Does Plato Believe There Can Ever Be a Just Society Essay

Does Plato Believe There Can Ever Be A Just Society? In answering this question I first need to describe what a just society would consist of. A perfect state can only be lead under perfect conditions. Civil Society would be a better name for this state. A just state would be made up of three parts. First, a state is a structure with parts that work together like an organism. If the parts do not work well together then the whole thing breaks down. It must have virtues, voices, it can be wise and brave. The state must have everyone performing there jobs to their best ability. For a state to be just the people within the state must also be just. A man is just when he has a well ordered soul because then you will do the right thing†¦show more content†¦In order to get rid of injustice everyone in the society must be educated starting at birth. Women and men need to be equally educated in a well rounded fashion in order to promote a just society. In asking if this society could ever work the answer is no. The only way it could work is if all of society is willing to accept knowledge and work hard for education. Even though there is no such thing as a truly unjust socie ty a totally just society will never happen until people are willing to work for it. Another reason there can never be a perfectly just society is because everyones perception of just is different. We know that the idea of justice is there, but to explain it to where everyone agrees to the idea would be hard to achieve. However, in trying to find true justice the society becomes stronger and more just. Expressing individuality that benefits or hurts a society however, reflects assertiveness, incentive, thought, and creativity, which strengthens the society. If a society ever got to the point of being just, the society would no longer have greed, drive for a better life, it would not have poverty or wealth. The society would just stop. There would be no more invention, growth, or change. The only change from Platos time to ours is technology. We are still searching for the perfect government, the question of who is better than who is still asked, and education is still a major principle toShow MoreRelatedThe Republic By Plato And The Prince By Machiavelli1617 Words   |  7 Pages The Republic by Plato and The Prince by Machiavelli offer important views on political philosophies of rulers. Plato writes of a perfect society where status as ruler is naturally selected through innate abilities. These abilities are used to sustain the society, better it, and preserve it. Machiavelli writes of a society where anyone can be a prince; which for our purposes is a synonym for ruler, if they follow his instructions. These instructions are to ensure a new ruler can take control of newRead MoreThe Republic by Plato1411 Words   |  6 PagesAfter reading The Republic there are three main points that Plato had touched on. 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Essay about Experiment Assignment 3 1 - 953 Words

PSYC 101 – Experiment Assignment (40 pts) Students will carefully observe acts of aggression and prosocial behavior on television, report their observations, and analyze their data to draw conclusions. Watch 20 minutes of each of the three types of programs (do not code behavior in commercials). Record every aggressive act and prosocial act. Some categories will have several acts. Your chart and discussion will focus on comparing the following three types of programs you will watch: 1) children’s cartoons (such as from the cartoon channel, Nick Jr); 2) children’s Teaching program can be found on cable stations like SPROUT such as Barney, Arthur, Clifford the big red dog, Berenstain Bears, or Mister Rogers’ Neighborhood; or Nick Jr†¦show more content†¦Once I figured out the plan for collecting and processing the data, it was pretty easy. I’m not a big cartoon person, but I enjoyed watching the Berenstain Bears. (Word Count 106) CHART ***THIS CHART MUST BE TURNED IN WITH ASSIGNMENT*** Practice Program 1 Program 2 Program 3 I. Physical Aggression A. Against people X X 1. A hits B once, B hits A once X 2. A hits B several times or reverse 3. A hurts B or the reverse 4. A kills B or the reverse X 5. A hits several people 6. A kills several people B. Against other living creatures 1. Hurts X 2. Kills X C. Against property X X D. Other II. Psychological Aggression A. Insults X X B. Abusive Language X C. Threats X D. Others X III. Other Categories of aggression A. Kidnapping X B. Torture X C. Other X Total numbers X (times) 3 Hourly rate of aggression X 3 X 3 X 3 X 3 IV. Prosocial aid to another A. Providing aid to another X B. Control of aggressive impulses X C. Making up for bad behavior X X D. Delay of gratification E. Explaining the feelings of others X F. Sympathy X G. Resistance of temptation X Total numbers X (times) 3 Hourly rate of prosocial behavior X 3 18 X 3 0 X 3 3 XShow MoreRelatedThe Reaction of Iron Nails with a Copper Solution Essay933 Words   |  4 PagesSection Assignment 3.4 Part F – The Reaction of Iron Nails with a Copper Solution Introduction: The experiment in this activity involves the reaction between a copper (II) chloride solution with iron nails and the mole ratios involved in the reaction. Measurements are taken to determine the moles of each reactant involved in the reaction and thus the number of atoms or molecules involved. Apparatus and Materials: Refer to the reaction of iron nails with a copper solution assignment in ModuleRead MoreEssay on Homework 1735 Words   |  3 Pagesï » ¿Homework #1 Please answer the questions below. Each response should be in paragraph form. When done please submit your assignment to the Canvas drop box. 1. Describe how the scientific method differs from other ways of knowing. 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Advance Financial Accounting Slater and Gordon

Question: Describe about the Advance Financial Accounting for Slater and Gordon. Answer: Slater and Gordon included its ongoing cases revenue as working progress and in this way the revenue of the company has been increased and which is not the actual revenue earned by the company (Beil, 2013) There are many firms use work in progress accounting methods and maximum of these without actually happening. The similar things are done by the Slater and Gordon Company in order to improve its financial position in the reports. The analysis and evaluation condition for the services revenue identification under the law of IAS18 and AASBIFRS15 are as follows, the firm need not create some rules and regulations of the time to detect the revenue as per the need of IAS 18 and IFRS15 guidelines (Fox and Dodge, 2012). However, the research by VGIs indicated that the company pitched up 10 red flag inclusive of the companys work in progress accounting along with the companys aggressive desire to purchase the small law firm. VGI stated that the company purchased the law firms which are undervalued WIP as well as inflating up its value the companys own accounting so that it can artificially improve the revenue and profit for the company(Dobler, 2008). During the investigation within the company ASIC observed few serious doubt on the revenue along with the WIP so that the ASIC ordered the company Slater and Gordon to hire a new CFO as well as alter their external auditor. However, after altering of CFO as well as external auditor the company Slater and Gordon up graded their accounting policies (Kober, 2010). Besides this, the UK laws need alteration in order to adopt IFRS standard for revenue. For this reason a requirement for the changes in the working progress treatment. As in the previous financial statement the company included revenues which supposed to come from its ongoing cases and the as per the terms and condition of the company that in case of defeated the company would not get any payment, therefore, the amount the company included for the ongoing cases as work in progress were not secure income for the company. This accounting standard needs that Slater and Gordon record the revenue which is highly probable and agreed by a contract. Moreover, this specific accounting standard applied by the company required that the company book only those revenues, which are detected as high probable as well as contractually agreed and this changes the work I progress substantially in 2014 the amount is computed $382 million and it was vast different from the older $467. Similarly in 2015 the amount computed in accounting standard was $694 and in the older version was $826. The company disclosed that owing to the obligatory needs of IFRS 15 essential discounting of work in progress by 15% to 20%. For these incidents the goodwill of the firm has been impaired immensely, which hamper the business of the organization. 5. The company Slater and Gordon is a specialize firm in no win no fees for the personal injury cases the company recorded the revenues based on the work in progress for the cases which take around 18 to 20months time (Qu and Yang, 2012). As per the basic principles of accounting ethics prescribed by APES 110 code of ethics the firm violate the integrity as it was not honest as well as straightforward to the profession in which the company involved. The members of the company did not follow the requisite rules and regulations to credit the profession. As per the previous accounting standard it was not illegal but by the new adopted IFRS15 riles these are not allowed and so these must be excluded from the financial statement the revenue has been dropped significantly. The revenue detection policy till June 2015 was an the basis of Result of the services may be scaled reliably Stage of the finishing point of case. Revenue detection to the amount of cost incurred. Interest revenue detected on a comparative basis as per the interest rates. Other revenue detected once when the right to achieve the income has been detected Moreover for the six months interim period the financial report for FY15 will ass larger disclosure on revenue detection policy. Due to this the company has to comply with detection under IFRS 15 is more stricter than the old standard. AS, the firm Slater and Gordon specialize in no win no fee personal injury cases (Bragg, 2010). Thus, if the company could not win the cases in that cases the company would not get any payment so it was totally unethical to include this revenue in the financial statement and as per the IFRS 15 standards of financial reporting it is totally illegal. 6. After detecting the company Slater and Gordon accounting treatment problems on the revenue and work in progress referred by the VGI investigation report as well as amendment in some laws in UK the management of the company consulted with the auditors has determined to accounting policies as well as to adopt the IFRS 15 standards which is more suitable to the firm to reveal a clear picture (Sudan, 2009). The new CFO as well as the auditors has faith on the OASB 18 reporting standard. The internal auditors of the firm did not disclose important information on the company. At the time of the preparation if the financial statement or report the firms use information as per the guideline of the IFRS 15 however, the law of the nation and as well as the accounting standard then the firm are very important. There is a close relation between the company and the government. The regulations of the commercial law serve to save the interest of the stakeholder. The early adaptation of the stand ard of IFRS15 would be benefitted to the firm as according to the IFRS15 standard the firm can only record the revenue which is highly potential as well as clearly defined in the term, and condition in contract so the company would not be in the adverse condition (Wink and Corradino, 2011). References Beil, F. (2013).Revenue recognition. [New York, N.Y.] (222 East 46th Street, New York, NY 10017): Business Expert Press. Bragg, S. (2010).Wiley revenue recognition. Hoboken, N.J.: Wiley. Dobler, M. (2008). Rethinking revenue recognition the case of construction contracts under International Financial Reporting Standards.IJRM, 2(1), p.1. Fox, M. and Dodge, E. (2012).Economics demystified. New York: McGraw-Hill. Kober, M. (2010). Gauge theories under incorporation of a generalized uncertainty principle.Physical Review D, 82(8). Qu, X. and Yang, Y. (2012).Information and Business Intelligence. Berlin, Heidelberg: Springer Berlin Heidelberg. Sudan, S. (2009).Revenue recognition. Kbenhavn: Thomson Reuters. Wink, G. and Corradino, L. (2011).Intermediate accounting demystified. New York, NY: McGraw-Hill.

