My Current Life Cycle Is The Unattached Adult - 812 Words

My current life cycle is the unattached adult. An emotional issue that is associated with this stage is accepting parent-offspring separation. The stage-critical tasks are differentiation from family of origin, development of peer relations, and initiation of career. I am currently experiencing these stage-critical tasks. I am differentiating myself from my family of origin by exerting my independence. I have been developing peer relations with individuals, and I am currently pursuing a Master’s degree with the hopes of initiating my career. When my parents were my age they were balancing being young unattached adult as well as childbearing unmarried adults. Not only were they balancing school, peer relations, and career, they were also taking on parenting roles. An issue that is pertinent to me is continuing my education before starting a family. My education is my main focus. I view it as a priority and necessity. At my age, my parents did not value there education as a prio rity, but more so as an enhancement. Ethnic Influences Ethnic is a characteristic of individuals within a group sharing a common culture, religion, and or language. Culture is what sets us apart individually. As far as my ethnic identity, I am a single, 23 year old, African American female, who follows Christianity. Being a woman as well as a minority are the two most distinctive factors of my cultural identity. Being raised by a strong black woman, as well as growing up around many otherShow MoreRelatedMarriage Guidance: Summary Notes19959 Words   |  80 Pagesbut it mostly fades away and relationship based on infatuation alone will fail. 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Multiplicity Of Influences On Radical Group Boko Haram

Multiplicity of Influences on Radical Group Boko Haram: A Comprehensive Evaluation Megan Yung PO350 December 7, 2014 Abstract: Boko Haram is becoming an increasingly poignant issue on the world stage. There is much research looking to dissect the origins of the group, their motivation, and their goals, but there is no single accepted understanding. This paper looks to gather the different viewpoints to connect them and take a comparative look whether or not they can be compatible or contradictory. These views range from religion, to a manifestation of a class struggle and deprivation theory. Of the explanations selected, all have absolute relevancy, but for the most part only look at single factors rather than looking at combined factors. The following will look to incorporate all of these factors into a cohesive explanation, taking into account the complex environment that Boko Haram has originated Introduction Boko Haram is an extremist militant group in Nigeria with a goal of ultimately changing the current state of Nigeria into a Caliphate under their control. Their beliefs fall under the Muslim sect of Jama’ atul Alhul Sunnah Lidda’ Wat, Wal Jihad, an extremist group. (Omadjohwoefe 2013, 82) Understanding their name also helps to gain better knowledge about who they are. Boko translates to â€Å"book† in Arabic, and Haram translates to â€Å"forbidden†, their name means, â€Å"Western education is forbidden† (Agbiboa 2013, 145) There is a dispute of the meaning,

