Mobile phones: blessing or curse? Essay

Nowadays mobile phones are everywhere: their bleeping ringtones go off behind you in the train; gormless-looking zombies stand around on the street â€Å"texting† illiterate messages to each other, while even children see them as an indispensable accessory. Clearly, mobile phones have come to be a normal and accepted part of most people’s lives, but does this necessarily mean they are a boon? I would say that while mobiles are potentially helpful in some situations, they generally have an adverse effect on one’s quality of life. The strongest argument for owning a mobile phone is that it can prove useful in an emergency or make you feel secure when walking down a dark street, for example. However, you should not forget that mobiles actually cause emergencies when people drive and talk simultaneously, and get into accidents. Furthermore, mobiles are one of the items muggers are most interested in, which means that carrying a mobile actually increases your chances of being attacked. see more:mobile boon or bane essay On the face of things, mobiles make life more convenient. They allow you to be much more flexible or spontaneous when making arrangements with friends, so that you can ring ahead, for example, if your train has come to a standstill. They also mean that you can stay in touch with work colleagues even when you are travelling and do not have access to a landline. There is a flipside to these arguments though. If people can be more spontaneous then they are more likely to wriggle out of arrangements, or let others know at the last minute, which can be far from convenient. Moreover, if you are always contactable, particularly by people from work, then you are enslaved in a sense. Employers are able to encroach on your leisure time and make demands of you, wherever you happen to be. Mobile phones are also anti-social in some ways, and encourage unpleasant behaviour. We have all heard the loud salespeople on trains boasting about their latest deal, or passengers who broadcast the finer details of their tedious social life. Equally rude are friends who start texting someone else while you are in the middle of a conversation with them.

‘Conflict is more often driven by self-interest than genuine sense of right and wrong.’ The Quiet American Essay

‘Conflict is more often driven by self-interest than genuine sense of right and wrong.’ â€Å"Show me a man who has no interest in his own good, and I’ll show you a man who is not in touch with his own humanity.† R. Alan Woods. Conflict can be driven by any emotion whether it be greed, love, hate or lust, after all conflict occurs merely when an individual feels something strong enough that they will not quell before opposition in violation of this emotion, because of this assessing the most frequent motive behind conflict could be investigated by asking the question; What emotion is the strongest and most frequent in humans? Doubtless, the answer to this question is relative to its target, a cynic might declare hate, a romantic love, a patriot pride; however all of these emotions can be elicited from both self-interest and a sense of infringement of a person’s moral code. Throughout the span of a humans life the one motive that remains central to a person’s approach on life is the desire to fulfil ones owns emotions and take care of one’s own interests, in Graham Greene’s the Quiet American both Thomas Fowler and Alden Pyle act based on personal interest despite the usual contrast of both their emotions and their actions. Fowler desires Phuong out of a sense of loneliness and longing for companionship, whereas Pyle desires Phuong out of the desire for a wife and a desire fulfil the responsibilities placed on him by his culture, allowing his life in his point of view to be considerably improved, albeit with the significant addition of the goal of making Phoung’s life better, which is also a manifestation of his own emotional need to rescue and help others, the fulfilling of which increases his emotional wellbeing. The desire to serve our own interest is the force that characterises most of our decisions, whether it is in the form of greater emotional comfort and wellbeing by standing up against an infraction in our moral code or the simple taking from the helpless for direct personal gain. It is for this reason, that conflict is more often driven by self-interest than a genuine sense of right and wrong. Catherine Susan â€Å"Kitty† Genovese was a New York City woman who was stabbed to death and repeatedly raped near her home. Investigations recorded 38 witnesses, none of whom attempted to assist Kitty personally and only one whom called the police, afterwards stating â€Å"I didn’t want to get involved† The incident of â€Å"Kitty† Genovese’s death exemplifies the extraordinary lengths that humans can go in an attempt to prevent self-loss even at the cost of another’s far more severe personal loss. By not acting these neighbors failed to stand up for their moral code and in doing so failed to act on behalf of what they presumably believed to be right at the cost of another s life, this also establishes the ability of self-interest to not only drive conflict in the way that self-interest allowed the event to occur on the side of the attacker, who was likely motivated by lust or anger, but to also discourage opposing action in bystanders out of a fear of personal loss. The actions the witnesses of â€Å"Kitty’sâ€Å" fate took mirror the attitude of a large degree of the human populations attitudes. Historically, few stand up for their beliefs and moral code at great personal risk, the strength of self-preservation Is too strong for most , for every â€Å"hero† that acts, hundreds of bystanders fail to act. The existence of â€Å"heroes† Itself is evidence that humans often fail to act in times of conflict, after all if there was more people who acted in times such as â€Å"Kitty’s† murder compared to those who failed to act then the heroic deeds of people such as Sophie Scholl who sacrificed her life for the sake of a moral principle would become commonplace, merely regarded as a slight extreme version of the normal reaction. Instead these people are revered for their courage, having books written and movies wrote about them, while these people likely deserve such images and their actions are evidence of either an increased emotional sensitivity or little direct self-interest it reflects very poorly on the rest of the populations courage and willingness to stand up for what they believe in. Behind every action is an corresponding emotion , meaning the intent of every action is to fulfil our emotion, not to respond to some moral code or the unfairness of life or the cruelty of another, acting on our emotions is in fact an almost entirely self-orientated activity .†People love others not for who they are but for how they make them feel† said Irwin Federman. When a man acts to shelter a child it is not the fact that the child is in harm’s way that drives him into sheltering the child, but the emotion that the man feels upon sight of an exposed child, in this way in order to commit actions without a self-driven motive a person needs themselves to either have no emotion or no emotional fulfilment, however exceptions to this could possibly be shown by the actions of individuals such as Hugh Thompson Jr, who risked his life for the sake of others’ lives through his actions in the Vietnam war, namely intercepting his own force in an attempt to circumvent the massacre of hundreds of innocents. It is possible however for an individual to enter conflict with an self-orientated aim and transition throughout the conflict into upholding moral principles and beliefs that may directly oppose the individuals initial viewpoint. Demonstrated best by Oskar Schindler these peoples sense of right and wrong eventually conquers the greed and self-interest they feel until they abandon the hope of gaining for themselves and embrace the hope of upholding what their moral code stipulates, Oskar Schindler entered the second world war initially motivated by profit but in a display of commendable tenacity and moral integrity saved over a thousand Jewish workers in defiance of the Nazi regime. The selfish nature of emotions also suggests that if emotions are the driving force of action and the individual fulfils the actions his emotions desire out of a need for emotional wellbeing then the majority of actions are driven by self-interest on one level or another, and that since conflict is the result of two opposing actions and that the motive of self-interest contains all other emotions and so in a way conflict can be driven by both self-interest and a genuine sense of right and wrong, that a majority conflict must be driven by self-interest. In conclusion, conflict is driven in the most part by self-interest but this is also true of almost every other action. The spectrum of emotions that self-interest encompasses is vast enough to include almost every emotion that an human can experience since actions are driven by emotions and conflict by both actions and emotions the cause of conflict can, in the majority of cases be traced back from the action to the emotion behind it to the drive that causes humans to fulfil the actions their emotions demand. This drive can be identified as self-interest, in this way almost all conflicts can be traced back to self-interest as both a catalyst and a driving mechanism

