PSC Coursework Example | Topics and Well Written Essays - 1250 words

PSC - Coursework Example SharePoint Foundation can be used to create a number of websites. The web pages on these sites may be enabled with collaboration via webpages, other documents and of course, data etc. This component of the Ms Sharepoint Package is the server in the setup of SharePoint just in accordance with its name. It takes Sharepoint Foundation as its baseline upon which it grounds itself. It is characterized with the property to organize site administration, compiling of lists and libraries and customization of the website concerned. Since SharePoint Server banks on SharePoint Foundation for all its basics it naturally incorporates all it properties along with its own. Significantly its own properties include The Content Management of an Enterprise, Knowledge Management and Business Intelligence, enterprise search, and personal profiles through My Sites. The very latest and the foremost with respect to the most current technological needs of the say, SharePoint Online  is a cloud based solution provided by the Computing giant Microsoft. It is suitable for businesses of all sizes. Instead of having the need of incorporating the entire massive structure of MS SharePoint within its premises any business can now log onto the cloud server of the application package. The only requirement is that subscription needs to be done and the employees of the organization/ business setup can be provided with an enterprise grade solution for creating sites. These sites would enable sharing of documents and information with partners, customers and colleagues.   Ã‚   â€Å"SharePoint Workspace is a desktop program that you can use to take SharePoint site content offline and collaborate on the content with others while you are disconnected from the network. While you and other team members are offline, you can make changes to SharePoint content that will eventually synchronize back to the SharePoint site.† (Microsoft, 2011) With the onset of

