Dialectics

Dialectics has been considered as one of the three original liberal arts known to classical philosophers as the Trivium, with the other two as rhetoric and grammar Dialectics Dialectics has been considered as one of the three original liberal arts known to classical thinkers as the Trivium, with the other two as rhetoric and grammar. During the ancient times in Greece, dialectic's forte was at the affairs of persuasion, very much like its sister counterpart rhetoric. Dialectic's purpose was to resolve discrepancies and disagreements through logical and rational discourses.The simple approach and explanation to how dialectics work is through the three step process of thesis-antithesis-synthesis, which was postulated by a German idealist philosopher named Georg Wilhelm Freidrich Hegel. He identified that for which, say a given premise, would be the emergence of a proposition (the theses) only later to be refuted (hence the anti-thesis of it). Being in this state of unacceptability, the only alternative is to arrive at a higher understanding or denial of the supposed presupposition of the thesis and anti-thesis forming a third proposition termed as the synthesis.A more simple and un-Hegelian example to understand dialectics is, let's suppose you just got a hold of a brand new cell phone. Being new to you, you have a limited understanding of it. You start on a state of ignorance knowing that its only purpose or the only reason for having one is to enable you to communicate. (thesis) Sooner or later, one way or another, the batteries will run out(assuming it is not a solar powered device) and it will stop functioning, hence the opposite of communicating or not being able to communicate. anti-thesis)Only then when you have a deeper understanding that for a cell phone to work and operate it needs a power source and learning the concept of recharging/changing the power source(a synthesis is reached and you gain a higher knowledge about the cell phone)will you get it to function properly again. Frederick Engels and Karl Marx, two very well-known revolutionary thinkers during their time applied this philosophical thought in studying the ideal and material condition of the world.It has been the theoretical foundation of Marxism which led to the development of dialectic materialism, which is simply the combination of Hegel's theory of Dialectics and Materialism and Historical Materialism, the application of dialectic materialism in studying history. The first principle of dialectics according to Frederick Engels is that everything, be it physical and material objects to real world processes, is made of opposing forces or opposing sides. (Fleck) To elaborate on this principle just look at everything around you.Everything works like a magnet. Objects hold each other because of the opposing forces that keep them from flying separately. The chair you sit on tries to break away from the earth, but the planet's gravity keeps it from doing so, the sun is he ld together by gravity which counteracts the nuclear reaction from its core. Even seemingly abstract concepts are made of opposites. For instance, to have an idea of the concept of bad, we need an idea of what is good, to have an idea of what is hot, we need an idea of what is cold and so forth.This is what Engel called the interpenetration of opposites which he frequently referred to as the unity of opposites. Many critics have argued on this property of dialectics which up to until now, many thinkers, new and old alike have yet to settle. Another important principle of dialectics that Engel stated in his work about dialectics is that in everything, gradual changes lead to turning points. (Fleck) What happens is that the two opposing forces in a process of change push against each other. Change would be gradual if one side is stronger than the other one.But when the other side becomes stronger, there is a turning point, much like when too much trees is cut down in a mountain slope, a mud slide occurs (turning point), you heat a kernel of corn until it turns into popcorn (turning point). This is what Engel referred to as the principle of the transformation of quantity into quality. Quantitative change results from the steady but continuous dominance of one opposing side or force. Things then follow a qualitative change when the other or opposite side dominates the other.The third principle of dialectics is that changes moves in spirals, not circles. (Fleck) Around us processes of change are cyclical in the sense that at first, one side dominates, then the other as in the cycle of day and night, breathing in and breathing out, one opposite then another. Engels claims things turn in cycles. However, it is not indispensable that they would return to where they came from and how they started. It is therefore cyclical but not circular. Change is ever-changing, moving in spirals.This principle is referred to by Engels as the law of negation of negation. This seeming ly complex principle, according to Engel goes on and on in everyday life. This happens when one side overpowers the other making the first negation. The dominated side then overpowers the dominating side at some point making the second negation. This is what law of negation of negation explains. In real-life drama, dialectics play a crucial role, in communication specifically in day-to-day normal conversations more than we ought to think.Traditionally, dialectics has been considered as a linguistic process that leads to generation of new ideas and thought by one's apprehension of a contradiction and paradox between two or more opposites. It layman's term, a conversation starts with stating a point of view followed by the others verification of its validity or questioning it from other points of view. In this whole conversation process, the clash of ideas or propositions trying to reach a consensual agreement which in turn is still ultimately questioned from other perspectives.Much l ike dialectics, in dialogues there is an imminent clash of ideas that are going on between individuals which ultimately lead to a consensus. The use of the dialectical approach or method in analyzing our history has long been used by its pioneer thinkers, more notable in arts, philosophy, science and religion. This may have been due to the analytical and critical capability of dialectics in explaining why and how changes occur which is essential for historians in probing the past.By pinpointing what stream of thinking and clashing ideas during a particular epoch, much can be surmised to wisely presuppose what will would or could happen next. Dialectics is essential in understanding fully the how's and the why's of how things happen. It provides the tool that gives wisdom on knowing the factors of change in a society and how it is ultimately molded and formed. Another concept that is noteworthy in the field of dialectics is called the â€Å"principal contradiction†, termed by Mao Zedong.This is defined as the contradiction in all things that needs to be resolved first and foremost. In determining what the principal contradiction in a thing, it is necessary to look at the overall or main goal of it. The three principle of dialectics namely. (1)the unity of opposites,(2)quantity into quality, and (3)negation of negation fits clearly on how to identify and possibly solve the principal contradiction in our society though it does not give a clear blueprint on what should be done.

A Study on How Contents can be distributed through

With these technologies, there is a greater opportunity for students to participate and collaborate with each other. Aside from its portability mobile devices such as smartness and tablets are more reasonably priced than desktops and laptops. Mobile devices are different from laptop or desktop computers. Mobile devices are small, portable and compact. They can often fit In a pocket or purse. Unlike laptop computers, which are expensive and heavy, mobile devices are relatively low cost, lightweight, and some work a very long mime on a charge or a couple of standard disposable or rechargeable batteries.Mobile devices are also the easiest method of accessing the internet. Most mobile devices are wife ready and can easily connect to any wife routers available in the area. Many mobile devices can, in effect, be â€Å"filled up† with hours upon hours of training and require no connection to a network, wireless or otherwise, until the time comes to replace old training content with f resh content, or to upload the results of assessments to a learning management system capable of tracking mobile learners.In many training situations, the learning experience for the student is largely unaffected by the way the mobile device accesses Information, wireless or otherwise. Rather, what differentiates m-learning from learning Is the nature of the mobile device Itself (Hanukkah & Prelacy 2003). In communication theory, the researcher wants to focus on the elements that can Influence the quality of the message through different kind of media.There are two major aspects that can affect the message; the physical delivery of the content such as network or phone lines and the impression of the message (Miracle, 2005) Architectural Design Extensible Markup Language (XML) coded-data can be converted into other structured formats in a common architecture for multi-channel delivery systems for m-learning such as Extensible HyperText Markup Language (XHTML), Synchronized Multimedia Integration Language (SMILE), Portable Document Format (PDF), etc. XML coded-data Is adapted to the capabilities of the requesting device via appropriate transformation processes.Thus such a model of multi channel delivery systems enables the adaptation of learning content to device, desired level of details of intent and semantic aspects. The model proves some remarkable advantages. Definition (DAD). The XML approach allows the definition of transformation processes (e. G. Using the XML transformation language XSLT, SOLO, or the XML query language Query). Such transformations enable easy adaptation of learning content to given requirements. Transformation processes enable real-time delivery as well as delivery of online content.Real-time delivery is used for online access to the content, where a quick adaptation to learners' requirements is requested. Most experts still prefer eating on a printed material because researches show that learning online significantly reduces learning efficiency and speeds up fatigues of the learners. That is, when the online content are the traditional printed scripts. Nowadays, there are already available educational APS and widgets that can be utilize by the students. These APS and widgets are interactive in nature with potential animations, video and audio.Display Lectures in the Mobile The researcher's approach in transforming the existing workstation-based display lectures to mobile devices is based on using an open generic specification language. Given the multimedia content of online lectures, SMILE 2. 0 was used. It is an XML based language for describing rich time-based multimedia content (WAC 2001). By building a converter from the current online lectures to SMILE the researcher was able to: (1) make use of the current set of software tools for generating online lecture scripts and related medias; (2) produce output that can be delivered to any device that supports a SMILE 2. Player; (3) potentially integrate materials from other sources, such as Microsoft Powering, Macromedia Flash, etc In contrast to the display structures in the mobile that require a workstation or laptop, an m-learning lecture is executed as a SMILE script via a SMILE. O player running on a smartened device. The script â€Å"choreographs† the presentation of full screen slides and their animated overlays (stored in GIF, JEEP or BUMP formats) with music and viceroy (stored in either MPH or WAVE formats).Control of the lecture presentation is handled via a set of small iconic buttons in a narrow â€Å"bar† at the top of the display. The navigation buttons currently available are: â€Å"move forward a slide†, â€Å"move back a slide†, â€Å"play the rent slide†, and â€Å"go to the slide index†. Additionally, a search system runs in parallel with the Pocket SMILE player and enables a user to search for text occurrences in the viceroy. The search system returns references to the slides, a nd animation sequences within the slides, where the queried text occurs (Smitten & Crimson, 2007).Figure 1: The lectures display in mobile system architecture Figure 1 shows that lectures are converted taking as input the original script files with the different medial elements such as images, audio, video, and texts The converter automatically detects and extracts slide titles and includes them in a slide index file; this is used to provide a â€Å"table of contents† for that lecture. The transcript of the viceroy text is scanned to create an index of terms for the search system; in building the index the converter removes punctuation marks, removes some stop words, and then applies stemming.The original script file is then converted to a Compatibles script file suitable for display on a handheld computer. During this process, the slide and images are rotated and the audio files converted to MPH from the original uncompressed BIFF format. The MPH files require about one eigh th of the storage is about half the time it takes to present in the lecture theatre (with no audience participation). A live lecture that fills a one (1) hour lecture slot, occupies about 12 megabytes of handheld storage (Shares, 2007).Multiplicand service: the proposed system The proposed system illustrates how content can be distributed through a multi channel service. A channel is defined as an architecture that can carry content to a device through specific interaction software. Following channels have been investigated in this discussion [8, 9, 10]: Mobile phones using the WOMB markup engage ; Laptops using the HTML markup language ; tablets using the SMILE markup language the application description for system illustrates in figure (2), the access to the application is made by two stages, client and proxy, each one with different functionalities.The researcher made assumptions and limitations. The research does not focus on the XML vocabulary used to store the content and the storage architecture. It does not focus on design and layout of the web page, but the underlying technology. Also, the multiplicand service has support for browsers that handle the following markup engages such as HTML, SMILE and WOMB. The researcher assumes that the Quality of Service (So) is ideal, in order to reach device adaptation, it is needed to build interface related ontology, and the ontology based automatic adaptation is discussed.The client can be PDA or PC, and the server can distinguish the different kinds of access devices. With the content control technology such as C/UP protocol, the server gets the device and browser features and returns back the proper interface presentation. Experimental Test for Multiplicand System On the client side, three types of wireless devices were used. First is the Samsung galaxy ace smart phone. It uses smart telecoms service that provides a maximum 13 Kbps transfer rate. The second one is Macomb pro laptop core 17 with 2. 2 GHz process or, 8 KGB RAM a 802. Leg compatible wireless card to connect to the access point in the lab. The connection rate was at 11 Mbps. This is considered to be a high end device. The third one is the Samsung galaxy tab and uses the same network adaptor and network connection as the laptop but with less computation power and memory. The proxy server is programmed and runs as a workstation. The proxy code includes several modules as a normal proxy server does. They are a server side module, responsible for setting up a connection with the web server; a client side module, in charge of the connection with clients; a cache management module; and a BPML parser.The web server used is Google. Com . The HTML page of Google. Com is less than k and rarely change, as in figure (2) above, three cases are designed to download a portion of the web page to the client, which is about kick size. In the remote case the page is downloaded from the origin site. The client sends out a quest, then the proxy re lays the request to the origin site, having received the client, the pages of the web sites were transferred on to the proxy server's local disk, and inserted some pairs of tags into the origin pages.Upon the user's request, the parts marked with are extracted and sent back to the client, and the cached case, an extracted copy of the web site, is transferred on to the proxy. When the user's request arrived, the copy was sent out immediately. Figure (3) shows the total time measured between the user's sending out the request and receiving the desired page. The performances of cached and extracted cases are very similar, whereas the remote case has two or three orders of magnitude of larger retrieving time. Each node represents the average time collected from 7 runs in the day of the test.According to the experimental results, the average time to process a cache hit is about ms, to fragment a k Google. Com home page is about ms, and to download it from the web is approximately mass. T he mass is due its relatively long expiration time, which results from pages downloaded from nearby proxy servers. The first observation is that to fragment a page on the local cache server is such faster than retrieving it. Conclusion The primary focus of this research is to find out the threshold of network speed that can significantly offset the benefits of our approaches on a wireless network based on our experiments.The successful implementation of programs in this research is to build learning content and distribute it through multinational to different users, those programs were tested successfully in transmission and reception of educational contents, the use of handheld devices can provide new opportunities for learning and communicating in local environment. In comparison with local developing steps towards m learning using local applications may consider as a step forward.Live video is one of the most challenging media type, today, wired devices can provide a reasonable q uality but with the presence of video converters, mobile devices can also provide quality video lectures already. The different combinations of media types require more of the underlying networks; such combinations will probably have diverse requirements to delay, bandwidth, and Jitter for maximum performance. Because of different device capabilities, an adaptation of the content ND the presentation is needed before it can be presented to the user.