Night World Witchlight Chapter 4 Free Essays

string(119) " only laws are that you can’t tell humans about the Night World and that you can’t fall in love with them\." Winnie’s jaw dropped. â€Å"You-you-keep away from me!† Iliana said, and then she got another breath and started shrieking again. She had good lungs, Keller thought The shrieks were not only loud, they were piercing and pitched high enough to shatter glass. We will write a custom essay sample on Night World : Witchlight Chapter 4 or any similar topic only for you Order Now Keller’s sensitive eardrums felt as if somebody were driving ice picks through them. â€Å"All of you!† Iliana said. She was holding out both hands to fend them off. â€Å"Just let me go! I want to go home!† Winnie’s face cleared a little. â€Å"Yeah, I’ll bet you do. But, you see, that place is dangerous. We’re going to take you somewhere safe-â€Å" â€Å"You kidnapped me! Oh, God, I’ve been kidnapped. My parents aren’t rich. What do you want?† Winnie looked at Keller for help. Keller was watching their prize Wild Power grimly. She was getting a bad feeling about this girl. ‘It’s nothing like that.† She kept her voice quiet and level, trying to cut through the hysteria. â€Å"You-don’t you even talk to me!† Iliana waved a hand at Keller desperately. â€Å"I saw. You changed. You were a monster! There was blood all over- you killed that man.† She buried her face in her hands and began to sob. â€Å"No, she didn’t.† Winnie tried to put a hand on the girl’s shoulder. â€Å"And anyway, he attacked me first.† â€Å"He did not. He didn’t touch you.† The words were muffled and jerky. â€Å"He didn’t touch me, no, but-† Winnie broke off, looking puzzled. She tried again. â€Å"Not with his hands, but-â€Å" In the front seat, Nissa shook her head slightly, amused. â€Å"Boss-â€Å" Tm way ahead of you,† Keller said grimly. This was going to be difficult. Iliana didn’t even know that the dragon was the bad guy. All she had seen was a boy trying to talk with her, a girl inexplicably flying against a wall, and a panther that attacked unprovoked. Keller’s head hurt. â€Å"I want to go home,† Iliana repeated. All at once, with surprising speed, she lunged for the door handle. It took Keller’s animal reflexes to block her, and the movement sent another pang through her injured shoulder. Strangely, as it happened, pain seemed to flicker across Galen’s face. He reached out and gently pulled Iliana back. â€Å"Please don’t,† he said. â€Å"I know this is all really strange, but you’ve got it backwards. That guy who was talking to you-he was going to kill you. And Keller saved you. Now they want to take you somewhere safe and explain everything.† Diana raised her head and looked at him. She looked for a long time. Finally, she said, still almost whispering, â€Å"You’re all right. I can tell.† Can she? Keller wondered. Does she see something in his eyes? Or does she just see that he’s a handsome blond guy with long lashes? â€Å"So you’ll go with her?† Galen asked. Iliana gulped, sniffed, and finally nodded. â€Å"Only if you go, too. And only for a little while. After that, I want to go home.† Winfrith’s face cleared-at least slightly. Keller stopped guarding the door, but she wasn’t happy. â€Å"Straight to the safe house, Boss?† Nissa asked, swinging the car back toward the freeway. Keller nodded grimly. She glanced at Galen. â€Å"You win.† She didn’t have to say the rest. The girl would only go if he went. Which made him a member of the team. For the present. He smiled, very faintly. There was nothing smug in it, but Keller looked again. Nothing was going the way she’d planned. And Winnie might still have faith in her Witch Child, but Keller’s doubts had crystallized. We are all, she thought, in very big trouble. And there was a dragon that might start looking for them at any minute. How fast did dragons recover, anyway? Big trouble, Keller thought. The safe house was a nondescript brick bungalow. Circle Daybreak owned it, and nobody in the Night World knew about it. That was the theory, anyway. The truth was that no place was safe. As soon as they had hidden the limo in an ivy-covered carport in back and Keller had made a phone call to Circle Daybreak headquarters, she told Winnie to set up wards around the house. â€Å"They won’t be all that strong,† Winnie said. â€Å"But they’ll warn us if something tries to get in.† She bustled around, doing witch things to the doors and windows. Nissa stopped Keller on her own trip of inspection. â€Å"We’d better look at your arm.† â€Å"It’s all right.† â€Å"You can barely move it.† Til manage. Go look at Winnie; she hit that wall pretty hard.† â€Å"Winnie’s okay; I already checked her. And, Keller, just because you’re the team leader doesn’t mean you have to be invulnerable. It’s all right to accept help sometimes.† â€Å"We don’t have time to waste on me!† Keller went back to the living room. She’d left Iliana in the care of Galen. She hadn’t actually told him that, but she’d left them alone together, and now she found he’d gotten a root beer from the refrigerator and some tissues from the bathroom. Diana was sitting huddled on the couch, holding the drink and blotting her eyes. She jumped at every noise. â€Å"Okay, now I’m going to try to explain,† Keller said, pulling up an ottoman. Winnie and Nissa quietly took seats behind her. â€Å"I guess the first thing I should tell you about is the Night World. You don’t know what that is, do you?† Iliana shook her head. â€Å"Most humans don’t. It’s an organization, the biggest underground organization in the world. It’s made up of vampires and shapeshifters and witches-well, not witches now. Only a few of the darkest witches from Circle Midnight are still part of it. The rest of them have seceded.† â€Å"Vampires†¦Ã¢â‚¬  Iliana whispered. â€Å"like Nissa,† Keller said. Nissa smiled, a rare full smile that showed sharp teeth. â€Å"And Winnie is a witch. And you saw what I am. But we’re all part of Circle Daybreak, which is an organization for everybody who wants to try to live together in peace.† â€Å"Most of the Night People hate humans,† Winnie said. â€Å"Their only laws are that you can’t tell humans about the Night World and that you can’t fall in love with them. You read "Night World : Witchlight Chapter 4" in category "Essay examples"† â€Å"But even humans can join Circle Daybreak,† Keller said. â€Å"And that’s why you want me?† Iliana looked bewildered. â€Å"Well, not exactly.† Keller ran a hand over her forehead. â€Å"Look, the main thing you need to know about Circle Daybreak is what it’s trying to do right now. What it’s trying to keep from happening.† Keller paused, but there was no easy way to say it â€Å"The end of the world.† â€Å"The end of the world?† Keller didn’t smile, didn’t blink, just waited it out while Iliana sputtered, gasped, and looked at Galen for some kind of sanity. When she finally ran down, Keller went on. â€Å"The millennium is coming. When it gets here, a time of darkness is going to begin. The vampires want it to happen; they want the darkness to wipe out the human race. They figure that then they’ll be in charge.† â€Å"The end of the world,† Iliana said. â€Å"Yes. I can show you the evidence if you want There are all sorts of things happening right now that prove it The world is falling into disorder, and pretty soon it’s going to fall apart. But the reason we need you is because of the prophecies.† â€Å"I want to go home.† I bet you do, Keller thought. For a moment, she felt complete sympathy for the girl. â€Å"Like this.† She quoted: â€Å"Four to stand between the light and the shadow, Four of blue fire, power in their blood. Born in the year of the bund Maiden’s vision; Four less one and darkness triumphs.† â€Å"I really don’t know what you’re talking about-â€Å" â€Å"Four Wild Powers,† Keller went on relentlessly. â€Å"Four people with a special gift, something nobody else has. Each one of them born seventeen years ago.If Circle Daybreak can get all four of them to work together-and only if Circle Daybreak can get them to work together-then we can hold off the darkness.† Iliana was shaking her head, edging away even from Galen. Behind Keller, Winnie and Nissa stood up, closing in. They faced her in a solid block, unified. â€Å"I’m sorry,† Keller said. â€Å"You can’t escape it. You’re part of it. You’re a Wild Power.† â€Å"And you should be happy,† Winnie burst out, unable to contain herself any longer. â€Å"You’re going to help save the world. You know that thing I did back in the Hallmark shop? With the orange fire?† She cupped her hands. â€Å"Well, you’re full of blue fire. And that’s so much stronger-nobody even knows what it can do.† Iliana put out her hands. â€Å"I’m sorry. I really am. But you guys are nuts, and you’ve got the wrong person. I mean, I don’t know, maybe you’re not completely nuts. The things that happened back at that store†¦Ã¢â‚¬  She stopped and gulped. â€Å"But I don’t have anything to do with it.