Compare Joy’s present job Essay

1. Compare Joy’s present job to what you think her previous job as a salesperson might have been. How are they similar? How are they different? Joy’s position as regional sales director is similar to her previous job as salesperson in that both are people-oriented. In the job as salesperson, she would have met with clients, traveled, and dealt with many people face-to-face. As a salesperson, however, she was in control of her own time. Her present job involves working through other people, and she must cope with many problems. The job is fragmented and involves communicating and negotiating. Thus, the managerial position is much broader in scope and contains many more day-to-day problems and interruptions. 2.What managerial skills are depicted in the case? Which skill is most important for Joy to possess? Why? Human and conceptual skills are most important in Joy’s present job–especially human skills. She works with subordinates, peers, and superiors–all requiring good human skills. 3. Why do you feel Joy may be disenchanted with her present job? The disenchantment may result from unrealistic expectations about the sales director’s job. Many people who have excellent technical skills and succeed at a technical job expect to continue performing the same tasks when they become managers. But as one moves up the management hierarchy, the various management functions become more important, and they require human and conceptual rather than technical skills. People who succeed as managers enjoy the opportunity to perform these functions and display these skills. For Joy, the greatest frustration seems to be her inability to control her own time and the need to work through other people, many of whom may disagree with what she is trying to accomplish. Thus, the key management issues become persistence and frequent negotiations.

God Is Black: Examine the Uses of Religious Imagery in the Fire Next Time.