A Biography of Roald Dahl Essay

Roald Dahl’s life was almost as fantastic as his books. Dahl’s patterns in his life are much like the patterns in his novels. He made a clear connection with the tragedies that his characters are faced with. One theme that is apparent in most of Dahl’s work is the use of cruelty by authority figures on the weak and powerless. Dahl with humor turns this cruelty to be more of a positive, amusing aspect, rather than a negative traumatizing one that he himself was forced to overcome. Tragedy in the family, negativity towards figures of authority, orphans, and absent parental figures are among many of the intertwined themes in his novels. Whether positive or negative, at least one character in each of his novels mimics one person who had an effect on his life. See more: The Issues Concerning Identity Theft Essay There was a great deal tragedy that occurred in Dahl’s family while he was growing up, and while he was a parent as well. It all began when his sister Astri died of appendicitis in 1920. A few months later, his father, Harald Dahl, quickly deteriorated and died of pneumonia. Pneumonia was treatable, but only if the patient was willing to fight to stay alive. Roald felt that his father’s death was due to the lack of love he felt for his life, and in effect, a lack of love for his only son. However the sudden death of his daughter left him â€Å"speechless for days afterwards† (Boy, 20). Most people believed that Harald died of a broken heart (Boy Going Solo, 1). While in school, he suffered much cruelty from authority figures and older kids in his school. His school career began in Llandaff Cathedral School, then on to St. Peters, and finally ended up at Repton. Dahl generally depicts at least one authority figure in each story as incredibly cruel, sadistic, and b igoted (â€Å"Boy Going Solo, 3). This was a direct reflection of his experiences as a child attending the above boarding schools in England. However, Dahl loved and respected one important key authority figures in his life, mainly his mother. This is also reflected in his stories with the loving and caring authority who helps the â€Å"victim† to triumph (â€Å"Boy Going Solo†, 3). During his marriage to Patricia Neal, his son’s, Theo Mathew, baby carriage was hit by a taxicab in New York City, causing massive head injuries. Two years later, his eldest daughter Olivia died of measles encephalitis. Then, his wife suffered from three massive strokes, and only shortly after, his adored mother died. From having headmasters who beat him,  to matrons who terrorized him, he used these experiences to an advantage, and wrote stories, which included characters like himself and authority figures. Through his writing, he attempts to escape the broken childhood that he once had. In Roald Dahl’s, Matilda, the main character, Matilda, is a child genius that is rejected by his parents. As perfect as she may be, her parents can’t seem to see that, and may as well have been an orphan. â€Å"†¦And the parents looked upon Matilda in particular as nothing more than a scab† (Matilda, 10). In Matilda, Mrs.Trunchbull was the headmistress whom the children all feared. She can be compared to Dahl’s headmaster who beat his friends and himself. During his childhood, Dahl and his friends were mischievious in their own way to rebel against the people that made them miserable. The local sweet shop was even a place that was tainted by an unwelcoming authority figure, Mrs. Prachett, who was â€Å"a small skinny old hag with a moustache on her upper lip and†¦filth [seemed to cling] around her† (Boy, 33). In retaliation to her unwelcoming remarks, Dahl and his fellow peers put a dead mouse in one of the gobstopper jars, which he calls, â€Å"The Great Mouse Plot† (Boy, 35). Dahl doesn’t forget to include this prank, which he is clearly proud of, in Matilda, when she retaliates against Mrs. Trunchbull and puts a newt in her drinking water. This made the Trunchbull â€Å"let out a yell and [leap] off her chair as though a firecracker had gone off underneath her† (Matilda, 160). The Trunchbull is described as having muscles that could be seen â€Å"in the bull-neck, in the big shoulders, in the thick arms, †¦and in the powerful legs,† much like a man, as his headmaster was (83). The Trunchbull can be compared to Captain Hardcastle, Dahl’s own headmaster. Hardcastle would tell Roald things like, ‘I always knew you were a liar! And a cheat as well!’ (Boy, 115). Matilda had a similar experience when she was accused of putting the newt into the Trunchbull’s drinking glass and is called a†Ã¢â‚¬ ¦filthy little maggot!† and a â€Å"†¦vile, repulsive, repellent, malicious little brute† (Matilda, 161-162). Mr. and Mrs. Wormwood, Matilda’s parents, were much like Dahl’s authority figures, in that, being blinded by their own corruption and laziness, never realized their child’s genius abilities. Mr. Wormwood was a crook, who used  deceitful tactics in selling secondhand cars. â€Å"All I do is mix a lot of saw dust with oil in the gear-box and it runs as sweet as a nut†¦long enough for the buyer to get a good distance,† he would remark. When Matilda was confronting her father about his dirty money, he responds, â€Å"who the heck do you think you are†¦the Archbishop of Canterbury or something, preaching to me about honesty† (Matilda, 25). In Dahl’s experience as a child, the Archbishop of Canterbury was â€Å"the man who used to deliver the most vicious beatings to the boys under his care† (Boy, 144). Dahl uses goes as far as pointing out that the Archbishop of Canterbury, being a dishonest person, couldn’t even preach h onesty to Mr. Wormwood. Unlike, Matilda, Dahl never had a rescuer. Miss Honey was the only teacher that â€Å"possessed that rare gift for being adored by every small child under her care† (Matilda, 67). This was the one thing that would have eased his trouble in school. When away at boarding school, he needed his own rescuer, his mother. He â€Å"would fantasize about it and often wished he were with [his mother]† (Boy Going Solo†). Dahl’s characters are endowed with special abilities that assist them in their triumph against wrongdoers. Both Matilda and the Girl in The Magic finger have different abilities, but come about them the same way. Matilda describes her experience as â€Å"her eyeballs beginning to get hot†¦flashes of lightning†¦[and] little waves of energy,† while the Girl â€Å"[sees] red†¦[gets] very, very hot all over†¦a sort of flash comes out of [her] forefinger†¦a quick flash, like something electric† (Matilda, 165 & The Magic Finger, 14). Even though their Matilda uses her brainpower and the Girl uses her magic forefinger, both can manipulate objects around them in revenge toward those who make them feel unworthy. In Matilda, it was the Wormwoods and the Trunchbull, and in The Magic Finger, it was the Greggs–both being authority figures in the main characters’ lives. Young Dahl had fantasies of inventing chocolates that would sweep the world by the millions. So, â€Å"when [he] was looking for a plot for [his] second book for children, [he] remembered those little cardboard boxes and the newly-invented chocolates inside them, and began to write a book called  Charlie and the Chocolate Factory† (Boy, 149). While going to school at Repton, Dahl would receive â€Å"a plain grey cardboard box [that] was dished out to each boy in [their] house†¦a present from the great chocolate manufacturers, Canterbury† (Boy, 147). Charlie Bucket in Charlie and the Chocolate Factory would, like Dahl, â€Å"walk very, very slowly, and he would hold his nose high in the air and take long deep sniffs of the gorgeous chocolatey smell all around him†¦he wished he could go inside the factory and see what it was like† (Charlie and the Chocolate Factory, 7). Unfortunately, unlike Charlie Bucket, Dahl’s fantasy never became a reality a nd through Charlie, Dahl lives it out. Dahl displays Charlie’s devotion to his mother as he did to his own. Young Dahl would be â€Å"devastatingly homesick† and would fain acute appendicitis to be able to see her (Boy, 93). When Charlie finds the golden ticket, he â€Å"burst through the front door, shouting, ‘Mother! Mother! Mother!’ (Charlie and the Chocolate Factory, 46). Schultz points to this as a very significant–â€Å"he tells his mother, not his father† and â€Å"although the other ticket winners arrive on the big day accompanied by both parents, Charlie’s father, unemployed and unable to support the family, agrees that Grandpa Joe is more ‘deserving’ (3). Schultz, finds significance in Wonka’s choice pointing out that â€Å"Wonka responds to Charlie differently, not only because he is the one good kid, but because he lacks-figuratively-a father, and because Wonka’s ‘real purpose is to find an heir,’ or son† (3). Schultz also points out that â€Å"in Wonka, Dahl-as well as Charlie-finds a father† (3). Charlie achieves his dream from being a young boy who ate sparingly to the proud, new owner of Willy Wonka’s Chocolate Factory. Willy Wonka tells Charlie, â€Å"As soon as you are old enough to run it, the entire factory will become yours† (Charlie and the Chocolate Factory, 151). Dahl as a young boy, feeling â€Å"doubly rejected because his father didn’t see his only son worth fighting for†; the death of his father lead him to believe that â€Å"everyone can overcome adversity† (Boy Going Solo, 2). In the end of Charlie and the Chocolate Factory, Charlie and his family overcome their hardships. In Charlie and the Chocolate Factory, Dahl provides an outlet for his anger through the other four children who have found their golden tickets, â€Å"in  response to the various losses he had endured† (Schultz, 5). Dahl, a man who did not directly talk about his feelings, expressed them through the harsh and unusual punishments he assigns to each of the naughty children. Augustus Gloop is a â€Å"repulsive boy,† and his mother a â€Å"revolting woman,† he is doomed. Veruca Salt, the spoiled rich girl was â€Å"even worse than† Augustus and â€Å"in need of a real good spanking.† Violet ends up getting what she deserved, and if Mike Teavee couldn’t be stretched back into his original size, â€Å"it serves him right† (Charlie and the Chocolate Factory, 149). In the end, only the bad kids meet with disaster and the good kids, who haven’t done anything wrong, prevail. In James and the Giant Peach, James is an orphan who is left to be raised by his two aunts, Aunt Sponge and Aunt Spiker. Like Matilda, James was rejected by his aunts, and similarly as Dahl was rejected by his father. Dahl exaggerates when his story depicts James’ parents being eaten by a rhinoceros that escaped from the London Zoo, and similarly may have used the Boazers’ â€Å"power of life and death† that he experienced and exaggerated it with the power that James’ aunts had over him. James uses the peach as a way to escape the cruel treatment of his aunts just as Dahl uses the characters in his stories to mend his horrible childhood. Perhaps it is the richness of his life and experience that has enabled him to create such richly imaginative stories. â€Å"You start with a germ of an idea,† Dahl once said, â€Å"†¦a tiny germ†¦a chocolate factory?†¦a peach, a peach that goes on growing†¦( Author Bio: Roald Dahl, 2). Dahl makes it sound that the ideas for his stories may have no real rhyme or reason, and maybe he really believes that they do, there are so many relationships between his works and his childhood experiences, that it must come out of somewhere. Certainly it must be true that his unhappy school days were at least partly responsible for some of the rude tales he wrote many years later. Stories in which oppressed kids triumph over tyrannical adults and underdogs always come out on top. In some ways, Dahl uses his stories to tell of his own experiences, both negative and rarely positive, and in other ways, his main characters triumph over the predicaments they find themselves. The independence of Dahl’s characters like Matilda and James allows them to  exact revenge against their oppressors. Even though these stories try to mend what he went through, the anguish must have been so overwhelming that he couldn’t escape and as a result, there are many biographies that label him mean because one can only attempt to escape the past, but sometimes the past will continue to be haunting. And unlike Dahl’s main characters, he is never able to triumph.