† She shut her eyes, as if that would bring the real world into focus. â€Å"I’m not any Wild Power,† she said more firmly. â€Å"I’m just a human kid-â€Å" â€Å"Actually, no,† Nissa said. â€Å"You’re a lost witch,† Winnie cut in. â€Å"You’re a Harmon. A Hearth-Woman. That’s the most famous family of witches; they’re like-they’re royalty. And you’re the most famous of all of them. You’re the Witch Child. We’ve been waiting for you.† Keller shifted. â€Å"Winnie, maybe we don’t need to tell her all of this right now.† But Winnie was racing on. â€Å"You’re the one who’s going to unite the shapeshifters and the witches. You’re going to marry a prince of the shapeshifters, and then we’re all going to be like this.† She held up two intertwined fingers. Iliana stared at her. â€Å"I’m only seventeen. I’m not marrying anybody.† â€Å"Well, you can do a promise ceremony; that’s binding. The witches would accept it, and I think the shapeshifters would.† She glanced at Keller for confirmation. Keller pinched the bridge of her nose. â€Å"I’m just a grunt; I can’t speak for the ‘shifters.† Winnie was already turning back to Iliana, her curls shaking with earnestness. â€Å"Really, you know,† she said, â€Å"it’s incredibly important. Right now, the Night World is split. Vampires on one side, witches on the other. And the shapeshifters-well, they could go either way. And that’s what could determine the battle.† â€Å"Look-â€Å" â€Å"The witches and the shapeshifters haven’t been allies for thirty thousand-â€Å" â€Å"I don’t care!† Full-blown hysteria. It was about as scary as a six-week-old kitten hissing, but it was the best raving Iliana could manage. Both her small fists were clenched, and her face and throat were flushed. â€Å"I don’t care about the shapeshifters or the witches. I’m just a normal kid with a normal life, and I want to go home! I don’t know anything about fighting. Even if I believed all this stuff, I couldn’t help you. I hate PE; I’m totally uncoordinated. I get sick when I see blood. And-† She looked around and made an inarticulate sound of exasperation. â€Å"And I lost my purse.† Keller stood up. â€Å"Forget your purse.† â€Å"It had my mom’s credit card in it. She’s going to kill me if I come home without that. I just- where’s my purse?† â€Å"Look, you little idiot,† Keller said. â€Å"Worry about your mother, not about her credit card.† Diana backed up a step. Even in the middle of a hysterical fit, she was beautiful beyond words. Strands of angel-fine hair stuck to her flushed, wet cheeks. Her eyes were dark as twilight, shadowed by heavy lashes-and they wouldn’t quite meet Keller’s. â€Å"I don’t know what you mean.† â€Å"Yes, you do. Where’s your mom going to be when the end of the world comes? Is a credit card going to save her then?† Iliana was in a corner now. Keller could hear both Nissa and Winnie making warning noises. She knew herself that this was the wrong way to get someone on their side. But patience wasn’t one of Keller’s great virtues. Neither was keeping her temper. â€Å"Let’s see,† Galen said, and his voice was like cool water flowing through the room. â€Å"Maybe we could take a little break-â€Å" â€Å"I don’t need advice from you,† Keller snapped. â€Å"And if this little idiot is too stupid to understand that she can’t turn her back on this, we have to show her.† â€Å"I’m not an idiot!† â€Å"Then you’re just a big baby? Scared?† Iliana sputtered again. But there was unexpected fire in her violet eyes as she did it. She was looking right at Keller now, and for a moment Keller thought that there might be a breakthrough. Then she heard a noise. Her ears picked it up before either Winnie’s or Nissa’s. A car on the street outside. â€Å"Company,† Keller said. She noticed that Galen had stiffened. Had he heard it? Winnie was moving to stand behind the door; Nissa slipped as quietly as a shadow to the window. It was dark outside now, and vampire eyes were good at night. â€Å"Blue car,† Nissa said softly. â€Å"Looks like them inside.† â€Å"Who?† Diana said. Keller gestured at her to be quiet. â€Å"Winnie?† â€Å"I have to wait until they cross the wards.† A pause, then she broke into a smile. â€Å"It’s her!† â€Å"Who?† Iliana said. â€Å"I thought nobody was supposed to know we were here.† Good thinking. Logical, Keller thought. â€Å"This is someone I called. Someone who came all the way fromNevada and has been waiting to see you.† She went to the door. It took a few minutes for the people in the car to get out-they moved slowly. Keller could hear the crunch of footsteps and the sound of a cane. She opened the door. There was no light outside; the figures approaching were in shadow until they actually reached the threshold. The woman who stepped in was old. So old that anyone’s first thought on first seeing her was How can she still be alive? Her skin was creased into what seemed like hundreds of translucent folds. Her hair was pure white and almost as fine as Diana’s, but there wasn’t much of it. Her already tiny figure was stooped almost double. She walked with a cane in one hand and the other tucked into the arm of a nondescript young man. But the eyes that met Keller’s were anything but senile. They were bright and almost steely, gray with just the faintest touch of lavender. â€Å"The Goddess’s bright blessings on you all,† she said, and smiled around the room. It was Winnie who answered. â€Å"We’re honored by your presence-Grandma Harman.† In the background, Diana demanded plaintively for the third time, â€Å"Who?† â€Å"She’s your great-great-aunt,† Winnie said, her voice quiet with awe. â€Å"And the oldest of the Harmans. She’s the Crone of all the Witches.† Diana muttered something that might have been, â€Å"She looks like it.† Keller stepped in before Winnie could attack her. She introduced everyone. Grandma Harman’s keen eyes flickered when Galen’s turn came, but she merely nodded. â€Å"This is my apprentice and driver, Toby,† she told them. â€Å"He goes everywhere with me, so you can speak freely in front of him.† Toby helped her to the couch, and everyone else sat, too-except Diana, who stubbornly stayed in her corner. â€Å"How much have you told her?† Grandma Harman asked. â€Å"Almost everything,† Keller said. â€Å"And?† â€Å"She-isn’t quite certain.† â€Å"I am certain,† Diana piped up. â€Å"I want to go home.† Grandma Harman extended a knobby hand toward her. â€Å"Come here, child. I want to take a look at my great-great-niece.† Tm not your great-great-niece,† Diana said. But with those steely-but-soft eyes fixed on her, she took one step forward. â€Å"Of course you are; you just don’t know it. Do you realize, you’re the image of my mother when she was your age? And I’ll bet your great-grandmother looked like her, too.† Grandma Harman patted the couch beside her. â€Å"Come here. I’m not going to hurt you. My name is Edgith, and your great-grandmother was my little sister, Elspeth.† Diana blinked slowly. â€Å"Great-grandmother Elspeth?† â€Å"It was almost ninety years ago that I last saw her. It was just before the First World War. She and our baby brother, Emmeth, were separated from the rest of the family. We all thought they were dead, but they were being raised inEngland . They grew up and had children there, and eventually some of those children came toAmerica . Without ever suspecting their real heritage, of course. It’s taken us a long time to track down their descendants.† Iliana had taken another involuntary step. She seemed fascinated by what the old woman was saying. â€Å"Mom always talked about Great-grandmother Elspeth. She was supposed to be so beautiful that a prince fell in love with her.† â€Å"Beauty has always run in our family,† Grandma Harman said carelessly. â€Å"Beauty beyond comparison, ever since the days of Hellewise Hearth-Woman, our foremother. But that isn’t the important thing about being a Harman.† ‘It isn’t?† Iliana said doubtfully. â€Å"No.† The old woman banged her cane. â€Å"The important thing, child, is the art Witchcraft. You are a itch, Iliana; it’s in your blood. It always will be. And you’re the gift of the Harmans in this last fight Now, listen carefully.† Staring at the far wall, she recited slowly and deliberately: â€Å"One from the land of kings long forgotten; One from the hearth which still holds the spark; One from the Day World where two eyes are watching; One from the twilight to be one with the dark.† Even when she had finished, the words seemed to hang in the air of the room. No one spoke. Diana’s eyes had changed. She seemed to be looking inside herself, at something only she could see. It was as if deeply buried memories were stirring. â€Å"That’s right,† Grandma Harman said softly. â€Å"You can feel the truth of what I’m telling you. It’s all there, the instinct, the art, if you just let it come out. Even the courage is there.† Suddenly, the old woman’s voice was ringing. â€Å"You’re the spark in the poem, Iliana. The hope of the witches. Now, what do you say? Are you going to help us beat the darkness or not?† How to cite Night World : Witchlight Chapter 4, Essay examples