‘God is black’ (The Fire Next Time). Examine the uses of religious imagery in The Fire Next Time. The Fire Next Time includes many religious images concerning race, ethnicity and culture. The first essay, My Dungeon Shook, is a letter from James Baldwin to his nephew, in an attempt to â€Å"strengthen [him] against the loveless world. † The second, Down at the Cross, explores the background experiences that shaped his view of the world, and allowed him to give the advice in the previous essay.Throughout Down at the Cross, Baldwin examines the â€Å"white God† of his Christian youth, and the â€Å"black God† preached by Elijah Mohammed and the Nation of Islam. Although Baldwin acknowledges both groups’ achievements, he is ultimately critical of their ideologies. Baldwin becomes disillusioned with his church; he feels the â€Å"slow crumbling of my faith, the pulverisation of my fortress† after practicing as a preacher for 3 years. Simila rly, he rejects the Nation of Islam’s ideology that God is solely for the black community, and that â€Å"the white man [†¦] is a devil. Baldwin uses religious imagery to advocate a policy of acceptance, of love between black and white. He argues that by making God colour-conscious, and by belonging exclusively to one race, each group is guilty of legitimising and strengthening the racial hatred and discrimination of the time. Baldwin makes it perfectly clear that he values the church. He describes his childhood, in which it saved him from the sordid drugs, prostitution and gambling on the street. He describes his time in the pulpit as â€Å"very exciting,† and confesses that nothing else in his life could â€Å"equal the power and the glory† that he felt while leading a congregation.The language he uses to describe the fervor, the experience, of his sermons is remarkably literary. His personal feelings are clearly being recalled here, as he allows himself to be swept up in the â€Å"fire and excitement that [would] sometimes, without warning, fill a church, causing it [†¦] to ‘rock. ’† This imagery is very visual, as Baldwin allows the reader into his personal view of the church. This strengthens his argument, as it gives it authenticity. However, this does not show the full picture. The Church and the street are linked by Baldwin later in the essay when he asks whether heaven is â€Å"merely another ghetto. This could be seen to be a reference to New York’s status as a ‘safe haven,’ away from the lynching and segregation in the Southern states, however in reality New York was crowded and dangerous. It could also be a reference to how the Church itself is not able to help the black population. It connects the Church and the street, and to some extent brings the dangers of the street into the church itself, something that is expanded upon later when Baldwin complains of the â€Å"ugly an d unctuous flirtatiousness† that he experienced in his Church. This sentence defines the Church, with how it promises much but delivers so little.Baldwin understands what he is arguing against, as he spent 3 years of his childhood totally immersed in its ideologies, and it is only now that he can pick apart its restrictions and failures. `It is these restrictions and failures that cause Baldwin to reject his faith. He comes to realise that â€Å"there was no love in the church. It was a mask for hatred and self-hatred and despair. † He starts to see that instead of practicing a message that God loves everybody, the Christian church protects and loves only those that believe the same thing as them. What he found most disturbing was that this love â€Å"did not apply to white people at all. This split between believers and non-believers did not fit with Baldwin’s theory of acceptance and integration, as he saw is as an example of hypocrisy at the heart of the chur ch. This imagery can be seen to mirror that of segregated America, except it is whites who are marginalised and discriminated against. It perpetuates the notion that black and white are different, and cannot co-operate together. Baldwin fears that it is these teachings – that the black community should not attempt to reconcile with the whites, but should exclude and dislike them – that is the first road block on the journey to racial equality.He believes that â€Å"we cannot be free until they are,† as it is black people who must learn to love those that do not show them love in return, before the white oppressors will come to realise, and therefore be free of, their crimes. Baldwin uses religious imagery to reveal the hypocritical behavior of his fellow preachers. He says that he â€Å"knew where the money for ‘The Lord’s work’ went,† indicating not only that he realised that church money was being stolen and spent by preachers on the mselves, but also the use of inverted commas reveals that Baldwin is rejecting that Church work really helps people at all.It gives it an element of sarcasm, by subverting the framework that he used to preach and turning it into a comment on the failure of the Church’s ability to help, Baldwin shows the depth of his disillusionment. Baldwin’s time in the church also helped him come to realise that racism exists even at the heart of Christianity. He states: â€Å"I realised the Bible had been written by white men. I knew that, according to many Christians, I was a descendant of Ham, who had been cursed, and I was therefore predestined to be a slave. [†¦] My fate had been sealed for ever. †¦] It seemed, when one looked out over Christendom, that this was what Christendom effectively believed. † Baldwin uses Christian imagery in order to highlight its flaws. He reveals an institution that offered nothing more than a vengeful God, who did nothing to help b uild constructive relations between black and white people. The refusal to accept white and black together reveals an institution that is bound by parochialism. As B. Pakrasi has said before, â€Å"Baldwin sees the seeds of hatred and acrimony embedded in the dogma of Christianity perpetuating the belief of a white God. †Another facet of religious imagery that Baldwin critiques is the notion that there is a ‘black God. ’ This is part of the ideology of the Nation of Islam, a group led by Elijah Mohammed, but also closely associated with the radical activist Malcolm X. Baldwin expressly praises the Nation of Islam, as he believes they have succeeded where Christianity failed. Mohammed was able to â€Å"heal and redeem drunkards and junkies, to convert people who have come out of prison and keep them out, to make men chaste and women virtuous,† however Baldwin disagrees with one crucial aspect. The Nation of Islam allows for no integration between black and white.Mohammed sees the white population as â€Å"devils,† and links them to being sinners. Baldwin contends this, as he argues that if one is to adopt the theory that all white people are sinners, they open themselves to the â€Å"gates of paranoia,† as they become incapable of distinguishing between an actual threat and an imagined one. In a society that was so hostile towards blacks, Baldwin admits that this is an extremely hard trap to avoid, but he maintains it is necessary to try, because otherwise they will see all whites as an enemy, and will never integrate and build better relationships.Baldwin makes it clear to Mohammed that he has no intention of overthrowing the white population. He says to the table that given the choice between dying with his white and black friends, and living but at their expense, he would choose death. He thinks to himself â€Å"I love a few people and they love me, and some of them are white, and isn’t love more important tha n colour? † Again, Baldwin is using the religious imagery of the devil, the sinners and above all the black God to highlight the weaknesses and hypocrisies in the Nation of Islam’s ideologies.He is pushing forward his own courses of conduct; love and integration with both white and black. He sees no reason why there should not be a black God, but he believes that when a group attaches Him solely to their race, it becomes something else. It gives that God a new meaning, as it encourages His followers to hate the opposing race. He finds this on both sides, both with Christianity and Islam, and is ultimately unable to accept either doctrine. Baldwin sees a mirror image in the Nation of Islam’s treatment of white people, and their treatment of blacks. Harvey G.Simmons sees this, saying that Baldwin rejected the Nation of Islam because â€Å"its methods are infused with the same fanaticism and hatred that the Negro faces in white society. † James Baldwin uses r eligious imagery in The Fire Next Time in order to critique both the Christian church, and the Nation of Islam. He finds them both lacking, as he comes to the conclusion that neither advocates a policy that allows for an increase in co-operation between black and white people. Instead, they are insular, only caring for themselves and are unwilling to truly share the love of God with everyone, black or white.This is what Baldwin wants. He articulates his message in his letter to his nephew, saying that â€Å"you must accept them and accept them with love. For these innocent people have no other hope. They are, in effect, still trapped in a history which they do not understand; and until they understand it, they cannot be released from it. † He is using these essays to attempt to speak to the American public, to urge them to take a stand and speak out against the discrimination. Throughout My Dungeon Shook James uses the personal form of â€Å"I,† giving his letter perso nal emotional ties.It also makes his message more human, and helps establish empathy before his appeal in Down at the Cross. Down at the Cross uses terms such as ‘we Americans’ repeatedly, which shows that Baldwin is attempting to unite everyone, both black and white. For him, religion is short sighted and controlling, it doesn’t follow through with its promise that God loves everybody, because as Baldwin points out; â€Å"If His love was so great, and if He loved all his children, then were we, the blacks, cast down so far? Word Count – 1811 Baldwin, James, The Fire Next Time(London: Penguin, 1964) Bloom, Harold, James Baldwin (New York: Infobase Publishing, 2007) Hardy, Clarence E. , James Baldwin's God: Sex, Hope, and Crisis in Black Holiness Culture (Tennessee: University of Tennessee Press, (2003) Pakrasi, B. , ‘Review: The Fire Next Time by James Baldwin,’ The Journal of Negro History, 50. 1 (1965) ;http://www. jstor. org/stable/2716413 ? amp;Search=yes;searchText=baldwin;searchText=%22the+fire+next+time%22;list=hide;searchUri=%2Faction%2FdoBasicSearch%3FQuery%3D%2522the%2Bfire%2Bnext%2Btime%2522%2Bbaldwin%26acc%3Don%26wc%3Don;prevSearch=;item=1;ttl=312;returnArticleService=showFullText; [accessed 20th November 2011] Simmons, Harvey P. , ‘James Baldwin and the Negro Conundrum,’ The Antioch Review, 23, 2 (1963) ;http://www. jstor. org/stable/4610523? seq=3;Search=yes;searchText=baldwin;searchText=%22the+fire+next+time%22;list=hide;searchUri=%2Faction%2FdoBasicSearch%3FQuery%3D%2522the%2Bfire%2Bnex %2Btime%2522%2Bbaldwin%26gw%3Djtx%26acc%3Don%26prq%3D%2522the%2Bfire%2Bnext%2Btime%2522%26Search%3DSearch%26hp%3D25%26wc%3Don;prevSearch=;item=2;ttl=312;returnArticleService=showFullText;resultsServiceName=null; [accessed 20th November 2011] ——————————————– [ 1 ]. James Baldwin, The Fire Next Time (London: Penguin, 1964) [ 2 ]. Baldwin, p. 15 [ 3 ]. Baldwin, p. 62 [ 4 ]. Baldwin, p. 62 [ 5 ]. Baldwin, p 37 [ 6 ]. Baldwin, p. 60 [ 7 ]. B. Pakrasi, ‘Review: The Fire Next Time by James Baldwin,’ The Journal of Negro History, 50. (1965) p. 61 [ 8 ]. Baldwin, p. 35 [ 9 ]. Baldwin, p. 37 [ 10 ]. Baldwin, p. 36 [ 11 ]. Baldwin [ 12 ]. Baldwin, p. 58 [ 13 ]. Baldwin, p. 40 [ 14 ]. Baldwin, p. 41 [ 15 ]. Baldwin, p. 18 [ 16 ]. Baldwin, p. 39 [ 17 ]. Baldwin, p. 38 [ 18 ]. Pakrasi, p. 60-61 [ 19 ]. Baldwin, p. 64-65 [ 20 ]. Baldwin, p. 60 [ 21 ]. Baldwin, p. 61 [ 22 ]. Baldwin, p. 64 [ 23 ]. Harvey G. Simmons, ‘James Baldwin and the Negro Conundrum,’ The Antioch Review, 23, 2 (1963) p. 252 [ 24 ]. Baldwin, p. 16-17 [ 25 ]. Baldwin

