Tuesday, November 26, 2019
Free Essays on Analysis Of DuBois And Washington
In the readings for this week, the topic of education was discussed from two different points of view. The topic of slavery and the lives surrounding African Americans during the Reconstruction to the Civil Rights Movement was also discussed. Throughout this essay both points of view will be argued as well as how they affect learning in today’s society. Up from Slavery by Booker T. Washington consisted of life after slavery and the extent of education after slaves were freed. From a very young age, Booker T. Washington was interested in education and went through trials and tribulations in order to achieve one. He traveled to the Hampton Institute, which was a school for colored people five hundred miles from his home. With little money and only basic skills learned from previous jobs, he set out to achieve his goal. After a few years at the school he became a teacher and began to pass to others that which he knew was important for the black race. He later spent a majority of his time on building a new school in a little town called Tuskegee, Alabama. With the support of both the white and black race, money was raised in order to develop the Tuskegee Institute for blacks. The teachings of the institute consisted of industrial education which allowed for the students to learn trade skills in order to further their devel opment. Booker T. Washington is known as one of the most influential black leaders in American history and was well known for his public speaking and was asked to speak at many important expositions and meetings. The Souls of Black Folk by W.E.B. Du Bois consisted of essays which spoke about the thoughts of blacks. The readings consisted of hardships faced for education, and the development of schools and universities. One essay included Du Bois’s views that conflict with Washington‘s. Washington’s views on education were much different than Du Bois and so were his views on... Free Essays on Analysis Of DuBois And Washington Free Essays on Analysis Of DuBois And Washington In the readings for this week, the topic of education was discussed from two different points of view. The topic of slavery and the lives surrounding African Americans during the Reconstruction to the Civil Rights Movement was also discussed. Throughout this essay both points of view will be argued as well as how they affect learning in today’s society. Up from Slavery by Booker T. Washington consisted of life after slavery and the extent of education after slaves were freed. From a very young age, Booker T. Washington was interested in education and went through trials and tribulations in order to achieve one. He traveled to the Hampton Institute, which was a school for colored people five hundred miles from his home. With little money and only basic skills learned from previous jobs, he set out to achieve his goal. After a few years at the school he became a teacher and began to pass to others that which he knew was important for the black race. He later spent a majority of his time on building a new school in a little town called Tuskegee, Alabama. With the support of both the white and black race, money was raised in order to develop the Tuskegee Institute for blacks. The teachings of the institute consisted of industrial education which allowed for the students to learn trade skills in order to further their devel opment. Booker T. Washington is known as one of the most influential black leaders in American history and was well known for his public speaking and was asked to speak at many important expositions and meetings. The Souls of Black Folk by W.E.B. Du Bois consisted of essays which spoke about the thoughts of blacks. The readings consisted of hardships faced for education, and the development of schools and universities. One essay included Du Bois’s views that conflict with Washington‘s. Washington’s views on education were much different than Du Bois and so were his views on...
Saturday, November 23, 2019
French Pronominal Verbs Require a Reflexive Pronoun
French Pronominal Verbs Require a Reflexive Pronoun French pronominal verbs are accompanied by the reflexive pronoun se or s preceding the infinitive, thus, the grammatical term pronominal, which means relating to a pronoun. All conjugated verbs, with the exception of the imperative form, require a subject pronoun. Pronominal verbs also need a reflexive pronoun, like this: Nous nous habillons. Were getting dressed (dressing ourselves).Tu te baignes.  Youre taking a bath (bathing yourself). There are a few kinds of French pronominal verbs. But in general, we can say the action and, thus construction, of the pronominal verb is reflexive, reciprocal or idiomatic.  Three Types of Pronominal Verbs Reflexive verbsReciprocal verbsIdiomatic pronominal verbs There are two steps in conjugating pronominal verbs. First, take the reflexive pronoun se, make it agree with the subject of the verb, and place it directly in front of the verb. Then, as with all verbs, conjugate the infinitive according to whether its a regular -er, -ir, -re verb or an irregular verb.    Elle se brosse les dents.  Shes brushing her teeth.Vous vous levez tard.  You get up late. Review what pronominal verbs look like when conjugated in all the simple tenses and use examples to practice recognizing and using them. French Reflexive Verbs The most common pronominal verbs are reflexive verbs (verbes sens rà ©flà ©chi), which indicate that the subject of the verb is performing the action upon himself, herself, or itself. Reflexive verbs mainly have to do with parts of the body, clothing, personal circumstance or location. Note that when referring to parts of the body, the French possessive pronoun is rarely used; instead, the owner is indicated with a reflexive pronoun and a definite article precedes the body part. Some common reflexive verbs:    sadresser   to address, speak to   sapprocher de  to approach   sasseoir  to sit down   se baigner  to bathe, swim   se brosser (les cheveux, les dents)  to brush (ones hair, ones teeth)   se casser (la jambe, le bras)  to break (ones leg, ones arm)   se coiffer  to fix ones hair   se coucher  to go to bed   se couper   to cut oneself   se dà ©pà ªcher   to hurry   se dà ©shabiller  to get undressed   se doucher  to take a shower   sà ©nerver  to get annoyed   senrhumer  to catch a cold   se fà ¢cher  to get angry   se fatigue  to get tired   se fier  to trust   shabiller  to get dressed   shabituer   to get used to   simaginer  to imagine   sintà ©resser    to be interested in   se laver (les mains, la figure)  to wash (ones hands, ones face)   se lever  to get up   se maquiller  to put on makeup   se marier (avec)  to get married (to)   se mà ©fier de  to mistrust, distrust, beware of/about   se moquer de  to make fun of (someone else)   se moucher  to blow ones nose    se noyer  to drown   se peigner  to comb ones hair   se promener  to take a walk   se raser  to shave   se refroidir  to cool down, get cold   se regarder  to look at oneself   se reposer  to rest   se rà ©veiller  to wake up   se soà »ler  to get drunk   se souvenir de  to remember   se taire  to be quiet Examples: Tu te reposes.  Youre resting.Il se là ¨ve 8h00.  He gets up at 8:00. Reflexive Verbs With a Nonreflexive Use Note that many reflexive verbs also have a nonreflexive use; that is, they can describe someone performing the action of the verb on someone or something else:    Elle se promà ¨ne.  Shes taking a walk.vs.Elle promà ¨ne le chien.  Shes taking the dog for a walk; Shes walking the dog.Je me lave les mains.  Im washing my hands.vs.Je lave le bà ©bà ©.  