Innovation and Technology Management Innovation in Modern Societies

Question: Discuss about the Case Study for Innovation and Technology Management for Innovation in Modern Societies? Answer: Introduction: The essay deals with the invention and innovation in the technology critically analyzing the market behavior and the contention that the combination of Software/Hardware into autonomous Robots is a significant threat to the management of the organization. The last few decades show a huge number of industrial revolutions. In the late 18th century which can be considered as the first Industrial Revolution and almost 100 years later, the second Industrial Revolution caused a massive set of innovations which affected, more specifically improved the socio-economic standard of living of many people in the society. The changes brought a bunch of new economic opportunities in a large scale. The third great wave of technology invention (Oerlemans et al. 2013) as well as financial disordering caused by the advancement of information technology and communi1cation in the late 20th century with machine learning and intelligence, generally known as Robotics and artificial intelligence. The recent revolution that can be considered as the third revolution includes the big data informatics. After that, the fourth revolution includes media and informatics, which enables peoples interaction to be easier. The social media, like Twitter, Linkedin, Facebook, etc. got introduced in this era, show an excellent source of information. The fifth industrial revolution is also emerging, defined as human-technology co-evolution. These technological innovations are causing more expansion of information availability, and people can be more exposed to the world of technology(Williamson et al. 2013). However, the continuous rise in technology invention and innovation also can be considered a hidden problem. The information technology has a limited territory i.e. it cannot reach everyone in every corner of the world. Moreover, the organizations innovation new technologies face certain threats regarding the new technology and artificial intelligence every day. This paper critically evaluates the limitation and risks the organizations face after the third great wave of technology invention. Literature review and critical evaluation: This literature review is going to focus on four major concepts regarding the information technology innovation. The literature review has identified four critical factors. The first key phase is Ends and Means, easing the transition (Yoo 2013). The second primary phase is Displacement Theory, concentrating on Free Market concepts (Williamson, J.M., Lounsbury and Han 2013). The third key phase includes Replacement Theory, focusing on Marxist notions (Johnston and Marshall 2013). The last key phase discussed is Infill /Substitution, involving Labor Economic Concepts. The literature review will critically analyze and evaluate the concepts regarding how the innovation in the technology will cause a threat to the organizations. A: Ends and Means, Easing the transition: First article: According to, de Kervenoael et al. (2015), the non-institutionalized workers are a threat to the organizational management groups. The author states that the outsourced freelancing web designers and software developers are creating a trouble into the institutionalized plans and structures. The availability of internet learning, as well as online courses, is the cause of severe tension for the management of institutions. The freelancing techniques seem to be a large threat to the institutions as well as the workers associated with the systems. The change in altitude also can be considered as the factor for rising technology and innovation. For the purpose of study, the author has explored the role of social media in knowledge sharing as well. The threat occurs mainly due to the social capital theory and social education availability online. Second article: As discussed by Stahl et al. (2014), the rising innovative technology also includes ethical perspectives. This article discusses how computer ethics, innovation, and sound research affect the firm's outputs and deliverables. The discourse in computer ethics causes stress to the vast number of scholars and their personal abilities to work. As a very critical factor for the workers, this causes a huge trouble for the management section. Hacking and other technological crimes are considered to be the biggest threat. The article also includes the unethical means of revealing company's data and other relevant information that are specifically used by the enterprise only. Along with the privacy and security, misuses of scientific practices are also highly criticized in this paper. Third article: Here it is argued that innovation is a means, it is not an end in itself. Although the extent of innovation should always be prcised specifically to that point, up to which it improves and works on economic, environmental as well as the social well-being of the people. The article concludes that if innovative technology only deals with the production and manufacturing new improved goods, which are the current trend in most of the OECD countries, it may affect adversely to the environment with the emission of greenhouse gas and unsustainable growth. Unbalanced production and technology innovations cause socio-economic as well as an environmental imbalance. Therefore, the article discusses the importance of the curiosity-driven innovations and research (van den Hove et al. 2012). Fourth article: According to Davenport (2013), the main purpose of innovation in new technology is the time reduction and production of more efficient output. As discussed by the author, during 1980's and afterward, there was an enormous opportunity for applying new innovative technology affecting manufacturing process and production. The author looked in to the newly implemented procedures and then he had done several surveys of different companies. He found that technologies that were newly implemented, gave rise to the significant level of output production, but it included an extensive training process. Therefore, implementation might have taken more amount of time. Nevertheless, the importance of efficient production leads the firm to acquire innovative manufacturing process thereby affecting the company's future planning and strategies. Critical analysis: From the above discussion of the four articles, it is argued that innovative technology is a means, not an ends to itself. The work ethics, more specifically computer ethics that include privacy and secrecy of the company databases should be strictly maintained. As argued above, the non-institutionalized workers are considered as a large threat to the enterprise managements. These workers' resource is the facility of internet learning and online courses. At the same time, the process of new technology includes a broad agenda of training procedures. The companies may incur a loss due to this. Nevertheless, as the overall implementation of new technology leads to a substantial profit and thereby company growth, the innovative technology is widely accepted after 1980's. B: Displacement Theory (Free Market concepts): First article: As discussed by Adolf et al. (2013), technological unemployment affects the information technology industry. Displacement theory means the change in the labor force of a particular company due to technological change. It can also be termed as technological unemployment as well. The labor force participation rate is decreased due to the displacement of labor from one firm to other. This causes a lower rate of unemployment in a particular company and thus creates a threat to the management. Second article: Here the authors have discussed the indirect displacement of residents and the effects of this kind of movements among the industries. This paper deals with the idea of effects of indirect displacement i.e. the changes in the neighborhood gentrification, experienced by long-term residents. This includes four points of displacement typology such as cultural displacement, social displacement, political displacement and housing market displacement. The case study and analysis describes the idea of displacement theory and free market mechanisms affecting the information technology industry (Twigge-Molecey 2014). Third article: According to Sandstrom (2013), the innovation of new technology, in this case, manual calculator to electronic calculator improved the firm's profit. The company was situated in a small geographic area in Sweden, and the implementation of new technology was difficult. The application of computers by replacing laptops caused a great benefit to the firm. As a competitive market, other companies tried to adopt the same technology. But the small geographical area and free market structure i.e. free entry or exit into the market increased the competitiveness. The displacement of technological labors from other companies occurred and, therefore, the company's situation is better off. Fourth article: The article by Shapiro and Varian (2013) discusses the information economy that has faster technology and communication scopes into it dramatically. Therefore, changes in technology improve the overall economic structure. Nevertheless, in this article the authors argue that technology changes, but the economic laws do not. The management is so much inclined to look into the implementation of new production cum business process that they are unaware of changing the base, i.e. the underlying economic forces that are the primary determinant of deciding success and failure. Social and political dimensions cause a deceleration in business methods. This article argues how the economic process and laws affect the technological process and labor get displaced due to the economic principles and rules. Critical analysis: The above discussion on the articles infers that the free market concept can affect the labor force participation in any industry. The rise in innovations and adaptation of new technology attracts the industrial workers as well as the other competitive firms in the same industry. Therefore, displacement from one firm to another causes a technological unemployment in one firm. On the other hand, due to free market mechanism, other companies adopt the new technology as soon as the right is available and attracts skilled labor. The competition in the market thereby increases. At the same time, the economic laws and principles decelerate technological progress and this, in turn, causes a case of labor displacement. C: Replacement Theory (Marxist concepts): First article: The article by Forster (2016) caters a debate theoretically concerning about technology to be independent of the existing system. In the current information age, the social networking is considered as the most open innovation. However, in the capitalist system, which exploits and commodify the user in the networks, this paper researches through the Neo-Marxist view to analyze three different forms of social networking. This article argues between computer-utopians and the skeptics. A framework of capital accumulation and labor type is selected as a model. The Marxist view of capitalism is discussed concerning new technology and innovations. Second article: The article by Beverungen et al. (2015), explores the idea of social media such as Facebook, Twitter to challenge Marxist opinions and principles. This paper argues about the difference in skilled labor and conventional working system or labor force regarding requirement, productivity and efficiency. According to Marxist idealism, the structure of free labor is criticized and considered less productive. The new formation of innovative technology within the industry seeks work that is more productive and is not followed by any labor union. The concept of free labor is changed assuming the new notion of skilled labor. Therefore, the economic dimensions of Marx's theory are revised with the protocol of employing new competent and efficient labor force. Third article: According to Hornborg (2014), the technological progress can be used to truncate industrial as well as economic growth. New greater effective technology replaces the early adaptations of technology and the self-evident technological progress shows a high level of development in the economies. However, regardless of all the ideological persuasions, the self-evidence of new technology adaptation also harms the environment causing negative externality. The decreasing level of oil and such products and rising level of global warming are explicitly considered as the negative externalities. Therefore, replacement of technology, as well as replacement of Marxism, is critically described and analyzed here. The adverse effects also seem to be a threat to the organization management. Fourth article: As discussed by Webster (2014), technology and innovation involves the shape and structure of the society. The book includes the transition of women labor force with the change of technology and innovation. The author encountered changes in the business structure when new technology was adopted