Comparing a Past Decade with Todays Economy Research Paper

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Theory - Essay Example Then cubism is a specific component of his technique, modern style as well. In modern style, Le Corbusier recognises the factors governing the period and establishing its form. And modern style enabled him to achieve his cubistic goals in architecture’s three-dimensional styles (Saeter, 2011). This essay explores the work of Le Corbusier, examining the specific ways in which he had developed a relationship with theory in his work. Exploring Le Corbusier’s Spatial Design Ideas In essence, Le Corbusier’s buildings look like totally devoid of all material weights. Cubes of air enter their fully open forms; huge spaces of glass enhance their clearness. Several of his buildings are elevated, and beneath the structure the garden is constructed like a veranda. In several of these structures, the interior is made, similar to a studio, having only one room the parts of which is partitioned into many units, different in size and form, not detached from one another, and del ineated merely by arched screens or low room dividers (Farmer & Louw, 1993). And a huge mechanism of zigzagging or traditional staircases, of hallways and ramps, constructed like terraces, is applied through the different levels so as to achieve the needed link between these free room divisions (Samuel, 2007). Le Corbusier is indeed a very bold designer. With his artistic talents, commitment, and determination he always prospers in creating a form which through its visual appeal convinces even though it does not logically persuade. The most adventurous models of his spirited talent, revealing all aspects of his artistic skills, are embodied in such structures like Villa Savoye and Villa de Monzie (Crow, 1989). These structures show all the selections of his successful art of architectural arrangement. In fact, all facets in these structures are organised in harmony with cubistic art. Figure 1. Example of Cubistic Architecture (image taken from http://www.google.com.ph/imgres?imgurl= &imgrefurl=http%3A%2F%2Finthralld.com%2F2013%2F02%2Fcubist-inspired-rieteiland-house-by-hans-van-heeswijk-architects%2F&h=0&w=0&sz=1&tbnid=FA2blesTdOQRbM&tbnh=190&tbnw=266&zoom=1&docid=kpyqE9GpE_T70M&ei=d7jIUtOaMo2OiAfit4CADQ&ved=0CAQQsCUoAQ) Even though he created an architectural style which employed modern methods and materials and which constantly aspired to convey the meanings and embody the way of life of the 20th century, Le Corbusier viewed architecture as an on-going discipline and argued that important principles learned from the earlier times could be re-created in ways which would be suitable to the contemporary period. The creative years of Le Corbusier were witnessed during the early 20th century, when it was widespread practice to adopt from previous techniques, employing forms of Byzantine, Gothic, or Classical architecture, based on the function a structure had to fulfil (Roth, 1993). Yet, Le Corbusier abandoned this barren style of reproduction and rather thoroughl y examined those features of previous styles which he believed went beyond their period and which he thought stayed applicable to the 20th century. Le Corbusier firmly believed that forms strongly influence people’s senses and that designers can affect emotions through their structures of form. These arrangements address organisational and structural demands and how

Firm Creation Assignment Example | Topics and Well Written Essays - 750 words

Firm Creation - Assignment Example I was also responsible in finding and assembling the present team who like me are averse to working under others. I will be an active partner who will be responsible for marketing and sales of our skills. Brian: Brian will be the core person in the team since he is the only one at present with the technical qualification needed in our business. He is certified by the Professional Aviation Maintenance Association (PAMA) in non-destructive testing of airframes. He is also a qualified Six Sigma specialist in addition to taking a four year course at a business school and two year course in mechanical engineering. He is a willing team player, is very organized and willing to innovate and improve processes. He is also familiar with CAD and other basic computer applications. Shelley: In terms of qualification, Shelley is the odd person out in our team. She is a qualified medical assistant but is willing to take the administrative responsibilities of our firm. She is also a team player and is motivated enough to take on responsibilities. She has basic computer skill and working knowledge certain MS Office applications. Nikki: Nikki is a born leader and will act as the managing partner of our firm. ... Each of these needs to comply with safety regulations formulated by the Federal Aviation Administration and it includes airframe safety also. Accidents and subsequent rescue efforts are also a concern. New digital distress beacons called Emergency Locator Transmitters (ELT) are now available that can locate the name, owner, location and type of aircraft with the help of satellites in case of a crash. But the equipment is costly and owners are reluctant to fit their planes with one. "More than 85% of private planes do not carry the improved beacons even as the government prepares to stop listening Feb. 1 for distress calls from the older, outdated beacons installed on most aircraft." (Levin, 2009). Services provided by SafeAir Consultants: SafeAir Consultancy can provide airworthiness certification with regard to airframes using non-destructive testing methods. Individual owners can be contacted for the purpose of building a client base. SafeAir can act also as a consultant and dealer in motivating owners to use the new ELTs. Their pilots and maintenance staff can also be educated about the usefulness of the ELTs. Skill profiles and suitability for the job: Building a client base can be quite tough for a new business venture. The leadership skills of Nikki and his organizational ability will be very useful in motivating other team members and other marketing staff. His high spiritedness shows an ambitious mind which is essential for any businessman who wants to achieve high growth. Shelley is also a team player and will fit in well as an administrator. She also appears to be an ethical and honest person which is very essential since handling finance is one of her responsibilities. As a family

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Marijuana Should not be Legalized - Essay Example People from these religions want these laws to be removed as soon as possible. The adverse effects of marijuana can never be ignored. Prolonged use may cause severe depression and other mental disorders. Moreover, American government have introduced healthy tax scheme on the cultivation, to discourage the exercise (Svrakic and Lynn 90). Origin By definition, marijuana is an American term for dried flowers and leaves of the cannabis plant. Marijuana is basically harvested from the ‘cannabis sativa’ plant. Cannabis plant, also known as hemp plant, is believed to have originated from central Asia. This plant has been found in tombs in about 8000BCE. Some details were also found about the growth of cannabis in china, for the purpose of gaining fiber from it. Cannabis is very versatile plant. It can grow in almost all climatic conditions. This is one of the reasons of its increasing growth throughout the globe.Marijuana comes from the leaves and the flower of the hemp or the cannabis plant. These parts of the plant contain a substance known as the Tetrahydrocannabinol (THC). This substance gives marijuana its psychoactive properties. From the date of its discovery, people call marijuana by different names. Some of them are Ganja, pot, weed, grass, dope, skunk, wacky tobacco etc. In some countries of the world, Mari juana is called as Marihuana, by replacing ‘j’ with ‘h’.How Marijuana Started Spreading Addiction