Otto Von Bismarck Essay Example for Free

Otto Von Bismarck Essay Otto Von Bismarck was made Prime Minister and Foreign Minister of Prussia by I in 1862. He stayed in power until 1890. His conduct of foreign policy between 1862 and 1871 is one of the most fascinating and complex parts of the nineteenth century. It ended with the unification of Germany on 18th January 1871, under Prussian dominance, with King William of Prussia being coroneted as Kaiser in Versailles. The German unification is possibly the most important and significant events in history, as it has had so many effects and consequences across the whole world, and still does to this day. One of the most widely debated topics of the nineteenth century is to what extent is Bismarck responsible for the unification. Basically, was Bismarck’s foreign policy more about conscious design, or a policy by default largely determined by other key personalities and events? Some people try and say that Bismarck was always heading towards German unification, and that he had been planning how to get there all along; but actually, Bismarck hardly planned a thing – he instead was just very good at taking things as they came. His main aim was to strengthen Prussia, and make it into a stronger country. An example of how Bismarck did not plan what he did is how he came to power. He was not elected, so he was not planning ways in which to gain votes etc. ; instead, he was suddenly catapulted from being ambassador to St. Petersburg, and then Paris, to being chancellor of Prussia. Bismarck was also known for his personality. It was this that initially got him to where he was. He was nicknamed ‘The Iron Chancellor†, and he fitted this name very well. In 1862, when William was refused money by liberals to pay for his army, he threatened to abdicate, but was persuaded to elect Bismarck as chancellor instead. Everybody who knew Bismarck knew him as being wild, and a bully, a conservative, an army man, and as being a ‘Machiavellian’. He was cunning, scheming, unscrupulous, vicious, manipulative, calculating, brutal, and devious, and also very good at improvising. It was these things that William liked about him, and Williams’s expectations of Bismarck were achieved. Immediately after being put in office, Bismarck suspended the constitution and gave the army the money it needed. Now he was in control of Prussia as it was maturing and reaching power. Another event that shows how Bismarck did not plan things is the Danish Crisis in Schleswig and Holstein in 1864. Some people say that Bismarck planned this, and did it to get Austria involved, and to be nice to her by giving her some land, but which he could take at any time as it was next to Prussia, and cause up rise. In reality, Denmark unexpectedly attempted to annex Schleswig and Holstein, and Bismarck just saw a chance to gain some land, respect, popularity, and a small advantage over Austria; he did not previously plan any of this, he just ‘played the cards he was dealt well’ e. g. e ended up doing it with Austria – this made him look good in front of everyone else, and also lulled Austria into a false sense of security. This was a first step towards Bismarck thinking cleverly about how he could get an upper hand over Austria. Although Bismarck did not necessarily plan all of the things that he did, he was very good at playing what came along well, and thinking about all of the consequences of his actions, and how he could use what he had to his best advantage; because of this, he was a great man who was clever and quick thinking, so we have not at all been deceived about him. It has often been said that Bismarck never meant for what most of what he did to happen, and that what he did was just mainly luck e. g. there was an extraordinary interlude of calmness during his time. This meant that he was able to many things that he should not have been able to do without risking international intervention. Britain is a good example of this international calmness. We were far more concerned with looking after ourselves, and keeping our empire strong and wealthy, than in events in Europe. The one thing that we did have a view on, and it was a strong view, was that we hated France, and this ended up being good for Bismarck anyway. Austria and France were also calm when Bismarck needed them to be – after Austria lost the war, it took her a reasonable amount of time to recover, and Bismarck used this time wisely; France had previously been hammered during Napoleon Bonaparte’s conquest of Europe, and was hated by many, and so was lying low for some time, and again, Bismarck used this greatly to his advantage. A handful people believe that Bismarck’s legacy is too big for his own good. As some people say that he caused German unification single-handedly, because this was a huge event which had enormous consequences and effects, people automatically think of Bismarck as being a greater and better person than he actually was, and that he shifted history his way more than he actually did. But, without Bismarck, luck and other things would not have been a big enough factor to cause German unification, and so he was needed, and he was a great man. Bismarck is said to have unified Germany, but there are several other people who contributed to it more than people think, who are often forgotten about, and not so well known. One of these people is Napoleon III of France. Napoleon III was a very weak, feeble, useless and pathetic ruler. When he was anxious to gain compensation and maintain France’s role as a great power, he was looking at Bismarck and Prussia for anything to grab onto and attack, but Bismarck gave him nothing to react to. This just angered Napoleon even more, and made it easy for Bismarck to use Napoleon when he wanted. Napoleon was such a weak and terrible ruler, that he automatically gave Bismarck an advantage, as Bismarck could easily control Napoleon, and trick him into doing things that he did not realize the consequences of. Bismarck very easily irritated Napoleon on purpose, but he did not go too far e. g. the Hohenzollem candidature, where Bismarck tried to put a Prussian prince in the Spanish throne. This would mean that Prussia would have a massive advantage, as France would be surrounded by Prussia, and could even face fighting on two fronts. Obviously Napoleon was furious when he heard about this, but Bismarck quickly withdrew the candidature, meaning that Napoleon did not act at all, and Bismarck looked good, as he had withdrawn it ‘to be nice to France’. Napoleon did not see what was happening, which meant that Bismarck could do almost what he wanted around him. Ludwig of Bavaria was an obstacle to Bismarck. He led the biggest German state (apart from Prussia). When Bismarck was making all of the head of the states agree to letting, acknowledging, and going to William’s coronation of becoming Kaiser of Germany, Ludwig was the only person to refuse, but Bismarck easily got around this problem by coming to an agreement with Ludwig, which was that Ludwig would accept the demands if Bismarck let him keep his ornate postboxes. This was a major victory for Bismarck, as it was the end of the very old state of Bavaria, which had lots of history, and patriotism, and was at one point a very strong power. Bismarck was controlled and told what to do mainly by William and also by the conservatives and the middle class taxpayers. William especially had absolute control over Bismarck. He had promoted him to