it upon the public authorities. Such power conferment by the public may be done through such process as elections and the secondary appointments and delegation of duties to other offices by the directly elected authorities. The advantage of such means of power conferment is that the citizens decide whether to support public officers or not in case they are not performing their assigned dut ies. In this case, the Senate of Canada should be abolished, since it does not receive support from the public. Since it is for the benefit of the public that the members of the Senate function, the utter dislike and lack of backing are indicative of the Canadian public’s dissatisfaction of the Senate. The Senate is said to be overwhelmed with an anti-democratic archaism with much of its attention paid to the perks that they claim to be entitled to rather than to the interest of the pubic that helped them obtain their positions (Smith, 2003). Through such philosophy, it is in the best interest of the people that the Senate of Canada is dismissed. It is the public that gives the Senate the power it wields to serve its assigned role. In case, therefore, the people feel that the same Senate does not fulfill the functions it has been given, it would only be proper if it were abolished, as a result (Joyal, 2003). It is a fact that the Canadian Senate has had a very long reputation of cronyism. It has become accustomed to impropriety. During the 1930s Beauharnois scandal is a case scenario. Two liberal senators individually profited from the construction of a hydro dam by the government on St. Lawrence River. Recently, however, the rate of scandal has increased at the same time with the Senate finding itself with even less work. The dramatic concentration of power in Ottawa under the hands of the Prime Minister’s office is an indication that the Senate no longer plays any considerable roles in the mechanism of the political system of Canada. The Senate was once regarded as an avenue for the provision of inspection and financial oversight of the state business. The increase of public observers like the Parliamentary Budget Office and the office of the auditor have, however, taken over this role entirely. Also, the absence of democratic legitimacy in the Senate hinders it from expressing disagreement with state initiatives alleging regional fairness (Joyal, 2003). In addition to all abovementioned facts there is the famous notion supported by the expenses scandal that senators give the impression that they work harder when there is a possibility to take maximum form the public pocket. They develop new and creative ways of claiming costs of travel and living avoiding the rules. Such situation is disturbingly ironic, given that Stephen Harper, the Prime Minister, took authority in 2006 making promises of making the Senate respectable and relevant again. It was through putting an end to political appointments and implementation of electing new senators process (Nadeau, 2011). As an example of Canadian Senate inefficiency and even absurdness, the legal problems of Patrick Brazeau, who was charged assault and sexual assault, can be taken. The sad affair of the resignation of Senator Joyce Fairbairn, after the declaration that she was not legally competent as she had Alzheimer’s disease but was still permitted to vote, should also be mentioned. Another consideration is the scandal of residency and travel expense involving high-profile Senators who were having problems ascertaining where they lived. The former senator’s Raymond Lavigne fraud conviction is another depressing example. The list of similar cases is very long (Sutherland, 2003; Hoy, 1999). Unfortunately, and even with the appointment of two senators from Alberta, Harper appears to have been tempted by the opportunity to reward his friends using his authority, to enable him unite his own political authority. It was exactly what his predecessors had done. It turned out to be like his once ridiculed of the Senate as a dumping area for the chosen cronies of the prime minister. Harper chose senators from among some of the failed Conservative Party candidates, few main party donors, his previous communication advisor and even his former newsman. The Senate Reform Act presented by Harper in 2011 suggested appointing senators elected through provincial votes and also giving a limitation to a term of nine years that was not renewable. It was, however, just the other day after the number of sandals, that Harper approached the Supreme Court seeking for an opinion regarding the apparent constitutional issues associated with his proposed modifications. Some authors have regarded it as contempt for the whole institution. It occurred due to the fact that the reforms would need the approval of seven provinces, including at least half of the population of Canada, which was a very stiff requirement (Nadeau, 2011). It is difficult to avoid the intuition that the passion for reform by Harper has been mainly compromised by his seven years in power. Harper seems to grind out senators who are appointed in some regions instead of encouraging elections by proposing to meet the costs. He also named Denise Batter as the Senator of Saskatchewan. Ironically, the husband of Denise Batter was Chief of Staff to the Minister of Provincial Justice during the passing of the Saskatchewan’s Senate Election Bill. Irrespective of any manifestation of idealism when in opposition, there is hardly any sitting prime minister who would want to create an actual equal, effective and elected Senate. It would be a Senate whose main function would be limiting or counterbalancing his own powers. Following such perspective, a reform of the Senate may be said to be a preoccupation of an outsider, destined to be abandoned once power is attained. It makes constructive Senate reform an absolute impossibility and not a mere remote prospect. There seems to be no way of trapping such hypocrisy (Cody, 1995). It is important to note that referring the matter to the court by Harper also puts forth the possibility of abolishing the Senate. The Supreme Court has been called upon to consider three methods of realizing it: inserting an end date, elimination of all mention of it from the Constitution or taking away its powers. It is a strategy that is worth a serious consideration (Nadeau, 2011). Proponents of the Senate may allege that its members regularly perform their work well, through reviewing and inspecting the lawmaking as the chamber of second clear-headed thought. In reality, however, the Senate does not do more than putting stamps on the legislative agenda. It basically exists as an institution where the rewarding of party loyalists for their unwavering support takes place. It is also a negative experience for taxpayers with over $100 million being incurred as costs on the Canadians annually. As an elected institution, the Senate undermines the fundamental principles of democracy. There might have been a valid reason to include the Senate in a bilateral system of governance when the Fathers