Im washing the baby. Note that some verbs that are normally not pronominal may be used with a reflexive pronoun in order to avoid the passive voice. This construction is known as the passive reflexive. Reflexive verbs are the most common type of pronominal verb. But there are also two lesser-known types: reciprocal verbs and idiomatic pronominal verbs. French Reciprocal Verbs While reflexive verbs tell you that one or more subjects are acting upon themselves, reciprocal verbs (verbes sens rà ©ciproque) indicate that there are two or more subjects acting on one another. Here are the most common French reciprocal verbs:   sadorer to adore (one another)   saimer  to love   sapercevoir  to see   se comprendre  to understand   se connaà ®tre  to know   se dà ©tester  to hate   se dire  to tell   se disputer  to argue   sà ©crire  to write to   sembrasser  to kiss   se parler  to talk to   se promettre  to promise   se quitter  to leave   se regarder  to look at   se rencontrer  to meet   se sourire  to smile at   se tà ©là ©phoner  to call   se voir  to see Reciprocal verbs can also be used without the pronoun for a nonreciprocal meaning:    Nous nous comprenons.  We understand each other.vs.Nous comprenons la question.  We understand the question.    Ils saiment.  They love each other.vs.Ils maiment.  They love me. French Idiomatic Pronominal Verbs Idiomatic pronominal verbs (verbes sens idiomatique) are verbs that take on a different meaning when used with a reflexive pronoun. Here are the most common French idiomatic pronominal verbs (and their non-pronominal meanings):   sen aller  to go away   (to go)   samuser  to have a good time (to amuse)   sappeler  to be named (to call)   sapproprier  to appropriate (to suit, adapt to)   sarrà ªter  to stop (oneself) (to stop [s.o. or s.t. else])   sattendre ()  to expect (to wait for)   se demander  to wonder (to ask)   se dà ©brouiller  to manage, get by (to disentangle)   se dà ©pà ªcher  to hurry (to send quickly)   se diriger vers  to head toward (to run, be in charge of)   se douter  to suspect (to doubt)   sà ©clipser  to slip away/out (to eclipse, overshadow)   sà ©loigner  to move (oneself, s.t.) away   sendormir  to fall asleep (to put to sleep)   sennuyer  to be bored (to bother)   sentendre  to get along (to hear)   se fà ¢cher  to get angry (to make angry)   se figurer  to imagine, picture (to represent, to appear)   shabituer   to get used to (to get in the habit of)   sinquià ©ter  to worry (to alarm)   sinstaller  to settle in (to a home) (to install)   se mettre  to begin to (to place, put)    se perdre  to get lost (to lose)   se plaindre  to complain (to pity, begrudge)   se refuser de  to deny oneself (the opportunity)o   (to refuse)   se rendre   to go to (to return)   se rendre compte de  to realize (to account for)   se rà ©unir  to meet, get together (to gather, collect)   se servir  to use, make use of (to serve)   se tromper  to be mistaken (to deceive)   se trouver  to be located (to find) See how the meaning changes when idiomatic pronominal verbs are used with and without the reflexive pronoun.   Je mappelle Sandrine.  My name is Sandrine.vs.Jappelle Sandrine.  Im calling Sandrine.   Tu te trompes.  You are mistaken.vs.Tu me trompes. You are deceiving me. Word Order with Pronominal Verbs Placement of the reflexive pronoun is exactly the same as for object pronouns and adverbial pronouns:    Je mhabille.  Im getting dressed.Tu te reposeras. You will rest.Il se levait quand...  He was getting up when... The pronoun directly precedes the verb in all tenses and moods, except the affirmative imperative, when it follows the verb, attached by a hyphen: Repose-toi. Rest.Habillons-nous.  Lets get dressed. Pronominal Verbs in the Negative With negation, ne precedes the reflexive pronoun: Je ne mhabille pas.  Im not getting dressed.Tu ne te reposes jamais.  You never rest. Pronominal Verbs in the Interrogative Questions with pronominal verbs are usually asked with est-ce que and the reflexive pronoun once again stays directly in front of the verb. If you use inversion, the reflexive pronoun precedes the inverted subject-verb: Est-ce quil se rase ? Se rase-t-il ?Is he shaving? Est-ce que tu te laves les mins ? Te laves-tu les mains ?Are you washing your hands? Pronominal Verbs in the Negative Interrogative To ask a negative question with pronominal verbs, you sort of have to use inversion. The reflexive pronoun stays directly in front of the inverted subject-verb, and the negative structure surrounds that whole group: Ne se rase-t-il pas ?Isnt he shaving? Ne te laves-tu jamais les mains ?Dont you ever wash your hands? Pronominal Verbs in Compound Tenses In compound tenses like the passà © composà ©, all pronominal verbs are à ªtre verbs, which means two things: The auxiliary verb is à ªtre.The past participle may need to agree with the subject in gender and number. In compound tenses, the reflexive pronoun precedes the auxiliary verb, not the past participle: Elle sest couchà ©e minuit.She went to bed at midnight. Ils sà ©taient vus la banque.They had seen one another at the bank. Aprà ¨s mà ªtre habillà ©, jai allumà © la tà ©là ©.After getting dressed, I turned on the TV. Agreement with Pronominal Verbs When pronominal verbs are in the compound tenses, the past participle has to agree with the reflexive pronoun when the pronoun is a direct object but not when its an indirect object. So the trick is to figure out whether the reflexive pronoun is direct or indirect. 1. For most pronominal verbs that are not followed by a noun, the reflexive pronoun is the direct object, so the past participle needs to agree with it. See number five below for instances when the reflexive pronoun is an indirect pronoun. Nous nous sommes douchà ©s.We showered. \Marianne sest fà ¢chà ©e.Marianne got mad. 2. Likewise, with a pronominal verb plus a preposition plus a noun, the reflexive pronoun is the direct object, so you need agreement. Elle sest occupà ©e du chien.She took care of the dog. Ils se sont souvenus de la pià ¨ce.They remembered the play. 3. When a pronominal verb is followed directly by a noun with no preposition in between, the reflexive pronoun is indirect, therefore there is no agreement. Nous nous sommes achetà © une voiture.NOT Nous nous sommes achetà ©s une voiture.We bought ourselves a car. Elle sest dit la và ©rità ©.NOT Elle sest dite la và ©rità ©.She told herself the truth. 4. When you have a sentence with a reflexive pronoun plus an object pronoun, the reflexive pronoun is always the indirect object, so there is no agreement with it. However, there is agreement with the object pronoun, per the rules of direct object pronoun agreement. Nous nous le sommes achetà ©. (Le livre is masculine.)We bought it (the book) for ourselves. Nous nous la sommes achetà ©e. (La voiture is feminine.)We bought it (the car) for ourselves. Elle se lest dit. (Le mensonge is masculine.)She told it (the lie) to herself. Elle se lest dite. (La và ©rità ©Ã‚ is feminine.)She told it (the truth) to herself. 5. For the following verbs, the reflexive pronoun is always an indirect object, so the past participle does not agree with it. In the abbreviations below, e.o. means each other and o.s. means oneself.    sacheter to buy (for) o.s.   se demander  to wonder   se dire  to say (to o.s./e.o.)   se donner  to give (to e.o.)   sà ©crire  to write (to e.o.)   se faire mal to hurt o.s.   simaginer  to imagine, think   se parler  to talk (to o.s./e.o.)   se plaire ( faire...) to enjoy (doing...)   