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Persuasive Speech - Essay Example I also Monitored student achievement and provided solutions for remediation if needed. I was also an adolescent advisor. My responsibility as a student counselor or advisor was to provide guidance to build leadership qualities within an alternative school setting for staff and vulnerable and at-risk youth that focuses on alliance with other members of the interdisciplinary treatment team. I was also responsible for evaluating the education budget as well as expenditures. I also implemented an effective discipline and attendance policy which improved retention by 25%. This was done in response to a declining class attendance and performance. I established various learning communities and groups in order to promote personalized learning in an environment contributing to growth and development of young minds. As we all know that cultural diversity and sense of community is part of the way world works it was important for me to impart such knowledge to the children in a collective form rather than individually teaching them these lessons. These communities were a success especially because the diversity, innovation and creativeness of different students were shared and everyone helped one another to find their own self and develop an individualistic attitude with an open minded perspective towards others. I also assisted in building partnerships with other schools and agencies within the state to produce opportunities to enhance education, performance and evaluation of students, this open communication allowed the free flow of knowledge and intelligence. I believe that in order to teach children properly you need to devise proper, organized set of steps to lead you towards success. I designed developed and implemented a curricula to meet the diverse learning needs of students which required writing original curricula and modifying existing curricula to meet the individual learning needs and demographic characteristics of the student. I believe in developing and implementing programs that encourage academic excellence and in order to achieve this intelligence a curricula that addresses to individual and diverse needs is very important, this is why I was motivated to work on such an assignment. I selected and worked out suitable individualized instructional plans, guides and materials which focused on skills and techniques necessary for the attainment of a high school diplomas or equivalent degrees in reading, decoding and comprehension; spelling, grammar and English composition; interpreting literature, science and social studies; basic mathematic skills, algebra and geometry, tables and graphs, problem solving, and social skills when deemed appropriate. I also selected, ordered, and used a wide diversity of instructional materials based on the needs of the students and according to their abilities including self-study, programmed materials, and media, etc. As a teacher, it is very important to keep track of the progress of your students so that it is easy to detect if any student if falling behind or if any extra work is required for the benefit of the entire class Therefore I developed a record-keeping system to organize and track student progress through the identified course work, modified the curriculum and carefully selected and created text materials, techniques or a combination of both whenever students

Comparative Analysis - Elie Wiesel and Hilary Rodham Clinton Essay Example for Free

Comparative Analysis Elie Wiesel and Hilary Rodham Clinton Essay The two speeches orated by Elie Wiesel and Hilary Rodham Clinton were delivered in 1995 to influence change. Wiesel’s, ‘Listen to the silent screams’ was delivered at Auschwitz. World leaders and survivors listened as he influenced the audience to act upon racial hatred and religious extremism. Clinton delivered her speech at the United Nations 4th conference on Women’s Rights Plenary Session in Beijing. This is ironic given China’s poor record for human rights violations, particularly against females. Delegates and women from all over the world came to hear her rebuttal, ‘Women’s rights are human rights’. Both Wiesel’s and Clinton’s speeches are relevant today as both their aspirations of human rights for all have not yet been fully realised. Both speakers broadcast their message by addressing the audience through exhibiting their authority and rhetorical devices. Both speakers establish authority and credibility for themselves as speakers and for their cause in different ways. Wiesel is authoritative as he has lived through the Holocaust, whereas Clinton is authoritative as she is an active feminist. Wiesel addresses his audience by using personal pronouns to create equality, â€Å"I speak to you as a man, who 50 years and nine days ago had no name, no hope, no future and was known only by his number, A7713†. This statistical information shows the formality of the occasion and establishes that being in Auschwitz has influenced his view on humanity. He â€Å"has seen what humanity has done to itself by trying to exterminate an entire people and inflict suffering and humiliation and death on so many others. Wiesel does not specifically identify one group of people for doing this; he influences the audience to understand whole of humanity was responsible for Auschwitz. Contrastingly, Clinton establishes her authority by being female, by being indefatigable, and by speaking to and for women from all over the world. She states, â€Å"Over the past 25 years I have worked persistently on issues relating to women, children and families. † This shows she is serious about women’s right, it is something she strongly believes in, and her commitment to the cause is absolute. Clinton has worked on women’s rights for â€Å"the past 25 years†. Not only is she committed, in addition she brings experience. By listing countries in which she has talked to mothers about their issues, â€Å"I have met new mothers in Indonesia Denmark South Africa India Bangladesh Belarus Ukraine Chernobyl †, she highlights her credibility to appear influential and qualified to act as a voice on their behalf. She has met mothers who are voiceless, now she has the responsibility to speak out, to be the one voice that is heard. Both speakers establish their authority by validating their cause and using rhetorical devices . Wiesel uses emotive language and imagery, whereas Clinton appeals to fact. Imagery is used in Wiesel’s speech to capture the surreality of the Holocaust. Clinton uses fact to update the audience with reality of the world, and influences the audience with statistical information. Wiesel uses representative figures of mothers and old men and women, â€Å"Listen to the silent screams of terrified mothers, the prayers of anguished old men and women. † The use of the emotively loaded adjectives ‘terrified’ and ‘anguished’ shows the reader their vulnerability. Prayers’, shows helplessness and desperation as there was nothing they could do but hope. Their prayers went unanswered, as did the silent screams. Wiesel uses anaphora and imperative to influence the reader the dead have never been laid to rest, â€Å"Listen to the tears of children, Jewish children, a beautiful little girl among them, with golden hair, whose vulnerable tenderness has never left me. † Wiesel influences the audience to pity the children, the most innocent of mankind. He achieves this by describing a representative figure who stands for all Jewish children. Through the description of, ‘vulnerable tenderness’ he emphasises the frailty and innocence of children, while showing that this was brutally crushed. There was no mercy. The weak were tormented, the most innocent were sentenced to a death both unimaginable and undignified, â€Å"Look and listen as they quietly walk towards dark flames so gigantic that the planet itself seemed in danger. † The metaphor shows the quantity and mass of the deaths, that people were being murdered on such a large scale that it seemed as if the whole world would be consumed. In contrast to Wiesel, Clinton used statistics throughout her speech to underline the importance of women’s rights. Statistics were used to give the reader an idea of scale, â€Å"Women comprise more than half the world’s population, 70% of the world’s poor, and two-thirds of those who are not taught to read and write. † Incorporating researched data gives realism and urgency. When statistics are used the audience is able to comprehend what is happening and who is involved. By using examples Clinton is telling the audience it should not be a problem as it involves at least half of the world’s population. Clinton gives examples from all over the world of what is happening, one of them being, â€Å"It is a violation of human rights when babies are denied food, or drowned, or suffocated, or their spines broken, simply because they are born girls†. Notice in this it is not only stated as a violation of women’s rights, but a violation of human rights. We are human, and we have rights. The violence needs to stop; in the name of humanity as a whole. Both Wiesel and Clinton are telling the world through the power of rhetoric, that change is needed. These speeches are relevant and persistent today. The issue of effectively opposing religious fanaticism, racial hate, and building gender equality have enduring relevance in all countries. With, â€Å" let us stop the bloodshed in Bosnia, Rwanda and Chechnia; the vicious and ruthless terror attacks against Jews in the Holy Land†, Wiesel is saying humanity has turned on itself before, and suffered before, yet we have not learned. He commands we must â€Å"reject and oppose more effectively religious fanaticism and racial hate†. Allow the Holocaust to be the past, Wiesel urges we must focus on a safer future for our children so that the millions who died in the Holocaust did not do so in vain. Clinton speaks to the world, urging the importance of gender equality, â€Å"Even now, in the late 20th century, the rape of women continues to be used as an instrument of armed conflict†. In this she gives an example of why gender equality needs to occur by giving an example of what is happening today. Both speakers influence the audience through exhibiting their authority and use of power, they show that these issues are pressing and cannot be ignored.