of Confederation entered into an agreement in the years that led to 1867. It may have been a necessity then to tackle regional fears of a central government that was too powerful. The Senate makes it vote in party lines and does little or nothing to ensure the protection of the regional welfares of any areas of Canada. There is also a protection of the regional interests in the fields of social welfare, education and health. It is so due to the fact that the evolution of the powers division by the Constitution between the federal and regional governments. The Charter of Rights and Freedoms also avails a good check and balance against any state, federal or regional, that attempts to roughshod over the freedoms and rights of Canadians. Abolition of the Senate seems to be constitutionally hard as a reform on paper. It, however, holds the promise of being eye-catching to the party in power, as it does not involve any political power or authority loss (Smith, 2003). It, thus, subsists within the realm of possibility. Also, with the continuing legacy of patronage, futility and scandal, abolishing of the Senate appears to be the best decision. One of the arguments for the abolishing of the Canadian Senate is that it does not fulfill any meaningful purposes that are required of it. Among the original purposes of the Senate is the role of representing the interests of the Canadian provinces in the process of the formulation of legislation and policies at the federal level. It is considered to be the most fundamental function of the Canadian Senate. The Senate has also been mandated with the responsibility of issuing laws, debating them and enacting such laws. This role by the Senate, however, has been also given to the House of Commons. The House of Commons has been crucial in the general process of the legislation of laws in Canada. For instance, it is in the House of Commons that most bills originate. The reason for abolishing the Senate, in this case, would be that the roles it was made for are already transferred to the other governmental agencies and the House of Commons. According to some commentators, the complexity that may arise from such an argument would be that Senate has been instrumental in its quest to ensure that all of the regions in Canada are represented equally. It may also be necessary to look at the role that Senate plays in the legislative process in Canada from a more objective perspective. In employing such kind of perception, one would realize that the Senate is of important use in debating and enacting the legislation of intricate subjects and general nature. It is more special for the Senate, since it has a more flexible schedule for debating matters and laws. Another argument is that it is very hard to get the agreement requirement for the constitutional reform if that was the way to save the Senate. The provision of the Constitution Act of 1982 state that the amendments to the Senate need the support of Parliament and seven provinces, which represents at least half of the population. It is also the argument of proponents of the Senate abolishing that it may not accomplish the expectations of the proponents of reform. The Senate ought to dismissed, since it has been considered by many people, both laymen and experts, to be lacking democracy, unaccountable and high-handed in a number of ways. The process of appointing Senators has proven to be one with many open questions. First, they are appointed by the Prime Minister of Canada, who is appointed by the Governor General of Canada. The flaw with such process of public office appointments is that it invites various issues in a way that the possibility of considering preference values as opposed to the merits of a person. Through appointments that are made without direct elections of leaders, there may develop setbacks, such as underperformance, corruption and even unaccountability. The Senate of Canada furthers its unaccountability problem through the Board of Internal Economy. This Board is of a secretive nature characterized by weak standards of ethics. The Senate itself also suffers from weak ethical standards. Another problem with regards to the undemocratic nature of the Canadian Senate is its use of the power conferred upon it to enforce exorbitant expense rules. In the event that any scandal that involves the Senate is revealed, the already existing rules and penalties against such scandals do no serve sufficiently to cater for the particular scandal. It is so, since the penalties that have been formulated for the violators of any laws and ethical requirements are weak in themselves. The Senate Ethics Officer has become a kind of a sycophant of the Senate, since he operates under the regulation of the Senators Committee. Another complication with it is that if a particular scandal does not become public, it is more or less likely to be covered by the Sen ate (Joyal, 2003). The result of it is that the perpetrators of the abuse and any other unethical practices are left to continue with their evils. It ultimately affects the society in various ways. They include the lack of sufficient funds for projects and the split and dysfunction of the government. The Senate of Canada, since its formation, has been faced with several challenges and controversies. The challenges and scandals have dealt with a wide number of issues ranging from the basic roles of the Senate to matters that may appear moral from of the general Senatorial aspects. They have been mainly linked with the way the Senate has been perceived by the public and other opposing government bodies that appear to have the same functions as the Senate. The various reasons for which the Senate of Canada should be abolished have been considered to range from the mere roles of which it was formed to the issues of lack of accountability. The Senate has been taken as a means for public authorities to engage in illegal actions but avoid punishment for them. It has been considered to be infested with the spirit of unaccountability and disregard of democracy. Such aspects include the unfairness experienced in the regional balance quests. It has also been proved by the fact that the Senate has a great failing in the ethical standards required of it (Joyal, 2003). It has been perceived as a government body that does not, in fact, carry out the purpose for which it was established. The Senate has been said to perform certain actions for its own benefit rather than for completing its key roles. It lacks the proper support from the Canadian public. It considered vitality in the way Senate ought to run, since any dissatisfaction from the public should be looked into and it has to be ensured that actions are taken in such respect. The mere reason that the mode of appointment into the Senatorial office is not democratic in nature makes it rational to raise questions regarding its accountability and performance. It is for the various reasons stated and explained in the preceding paragraphs that the Senate of the Republican State of Canada should be dissolved.