and applied. The women labor force got accelerated through the new process as the method is less time consuming as well as needs less effort. Also, it is easier to work with less physical effort, and, therefore, women workforce can participate to the same extent. Critical analysis: The above three articles serve three different points of view considering the same concept. Marxism can be described as a process that analyzes socio-economic condition by the ideas of Karl Marx. Marxist methodology analyzes relationships among different class and conflicts in the society by many materialists and dialectical view of economic transformation. It analyzes and criticizes the capitalist views. Marxism discusses the conflict between highly efficient mechanisms and socialized techniques of productions by the proletariat and thereby considers the concept of surplus value, named as the bourgeoisie. Here from the three articles, Marx's capitalist views contradict the new notion of innovation and skilled labor force. Also, the fourth article talks about women labor involvement. The new less abstract methods of production include more population of women in the economy. D: Infill/Substitution (Labour Economic Concepts): First article: As discussed by Karabarbounis and Neiman (2013), labor force stability is considered as a critical factor for determination of macroeconomic parameters. According to the article, the global share of employment declined during the 1980's covering a large area of many countries and many industries. The report says that the lowering of the relative price of investment goods and advancement of information technology has induced a situation where firms shifted from the labor dependence to capital. A decline in the price of investment goods roughly describes the decline in labor share even when machinery mechanisms are influencing company profits, capital accumulation with the growth of technology. The implication of this labor theory highlights the macroeconomic dynamics considering macroeconomic factors. Second article: The article refers to the "task approach" to the labor market. The challenges faced by the industry concerning allocation of "tasks" among labor and capital and also among the native resident and foreign workers are briefly discussed. The structure of labor demand and employment regarding the payment affects the efficiency of employees. The presence of canonical production function draws a scenario where the assignment of skills to task is a static phenomenon. This task approach influences the technological abilities, skills and shaping aggregate demand regarding the skills (David 2013). Third article: According to the article by Han and Mithas (2013), the outsourcing of information technology is discussed. This discussion deals with the argument of internal investment in information technology industry considering the relationship between IT outsourcing and non-IT operating costs. Studies say that these two factors are negatively correlated but it does not infer complete outsourcing of IT firms. Reports suggest that reduction of non-IT operation can be more beneficial when they are having higher skilled labor in the industry as well as high levels of complementary investment in to the firm. Outsourcing can affect the profits and efficiency of the business positively, and labor demand always persists within the economy as well as the company. Fourth article: According to Leamer and Storper (2014), the internet age has conquered the geographical, economic barriers. It argues about whether the web and communication will generate the revolution in the world economy. During the 21st century, the connection among the nations has increased due to the internet and communicative improving structures. The earlier times faced problems regarding the production of new goods in terms of raw material. However, the new technology involves a lower amount of factors of production. This, in turn, seeks efficient and skilled labor force. In the 19th century, the importance of workshop and trainings were less. However, during the late 20th century, improvement in transportation and communications give rise to the growth in production. The labor force is substituted for new skilled labor from other regions, as the information is more available. Thus, the article argues the communication technology increases skilled labor force substitution. Critical analysis: The above three articles deal with the same concept of labor market providing different aspects of the idea. The labor force is considered as a major macroeconomic variable. The major three aspects are described and analyzed as well. Firstly, the task approach relates to the allocation of tasks among the factors of production i.e. labor and capital. In the last decades, skill and efficiency did not get much importance. However, during the era of information technology, the workforce is tested regarding skill. Efficient labor force is preferred and therefore substituted. The communication technology enables the people from another region to participate in the interview processes. Therefore, management is exposed to greater amount of skilled labor and this, in turn, can be taken as a threat in disguise. Conclusion: The third great wave of innovation, as well as invention, advances the information and communication technology to a vast extent. It includes machine intelligence, social structure and advanced robotics and many more (Rutkauskas and RaÄ inskaja 2013). Information technology enables the communication of different area and different regions in the world. This, in turn, causes a presence of massive labor force participating in the IT world with no geographical territory. Therefore, a huge set of people has become the worker in the vast IT world. This causes a threat to the management companies as outsourcing, also having a positive side, shows a negative approach concerning wage rate and salary structure. People from third world country are hired. Nevertheless, they are not properly exposed into a good salary structure. The exchange rate over the world is different. One dollar in the USA equals a tremendous amount of rupee in third world countries. Therefore, skilled labor from t hird world countries is hired largely. At the same time, workers are aware of the company structure, robust infrastructure, and opportunities. Therefore, they disagree to be exploited. Thus, a substantial improvement in information technology has increased the power of people to get informed about the entire world. It also causes a threat to the company management due to the reasons discussed. Pervasive digitalization and modification have brought new disruptive changes in the global economy. At the core level, there lies a point of digitally enabled generativity. This paper argues that the experts must offer new models and insights to guide the management in generating new production structure, giving emphasis to the management's modularity. References: Adolf, M., Mast, J.L. and Stehr, N., 2013. The foundations of innovation in modern societies: the displacement of concepts and knowledgeability.Mind Society,12(1), pp.11-22. Antonelli, C., 2014.The economics of innovation, new technologies and structural change. Routledge. Beverungen, Armin, Steffen Bhm, and Chris Land. "Free labour, social media, management: Challenging Marxist organization studies."Organization Studies36, no. 4 (2015): 473-489. Bilbao-Osorio, B., Dutta, S. and Lanvin, B., 2013. The global information technology report 2013. Borghoff, U.M. and Pareschi, R. eds., 2013. Information technology for knowledge management. Springer Science Business Media. Castro, D. and Atkinson, R., 2014. Beyond Internet Universalism: A Framework for Addressing Cross-Border Internet Policy, The Information Technology Innovation Foundation. Retrieved from The Information Technology Innovation Foundation website: https://www2. itif. org/2014-crossborder-internet-policy. pdf. Chesbrough, H., 2012. Open innovation: Where we've been and where we're going. Research-Technology Management, 55(4), pp.20-27. Dahlstrom, E., Walker, J.D. and Dziuban, C., 2013. ECAR study of undergraduate students and information technology. 2013. Davenport, T.H., 2013.Process innovation: reengineering work through information technology. Harvard Business Press. David, H., 2013.The" task approach" to labor markets: an overview(No. w18711). National Bureau of Economic Research. Foster, J.B., 2014.The theory of monopoly capitalism. NYU Press. Graen, G.B., Grace, M. and Canedo, J., 2016. A New Approach to Integrating Information Technology and Human Resource Science within the Evolving Design Movement: Training Teams and Professional Coaches in Implementing Proper Information Applications and Team Leadership in Innovation Design Teams. IT and HR Journal. Hornborg, A., 2014. Ecological economics, Marxism, and technological progress: Some explorations of the conceptual foundations of theories of ecologically unequal exchange. Ecological Economics, 105, pp.11-18. Huber, F., 2012. Do clusters really matter for innovation practices in Information Technology? Questioning the significance of technological knowledge spillovers. Journal of Economic Geography, 12(1), pp.107-126. Johnston, M.W. and Marshall, G.W., 2013. Sales force management: Leadership, innovation, technology. Routledge. Kleis, L., Chwelos, P., Ramirez, R.V. and Cockburn, I., 2012. Information technology and intangible output: The impact of IT investment on innovation productivity. Information Systems Research, 23(1), pp.42-59. Leamer, E.E. and Storper, M., 2014.The economic geography of the internet age(pp. 63-93). Palgrave Macmillan UK. Oerlemans, L.A., Knoben, J. and Pretorius, M.W., 2013. Alliance portfolio diversity, radical and incremental innovation: The moderating role of technology management.Technovation,33(6), pp.234-246. Rutkauskas, A.V. and RaÄ inskaja, I., 2013, May. Integrated intelligence and knowledge, innovation and technology management, nurturing country universal sustainable development. InII à Ã…“à Ã‚ µÃƒ Ã‚ ¶Ãƒ Ã‚ ´Ãƒâ€˜Ã†â€™Ãƒ Ã‚ ½Ãƒ Ã‚ °Ãƒâ€˜Ã¢â€š ¬Ãƒ Ã‚ ¾Ãƒ Ã‚ ´Ãƒ Ã‚ ½Ãƒ Ã‚ °Ãƒâ€˜Ã‚  à Ã‚ ½Ãƒ Ã‚ °Ãƒâ€˜Ã†â€™Ãƒâ€˜Ã¢â‚¬ ¡Ãƒ Ã‚ ½Ãƒ Ã‚ ¾-à Ã‚ ¿Ãƒâ€˜Ã¢â€š ¬Ãƒ Ã‚ °Ãƒ Ã‚ ºÃƒâ€˜Ã¢â‚¬Å¡Ãƒ Ã‚ ¸Ãƒâ€˜Ã¢â‚¬ ¡Ãƒ Ã‚ µÃƒâ€˜Ã‚ Ãƒ Ã‚ ºÃƒ Ã‚ °Ãƒâ€˜Ã‚  à Ã‚ ºÃƒ Ã‚ ¾Ãƒ Ã‚ ½Ãƒâ€˜Ã¢â‚¬Å¾Ãƒ Ã‚ µÃƒâ€˜Ã¢â€š ¬Ãƒ Ã‚ µÃƒ Ã‚ ½Ãƒâ€˜Ã¢â‚¬  Ãƒ Ã‚ ¸Ãƒâ€˜Ã‚  à Ã… ¸Ãƒâ€˜Ã¢â€š ¬Ãƒ Ã‚ ¾Ãƒ Ã‚ ±Ãƒ Ã‚ »Ãƒ Ã‚ µÃƒ Ã‚ ¼Ãƒâ€˜Ã¢â‚¬ ¹ Ñ Ãƒ Ã‚ ¾Ãƒ Ã‚ ²Ãƒâ€˜Ã¢â€š ¬Ãƒ Ã‚ µÃƒ Ã‚ ¼Ãƒ Ã‚ µÃƒ Ã‚ ½Ãƒ Ã‚ ½Ãƒ Ã‚ ¾Ãƒ Ã‚ ¹ Ñ Ãƒ Ã‚ ºÃƒ Ã‚ ¾Ãƒ Ã‚ ½Ãƒ Ã‚ ¾Ãƒ Ã‚ ¼Ãƒ Ã‚ ¸Ãƒ Ã‚ ºÃƒ Ã‚ ¸: à Ã‚ ³Ãƒ Ã‚ »Ãƒ Ã‚ ¾Ãƒ Ã‚ ±Ãƒ Ã‚ °Ãƒ Ã‚ »Ãƒâ€˜Ã…’à Ã‚ ½Ãƒâ€˜Ã¢â‚¬ ¹Ãƒ Ã‚ ¹, à Ã‚ ½Ãƒ Ã‚ °Ãƒâ€˜Ã¢â‚¬  Ãƒ Ã‚ ¸Ãƒ Ã‚ ¾Ãƒ Ã‚ ½Ãƒ Ã‚ °Ãƒ Ã‚ »Ãƒâ€˜Ã…’à Ã‚ ½Ãƒâ€˜Ã¢â‚¬ ¹Ãƒ Ã‚ ¹ à Ã‚ ¸ Ñâ‚ ¬Ãƒ Ã‚ µÃƒ Ã‚ ³Ãƒ Ã‚ ¸Ãƒ Ã‚ ¾Ãƒ Ã‚ ½Ãƒ Ã‚ °Ãƒ Ã‚ »Ãƒâ€˜Ã…’à Ã‚ ½Ãƒâ€˜Ã¢â‚¬ ¹Ãƒ Ã‚ ¹ à Ã‚ ºÃƒ Ã‚ ¾Ãƒ Ã‚ ½Ãƒâ€˜Ã¢â‚¬Å¡Ãƒ Ã‚ µÃƒ Ã‚ ºÃƒâ€˜Ã‚ Ãƒâ€˜Ã¢â‚¬Å¡, 2324 à Ã‚ ¼Ãƒ Ã‚ °Ãƒâ€˜Ã‚  2013. à Ã¢â‚¬Å"Ñâ‚ ¬Ãƒ Ã‚ ¾Ãƒ Ã‚ ´Ãƒ Ã‚ ½Ãƒ Ã‚ ¾(pp. 205-211). Schiederig, T., Tietze, F. and Herstatt, C., 2012. Green innovation in technology and innovation managementan exploratory literature review.RD Management,42(2), pp.180-192. Schwalbe, K., 2015. Information technology project management. Cengage Learning. Shapiro, C. and Varian, H.R., 2013.Information rules: a strategic guide to the network economy. Harvard Business Press. Stahl, B.C., Eden, G. and Jirotka, M., 2013. Responsible research and innovation in information and communication technology: Identifying and engaging with the ethical implications of ICTs. Responsible innovation, pp.199-218. Tanaka Sandstrm, M., 2012. Poor relief or empowerment? The transition from emergency to long term development: Rhetorics, approaches and reality. Tran, S.T., Le Ngoc Thanh, N.Q.B. and Phuong, D.B., 2013. Introduction to information technology. In Proc. of the 9th inter. CDIO conf.(CDIO). Twigge-Molecey, A., 2014. Exploring resident experiences of indirect displacement in a neighbourhood undergoing gentrification: the case of Saint-Henri in Montreal.Canadian Journal of Urban Research,23(1), p.1. Van den Hove, Sybille, Jacqueline McGlade, Pierre Mottet, and Michael H. Depledge. "The Innovation Union: a perfect means to confused ends?."Environmental science policy16 (2012): 73-80. Venkatesh, V., Thong, J.Y. and Xu, X., 2012. Consumer acceptance and use of information technology: extending the unified theory of acceptance and use of technology. MIS quarterly, 36(1), pp.157-178. Venkatesh, V., Thong, J.Y. and Xu, X., 2012. Consumer acceptance and use of information technology: extending the unified theory of acceptance and use of technology. MIS quarterly, 36(1), pp.157-178. Webster, J., 2014.Shaping women's work: Gender, employment and information technology. Routledge. Williamson, J.M., Lounsbury, J.W. and Han, L.D., 2013. Key personality traits of engineers for innovation and technology development.Journal of Engineering and Technology Management,30(2), pp.157-168. Yoo, Y., 2013. The tables have turned: How can the information systems field contribute to technology and innovation management research?. Journal of the Association for Information Systems, 14(5), p.227.