se procurer  to obtain (for o.s.)   se promettre  to promise (o.s./e.o.)   se raconter  to tell (e.o.)   se rendre compte de  to realize   se rendre visite  to visit (e.o.)   se reprocher  to criticize, blame (o.s./e.o.)   se ressembler  to resemble (e.o.)   se rire (de qqun)  to mock (someone)   se sourire  to smile (at e.o.)   se tà ©là ©phoner  to call (e.o.) Nous nous sommes souri.NOT Nous nous sommes souris.We smiled at each other. Elles se sont parlà ©.NOT Elles se sont parlà ©es.They talked to each other. Pronominal Verbs in the Infinitive or Present Participle When using pronominal verbs in the infinitive or present participle, there are two things to keep in mind: The reflexive pronoun directly precedes the infinitive or present participle.The reflexive pronoun agrees with its implied subject. Pronominal Verbs in Dual-Verb Constructions Dual-verb constructions are those where you have a verb like aller (to go) or vouloir (to want) followed by an infinitive. When using a pronominal verb in this construction, its important to remember that the reflexive pronoun goes directly in front of the infinitive, not the conjugated verb, and that the reflexive pronoun has to agree with the subject. Je vais mhabiller.Im going to get dressed. Nous voulons nous promener.We want to go for a walk. Tu devrais te laver les cheveux.You should wash your hair. Pronominal Verbs after Prepositions When you use pronominal verbs in the infinitive after prepositions, remember to change the reflexive pronoun to agree with the implied subject of the verb. Avant de te coucher, range ta chambre.Before you go to bed, clean your room. Il faut trouver un juge pour nous marier.We have to find a judge to get married. Pronominal Verbs Used as Subjects To use pronominal verbs in the infinitive as subjects at the beginning of a sentence, remember to change the reflexive pronoun to agree with the implied subject of the verb: Me lever tà ´t est une rà ¨gle de ma vie.Getting up early is a rule for me. Te moquer de ton frà ¨re nest pas gentil.Making fun of your brother isnt nice. Pronominal Verbs as Present Participles Once again, the reflexive pronoun always has to agree with the subject, including when pronominal verbs are used as present participles: En me levant, jai entendu un cri.While getting up, I heard a scream. Cà ©tait en vous inquià ©tant que vous avez attrapà © un ulcà ¨re.It was by worrying that you got an ulcer.
Thursday, November 21, 2019
Develop a case study that analyzes the competitive position of an
Develop a that analyzes the competitive position of an actual business organization in a technologically-oriented ind - Case Study Example It is cited that iPhone gets the highest rate of press and the iPod sales in the market is of relatively large quantities. Even though it can be generally said that the company enjoys success courtesy of the products that it offers to the market, Apple Inc. pegs most of its success to Macintosh. According to the report from IDC the worldwide market for the company grew from 2.4% up to 2.9% from the year 2006 to the year 2007 (Miller, 2009). The consumer market on the other hand where Apple does compete effectively accounts for 10% of the worldwide market although the market command in the United States of America is relatively higher at 21%. In the year 2010, Apple continued to face stiff competition from its rivals for the very same market. In terms of the sales from the PCs, Apple ranked fifth in the year 2010. It is estimated that during that particular year, the first quarter was marked by shipment of 1.398 million Macs. The sales levels meant that Apple was only behind the main distributors of PCs which are: Dell, HP, Acer and Toshiba. It is therefore more than convincing that in the year 2010, Apple had its sales in PCs generally surge as negative sales trends were recorded as indicated above (Miller, 2009). In terms of the iPhone production, it is very true that Apple has been one of the most consistent companies in using the iPhone technology to develop very effective and modern mobile phones that are trendy in as far as technology is concerned. It is as a consequence of this that Apple still remains one of the most committed companies in producing the latest technology that can easily be used by virtually all the generations. The high levels of agility and commitment that Apple has towards producing the most competitive products in the market explains to a large extent why the company has continued to record steady rates of growth in the globe today. Strengths and weaknesses Apple Company is considered as one of the strongest companies in as far as inf ormation technology is concerned. The strengths of Apple Company have been very supportive in its market domination as will be seen in the later stages of the paper. Some of the strategic strengths are inclusive of product development that it has already established. Apple Company has already set high standards in the market in as far as the product it offers in the market is concerned. It is because of this strength that Apple has in the market, that it does not spend resources in inventing the market. The second strength about Apple Inc. is that it has established itself as a company that is oriented towards creating not only design but also utility (Miller, 2009). The products that are made by the company are very much easy to use and are also intuitive. The phones by the company are easy to use and also feel very nice in the hands given that they do not have many buttons. The marketing that is done by Apple Inc. is also a plus the company. It has clever marketing which strategic ally addresses the solutions to the problems that people do encounter with the use of other hardware form the main competitors of the company. Finally, the company enjoys a lot of strength in the fact that it trades on a very common and strong brand in the technology market. The brand name in apple has been very effective in promoting the commodities produced and
Tuesday, November 19, 2019
HR Issues in the Organisations Essay Example | Topics and Well Written Essays - 1000 words
HR Issues in the Organisations - Essay Example Such a degree of centralisation is leading to employees’ frustration and disengagement (Vosburgh, 2007). There is a totally flawed reward system (Secord, 2003) working in the organisation, which again is designed by the ministry of defence. This design is not pragmatic (Pilbeam, S. & Corbridge, 2010) when it comes to dealing with civilian workers. Apparently, most of the work in these organisations is done in teams, but the reward system in place is not suited to this form of working. Moreover, this type of a reward system is anti teamwork and leads to a rift created between employees (Ulrich & Smallwood, 2005). With employees not receiving their deserved recognition and line mangers being helpless in this regard, organisational motivation is falling exponentially (Yeung & Brockbank, 1994). This entire problem is being caused by the â€Å"Cluster Panel†, which is totally callous to the working environment and is responsible for making appraisal decisions. The group has a defective method in place to assess an employee. The entire appraisal system (Yeung, Woolcock, & Sullivan, 1996) is dependent upon the line manager’s recommendation of an employee and that too is further conditional on his writing effectiveness. Even if a manager effectively encodes an employee’s accomplishment on the appraisal form, there is still no guarantee that this would secure an appraisal for the employee. This deficiency has two folded repercussions, one has to do with the line manager’s motivation level and the other has to do with an employee’s alienation with the organisational procedures (Newman & Hodgetts, 1998). One aspect that needs special attention over here is that of the