Woman Writer Essays - Emotions, Personal Life,

Woman Writer The first story by Tamura Toshiko, "A Woman Writer" was incredibly upsetting. This intelligent, successful woman seems very unsatisfied and unhappy, though it would appear that she has everything that she could ever want. Looking deeper though, one sees her anguish in her marriage to a man who feels no emotion toward her, whether it be love or hate. All she receives is total indifference from this man who was her first love; a man she will always care for deeply. This void of emotion in her life has driven her into a severe writer's block, making her feel as though "no matter how hard she wrung (her brain), her bag of wits offered not so much as a single word that was alive not half a phrase that smelled of warm blood." (pg. 11) To be at a place in your life when you can't reach within yourself to find any inspiration except daydreams that do not fulfill your needs seems heartbreaking to me. The woman's use of powder also showed her displeasure with herself and the world around her. She could not be without this mask on her face, even in sleep. When she does not wear this white disguise "her emotions become jagged; she felt awful, unduly suspicious, and it showed in her expressions. Her mood deteriorated; she became sulky and lost all desire to be flirtatious." (pg. 12) She was a woman living in a world that was not reality, and she cannot express herself unless she is living in her fantasy. The problem that has occurred though, is that she is now unable to reach any of her emotions, even with her masks and temper tantrums. She finally starts to realize how truly discontented she is when she talks to her friend about each of their definitions of love. Though I don't necessarily agree with the writer's friend's conception of a true love without compromise, she does point out how easy it is to lose yourself in a relationship. The writer believes she is "worthless" in some way, and she accepts the pain her marriage has caused her. While accepting this she loses a sense of herself. Her friend however, on the contrary is willing to live apart from her lover because she will not give herself up for anything. She expresses this best by saying that "self is the art one creates....to live for the sake of one's art is, after all, to live for oneself." (pg. 16) The woman writer no longer knows herself, which is why she cannot write. She tries to find inspiration from others around her, whether they make her happy or miserable, and cannot remember how to dig into herself to break the terrible cycle she has found herself in. There is some hope however at the end when she reflects on the actress. This scene has brought her back to the fictional world. No longer is she dwelling on those around her, but looking inward at what she finds appealing. By delving into her desires, and not the desires or emotions of those around her she can hopefully find the motivation to write again. Through this writing with any luck, she will be able to find herself again.

Free Essays on Into The Dreams

Into the Dreams: An Analytical Approach to Dreams and Escapism in Milan Kundera’s â€Å"Life is Elsewhere† To dream a dream. What is more of an escape? Dreams are the human means to escape the confusion of life – the climax of relaxation is depicted as a wondrous sleep, disturbed only by the passing dream which casually floats through the mind. After a hard day of battling to prove ourselves in life, we revert to our dreams, within which we are given the safety to lick our wounds while exploring uncharted territories. The â€Å"lucid chaos† of dreams combined with the monotony of sleep creates the perfect medium for self-discovery, while escaping the harsheties in life. For much the same reasons, Jaromil in Life Is Elsewhere, dreams. During the early years of his life, Jaromil’s dreams present him with an opportunity to discover himself, while fleeing from his mother’s selfish, domineering love. Jaromil searches for life elsewhere, reverting to his imagination to flee the heavy burdens imposed upon him by real life. He finds safety within his imaginings. In his dreams, Jaromil â€Å"prelives† his future while escaping his callous present. However, he sets a trap for himself; he soon is living in his dreams instead of his reality. Moreover, the dreams are in constant motion, spinning in a neverending circle where it soon becomes evident there is no ending. This parallels the active yet self-destructive cycle of Jaromil’s later life: beginning at the denial of his true self as a poet, continuing with the betrayal and abuse of the redhead, and finally, the betrayal of his ideal counterpart at the eclipse of his youth. As he attempts to become the ideal self in his dreams, he shatters not only his life but also the lives of others close to him. Let us explore his relationship with his â€Å"ideal self†; his alter ego, Xavier. Whilst Xavier has everything that Jaromil believes he lacks (and consequently he is born of Jaromilï ¿ ½... Free Essays on Into The Dreams Free Essays on Into The Dreams Into the Dreams: An Analytical Approach to Dreams and Escapism in Milan Kundera’s â€Å"Life is Elsewhere† To dream a dream. What is more of an escape? Dreams are the human means to escape the confusion of life – the climax of relaxation is depicted as a wondrous sleep, disturbed only by the passing dream which casually floats through the mind. After a hard day of battling to prove ourselves in life, we revert to our dreams, within which we are given the safety to lick our wounds while exploring uncharted territories. The â€Å"lucid chaos† of dreams combined with the monotony of sleep creates the perfect medium for self-discovery, while escaping the harsheties in life. For much the same reasons, Jaromil in Life Is Elsewhere, dreams. During the early years of his life, Jaromil’s dreams present him with an opportunity to discover himself, while fleeing from his mother’s selfish, domineering love. Jaromil searches for life elsewhere, reverting to his imagination to flee the heavy burdens imposed upon him by real life. He finds safety within his imaginings. In his dreams, Jaromil â€Å"prelives† his future while escaping his callous present. However, he sets a trap for himself; he soon is living in his dreams instead of his reality. Moreover, the dreams are in constant motion, spinning in a neverending circle where it soon becomes evident there is no ending. This parallels the active yet self-destructive cycle of Jaromil’s later life: beginning at the denial of his true self as a poet, continuing with the betrayal and abuse of the redhead, and finally, the betrayal of his ideal counterpart at the eclipse of his youth. As he attempts to become the ideal self in his dreams, he shatters not only his life but also the lives of others close to him. Let us explore his relationship with his â€Å"ideal self†; his alter ego, Xavier. Whilst Xavier has everything that Jaromil believes he lacks (and consequently he is born of Jaromilï ¿ ½...