Alcoholic Beverage Should Be Illegal for All Ages Essay Example for Free

Alcoholic Beverage Should Be Illegal for All Ages Essay ?Penalties for drunk driving should be dramatically increased. I strongly believe that penalties for drunk driving should be dramatically increased. When a person decides to drink alcohol there should be thoughts going through their head. A person who drinks alcohol and doesn’t have a designated driver should already know their putting people in danger and going to receive a drastic penalty. On the other hand, for driver’s safety the law should increase the penalties for drunk driving drastically. Not only should their penalty be increased; they should have to participate in effective treatment before they thing about driving under the influence again. D. J. Hanson. (1997-2012) said when drivers drive drunk their speed limit is ten miles higher than their regular speed limit. For instance if a driver is driving 50 miles per hour on the interstate and their under the influence their speed limit is going to 60 miles per hour nonstop. Imagine if there was traffic on the interstate, midnight black outside, and an old lady is only driving 40 miles per hour on the interstate. The driver is under the influence driving 60 miles compared to the elderly lady 40 miles; there’s going to be an sever accident due to the driver driving drunk. This make the old lady be in a reckless predicament. A family has lost a love one and leaves the drunk driver with a DUI. The driver shouldn’t only get charged with a DUI he should go to therapy, rehab, and not be allowed to drive again. Furthermore, even though the drinking again has increased to 21 it shouldn’t make people think its okay to drink and drive drunk. Here’s a quote I found interesting to making penalties dramatically increased. DeWine (R-OH): It is a question of rights the right to have a fair chance on the highway, not to have someone come at you who has been drinking and driving. People have a right to drive on a highway so why should a person who is driving drunk penalty should be increasly severely. Lastly, I think penalities should be dramacticlly increased because I have lost 3 loved ones because somebody was driving drunk. The driver was driving 80 miles per hour on the expressway. When my auntie switched over to the fast lane the driver can full speed ahead and flipped the car 4 times in the air. My auntie wasn’t the only person in the car my 3 year old cousin and my 15 year old cousin. I was following behind my auntie when the accident happened. The funeral was very dreatful. Losing a love one to drunk driving and only getting a DUI isn’t enough. I agree with the statement penatlties should be dramactility increased to those who decides to drive under the incfluence.