Classroom Observation Analysis

Many instructional approaches exist that have been developed to reach more students. Teachers have to select the instructional approaches that work best for students. These approaches have been tested and researched from various theoretical perspectives. An education theory is the speculative thought of education and just like any other theory; it explains, guides, and describes the practices of education. The earliest speculation on educational processes began during the times of classical sophists and Greek philosophers. Current education speculations use terms like andragogy, curriculum, learning pedagogy, education organization, leadership, and policy. Education thought is derived from various disciplines like, philosophy, sociology, critical theory, psychology, and history among others. This paper will discuss five topics based on the best education theory to be applied in the classroom setting with focus on two education theories postulated by Lev Vygotsky and John Dewey. This paper will also address information processing by students, behaviors of teachers to promote thinking, implications of language development on learning and teaching, and on the relationship between the emotional and social development on student behavior and learning. Classroom Observation Analysis Education theory can either be descriptive like in the sciences or normative like in philosophy. Education theory postulates what education processes are supposed to consist of; it sets the standards, norms, and goals in carrying out an education process. The scientific education theory gives a set of hypotheses, which have to be experimented and verified. The two approaches have produced two broad categories of education theories, which are the functionalist’s theory of education arising from the sociological perspective of education and the behaviorist theory of education from the psychology of education. The term theory in education refers to three broad categories known as the explanatory or generalizing model, practice observance, and a body of knowledge. Various educational resources exist that a teacher should employ in a classroom setting to enhance learning among students. Also, human resources affect the learning process of students, which is the behavior of both the students and teachers. Teachers play a major role in improving the thinking ability of students. Other factors exist that affect the learning process of students in the individual, social, emotional development, and language development. Educational theory application in a classroom setting †¢ Educational theories employed Lev Vygotsky and John Dewey postulated educational theories that explain how the human thought affect the outcome in education. On human thought, Dewey’s ideas were instrumentalism based in educational ideas. Vygotsky ideas on education, on the other hand, were based upon the Marxist social ideas. The instrumentalism ideas of Dewey deal with the focus of thoughts and ideas as action instruments; this caused the theorist to believe that the education system needs to incorporate vocational studies. Therefore, schools according to Dewey should incorporate both academic and vocational studies. Students have to involve themselves in activities that promote cooperation and creativity. Dewey believed that teaching individual’s new knowledge through memorization and repetition was ineffective. Through his writings and research, he advocates for thought and does not support strict topics as ways of teaching individuals. Teaching students on one content only is a waste of time, according to the theorist. Dewey encouraged teachers to be practical and creative in their educational approaches to provide students with a wide range of opportunities and to promote individual thought. Marxists social ideas on education were first applied by Vygotsky. He believed that by learning the social situation, a person is capable of learning more. The Zone of Proximal development is the theory postulated by Vygotsky, which explains that a difference exist between a student is taught by an advanced peer, a teacher, and when a student studies alone. With this theory Vygotsky believed that social processes should be incorporated into the education system. Such social processes include peer review, group work activities, and individual contact between student and teacher. Unlike Dewey and his ideas, Vygotsky does not support teacher‘s elitism, he favors the teaching of thinking kills to students and not just teaching a lesson based on a particular topic (Indiana University, 2004). The most effective educational theory to enhance instruction and learning From the two educational theorists, individuals can examine that they had two different thoughts on what education should be, which are not in agreement to each other. However, both Vygotsky and Dewey ideas should be applied in the classroom setting in unison because both their ideas are focused on a classroom environment that emphasizes ways of thinking and student achievement to learn facts. The use of both ideas in a classroom stetting enables a learning situation guided by a teacher who guides students through direction with positive reinforcement and is not a strict figure of authority. Both the ideas of Vygotsky and Dewey require teachers to be dedicated and committed to individual student needs and abilities and not to the ideals and expectations regarding â€Å"normal† or â€Å"advanced† student knowledge of society. Also, using the ideas and theories presented in the classroom setting is beneficial because they encourage students to interact socially and work in teams to promote effective learning in the classroom. According to both theorists interaction is seen as a learning tool, which has been emphasized by Vygotsky, but still applicable in Dewey ideas. A classroom environment that is more conducive to learning has been perceived as a classroom that employs both Vygotsky and Dewey’s ideas. Their contributions were significant to learning, but a combination of their differing ideas has proven to successfully impact the education system. Incorporating social learning ideas and theories with creative lessons plans is vital to the current world of education. Vygostsky ideas and application in the classroom setting Just like Jean Piaget, Vygotsky agrees that education takes place through constructivism, which is the belief of cognitive development (Davison, 2006, p. 1), but they differ on the ideas regarding how the cognitive development process occurs. Cognitive development is the process through the building up or addition of information to newly learned information on already learned information. Piaget is seen as a trivial constructivist who believed that human beings are social learners who learn through interaction with the environment. Individuals can generate new knowledge and understanding about the environment they have been exposed to. Vygotsky, on the other hand, is considered a social constructivist that believes people learn through interaction with other people (Dougiamas, 1998, p. 4). Vygotsky’s ideas are applicable in a classroom setting because through group work and peer reviews students are exposed to what they are taught by others. He disagrees with Piaget’s theory and stated that learning comes before development and not the vise versa according to Piaget’s claim. Vygotsky believes students learn from symbolism, socialization, and history (Davison, 2006, p. 1). The information and actions that children are exposed to by other individuals greatly affects their learning process, and through the interaction with people of adequate intelligence and education will enable students to comprehend and retain information taught more productively (Slavin, 2009, p. 43). The influence of other individuals is vital before a student reaches the point of self-regulation. Self-regulation occurs when an individual can solve problems and think critically without helps from others. By applying this theory in the classroom, a teacher can identify ways to run a classroom with increased efficiency and production. Through the ideas of Vygotsky, the teacher will achieve integration through a diverse student base at different intellectual levels; this will enable students who have learning disabilities or slow learners to be encouraged and tutored by the more advanced students. The teacher will also encourage students to work in group projects so students can come up with answers after solving problems as a team. Such approaches have been praised and beneficial when teaching English and Social Studies. Dewey’s ideas in the classroom setting According to Dewey, learning institutions should be democratic, meaning students can freely share their differing ideas. The classroom setting should focus on subjects that contain practical knowledge in relation to real-life of students. The incorporation of field activities into the classroom learning process enables students to expand their knowledge, boost their critical thinking, and understand their world. Cooperative learning, according to Sharan and Sharan (1992), include Dewey’s learning process as equal aspects of intellectual, emotional, and social events. Dewey argues that a classroom setting should give learners the experience to deal with situations that will arise in their lives to create a democratic society. The cooperative learning will act as a motivator for students and provides them with a sense of personal responsibility toward their academics. Information processing to student learning Students learn in different ways based on their life experiences, stages of development, and culture. These factors determine how students process information. Based on the different characteristics of students, teachers have a responsibility to develop lessons plans that fit the needs of each student. To provide a positive teaching and learning environment, teachers should know learning is affected by aspects such as culture, emotions, and individual thought. Some student’s process information based on their metal states or moods and teachers have a responsibility to create supportive and positive tactics to enhance the learning process of every individual student. A teacher also has to develop a teaching plan to fit those children suffering from various Learning Disabilities who experience challenges in reading and information processing. Students with learning disabilities have been known to interpret information differently and decode social information in a different manner. Some learning disabilities negatively affect the ability of students to interpret social cues and have limited solutions to the social dilemmas they face. They also face the challenge of generating solutions to simple mathematical problems. Theory of information processing, The human mind functions through the creation of mental representations and creating cognitive processes them. Cognition is the ability to have mental representation and memory of objects, people, and learned knowledge through life experiences and academics. In learning, information received through listening and hearing involves various processes that take place in the brain. The incoming information leads to the formation of a series of mental representations. The important ideas are selected and stored in the brain for referencing in the future. According to Miller’s theory of information processing, reinforcement is a crucial activity in enhancing the remembrance of short-term memory. The repetition of a recently read idea will force the brain to process the information through encoding strategies and to later be stored as long-term memory. Reinforcement can be done in the classroom setting through elaboration of and repetition of previous and newly learned information. A teacher can also tell students to do maintenance rehearsals through practices and drilling to help the reinforcement of new information. Such practical strategies can be through songs and repetition poems. Also, to encourage student’s rehearsal, a student can use a variety of interactive computer activities. By repeating the newly learned skills the students will be able to encode the information into long-term memory. The environment and learning Psychologists have studies how human beings are affected by the environments that they have been brought up in. The environment consists of individuals within the family unit and external influences in society. The classroom environment also affects how adolescent students learn and process information. Classroom environments should have no distractions. Factors such as the attitudes of teachers, lack of administrative support, lack of parental support, and a classroom environment that does not support learning leads to poor academic performance among adolescents. The teachers and parents should therefore work hard to provide adolescents with a natural and positive environment for learning. York-Barr, Schultz, Doyle, Kronberg, and Crossett (1996) suggest the use of inclusion strategies in a classroom to enhance a desirable environment for learning to students, especially those from diverse backgrounds. Educators according to inclusion practices should focus on quality education and are to be guided by unique dispositions. Educators are responsible for evaluating teaching practices and initiating positive changes. A teacher’s attitude should be positive and they should have the skills and ability to provide emotional, social, and academic support to students. Students with disabilities should be provided with supporting facilities and proper equipment they need in the classroom to ensure proper education. Consultation is also one of the classroom strategies that educators can use to intervene to the process of students within the class, and it is applicable to solving problems facing the whole school. A proper classroom environment that would boost students’ attention and memory includes teaching materials, equipment, and technological tools for teaching. Students can remember the things they have learned when various learning strategies are employed. Other strategies to help students memory and attention is enabling them to self-assess their performance, targeting particular solution, implementing technologies for education, and record keeping of student performance. Providing the right educational environment is therefore the best way of enhancing student’s memory and attention than the social setting. Teacher behaviors that promote students’ thinking abilities Teachers should practices skills that provide for the individual needs of students. These needs range from emotional, social, and educational needs (Wehby, Symons, Canale, & Go 1998). A teacher practicing collaborative model such as the Educational Review Team will lead to positive outcome to students. To facilitate students comprehension and reasoning, the teachers use strategies that enable them to design good lesson plans, which first starts with the introduction of the topic, presentation of the content in a clear way, checking whether students have understood the information, periodic review, independent practices, and guided practices among others. The teacher should also employ strategies that would improve the motivation of students to learn, the teacher should keep in mind the inertest of students and use a variety of teaching strategies to avoid students being bored. To enhance comprehension and reasoning the teacher has to communicate high expectations, give prompt and constructive feedback, and treat each student as an individual. To promote the thinking skills of student’s teachers should certain framework, which would enable students to think critically and to develop skills, which will make them regulate personal learning and acquire problem-solving skills. Certain activities that a teacher can practice either intentionally or unintentionally can impede students from reasoning or comprehensions. Such aspects include teaching at a fast pace and not bothering to check whether the students have understood the concepts or not. Another aspect is using a teaching strategy that is not inclusive to all the needs of students. A teacher who does not consider strategies that deal with inhibition, planning, fluency, set shifting, working memory, and self-regulations leads to poor attention span among students. In order to enable students attain academic goals, the educator has to consider the action and thoughts of students. Teachers should acknowledge that certain students could be faced by challenges of working on their own and cannot complete certain tasks. The teacher has to implement behavior modification plans (Harris et al, 2005) to help students with attention problems. Another strategy is to limit distraction in the classroom environment, which is a strategy that should be carried out before the beginning of each lesson. Comprehension and reasoning can be enhanced by the teacher by telling students to scan through the headlines of the topic under discussion. Language development Language learning is a vital aspect in the learning process. Language learning enables students to read and write. Reading is as result of comprehension and decoding of information. For students to internalize various academies subjects, the elementary activity is to first teach on language comprehension. Delayed speech development affects the learning process of a student. This delay occurs in two ways; it can either be receptive or expressive. The expressive form gives a child difficulty in the use of vocabulary, poor grammar, poor writing skills, and poor conversational skills. Expressive delay can be seen in students who are shy or hesitates to speak. Receptive delay, on the other hand, affects a student’s ability to comprehend what the student has read, following directions, and understanding speech. The student may also find it difficult to understand visual and sequencing relations. The relationship of social and emotional development to student learning and behavior A student suffering from emotional and behavioral problems leads to interference of the learning process. Such changes lead to poor communication, poor social relationships, and difficulty expressing thoughts and feelings. This affects student’s social intelligence and competence development. Competence development is related to emotional intelligence, which hinders the person from making accurate and logical decisions and in the developments of problem-solving skills. Classroom Analysis During my classroom observation I was able to view theories that were employed by both Vygotsky and Dewey as described above. The teacher was able to interact with student as a friend but also as a figure of authority. The teacher was able to instruct using repetition of previous instructed material while introducing new thought and feelings. I felt the instructor lacked behaviorism because there were no clear cut rules and regulations and the instructor mainly focused on the educational aspects of learning. The teacher was creative when giving lesson plans, and it was obvious the teacher put a large amount of time preparing for lessons. I observed the teacher calling upon students to answer questions regarding the topic presented to ensure the student was paying attention and learning the material. I did notice several students not paying attention and the teacher did not seem to notice but this was understandable considering the high student to teacher ratio. The teacher was also able to use differing vocal tones to emphasize important material content that I assume would be on an upcoming exam. Reference http://dougiamas.com/writing/constructivism.html#faces