Descriptive Writing Definition and Examples

Descriptive Writing Definition and Examples In composition, description is a  rhetorical strategy using sensory details to portray a person, place, or thing. Description is used in many different types of nonfiction, including essays,  biographies, memoirs, nature writing, profiles, sports writing, and travel writing. Description  is one of the  progymnasmata  (a sequence of classical rhetorical exercises) and one of the traditional  modes of discourse.   Examples and Observations A description is an arrangement of properties, qualities, and features that the author must pick (choose, select), but the art lies in the order of their release- visually, audibly, conceptually- and consequently in the order of their interaction, including the social standing of every word.(William H. Gass, The Sentence Seeks Its Form. A Temple of Texts. Alfred A. Knopf, 2006) Show; Dont Tell This is the oldest  clichà © of the writing profession, and I wish I didnt have to repeat it. Do not tell me that the Thanksgiving dinner was cold. Show me the grease turning white as it congeals around the peas on your plate. . . . Think of yourself as a movie director. You have to create the scene that the viewer will relate to physically and emotionally. (David R. Williams, Sin Boldly!: Dr. Daves Guide To Writing The College Paper. Basic Books, 2009) Selecting Details The descriptive writers main task is the selection and verbal representation of information. You must choose the details that matter- that are important to the purposes you share with your readers- as well as a pattern of arrangement relevant to those mutual purposes. . . .Description can be an engineer describing the terrain where an embankment must be built, a novelist describing a farm where the novel will take place, a realtor describing a house and land for sale, a journalist describing a celebritys birthplace, or a tourist describing a rural scene to friends back home. That engineer, novelist, realtor, journalist, and tourist may all be describing the very same place. If each is truthful, their descriptions will not contradict each other. But they will certainly include and emphasize different aspects.(Richard M. Coe, Form and Substance. Wiley, 1981) Chekhovs Advice to a Young Writer In my opinion, descriptions of nature should be extremely brief and offered by the way, as it were. Give up commonplaces, such as: the setting sun, bathing in the waves of the darkening sea, flooded with purple gold, and so on. Or swallows flying over the surface of the water chirped gaily. In descriptions of nature one should seize upon minutiae, grouping them so that when, having read the passage, you close your eyes, a picture is formed. For example, you will evoke a moonlit night by writing that on the mill dam the glass fragments of a broken bottle flashed like a bright little star and that the black shadow of a dog or wolf rolled along like a ball.(Anton Chekhov, quoted by Raymond Obstfeld in Novelists Essential Guide to Crafting Scenes. Writers Digest Books, 2000) Two Types of Description: Objective and Impressionistic Objective description attempts to report accurately the appearance of the object as a thing in itself, independent of the observers perception of it or feelings about it. It is a factual account, the purpose of which is to inform a reader who has not been able to see with his own eyes. The writer regards himself as a kind of camera, recording and reproducing, though in words, a true picture. . . .Impressionistic description is very different. Focusing upon the mood or feeling the object evokes in the observer rather than upon the object as it exists in itself, impressionism does not seek to inform but to arouse emotion. It attempts to make us feel more than to make us see. . . . [T]he writer may blur or intensify the details he selects, and, by the clever use of figures of speech, he may compare them to things calculated to evoke the appropriate emotion. To impress us with the dreary ugliness of a house, he may exaggerate the drabness of its paint or metaphorically describe the flaki ng as leprous.(Thomas S. Kane and Leonard J. Peters, Writing Prose: Techniques and Purposes, 6th ed. Oxford University Press, 1986) Lincolns Objective Self-Description If any personal description of me is thought desirable, it may be said, I am, in height, six feet, four inches, nearly; lean in flesh, weighing, on an average, one hundred and eighty pounds; dark complexion, with coarse black hair, and gray eyesno other marks or brands recollected.(Abraham Lincoln, Letter to Jesse W. Fell, 1859) Rebecca Harding Daviss Impressionistic Description of a Smoky Town The idiosyncrasy of this town is smoke. It rolls sullenly in slow folds from the great chimneys of the iron-foundries and settles down in black, slimy pools on the muddy streets. Smoke on the wharves, smoke on the dingy boats, on the yellow river- clinging in a coating of greasy soot to the house-front, the two faded poplars, the faces of the passers-by. The long train of mules, dragging masses of pig-iron through the narrow street, have a foul vapor hanging to their reeking sides. Here, inside, is a little-broken figure of an angel pointing upward from the mantel-shelf; but even its wings are covered with smoke, clotted and black. Smoke everywhere! A dirty canary chirps desolately in a cage beside me. Its dream of green fields and sunshine is a very old dream- almost worn out, I think.(Rebecca Harding Davis, Life in the Iron Mills. The Atlantic Monthly, April 1861) Lillian Rosss Description of Ernest Hemingway ​​Hemingway had on a red plaid wool shirt, a figured wool necktie, a tan wool sweater-vest, a brown tweed jacket tight across the back and with sleeves too short for his arms, gray flannel slacks, Argyle socks, and loafers, and he looked bearish, cordial, and constricted. His hair, which was very long in back, was gray, except at the temples, where it was white; his mustache was white, and he had a ragged half-inch, full white beard. There was a bump about the size of a walnut over his left eye. He had on steel-rimmed spectacles, with a piece of paper under the nose-piece. He was in no hurry to get to Manhattan.(Lillian Ross, How Do You Like It Now, Gentlemen? The New Yorker, May 13, 1950) Description of a Handbag ​Three years ago at a flea market, I bought a small, white-beaded handbag, which I have never since carried in public but which I would never dream of giving away. The purse is small, about the size of a paperback bestseller, and thus it is totally unsuited for lugging around such paraphernalia as a wallet, comb, compact, checkbook, keys, and all the other necessities of modern life. Hundreds of tiny pearl-colored beads dot the outside of the handbag, and on the front, woven into the design, is a starburst pattern formed by larger, flat beads. Creamy white satin lines the inside of the bag and forms a small pocket on one side. Inside the ​pocket someone, perhaps the original owner, has scrawled the initials J.W. in red lipstick. At the bottom of the purse is a silver coin, which reminds me of my teenage years when my mother warned me never to go out on a date without a dime in case I had to telephone home for help. In fact, I think thats why I like my white beaded handb ag: it reminds me of the good old days when men were men and ladies were ladies.(Lorie Roth, My Handbag) Bill Brysons Description of the Residents Lounge in the Old England Hotel The room was casually strewn with aging colonels and their wives, sitting amid carelessly folded Daily Telegraphs. The colonels were all shortish, round men with tweedy jackets, well-slicked silvery hair, an outwardly gruff manner that concealed within a heart of flint, and, when they walked, a rakish limp. Their wives, lavishly rouged and powdered, looked as if they had just come from a coffin fitting.(Bill Bryson, Notes From a Small Island. William Morrow, 1995) Stronger Than Death Great description shakes us. It fills our lungs with the life of its author. Suddenly he sings within us. Someone else has seen life as we see it! And the voice that fills us, should the writer be dead, bridges the gulf between life and death. Great description is stronger than death.(Donald Newlove, Painted Paragraphs. Henry Holt, 1993)

Communications in Business - Social Performance of BMW AG Essay

Communications in Business - Social Performance of BMW AG - Essay Example It is in this context that the company has been recorded to be the winner of Sustainability Index Leader for consecutive 7 years (Jackson 2011). However, there are several cases which reveal facts against the operations of the company. With this concern the paper shall intend to critically analyse the performances of BMW AG in the international platform and analyse its efficiency in performing its corporate social responsibility. In this regard, both the positive and negative issues will be discussed with briefings based on the social impacts and its effect on the company’s stakeholders. The Case against BMW AG One of the CSR (Corporate Social Responsibility) goals which have been determined by BMW AG to enhance its performance and sustainable growth is focused on the minimisation of the impact automobile creates on the environment. In this regard, the company enforces few technological transformations which are expected to reduce emissions and at the same time minimise the ne ed of natural resources (BMW Group 2009). With this concern the company implies the concept of environmental management system in its operations. Adhering to its objective and the environment management approach the company concentrates on recycling the resources, such as unused cars, engines and other required materials to produce new cars. It also focuses on the utilisation of natural fibres in the door panels and sound-proofing (BMW Group 2009). However, the utilisation of natural fibres in the automotive designing can cause few disadvantages. For instance, due to the employment of natural fibres in the automobile designing, providing a perfect shape to the body of the products becomes tough. This in turn gives rise to the operational cost of the organisation. Moreover, after the recycling of natural fibres it becomes weak. Natural fibres also absorb moisture from the climate and causes swelling which in turn hamper the longevity of the automobile. Other disadvantages of using na tural fibres are lower durability and quite weaker fire resistance (Rijswijk, Brouwer and Beukers 2001). Therefore, it can be stated that utilisation of natural fibres reduces the negative impact on environment which could have taken place directly due to the usage of other fibres. But on the contrary it causes deficiency in the performance of the vehicles hampering the interests of the consumers. It lacks in safety precautions, durability and reliability which can directly affect the company’s sustainable growth creating a negative impact on the society and the stakeholders on the whole. In its sustainability operations, the company is also recorded to implement hybrid technology in its production system with PSA Peugeot Citroen as a joint venture. The objective of the company in this regard is to minimise the fuel consumption and emissions with the purpose to reduce the amount of negative impact that widely used automobile technologies have on the environment (PR Newswire 2 011). But the hybridisation of automobile technologies also has their inevitable disadvantages. To be mentioned in this context, hybrid technology can certainly be quite costly with limited affordability in the current market situation. According to evidences from automobile engineers it is also revealed

Research paper Essay Example | Topics and Well Written Essays - 2250 words

Research paper - Essay Example ry Peters in the play along with other individuals were of the opinion that women identification was dependent on the male counterparts of the society. In this context, in accordance to the play Henderson refers Mrs. Peters to be a follower of law. The reason behind the statement is that Mrs. Peter is the wife of Henry Peters, who is the Sherriff and follows the law. According to Henderson, as Henry Peter is a reliable follower of the law of the state. Therefore, his wife would also be a reliable follower of law. However, in the reply Mrs. Peter said, â€Å"Not-just that way† Trifles (page 1-10). The reply of Mrs. Peter suggested that she does not want to be considered as the follower of law as she had been the wife of a Sheriff, but she wants to portray that being independent women she also is a follower of the same law. In the play, it was further concluded by Mrs. Hale saying, â€Å"All go through the same things-its all just a different kind of the same thing† Trifl es (page 1-10). This conclusion made by Mrs. Hale suggesting that such kind of mistake is made by almost every individual and the women should not be considered on the basis of a judgmental decision with regard to the profession of her husband Trifles (page 1-10). This concept of the female identity is to be determined by the relationship with the male member and is significantly relevant to the modern day. It has been observed in several parts of the world that the female members are recognized by the profession of the male members in the family. These male members may either be their husband or father. This is prominently observed in the case of the wives of the terrorist and the other criminals of the world. These women are also considered as terrorists or criminals by the society irrespective of their participation in any sort of offensive crimes. This is not only observed in case of the terrorist or criminals of the society, but also in case of the noble people. The wives and daughters of the