Information System in business Essay Example | Topics and Well Written Essays - 1000 words

Information System in business - Essay Example The health club leveraged upon the technology and other software’s which increased its productivity, efficiency and ultimately the profitability. Technology has transformed the overall business environment; the processes that had been traditionally manual are now automated. The way communication is done and mediums of communication have been transformed as well thus transformation can be felt in every business practice today. The concept of information systems in business environment is often termed as management information system; this concept was coined in the 1960s and ever since has been integrating the computer technology and the systems to data processing in business. It was also evident in the 60’s that the computer was serving as a solution to the business manual, clerical tasks. The systems was able to provide information on past, present and also helped in future projections for the business or organizational purposes, thus providing the right information to the right people at the right time (Various Advantages of Information Management Systems). Although information systems have been around for a while however they are continually evolving thus offering many possibilities for the business operations. ... ific function or specific purpose, however the changing dynamics of the business and due to increase in market competition and customer expectation, the businesses need to adopt a more value-added customer oriented service, reduction in time to market new product and services, to manage the operational costs and ultimately adoption of work method that are compliant with the ever changing business needs. Thus to increase the operational efficiency the use of Information systems is required by the businesses (Pappa & Stergioulas, 2008) Innovative Information Technology applications give several advantages to the business for its operations to remain competitive in the business environment, thus serving as a direct strategic advantage for the business. Inclusion of information systems in the business allow better management of resources, while having complete control over the offices/locations, having speedy communication and give better decision making ability by providing all the info rmation in a readily timely manner. Moreover the business is likely to establish partnerships and links with all the partners associated with the business in an efficient and effective way. Another important factor that information systems provide the business in order to remain competitive is the competitive business intelligence. This keeps the business up-to-date in all respects by analyzing the information about the services, products, competitors and the changes in the business environment. Thus, making use of the information can help the business take the first movers advantage and have an edge over the competitors (Laudon, 2008). Information systems also provide differentiation opportunity (Goessl, 2008) to the business, thus making it stand out from the competition. Thus the

Human Immunodeficiency Virus Research Paper Example | Topics and Well Written Essays - 750 words

Human Immunodeficiency Virus - Research Paper Example the final stage of an HIV infection in which the body is at high risk of acquiring opportunistic infections that ultimately lead to the death of the individual. Opportunistic infections are infections that are caused when the body’s defense mechanism fails to fight common pathogens ordinarily encountered by the body which it could otherwise done had it not been infected with HIV. A person infected with HIV is said to have progressed to AIDS if he develops one or more specific opportunistic infections or certain cancers (aids.gov, 2014). In addition, he should have a very low count of CD4 cells. Blood tests are performed to find out if the CD4 cell count is very low compared to the normal count that varies from 500 to 1500 cells per cubic milliliter of blood (nlm.nih.gov, 2013). HIV is transmitted from person to person through sexual contact and blood. It is possible for the virus to spread through vaginal, oral and anal sex. Needle sharing and blood transfusions can transmit the virus through infected blood. The virus is also transferred from an infected pregnant mother to fetus through shared blood circulation. It can also be transmitted from an infected nursing mother to her breastfeeding baby. The virus is not spread through casual contact (such as hugging or touching), through mosquitos or by touching objects that were touched by an HIV infected person. The virus can only be transmitted by blood, vaginal secretions, semen and breast milk (nlm.nih.gov, 2013). When a person is infected with HIV, he first experiences flu-like symptoms such as headache, fever, diarrhea, muscle stiffness, sore throat, muscle aches, swollen lymph glands, rashes, night sweats, mouth sores, and muscle aches (nlm.nih.gov, 2013). Some individuals do not present with any symptoms during the initial stages of infection. When the virus infects an individual, it takes over the CD4 T helper cells of body’s immune system and uses the T cell machinery to create its own copies, destroying