military staff. Since they form a part of the total workforce of these organisations, they deserve to be treated like any other employee. On the contrary they are considered as alien to the organisational setting when they receive their compensation from the defence ministry. This sort of handling of the military personals is leading to a confusion arising in their midst with regards to their role, both in the military and in these organisations. Another important draw back in these organisations has to do with the absence of a motivator. Since employees consider performance bonuses as some sort of a lottery rather than a form of recognition, and manager’s acclamations as shallow, there exists a serious deficiency of a driving force (Miner & Crane, 1995). In these organisations mangers are the ones who are occupying the most pitiful position. They have no power what so every to express their viewpoint. They are mere spectators who are just watching the show, having no power what so ever to exert influence on any level of the bureaucracy (Losey, Mesinger, & Ulrich, 2005). Recommendations for Changes: In these circumstances in which the employees are feeling totally dejected with the organisational procedures, and mangers rather than being inspirational are showing a sorry picture it is important to come up with more effective Human Resource policies (Kramar, Mcgrew, & Schuler, 1997). It is inevitable that organisational productivity will fall and the purpose for which these organisations are in place will suffer a deep blow. In order to prevent such damaging consequences, change management needs to be implemented on an emergency basis. In this change management program,
Sunday, November 17, 2019
Write A Detailed Comparison Essay Example for Free
Write A Detailed Comparison Essay The class has been studying different types of newspapers-Tabloids and Broadsheets. The tabloid The Sun and the broadsheet is The Times. Stereotypically a tabloid is more informal, more pictures, humorous and has obvious bias. Its target audience is less educated and more gossip. A broadsheet newspaper on the other hand is targeted at more sophisticated and smarter and has more information, fewer pictures, more analysis, more in depth politics and is serious. The newspaper story we worked on was about an Arab who planned to plant a bomb in his pregnant girlfriend holdall and when the aeroplane was airborne it was going to explode. Luckily the security found the bomb and dis-armed it. He said he couldnt go on the El Al flight because he was an Arab, so he was going to meet her at where they were planning to get married in Tel Aviv. They say it would have killed all 400 passengers and crew and send his girlfriend and the baby to certain death. While both have the same story there are some similarities and difference. The similarities include the same basic facts, same picture (but different size) and the layout is also the same. The differences are the size of the writing is smaller; the overall size in the broadsheet is larger and has more information in a smaller section. Where as the in the tabloids the writing is bigger and the overall size is smaller. Also the broadsheet has longer sentences. Another difference is the target audience is different for example tabloids are targeted at lees educated, younger and more humorous kind of people, whereas broadsheets are stereotypically for the more educated, political and more sophisticated and serious e. g. The Sun newspaper says Detectives said it would have destroyed the jumbo and slaughtered all 400 passengers and crew. Where as The Times says it would have resulted in the loss of 400 passengers and crew. This shows the style of writing like in the tabloid it exaggerated the point (e. g. words which are highlighted) and this has an effect on the readers because Slaughtered is a kind of dramatic and effective word. Whereas in the broadsheet it is more serious, more calm and is less exaggerated and not as dramatic as a tabloid. The visual appearance also has similarities and differences. The similarities are they both have mastheads (except in different style), headlines, sub-headlines and small adverts near the bottom. The differences are tabloids takes up more of the page on a main story, pictures are bigger, has puns (e. g. next to the mast head it said The Sam Frocks collection. This also makes it more humorous and makes more young males want to buy it). The sub-headline was also longer. Broadsheets have smaller pictures, more writing and the headline is shorter but meaningful (makes the reader want to read on and get interested) and has no puns. This might be because a more mature newspaper wouldnt put something humorous right next to a big serious story. The content of the story is the same only in the basic facts but otherwise different. Tabloids even show an obvious bias towards someone or something e. g. in The Sun they referred to the man as an Arab rat and this shows that he is cunning, clever and scheming and nearly got away with it. Also how they used emotive language e. g. Sobbing girl, this also had an effect because the audience would of felt sorry for her. This emotive language shows that the word Sobbing is more kind of slang and make the reader feel pity on her. The broadsheet didnt show obvious bias because mainly it is a more mature type of newspaper and because it is more mature it doesnt take sides and puts both sides of the argument. Also the order in which they refer to things is very different but there were some in the same position of the order. The first two paragraphs have the same kind of information and this might be because it is the main part of the story and the aims of the two newspapers was to get the reader interested and read on. But from there it is in different orders but has the same information in different places. This might be because the newspapers are aimed at different audiences. The styles of the two papers are very different. The broadsheets use a wider range of vocabulary and focuses on the facts and uses comments to add realism to the story. Where as the tabloid shows obvious bias towards the bad guy and makes everyone reading feel sympathetic towards the innocent people such as the girl was going to die for no reason all because of her boyfriend and it said she got duped. The writers referred to her as a Sobbing girl and this gives an image in the readers mind thinking that she is weak and sad and fragile, and needs looking after. The Sun doesnt focus a lot on the basic facts and focuses more on the people e. g. the way they use the emotive language to make people feel sympathetic towards the innocent people. It would have destroyed the jumbo and slaughtered all 400 passengers and crew. And hundreds could have been killed if the jet had plummeted into busy streets. The aim of this was to make the reader feel hatred towards the terrorist and feel sorry for the people who would have died for no reason. The Times just focuses mostly on the facts. She was on her way to Israel, where the Arab said he would marry her. This also a bit similar to The Suns quote because this is just focusing on the people e. g. this makes people feel sad for the girl because she was duped by her fianci. Although both stories are the same, the style they are written in is different. This is mainly because the newspapers are targeted at different audiences (tabloids are for the less educated, humorous and young. Broadsheets are for the more sophisticated and people who understand a wider range of vocabulary). In conclusion the main reason is that the target audience is different and as a result of that the way they are reported.