Action Case Study Walmart Essay Example | Topics and Well Written Essays - 750 words

Action Case Study Walmart - Essay Example â€Å"Net Sales† was â€Å"$405Billion†, operating income was â€Å"$24Billion† and employee strength was â€Å"8416 workers.† (Financial highlights, 2010, para.1). Wal-Mart follows strict ethical and moralistic views in business. Its main guidelines are in terms of â€Å"Respect for the Individual†, â€Å"Service to our Customers and â€Å"Striving for Excellence.† (Our 3 basic beliefs, n.d, para.1). From a strictly ethical perspective, the circumventing of audit standards enforced by Mart auditors, Wal-Mart of the Ningbo Belfa Group are indeed reprehensible and was caught on three different occasions by the audit team. Speaks of the utter callousness with which this vendor views audit was caught on three different occasions; violating minimum wage and hours of overtime rules stipulated by the audit team. While Wal-Mart could hardly be said to be a party in these misfeasance, its strategic alliance with Belfar Group could put it in a spot of real trouble, in terms of being associated with a company with human rights violation record. This could also reflect badly on the business image and reputation of Wal Mart too. Walmart claims to have over 3800 food outlets in the United States and more than 2600 stores in the rest of the world. It has gained eminence as one of the market leaders in the retail trade and has completed streamline and reinforcement in supply chain management network by deliberating its pricing below competitive prices. Thus, it gained a major chunk of the middle class customers; who cannot afford high cost consumer products for daily use. Perhaps, one of the main reasons for the commercial success of Wal-Mart has been the success in online marketing and also its lower price than other brands. Also, it caters the needs of a large lower middle class segment of consumers, who would like to buy goods at cheaper rates than what is available in physical stores. Wal-Mart has attained a tremendous success in catering to this market. The factors that possibly

Website Content on for IT Solutions Assignment Example | Topics and Well Written Essays - 2000 words

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Aquarius Advertising Agency Case Analysis Article

Aquarius Advertising Agency Case Analysis - Article Example Their second goal is to develop media plans for billboards, television, newspaper, internet and radio. A subsidiary goal is in marketing, distribution and research marketing of effective adverts. The culture of the organization is centred on a traditional model characterized by interactive communication between account managers and clients. Moreover, the technology is consistent with current information technology equipment such as computers for emailing and advert design, as well as telephones for contacting clients. The matrix organizational structure would not be a feasible option for Aquarius. Foremost, the option would be a very expensive option to maintain in the case of Aquarius. The major reason is that Aquarius is involved in the advertisement industry accustomed with frequent turnover of clients. Consequently, there fluctuations in its profit margins would experience financial strain in maintaining the matrix structure. A further disadvantage of the structure is that it would worsen the internal conflict in communication that Aquarius has experienced and attempting to resolve. This is because the matrix structure is consistent with dual reporting and accountability to seniors. As a result it would create confusion among subordinates regarding their directing

Terrorism Essay Example | Topics and Well Written Essays - 750 words - 14

Terrorism - Essay Example sequent to these, the following discussion aims at highlighting a case related to terrorism as shown in the movie â€Å"A Mighty Heart,† as well as my own personal opinions about terrorism. The movie a mighty heart features the world of Daniel Pearl, a reporter of the Wall Street Journal. He embarked on researching a story on a shoe bomber known as Richard Reid (Pearl, 11). The story led him to a place called Karachi where an informant was to give him details of an elusive source. As Daniel left for the meeting, he told his wife he could get late for dinner. However, Daniel never returned from this meeting. Supporters of Omar Sheikh kidnapped and beheaded him. This movie depicts one of the many incidences that have led to the death of innocent people. Daniel was in the course of doing his work, thus giving service to the society when he met his death. He was to expose facts associated with terror attacks in the U.S., thus assist in the fight against terrorism. However, the terrorists could not spare him for his bravery, leading to his demise. In response to this, I think people who opt to trend on such important missions should take such precautions as requesting for g overnment protection. In my opinion, terrorism bears adverse effects on the lives of people. It denies them the freedom to conduct their activities in a free manner as it evokes fear among them. It also hinders them from accomplishing their dreams in life as shown in the case of Daniel in the mighty heart movie. More to these, terrorism hinders the exploitation of people’s potential, thus hampering the process of development in any nation. When terror attacks are directed, for example, towards individuals, the family members of the targeted person experience a lot of suffering. The person may go missing for a considerable period leaving the family members in a confused state. The members go through a lot of emotional turmoil as they hope for a reunion with their beloved one. Eventual death of such

Indonesia Term Paper Example | Topics and Well Written Essays - 2250 words

Indonesia - Term Paper Example In addition, the Gross National savings of Indonesia as estimated in the year 2014 stands at 30.2% of GDP. Relevant to consumption of GDP, household and government consumption stands at 56.2 % and 9 % respectively. Investment in fixed capital and exports of goods and services take 33.6% and 23.5 % of GDP respectively. Moreover, the agricultural, industrial and service sectors claim 14.2 %, 45.5% and 40.3% of the GDP (Central Intelligence Agency, 2015). The labor force of Indonesia stands at 124.3 million according to the recent records. The industrial production growth rate is 4.9 %. The population below poverty line stands at 11.7 %. The unemployment rate is at 5.7 % according to the latest statistics and the Gini index stands at 36.8 as recorded in 2009. According to the budget of Indonesia, the revenues and expenditures stand at $134.7 billion and $155.2 billion respectively (Central Intelligence Agency, 2015). Taxes and other revenues account for 15.7% and the public debt stands at 23.9% of the GDP. The inflation rate was estimated at 6.3% in the year 2014. The prime lending rate of the commercial bank was estimated at 12.4 % in December 2014. According to the recent records, the imports and exports of Indonesia stand at $166.7 billion and $ 179.4 billion respectively. The major indicators of social infrastructure in Indonesia may comprise of the life expectancy, infant mortality as well as literacy levels among others. In Indonesia, the population growth rate is estimated at 0.95 % according to the 2014 statistics. The birth rate was estimated at 17.04 births per 1000 population in 2014. Death rate was estimated at 6.34 deaths per 1000 population. The infant mortality rate stands at 25.16 deaths per 1000 and the maternal mortality rate was estimated at 220 deaths per 1000 live births. The life expectancy stands at 72.17 years for all populations. From the latest commercial guide of Indonesia, there are