Nicodemus and samaritan woman Essay Example for Free

Nicodemus and samaritan woman Essay Nicodemus and samaritan woman BY wtxY16 Summarize, explain and compare the meeting of Jesus with Nicodemus in John chapter 3 with his meeting with the woman at the well in John chapter 4. Introduction In the fourth gospel John we are told about when Jesus has two encounters with two completely different people and he talks to them about God and himself. He teaches them about spiritual water and how he is the messiah. Im going to talk about these two meetings and compare them with one another to see the differences and the imilarities between the two. Jesus and Nicodemus, The meeting with Jesus and Nicodemus is a very interesting one to say the least because Nicodemus is seen to be a very high up Jewish leader, Nicodemus was a member of a very important Jewish group known as the Sanhedrin which is like a council but for Jews Oewish council). The Sanhedrin was in fact in the end of Jesuss life was actually responsible for Jesuss death, which makes it kind of ironic because Jesus is a Jew. Nicodemus wanted to speak to Jesus in private so they rranged a visit in the dark which instantly shows us that Nicodemus doesnt want to be seen with Jesus because he is a member of the Sanhedrin, its as if he is hiding something or frightened about what people will thin if they see him talking to Jesus. The fact Nicodemus goes to Jesus at night makes him a very interesting person as it makes us question why he sees Jesus at night and not in the day its as if he doesnt have faith in Jesus or believes he is better than everyone else and has a higher knowledge of faith because Nicodemus was a teacher of the Jewish law so is an cademic therefore he can not be seen by others talking to Jesus as he has a higher authority. Jesus said to Nicodemus that he was born again which Nicodemus misunderstood because he is thinking with the mind because he is an academic he isnt thinking with the spirit or the heart, which is what Jesus is implying and trying to get across. The talk ends with Nicodemus leaving in the darkness of the night not understanding who Jesus really is because his academic view cant grasp the hidden meaning that Jesus is portraying. Jesus and the Samaritan woman at the well. Jesus was sat by a well on a hot day this Samaritan woman came to get some water out of the well, which is weird because no one gets water at the hottest point of the day it suggests that she is lonely or an outcast a sinner. Jesus asked the woman for a drink but she wouldnt give him a drink because Jesus was a Jew and she was a Samaritan. They hate each other. Jesus offered another kind of water to the woman this time it was spiritual water and she said give me that water so I wont go thirsty. Jesus reveals what the woman nas done wrong she has had five husbands and for this the other Samaritans do not accept her and she has become isolated because of this. This sows us that she is not a very religious person as she has sinned many times and she know what her sins are which makes her interesting as she becomes a changed woman as Jesus changes her by providing her with spiritual water which makes her realize actually who Jesus really is. Jesus said I am he the messiah. The woman runs off to get other people to see the messiah. The woman is important as it shows us how even though she has committed many sins and has done wrong she is looking for forgiveness and she finds it threw Jesus who shows her the way. Jesuss meeting with Nicodemus and the Samaritan woman are quite different but shows us how the people who know they are good dont always find the answer its the people who lack the faith and believe and dont believe they are good who find the answer. This is shown clearly between the two Nicodemus and the woman because Nicodemus who is part of the Sanhedrin is a very intelligent guy and knows hat he is, doesnt get his life changed by Jesus because he is thinking with the mind not spiritually because he is intelligent, whereas as the woman has committed many sins in her life and is seeking forgiveness and doesnt know she is good. Even though she hasnt done what god asked and has sinned she is the one that understands out of the two who Jesus really is. You wouldnt expect that from a sinner which make it interesting. The Samaritan woman speaks to Jesus in the light at the hottest time of day its as if she knows what she has done and is a wear other people know and herefore she has got nothing to hide whereas Nicodemus talks to Jesus in the Night in the Darkness which suggests there is something we dont know about him, like he is hiding something a truth he doesnt want us to know. Even though he is more religious than the Samaritan woman. The Samaritan womans life is instantly changed but Nicodemuss isnt in fact we dont know if he ever did change. The woman is open in life and is a waiting the messiah to cleanse her whereas Nicodemus is more reserved and thinks he knows it all he comes across as arrogant.

Lasers: What Everyone Should Know Essay -- Technology Tools Papers

Lasers: What Everyone Should Know Lasers are very important tools in modern science, industry, and everyday life. From their creation over forty years ago their designs have improved and their usefulness increased. They work on physical principles that are a mix of both classical and quantum mechanical, thus making them great examples for demonstrating the properties of light and excited states of atoms and molecules. The process of producing laser light can be complicated, but the explanation of laser action, becomes easily accessible when an explanation of the underlying physical principles, and the apparatus involved in creating it is given. Indeed, there are a number of different types of lasers, solid-state lasers, gas lasers, semiconductor laser and dye pumped lasers. Each of these has different properties that make them ideal for certain situations. Furthermore, each type functions differently, yet produces the same result. That is, light created from stimulated emission, which is totally in phase, all of the same wavelength, and all propagating in the same direction. With this knowledge everyone should gain a new appreciation of light and lasers. Introduction: Without a doubt, everyone has heard about lasers, and while the first thing that comes to mind at the mention of the word can be anything from some sort of death ray to a doctor performing eye surgery, their infusion into society is certainly very deep. However, the average layman may not be all that familiar with how exactly a laser functions or the sum total of its applications, which can range from medical instruments, to industrial machinery, to CD players, and as important tools in scientific research. First off, laser, or more appropriate... ...rd, R.L., Omni Mar., 54 (1979). [3] Gordon, J.P., Zeiger, H.J., Townes,C.H., Phys. Rev. 95, 282 (1954). [4] Shawlow, A.L. and Townes, C.H., Phys. Rev. 112, 47 (1958). [5] Maiman, T.H., Nature 187, 493 (1960). [6] Larsen, E., Inc. Mar. 1, 68 (1989). [7] Bennett, W.R., Phys. Rev. 126, 580 (1962). [8] Turro, N.J., Modern Molecular Photochemistry, The Benjamin; Menlo Park (1988). [9] Huheey, J.E., Inoganic Chemistry, HarperCollins; New York (1993). [10] Williams, M., PC World, â€Å"Sanyo's Blue Laser May Boost Optical Storage,† 3/13/2002. [11] Brownlee, C., Medical Drug Discovery, 4.11 14 (2001). [12] Bell Labs Photonics Unit [13] Lane, E., The Seattle Times, â€Å"Space detectives: Scientists seek 'waves' of gravity,† 10/9/2002. [14] Kent, D.F. and Nene, G., Enlighten, 6, 4 (2001).

Mary Street by Peter Skrzynecki Essay

He emigrated to Australia in 1949 with his parents. Most of Skrzynecki’s poems are about his life and the change that he has experienced from moving to a different country. In 1951 the family moved to Sydney, to the working-class suburb of Regents Park, where a home had been purchased at 10 Mary Street. The poem â€Å"10 Mary Street† represents change as it shows the comparison between Skrzynecki’s life in Poland and his new life in Sydney and how he and his family have had to adapted to their new way of life and how the physical change of moving countries has changed them emotionally. Change is present in this poem as the poet uses the simile â€Å"Shut the house; like a well-oiled lock† to appreciate the order of daily ritual when departing in the morning. It indicates that the house is secure and protects the family. The simile â€Å"like adopted children† shows that the garden is not like any other garden to them. The language techniques that Skrzynecki uses in this poem are used to great effect and create a level of connection between the reader and Skrzynecki’s and how his life was. Some of the techniques used are: Similies: A simile is a figure of speech involving the comparison of one thing with another of a different kind, as an illustration or ornament, the effect that a simile has in a poem is that it paints a picture in our minds as a simile is a descriptive set of words e. g. â€Å"And smoked like a dozen Puffing Billies† Personification: A figure of speech that gives human qualities to abstract ideas, animals, and inanimate objects. It affects the reader by creating empathy, and allows the reader to associate with the poem and the message in it e. g. â€Å"In its china blue coat†