How do local (host) attitudes vary towards different types of tourism Essay

How do local (host) attitudes vary towards different types of tourism and tourists - Essay Example The kinds of interactions and the quality of these interactions influence the perceptions as well as attitudes by visitors towards the destination and locals while it influences on hosts tolerance. This would be therefore viewed in a long term where these interactions influence sustainability of tourism as a leisure activity. Cultural incidences as well as hosts social demographic characteristics have a significant influence on the nature of interactions between the visiting people and the locals (Armenski, nd, p. 1). Locals or hosts have used the social exchange theorem in prediction and explaining attitudes towards the tourists. It is used primarily on evaluation of the mutual benefits that individuals would gain through interactions in being a tourist and a host. It is therefore instrumental in explaining the exchanges that occur between the host(s) and the tourists and explains the variation in attitudes and perceptions by hosts towards particular tourists. Through the theory, th is paper identifies that individuals engage the analysis of costs and or benefits resultant in interactions between the hosts and tourists. Bad attitudes and perceptions by hosts towards interaction with tourists may be explained by lack of benefits to be derived from the tourists while right attitudes according to the theory arise from the availability of gains from the interactions. Working tourists and often referred to as holidaymakers are persons who engage into tourism through travelling but engages in work with such motives of generating more finances to cater for prolonged holiday and such other reasons. There are various categories of the working tourists as includes ‘travelling professional workers’, ‘migrant tourism workers’, ‘working holiday tourists as well as ‘non-institutionalized working’ tourists (Duncan, nd, p. 34-35). There are main variations that are

Irony Essay Example | Topics and Well Written Essays - 500 words

Irony - Essay Example The underlying irony is the attempt to highlight the harassment meted out to women of the Victorian era. Women couldn't live life on their own terms, due to social norms and mores. The situation itself is ironic, considering that the male in the poem liberates the women from leading a life of misery by sticking to these social limitations and boundaries. The irony adopts the form of a Dramatic Irony. Evidently, the ironic idea further the hidden theme of the exploitation of women in the Victorian era. Similarly, 'Ozymandias', by P.B.Shelley is another work that contains an underlying message. The poem talks about Ozymandias, who rises to power and falls in Egypt. The underlying irony is the very fact that in spite of all the power one attains, it becomes history at some point or the other and goes into oblivion. This applies to governments and all those who lust for power; for eventually, it's all gone! The irony here is more of a situational irony, considering the spiritual and more mature outlook that the poet tries to portrays as a part of the irony. The next poem we could consider is Ariel Dorfman's 'Hope', which is an irony on the pain and suffering that engulfs the world of mankind. His poem is a philosophical irony, and is a reflection and revelation into the miseries that this world. W.H.Auden's '

An Account of the Retail Manager's Duties Essay

An Account of the Retail Manager's Duties - Essay Example Some businesses find it very hard to register high number of sales. This usually results in losses to the business or profits that are not exactly up to the levels that had been set previously. Such sales are recorded as very low returns by the businesses and thus this may result in the business closing down. When a business is recording such low returns in the sales that it is making, it is said to be under-achieving (Cox & Britain, 2004). The Retail Manager’s Account in Context Under-achieving businesses are usually in a gradual process towards witnessing a major downfall. It something is not done about these businesses, the levels of the losses that are incurred are set to continue affecting the running of the business. For a small chain store such the one I am managing, the under-achieving sales are very dangerous. This might actually result in the eventual closure of the business as a result of poor sales (Taleo.net, 2012). These poor sales are usually witnessed because o f the poor marketing that is being done by the store. In order to increase the sales of a business, it is important that the consumers are made aware of the products that the business is selling or the services that it is offering. This way, the consumers will be more knowledgeable about these products and thus their purchases will increase the sales of the business. For my store, there are a number of factors that have played a role in causing it to become an underachieving store. This position of the store is not just as a result of a single factor. The store has got a number of issues that it is facing. These issues are very crucial and affect the sales recorded at the store. One of the major factors affecting the store is the number of staff and their payroll costs. Much as the store is a small chain, the number of employees at this store is not up to the required figures. It is important that these members of staff be in the required number in order for them to work efficiently (Cox & Britain, 2004). The current number of members if staff in the stories less than the required number. Thus, the business activities in the store have been slowed down. Clients and customers are not getting the necessary services on time and this puts most of them off. Another issue that needs to be dealt with in my store is the sales plan. Looking at the reports indicating the achieved sales, it is clear that the store needs to improve on the sales plan. The strategies put in place are not giving the required feedback to the store. The sales plan is a very important and key factor in improving the sales witnessed by a business. It is this strategies that lay down the ways through which businesses can actually attract new clients and also be able to retain the previous ones. The sales plan also gives the management of the business an idea of how it should control its marketing and the areas where it needs to pay a lot of attention in. this is important for any business in orde r to give it a sense of direction. For the store under my management, the sales plan needs to be improvised if at all an increase in profits is going to be witnessed. This is one area that I have to put a lot of concentration in (Stanley, 1999). Key Performance Indicators for Improving the Business In order to improve the sales of an underachieving business, it is very important to