Thursday, November 14, 2019
Oppression Of People Of Color Essay -- essays research papers
The myth that â€Å"all men are equal†has created false hopes for the people of color, who continually seek opportunities to excel, that just aren’t there. They have been led to believe that intelligence and ambitions are key contributors to one’s success. Even if they do possess ambition and intelligence, the dominant majority of the white population oppresses them. This type of oppression points out that new methods of struggle are needed, such as whose employed by Martin Luther King, Jr., Franz Fanon and W.E.B. Du Bois. Martin Luther King, Jr. advocated nonviolence to suppress oppression in his essay, â€Å"The Power of Nonviolent Action.†King's factual and reasoned approach is intended to win his adversaries over by appealing to their consciences. King realized that the best strategy to liberate African-Americans and gain them justice was to use nonviolent forms of resistance. He wanted to eliminate the use of violence as a means to manage and establish cooperative ways of interacting. Moreover, King states that the â€Å"oppressed people must organize themselves into a militant and nonviolent mass movement†in order to achieve the goal of integration. The oppressed must â€Å"convince the oppressors that all he seeks is justice, for both himself and the white man†(King, 345). Furthermore, King agreed with Gandhi that if a law is unjust, it is the duty of the oppressed to break the law, and do what they believe to be right. Once a law is broken, the person must be willing to accept the ...
Tuesday, November 12, 2019
Moral Obligations about Charity views of Peter Singer and John Arthur Essay
The fact that we can afford to provide for ourselves even beyond our basic needs bring an important question. Is it then our duty to provide financial assistance to those who do not have enough to provide for their own basic needs? Peter Singer, in his piece, â€Å"Famine, Affluence, and Morality†would argue that we ought to prevent bad things from happening without sacrificing something of equal importance. Here is the argument Peter Singer presents to us in standard form 1) Millions of people are suffering from hunger every day. 2) Suffering and death from hunger is bad. 3) If it is within our power to prevent something bad from happening without sacrificing anything of comparable moral importance, we ought to morally do so. 4) It is within the power of affluent people to prevent hunger by sacrificing only their luxuries, which are of lesser moral importance. However, John Arthur disagrees with Singer’s conclusion in his piece, â€Å"World Hunger and Moral Obligation: The Case against Singer†and believes that although we should help those in need, it is not imperative to do so. John Arthur’s argument in basic form looks like this: 1) Singer says that all affluent people have a moral obligation to give their money to poor people to the extent that the affluent person would be on the same level as the poor person. 2) Poor people have no positive right to our assistance, because affluent people made no contract to do so. 3) Affluent people have a negative right to their property, which weighs against their obligation. Therefore, the obligation that Singer imposes on affluent people is not as extensive as Arthur. I will analyze both sides of this argument and in the end, propose my own position on this subject. Singer’s main point as stated above is that we ought to prevent bad things from happening without having to sacrifice something of equal importance. In other words, we should give to those in poverty as long as we do not put ourselves in a position of poverty. Singer starts his argument by making the assumption that it is a bad thing when people suffer and die from the lack of food and shelter. Since this is a bad thing, we ought to do something in order to prevent these things from happening without sacrificing anything of equal moral importance to ourselves. This point essentially puts the responsibility of the well-being of all people who are in some way suffering from lack of food and shelter into the hands of those who are in a position to do something about it. The fact that it is now our responsibility makes it morally wrong to not care for these people with our financial assistance. Singer does not see the act of giving money in order to prevent something bad from happening as charity, but instead as our duty. With charity comes the moral option to not give and to spend money on luxuries. If giving to prevent bad things from happening is something that we ought to do, to not do it would be wrong. Money that would have been spent on luxuries should be sent to parts of the world that need it on the basis of their lack of food, shelter, and adequate clothing. On the other hand, John Arthur brings up a strong argument against Singer. Arthur contests that a person has a right to do with their money as they please. There is no contract between ourselves and those in need, therefore we are entitled to invoke our own rights as a justification for not giving to those in need. The interesting thing about this argument is that Arthur is not saying that it is a good thing that we ignore the needs of others, but is instead saying that we have to right to not give. Arthur thinks that we are expected to give to those in need, but we also have the right to invoke our own rights of not giving to those in need. Arthur argues that if we were to live by Singer’s moral standards by following â€Å"greater moral evil rule†then we should not only give monetary charity but also give to the extent of donating parts of our bodies to help someone from dying. He says this because if you can survive without a certain body part (like a kidney) then according to Singer you should give it to someone to save their life because the kidney is less significant than a person dying (Arthur 473). Arthur does not agree with this idea he sees this as a person violating our negative rights to property, protesting, that it’s your body, and you have a right to it, outweighs any duty you have to help. Both Arthur and Singer agree that there are millions of people suffering from hunger everyday and that this suffering causing death is a bad thing. However Singer believes that it is our moral duty to assist the poor not a choice to do so. While Arthur believes that although we should help those in need, it is not required of us to do so. Therefore the obligation that Singer imposes on people is not as extensive as that of Arthur. As a moral person, one is morally obligated to act in a way which will bring about the greatest happiness. Whether that action is positive or negative doesn’t matter to the pain or pleasure that is produced. No distinction is necessary to the morality of the action. Pain and pleasure are still the measure of moral significance that are used to judge whether a given charity is good or bad. Then the given rules of charity are used to judge the morality of an individual’s acts of charity. Arthur argues that duty to help a stranger in need would be some sort of positive right such as an agreement or contract. However when it comes to assisting in the world hunger situation there are no such agreements or contracts between flourishing countries to assist non flourishing countries. Arthur is correct in arguing that there is something