Reaction Paper of the movie Les Miserables (1998) Essay

The movie is a potent social document of poverty, ignorance, and brutality of man by Victor Hugo. Les Miserables is also a rousing adventure of the hapless victim of French society – Jean Valjean, and his valiant struggle to redeem his past. The movie had been so well done. The actors and actresses had played their part and portrayed the characters in a way that the audience could really relate to. It was shorter than the adaptation of 2012 Les Miserables but the characters gave justice to their role. In addition, I prefer the 1998 adaptation than of the latest. Les Miserables is a story that portrays of the heroic life of a simple and good man in the person of Jean Valjean. He is a very memorable character who is morally upright but guilty of certain thefts for which he feels remorse. To avoid capture and life sentence, he assumes the identity of Monsieur Madeliene, soon becoming the mayor of the small town he has adopted. It is a very beautiful story packed with excitement. You will always try to think what would happen to the characters as they ventured into new frontiers. It talks about man’s struggle to escape the past and reaffirm his humanity in a society where in poverty and ignorance prevails. Aside from being a superb adventure, it can also be considered as a powerful social document. It shows the inhumane treatment of the convicts and ex-convicts. It also shows how a man can be redeemed by accepting suffering, and by following the dictates of his conscience even if it entails suffering and ostracism from many people. It also talks about the man’s struggle for existence in the case of the principal character, Jean Valjean as he tried to forget the past and go on with his life. He is such a remarkable character distinct to other people we met in our daily undertakings. He’s exceptional and one of a kind. It dwells with the supernatural power of love, the love to give up one’s freedom for the sake of justice. It is also quite romantic especially on the part of the love affair of Marius and Cosette that tickles your bones. However, it is more on being a melodrama that let your heart cry out especially on the ending part when Jean was willing to sacrifice his freedom for the happiness and peace of mind of his adopted daughter Cosette. On the other hand, I don’t like the part where Cosette fell in love to Marius on a short span of time. Marius was the big disappointment. He came across as a wimp. It had to be Cosette’s lack of knowledge that attracted her to him. She could have done so much better. I don’t feel that anyone, with the exception of Fantine, was portrayed as well as possible. There were times that I should have been brought to tears, and I wasn’t. Another memorable character is Javert, the inspector who always followed Jean in the hope of capturing him. He is very much obsessed about it that leads to his death in his own hands. He can’t accept that he who is trying to inflict harm to a person was saved by the same person. I admire his courage to admit that his father was a thief and his mother was a prostitute helps me understand more fully his reactions to Valjean, Fantine, and Cosette. My favorite scenes? Valjean’s last moment with Marius and Cosette – who among us have not lost a loved one, ever? I’m sure everyone can relate. I also like the part when Valjean was willing to do everything just to protect Cosette. It stirred me deep inside because knowing that he’s not her biological father and yet he’s willing to risk everything for the happiness of his adopted daughter. It reminds me of my father on the other way ‘round. Gavroche’s parts – the kid was awesome too. He deserves to have another movie!  This film teaches us many things. Such as we can’t escape our conscience. Even if we have successfully hidden our secrets in the form of misdeeds in the past, it will continue to haunt us until we face it and divulge it in public. Such was the case of Jean. It opens our eyes about the reality in our society we belong where there are lots of injustices, discriminations and the like. It also tells us not to judge the book by its cover in the case of Marius. We should not let pass any judgment over anybody because that person might have a golden heart hidden within him. We should also put in mind that if there is life, there is hope. No matter how messy our past had come, we could still make amends to it and make our lives better. Jean is a great example of such thing; he succeeded to become a mayor in a town despite his dark past. Life is difficult but it is in difficulty that we can  appreciate its meaning. The miserable character of Jean in the movie teaches us the reality in life. Nevertheless, the bottom line is â€Å"It does not matter how many heartaches, sufferings and pains we encountered in life as long as we have loved and we have been loved.

Events leading up to the war in Europe

Events leading up to the war in Europe Free Online Research Papers Germany and France had been struggling in Continental Europe for 80 years and had fought two previous wars, the Franco-Prussian War and World War I. Following the Russian Revolution of 1917, Communist revolutionary movements began spreading across Europe, briefly taking power in both Budapest and Bavaria. As a reaction to these movements, fascist and nationalist groups were born.[5] In 1922, Italian dictator Benito Mussolini and his fascist party took control of the Kingdom of Italy and set the model for German dictator Adolf Hitlers Nazi Party, which, aided by the civil unrest caused by the Great Depression, took power in Germany and eliminated its democratic government, the Weimar Republic. These two leaders began to re-militarise their countries and became increasingly hostile. Mussolini first conquered the African nation of Abyssinia and then seized Albania, with both Italy and Germany actively supporting Francisco Francos fascist Falange party in the Spanish Civil War against the Second Spanish Republic (which was supported by the Soviet Union). Hitler then broke the Treaty of Versailles by increasing the size of the Germany’s military, and remilitarized the Rhineland. He started his own expansion of Germany by annexing Austria and also the German-speaking regions (Sudetenland) of Czechoslovakia. The British government under Neville Chamberlain saw the Soviet Union as a greater threat to Europe and he pursued a policy of appeasement towards Germany, hoping to maintain a strong, anti-communist Germany to block Soviet expansion. This policy culminated in the Munich Agreement in 1938, which gave the Sudetenland to Germany.[6][7] In March 1939, Germany occupied the remainder of Czechoslovakia. Mussolini also invaded and annexed Albania in April. These events caused the United Kingdom and France to prepare for war against Germany. France and Poland pledged on May 19, 1939, to provide each other with military assistance in the event either was attacked. The following August, the British guaranteed the same. On August 23, 1939, Germany and the Soviet Union signed the Molotov-Ribbentrop Pact which provided for sales of oil and food from the Soviets to Germany, thus reducing the danger of a British blockade such as the one that had nearly starved Germany in World War I. Also included was a secret agreement that would divide Central Europe into German and Soviet areas of interest, including a provision to partition Poland. Each country agreed to allow the other a free hand in its area of influence, including military occupation. Germany’s war against the Western Allies On September 1, 1939, Germany invaded Poland, using the false pretext of a staged Polish attack on a German border post. On September 3, the United Kingdom issued an ultimatum to Germany. No reply was received, and Britain, Australia and New Zealand declared war on Germany, followed later that day by France. Soon afterwards, South Africa, Canada and Nepal also declared war on Germany. Immediately, the UK began seizing German ships and implementing a blockade. Despite the French and British treaty obligations and promises to the Polish government, both France and the UK were unwilling to launch a full invasion of Germany. The French mobilized slowly and then mounted only a short token offensive in the Saar; neither did the British send land forces in time to support the Poles. The geographical location of Poland meant that a full-scale British and French attack was unlikely. The French were firmly in the Maginot Mentality to invade Germany, and the protection of the Maginot Line gave the French and British forces no reason to attack Germany directly. Meanwhile, on September 8, the Germans reached Warsaw, having ripped through the Polish defences. On September 17, the Soviet Union, pursuant to its prior agreement with Germany, invaded Poland from the east. Poland was soon overwhelmed, and the last Polish units surrendered on October 6. After Poland fell, Germany paused to regroup during the winter while the British and French stayed on the defensive. The period was referred to by journalists as the Phoney War because of the inaction on both sides. In Eastern Europe, the Soviets began occupying Baltic states leading to a confrontation with Finland, a conflict which ended with land concessions to the Soviets on March 12, 1940. In early April 1940, both German and Allied forces launched nearly simultaneous operations around Norway over access to Swedish iron ore. It was a two-month campaign that resulted in complete German control of Denmark and Norway, though at a heavy cost to their surface navy. The fall of Norway led to the Norway Debate in London, which added to the call for the resignation of Prime Minister Neville Chamberlain, who was eventually replaced by Winston Churchill. After witnessing the defeat of the Appeasement Foreign Policy, used by Britain since the 1920s, Chamberlain was in the fire to be labelle d as the Guilty Man when in fact he had pushed forward for most of Britains much needed defence spending in early 1938, and can be seen as the saviour of Britain during the Battle of Britain. On May 10, 1940, the Germans invaded France and the Low Countries. The British Expeditionary Force (BEF) and the French Army advanced into Flanders and planned to fight a mobile war in the north, while maintaining a static continuous front along the Maginot Line further south. This was foiled by an unexpected German thrust through the Ardennes, splitting the Allies in two. The BEF and French forces, encircled in the north, were evacuated from Dunkirk in Operation Dynamo. Italy attacked France in the Alps in June 10, 1940. France, overwhelmed by the blitzkrieg, was forced to sign an armistice with Germany on June 22, 1940, leading to the direct German occupation of Paris and two-thirds of France, and the establishment of a German puppet state headquartered in south-eastern France known as Vichy France. With only the United Kingdom remaining as an opposing force in Europe, Germany began to prepare Operation Sealion, the invasion of Britain. Most of the British Armys heavy weapons and supplies had been lost at Dunkirk, but the Royal Navy was still stronger than the Kriegsmarine and kept control of the English Channel. The Germans then attempted to gain air superiority by destroying the Royal Air Force (RAF) using the Luftwaffe. The ensuing air war in the late summer of 1940 became known as the Battle of Britain. The Luftwaffe initially targeted RAF Fighter Command aerodromes and radar stations, but Luftwaffe Commander Hermann GÃ ¶ring and Hitler switched their attention towards bombing British cities, an offensive which became known as The Blitz. This diversion of resources allowed the RAF to rebuild their airbases, eventually leading Hitler to give up on his goal of establishing air superiority over the English Channel; this in turn led to the permanent postponement of Operation Se alion. With Germany and her allies having total control of the continent, the United Kingdom and its allies settled for strategic bombing and special forces operations in mainland Europe. Many of the conquered nations formed governments in exile and military units within the United Kingdom as well as domestic resistance movements. Germany, meanwhile, fortified its position by constructing the Atlantic Wall Research Papers on Events leading up to the war in EuropeAppeasement Policy Towards the Outbreak of World War 2Assess the importance of Nationalism 1815-1850 EuropeQuebec and CanadaGenetic EngineeringAnalysis of Ebay Expanding into AsiaBringing Democracy to AfricaPETSTEL analysis of India19 Century Society: A Deeply Divided EraDefinition of Export QuotasTwilight of the UAW