How Is the Outbreak of the 1905 Revolution Best Explained Essay Sample free essay sample

There are many ways to explicate the eruption of the 1905 revolution. as many factors contributed towards it. The most of import and important factor was the different attitudes towards the authorities at the clip. Attitudes varied from moderate to 1s of a violent and utmost nature. Without the scope of changing attitudes towards the tsarist system. at that place would hold been no resistance confronting the province. The 1905 revolution was really important. Resistance towards the tsarist system dated back decennaries ; nevertheless people in Russia were acquiring perceptibly more and more disgruntled with their lives and the manner their state was run. as Russia started to modernize. The 1905 revolution was the first clip that czar faced a direct challenge from all three major categories. the provincials. the labor and the clerisy and businessperson. at one time. The provincials made up the majority of Russia’s population. of whom Tsar Nicholas II had small apprehension of. We will write a custom essay sample on How Is the Outbreak of the 1905 Revolution Best Explained? Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The provincials were badly hapless and in debt from the mortgages they were forced to take out after their emancipation in 1861. One of the peasant’s chief motivations behind their engagement in the 1905 revolution was fright that the authorities would reclaim their places. as they had fallen behind on their mortgage refunds during economic diminution. The provincials wanted reform. and were fed up with paying fees to their landlords etc. These fortunes shaped the majority’s sentiments of the czar and his authorities. who believed that the czar was unqualified. However. these positions had been held for a long clip. The provincials became more disgruntled with the province as policies were set up in order to rush up Russia’s modernization. Sergei Witte’s industrialization policies played a large function in increasing resistance towards the authorities. chiefly within the provincials and the labor. Witte’s purposes were to raise the capital needed to fund industry and the edifice of a trans-Siberian railroad. in order to catch up with Western states. He did this through carry ing aliens to put in Russia and loan him money. but more significantly through increasing revenue enhancements and diminishing rewards of the already under-paid lower categories. This had a immense impact on the lower categories which led to more societal agitation. peculiarly within the labor. who were already highly frustrated with the Russian governments. The labor were the urban. industrial workers in Russia and were affected massively by Witte’s policies. The workers were populating in shocking conditions in Russian towns. with many of them populating in workhouse-kind-of edifices that were soiled and disease ridden. On top of this. they were non paid good and were made to work highly long hours. The labor sought reform and more political power. and were fed up with the government’s oppressive policies which denied the basic freedoms. such as freedom address and a free imperativeness. A batch of the labor were revolutionists. as Revolutionary groups such as the Social Revolutionaries. who frequently agitated among the workers. in order to derive more followings who wanted to see the tsarist system overthrown. They excessively. saw the czar as incompetent and weak. Another group involved with the 1905 revolution was the clerisy and the businessperson. This was the in-between category of 1900s Russia. and consisted of reformers in professions such as physicians and attorneies. They were by and large rather broad in their attitudes towards the authorities. who wanted a constitutional monarchy to be established. as opposed to wholly get rid ofing the czar and his authorities. A constitutional monarchy would still see Nicholas II in power. but would curtail his powers. as a group of elected representatives would hold the power to oppose his thoughts. They thought this would give them more power in the manner the state was run. which is what their purposes were for revolting in 1905. The most utmost positions were held by the Revolutionaries. The two chief radical parties in 1905 were the Social Revolutionaries and the Social Democrats. They shared the same purposes. positions and ultimate end. while believing in different ways to accomplish it. which was that patterned advance could merely take topographic point if the tsarist system was violently overthrown. However. these opposing attitudes were all really much singular and didn’t truly complect. eve nts such as the Russo-Japanese war and Bloody Sunday were important in uniting the categories together into a revolution. Without these. there may hold been a revolution at some point. but surely non in 1905. The Russo-Japanese war of 1904-1905. was seen before-hand as an easy triumph against a ‘backward nation’ . The authorities intended to debar attending from its economic and societal troubles and raise the Russian population’s morale and addition degrees of nationalism within Russia. In fact. the war did rather the antonym. as Russia was defeated in a affair of hours at the conflict of Tsushima. which was a immense blow to Russia’s assurance and caused countrywide embarrassment. Peoples blamed the licking on the czar and his incompetency to govern Russia. The war was important as it sped up the resistance towards the tsarist system and unified them in a sense. as the humiliation was a shared feeling across all the categories. as opposed to before where the resistance between societal categories was really much sole. as they were both angered by different jobs. This was the first clip they were all dissatisfied with the authorities for the same ground. but is non the most of import ground for the eruption of the 1905 revolution. as the opposing positions towards the province within the categories were needed foremost. for there to even be an event that unified them. Now that the societal categories were united with they needed a major event to happen. that would warrant a revolution and besides spark indignation amongst Russia. This event was Bloody Sunday. Bloody Sunday was a direct consequence of attitudes towards the authorities. Bloody Sunday was intended to be a peaceable March. led by Father Gapon. where a request from the workers was to be handed to tsar. pleading with him to utilize his authorization to alleviate them of their atrocious conditions. as they were acquiring desperate. The sudden reaching of immense crowds sparked terror within the constabulary. who fired at the crowds on the tsar’s orders. Two 100 people were killed and many were injured. The incident was viewed as a calculated slaughter of the inexperienced person by the tsar’s resistance and badly damaged the tsar’s already deteriorating repute. Bloody Sunday resulted in countrywide upset in Russia and was the straight-out cause of the 1905 revolution. Although Bloody Sunday was the immediate cause of the 1905 revolution. it’s non the most of import ground for the revolution. Arguably. the challenging of the tsarist system was necessarily traveling to go on. Bloody Sunday or non. as the attitudes of the Russian people were approaching interrupting point from the mortifying licking of Russian in the war against Japan. which is the most of import ground for the eruption of the 1905 revolution. as it efficaciously unified the categories in resistance.