Fall Of The Magan Civilization

Fall Of The Magan Civilization The transition of humanity from primitive life which emerged hunting and gathering with agriculture, and living in with small group during the Neolithic to establish city states under administrative authorities in the Chalcolithic ,was a tremendous leap  in the renaissance of humanity, which have significant impact on civilizations flourished in the Bronze Age. This transition had a positive impact on the progress of human knowledge in various fields. Menon ( 2010) in his book distinguishes this age by six characteristics (i) copper and bronze from the age takes its name ; (ii) harnessing of animals power ; (iii) wheeled vehicles ;(iv)the sailboat;(v) the potters wheel; and (vi) bricks (p5). These improvements changed the structure of society. Cities became a center of economy, politic, culture and religions. Societies form depended on a hierarchical system. On top hierarchy was king, priests and armies commanders and in middle farmers, artists and craftspeople and in the bottom slaves. Their economy flourished as result of diversity of occupations as well as religion system which played role to demonstrate people .Finally, Knowledge of writing led kings to record economic transactions and social events(Duiker and Spielovgel,p8). 1:1Emergence of civilizations The earliest city states in the world emergence on the banks of rivers in the Nile in Egypt, the Tigris and Euphrates in Iraq, Indus in India and the Yellow river in China. They prospered as result of availability of natural resources, trade activities and an increase of knowledge (Menon , 2010,p6). These led their neighbors to emergence as result of trade and increased demand on materials which were not available in those civilization. 1:2Emergence of Magan civilization Due to development of Mesopotamia and Harappa and Iran states , many other states emergence and grew as result of trade activities such as Magan ( present day in Sultanate of Oman and United Arab Emirates) , Meluhha (India) and Delmon (Bahrain) (. From first half of the third millennium BC, clay tablets from Mesopotamia recoded trade relations between Mesopotamians estates with these civilizations. Land Oman peninsula one of these states witnessed, from the end of fourth millennium B.C birth of the new civilization called Magan in Sumerian cuneiform and Makan in Akadian cuneiform(Weisgerber 2007,p197,198). The Magan was a major partner in intra-regional trade with the other civilizations like Mesopotamia, Syria, Iran , Indus civilization, Yemen and Horn of Africa by exporting copper and diorite Magan civilization which marked in the history of trading with (Cleuziou ,Tosi,2007,p213). Clay tablets which were found in south of Mesopotamia indicated that they obtained copper from Magan in the 3rd millennium BC. Texts from the reign of King Sargon about 2350 BC stated that Magan and Dilmun (Bahrain) and Meluhha (Indus) ships anchored at harbors of his capital Akkad , loaded and purchased goods including copper, silver, oils, beans, textiles and leather products. Copper was the one important goods that was much required by Mesopotamias states to use it in social and religious purpose. Due to limited availability of this metal, they imported it from their neighbors especially from Magan (Weisgerber 2007, p197,198). Extensive investigations in the Oman peninsula have situated many archaeological sites belong to Magan civilization. The sites Archeologists called this phase Hafit which is attributed to the first site that was discovered on the border of Oman and United Arab Emirates by Danish expedition. The archaeological researches presented the first phases of Magan civilization which as follow: The archaeological studies have shown that the era of Magan civilization which extended from the end of 4th millennium BC to the end of second millennium BC, encountered growth and declined in its economy which reflected to communitys remains which they were found whether in settlements or graves. This essay will track the traces of rise and fall of the Magan civilization from two aspects, mining and copper smelting and tombs of the people of this civilization. 2. The development of Copper production Even though , the chemical analysis for composition of copper samples ,found in the Mesopotamia which have proved that their source was Oman peninsula(Berthoud and Clezuiou,1983,p239,v6,p2), there are some views have tried to link name of Magan to east coast of Iran. The main reason for their orientation is that copper were produced in Iranian side (Clezuiou and Mery,2002,p275). However, Cannot be denied that the copper had a role in the renaissance of civilization in the peninsula of Oman. Investigations and archaeological studies in Oman and the United Arab Emirates over last the years, have indicated that the of Oman mountains range contain a large proportion of copper ore which exists in Ophiolites rocks, extending from Musandam in the north to Masirah island in the south. Therefore, more than 150 copper sites have been found, exploited since the Bronze age until the Medieval ( Hauptmann, Weisgerber and Bachmann, p35). Most of these sites locate in Sumail in interior region, Wadi Andam, Wadi Ibra and Lasail in Sohar (Potts 1978, p35). Archaeological studies of a number of mining and smelting sites have shown that mining and smelting copper were similar in all the Calcholithic and Bronze Age sites. Moreover, the techniques of extraction and production was advanced since the end of the Chalcolithic period, that means they were influenced from Neighbors in the Near East (Weisgerber,2006,p:193,194).These technique began with digging and extracting cupriferous mineral Malachite and Azurite sources by using stone or metal hammers. After collecting ore, it was crushed on stone pestles to small pieces to be able to smelt them later. Then, they were smelted in pear shaped furnaces made of clay (Weisgerber, 2007, p: 197,198), with 50 cm diameter and 60-80 cm height and provided by blowpipes, made of leather used for ventilation. At a temperature of more than 1100c fluid copper flowed into hole the ground of furnaces and formed as bun shape ingot or ingot when they become cooled. Thus, the product is ready for exploiting, wh ether for local use or for exporting (Weisgerber, 2007, p197,198). Copper ingots which were prepared for exporting were transferred to number of ports by using donkeys. Umm-an-Nar in Abu Dhabi in the United Arab Emirates was one of the important ports of Magan civilization. Merchants from Mesopotamia obtained their copper ingot with 1 to 2 kg weight. It might also, there was a internal network trade ,connected internal settlements with those in coastal line which it has still followed in present time .Serg Cleuziou ( 1996,p161) states to this kind of trade network fish processed on various ways (salted ,smoked ,dried) already travelled to the interior and that the coastal settlements moved from a subsistence oriented production to a larger scale export oriented production ,thus becoming fully integrated into the exchange system built around the exportation of copper. Through surveys and studies of archaeological in many mining of copper sites, made possible to make timeline for the development for this industry from 3200 1300 BC. 2:1 Copper production Hafit period (Chalcolithic 3200-2500BC) Copper industry in this period began with simple production. A few of mining and smelting sites were found, but often it is difficult to identify them from other sites, belonging to subsequent periods because of continued exploitation of these sites (Weisgerber,v6/2,p270). However, archaeologists were able to follow attacks of this period through the figments of furnaces and waste (slag) of copper production or through artifacts such as needles which found in tomb at Maysar -25 , halberd from Bat site and fish- hocks in Ras-Al-Hamra site RH-5 Ras al-Hadd HD-6 (Cleuziou,1996,p160) . Extensive studies in mining sites, which were carried out by the German mission from Bochum Museum have indicated that, copper production in this period might be poorly developed and it was fluctuating over the period. In addition, they noticed that copper smelting sites were far from mines. This indicates that copper ore could be transferred to settlements by smelters and donkeys. For example, At Batin site in the Ibra state, which was dated to 2660 BC, many heaps of slag, furnaces fragments and hammer stones ( used for crushing ore and slag) are spread on surface of settlement , but mines are not exist in same area(Weisgerber, 2006,p192) . 