more in the terms of Singer’s argument in the case about the drowning child that if we are able to prevent something bad from happening without sacrificing something of moral significance then we have the moral duty to do it. With the example of the drowning child in the shallow pond, even though we might get our clothes muddy if we were to save the child. As a consequence, like this child case, people have an obligation to rescue strangers when they have the ability to do so that it is our moral duty to do something. Arthur argues the point that these rights as well as deserts are important parts of our moral code based on values such as fairness, justice, and respect. From Arthur’s point of view, there are two significant human rights which are â€Å"negative rights†and â€Å"positive rights†. â€Å"Negative rights†, â€Å"rights of noninterference†(473) in another word, are rights not to be interfered by anyone such as a right not to be killed. The other rights which are also ignored are â€Å"positive rights†same as called â€Å"rights of percipience†These rights are based on agreements. As long as people have an agreement something, they have a right to receive it. In addition to rights, desert is a second form of entitlement. As an example, a hard working farmer is able to harvest a lot of wheat as a result of his great effort. On the other hand, a lazy farmer is starving because of his laziness. In this case, the hard working farmer should not have any obligation to give wheat to the lazy farmer. Thus, the farmer should consider â€Å"fairness, justice, and respect.†(474). In this case is the farmer who worked hard be obligated to give some of his harvest to the farmer who didn’t do anything to secure a harvest to provi de for him and his family. Looking at Singer’s view on charity makes me wonder, He believes that as citizens of affluent countries we are morally obligated to donate most of our wealth to the starving poor of countries unable to provide for their own with their basic needs to survive like food, shelter and adequate clothing. That theory sounds great, however I have a problem with the fact that are focusing on the welfare of the struggling poor in other countries, while we ignore the suffering of our own right here in our backyard. Yes, I said the United States of America should take care of its own first. Before we spend our precious dollars taking care of the rest of the world. Let me say I cannot fathom a world as progressive as ours and yet people are still starving and dying right here in our own backyard. But it is a reality. Billions of dollars are given to aid so many other countries. While less and less is used here to provide relief for our own who are suffering. So, what is my point you say, my point is we spend a lot of money taking care of people around the world. As a society we are generous. Everyday I listen to politicians and others pointing fingers at each other playing the blame game for our economic crisis. Blaming the Republicans, or blaming the Democrats, Blaming the rich or poor, but the fact is all the blame in the world isn’t fixing the problem. Seeing all the dollar amounts being used to fund all these different relief efforts worldwide is simply amazing. But just think how far those dollars would go if they were to keep them here in the United States and use them to help keep a family member or a neighbor from losing their home or life. Why are we providing billions of dollars in scholarship aid to foreign students when graduates of our own high schools can’t afford a college education? Why are our religious organizations donati ng billions of dollars to provide health care and literacy programs to foreign countries when our own kids are on Medicaid and illiterate? How much money would go back into restoring our own economy and helping citizens of the United States of America if we kept our money here? Will become the nation known for letting its own people suffer while we take care of the suffering in other countries. Will we keep playing the blame game and turn our backs to the pain and suffering of the people on our own soil. If so, maybe we should change our name to â€Å"The United States Charitable Citizens for the Rest of the World.â€
Saturday, November 9, 2019
The Battle of Vimy Ridge and Its Effect on Canadian Nationalism
Many historians believe that the success of the Canadian Corps in the Great War was a primary source in the development of Canadian nationalism and pride amongst citizens and soldiers. Canada’s identity and reputation evolved on an international scale as a result of Canada’s war efforts through memorable battles such as the Battle of Somme and the Battle of Vimy Ridge. These battles also helped Canada earn its sovereignty, making them less and less of an imperial dominion under the control of Britain, therefore allowing Canada to make more independent decisions in regards to world affairs.French-Canadians sought for independence as they were opposed to both British imperialism and Canada’s involvement in the War; this would help spark Canadian nationalism and help preserve French culture. The Canadian Corps was formed by the Canadian Expeditionary Force and consisted of four divisions by August 1916. It was made up of people from different provinces and different ethnicities; however they all fought representing their Country. It was noted by one veteran, â€Å"We went up as Albertans and Nova Scotians. We came down as Canadians†.When Canadian troops first arrived in England, Lord Kitchener, the British Minister of War, intended to split up the Canadian divisions amongst existing British battalions. However, Sam Hughes, the Canadian military commander ignored Lord Kitcheners intentions and kept the Canadian soldiers together. This showed that Canada could fight as an independent unit and was not just an extension of the British army. Distinguishing the Canadian Expeditionary force from the British force gave soldiers a sense of national identity and pride.While Canada joined the war based on the obligation to help Britain, they were now representing Canada by fighting for their patriotism. The Canadian Corps was regarded as one of the most effective fighting forces on the Western Front. Their effectiveness came from their ability to study the successes from other allied forces, which they used to implement doctrine and new tactics that were religiously practiced in training and eventually put to use on the battlefield. This was most noticeable during the Battle of Vimy Ridge in 1917, where Canadians achieved victory that no other allied force could achieve.The Canadian victory at Vimy Ridge was referred to by the media as â€Å"the birth of a nation†where they earned respect from the other allied nations and proved that they were a strong and independent nation. For the first time, all four Canadian divisions fought in the same battle as a cohesive unit where they â€Å"captured more arms and more prisoners (4,000) than any other Allied offensive since the start of the war†. This instilled national pride not only within the soldiers but within the nation itself.After the Battle of Vimy Ridge, Sir Arthur William Currie was appointed as the first Canadian commander of the Canadian Corps which was p reviously commanded by the British. This was a pivotal point in Canadian history as Canada earned the respect from the British to