History of ballet in canada essays

History of ballet in canada essays "Magnificence, extravagance, artificiality, a tiny society in which everyone knew every detail of everyones life." The preceding sentence best described the court of Louis XIV, the Sun King, and it was into that world that professional ballet was born. Louis was an accomplished dancer and appeared in many court ballets from the age of twelve until he was thirty-two. Though he continued to perform his favorite ballroom dances, various affairs, such as his sense of royal dignity forced Louis to give up court ballets. At the age of fourteen, Louis delivered the performance, which identified him and gave him his popular image. It occurred towards the very end of a thirteen-hour performance when he entered as the "Rising Sun". Many depicted his performance as mere coincidence for he was indeed as brilliant and powerful as the sun, yet at such a young and rising age. He lived to the age of seventy-two, rarely experiencing an illness in his life. Two definitions of dance exist. One written fifty years before Louis was born and the other shortly after his death show his influence helped to make order out of confusion. In 1588 Thoinot Arbeau, a dancing master defined dance as the following: "Dancing, so to speak, is to jump, to hop, to prance, to sway, to tread, to tiptoe, and to move the feet, hands, and body in certain rhythms, measures, and movements consisting of jumps, bendings of the body, straddlings, limpings, bendings of the knees, risings on the tiptoes, throwings-forward of the feet, changes and other movements." The change is shown by John Weaver defining dance as the following in 1721: " Dancing is an elegant and regular movement, harmonically composed of beautiful attitudes and contrasted graceful postures of the body, and parts thereof." For the first hundred years of professional ballet, its centre of development remained firmly in Paris, where Louis had placed it. Many changes continued to evolve to ...

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HISTORY - Essay Example The revolutionaries, who were driven by the urge to attain sovereignty, had several advantages over their enemies. This was due to the fact that they had a wide knowledge on the geography of their surroundings as they were fighting on their home grounds and as such they were able to plan on their attacks and also to escape from their attackers (Harvey 2005 p 65). Due to their large numbers and the will to survive, the revolutionaries were able to offer high resistance to the army which had fewer personnel though well equipped. This was enhanced by the uprisings that came from different sides diverting the attention of the military which resulted to the army distributing the few soldiers they had across a wide area weakening their defense. Reinforcement for the soldiers took long since they had to be ferried from their home countries while that of the patriots was readily available and this strengthened their defense and attack mechanisms (Harvey 2005 p 78). The revolutionaries also had a well organized army which was unified and with a lot of support. They also had generals who were capable of making good decisions that minimized chances of landing into unnecessary trouble out of poor risk evaluation. However, there were some short comings that arose from their ill equipped forces who could not match the equipment of their enemies. Their supply of ammunition was limited unlike the military which had constant supply of food and ammunition from their government (Harvey 2005 p 102). This resulted to high numbers of casualties and deaths on the side of the revolutionaries. They also lacked the skills to match those of the military due to their poor training, which resulted to caress mistakes that gave the military an opportunity to seize and manage to kill them. They were also disadvantaged by the lack of food to sustain them while in the

Real Estate in America Essay Example | Topics and Well Written Essays - 750 words

Real Estate in America - Essay Example According to the expert analysis the wide involvement of real estate in equally the 1984-88 booms plus the 1988-92 bust in innovative England has been well acknowledged. A theatrical rise in housing prices fueled customer expenditure, building employment prolonged additional than 50 percent, and in general employment enlargement was concerted in "inhabitants serving organization." (Browne, Lynn F., 2002) According to the expert reports and analysis, 72 percent of all bank lend throughout the explosion was collateralized through real estate, and real estate loans accounted for other than 90 percent of Bank of New England's losses. Advanced situation rates, lower rents, and senior capitalization rates (distinct below) led to pointed declines in profitable real estate values. Analogous real estate association in the financial cycle had been recognized earlier in Texas and was experiential afterward in California, Alaska, and Hawaii of America. If we analyzed then we come to know that the latter was dangerous to Primo's policy to swim through the big fish, since considerable deals now need the backing of real estate titans. "There are trillions of dollars of assets stand for by New York association that spend crosswise all asset classes," says Primo (Case, Karl E., 2005, 83-92). If we analyzed the marketing effor... But flouting into the real estate asset advisory trade was chiefly challenging. Moreover, the country was mired in a depression, the real estate market was firm hit, and no recognized white-owned organization in the U.S. was willing to take a possibility on two fairly unknown black men in such unfortunate marketplace conditions (Clayton, Jim. 2005, 341-63). Subsequent to lots of failed attempts to get hold of startup capital from U.S. firms, Primo and Carter determined to look overseas. They logical that they knew the U.S. market improved than some European companies so race would be less of a issue and that it was a good time for a overseas firm to buy into the American marketplace since real estate prices was miserable. Consequently they approached Chesterton worldwide, a 200-year-old, London-based real estate corporation. Moreover, Primo and Carter used Chesterton's early investment to wrap operating expenses awaiting they got their primary big break in 1993, when the state of Connecticut gave them $100 million of the state's retirement fund finance to straight, which they located more often than not in real estate investment properties (Miles, Mike, and Nancy Tolleson. 2003). According to the expert analysis, Trilogy gives Capri retail real estate securities asset funds that are deal in the public markets at a time when shareholder attention in real estate securities is growing. Primo approximation the market for real estate securities at almost $300 billion and rising, and he vows to take advantage of on that enlargement. Conclusion In synopsis, profitable real estate is a important part of the nation's collection of assets. The market nowadays is as strong as it is ever been, through no clear signs of overbuilding. While commercial real estate markets stay