chancellor. Prussia’s General (Moltke) was also very important. He was a superb General, and led Prussia’s army very well to its victories. Bismarck was not a military leader, and without Moltke could possibly not have done nearly as well as he did. Russia was massively important. She did not intervene during Prussia’s wars against Denmark and Austria in 1864 and 1866. If she had, Prussia would have probably lost, leading to a whole different outcome; the war with Austria led to the North German Confederation in 1867. Russia never once stopped the new central power from emerging, even though it was given plenty of opportunities. This may have been because of the Tsar. He always blamed Austria for his father’s death, and so refused to help her. Bismarck was helped on several occasions by certain countries not intervening in 1870 with the war with France, Britain did not intervene as she still hated France, neither would Italy, as she owed her acquisition of Venetia to Prussia’s victory over Austria in 1866 and also wanted to get the French out of Rome; and Austria was still recovering, and was held back by Russia, who threatened to send in 300,000 men if she got involved. This meant that Bismarck did not need to be scared of fighting on two fronts at all. Also, without the realignment of the great powers that resulted from the Crimean War, German Unification would probably not have happened. Bismarck himself even said: â€Å"It all began with the Crimean War†. Although all of these people and events were important, Bismarck was the fundamental key to the unification. Without him, it would not have happened, so we have not at all been deceived – he was a great man who was the key to the German Unification. When Bismarck came to power, Prussia was coming to its peak in almost every way. She had a brilliant General (Moltke), she was industrializing she had amazing railways and weapons and she had a thriving economy. Another help to Bismarck was the fact that Prussia was physically a large state. Some people believe that Bismarck did not need to do much, and he just did well, as it was a coincidence that he was in the right place at the right time. But, although Prussia was doing well at Bismarck’s time, it needed Bismarck to bring it all together, and make it happen! Many people say that German unification was inevitable, and would have happened even if Bismarck had never lived, because of certain preconditions. For example: nationalism had been growing for many years. This can be shown in the 1848 revolutions; also, it still kept on growing after the revolutions. Nationalism was now a talked about thing – people had written about it, and apart from the monarchs etc. who too were scared of it, people were discussing it among themselves. Also, gradually over the last few decades, there had been becoming less and less German states. Originally there were more than a hundred very small states, similar to the size of a large estate, or maybe a small county today; but as stronger states had engulfed other weaker states, fewer and larger states emerged. By the time Bismarck was around, there was not much more than twenty states. This gradual reduces in the number of states shows that eventually, there would have been a German unification without Bismarck anyway – he just sped the process up. The 1848 revolutions also showed that there was a want for change already there with the people, even before Bismarck, and so again, there would have been German unification without him. Another thing that shows that there would have been German unification without Bismarck anyway is that the Hapsburg Empire had slowly been on its downfall for many years, starting well before Bismarck’s time. At the height of its power, the Hapsburg Empire was enormous, and extremely powerful and very autocratic, but it had slowly been becoming less and less of a major power, and other countries were beginning to be able to almost rival it. Many people also say that the struggle between the German states and the struggle between Prussia and Austria had to be settled some time, and this would have happened regardless of whether Bismarck was there or not. By the time Bismarck came to power, there was as well a want for unification already there, which some say would have caused it anyway if Bismarck had not been there (liberals had wanted unification for a long time, but now there were also others who wanted it, like some of the working class, and some of the middle class – also, there were many who did not think about unification, but would have probably supported it if they could more easily). Also, in 1866, the southern states were becoming increasingly hostile to Prussia, and the other northern states. A war to resolve the hostility between France and Prussia, and to force the southern states into joining the North German Confederation seemed likely in 1869. This showed that even if Bismarck had not been there, then there would have been the unification anyway. People say that these points show that it was not Bismarck who caused the unification, but it was in fact going to happen anyway; but actually, it was Bismarck who brought all of these separate points together to make the unification happen. Without him these points would not have led to it, they need Bismarck! He brought these points together, and therefore it was Bismarck who made it possible. So we have not been deceived, as Bismarck was a great man, who shifted these points his way, leading to unification. Bismarck was a great man, and he had a great personality, and was always willing to do things. Bismarck was a great Machiavellian. He was brilliantly sly and cunning, and his truth was flexible. He was happy to put down anyone he needed to, even his friends. He always desired a stronger Prussia, and it was this desire that led to him unifying the German states. He was fundamentally a conservative, but he cleverly managed to get all different sorts of people to like him, and to be on his side – even many of the liberals. He was very gifted at making people believe something he wanted them to believe, or do what he wanted them to do e. g. he got William to agree to becoming the Kaiser, as he got all of the rulers of the other states to give him the crown. Bismarck was also very good at knowing when to stop – he would irritate someone a lot, but stop just before they exploded. He did this with Napoleon III. Bismarck also never took any risks that were too big. He always knew what he was doing, even though it often looked the opposite. He would only proceed with something if he was satisfied with his chance of success. This was his key strength – he was an unbelievable decision-maker. This meant that he was also very good at ‘playing things by ear’, which meant that he never had to plan things too far in advance, and he was very good at putting himself into other people’s shoes, and seeing what the consequences of all of his decisions could be. Bismarck was also very strong willed. He always did what he wanted, and never stopped or hesitated for anything. He was like a steam train going full speed, and having to make hundreds of decisions of what path to take – he was unstoppable. Proof of this is that when he came to power, the majority of people did not want unification, but he still managed to make it happen. William was also nearly useless without Bismarck. He was too weak and slow. Bismarck was a great man, and he certainly did shift history his way when he wanted to.