command their own units, signifying Canada’s independency from Britain. After the Great War, Canada continued to demonstrate its independency from Britain. At the 1919 Paris Peace Conference, all the countries involved in the war were gathered to sign the Treaty of Versailles; Canada demanded to sign the treaty without British permission.This gave Canada worldwide recognition of being a separate nation from Britain and allowed them to have a stronger position in regards to world affairs. The view of Canada being a separate identity from Britain was also amplified when they joined the League of Nations as an independent country. Both these events demonstrated that Canada has a voice and is able to make independent decisions in regards to world political affairs. On the opposite scope, French-Canadians were establishing nationalism within Canada.The majority of French-Canadians were highly against British imperialism and the fact that Canada joined the war based on this notion. French-Canadians wanted to be independent of Britain and felt that it was not their duty to support them in the war. Henri Bourassa with support from French Canada urged that Canada separate from Britain so that they would no longer be dragged into wars. By the influence of Bourassa, many French Canadians were opposed to volunteering to the Canadian Expeditionary Force.Bourassa believed that Canada’s commitment to help Britain win the war would eventually lead to conscription; this would then force many French-Canadians to participate in the war. Bourassa felt that the â€Å"war was merely serving British imperialist aims†as Canadian politics introduced Regulation 17 in 1912 which limited French language education. Regulation 17 was believed to be the main reason why French-Canadians did not participate in the war. English Canadians though t that French Canadians were not pulling their weight in the war effort as only 5% of volunteers came from French Canada.Despite Bourassa’s efforts to prevent conscription, Prime Minister Robert Borden implemented conscription in 1917. In the end, only 24,132 conscripts made it to France before the end of the war. The Great War was considered by many Canada’s war of independence. Through the progression of the war and after many victories, Canada earned worldwide recognition for their achievements. More specifically, their use of highly developed tactics enabled them to earn victory at Vimy Ridge where both the British and French forces had failed.Battles such as the one at Vimy Ridge provided a national identity for Canada, both on the international and domestic scales. This marked the start of Canada’s sovereignty, separating them from British Imperialism which would continue well up into the mid 20th century. â€â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢ €â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€œ [ 1 ]. Weir, E. (Fall, 2004). Using the Legacy of World War I to Evaluate Canadian Military Leadership in World War II. Journal of Military and Strategic Studies. [ 2 ]. Maroney, Paul. (1998). ‘Lest We Forget’: War and Meaning in English Canada.Journal of Canadian Studies. pp. 108-124. [ 3 ]. Bindo, Kathryn (1979). More Than Patriotism. Toronto, ON: Personal Library Publishers. [ 4 ]. Nersessian, Mary (April 9, 2007). Vimy battle marks birth of Canadian nationalism. CTV. ca [ 5 ]. Baril, Lynda (2002). Ordeal by Fire. Canada: A people’s History. http://www. cbc. ca/history/EPISCONTENTSE1EP12CH1PA3LE. html, accessed 2012 Nov 3. [ 6 ]. Bourassa, Henri. The French Canadian in the British Empire. (London: John Murray, 1902), 26, 30-31. [ 7 ]. Brookl, Adriana.The Canada/Britain Relationship. The William Ready Division of Archives and Research Collections. http://library. mcmaster. ca/archives/exhibi ts/worldwar_canadabritain, accessed 2012 Nov 3. [ 8 ]. Murrow, Casey (1968). Henri Bourassa and French Canadian Nationalism. Montreal, QC: Harvest House. pp. 87-88. [ 9 ]. Ibid. p91. [ 10 ]. Bumstead, J. M. The Peoples of Canada, â€Å"A Post-Confederation History†. [ 11 ]. Ibid. [ 12 ]. English, J. (1991). The Canadian Army and the Normandy Campaign: A Study of Failure in High Command. Praeger Publishers.
Thursday, November 7, 2019
About Architect Michael Graves and Postmodernism
About Architect Michael Graves and Postmodernism Architect Michael Graves postmodernist designs were provocative and innovative. He brought color and playfulness to tall, office buildings, while at the same time designing everyday objects such as teakettles and kitchen trashcans for ordinary consumers. Paralyzed late in life, Graves also become a spokesman for universal design and Wounded Warriors. Background: Born: July 9, 1934 in Indianapolis, Indiana Died: March 12, 2015 in Princeton, New Jersey Education: University of Cincinnati, OhioHarvard UniversityFellow at the American Academy in Rome Important Buildings and Projects: Michael Graves home, New Jersey, now part of Michael Graves College at Kean University1982: Portland Building, Portland, Oregon1983: San Juan Capistrano Library, California1985: Humana Tower, Louisville, Kentucky1987-1990: The Dolphin and Swan Hotels, Orlando, Florida1990: Denver Public Library, Denver, Colorado1991: Team Disney Building, Burbank, California1993: U.S. Post Office, Celebration, Florida1995: Engineering Research Center, Cincinnati, Ohio1997: United States Federal Courthouse, Washington, DC1998-2000; 2013-2014: Washington Monument Illumination, Washington, DC2011: The Wounded Warrior Home Project at Fort Belvoir More Than Architecture: Household Designs Michael Graves has designed furnishings, artifacts, jewelry, and dinnerware for companies such as Disney, Alessi, Steuben, Phillips Electronics, and Black Decker. Graves is most famous for designing more than 100 products, ranging from a toilet brush to a $60,000 outdoor pavilion, for Target stores. Related People: Robert Venturi and Denise Scott BrownPhilip JohnsonPart of the New York Five, subject of the MoMA exhibition and book Five Architects, along with Peter Eisenman, Charles Gwathmey, Richard Meier and John HejdukDisney Architects Michael Graves Illness: In 2003, a sudden illness left Michael Graves paralyzed from the waist down. Confined to a wheelchair late in life, Graves combined his sophisticated and often whimsical approach to design with a deeper understanding of the importance of accessibility. Awards: 1979: Fellow of the American Institute of Architects (FAIA)1999: National Medal of Arts2001: Gold Medal, American Institute of Architects (AIA) More About Michael Graves: Michael Graves is often credited with moving American architectural thought from abstract modernism to post-modernism. Graves founded his practice in Princeton, New Jersey in 1964 and taught at Princeton University in New Jersey for 40 years. His works range from grand projects such as the Public Services Building in Portland Oregon to designs for furniture, teapots, and other household items. Borrowing heavily from the past, Graves often combined traditional details with whimsical flourishes. He was, perhaps, at his most playful when he designed the Dolphin and Swan Hotels for the Walt Disney World Resort in Florida. The Dolphin Hotel is a turquoise and coral pyramid. A 63-foot-dolphin sits on top, and water cascades down the side. The Swan Hotel has a gently curved roof-line topped with 7-foot swans. The two hotels are connected by an awning-sheltered walkway over a lagoon. What Others Say About Graves: Michael couldn’t abide students who didn’t take their work seriously. But he was especially generous with those who did, and unlike most other teachers, he could draw every building he taught them. He was a consummate talent, an artist-architect, and a teacher who challenged how we think by how we see. Very few can do that. Very few ever try. Michael did try, and therein is the mark of a hero, a master of the discipline who passed on everything he knew.- Peter Eisenman, 2015 Learn More: Five Architects: Eisenman, Graves, Gwathmey, Hejduk, Meier Sources: Peter Eisenman quote from A Special Tribute to Michael Graves: 1934–2015 by Samuel Medina, Metropolis Magazine, May 2015; Michael Gravess Residence, Rejected by Princeton, Is to Be Sold to Kean University by Joshua Barone, The New York Times, June 27, 2016 at www.nytimes.com/2016/06/28/arts/design/michael-gravess-residence-rejected-by-princeton-set-for-sale-to-kean-university.html [accessed July 8, 2016]