Why English Colonization Never Succeeded Roanoke Research Paper

Why English Colonization Never Succeeded Roanoke - Research Paper Example Spain was on the lead during that time especially in colonizing the West in lieu of propagating the Catholic faith and cramming for the western abundance making them even more powerful in their pursuit of colonizing as many lands as they can. On the other hand, Anglican England would never settle the dispute against Spain but rather made a way in pursuit of finding a new Eden in the western land in finding abundance the same way Spain was having. Hence, on March 25 of 1584, Walter Ralegh secured from Queen Elizabeth a patent which granted him the exclusive right to establish a colony in remote and heathen barbarous lands, countries and territories that were not actually possessed by any Christian prince or inhabited by Christian people.1 In pursuit of a great land that would suffice the criteria that the English monarchy had been looking for, England had set forth a mission to scout for a land that fitted the criteria. As a first step toward pursuing this grand ambition in finding a new settlement in the west, Ralegh commissioned Arthur Barlowe and Philip Amadas to scout a location for the settlement and have found Roanoke Island to be promising with its great and untouched abundance. Roanoke was thought to be perfect and was chosen because it offered protection from Spanish assaults and at the same time it could cradle as a base for launching raids that they had been pursuing for some time to raid Spanish ships and rob them of the good materials they carried. Many great things were written about Roanoke especially by the early colonial settlers that had reached the island. They thought that they successfully penetrated the island but the first land was far from what they expected. The colonizing pursuit never came into realization though no obvious resentment was made by the natives at first because the English colonizers took the process abruptly and dominatingly hurried up to surpass the Spaniards as things were not made with plan but with urge that ignited two different worlds living in misunderstanding and with barriers. Ralph Lane describes Roanoke as having the goodliest soil under the scope of heaven, which is abundant with sweet trees that bring sundry rich and most pleasant fruits compared to Europe’s France, Italy and Spain. Moreover, Lane described it had many sorts of apothecary drugs and food resources such as wheat. Early colonists such as Lane were easily so blinded by the land greatness that they described it as a land of unknown greatness due to the many discoveries that they made during their first step into the savage land. Due to its geographical location and difference from Europe, the climate was very different and was found to be amazing. They found a land of great abundance but claimed that that abundance was hidden from its use since savages resided at the place that they described as being courteous and eager to have clothes rather than silk.2 The early and original settlers of Roanoke before the coloniza tion attempts were Native American Indians. And the whole island was not just actually under one rule with different groups, but with a set of different leaders that did not follow one particular rule. Though the first step of the European colonizers came out well with the first natives that they saw upon touching the grounds of the newly found land, this accommodation did not imply the totality of the native Indians dwelling in the island. The native settlers were likewise awestruck by the coming of foreign strangers and were also amazed by the abundance the outsiders brought in the island, which they had never seen before. Trade instantly came into place as

OUR CLASSIFICATION AND DIVISION ESSAY Example | Topics and Well Written Essays - 750 words - 2

OUR CLASSIFICATION AND DIVISION - Essay Example Moreover I have watched churchgoers closely even from my childhood. â€Å"Division is the process of breaking a whole into parts; classification is the act of sorting individual items into categories† (Kirszner &Mandell) During the course of my school studies I forced to study in different schools which were distant from my home. So I stayed in school hostels and got lot of opportunities to interact with different types of people; Extrovert persons will always talk too much and will comment on any subjects even if they don’t have any idea of what they were talking about or the subject they were talking about. Extroverts always try to prove others that they were exceptionally smarter than others. They will quiet often jump into troubles because of their over smartness. On the other hand the introvert persons always talk little and they will never interfere in other’s personal matters. They will concentrate on what they were doing and will never make unnecessary comments on others. Moreover most of the introvert people I observed were intelligent people. â€Å"We readily accept labels like introvert and extrovert as immutable descriptions of ourselves† (You can change from introvert to extrovert - when you want to) Fat ones always eat too much and sleep too much. Most of them will never participate in physical activities like sports and games which needs physical hard work. They will mostly concentrate on passive games like video games, card games, chess, caroms etc. On the other hand thin ones always exhibit better stamina and enthusiasm in participating in sports activities. They will always go for active games like football, cricket, tennis, badminton etc. â€Å"Simply being thin does not automatically qualify us as fit. As a matter of fact, the world is full of skinny fat people.† (Skinny Fat People) I am a sport loving person and hence a close observer of

Amy Chua Hanna Rosen Essay Example for Free

Amy Chua Hanna Rosen Essay Amy Chua and Hannah Rosin: a comparison and contrast of parenting styles In recent years, Yale professor Amy Chua has drawn a great deal of attention due to her focus on a parenting style that is foreign – both figuratively and literally – to most Western parents. This style centers on a Chinese model that Chua espouses, and that has become famous, or infamous, for the stern and rigorous practices that Chua enforced with her own two daughters. Chua has received a large amount of criticism; one of her critics is Hannah Rosin, a prominent writer and editor. In response to Chua, Rosin outlines an alternative method of parenting. It can be argued that while both Chua and Rosin are involved and devoted mothers, they have distinctly contrasting views on how to raise children. There are three areas in which this contrast can be most clearly seen: attitudes to success, attitudes to self-esteem, and attitudes to happiness. Amy Chua’s model of parenting has success at its core. Chua sums up the Chinese approach to activities in this way: â€Å"What Chinese parents understand is that nothing is fun until you’re good at it† (Chua, 2011). With this as a mantra, Chua promotes an extremely rigorous approach to such activities as learning a musical instrument; she believes that two or three hours of practicing an instrument daily is appropriate for young children. Furthermore, Chua believes that parents should not give their children any choice over which musical instruments to learn; the violin and piano are the only acceptable choices, regardless of the child’s natural talent or predilection. This approach is also evident in academics. Chua says, â€Å"†¦the vast majority of Chinese mothers†¦believe their children can be ‘the best’ students, that ‘academic achievement reflects successful parenting’ and that if children did not excel at school there was ‘a problem’ and parents ‘were not doing their job’† (Chua, 2011). Hannah Rosin takes a distinctly different approach to success, one that is arguably more reflective of Western attitudes in general. Rosin says, â€Å"Ms. Chua has the diagnosis of American childhood exactly backward. What privileged American children need is not more skills and rules and math drills. They need to lighten up and roam free, to express themselves in ways  not dictated by their uptight, over-invested parents† (Rosin, 2011). In Rosin’s view, Chua’s version of success is ultimately very limiting. Rosin doesn’t argue that success is a negative thing in and of itself; however, her looser, freer approach suggests that it can be achieved differently. Another area where Rosin and Chua differ from each other is in their approach to self-esteem and the way in which parents should treat their children. Chua openly admits that it is common for Chinese parents to make comments to their children that Western parents find reprehensible, such as â€Å"Hey fatty, lose some weight†, or referring to a child as â€Å"garbage† (Chua, 2011). However, Chua defends these comments by arguing that in fact, Chinese parents speak in this way because ultimately, they believe that their children are capable of being the â€Å"best†. She contends that Chinese children know that their parents think highly of them, and criticize them only because they have high expectations and know that their children can meet them. Hannah Rosin disagrees. She says, â€Å"†¦there is no reason to believe that calling your child ‘lazy’ or ‘stupid’ or ‘worthless’ is a better way to motivate her to be good than some other more gentle but persistent mode’† (Rosin, 2011). She believes that a parent’s role is not to act as a harsh critic and task master, but rather to guide them through the inevitable difficulties of life that arise. Unlike Chua, Rosin is not concerned with forcing her children to be â€Å"the best†. Rather, she says that â€Å"It is better to have a happy, moderately successful child than a miserable high-achiever† (Rosin, 2011). It is in this area, pertaining to notions of happiness that Chua and Rosin depart most distinctly from each other. It can be argued that the idea of happiness is almost completely absent from Amy Chua’s template. Chua says, â€Å"Chinese parents believe that they know that is best for their children and therefore override all of their children’s own desires and preferences† (Chua, 2011). In other words, the feelings or preference of the child as an individual are lacking completely from the Chinese framework of parenting. The child’s happiness, or misery, is completely irrelevant, because the  parent is the supreme authority, acting in the child’s best interest. Chua claims, â€Å"It’s not that Chinese parents don’t care about their children , just the opposite. They would give up anything for their children† (Chua, 2011). However, the one thing that Chua and other parents will not give up is complete authoritarian control. Rosin takes an entirely different approach to the value of individual happiness. She observes that happiness does not come through being successful; furthermore, â€Å"happiness is the great human quest† (Rosin, 2011). Parents cannot possibly always be in a position to know what will make a child happy or not; children must work out their own path to happiness (Rosin, 2011). Rosin believes that an over-emphasis on perfection will not lead to greater happiness and may even create less happiness in the end. In conclusion, it is undeniable that both Amy Chua and Hannah Rosin love their children and believe that their approach to parenting is based on a desire to do what is best for those children. However, the two approaches present a sharp contrast to each other. Amy Chua believes that success, perfection and being â€Å"the best† are of paramount importance, and will ultimately build a child’s self-esteem (Chua, 2011). Hannah Rosin is critical of the harshness of the Chinese template and argues for a gentler approach, one that takes the natural interests and talent of the child into account (Rosin, 2011). Rosin notes that the idea of enjoyment or happiness is strikingly absent from Chua’s parenting style; in turn, Chua observes that many Western parents are disappointed with the choices that their children make in their lives (Rosin, 2011; Chua, 2011). It can be argued that both the Eastern approach and Western approach have a great deal to offer each other; a wise parent knows how to walk a middle ground.