2:2 Copper productions in the Umm-an-Nar period (Early Bronze Age 2500-2000BC) Outset of half of the 3rd millennium BC marked to an enormous increase in human activity in copper production. This is indicated by the mining sites which are located in the mountains of the peninsula, stretching from Al-Safawir in the united Arab Emiratis to Masirah Island in Oman ( Hauptmann ).It can be seen also through Mesopotamian clay tablets which began to point out to Megans copper. Copper industrial in this age progresed forward by alloying tin factor with copper to produce bronze, which is harder than the copper ( Prang and Hauptman,p75). It also appears that the Magan and Dilmon have played a role in tin and copper trade in the Bronze Age. This was indicated by the analytical studies of copper and bronze assemblages found in Oman and the United Emiratis. This Scientific evidence dissented previous opinion which said that region did not know has this kind of trading( Weeks,2003,p116). Despite this scientific fact, there some archaeologists such as Michael Prange and Andreas Hauptmann believe that0 tin bronze production started late in central of Oman in the second millennium BC, but it was known in one site in the United Arab Emirates(Yule and Weisgerber,2001,p75). Although this view based on archaeological excavations in some mining sites in central of Oman, there are many other mining sites which have been not studied yet and could give a clear image about b eginning of tin bronze production in central Oman. 2:3 Copper productions in the Wadi suq period (Middle Bronze Age 2000-1300BC) In the second millennium BC, something happened that affected on lifestyle of Magans society. Oases might be abandoned and replaced by nomadic style (Cleuziou and Tosi 2007,p257).There was a widespread perception this change has had a negative effect on copper production during this period, but the large number of copper assemblages which were found at the site of Qattara and Awasit and Nizwa grave continued with extensive production throughout second millennium BC(Velde,2001,p109) .In addition an excavations at Bir Kalhar in Almodhbi and Samad al-Shan state have shown that no change apparent in furnace techniques was similar to previous ages (Weisgerber,2006, p196). The expository article by Weisgerber in 1997 ,successfully demonstrates a clear explanation of fall of Magan in secocond millennium BC the importance. He highlights that the internal political crisis in the Indus civilization ,which was one of the important trading partners for the Magan in the tin trade as well as developing copper production technology in Anatolia in Turkey and Alashia in Cyprus which reduced a copper price, were the main reasons for the collapse of the civilization. Thus, Mesopotamia merchants began to import their copper from new countries(p11). In Magan, copper production began to be limited for domestic uses and bronze assemblage was rarely found (Weisgerber ,2007,p287). 3. The development of funerary architecture Funerary architecture was a major concerned by most old civilizations ,because of strong belief of the existence of life after death. Thus, they have been one of the importance monuments in archaeological studies, especially in social, economic and religious aspects which prevailed in these communities. Tombs On land Oman peninsula are the most remarkable monuments . They can be seen in many places Oman Peninsula , on foothills mountains ranges and in bottom of valleys ( Clouziou and Tosi ,2007,p107). They were the first monuments that attracted many archaeological missions to study history of this civilization. Extensive studies have revealed ,there is gradual evolution in funerary architecture from the end of 4rd to3rd millennium BC and abrupt change in this architecture from the second millennium BC . 3:1 Tombs in Hafit period 3200-2700BC They were labeled these tombs as beehive tombs a well known beehive shape in Europe while some others called them cottages. Regarding the architectural design, these tombs were designed in a way that they have two parallel walls surrounding a circle, oval, square or rectangle burial room the floor of which is covered with stony plates. The walls are built using unpolished stones taken from nearby Limestone Mountains without using mortar. The external view of the temples varies according to the type of stones used in construction; some of them are polished and some are not. The internal wall has soft frontages constructed with a particular type of stones organized systematically with fills of small stones that occurs in between. The width of the external wall is lesser and separated from the internal wall with a fill of small stones. In some cases, a third wall is added to these temples. The burial room is roofed with stones that lean towards the surface so that it appeared to be flat . In some temples, a supportive wall was noticed to be constructed inside burial rooms. The entrance of burial rooms takes the form of triangle or square towards south, east or west. After burying dead bodies, these entrances are to be blocked using stones. Mostly, these tombs are mass graves which contain no less than 3 to 30 skeletons of males and females of different ages and some of them are individual. The corpse will be put by its lateral side squatting accompanied by its funereal belongings including daggers, bead necklaces, stony tools and pottery vessels imported from Jimdat Nasr civilization, Mesopotamia. As we know, inhabitants of that period were not aware of pottery industry yet. They just import it or maybe imitate producing this type of clay. These tombs continued to be used for long periods reaching one or two centuries by family groups each one of which used one tomb or more. At later periods of time, the old skeletons were to be pushed aside and the tomb shall be used for new corpses. 3:2.Tombs in the Umm an Nar period 2700-2000BC By the beginning of 2700 B.C, architecture of tombs changed as result of the economic development of Majan civilization. Most of them were built at the plain close to the dwellings of settlements. They become of bigger size and have more rooms to include more corpses; two to four corpses separated by dividing walls. Some temples include two semi-circle rooms divided by central wall one end of which is linked to the wall of the tomb from inside. Some of them include three rooms divided by two central parallel walls constructed in the middle of the tomb separately and their ends are linked to the internal wall of tomb. Some other temples include four rooms divided by central wall constructed in the middle of the tomb and two small walls branch out from it to form the four rooms. In addition, there is one more type which is a wall dividing the tomb into two halves (picture 15). These tombs have one or two entrances located at the eastern or western side. They are 50 cm higher than ground surface, 60- 70 cm tall and 60 cm wide at the lower part. These entrances are locked using three stones of particular shapes: two in the lower part and one in the upper. The floor of burial room was tiled used flat limestone. The internal walls were built using unpolished stones strengthened with mortar. The external walls or frontages of tombs of early Umm- an-Nar period (2700- 2400 B.C) were built using brown and white limestone. These stones were removed from nearby quarries, transferred to the site and then polished taking the shape of small tangle or square cubes (picture 16). They are made curved to be in the same line with the circle wall. These tombs look very nice and the polished limestone look like pieces of sugar. The diameter of temples of this period was 7 -8 m. By the beginning of late period of Umm-an-Nar, the frontage walls of these become greater. Some of them contain two floors the height of which is about 10 12m and sometimes 14m. They were built by using huge limestone plates reaching 1m height and they were decorated with prominent sculptures comprising drawings of humans, animals and snakes. These drawings help understanding the nature of lifestyle of inhabitants of 3000 BC. The roofs of Umm-an-Nar temples were flattened using huge stony plates. A roof gutter at the external ends of the tomb surface is provided to drain rainwater.