Tuesday, November 5, 2019
Interracial Marriage Under Apartheid
Interracial Marriage Under Apartheid Officially, there were no interracial marriages under Apartheid, but in reality, the picture was much more complicated. The Laws Apartheid rested on the separation of races at every level, and preventing interracial sexual relations was an essential piece of that. The Prohibition of Mixed Marriages Act from 1949 explicitly prevented white people from marrying people of other races, and the Immorality Acts prevented people of different races from having extra-marital sexual relations. Moreover, the 1950 Group Areas Act prevented people of different races from living in the same neighborhoods, let alone the same house. Yet despite all of this, there were some interracial marriages, though the law did not see them as interracial, and there were other couples who broke the Immorality Acts and were often jailed or fined for it. Unofficial Interracial Marriages Under Apartheid The Prohibition of Mixed Marriages Act was one of the first steps in setting up Apartheid, but the law only criminalized the solemnization of mixed marriages, not the marriages themselves. There were a small number of interracial marriages prior to that law, and while there was not much media coverage given to these people during Apartheid, their marriages were not automatically annulled. Secondly, the law against mixed marriages did not apply to non-white people, and there were proportionally more interracial marriages between people classified as â€Å"native†(or African) and â€Å"Coloured†or Indian. While there were in effect mixed marriages, the law did not see them as interracial. Racial classification under Apartheid was based not on biology, but on social perception and one’s association. A woman who married a man of another race was, henceforth, classified as being of his race. Her choice of husband defined her race. The exception to this was if a white man married a woman of another race. Then he took on her race. His choice had marked him, in the eyes of white Apartheid South Africa, as non-white. Thus, the law did not see these as interracial marriages, but there were marriages between people who prior to the passage of these laws had been considered to be of different races. Extra-Marital Interracial Relations Despite the loopholes created by pre-existing mixed marriages and non-white interracial marriages, the Prohibition Against Mixed Marriages and the Immorality Acts were strictly enforced. White people could not marry people of other races, and no interracial couples could engage in extra-marital sexual relations. Nonetheless, intimate and romantic relationships did develop between white and non-white or non-European individuals. For some individuals, the very fact that interracial relations were so taboo made them appealing, and people engaged in interracial sexual relations as a form of social rebellion or for the excitement it offered. Interracial relations came with serious risks, though. The police followed people who were suspected of engaging in interracial relations. They raided homes in the night and inspected bed sheets and underwear, confiscating anything that they thought showed evidence of interracial relations. Those found guilty of violating the Immorality Acts faced fines, jail time, and social censure. There were also long-term relationships that had to exist in secret or be camouflaged as other types of relationships. For instance, most domestic workers were African women, and so an interracial couple could camouflage their relations by the man hiring the woman as his maid, but rumors often spread and such couples were also harassed by the police. Any mixed-race children born to the woman would also provide clear evidence of an interracial relationship. Post-Apartheid Interracial Marriages The Prohibition of Mixed Marriages and Immorality Acts were repealed in the mid-1980s during the loosening of Apartheid. In the initial years, interracial couples still faced significant social discrimination from all races, but interracial relations have become more common as the years pass. In recent years, couples have reported far fewer social pressures or harassment.
Sunday, November 3, 2019
Reflection Paper Essay Example | Topics and Well Written Essays - 750 words - 20
Reflection Paper - Essay Example The consistency of their movements made it seem like one long snake twisting and twirling and doing all sorts of dance acts. Then suddenly the snake would burst open into many distinct snakes depending upon the number of dancers inside the aluminum tubes. It was the best combination of flashlights, intricate dance steps, and aluminum casings that made the experience of watching the show memorable. The dancers used aluminum casing in such ways to look like aliens or unknown creatures. Traditionally, a dance show is just about dancing skills of the performers. The audience tries to rate the show according to the extent of perfection in dancing skills of the performers. But this show was even more than just that in that the audience was made to think as if they were watching aliens dance. I particularly liked it when the dancers organized and structured themselves so as to give rise to a gigantic aluminum robot on the stage. Watching such a magnanimous thing tread past them must have been a pleasingly horrifying experience for the audience that was sitting there. I also liked it a lot when I saw the aluminum pipes blowing horns and moving as if they were singing the song. I never saw aluminum pipes singing and dancing. It was very cartoonish and enjoyable. The role of camera effects and lighting in making the show special cannot be undermined. The abrupt and unexpected change of lights from red to blue and other colors kept the audience engaged and their excitement elevated throughout the show. The changing of lights and colors was synchronized to the dance steps as well as the beat. The dancers displayed perfect timing with beats and light effects to make the experience overwhelming. The dancers perfectly used background lighting and effects to seamlessly change the attires and go from one shape to another. The best thing about the show was that the dancers used aluminum as a medium to showcase their dancing skills. They
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