List of Poisons and the Relative Toxicity of Chemicals

List of Poisons and the Relative Toxicity of Chemicals This is a list or table of chemicals that can kill you. Some of these poisons are common and some are rare. Some you need in order to live, while others you should avoid at all costs. Note that the values are median lethal values for an average human. Real-life toxicity depends on your size, age, gender, weight, route of exposure and many other factors. This list just offers a glimpse at a range of chemicals and their relative toxicity. Basically, all chemicals are poisonous. It just depends on the amount! List of Poisons This table is organized from least deadly to most deadly: Chemical Dose Type Target water 8 kg inorganic nervous system lead 500 g inorganic nervous system alcohol 500 g organic kidney/liver ketamine 226 g drug cardiovascular table salt 225 g inorganic nervous system ibuprofen (e.g., Advil) 30 g drug kidney/liver caffeine 15 g biological nervous system paracetamol (e.g., Tylenol) 12 g drug kidney/liver aspirin 11 g drug kidney/liver amphetamine 9 g drug nervous system nicotine 3.7 g biological nervous system cocaine 3 g biological cardiovascular methamphetamine 1 g drug nervous system chlorine 1 g element cardiovascular arsenic 975 mg element digestive system bee sting venom 500 mg biological nervous system cyanide 250 mg organic causes cell death aflatoxin 180 mg biological kidney/liver mamba venom 120 mg biological nervous system black widow venom 70 mg biological nervous system formaldehyde 11 mg organic causes cell death ricin (castor bean) 1.76 mg biological kills cells VX (nerve gas) 189 mcg organophosphate nervous tetrodotoxin 25 mcg biological nervous system mercury 18 mcg element nervous system botulinum (botulism) 270 ng biological nervous tetanospasmin (tetanus) 75 ng biological nervous system Poisons: Lethal vs Toxic Looking at the list of poisons, you might be tempted to think lead is safer than salt or bee sting venom is safer than cyanide. Looking at the lethal dose can be misleading because some of these chemicals are cumulative poisons (e.g., lead) and others are chemicals your body naturally detoxifies in small amounts (e.g., cyanide). Individual biochemistry is also important. While it might take half a gram of bee venom to kill the average person, a much lower dose would cause anaphylactic shock and death if youre allergic to it. Some poisons are actually necessary for life, such as water and salt. Other chemicals serve no known biological function and are purely toxic, such as lead and mercury. Most Common Poisons in Real Life While its unlikely youll be exposed to tetrodotoxin unless you eat improperly prepared fugu (a dish prepared from pufferfish), some poisons routinely cause problems. These include: Pain medicine (over the counter or prescription)Sedative and antipsychotic drugsAntidepressantsCardiovascular drugsHousehold cleaners (particularly when they are mixed)Alcohol (both grain alcohol and types not intended for human consumption)PesticidesInsect, arachnid, and reptile venomAnticonvulsantsPersonal care productsWild mushroomsFood poisoning

E-crime investigation. Security breach on a Linux Operation System Assignment

E-crime investigation. Security breach on a Linux Operation System - Assignment Example If we elaborate these further, the first time stamp named as ‘modify’ or the ‘mtime’ is updated when there is some change or modification. Likewise, in case of a directory, the time stamp is updated when there are changes / modifications or deletion occurs within the file in that particular directory. The second time stamp known as the ‘atime’ is updated for a file when it is executed or accessed. The third time stamp Change that is called as ‘ctime’ is updated when the data structure enclosing metadata of a file is accessed by the file system to define information of a file including owner, group name, access rights etc. are modified. However, during a forensic investigation, MAC times can provide a comprehensive clues if remains unchanged. Likewise, it illustrates the changes that occurred on the file system. Andy will use the TCT mactime program that is a part of the TCT tool kit for printing the MACtimes for a series of files to get an in depth view of what actually happened and how the hacker has compromised the system. Likewise, the mactime program develops a database of time stamps linked with the files of the system (Nemeth, Snyder et al. 2007). It was detected that on September 20 i.e. few days after the initial compromise of the system, the hacker entered in the system via a telnet command and started manipulating file system and server. The command below demonstrates evidence: Sep 20 00 15:46:05 31376 .a. -rwxr-xr-x root root/mount/usr/sbin/in.telnetd Sep 20 00 15:46:39 20452 .c -rwxr-xr-x root root/mount/bin/login ... -rwxr-xr-x root root/mount/usr/sbin/in.telnetd Sep 20 00 15:46:39 20452 .c -rwxr-xr-x root root/mount/bin/login After one hour of the system being compromised, a directory was established named as /dev/ttypq/ on the file system and soon a distrustful and unknown file starts appearing and modified on the file system. The most suspicious files were named as ipv6.0, rpc.status and rc.local. Sep 20 00 16:49:47 949 ..c -rwxr-xr-x root root /mount/etc/rc.d/rc.local 209 ..c -rwx------ root root /mount/usr/sbin/initd Sep 20 00 16:50:11 4096 .a. drwxr-xr-x operator 11 /mount/dev/ttypq/... Sep 20 00 16:52:12 7704 .a. -rw-r--r-- root root /mount/lib/modules/2.2.16-3/net/ipv6.o 209 .a. -rwx------ root root /mount/usr/sbin/initd 222068 .a. -rwxr-xr-x root root /mount/usr/sbin/rpc.status Andy’s investigation addressed the ipv6.0 file that was a modular visible string related to the suspected sockets of the network i.e. TCP port 32411 and TCP port 3457, more than one user account names, ille gitimate use of the Ethernet interface to relay all the traffic visible on the network. prover# strings ipv6.o check_logfilter kernel_version=2.2.16-3 my_atoi :32411 my_find_task :3457 is_invisible :6667 is_secret :6664 iget :6663 iput :6662 hide_process :6661 hide_file :irc __mark_inode_dirty :6660 unhide_file :6668 n_getdents nobody o_getdents telnet n_fork operator o_fork Proxy n_clone proxy o_clone undernet.org n_kill Undernet.org o_kill netstat n_ioctl syslogd dev_get klogd boot_cpu_data promiscuous mode __verify_write . . . o_ioctl adore.c n_write gcc2_compiled. o_write __module_kernel_version n_setuid we_did_promisc cleanup_module netfilter_table o_setuid check_netfilter init_module strstr __this_module logfilter_table sys_call_table In the above strings, a string named as adore.c

Orem-Nursing Grand Theory Assignment Example | Topics and Well Written Essays - 2000 words

Orem-Nursing Grand Theory - Assignment Example With this concern, the assignment intends to describe, evaluate and discuss the application of Orem-Nursing Grand Theory. The assignment also provides a detailed analysis and evaluation of the theory along with its application in diverse fields.   Orem’s General or Grand Theory of Nursing comprises three condensed theories, namely â€Å"self-care theories†, â€Å"self-deficit theory† and â€Å"nursing theory†. The theory was developed by Dorothea Orem. The theorist Orem was born in Baltimore in the year 1914. In 1934, she obtained her diploma in nursing from Washington D.C.’s Providence Hospital School of Nursing. In 1939, she received her bachelor of science in nursing education and in 1945 she obtained her master of science in nursing education from Catholic University of America. It is worth mentioning that she had a wide-ranging background in terms of clinical practice which included adult med-surge, private duty, pediatrics and ER supervisor. She also served as an administrator of nursing service as well as supervisor of the school of nursing at Providence Hospital in Detroit. In the year 1949, Orem joined Indiana State Board of Health, Hospital Division where she functioned as a sup port agent for upgrading and improving the nursing services in several hospitals in Indiana. During 1958-59, Orem rendered her service as an advisor to â€Å"the Office of Education†, â€Å"Department of Health†, â€Å"Education and Welfare† in Washington and was involved in enhancing practical nurse training. This work inspired her to strive for identifying the conditions influencing the decision about the need for nursing care. As an answer to her quest resulted in the generation of the idea in which she expressed that a nurse is â€Å"another self†.