Snyder v. Phelps Assignment Example | Topics and Well Written Essays - 500 words

Snyder v. Phelps - Assignment Example Therefore, the congregation picketed in military funerals to demonstrate their beliefs. On this occasion, Phelps led his flock to picket at Marine Lance Corporal Matthew Snyder’s funeral. He died while in battle in Iraq in 2006. Through the event, protesters displayed placards with thematic messages like, acknowledging God for 9/11 event, thanking God for the death of the soldier and asking the public not to pray for America. Furthermore, church members recounted Bible verses and resonated hymns. Snyder later sued Phelps and the church on the basis that their actions caused him severe emotional distress. However, Phelps defended and sought protection of the Free Speech Clause of the First Amendment to the Constitution. Bhakhama (2012) affirms that the case took an interesting twist as jury in Maryland settled the claims and awarded Snyder a reasonable compensation. However, the Supreme Court reversed the decision in favor of the church because the protestors addressed Americans fate, homosexuality, and moral conduct. In justification of the decision, the Supreme Court emphasized that First Amendment offered exceptional shield for speech on civic issues. Hence, the court maintained that Westboro Baptist Church members who picketed adjacent to the funeral site expressed legal acts. Thus, the demonstrators’ engaged in accordance with provisions of state-law. On the contrary, the church never committed purposeful cause of emotional misery, meddling, and civil intrigue. Fighting words doctrine comprised of speeches with a possibility to make a recipient commit an act of violence. However, First Amendment never prohibits expression of similar speeches especially when addressing common concerns, yet opposes subset of abusive words and violence. Thus, this is a personal analysis and thoughts about application of the doctrine in relation Chaplinsky versus New Hampshire. Generally, the Supreme Court’s verdict presented a major dilemma. Critics still argue

Future of HR (just paraphrase) Essay Example | Topics and Well Written Essays - 750 words

Future of HR (just paraphrase) - Essay Example Thus, HR managers have a huge variety of responsible roles and functions in an organizations. One of the most important tasks is to ensure that the future human resource leaders are fit to take over. For this, HR managers need to maintain their credibility in the organization to gain the trust of the staff and set an example for the future HR leaders. Such an endeavor would be possible through the maintenance of behavioral integrity. The quality of HR of an organization makes a huge difference to the success of the organization. In most instances, organizations easily overcome difficult situations solely because of their HR. For instance, as Nick Holley points out, during the recession it was seen that within organizations, some business units were found to benefit from the recession while other business units suffered. He cites the example of Primark to explain this phenomenon (AllBusiness.com, 2010). According to Holley, recession has wrongly been taken as an excuse for â€Å"an underperforming HR function† and as research suggests, the success or failure of the organization depends on its HR function, which should be driven based on the â€Å"specific needs of the business† and rather than difficulties such as recession and success strategies of other organizations (AllBusiness.com, 2010). HR managers should focus on inculcating behavioral integrity in their organization and promote ethical prac tices among employees. It is essential for corporate managers to win employee trust, and this has been found to be a significant predictor of productivity, turnover, and profitability for the organization (Krell, 2006). Maintenance of behavioral integrity by corporate managers ensures that trust. Krell lists six ways to build employee trust in an organization. Firstly, by â€Å"translating corporate values into behaviors†, and by encouraging and training the employees to maintain those behaviors, employee trust can

Animal Cruelty Essay Example | Topics and Well Written Essays - 500 words

Animal Cruelty - Essay Example are passive acts in which animals are left ignored due to the very absence of proper care which may harm the animal seriously, such as, starving the animal. Here, we will discuss an active act of cruelty- abuse with dairy cows in factory farming. For a dairy cow to be able to produce milk, she must give birth frequently. In today’s farming industry, the dairy cows are forcefully made pregnant by artificial insemination so that they are able to give birth to calves every year. The pregnancy duration for a cow is the same as humans, that is, nine month. Thus, giving birth every year is a very tedious job for a cow. Even after birth while the lactation is going on, insemination is done and cows are again made pregnant for the reason that they may be able to carry out producing milk and never stop. Moreover, now with the use of technological means, cows are made to produce milk much more than they can naturally. This keeps their bodies under constant stress and tension which can bring hazardous problems to their health. They are kept in â€Å"windowless sheds, wire cages, gestation crates, and other confinement systems† (People for the Ethical Treatment of Animals).Feeding them high energy diet, so that they can pr oduce copious quantity of milk, causes â€Å"metabolic disorders including ketosis, which can be fatal, and laminitis, which causes lameness† (Factory Dairy Production). Mastitis, Bovine Leukemia Virus and Johne’s disease are getting commoner in cattle day by day. When the production of milk is greater than the quantity of calcium made in the cows’ body, it causes calcium deficiency. Furthermore, these cows are also slaughtered for human consumption just after very few years of their lives when they can live longer in natural conditions. Newly born calves are also abused. Male calves are beaten and forcibly drawn toward slaughter houses while female calves are supposed to replace the older cows. Male calves are slaughtered also for veal production for

Paper Critique Essay Example | Topics and Well Written Essays - 750 words

Paper Critique - Essay Example Since Chondrus crispus is dominant in the low tidal zone, Lubchenco looked at the effect of Chondrus crispus on the lower limit of F. vesiculosus and F. distichus zone: Chondrus crispus was removed from a section of the lower tidal zone at each site, and recolonization of the section was monitored regularly. (This involved either scrapping the erect part of Chondrus crispus off the rocks to mimic natural removal of Chondrus thallus during a winter storm, or removing even the Chondrus crust to mimic the rarely occurring complete Chondrus destruction by limpet grazing or ice scouring). I believe that in such a complex system as a natural ecosystem, it is hard to point to a single factor (biotic or abiotic) as the main determinant of a species specialization to a particular environment. In my opinion the author performed this part of the study in a rather biased way and looked solely at the effect of Chondrus crispus on the lower limits of fucoid species zone. I would suggest locating other environments with the same zonation pattern and comparing them to identify the range of parameters that are common among them. Another option might be examining the effect of the best three candidate biotic and abiotic factors in laboratory simulation conditions and looking whether these influence significantly the Fucus capacity to colonize the low tidal zone. 4. The author succeeded partially in answering and discussing the questions posed in the study. Her data confirmed that biotic factors do play a role in zonation pattern formation, along with previously identified abiotic factors. These data also demonstrated that inter-species competition and herbivory are the two biotic factors affecting species zonation patterns, with competition determining species survival, and herbivory affecting species abundance. Lubchenco discussed extensively the niche width-related question and concluded that this is

The leadership of jesus Essay Example for Free

The leadership of jesus Essay In Matthew chapter 10 verse two to four, a list of 12 disciples were given. It was also in this chapter that Matthew explains each of their skills and experiences as well as their character traits. Alter out the New Testament and the small as the gospel of the Roman Catholic Church which we practice today, in the 12 disciples are regularly cited and are often even the central themes of the stories (Singer-Towns, 2005). It is these disciples where the story of Jesus had been built upon, and if it had not been for them, many of the teachings of the Roman Catholic Church would be lost. The gospel writers themselves, even, of course many already know – are also members of the 12 disciples. It would therefore be an interesting discussion for our purpose of understanding the leadership style of Jesus on why he had the 12 disciples to follow him in the first place (Nouwen, 1993). It is in the book of Matthew that we again understand the purpose of Jesus on why he had chosen the 12 disciples. They have been described as recruits, and the Roman Catholic Church through various studies of scholars over the centuries had identified that Jesus had chosen 12 in order to become the fishers of men (Nouwen, 1993). This style of leadership of Jesus could be further understood when we finally realize that many modern-day companies and businesses rely on apprenticeship stages. This is of course extremely evident in large corporations when there are single identifiable leaders. This leadership style of Jesus further exemplifies and identifies that if we are the ones who are leading, it does not necessarily fall unto our shoulders each and every single task for all eternity (Clinton, 2006). Delegation is the key word for the concept here, and it is through delegation that we discover that leadership does not necessarily have to be doing everything right all the time by yourself. In our modern-day setting, many of the owners of corporations and the heads of business ventures and organizations think so highly of themselves that they have the opinion that they could be the only ones who could be able to produce results and achieve the goals of the company. However, what these leaders need to identify and understand is that delegation in the choosing of the disciples could perhaps be a wise option for it not only creates a more efficient setting for a company, but also increases productivity levels of individuals and groups.