Analysis of Faulkner Short Stories Essay -- essays papers

Analysis of Faulkner Short Stories Response to the Faulkner Short Stories In each of these stories, Faulkner communicates to the reader through very strange characters. In â€Å"Was†, we hear of a story that basically stems around a runaway slave. The two Uncles are very stereotypical. The other owner was also very stereotypical. Basically, in this story, the white men are trying to apprehend a slave that has run off to see his girl. However, the story then progresses into a standoff between the white owners. They bet each other on very arbitrary matters until finally, though the previous bets did hold some weight, the men turn to a deck of cards to settle their disputes. The ironic aspect of all of this is that they end up betting on the lives of the slaves. So, in order to prove their superiority over each other, they use their slaves as leverage. This was one of the times I felt that Faulkner was trying to illustrate the fact that these people seemed hopelessly lost in the old Southern way. What was also very interesting though is that they se emed to treat the slaves fairly humanely. First of all, if a slave had run off in early times, they probably would have beaten him or killed him. Here though, it is a kind of game. It’s a race to see who can get him first. Faulkner also throws into the story the woman who seems to be in love with one of the uncles. This too, was very clever because the new â€Å"southern Belle† was also being communicated to the reader. The Uncles though, are bachelors, perhaps signifying the dying southern gentleman, who is unable to deal with his past, and who will lead his genre of people to extinction. All in all, I liked this story. I didn’t see Faulkner as a racist and I didn’t see any of his charact... ...However, this doesn’t deter Faulkner from writing very complex stories that reflect his literary prowess. Most of his characters can hardly speak correct English, and yet, his pieces are filled with words that even I have trouble discerning meaning from. In particular, Rider’s character is very blue collar. Faulkner communicates this to us in many ways, but has no trouble throwing in phrases like â€Å"the junctureless backloop of times trepan†. This occurs throughout all of these stories. It is like the characters are very natural, they know the environment, the have the skills to hunt, they work hard, and they love each other. But these ideas are contrasted by his writing style and complexity and really blend nicely to create very good pieces of literature. It was just one thing that caught my eye in reading these pieces and I am very envious of this skill he possesses.

Adult Students: Recruitment and Retention :: Education Learning Essays

Adult Students: Recruitment and Retention How to attract and retain adult students is an enduring question for providers of adult education. Adult students must juggle competing demands on their time from study, family, work, and other commitments; their learning goals are often different from those of educational institutions and providers; and their needs and aspirations may change during the education process, sometimes as a result of it. This Brief reviews recent research related to adult student recruitment and retention and provides guidelines for recruiting and retaining adult learners. Adult Students and Persistence Adult students' participation and persistence in educational activities ranging from adult literacy to doctoral programs is a complex phenomenon involving an array of factors. Adults are often affected by situational factors beyond their control—job, health problems, financial problems, legal problems, personal or family problems (Belzer 1998). Likewise, dispositional factors such as expectations, self-esteem, level of family support, and past educational experience, can be barriers to participation (Hubble 2000). Institutional factors such as red tape, program fees, scheduling, and procedures can either help or hinder participation (Quigley 1998). In fact, adult students who drop out are often actually "stopping out"—that is, interrupting their studies but planning to return (Frank and Gaye 1997)—or attending other institutions (Hoffman and Elias 1999). Recruitment Adult participation is shaped by access to program information; recruitment should be viewed as a multistep process of drawing people into programs rather than motivating them to sign up for a single course (Bond, Merrill, and Smith 1997). That process begins with promotional information to prompt participant contact; it continues with a prompt response to initial contacts, providing details by phone or print, and inviting potential participants to a local information session. Follow-up on initial contact is crucial; one study of adults who contacted literacy programs found that the most common reason for not enrolling was not getting a call back (Long 2001). Promotional materials should be inexpensive and eye-catching. They should provide basic information that speaks to potential participants--for example, "It's fun, it's free, it's local and there's assistance with child care" (Bond, Merrill, and Smith 1997, p. 9); and they should stress the nonschool nature of programs. Program information can also be provided in face-to-face contacts-knocking on doors in local neighborhoods or staffing an information booth at a community fair (Lankard, Nixon-Ponder, and Imel 1995), on the shop floor (Hellman 1995), or in neighborhood churches, unions, or human services agencies (Gerardi and Smirni 1996). Adult Students: Recruitment and Retention :: Education Learning Essays Adult Students: Recruitment and Retention How to attract and retain adult students is an enduring question for providers of adult education. Adult students must juggle competing demands on their time from study, family, work, and other commitments; their learning goals are often different from those of educational institutions and providers; and their needs and aspirations may change during the education process, sometimes as a result of it. This Brief reviews recent research related to adult student recruitment and retention and provides guidelines for recruiting and retaining adult learners. Adult Students and Persistence Adult students' participation and persistence in educational activities ranging from adult literacy to doctoral programs is a complex phenomenon involving an array of factors. Adults are often affected by situational factors beyond their control—job, health problems, financial problems, legal problems, personal or family problems (Belzer 1998). Likewise, dispositional factors such as expectations, self-esteem, level of family support, and past educational experience, can be barriers to participation (Hubble 2000). Institutional factors such as red tape, program fees, scheduling, and procedures can either help or hinder participation (Quigley 1998). In fact, adult students who drop out are often actually "stopping out"—that is, interrupting their studies but planning to return (Frank and Gaye 1997)—or attending other institutions (Hoffman and Elias 1999). Recruitment Adult participation is shaped by access to program information; recruitment should be viewed as a multistep process of drawing people into programs rather than motivating them to sign up for a single course (Bond, Merrill, and Smith 1997). That process begins with promotional information to prompt participant contact; it continues with a prompt response to initial contacts, providing details by phone or print, and inviting potential participants to a local information session. Follow-up on initial contact is crucial; one study of adults who contacted literacy programs found that the most common reason for not enrolling was not getting a call back (Long 2001). Promotional materials should be inexpensive and eye-catching. They should provide basic information that speaks to potential participants--for example, "It's fun, it's free, it's local and there's assistance with child care" (Bond, Merrill, and Smith 1997, p. 9); and they should stress the nonschool nature of programs. Program information can also be provided in face-to-face contacts-knocking on doors in local neighborhoods or staffing an information booth at a community fair (Lankard, Nixon-Ponder, and Imel 1995), on the shop floor (Hellman 1995), or in neighborhood churches, unions, or human services agencies (Gerardi and Smirni 1996).