American Gov't Essay Example | Topics and Well Written Essays - 1250 words

American Gov't - Essay Example The federal elections envision an electoral or indirect approach to elections but the states are free to decide the precise formula by which its own electoral votes are counted. The Electoral College has been the subject of much debate and criticism; such criticism tends to derive from the fact that a presidential candidate can win the popular vote and still fail to win because of the nuances of the Electoral College. Such criticism is hardly abstract as George W. Bush defeated Al Gore in just this way. Not only can the Electoral College operate to deny the popular vote, but it can also render certain states increasingly important and other states increasingly trivial or irrelevant as far as presidential elections are concerned. Large swing states with winner-take-all electoral laws, for instance, receive more attention and more personal time than other states. Under this electoral system, Florida becomes more important than California, Ohio more important than New York, and Pennsylvania more important than Texas. What ought to be a national election, reflecting a broad spectrum of national interests and concerns, instead becomes a carefully calculated race to secure electoral votes at the expense of popular votes and large swing states at the expense of smaller states. It might be cynical to suggest that such a system thwarts notions of popular democracy, and yet it seems difficult to reconcile the consequences of an Electoral College with notions of one-person-one vote. To be sure, one person does not really equate to one vote under this system and the particular value to be assigned to a vote depends on the state’s underlying approach to the allocation of electoral votes as well as to whether the voter resides in a large swing state, a large non-swing state, or a smaller state. The ideals of popular democracy, and

Strategies For Teaching Listening Skills In Classroom

Strategies For Teaching Listening Skills In Classroom Because of requiring quality for teaching students, especially teaching listening skills in the classroom, assorted schools, colleges, and universities have tried to look for good strategies (Teaching listening skills), for this area is the most complicated to teach students, and then this issue has developed into a good subject for teachers and those institutions to be concerned about. On the other hand, these concerns are dealt with many books and journal articles with new strategies for teaching listening skills in the classroom these days. In online publication date: 29 July 2010 article written by Dorothy R. and Sid T. states Most teachers are aware that students listening skills are not what they once were. Our classrooms are filled with students who either do not listen or listen with their ears but not with their brains. (Dorothy R. Sid T. (2010, july 29). 56, 310-311). Instead, many more authors or writers in numerous books and journal articles can respond to this issue with out any hesitation. In order to answer this issue, authors and other teachers assert that copious strategies in abundant books and articles are much better than only one.Penny contends that in principle, the objective of listening comprehension in the classroom is that students should learn to function successfully in real-life listening is(Penny 1996, p 105).Moreover, a statement states that there is no one way of doing a listening skills lesson- it depends on such factors as the aim, the text type, the level of the students, etc.(Roger, Diane, Steve 1983, p89). Hence, studies of the strategies for teaching listening skills in the classroom according to various references- both books and journal articles- embrace a variety of techniques and strategies. I, however, now extract one of those to outline this. Depending on the journal article written by Dorothy R. and Sid T., it reveals that there are several ways of teaching listening skills in the classroom effectively (Dorothy R. Sid T. (2010, july 29). 56, 310-311). First, Call attention to careful listening will heighten childrens awareness of the importance of the skill. An oral check of student responses will call immediate attention to errors and eliminate paper checking for the teachers. Second, Taped selections can be played to students, followed by questions about their content. Questions that encourage beneficial listening skills include those that ask about cause and effect, sequence, main ideas, terminology, drawing conclusion, and the names of the main characters. In addition, Mrs. King a third-grade teacher in the Huntsville, Texas public school system starts the school year by telling the students that her very quiet voice is her teaching voice. She does not yell, and she insists on politeness speaking only with permission and not talking when others are speaking. As a result of this and other techniques, the noise level in her classroom is always low. Finally, exercises in careful listening habits are being learned by our television- oriented young people (Dorothy R. King (2010, july 29). 56, 310-311). These diverse approaches have been applied to peruse good strategies for teaching listening skills in the classroom, and how much the students understand those. This proof is shown that most of the students in listening class demand many strategies for improving their listening skills. Only studies, nevertheless, of Dorothy R. Sid T. are not sufficient for teaching listening skills in the classroom, for one skill requires a variety of strategies or techniques in order that instructors are convenient to impart knowledge to students effectively. Therefore, Roger, Diane, and Steve state that there is no one way of doing a listening skills lesson it depends on such factors as the aim, the text type, and the level of the students, etc.( Roger, Diane, and Steve 1983). Besides, the shortage of searching more information related to the strategies for teaching listening skills in the classroom is deplorable because it is advantageous to our skills (Teaching as career). Not only do you believe in one authors documents, but you also try to search the work of arts of others in order to have new ideas or techniques to teach the students both effectively and successfully. In conclusion, this study attempted to donate the knowledge base related to teaching listening skills by probing as many strategies for teaching listening skills in the classroom as possible to make sure that students are contented to accept those effectively. In order to apprehend this research clearly, you are asked a few questions as follows: 1. What are the strategies for teaching listening skills in the classroom? 2. With what benefits do they provide you? 3. How do these strategies respond to the students in the classroom and the real world? Annotated Bibliography 1. Æ’ËÅ" King, D. R Womack, S. T. (2010, july 29). Strategies for Teaching Listening Skills. The Clearing House: A Journal Of Education Strategies, Issues and Ideas, 56, 310- 311. Dorothy R and Sid T., in this journal article, show off teachers difficulty in teaching students listening skills because theirs are not what they once were, and the classrooms are filled with the students who do not pay attention to teachers explanation (Teaching listening skills). When listening, they use only their ears but not the brains. Therefore, the purpose of this article is focused on several strategies which can help teachers teach listening skills in the classroom successfully. Even though this article is not the most perfect one, it can provide good methods for dealing with this issue and my research, especially the strategies for teaching listening skills in the classroom, and then this tool is used to conduct the next one in general classes. Finally it is also able to help me to apply all the strategies in my study in order to improve the skills as teacher of English in the future. 2.Æ’ËÅ" Scrivener, J. (1994). Tearning Teaching. Great Britain: Macmillan Jim, in this book, offers several procedures and strategies that can help students improve their listening skills, such as task-based listening, the task feedback circle, how we listen, and listening ideas, which are effective to upgrade students listening skills in the classroom; also, it is really significant to the study because this research (Teaching listening skills in the classroom) is applied to the real world. This book also provides a great deal of information related to teaching listening skills for research, particularly the key points. Moreover these strategies can help many researchers and learners create more methods to conduct next research effectively. Last of all, they do assist me to use the key concepts of these strategies in my study successfully, and I also have a good opportunity to upgrade my knowledge teaching as career. 3.Æ’ËÅ" Ellis, R. (2003). Task-based Language Learning and Teaching. China: Oxford University Press. In this book (tasks, listening comprehension SLA), Rod shows that this chapter based on listening tasks has contributed to theory (as it concerns both listening and language acquisition), research methodology, and language pedagogy. These three key terms are really crucial to the research related to teaching listening skills; for example, Academic listening task research has shown that when learners lack relevant schemata their ability to take notes and comprehend a lecture suffers. Thus Rod offers a promising tool for investigating the micro processes involved in comprehending and language acquisition. These strategies are very much valuable for the study since it not only focuses on the classroom teaching but also concentrates on learners in general, and this task too is very useful to my study because it is the guideline to achieve either the next new research or the teaching listening skills in the classroom. 4. Æ’ËÅ" Ur, P. (1996). A Course in Language Teaching. Great Britain: Cambridge University Press Penny, in this book (Chapter 8: Teaching listening, Unit one), teaches about Real-life listening in the classroom. In the unit, he indicates three main steps to teach listening skills, such as Guidelines, Practical classroom application, and Implementing the guidelines: some specific practical implications. These key points are very essential, for they can make teaching listening in the classroom effective and beneficial. Furthermore it is able to provide a lot of information and new strategies to my study, which relates to the teaching listening research. Therefore this research can be applied not only in my classroom but also in the real world. 5. Æ’ËÅ" Pearse, E. Davies, P. (2000). Success in English Teaching. New York, Hong Kong: Oxford University Press. In this book, Paul and Eric provide the strategies for teaching listening skills; that is, the strategies generally recommended are: pre-listening, while-listening, and post-listening, which are absolutely useful to draw students attention on teaching listening class effectively. In addition this book classifies listening text in terms of learner control and some more activities that can help both teachers and learners achieve the objectives during their processes. All the strategies can be applied to all teaching listening classrooms not only one class as they are absolutely practical to all learners, in particular they are very crucial to my research study, for my topic is related to this area, and it can assist me to apply the strategies in the real classroom teaching. 6. Æ’ËÅ" Gower, R., Phillips, D., Walters, S. (1983). Teaching Practice Handbook. China: Macmillian,Heinemann. Roger, Diane, and Steve, in this book, raise good strategies related to the skills how to improve students listening skills, which help the students find it easier to embrace this area. In addition they say that there is no one way of doing listening skills lesson it depends on such factors as the aim, the text type, and the level of the students, etc. and they also give the example involving in guidelines on one way of conducting a listening skills lesson which is divided into three sections before listening, first listening, and second listening; i.e. all these are included with its feedback too. These strategies are applied to implement classroom teaching, in particular these key points used to do the survey on students understanding of listening skills effectively. They will also help me to conduct the authentic research on my field- teaching as career successfully. 7. Æ’ËÅ" Hedge, T. (2000). Teaching and Learning in the Language Classroom. China: Oxford University Press. In this book, Tricia tells a lot about the strategies related to teaching listening skills in the classroom. First he talks about the role of listening in the ELT curriculum, such as pre-listening task and listening note taking, which can be assumed that listening ability will develop automatically through exposure to the language and through practice of grammar, vocabulary, and pronunciation. Next he shows what we know about listening process bottom-up processes and top-down processes in listening, which can be applied with real knowledge of learners. Furthermore he also indicates the purpose of listening; i.e. it refers to conversation of a personal kind in which the listening is reciprocal or participatory and so on, especially designing listening activities for the classroom, which is really vital to the academic course because I need this for my teaching listening classroom. All these key strategies will make my research study more and more advanced as teacher of English. 8. Æ’ËÅ" Peterson, P. W. Teaching English as a Second or Foreign Language. (M. C. Murcia, Ed.) the USA. Pat W., in this book, indicates a few prompts related to the strategies for listening skills. First he shows the types of strategies specific to listening comprehension, such as categories of metacognitive, cognitive, and socioaffective strategies, which are very important to the study because each has a various function in teaching listening methods. Next, he spots a development view of listening skills. In this section he focuses on profile of the beginning, intermediate, and advanced-level student in listening good strategies which can be segregated for teaching in each class. Moreover he sets the goals for them Bottom-up and Top-down processing, Goals and exercise types, and beginning, Intermediate, advanced-level learners which can make teachers easy to teach them successfully. All these strategies are valuable to the study, for they are classified differently. I hope that these will not only help me teach my students in the class but also be helpful to my MA research program . 9. Æ’ËÅ" Hadfiekd, Jill Charles. (2008). introduction to teaching English. Portugal: Oxford University Press. In this book, Jill and Charles show the explanation to the stages of a listening lesson set up as follows: First he talks about before a listening Lead-in method engages learners interest, introduce the topic and context, activate learners background knowledge, help the learners to predict what the speakers might say, and introduce some key words and expression; also, Language focus introduces some key vocabulary, and other words. Second it is about during a listening lesson; that is, Tasks show that you should aim to repeat the listening several times with a series of listening tasks. Finally it is about after a listening lesson; i.e. Language focus concentrates on some of the language in the text, such as new vocabulary, and Transfer uses the listening and the language work as the basis for work in a different skill. These strategies are really practical to the study. Even though they are not the perfect ones, they show off good advantages to teachers in order to implement these t echniques in the classroom successfully. Also they will be useful to me because I become a teacher of English and I have to use these as my teaching tools. 10. Æ’ËÅ" Fernandez-Toro, M. (2005). The role of paired Listening in L2 listening instruction. Language Learning Journal, 31, 3-8. Maria, in this journal article, mentions much of the difficulty related to the fact that listening processes cannot be easily observed and shown because they all take place inside t he listeners mind. She, however, indicates that paired listening offers a number of potential benefits, both as a diagnostic tool and as a valid learning exercise in itself. Moreover, this research is also profitable for the study, for the writer shows not only the problem to the skills but also the good methods applied to deal with its issues. Thus, this article is really useful to my research because I can use these strategies to operationalize all good points in my own study.