South African Automotive Industry Impact of Globalisation

South African Automotive Industry Impact of Globalisation 1. Introduction This paper discusses the impact of globalisation on the South African automotive industry in the business context. It explains the concept of globalisation and the importance of globalisation on the South African automotive industry. We explore the innovation, development and skills required in a globalized industry. This paper summarises of the current research of the business imperatives of globalisation in the South African automotive industry, which must be aligned with foreign investment and ownership, development of local skills, manufacturing and exporting. 2. A Definition of Globalisation According to Held and McGrew [2003:3], the term globalisation denotes the growth of connections between various countries that exists as society and states become increasingly entangled in worldwide systems and an exchange of communication via interaction. Kugut (1999:166) defines globalisation as a means of union between nations and companies achieving a common way of doing things. Gill (1999:70) defines globalisation as a method of growing economic integration, and a rising economic interdependence between the different economies of countries. Kiely (1998:3) defines globalisation as a world that has brought closeness of different economies, cultures and societies. Braithwaite and Drahos (2000:8) define globalisation as the growth of social, cultural, economic and political relations worldwide. These definitions highlight the magnitude of globalisation. A number of theorists present various meanings for globalisation. Essentially, all of these definitions describe economic, political and social integration on a worldwide scale. The globalisation method occurring in one part of the world influences what is taking place in other parts. 3. Globalisation as an Investment Driver of Growth in the Automobile Industry According to Flatters [2005], Foreign Direct Investment (FDI) has increased substantially in the South African automobile industry since 1995. It is difficult for South Africa to compete against other automotive supply chains around the world. This requires large amounts of capital, experience, skilled workers, and the latest technology systems. According to Zhu, Xu and Lundin [2006], high-end technology is required for any industry to compete in a sustainable manner, and this is very costly in terms of finance and time. According to Flatters [2005], in 1995 the initialization of the Motor Industry Development Plan (MIDP) and the Productive Asset Allowance (PAA) incentive scheme set a high standard of Foreign Direct Investment in the South African automotive industry. As a result, investment in this sector is high and vehicle exports have grown. 4. Positive effects of globalisation in South Africa Innovation in the South African Automotive Industry According to De Klerk [2006], ever since the Motor Industry Development Plan (MIDP) was brought in by the government in 1995, the South African automotive industry has integrated into the global automotive supply chain. The MIDP have removed all the competition from the automotive industry. Initially, when foreign ownership had a part in the South African automotive industry, it seemed as if it would have a negative impact on the South African automotive industry. According to De Klerk, JJ [2006], foreign ownership is exactly what the South African automotive industry needed. According to Lourens Barnes [2004], in order to improve in the industry, South African automotive industry technology needs to be improved. This requires foreign capital investment, and the opportunity for the domestic market to take advantage of it. When foreign and domestic markets work together, the technical knowledge is transferred to the developed country, which is then able to progress forward. Many auth ors have confirmed that when a country inherits the technology that comes with Foreign Direct Investment, the host country will have a very good base to develop its industry further. [Sadoi, [2008]; Doctor, [2007]; Basser, [2008], Lorentzen and Barnes, [2004]] According to Flatters [2005], South Africa has attracted substantial foreign investment over the past few years for example, Daimler Chrysler, and Alfa Romeo have invested here. However, this is very little compared to other developing countries. Multinational enterprises (MNE) view South Africa according to its size and for the potential for future growth in its domestic market. MNE look at the advantages that can taken from unsettled exchange rates in developed countries, the experience and quality of the workforce, and whether it is a low cost centre compared to other nations. According to De Klerk [2009], South Africa presents a beneficial emerging market for the multinational enterprises. South Africas population growth has increased by 8 percent (around 3571 350) in 1994 and by 11.9 percent (around 5333 550) in 2000, and is still growing. There are advantages that can be taken from the defect of the exchange rate.Wessells (2004) says that since the death of the Bretton Woods system, countries worldwide may choose an exchange rate ruling. According to De Klerk [2009], South Africa has a promising economy with an unpredictable currency, which is seen as a great benefit to the multinational enterprises. The quality and competence of the South African automotive workers are not of high standard. According to De Klerk [2009], the industry has a lack of skills and a surplus of untrained laborers. 5. Foreign Ownership, Education and Skills Development According to De Klerk [2009], it is expected that the same level of skills in a developing country be matched to that of the foreign investor. However, in developing nations the level of education is not that high. According to a literature review by Chatterji Montagma [2008] on foreign ownership, the multinational enterprise expects developed countries to have a high level of education before investing. Nevertheless, foreign direct investment continues although the standard of education is not high. The research done by authors Chatterji Montagma [2008] around training and processes and routines found that: developed countries would receive on-the-job training training is carried out with the use of advanced technologies multinational enterprises is impacted with quality of assembly line by the processes and routines of the host countries laborers. According to De Klerk [2009], the low cost of laborers in the local economy and processes and routines are beneficial to the multinational enterprises, with the aid of advanced technologies. 6. The Development of the South African Automotive Industry According to Black [2009], the South African automotive industry went through a bad period in the 1980s.The economic growth was slow due to political factors and international isolation. Vehicle sales had gradually recovered up until 2003, and had reached 617 000 units in 2005. According to NAAMSA [2006], 525 000 vehicles were produced in 2005, of which 26.6 percent were sold abroad. By the year 2005 the South African automotive industry was liable for 7.4 percent of South Africas Growth Domestic Product. (DTI, 2007). According to Black [2009], like most other countries with growing economies, the South African vehicle industry had set tariffs and a string of local content programs aimed at protecting the industry. According to Black [2009], the protection ruling became a serious problem 1980s, which led to the perception South Africa automotive industry as incompetent. According to Black [2009], a year before the first democratic elections, the Motor Industry Development Plan (MIDP) was introduced. This has allowed tariffs to decline by 40 percent for light vehicles and 30 percent for vehicle components before 2002. According to Black [2009], the MITs International Motor Vehicle Program published its first book on the future of the automobile industry. The South African automotive industry was not mentioned much, but the book contained some negative comments on the future of the South African automobile trade. 7. Automobile Exports According to Black [2009] motor vehicle exports grew fast in 2001. The increase in the quantity of vehicle exports does not mean that a foreign firm is being competitive in the automobile industry. Being competitive relies on the company global plan and the need to optimize its global manufacturing ability according to the policy ruling at each production location. The significance of economies of scale increases competitive pressure on companies in the automotive industry, requiring that they boost their production in order to decrease unit costs [Black, 2009]. In 2005, the export of motor vehicles grew rapidly as foreign companies had to adopt a strategic plan to supply vehicles out of South Africa.   According to Black [2009], in 2001 the three German vehicle companies, BMW, Volkswagen and DaimlerChrysler introduced an export strategy that was generating almost 50 percent of their import rebate credit certificates from exporting vehicles. Other vehicle firms like Ford and Nissan consistently practiced a multi-modal plan, using low local content standards. By 2005, Toyota and Ford employed an export plan together with other assemblers that followed later. The growth and success in the export of the automotive vehicles has been driven by the Motor Industry Direct Plan. Many multinationals do not see South Africa as an exporting location. Keeping costs low positively impacts the rapid growth of exports. The cheap labor and low management costs, joined with cheap property and electricity, add to the competitive advantages. According to Black [2009], in mid 2002 the cost of assembly for domestic firms such as DaimlerChrysler and BMW are below the manufacturing costs of the plants in G ermany. High costs were gained in the South African processes through supply chain management .i.e. the inbound and outbound logistics. According to NAAMSA [2006], Automotive Industry Export Council [2007], Department of Trade and Industry [2002, 2004], the Table 1 below, signifies the growth of the automotive exporting in 1990s, which exceeded the small regional markets and major export destinations that are at considerable distances from South Africa. The investment of vehicle production and component producers has gradually improved since the depression in the mid 1990s, when unclear politics and policies and a weak domestic market led to a serious slump in new capital expenditure. According to Black, [2009], an amount of capital totaling R847 million was invested in the automotive manufacturing industry in 1995. By 2005 this had increased to R3.5 billion. South African production plants still lag behind in capital expenditure compared to the vast capital expenditure in explosive markets like China, Mexico, Brazil, Thailand, and Central Europe. [Black, 2009] When the Motor Industry Direct Plan [MIDP] was introduced in the 1990s, the South African automotive industry entered in to the African markets. Unfortunately, this market was too small to increase the production line. On a smaller scale, the Completely Knock Down [CKD] assembly investments continued to grow. For example, in 1998 Fiat agreed to spend R250 million in order to manufacture new models from the Automaker production factory in South Africa. [Black, 2009]. 8. Automobile Manufacturing based in South Africa 8.1 Toyota in South Africa According to Black [2009], the Toyota brand was popular in the 1990s, with a big local market slice for its cars and light commercial vehicles. In the past, Toyota and Nissan were locally owned and operated by licensed agreements. Two well known international vehicle companies, Nissan and Toyota, have taken control of the South African automotive operations. These two firms have created a reaction amongst rival competitors in the South African market. Toyota South Africa has firmly incorporated itself into the parent global manufacturing system. The first Toyota vehicle exported out of South Africa was the Corolla. In 2005, on a large scale, Toyota exported light commercial vehicles as part of its Global project, which was called the Internal Multipurpose Vehicle project. At its Durban plant, Toyota has started production and aim to complete 300 000 units per year. However, Toyota Motor Corporation (TMC) stated that the South African manufacturing plant will be entirely incorporated into the TMC global supply system. 8.2 Ford in South Africa According to Black [2009], Ford has a history in the automotive assembly line in South Africa. Ford withdrew its vehicle assembly plants in the mid 1980s due to the political regime at the time. Toyota and Ford have reinvested into the South African domestic vehicle market after the first democratic election in 1994. At first they were hesitant to export vehicles out of South Africa on a large scale and therefore they kept their plants going worldwide, as well as knowing that there assembly production lines are in various markets. According to Black [2009], Ford Motor Company fully invested in South Africa in 2002 and has boosted its production line volumes by producing 100 000 units per year on the T6 pickups. 8.3 General Motors in South Africa According to Black [2009], Delta Motor Corporation is currently licensed to export under the brand name of GM. Initially they had a problem exporting vehicles out of South Africa because they did not have a stake in the South African domestic market. In 1996, Delta invested in its first production plant in South Africa. It is a small plant that has a low production turnover on volumes. GM has started an export plan, but the units produced and content levels are too low. Additionally, their position in the domestic market is weak. 9. Conclusion This paper reviewed the impact of globalisation on the South African automotive industry, and discussed measures that may allow South African automotive businesses to achieve their objectives through foreign investment and ownership, development of local skills, manufacturing, and exporting.