Walter Benjamin’s account of social class and photography Essay Example for Free

Walter Benjamin’s account of social class and photography Essay Walter Bendix Schonflies Benjamin was born in July 15, 1892 in Berlin, German. He was many things rolled in one: sociologist, essayist, philosopher, translator, literary critic. Occasionally, he was associated with critical theory school of Frankfurt, as he wrote extensively on cultural and sociological thoughts and contributed greatly to the Western Marxism and aesthetic theory. He translated Marcel Proust and Charles Baudelaire, the coiner of ‘Modernism’. He himself came up with the term’ auratic perception’ in the aesthetic field in which civilization was to recover myth appreciation (Mali 1999, p. 170). Benjamin came from in a rich business family. His parents were Emil Benjamin, a banker and later a trader in antiques, and Pauline Schonflies, his sibling being Georg and Dora. He later married Dora S. Pollak who bore him a son called Stefan Rafael. He killed himself through an overdose of morphine in Portbou; a French-Spanish border town in 1940. He was escaping from Nazis, who had invaded France. The discussion below will concentrate on Benjamin account of social class and history of photography. Social class Being one of romantic/socialist Jewish-German writers, Walter Benjamin developed a radical anti-protestant and anti-capitalism argument, which was chiefly instigated through the works of Max Weber (Lowy, 2010). In his attempt to describe the system of capitalism, Walter Benjamin proclaims that capitalism was a form of an evil and cruel religion. To him there exists a connection between work ethic of Protestant: hard work, ploughing back of profit to business and frugal life, all of which are the characteristics of bourgeois, and capitalism. Winning more and more money, accumulating wealth and in the process of doing so, one should let go of all pleasures of life are the basic tenets of capitalism. To capitalists, a person is conditioned to continue acquiring wealth not for the sake of gratifying his needs and wants, rather as organized way of living. To Benjamin, bourgeois pay little attention or no attention at all, to the struggle of proletariats. Capitalism begs that the human happiness and life’s need are something meaningless and irrational which according to Benjamin; it is a complete reversal of the common order of life. Capitalism brought about the order of people living for their work instead of working for their life. He borrows the phrase ‘Capitalism as religion’ from Ernst Bloch and Max Weber’s work and Benjamin continue to show the religious aspects of capitalism, and it is not controlled by religion, but capitalism is in itself a religious phenomena, for it has taken the world like a bush fire, no one is save from it’s tentacles. His arguments goes on to highlight how at the Reformation time, Christianity opposed capitalism establishment, but how later Christianity let itself into capitalism (Weber 2002, p. 17). One of characteristic of capitalism as a religion is just like a cult; capitalism does not have a specific theology or dogma but utilitarianism-which wins the day. Such capitalism utilitarian practices: speculations, capital investment, manipulation of stock-exchange, financial operations, buying and selling goods and services; all these aspects take the shape of a religious cult. In capitalism, there is no requirement of a theology, a creed or a doctrine acceptance, rather action counts, which by extension, through social dynamics, take cult practices form. In capitalism, just like in religion, there exist adoration objects which come in form of money. People adore saints in ordinary religions, just as they adore money in capitalism. Benjamin does not stop at that, but goes all the way in comparing paper-notes with ‘Hell’s door architecture’ manifesting seriousness as capitalism’s Holy Spirit. According to him, the world’s religion state is despair, under capitalism. The other characteristic of capitalism, just like the permanence nature of a cult, capitalism is conducted year in year out. Capitalism permeates all the life conduct setting on vocation calling of systematic, restless and continuous work. Most if not all of Catholic holidays have been suppressed by Puritan capitalists who see them as some type of idleness. Capitalist religion permanently deploy ‘sacred pomp’ every day of Finance or Stock-Exchange, adorers following with extreme tension and anguish, the fall or rise of the value of shares. Capitalist practices know not of stoppage, it take over the control of a person, twenty fours hours a day, seven days a week and three hundred sixty five days a year.

Ethical Analysis of Children on the Internet

Ethical Analysis of Children on the Internet Children on the Internet Abeer AlSouly Ghada AlFantookh   Naima AlRashed Overview: Many people may consider the Internet as the greatest invention ever created by man. No  doubt about that if we talked about how fast knowledge exchanging has become today, or  how easy can people communicate with each other globally. Also children nowadays practice  many activities on the Internet; the most popular ones are schoolwork, social networking and  online gaming. Children’s ability to access the Internet has grown rapidly. It has made our  life much easier and it has become an essential part of modern life. Even though the benefits of the Internet are countless, it may be considered as an extremely  dangerous environment for children because some of the Internet contents can’t be controlled  and uncensored. Also children are not fully aware of how horrible and devastating the  consequences could be. However, there is no universally accepted view of what is more important whether the  education of children or protection, which is also another challenge! Also the differences in  people’s cultures and geographical location in legal and social norms reflect the lack of  common agreement. In this report, we will discuss three main issues that raise the concerns about children on the internet: The possibility that children could obverse inappropriate content in the Internet. Contact with people who seek to abuse children. Privacy risk from game sites that ask children for extensive personal and family  Information for marketing purposes. Background and The Importance of The Internet: The evolution of the Internet in the last 3 decades has been hugely improved and nowadays  we rely on it in most of our daily needs. It’s both informative and entertaining medium. Some children use it to expand their horizon  and increase their knowledge and other use it just for fun. Also these activities doesn’t require the traditional desktop computer anymore, the platforms  has increased to handheld devices such as smart phones and tablets. The Internet doesn’t just improve children mental skills but also improves their imagination  and develops their interaction skills. The ways of using the Internet and the reasons differ from child to child according to the  child age and interests. Explanation of the issues: Despite the many benefits of using the Internet and its associated services among children  there are also risks, which they must be made aware of 1. In this report we will explain some  issues such as: The possibility that children could obverse inappropriate content in the  Internet (as in Networked Communications- Children Inappropriate Content section in the  course), contact with people who seek to abuse children and privacy risk from game sites that  ask children for extensive personal and family information for marketing purposes. The possibility that children could obverse inappropriate content in the  Internet: The term inappropriate content may vary across generations and across countries and  cultures. On the other hand, there is content that is considered in all cultures as inappropriate  for children, such as the depiction of graphic violence or sexual abuse, and encouragement to  harm ones self or others. Moreover, some content can be considered as illegal, such as  violent or sexual acts against children, and the promotion of racism and xenophobia. The  different types of inappropriate content and risks that children can encounter online is  classified based on the role of the child (as recipient, participant or as actor) and the motives  of the provider (commercial, aggressive, sexual and values-related). Children inevitably  encounter content such as pornography as it is widely available on the Internet. Child  pornography in particular has important implications and considered as one of the most  serious crimes on the Internet. Sexual content, like pornographic or sexual depictions, might  cause harm to children or lead them to personal contact with potentially dangerous strangers. Contacting with people who seek to abuse children: Speaking of contacting with people who seek to abuse children, ‘British investigators flew to  America to rescue a six-year-old-girl who was being repeatedly raped on video by her father  for the gratification of members of a highly secretive internet paedophile ring.’ And many  other stories like this one appear on a regular basis. Child abuse takes new forms, leaving  social workers and parents confused about new threats that may arrive with new  technologies. Contact offences can be committed by adults where an adult commits or seeks  to commit a sexual offence on a child. Historically most child sex abuse was by a family  member or from people in his social circles. On the Internet adults who may become  involved with sexually abusing children can locate them and make the initial contact using a  different interactive, communications technologies. Usually the adult and the child will  initially meet in an Internet chat room. Committed paedophiles are known to frequent chat  rooms that are popular with children such as chat rooms related to music, fashion, or sport. The paedophile may be very skillful in communicating with children, he shows himself to the  child as a nice guy or tries to become their special friend and persuades the child to leave the  public space and go off into a private chat room. The paedophile and the child can then  arrange to continue to communicate with each other in different ways. He will ensure that the  child does not keep any record of their conversations, as sooner or later he will seek to  sexualize the contact and conversations as part of the grooming process. The effect on  children of being sexually abused is almost deeply damaging both in the short and longer  runs. A child who knew that images or a record of their abuse were out there on the Internet,  might be worried that the image could reach their classmates, neighbors or other family  members. Alternatively the image could fall into the hands of other people who know them  and who might then use it against them. Children who have be en abused in front of a web  cam similarly could never be absolutely sure that they would not meet someone who might  have witnessed their abuse and recognize them in real life. Privacy risk from game sites that ask children for extensive personal and  family information for marketing purposes: Moreover on the issues of children on the Internet, the privacy risks from game sites that  arise from asking children for extensive personal and family information for marketing  purposes. Many corporations seeking to capitalize on this market create websites that offer  games, quizzes, chat environments, and advice in order to encourage children to provide their  personal information, which can then be used to target the children with advertising, For  example Kraft, which owns Lifesavers, are interested in kids because of their spending  power. Corporations Typically, these children’s sites play into their developmental needs in  order to encourage kids to talk about themselves. Many of these sites, like Tickle.com, use  personality tests to collect information from, and market to, individual girls. These quizzes  ask detailed questions about the child’s personality, preferences, hopes, and aspirations. Since  children have to register with the si te before they can access the quizzes, the marketer is able  to record the child’s responses linked to his or her first and last name, zip/postal code, email  address, gender, marital status, and level of education. This information can also be matched  against the data trail that the child generates as she surfs through the site, selecting articles,  chatting online and playing games. Tickle also uses the information they collect to target girls  with personalized advertisements. Analysis and Evaluation: Issue (1): â€Å"The possibility that children could obverse inappropriate content in the Internet† 1. Kantianism 1st formulation: Proposed Rule â€Å"Some people post graphic violence or sexual abuse or encouragement to harm  ones self or others† Universalize rule Everyone can post graphic violence or sexual abuse or encouragement to harm ones  self or others and everyone can see it. Result 1- Physiological harms to the children. 2- Children will try to apply what they see of encouragement to harm ones self or  others, which leads to death in some cases. 3- May lead them to personal contact with potentially dangerous strangers to talk  about what they had seen instead of talking with their parents. So, based on Kantianism first formulation this rule can’t be universalized which makes  it morally wrong. 2nd formulation: Proposed Rule â€Å"Some people post graphic violence or sexual abuse or encouragement to harm  ones self or others† Goal People who post these kinds of posts aim to gain fame and attention of others or satisfy  their physiological desires. Mean Since everyone can see the posts including children, innocent people who shouldn’t see  this content including children will become the mean to achieve their goal. Result So, based on Kantianism second formulation this rule is morally wrong. 2. Act Utilitarianism Proposed Rule â€Å"Some people post graphic violence or sexual abuse or encouragement to harm ones  self or others† Benefits 1. Sometimes this content may be used to increase the knowledge of the child about the  inappropriate actions and things to avoid. Harms 1. Physiological harms to the children. 2. Children will try to apply what they see of encouragement to harm ones self or  others, which leads to death in some cases. 3. May lead them to personal contact with potentially dangerous strangers to talk about  what they had seen instead of talking with their parents.   Result We can see above that harms overweigh the benefits, so, based on Act Utilitarianism this  rule is morally wrong. Our point of view: The theories above all agree that it is morally wrong that people post graphic violence or  sexual abuse or encouragement to harm ones self or others on the Internet. From our point of  view, we totally agree with this result since these posts will cause physiological harms to the  children, they will try to apply what they see of encouragement to harm ones self or others  which leads to death in some cases and may lead them to personal contact with potentially  dangerous strangers to talk about what they had seen instead of talking with their parents. We  actually think these posts will kill the childhood innocence. Issue (2): â€Å"Contacting with people who seek to abuse children† 1. Kantianism à ¯Ã¢â‚¬Å¡Ã¢â‚¬ ¢Ãƒ ¯Ã¢â€š ¬Ã‚  1st formulation: Proposed Rule â€Å"People who seek to abuse children contact them on the Internet† Universalize rule Everyone can use the Internet to satiate their bad desires. Result 1- The Internet will become a dangerous place everyone is afraid of. 2- Crime in all of its forms is going to increase exponentially. 3- Trusted content will significantly decrease. So, based on Kantianism first formulation this rule can’t be universalized which makes it  morally wrong. à ¯Ã¢â‚¬Å¡Ã¢â‚¬ ¢Ãƒ ¯Ã¢â€š ¬Ã‚  2nd formulation: Proposed Rule â€Å"People who seek to abuse children contact them on the Internet† Goal People who make this kind of connection aim to satiate their desires. Mean In this rule they use the children as a mean to satiate their bad desires. Result So, based on Kantianism second formulation this rule is morally wrong. 2. Act Utilitarianism Proposed Rule â€Å"People who seek to abuse children contact them on the Internet† Benefits No benefits. Harms 1. A child who knew that images or a record of their abuse were out there on the  Internet, might be worried that the image could reach their classmates, neighbors or  other family members; which will shake his/her self-confidence. 2. Children who have been abused in front of a web cam similarly could never be  absolutely sure that they would not meet someone who might have witnessed their  abuse and recognize them in real life; which may make them prefer the isolation and  hate the social life. 3. The image of the child’s abuse could fall into the hands of other people who know  them and who might then use it against them. Result We can see above that harms overweigh the benefits, so, based on Act Utilitarianism  this rule is morally wrong. Our point of view: The theories above all agree that it is morally wrong that people who seek to abuse children  contact them on the Internet. From our point of view, this result is absolutely right, since  these kinds of communication will harm the child, shake his/her self-confidence, make them  prefer the isolation and hate the social life, the image of the child’s abuse could fall into the  hands of other people who know them and who might then use it against them also, the  Internet will become a dangerous place everyone is afraid of, crime in all of its forms is going  to increase exponentially and finally trusted content will significantly decrease. Issue (3): â€Å"Privacy risk from game sites that ask children for extensive personal and family  information for marketing purposes†. 1. Kantianism à ¯Ã¢â‚¬Å¡Ã¢â‚¬ ¢Ãƒ ¯Ã¢â€š ¬Ã‚  1st formulation: Proposed Rule â€Å"Game sites collect personal and family information from children for marketing  purposes† Universalize  rule Everyone can collect private information from children. Result 1- May result in child giving her/his parents’ credit card number or financial  information. 2- Crime in many of its forms is going to increase, since many of the private  information had been leaked. 3- Blackmail propagation. So, based on Kantianism first formulation this rule can’t be universalized which makes it  morally wrong. à ¯Ã¢â‚¬Å¡Ã¢â‚¬ ¢Ãƒ ¯Ã¢â€š ¬Ã‚  2nd formulation: Proposed Rule â€Å"Game sites collect personal and family information from children for marketing  purposes† Goal People who collect these information aim to promote for their products or services in  order to increase their revenue. Mean In this rule they use the children as a mean to collect the personal and family  information needed for this promotion. Result So, based on Kantianism second formulation this rule is morally wrong. 2. Act Utilitarianism Proposed Rule â€Å"Game sites collect personal and family information from children for marketing  purposes† Benefits 1. Child would benefit from enjoying playing the games. 2. Some of these games may enhance his/her intelligence and his/her way of thinking. 3. Corporations will suggest the appropriate games based on the collected information  (ex: age, gender, interests, etc.) ; so both parties will benefit. Harms 1. Parents or any of the family members of the child will receive so many annoying  spam emails. 2. Corporations sell these personal and family information to other corporations without  the permission of the information’s owner. 3. Parents or any of the family members of the child may receive many annoying sales  or advertisements’ phone calls or SPIMs*. 4. All of the above wastes the target’s time, since the information had been collected  without his/her permission which means (s)he’s not interested in these  advertisements. * SPIM: Stands for Spam Instance Messaging. Result We can see above that harms overweigh the benefits, so, based on Act Utilitarianism  this rule is morally wrong. Our point of view: The theories above all agree that it is morally wrong to collect personal and family  information from children for marketing purposes. Also, from our point of view we agree  with this result, because the parents or any of the family members of the child will receive so  many annoying spam emails, their information will be exchanged between the companies  without their permission and they also will receive so many annoying sales or  advertisements’ phone calls. These things wastes so much time especially if the targeted  person is not interested in these advertisements. Summary and conclusions: To summaries, the Internet today has a very useful and important resources and a lot of  schools depend on it almost completely, but also there is no clear accepted view that will  everyone agree on when it comes to also protection. We had explained some issues such as: The possibility that children could obverse inappropriate content in the Internet which prove  to be morally wrong based on Kantianism, Act Utilitarianism and from our point of view,  contact with people who seek to abuse children and privacy risk from game sites that ask  children for extensive personal which prove to be morally wrong based on Kantianism, Act  Utilitarianism and from our point of view and family information for marketing purposes  which prove to be morally wrong based on Kantianism, Act Utilitarianism and from our point  of view. Eventually, we know that we can’t prevent the children from accessing the Internet; instead  we can apply parental control over what the children can access. Moreover, children should  be aware of the consequences of what their actions may lead to. Various laws have been  passed to protect the children nowadays such as; The Child Online Protection Act (COPA),  which was passed to restrict access by minors to any material, defined as harmful to such  minors on the Internet5 and the Childrens Online Privacy Protection Act of 1998 (COPPA)  Ã¢â‚¬Å"which was designed to limit the collection and use of personal information about children by  the operators of Internet services and Web sites†6. References:   [1] S. Livingstone, L. Haddon.(2009, Sep 30). Kids Online: Opportunities and Risks for  Children. (1st Edition). [On-line]. Available:  http://books.google.com.sa/books?id=aPsXzcjf9vMCprintsec=frontcoverdq=Kids+Online+bookhl=ensa=Xei=SeaBVLrSAcisU5fSgPAPredir_esc=y#v=onepageq=Kids%20Online%20bookf=false [Nov. 15, 2014]. [2] O’NEILL S (2002), Paedophile Squad Saves Girl, 6, from Rapist Father, Daily Telegraph,  3 July 2002, p. 7. [3] J. Carr. â€Å"child abuse, child pornography and the internet.† NCH (National Childrens  Homes) (Dec, 2003). [4] V. Steeves.(2006). â€Å"It’s Not Child’s Play: The Online Invasion of Children’s Privacy.†Ã‚  University of Ottawa Law Technology Journal. Available:  http://www.uoltj.ca/articles/vol3.1/2006.3.1.uoltj.Steeves.169-188.pdf?origin=publication_detail [Nov. 17, 2014]. [5] A. Carr. (2013, Feb 26). Child Protection. (1st Edition). [On-line]. Available:  http://books.google.com.sa/books?id=UwKfxyy_S2cCprintsec=frontcoverhl=ar#v=onepageqf=false [Dec. 5, 2014]. [6] â€Å"ChildrenS Online Privacy Protection Act (COPPA).† Internet:  http://www.inc.com/encyclopedia/childrens-online-privacy-protection-act-COPPA.html, [Dec. 5, 2014].