Gender Bias In Education Education Essay

Gender Bias In Education Education Essay At the heart of the gender bias conundrum are questions of male marginalization, stereotypes and gender identity and female subordination. These concepts will be explored throughout this paper as the basis for gender dialogue. At one of the spectrum is a gendered curricula and at the other end teaching. Studies on gender in the Caribbean has focused largely on issues surrounding gender differential curricula and access(on students more than teachers)This paper focuses is an attempt at both sides. Gender can be defined as set of behaviours, roles and positions which can be socially and culturally attributed to men and women. Gender is constantly shaped through social and cultural experiences which are expressed through the attitudes, value and behavioural characteristic of interpersonal intereaction.(2002, Leo-Rhynie and Pencle). The gender process is a difficult one which commences at birth and is continuously reinforced throughout life. The idiosyncracies demonstrated by gendered groups in society has implications for the identities adolescents develop and to a large extent determine the careers and lifestyles chosen. Gender bias implies some form of preference, inclination and prejudice for one sex over another. Education (that is access, enrolment, participation, performance and achievement) emerges as the arena in which both academic analyses and popular perception locate male marginalization.(2003,Barriteau, p.326). Feminist theorists like Sadker (1994) believe that whilst girls and boys sit in the same classrooms, using the same books, listening to the same teacher, they receive different education. In fact, upon entering school, girls perform equal to or better than boys on nearly every measure of achievement, but by the time they graduate high school or college, they have fallen behind. (Sadker, 1994) However, discrepancies between the performance of girls and the performance of boys in elementary education leads some critics to argue that boys are being neglected within the education system: It is no wonder Errrol Miller posited his maginalization thesis indicating the biases that existed in education and gender socialization However, if it is that males are marginalzed leading to fewer graduates from secondary and tertiary institutions;how is it possible that they are the ones selected for executive positions?Central to this discourse is the concern that men are missing from the higher echelons of the family, classroom and laborforce.(2006, Lindsay). Schools serve as an important agent of socialization in society. There are gendered rules and regulations that are reinforced in schools.Teachers play a pivotal role in accepting behavior that are socially appropriate and rejecting the inappropriate ones. Their roles serveas models in creating gender identity. In a study of British schools (1988,Mahoney) noted that giles had already started practicing their secretarial role for their male counterparts, as they were expected by the boys to provide eraser, ruler and writing materials. In one classroom a boy left his seat and walked across the room to have his bandage fixed by a girl. This provided practice for boys to dominate and the girls to find strategies of resistence. Pencle(1994) observed the sexual division of labour in one jamaican classroom where girls were assigned indoor duties of sweeping and dusting while boys ran errands outside and lifted furniture. From an early age gender stereotypes were instituted in childrens lives by the various agents of socialization(church, family and school responsible for educating boys and girls. Literature is another area where the reinforcement of stereotpical views are orchestrated and administered. According to Pencle Leo-Rhynie (2003), textbooks à ¢Ã¢â€š ¬Ã‚ ¦provides an inaccurate view of society to young people, a view which devalues the role of women.(p.204).They further cited research done by King and Morrisey(1988) whose examination of contemporary text history, geography and social studies utilized by teachers and students in preparation of the Caribbean Council Examinations(CXC); concluded that these books reinforced conventional societal views of patriarchy and male domination. The language in the books did not include women and exhibited them as playing passive, subordinate and menial roles. Additionally, Whitely(1994) ananlysed Integrated science books used in lower grades of Jamaican schools. He discovered that considerable male bias in these texts and questioned the influence it had on girls choice of studying science. Pencle and Leo-Rhynie asserted that the programmes pursued by girls reveal and obvious attraction to the helping professions such as teaching and nursing. Education has been considered as the key vechicle of mobility and social change in the Caribbean. Thus, education is a tool of persuausion and has been instrumental in gender role socialization and thus gender identity. Teachers have played an enormous role in the process so much so that the historiography over the last 30 years have given much attention to what is coined as the feminization of the teaching profession (Downes, 2003, p.303). Errol Millers Marginalisation of the Black Male and later Men At Risk was an empirical analysis of schools teachers in Jamaica in the period 1837 to 1990. Millers underlying thesis is that men have a right to the resources of the state and society over and above women. Many theorist have labeled Millers thesis as flawed as male marginality has stemmed from gender biased methodology rather than from reality. Lindsay, 1997). She believes that the marginalization thesis is a reinforce of the age old patriarchal mandate that women are a inferior and l esser being. Barritean(2003, p350) ciites Chevannes, whose work on coeducation and performance contradict many of Millers assertions of male performance, underachievement and education. Chevannes conclude that there are biases operating in the selection of certain subjects as opposed to others, and there is no evidence to suggest that girls routinely out perform boys, but ample evidence of gender performance both ways in specific subject areas. At very early ages, girls begin defining their femininities in relation to boys. One study of a third grade classroom examined four self-sorted groups of girls within the classroom: the nice girls, the girlies, the spice girls and the tomboys. Through interviews researcher Diane Reay found that nice girls was considered a derogatory term indicating, an absence of toughness and attitude. (Reay, 2001) Furthermore, the girlies were a group of girls who focused their time on flirting with and writing love letters to boys, the tomboys were girls who played sports with the boys, and the spice girls espoused girl-power and played rate-the-boy on the playground. Reays research shows that each of the groups of girls defined their own femininities in relation to boys. (2001) The Reay study further demonstrates how socialization of girls occurs at the school level by tolerating different behaviors from boys than from girls. Assertive behavior from girls is often seen as disruptive and may be viewed more negatively by adults. In Reays study, the fact that the spice girls asserted themselves in ways contrary to traditional femininity caused them to be labeled by teachers as real bitches. (2001) This reinforces the notion that girls misbehavior to be looked upon as a character defect, whilst boys misbehavior is viewed as a desire to assert themselves. (Reay, 2001) Clearly the socialization of gender is reinforced at school, Because classrooms are microcosms of society, mirroring its strengths and ills alike, it follows that the normal socialization patterns of young children that often lead to distorted perceptions of gender roles are reflected in the classrooms. (Marshall, 1997) Yet gender bias in education reaches beyond socialization patterns, bias is embedded in textbooks, lessons, and teacher interactions with students. This type of gender bias is part of the hidden curriculum of lessons taught implicitly to students through the every day functioning of their classroom. In Myra and David Sadkers research, they noted four types of teacher responses to students: teacher praises, providing positive feedback for a response; teacher remediates, encouraging a student to correct or expand their answer; teacher criticizes, explicitly stating that the answer is incorrect; teacher accepts, acknowledging that a student has responded. The Sadkers found that boys were far more likely to receive praise or remediation from a teacher than were girls. The girls were most likely to receive an acknowledgement response from their teacher. (Sadker, 1994) These findings are confirmed by a 1990 study by Good and Brophy that noted that teachers give boys greater opportunity to expand ideas and be animated than they do girls and that they reinforce boys more for general responses than they do for girls. (Marshall, 1997) Gender bias is also taught implicitly through the resources chosen for classroom use. Using texts that omit contributions of women, that tokenize the experiences of women, or that stereotype gender roles, further compounds gender bias in schools curriculum. While research shows that the use of gender-equitable materials allows students to have more gender-balanced knowledge, to develop more flexible attitudes towards gender roles, and to imitate role behaviors contained in the materials (Klein, 1985) schools continue to use gender-biased texts: Once teachers have recognized their gender-biased behaviors, they need to be provided with resources to help them change. In their study focusing on how the effects of a gender resource model would affect gender-biased teaching behaviors, Jones, Evans, Burns, and Campbell (2000) provided teachers with a self-directed module aimed at reducing gender bias in the classroom. The module contained research on gender equity in the classroom, specific activities to reduce stereotypical thinking in students, and self-evaluation worksheets for teachers. The findings from this study support the hypothesis that female students would move from a position of relative deficiency toward more equity in total interactions. (Jones, 2000) This demonstrates that teachers who are made aware of their gender-biased teaching behaviors and then provided with strategies and resources to combat bias are better able to promote gender equity in their classrooms. However, beyond changing their own teaching behaviors, teachers need to be aware of the gender bias imbedded in many educational materials and texts and need to take steps to combat this bias. Curriculum researchers have established six attributes that need to be considered when trying to establish a gender-equitable curriculum. Gender-fair materials need to acknowledge and affirm variation. They need to be inclusive, accurate, affirmative, representative, and integrated, weaving together the experiences, needs, and interests of both males and females. (Bailey, 1992) We need to look at the stories we are telling our students and children. Far too many of our classroom examples, storybooks, and texts describe a world in which boys and men are bright, curious, brave, inventive, and powerful, but girls and women are silent, passive, and invisible. (McCormick, 1995) Furthermore, teachers can help students identify gender-bias in texts and facilitate critical discussions as to why that bi as exists. Departments of education should be providing mandatory gender-equity resource modules to in-service teachers, and gender bias needs to be addressed with all pre-service teachers. Educators need to be made aware of the bias they are reinforcing in their students through socialization messages, inequitable division of special education services, sexist texts and materials, and unbalanced time and types of attention spent on boys and girls in the classroom. Until educational sexism is eradicated, more than half our children will be shortchanged and their gifts lost to society. (Sadker, 1994). With the emergence of feminist movements and human rights groups, steps have been taken to address gender bias, a historical bias that has pervaded humanity for centuries. The creation and utilization of gender neutral terms and the entrance of men in tradionally females roles and women in male roles has been greeted with mixed feelings. There is still much to be done to correct the imbalance, a st ep which will require the merging and coming together of many social groups that have defiantly kept the barriers.

Smoking Cigarettes :: Argumentative Persuasive Example Essays

In 1990, 72 million bottles of a popular mineral water were voluntarily recalled because of small traces of benzene. The smoke from one pack of unfiltered cigarettes has as much benzene as 169 bottles of the contaminated water. Main points What’s in a cigarette? What’s are the effects What’s a smoking addiction What’s in a cigarette? In a cigarette there are many bad substances. Some of them that are listed behind me are: Carbon monoxide, Nitrogen oxides Hydrogen cyanide, Ammonia, Nicotine, Tar, and many other toxic irritants. Tobacco smoke is a mixture of gases and small particles made up of water, tar and nicotine. The tar is a mixture of hundreds of toxic chemicals, many of which are known to cause cancer. The high temperature from the burning end of a cigarette is like a miniature chemical factory. It puts out many more chemicals than are found in tobacco that has not been lit. Altogether more than 4,000 chemical compounds have been identified in tobacco smoke. The chemicals that cause cancer are mainly in the tar. Tar, together with some of the irritant gases, may also be partly responsible for chronic bronchitis and emphysema. Nitrogen oxides are suspected, but the main agents responsible are not yet known. Neither nicotine nor carbon monoxide causes cancer, but they probably work together as causes of the heart diseases associated with smoking. What is an addiction? A smoking addiction means a person has formed an uncontrollable dependence on cigarettes to the point where stopping smoking would cause severe emotional, mental, or physical reactions. Everyone knows that smoking is harmful and addictive, but only a few people realize just how dangerous it can be and how addictive it is. Chances are that about one in three smokers who do not stop will eventually die because of their smoking. On average, they will die 10 to 15 years earlier than they would have died from other causes. Most smokers’ want to stop and do try, but only one in three people try to stop permanently before age 60. By this time there body has been deteriorating. The reason why so many people fail to stop is because they are addicted. Nicotine is the drug in tobacco that causes addiction. It is absorbed and enters the bloodstream, through the lungs when smoke is inhaled, and through the lining of the mouth. Nicotine is drug that affects the activity of the brain. It als o has a relaxing effect, especially at times of stress.