Isolation in Death of a Salesman

Isolation in Death of a Salesman Arthur Millers play Death of a Salesman is the story of a man, Willy Loman, gone deaf to the outside world. Though many try to help him, he shuts them out and creates his own reality in which he is successful and loved by everyone. In Death of a Salesman, Willy has many influences both good and bad attempting to direct his life; it is his refusal to choose the helpful advice that will ultimately lead to his downfall. One negative influence in Willys life is the inability of his friends to confront him about his problems. It is Willys wife that causes him the most harm. In her vain attempt to protect Willy, she actually allows his eventual death. The first sign of her negligence comes in one of Willys flashbacks. Willy brags, I did five hundred gross in Providence and seven hundred gross in Boston(35). But as Linda begins calculating his commission, the value rapidly diminishes to roughly two hundred gross on the whole trip(35). Linda sees what is going on but does not confront him. A very similar situation occurs later in their life when she finds out that Willy is no longer on salary, but borrows money every week from Charley. Again she will not confront him. By not confronting Willy in either of these instances, Linda allows him to sink further into his false reality. But Linda makes an even worse mistake that allows for Willys suicide. She acknowledges his suicidal tendencies when she says, He s been trying to kill himself(58). She tells the boys that she has found the rubber hose in the basement, but she still will not confront Willy. Another character who is unable to be straight with Willy is Willys boss Howard Wagner. Howard allows Willy to keep his job, but does not pay him. If he had just fired him right out it would of forced Willy to find a new job. By stringing him along, Howard allows Willy to maintain his fantasy world unchallenged. These are examples of the most negative influences in Willys life simply because they have the ability to help but choose not to. It seems that the only people who want to help Willy, are those who he least listens to. In fact the two best influences on Willy come from the same family. Bernard grew up with Biff and Happy but chose a much different path. At a key time in Biffs life, Bernard warns I he doesnt buckle down hell flunk(40). In this scene Bernard is trying to tell Willy that he is instilling the wrong values in his sons who are destined for failure. Willy however does not want to listen to Bernard because he has the most popular and athletic son in town. But even later when Willy sees Bernards success he will not listen. Bernard sees that Willy is still holding on to a job that is not working for him and tells him sometimes, Willy, its just better for a man to walk away(95). Willy can only respond by asking But if you cant walk away?(95). Charley, Bernards father, even takes trying to help Willy a step farther. Charley sees early on that Willys job is not working out and begins offering him a job. Cha rley continues to offer this job until the end. And even though Willy refuses to take a job from Charley, Charley continues to loan Willy the money he needs every week knowing he will never get paid back. In this play Charley and Bernard are the only characters from the beginning to the end that truly do everything they can to help Willy; yet still Willy refuses to listen to them. Because Willy does not want to listen to the outside world, he is forced to create his own sources of guidance. This guidance comes in the form of Ben his brother and Dave Singleman. Ben appears to the audience in the form of Willys flashbacks. He excites Willy with tales of self-made fortune. Willy uses Ben as a scapegoat in order to explain his own failures. He makes himself believe that if he had gone with Ben, he too would be rich. By doing this he avoids facing his own failures as a salesmen. Though we never see Dave Singleman, he is the single most powerful influence on Willy. He is Willys personification of the perfect salesman. Willy hopes to gain the respect and success that Dave Singleman had. But in reality Dave represents the superficiality, which Willy bases his life on. All of the good qualities that Dave Singleman possessed were superficial. Nothing is said about his family life or character. Willy needs to realize that it is the inner qualities that count. By creating a mold of the ideal man in his head, Willy sets himself up for disappointment. When he is unable to be the ideal man he wants to be, he looses his will to live and deems himself as a failure. But because he has shut himself off from those around him, no one is able to reach him before it is too late.

Actual and Symbolic Barriers in Robert Frosts Mending Wall Essay

Actual and Symbolic Barriers in Robert Frost's Mending Wall The appearance of barriers, both literal and figurative, is significant to the narrative of Robert Frost's "Mending Wall." The story in this piece revolves around a wall separating two men, their yards, and their lives. The wall is not only a physical boundary; it also symbolizes the barriers between the two in other aspects of their lives. The most noticeable barrier in this work is obviously the wall dividing the yard. The reason for a wall between the trees is unknown to the narrator and the reader. The speaker questions the need for the fence when he says, "Before I built a wall I'd ask to know/ What I was walling in or walling out, / And to whom I was like to give offense." These feelings are expressed also in lines 23 through 26. The wall is located between the neighbor's pine grove and the speaker's apple orchard. Is there a point in dividing these trees? Even though the narrator does not know the purpose of the wall, he is always the one responsible for making sure it is mended every year. More than likely he unconsciously feels a need for the fence too. Perhaps it is a need for his privacy or maybe it is a need to have a connection with the outside world. In the lines "Where they have not left one stone on a stone, / But they would have the rabbit out of hiding," the wall represents the barriers people put up so that their vulnerabilities and secrets can remain hidden. Once this wall is broken there is a need to mend it in order to keep others from seeing what is on the opposite side of the wall. There are other instances of the wall representing the need for separation between personal and private aspects of lives. In lines 16 though 20, ... ...need to keep the wall up in order to protect themselves from outsiders. At the same time though, the need for the ritual of mending the fence is beyond their control. The narrator states, "Something there is that doesn't love a wall...And makes gaps even two can pass abreast." (Lines 1-4) The choice to pass through the fence is available, and so is the choice to mend the wall each year. Both know that the fence will fall again and the next spring they will be reunited. As long as the literal wall exists there will be contact between the two men. However as long as the figurative barriers remain, the distance between them is further than any fence could separate them. Work Cited Robert Frost. "Mending Wall." Making Literature Matter: An Anthology for Readers and Writers. Ed. John Schilb and John Clifford. New York: Bedford/St. Martin's, 2000. p106-107.

Essay --

"Your father will be undergoing a triple bypass surgery. There a few minutes left before the procedure takes place and he is sent to the operating room." I could hear the doctor’s footsteps walking away rapidly. Was this real? I pinched myself to make sure of it. How could I be around the people I loved most yet feel so broken and alone? At that moment the strong scent of my father’s favorite Oscar De La Renta cologne was the only thing I could smell while holding his hand. Laying so lifeless, weak and in pain, my father looked at me while tears trickled down onto his soft cheeks. All night, the aroma followed me as a shadow everywhere I went. Starting to take in the smell, I slowly began enjoying it and the comfort it brought me. As I waited anxiously, I was preparing myself for the worse. Hours passed and nothing, just a silent hospital and a closed door with no sign of anyone. Yet, the only thing there in the air surrounding me was the scent of the cologne and it wou ld be for the next few hours, days and weeks of the emotional journey ahead of me. Being a first generation Amer...