Doris Lessing :: Biography Biographies Essays

Doris Lessing Doris Lessing is considered a South African writer, although Africa is not the place of her birth. She was, in fact, born in Persia (now Iran) to British parents in 1919. As a child, she and her parents moved to Southern Rhodesia (now Zimbabwe), where she lived until 1949 (Sage, 15). White colonists had not previously settled in the part of Africa to which her family moved (Charters 894). In 1949 she moved to London where she still, apparently, resides. Lessing's life appears characterized by displacement. Charters tells us that "Lessing left school at the age of fourteen in rebellion against her mother" (894). Although neither Charters nor Lessing tell us for certain, it seems she may have been pushing against a representative of the colonialist mindset and way of life that she fought as an adult. Her unease with her status as a British national in Africa can be clearly seen in an event related by her biographer Lorna Sage in a quote from Lessing's "Being Prohibited," a piece written for The New Statesman. At the age of 16, Lessing was waiting in a train at a border crossing between Southern Rhodesia and South Africa. The forms she had been given to fill out at the border required her to declare nationality, birthplace, and other information. In this quotation, Lessing relates her discomfort at being one of the "Herrenvolk" (Sage 16): I had written on the form: Nationality, British, Race, European; and it was the first time in my life I had to claim myself as a member of one race and deny the others . . . The immigration man . . . looked suspiciously at my form for a long time before saying that I was in the wrong part of the train. I did not understand him. (I forgot to mention that where the form asked, Where were you born?, I had written, Persia.) "Asiatics," said he, "have to go to the back of the train†¦" "But," I said, "I am not an Asiatic." (Sage 16) For Lessing, this incident seemed to display her lack of a secure "place" in the world. Insecure in the role of British national, unable to be a "real" national of her adopted homeland, she is further separated by the place in which she was born. According to Sage, in the same piece Lessing investigates the idea that maybe "it was her Persian birth rather than her 'red' anti-racist politics that made her a prohibited alien" (16).

Julius Caesar :: essays research papers

Julius Caesar was born on the thirteenth day of the month Quintilis in the year of 100 BC. His full name was Gaius Julius Caesar, the same as his father’s. Gaius was his given name and Julius was his surname. He was a strong political and military leader who changed the history of the Greco-Roman world. This paper will answer the following questions: What happened during his early political career? How did he become a strong dictator of the Roman Empire? What events led up to the making of the first triumvirate? What happened during his reign as dictator of Rome? What events led up to his assassination? Julius Caesar is probably the most famous leader in history. (Grant, table of dates p.1, and foreword p.xxi)When he was young, Caesar lived through one of the worst decades in the history of Rome. The city was assaulted and captured by Roman armies twice. First, in eighty-seven BC by the leaders of the populares. (Caesar’s aunt and uncle, Marius and Cinna.) Cinna was killed the year that Caesar married Cornelia. The second attack against the city happened in eighty-two BC. Marius’ enemy Sulla, leader of the optimates, carried out the attack. On each occasion the massacre of political opponents was followed by the confiscation of their property. (Fowler, p.24)Caesar knew that his public speaking needed improvement, he therefore announced that he was leaving to study on the island of Rhodes. His professor was the famous Greek rhetorician, Apollonius Molon. When he was off the coast of Anatolia pirates kidnapped him. They demanded a large ransom for his return. Caesar broke free from the pirates and captured a large number of them. He then returned to Rome to engage in a normal political career. (Grant, p.9-11)In the Roman political world Pompey and Crassus challenged the dominance of the optimates. Quintus Latatius Catulus and Lucius Licinius Lucullus led the optimates. Sulla was responsible for creating their careers. Caesar married Pompeia after Cornelia’s death. Then, in sixty-five BC he was appointed aedile. The aedile was in charge of the programs of the city such as games, spectacles, and shows. As aedile, Caesar gained claim to the leadership of the populares. (Grant, p.12)Before leaving Rome to govern Spain for a year, Caesar divorced his wife because of an allegation that she had been involved in the offense of Publis Clodius. Clodius was awaiting trial for breaking into Caesar’s home the previous December.