Magical Realism in Gabriel Garcias A Very Old Man with Enormous Wings

Magical Realism in Gabriel Garcia's A Very Old Man with Enormous Wings      Ã‚   "A Very old Man with Enormous Wings" (1955) is a short story by Garbriel Garcia Marquez, a Latin American author. This story contains many elements of Magical Realism, such as having one fantastic element while being reality based, having a deeper meaning, and having no need to justify or explain events or human actions. The magical elements in this story are the old man (that is assumed to be an angel) and the girl who was turned into a spider because she disobeyed her parents. The angel is the element in Magical Realism that discovers the mysterious parts in life. Most people believe in supernatural beings like angels. Angels are usually thought of as protecting and taking one to the afterlife. The angel was believed to have come to take the baby to heaven. Another magical element was the sicknesses of the people who came to be healed by the angel. There was "a poor woman who since birth had been counting her heartbeats and had ran out of numbers; a Portuguese man who couldn't sleep because the noise of the stars disturbed him; a sleep-walker who got up at night to undo the things he had done while awake" (527). The realistic elements include everything else in this story. The people's curiosity to the angel and the lady spider are authentic. This element shows the curiosity of everyday people. Another trait of people is shown by Peylo and Elisenda, who take advantage of the angel by keeping him in a chicken coop and charging admission to see him. The purpose of the lady spider may have been to scare children into obeying their parents. The girl was normal until one night when she went against her parents wishes to a dance. On her wa... ..., an angel and an everyday world are crossed, and no one doubts the appearance. The deeper meaning is told though the life of the angel after he was caged and has an impact on any that would read it. This short story would be good for anyone to read whether he or she had read many Magical Realism stories or if he or she have not. Gabriel Garcia Marquez does a perfect job of "transforming the common and everyday into the awesome and unreal" (Flores 114). I thoroughly enjoyed this story. Works Cited Flores, Angel. "Magical Realism in Spanish American Fiction." Magical Realism: Theory, History, Community. Ed. Lois Parkinson Zamora and Wendy B. Faris. Durham; N.C.: Duke UP, 1995: 109-118. Garcia Marquez, Gabriel. "A Very Old Man with Enormous Wings." The Norton Introduction to literature. Ed. Jerome Beaty. N.Y.: W.W. Norton and Company, 1996: 525-529.   

Java Calendar Tutorial Essay

Introduction This tutorial is designed to provide you with an understanding of the Java Calendar class, it’s backgrounds, purpose and uses. It is created in such a manner as to allow even beginning Java programmers an understanding and feel for the uses of the Java Calendar class. The Java Calendar class was added to the Java Development Kit in JDK 1.1. It is designed to permit the conversion between a specific instance in time and a set of Calendar fields. (Oracle, 2004, 2010) What exactly does this mean? The Calendar class uses a huge array of tables to keep track of time based on daylight savings time, timezones, and calendar history, the calendar class uses a system time to determine where whatever event is being tracked falls on in the internal calendar tables. Some confusion is caused by this as Java does keep track of specific location time, and the programmer needs to keep this in mind when using the Calendar class even when it isn’t relevant to the problem being addressed ( Roedy Green, Canadian Mind Products, 1196-2011). How to use the Calendar Class The Calendar Class and it’s associated methods are used by three methods. The programmer can import the calendar class and whatever specific method or constructor they will use in their program by importing it as importjava.util.specificfunction; For instance, if the programmer wished to set the date within a program, but that was all that was needed, for instance no date specific math was needed as in a log file, then the programmer could use, importjava.util.Calendar.set; If the programmer needs to have greater functionality associated with the dates being used within a program the programmer should use the entire Calendar class. This takes up more space within a program, however provides a much simpler method of calling items from the Java Calendar class as all of it’s functionality is available to the entire program. This format would simply be, importjava.util.Calendar; Finally the programmer can call within the program any specific function required within the Calendar class by using a fully qualified name for the method being used, if the programmer wished to use the set function once within a program and that was all that was needed the programmer could simply use public void java.util.Calendar.set For ease of use of associated Java Calendar methods and constructs however it is generally recommended that the programmer use the import function and import the entire Calendar class. This provides for significantly less time coding, and less possibility of mistakes in typing out commands and code as less code is necessary. Melissa Robinsons Section Every so often a program wishes to know something about a date, such as what day of the week something took place or maybe you would like to know which of the 12 months have 30 days. This can be completed with the Calendar class within the java.util package. The very first thing that should be done is to import the package: import java.util.Calendar; The next thing to do is to get an instance of the Calendar class: Calendar cal = Calendar.getInstance( ); Be aware that the constructor cannot directly be called upon with new Calendar( );, since it’s an abstract class. The next thing to do is set the date and time of what is wanted to know about certain things: cal.set(year,month,day); For the month parameter, January is 0, February is 1, March is 2, etc. The constants Calendar.MONTH can also be used. Each and every calendar has a set of boundaries that are automatically updated when the calendar is altered. The get ( ) method can access these and a set of constants that characterize a number of available fields. So it can be noted that some very precise things can be done with the calendar now. For example, the week of the year that a day falls on can be found by using: int week = cal.get(Calendar.WEEK_OF_YEAR) Or  For example. Use the getActualMaximum() to find the number of days in a  certain month: intdaysInMonth = cal.getActualMaximum(Calendar.DAY_OF_MONTH); Here are some fields that may be useful within the Calendar Class: * DAY_OF_WEEK – Returns the day of the week that a day falls on, 1 through 7 days. * DAY_OF_YEAR – Returns the number of days into the year that the date occurs * WEEK_OF_MONTH – Returns the week number in the current month where the date occurs * DAY_OF_MONTH – Returns the current day of the month Andrew McCutchan’s Section Examples of Calendar Class Use: Below are some typical examples of the usage of the java calendar class. /* Java Calendar Follow along with this example in a text editor to have java show todays date and time. */ import java.util.Calendar; public class JavaCalendar { public static void main (string[] args) { Calendar cal = Calendar.getInstance() ; System.out.println(â€Å"Today is : † + cal.getTime() ) ; By following the formats for cal.get instances mentioned above, one can find the various dates, times, weeks, and months in current formats, or in predetermined periods. This method allows programmers to set specific time constraints when coding for specific results. End of Section Methods Within the Calendar Class There are many methods within the calendar class. Methods are used for querying, setting, and doing arithmetic on the various fields of the date and time. The most commonly used methods are: * add( ) * set( ) * roll( ) References 1. Oracle. (2004, 2010). java.util Class Calendar. Retrieved from http://download.oracle.com/javase/1.5.0/docs/api/java/util/Calendar.html#set(int, int) 2. Roedy Green, Canadian Mind Products. (1196-2011). Calendar : Java Glossary. Retrieved from http://mindprod.com/jgloss/calendar.html