The Manovo-Gounda St. Floris National Park

? The Manovo-Gounda St. Floris National Park Most people have never heard of Manovo-Gounda St. Floris National Park, or even know where this particular park is located at. For those who do not know, Manovo-Gounda St. Floris National Park is located in Central Africa Republic, which is located in Central Africa. Central Africa Republic is about the size of France. The climate there is very tropical and can also be semi-humid, which means that the country has an annual rainfall from 950 to 1700mm. Rainfall normally occur during the months of June and last till November. From December to May, the climate is normally hot and dry. The country is also very rich in natural resources. Manovo-Gounda St. Foris National Park was established in 1933 and was name Oubangui-Chari National Park and was located on 13,500ha. The park was renamed Matoumara National Park in 1935. In 1940 the name changed again, this time to St. Floris National Park. The amount of land that the park operated on had increased to 40,000ha. By 1960 the park had tremendously grown and was currently operating on 100,00ha and in 1974 it was operating on 277,000ha. In 1979 the name change once again, but this time it changed to the name that the park is currently operating under which is Manovo-Gounda St. Floris National Park. Currently the area of the park is 1,740,000ha or 4. 2 million acres. Manovo-Gounda St. Floris National Park is home to a variety of faunas and floras. The wildlife animals include animals like the black rhinoceroses, giraffes, cheetahs, leopards, wild dogs, buffalos, elephants, etc. There are at least 57 different types of mammals, over 320 different types of birds, and at least 25 species of raptor all residing within the park. At one time this park was considered on of the most protected park in Central Africa. In 1988, the park was added to the Natural World Heritage Site, because of the diversity of wildlife that existed within the park. In 1997, things had drastically change, and the park was added to the World Heritage in Danger List in 1997, due to the heavy poaching that was going on within the park. This meant that the parkhad to have some of the most important and significant natural habitats of biological diversity, including those containing threatened species which this park had. It had a diversity of wildlife and flora, and a lot of it animals were already on the endanger list. There are other elements that the committee have to look at before deciding if an area, whether natural or cultural is entitle to be listed this list (Protected Area Programme, n. d. ). Some might not know what poaching in, and why it is important to finds ways to put an end to this dangerously practice that is destroying our wildlife. According to Ask. com (n. d), poaching is define as illegally hunting and fishing, and a poacher is define as a person who hunts and fish illegally, without a license. Poacher have no regards to any animals life, especially the ones on the endanger list. One of biggest threat to the Manovo-Gounda St. Floris National Parks comes from Poachers. Most of the poachers come from within Central Africa Republic, but they can also come from other countries and can be heavily armed with automatic weapons. These poachers have killed off at least 80% of this park’s wildlife. Let look at the black rhinoceros. Man is the main threat to these animals, but not for their meat, but for the price a person can receive from their horns. The reason these animals are killed at an alarming rate is because people in China believes that the horns or these animals can help reduced a fever. A black rhino is worth at least $200,000 dead (Black Rhino, n. d. ). Even though these animals are currently on the endanger list, poachers have no respect or any regards for the law. Right now there are only a few black rhino remaining in Manovo-Gounde St. Floris. The elephants population have also decline in this park by 75%, and this is also due to the poachers. As anyone can see, poaching needs to be stop and it up the people to do so. Not just the people of this country, but this issue need to be address so everyone from across the world is aware of what is going on. There need to be human intervention, because if this continue to go on, there will be no more Manovo-Gounda St. Floris National Park. The future of this park depends on everyone. Grazing is another issue. According to Ask. com (n. d. ), grazing is defined as to feed on growing grasses and field. Grazing is illegal and most of grazing that goes on with the park is done during the dry season, where there are a large numbers of cattle moving across the grassland going through the park. When grazing happens, it can destroy the grassland that is intend for the wildlife, and it can also cause the spread of disease from the cattle to the wildlife. Manovo-Gounda-St. Floris National Park, Central African Republic (March 2002), states that in 1997, four staff members were shot, causing the tourism in this park to come to a complete halt. Currently the park only has one manager and one assistant manager along with five guards. In order to keep the Park going, major changes need to be made. Since tourism was a great way for the park to pay for itself there need to be great consideration into making the area and park safe again for tourist. In 1988 there was a $27 million grant made to aid in the controlling of poaching and gazing that is going on within this park. How this money was use in to aid in the poaching and grazing situation is not know. The term biodiversity refers to genes, species (plants and animals), ecosystems, and landscapes, and the ecological and evolutionary processes that allow these elements of biodiversity to persist over time. Manovo-Gounda St. Floris National Park was one of the largest parks in Central Africa, and was home to some of the diversity wildlife in the world. At one time, tourism was a source of maintaining the up keep of the park, but all of this was threaten by poachers and the grazing of the land. Humans have become this park worst enemy. Man has fail to realize that these animals or vital to our existence just like insects and plants are. There is a lot that need to be done in order to maintain the diversity of the Manovo-Gounda St. Floris National Park. Where do we start? We have to start with education. In order for the poachers to stop killing off the diversity of the wildlife, they need to be educated on why the park exist, and what the benefit of the park is to the animals and the citizens of this country. They need to be taught what the consequence is if they continue to destroy all of the wildlife or if these animals seize to exist anymore. Education is the just the beginning, but first the people who are doing the poaching need to be educated in the harm this is doing. The residents of Central Africa Republic also need to be educated and need to know the value of this park. They need to know that once this park becomes safe again and tourism is resumed, then they all will be able to benefit from it. Tourism will bring money to their country, and might even bring new business into the country. New businesses, mean creating jobs. In order to do this, money need to be raised. Once the money is raise, some might wonder what and where the money is going. The money will go towards advertising, education, training, security, the up keep of the park. Action need to be taken today, because tomorrow is too late. The future of this park depends on us, the people. The survival of these animals depends on us. The destruction of wildlife is not just happening in the Manovo-Gounda St. Floris National Park. The poaching of wildlife is happening throughout Africa. In order for children our children to have a chance of seeing elephants, giraffes, rhinoceros, wild dogs, cheetahs, money, and other exotic animals up close, then we need to save this park. Let put the awareness out to the citizens of this country and to other countries as well. The majority of this park wildlife has already been destroyed, what we are waiting on the remaining 15-20% that is left. Let come up with a plan to end the poaching and grazing of this park, we can do it. References Ask. com. (n. d. ). Retrieved September 18, 2007, from http://www. ask. com/reference/dictionary/ahdict/103817/poaching Black Rhino. (n. d. ). Retrieved September 18, 2007, from http://www. botany. uwc. ac. za/Envfacts/Black_Rhino/index. htm Protected Areas Programme. (n. d. ). Retrieved August 26, 2007, from http://www2. wcmc. org. uk/protected_areas/data/wh/manovo. html United Nations Environment Programme World Conservation Monitoring Centre. (n. d). Manovo-gounda st. franis national park, central africa republic. Retrieved August 26, 2007, from http://www. unep-wcmc. org/sites/wh/manovo. html

Frederick Douglass Theme Analysis Essay

There are a number of important themes in The Narrative of the Life of Frederick Douglass. Themes not only occur frequently throughout The Narrative of the Life of Frederick Douglass, but are connected in various ways. Inequality and Christianity in terms of its true values within the institution of Slavery are prominent themes in Douglass’s narrative. Primarily, one of the most prominent themes in The Narrative of the Life of Frederick Douglass is inequality. Douglass attempts to show how African American slaves are simply human beings like their whites, although there are numerous instances showing how many whites did not accept slaves as human. Frederick Douglass experiences the racial inequities at an early age and states: â€Å"I do not remember to have ever met a slave who could tell his birhday. They seldom come nearer to it than planting-time, harvest-time, cherry-time, spring-time, or fall-time. A want of information concerning my own was a source of unhappiness to me even during childhood. The white children could tell their ages. I could not tell why I ought to be deprived of the same privilege† (Douglass 13). Including the fact that he did not know the details of his background is an important part of the narrative since it shows an early encounter of inequality, but goes on telling the difference between the white and black children. Descriptions of inequality fill the first half of the book revealing the worth of a slave when Douglass states: â€Å"We were all ranked together at the valuation. Men and women, old and young, married ands single, were ranked with horses, sheep and swine. There were horses and men, cattle and women, pigs and children, all holding the same rank in the scale of being, and were all subjected to the same narrow examination† (Doug lass 51). Given these points, Douglass wants to appeal to readers’ pathos revealing the humanity of both him and other slaves. However, another prominent theme in The Narrative of the Life of Frederick Douglass is Christianity described and functionally differently throughout the text. Based on Douglass’ thoughts within the text, there are real and false versions of religion and the real form of Christianity are practiced by himself as well as those whites who opposed slavery. The role of religion in The Narrative of the Life of Frederick Douglass serves as a symbol as well as narrative functions. The false form of religion, or what Douglass refers to as â€Å"the hypocritical Christianity of this land† (Douglass 95) is practiced by whites, like Mr. Covey, and is a complete disgrace to the true ideals of Christianity. In fact, through his discussions of religion readers gets the sense that slavery and true Christianity are opposing forces and one cannot be present while th e other exists. Not only is can the existence of the true version Christianity with slavery impossible, but if real Christianity does the introduction of slavery completely corrupts it. For these reasons, Douglass juxtaposes both forms of Christianity to reveal the hypocrisy of the slaveholding South. Given these points, it is not just a religious or traditionally Christian exposition of the evils of human, but a statement of how ideals can be easily adjusted to fit the current situation. Moreover, Inequality and Christianity are themes exhibited in The Narrative of the Life of Frederick Douglass. The themes could all be connected due to the effect of inequality and how it affects the practical, social, and spiritual lives of the characters.