Charles Dickens A Tale of Two Cities :: GCSE English Literature Coursework

In the 16th century Charles Dickens wrote the unforgettable novel A Tale of Two Cities. In it he created two of the most remarkable fictional characters of all time. One is the bloodthirsty Madame Defarge, and the other is the selfless Sydney Carton. Madame Defarge is a peasant who seeks revenge on all aristocrats who cross her path. In contrast, Sydney Carton is a man who is willing to do anything for the love of his life. While the actions of these two characters clearly delineate their differences, the underlying forces that drive each character are quite similar. From Madame Defarge’s actions, it is clear that she is the evil antagonist in the novel. Even in the manner that she is physically described, she is presented as â€Å"dark† and therefore she is seen as evil. She is as evil as she is because when she was younger the D’Evremonde brothers killed her whole family. Now the purpose of her life is to procure revenge on the D’Evremonde family and every other aristocrat. Even when told by her beloved husband she has gone to far, she does not stop. Instead her repartee to him was, â€Å"Tell the wind and fire where to stop; not me†. In it she evidently expresses how she will never forget what was done to her family and how the D’Evermondes are deserving of what they will receive. The actions she performs in her daily life demonstrate her evilness. In the novel it seems as though she is the â€Å"bad guy† who is starting up all the trouble. It is her need for revenge, in the book, that starts th e revolution. While Dickens presents Sydney Carton as a worthless drunk, in contrast to Madame Defarge, he is the Christ-like noble figure of the novel. He appears to the readers of A Tale of Two Cities as a worthless drunk and a man who has not acquired any high social position in his life. Also, it seems as though his life has resulted to nothing. At one point he says, â€Å"I care for no man on earth, and no man on earth cares for me†, but that changes when he meets Lucie Manette. He develops an undying juvenile-like love for her. Sydney is willing to do anything for her and tells her so in a beautiful speech he made to her. In it he states, â€Å"Think now and then that there is a man who would give up his life, to keep a life you love beside you†.

Julio Nakpil Essay

Julio Nakpil was born as one of twelve children to a well-off family in Quiapo district of Manila. His parents withdrew him from formal schooling after two years and had him look over the family stable. Julio educated himself at home and eventually learned how to play the piano as was proper for traditional families during the time. His skill at the piano earned him an audience with the affluent, and later inspired him to compose his first piece – a polka – in 1888. Julio later became a piano teacher and composed regularly. Philippine Revolution Further information: Philippine Revolution During the Philippine Revolution, Julio served as a commander for revolutionary troops in the northern Philippines under Andrà ©s Bonifacio. Many of Julio’s compositions during this time were inspired directly by the Revolution. Julio also composed a candidate for the Philippine national anthem preferred by Bonifacio but was ultimately rejected for Lupang Hinirang. After Emilio Aguinaldo allegedly ordered Bonifacio executed, Nakpil claimed to have received threats on his own life as well as that of General Antonio Luna, the latter ending up betrayed and executed by Aguinaldo’s men. Later life After the Revolution, Nakpil fell in love with and eventually married Bonifacio’s widow Gregoria de Jesà ºs. They moved to Manila and raised six children, one of whom married the architect Carlos Santos-Viola. Julio continued to compose until his death in 1960. Before his death he also contributed to a book on his life that was published by his heirs in 1964. In his memoirs titled ‘Apuntes Sobre la Revolucià ³n Filipina (Notes on the Philippine Revolution), Nakpil wrote â€Å"I swear before God and before History that everything related in these notes is the truth and I entreat the historian not to publish this until after my death.† On page 30 of his memoirs can be found Nakpil’s notes on the death of Bonifacio, and on page 130 is his account of the assassination of Antonio Luna where Nakpil wrote â€Å"When General A. Luna was dastardly assassinated on the stairs of the Convent of Kabanatuan and already fallen on the ground, the mother of Emilio Aguina ldo looked out the window and asked: ‘Ano, humihinga pa ba?'(So, is he still breathing?)† On pages 157-158, Nakpil wrote of Aguinaldo, â€Å"Emilio Aguinaldo’s surrender to the Americans was a cowardly act. There was no doubt that he coveted the presidency. He surrendered for fear that others more competent than he would occupy the post of president of the Republic. Had he fought with his captors, regardless of whether he succumbed so that he might be considered a hero, at least to vindicate his crimes, by this time we would be admiring a monument to the second hero of the Philippines, unlike what he did delivering himself as prisoner and afterward taking an oath of allegiance to the American flag. The crimes he committed against Andrà ©s Bonifacio and Antonio Luna, and his attempt to assassinate the undersigned [Julio Nakpil] should be condemned by history, and Universal Freemasonry ought to expel him and declare him a spurious son. The coward finds many dangers where none exist!† The house where Nakpil and de Jesà ºs lived, known as â€Å"Bahay Nakpil†, still stands in Quiapo and is maintained by his heirs as a museum that also offers walking tours of Quiapo and other special events and doubles as a performance area. â€Å"Bahay Nakpil† is the only Spanish-style building left standing in Quiapo. Julian Felipe Julià ¡n Felipe (January 28, 1861 – October 2, 1944), was the composer of the music of the Filipino national anthem, formerly known as â€Å"Marcha Nacional Magdalo†, now known as Lupang Hinirang.[1] Early life He was born in Cavite City, Cavite. A dedicated music teacher and composer, he was appointed by then-President Emilio Aguinaldo as Director of the National Band of the First Philippine Republic. He died in Manila. He studied at a public school in Cavite and Binondo, Manila for his primary education. At an early age, he showed his talent in music. He also learned how to play the piano and the organ. Later, He became an organist in St. Peter’s Parish Church. As an organist, Felipe was given the chance to hone his gift. Soon after he was composing songs. Among his early popular compositions were Moteti el Santesisimo, Sintos y Floras Rogodones, Amorita Danza and Reina de Cavite (In honor of Nuestra Seà ±ora de la Soledad de Porta Vaga). He impressed many music enthusiasts with the said pieces. Though still young, his works were already at par with the seasoned musicians. In recognition of his remarkable contributions in the field of music, he was given awards and accolades. Involvement in the Philippine Revolution When the revolution broke out, Julian joined his fellow Cavitenos who fought against the Spaniards. He was arrested and jailed at Fort San Felipe in Cavite. When freed, he again joined Gen. Emilio Aguinaldo’s troop. He composed nationalistic songs that inspired his compatriots to continue fighting against the Spaniards. A bust of Felipe can be found in Cavite City, located near San Sebastian College – Recoletos de Cavite. National Anthem Gen. Aguinaldo asked him to provide a stirring composition to be played in the historic proclamation of Philippine independence. His composition ‘Marcha Nacional Filipina’, played on June 12, 1898 in Aguinaldo’s home in Kawit, was adopted as the Philippine national anthem on September 5, 1938. Later life Julian and his wife Irene Tapia had four daughters and a son. Julian died on October 2, 1944, at age of 83. Nicanor Abelardo Nicanor Sta. Ana Abelardo (February 7, 1893 – March 21, 1934) was a Filipino composer known for his Kundiman songs, especially before the Second World War. Life Abelardo was born in San Miguel de Mayumo, Bulacan. His mother belonged to a family of artists in Guagua, the Hensons. He was introduced to music when he was five years old, when his father taught him the solfeggio and the banduria. At the age of 8, he was able to compose his estoryahe first work, a waltz entitled â€Å"Ang Unang Buko,† which was dedicated to his grandmother. At the age of 13, he was already playing at saloons and cabarets in Manila. At age 15, he was already teaching in barrio schools in San Ildefonso and San Miguel Bulacan. All of these happened even before young Abelardo finally took up courses under Guy F. Harrison and Robert Schofield at the UP Conservatory of Music in 1916. By 1924, following a teacher’s certificate in science and composition received in 1921, he was appointed head of the composition department at the Conservatory. Years later, he ran a boarding school for young musicians, and among his students were National Artist Antonino Buenaventura, Alfredo Lozano and Lucino Sacramento. In the field of composition he is known for his redefinition of the kundiman, bringing the genre to art-song status. Among his works were â€Å"Nasaan Ka Irog,† â€Å"Magbalik Ka Hirang,† and â€Å"Himutok.† He died in 1934 at the age of 41, leaving a collection of more than 140 works.[1] As a composition major at the University of the Philippines, he also composed the melody for the university’s official anthem, U.P. Naming Mahal. The building housing the College of Music in UP Diliman (Abelardo Hall) is named in his honor.[2] The Main theatre of the Cultural Center of the Philippines is named in his honor ( Tanghalang Nicanor Abelardo).. Ernani Cuenco Ernani Joson Cuenco (May 10, 1936) was a Filipino composer,[1] film scorer, musical director and music teacher. He wrote an outstanding and memorable body of works that resonate with the Filipino sense of musicality and which embody an ingenious voice that raises the aesthetic dimensions of contemporary Filipino music. Cuenco played with the Filipino Youth Symphony Orchestra and the Manila Symphony Orchestra from 1960 to 1968, and the Manila Chamber Soloists from 1966 to 1970. He completed a music degree in piano and cello from the University of Santo Tomas where he also taught for decades until his death in 1988. His songwriting credits include â€Å"Nahan, Kahit na Magtiis,† and â€Å"Diligin Mo ng Hamog ang Uhaw na Lupa,† â€Å"Pilipinas,† â€Å"Inang Bayan,† â€Å"Isang Dalangin,† â€Å"Kalesa,† â€Å"Bato sa Buhangin† and â€Å"Gaano Kita Kamahal.† The latter song shows how Cuenco enriched the Filipino love ballad by adding the elements of kundiman to it.