Henrik Ibsen’s A Doll’s house Essay

Henrik Ibsen’s A Doll’s house is all about women’s rights. We can infer from the theme of the novel that the author Henrik Ibsen was a strong Feminist as he created characters that fought for the rights of women. The central character of A Doll’s house, Nora fought for the same cause. Nora attempts to become a strong individual even though she was being locked in a male dominated world. Her husband Torvald’s dominating nature was the one that was preventing her from become self motivated. She appeared inexperienced, naive and vulnerable till the end when she surprised everybody by boldly leaving her husband and children to live an independent life. Nora’s world appeared to be so childish that the author has named it as a ‘doll’s house’. She appeared as an alien to the real world with no real world experience. She was even found humorous in few incidents. But we can see the same Nora being serious and trying to be superior as she says â€Å"one isn’t without influence†. This shows the feminist views of the character or the author. A Doll`s house speaks about women’s rights. Even though Nora is constructed as immature and silly, we can see that this nature is enforced by the society around her. However her true nature was destined to be revealed later. Nora is found to be an independent woman who was restricted within the ‘dollhouse’ by her husband. Her life was like that of a butterfly that is trying to get out of the cocoon to show its true colors. We can see Nora striving, throughout the play, and finally unveiling her original self. She is indeed a classical hero. She was submissive to her husband and was enthusiastic and smart. We can say that Nora was always right in her attitude as this was the best she can be towards her dominating husband. Towards the end of the play she discovered herself and took the big shocking decision to leave her husband and children for ever. The feminist ideologies of Nora were revealed in the end of the novel. She was found subordinate to her husband Torvald who believed that women are frail and can never make decision of their own. However finally Nora gets hold of her individuality and dares to take the great decision to abandon her husband and children. Nora’s great passion for life and her strong feministic beliefs stimulated her to take the decision of her life. She courageously broke away from the doll house that appeared as a prison for her all through these days. Nora was always under the care of someone, first with her father and then with her husband. Nora was a materialistic, impulsive and babyish. But Nora appeared as a bold woman in the final scene of the play. We can see Nora the classical hero walking out of her house in the final scene to live her life. All this makes us doubt whether she was pretending to be silly all through these days to adjust with the patriarchal oppression she was suffering from her husband Torvald. Nora finally becomes fully independent to renounce the false union of marriage and the burden of motherhood. She says â€Å"Never see him again. Never. Never. Never. Never see the children again. Them too. Never. never. Oh – the icy black water! Oh – that bottomless – that -! Oh, if only it were all over! Now he’s got it – he’s reading it. Oh, no, no! Not yet! Goodbye, Torvald! Goodbye, my darlings. † Nora was the upholder of women`s rights. She struggled against the selfish, stifling, oppressive and dominating attitude of her Husband Torvald and the society which he represents. Nora journey lead to her self-discovery as she fought against the exploitation of women by men. Torvald represents the orthodox society and Nora is the advocate of feminism. Torvald did not give any privilege to Nora and called her silly names throughout the play. He called her ‘squirrel’, ‘lark’, ‘little skylark’, ‘little songbird’, ‘little person’, ‘little woman’, and ‘little featherhead’. Torvald never forgot to use the word ‘little’ before these names. He considered her as ‘little’. He was also very possessive and always used ‘my’ before these names. Torvald never considered Nora equal to him. He thought she is inferior to him. The feminist beliefs of Nora rise up at last and she comes to know that she has been a foolish doll in a toy-marriage and walks out of her house slamming the door behind her and surprising Torvald. Nora was just considered like any other possession of Torvald. She was not given any humane privilege. The feminist beliefs of the author hated this attitude of Torvald and encouraged Nora to break away one day from the ‘doll house’. Nora recognizes her rights at last and is awakened. She stops pretending to be what she is not. She became a strong woman and takes control of her own destiny. Torvald considered his wife, children and status symbols and had a very narrow definition about marriage. He thinks that it is the duty of the wife to be good to her husband and children. She deems women as helpless creatures separated from reality and moral force. The author highlighted the self realization of the main character Nora and the way she becomes an example to feminist ideology. The novel thus becomes an extraordinary work in which a man portrays strong feminist ideologies. The attitude of Nora reveals the strong feminist views of the author. Nora always wanted to get out of the clutch of her husband as she says to Rank and Linde â€Å"I’ve the most extraordinary longing to say: ‘Bloody hell! ’† She finally gets out all her social and traditional commitments and obligations as become free as a hero. She is such a classical character that our hearts are with her even though she took the pitiless decision to leave her moral husband and innocent little children. She can be called as a hero as a fought for a good cause, the freedom for the weaker sex. The position of women in the 1800’s, during the time of Nora was too low. They lived as housewives with no right to vote, own property, and make any significant transactions. Nora recognized her slavery and preferred to break away and live a life with freedom. It is nothing but her courage to fight against oppression made her the most admirable stage heroine of the century. What she has done is perfectly justifiable in the light is modern ideology and culture. She was just being a model to the women of modern days. She stepped into a wider world and making her husband understands that he is not the noble person that she expected him to be. She understands that she can no longer continue as a shadow of her husband. She turned out to be a classical hero in the contemporary male dominated society that oppressed women to the core and considered them as a second-class citizen.She just initiated an awakening and made a classical turn in history. Sources Ibsen, Henrik. ‘A Doll’s House’. Introduction to Literature: Reading, Analyzing, and Writing. Englewood Cliffs: Prentice, 1990. Henrik Ibsen. Doll’s House: The Wild Duck: The Lady from the Sea . J M Dent & Sons Ltd, 1979. Marianne Sturman. CliffsNotes on Ibsen’s A Doll’s House & Hedda Gabler. Cliffs Notes, 2003. Egil Tornqvist. Ibsen: A Doll’s House. Cambridge University Press, 2004. Henrik Ibsen A Doll’s House and Other Plays. Penguin Classics, 1965.

We all fall down – Essay in speech format

Good morning thank you for turning up to what will be an engaging analysis of the complexity of conflict in literature. If you ponder upon it, how many of us have experienced some form of conflict in our lives? No doubt all of you. But year 1 1, It Is the way In which we handle this conflict that moulds us Into the individuals we are today. My work In the novel We all fall down' has caused some controversy In schools simply because I paint the picture of characters who fall to metaphorically ‘get back up'.I've no doubt that if you look closely enough around this room you will associate money with these problems and that's what I'd like to explore today; the complex character that is Buddy Walker. The thing that really got the critics cranky was Buddy's escapist tendencies. The reason being that Buddy drinks, he drinks a lot to assist him in sanding down the rough edges in his highly conflicted life, and that will be the focus of our discussion today.Year 1 1, I would now offer you some valuable advice in the hope that you will learn from Buddy's mistakes, and that is that in life, it's not about how you fall down†¦ It's how you get up. Now, the main theme I implicitly explored In this novel through the experiences of Buddy Walker and Jane Jerome Is the concept of resilience. Evidently, these two vastly different characters both have vastly different levels of resilience, seen through the way they handle the conflict In their lives. But what exactly Is resilience?Resilience Is a person's ability to bounce back from setbacks, major or minor, and just the all-round ability to keep going, you could describe it differently as mental toughness. Buddy, as stated before, is an escapist. He uses many different things as tools for his escapism, the major one being his metaphorical ‘life crutch', his gin (alcohol). He uses alcohol as a form of escapism in many different instances, and I feel that the way I described the gin's significance to Buddy's escap ism perfectly sums up the character that Buddy is.A few of my favorite descriptions are â€Å"the way it (the alcohol) soothed and stroked him. † The alcohol was like his only friend. † and â€Å"The way it kept a certain haziness on the harsh realities of his life. † These quotes especially emphasize the high level of penitence Buddy has on the alcohol to act as a beacon to guide him through the fogginess of his existence, If you will. The alcohol symbolizes Buddy's weakness, It depicts his inability to overcome conflict on his lonesome and essentially characterizes him as someone who cannot ‘get back up'.Now year 1 1, Buddy is by no means a resilient character. He has little to no willpower and is perfectly happy to stand idly by while something despicable happens in front of him. I expressed this in the opening scene, the trashing. While I set the scene with a sinister tone and suspenseful language, I placed Buddy in a difficult position. A position wher e he had to choose to either test his courage and ‘be a hero' while running the risk of the losing his friends', or sit back and Just allow an utterly despicable act occur right In front of his own eyes.Of course, being the weak and nearly morally void character Buddy Is, he chose to let It happen. A stronger, more resellers character would more than likely opt to Intervene In this because they would have the mental strength to overcome It. Unlike Buddy, Jane Is a very resilient character and through all of the inflict and problems in her life, she always has the strength to bounce back. Two trashing, despite the considerable amount of physical damage to the house, mental damage to the whole family, and both physical and mental damage to Karen, Jane still finds the strength to get on with her life.Sure, she is noticeably rattled from the occurrence, but she still finds a reason to smile. That reason is Buddy. But after things with Buddy go down the drain and she is forced to p art ways with him as well as her claim to happiness and respite from everything bad in her life, she still engages to move on rather steadily. Ask yourselves year 11, if there is anyone you know that you would associate with either of these characters' traits. If you do, I'll wager that the Jane type character you know does not get along all too well with the Buddy type character.This is because strong and weak individuals obviously oppose each other, and their two personalities often conflict with each other. Likely, the Jane type character somewhat dislikes the Buddy type character you know, but the Buddy type is rather impartial to the Jane type. The Buddy's in our lives are often the type of errors to Just let things happen around them, while something may affect them in one way or another, they are generally not too bothered by it unless it is quite a burdening occurrence.We begin to detect this Buddy-Jane conflict in the scene where Buddy goes to Cane's temporary apartment to try and talk things over with her. Jane, of course because of her new discovery that Buddy was involved in the trashing of her house, is tired of Buddy. Tired of his hesitance and general indecisiveness. It is evident that she has gotten sick of Buddy's weakness as a person, and the resilience f their relationship has now worn out.Year 11, resilience is a fundamental human characteristic that we all need throughout the course of our lives. If you as a person are struggling to ‘get back up' time and time again, my advice to you is this: Don't let things get to you too much, and block out unnecessary sources of conflict. Like Jane, causes for grievance should be grieved over, but briefly and very occasionally. Because the most important thing in life, as corny as it sounds, is happiness. As they say year 11, life's for the living, so live it. Or you're better off dead.