How Regional Integration and Globalisation Affects Abu Dhabi

The UAE in the Global Business Environment (ECON 605) Fall 2012 Dr. Fernando Zanella / f. [email  protected] ac. ae Brief course description Deeper global economic integration is a key strategic goal for the UAE and is seen as a catalyst AE’s sustainable economic development. This course will provide students with an in depth understanding of how international business issues affect the UAE and how the UAE is positioning itself in the global economy. The course will provide a clear framework for understanding the process of globalisation, international transactions, financial issues, global trends and their significance for UAE organisations.Learning objectives 1. To understand the importance of globalisation, and evaluate the opportunities and threats for the UAE 2. To understand the process of economic integration through examining international trade and investment 3. To explore the role of regional integration in the international business environment 4. To identify the key strategic sectors of the UAE economy which are driving the UAE’s global integration 5. To critically analyse current international business and economic events in relation to the UAE 6.To understand how government policy can facilitate or hinder economic integration Learning methodology Students are encouraged to participate: 1. Lectures 2. Case study and articles analysis 3. Group work problem solving 4. Class discussions 5. Written reports 6. Presentations and peer evaluation Course meeting times Sundays and Tuesdays 05:30-09:30 pm Course textbook Griffin, R. W. and M. W. Pustay (2010). International Business (6th ed. ). USA: Pearson Course Materials support Dr. Emilie Rutledge Summary of course topics Sessions| References| 1| The UAE in the global economy| | Part 1: Globalisation and International marketsPart 2: The UAE in the global economy| Lecture material: Griffin & Pustay: C1 & C2| 2| The UAE in the global business environment| | | Part 1: National competitive adv antage in a globalised worldPart 2: Strategic planning in the UAE – SWOT framework| Lecture material:Griffin & Pustay: C6 & C11| 3| The UAE – a highly open economy| | | Part 1: International trade theoriesPart 2: A study of UAE trade and trade policy| Lecture material: Griffin $ Pustay: C6 & C9| 4| Foreign Investment| | Part 1: Foreign investment theoriesPart 2: Foreign investment, sovereign wealth and diversification| Lecture material: Griffin & Pustay: C6| 5| International issues in money and finance| | | Part 1: Exchange rate issuesPart 2: The financial services sector in the UAE| Lecture material: Griffin & Pustay C8| 6| Regional economic integration| | | Part 1: The theory of regional economic integration, global experiences and trade blocsPart 2: The GCC economic agreement and the common market| Lecture material: Griffin & Pustay: C10| | Deadline for Business Report| | | UAE Strategic Economic Sectors – Group Presentations and discussions| | | | | 8| Final Exam| | Group presentation (30% ): During the final week of the course groups will be asked to make a presentation. Students will choose a strategic sector of the UAE economy and discuss the implications of globalisation for this sector and use an analytical framework discussed during the course to analyse its strategic position internationally (e. g. SWOT analysis).Each student in the group should present, the presentation should be no less than 12 slides and no more than 20 in length. You should begin work on your group presentation from the second week off the course. Group work and discussion sessions (20%): During the course there will be group work and discussions. Following the lecture and case studies, students will for instance be given a particular economic scenario which they discuss/brainstorm as a group. During these sessions the instructor will observe and assess individual student participation in the group.You will be given feedback your group work and your mark fro m 20% at the end of the third week of the course. Business Report (20%): The topic of the business report is how regional integration and globalisation affects your organisation which employs you (or how it might do so in future if it does not do so significantly already). The business report should be around 9 pages in length, its format should be as follows: 1. Cover-title page (1 page); 2. Summary (1 page) : a short paragraph; 3. Table of contents (1 page) 4.Introduction (1 page) – explaining the particular aspects of regional or international economic integration which affects the business or industry you work in. 5. Background (1 pages) – an overview describing the business or institution where you work. 6. Analysis (2 pages) – Explain in detail using a SWOT analysis how aspects of economic integration affect the business you work in. 7. Conclusion summary (1 page) – main concluding points and prospects for your business in light of your findings. 8. References, appendix, glossary – if any (1 page).Final exam (30%): The final exam will consist of short answer questions. The short answer questions will be open ended/case study questions, where you will be able to choose from a number of questions and discuss a case study or topic which we have focused on during one of the sessions. All open ended exam questions and essay/case study questions will be drawn from the lectures, group exercises and case studies we have completed during lessons. Further details of the final exam will be discussed prior to the exam.Academic honesty and integrity Each student is expected to do his/her own work for individual business r exam. Asking questions and discussing ideas with your colleagues is acceptable report as part of your coursework, but copying the work of another or submitting identical work is not. The business report should also be your own original work. Whilst it is, of course, acceptable to reference other works, it is note t o copy and paste large amounts of text from source on the internet.If you copy word for word you must use quotation marks and proper referencing. Group work on the presentation assumes you are working together and that you are contributing fully to your group’s work. Please note that as a member of your group you are expected to be knowledgeable about all aspects of your groups’ output. During the final exam, any student who cheats or assists another student in cheating will fail the course. The case will also be forwarded to the Academic Affairs for disciplinary action. All UAEU academic policies apply in this respect.

Professional Development Journal Essay

Education is an aspect where one’s cognitive and learning abilities are put to tests and pushed to its maximum abilities. It is important because education gives a man a career so he can compete with a career-oriented workplace. Education also prepares a man to efficiently and competitively perform his tasks in the field of his expertise in the real world. I have finished an A.A.S. in Telecommunications and still continuing my BS in Criminal Justice in an online school, the Kaplan University. However, I have been in and out of school because of work. Though BS in Criminal Justice is the career that I want to pursue, the need for financial aspects prohibits me to continuously go to school and finish the degree that I want. My skills in my field of interest is not trained and tested since my ten years of schooling has been in and out. The course that I have finished –   A.A.S. in Telecommunications has helped me get into a telecommunication industry   and this career just provided for my financial needs. When I was employed in chemical   industry which produces flavorings that goes with any processed food that we drink or eat, I settled with that kind of job for the reason that I needed money and that I did not finish a degree to which I can qualify to a higher position in any offices. Now I can say that the level of education that I had did not allowed me to get a good job. Thus, the jobs that I got hindered me from continuing my studies because I cannot balance work and study. I have to work to finance my study, that’s why. Also the level of education I have achieved and the jobs that I got into, helped me realized that I can learn things I thought I would never understand. Like when I was working in the chemical industry, I would not have thought that I would understand the chemical stuff there. The realization thing helped boost my self confidence that I can still learn things if I am given the chance to, though I have been in and out of school. However, taking a look at my former job’s effect in my professional growth, I can say that it has not improved at all. I stayed with my work because I needed to fulfill my financial needs, but professionally there was no growth in it. With the telecommunication industry where I have worked for eight years,   Ã‚  it has opened a new field for me and a field where I can practice the degree I got in telecommunications. I have learned about fiber optics and the pay was good that is why I wasn’t able to leave   my career there to study. In this job, I had grown professionally because I have already practiced the education I earned. But personal growth was very minimal. My learning abilities were put on a test, but the satisfaction I got from my job was nominal. The reason is that my line of interest is still in criminal justice, and so I can only be satisfied if I practice the field that I am totally interested in. Therefore, I have come to realize that in getting the course and career that I want to get into, I should go for the field I am most interested in. Be educated about it by getting a degree and practicing my career after. Only this can give me the maximum personal and professional growth. I have been taking up BS in Criminal Justice online and have been in and out of it for the past ten years. It has not helped my professional and personal growth in any way. I had jobs to sustain my financial needs for the moment, and when the salary is good I stay with the company. My experiences in different jobs I had was rewarding in a way that I was able to learn new things and that learning is good for me when given the chance to. So I can say that when I be given a chance to finally finish my criminal justice course, I’d be doing good in learning and finally may be able to practice it in the field that I want.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In doing this, I have discovered that employed people with low salary and are not satisfied with their jobs have these reasons why they still stay in the work they have. One is, lack of education, and even if they wanted to study, education is expensive and they still have to settle other financial deadlines they have. Another is, they might have taken the wrong choice of career. At some point in people’s life, they are too young to know what they want, that when they get a course in college, they just at times trust their instincts or what they think is cool. Next reason is that there are no other options for them, following reasons for this may vary depending on the kind of life a person has, or the difficulties they encounter. Professional Development Journal is a record of all the activities, seminars, awards and achievements, scholarships, workshops, trainings and education that a person attended that would help him track down his qualifications when trying to prepare for a resume, get employed and succeed in his chosen career. It is important to keep a record of these because it would be a great help especially in reaching a qualification or standard when applying for work or scholarship. A sample format of Professional Development Journal: Name:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Age: Office Address:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Phone No. Permanent/Home Address:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Phone No. Course of study: Major:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚   Minor:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚   Concentration: List down seminars attended, workshops, organizational activities and positions. Specify the date of event. List down awards, recognitions and scholarships received. Specify the date of event. Career Development: Employment while in school, internship, duty/responsibility, start/end date. Interview questions (may be included). Have you ever planned a whole event by yourself? How was it? Describe briefly. What is your plan of action to the members who refuse to follow rules and do not participate in activities? When was the moment where you experienced being in an ethical conflict? What did you do? Specify References. (Do not use a friend’s or a relative’s name and ask permission before listing.) Work References: (Include company name, position, scope of work, date started and date of the end of contract.) Non-work References: (Include name, title, company, address and contact numbers.) Reference Professional Development Journal. January 30, 2008 retrieved from www.philau.edu/career/parents/documents/ProfessionalDevelopmentJournal_000.doc