Comparison: the Jade Peony, horses Of The Night, Masque Of The Red :: essays research papers

Comparison: "The Jade Peony", "Horses of the Night", Masque of the Red Death" I noticed that i enjoyed most of the storys not only for the obvious reasons such as good charactors, mood, and imagery but also because of writing style and fluency. I noticed some storys I enjoyed reading even thought nothing in it really interested me too much, while other storys that were about topics I usally enjoy reading about I had to put down because I would end up going over every sentence two or three times each. So on that note I belive the most important part of writing is making it fluent and easy to read. The three storys I will compare and contrast are: "The Jade Peony", "Horses of the Night", and "The Masque of the Red Death." I intend to fine wether or not the author of these storys was sucessful in making it readable in the sence of comprehanceability and fluency. The first story I will be discussing is called "The Jade Peony" by Wayson Choy. I did not enjoy what this story was about nor did I enjoy reading it. Luckly it was short, If It wasnt I doubt i would have made it throught the whole thing. The main problem with this story was the inconsistance of the sentences, some sentences were too long while others were very short. The only way to truly fix this story would be to re-write it. The second story I chose to write about is called "Horses of the Night" by Margaret Laurence. I did enjoy reading this short story dipite the fact it seem to jump around alot; it would talk about somthing fairly in-depth then just suddenly jump to a different subject or time-era of the story. The author seem to show very good writing ability however so I think perhaps she did this on purpose either just for somthing different or maybe to give you a break from what she was currently writing about. And finally the third and personal favourite story i chose to include in this paper is called "The Masqe of the Red Death." This story is nice and easy to read even though it uses fairly large words and complex sentences. This story just happens to be writen by one of my favourite writers as well: Edgar Allen Poe. I enjoyed this story mainly because like i said it was easy to read

American History X Essay -- essays research papers

Theory Assignment on American History X This movie tells the story of a young man, from Southern California, that is the product of several unfortunate incidents, and his misguided search trying to answer the question why his life is the way it is. I. Daniel appeared to be dealing with the adolescent stage. Daniel seems to have developed his sense of self worth by mimicking his older brother. Daniels significant relationships, since his brothers incarceration has been derricks old friends (the skin head group). The scene in the principle’s office shows that Daniel is trying to live up to what he believes are his older brother’s ideals, which he believes are following in the foot steps of Nazis. Hate anyone that is not white and protestant. His own self image is one of an up and coming skin head; so he believes his identity is that of a racially intolerant neo-Nazi. Daniel’s search for that identity terminates when Derrick tells him about the experience of his prison time. This scene played out after Derrick confronted Conner at the skin head party and had to flee from his former admirers because he beat up their leader. Daniel followed Derrick and questioned him as to why he was behaving like a â€Å"Nigge r lover.† Daniels since of loyalty was shaken, and the explanation Derrick gave appeared to have turned Daniels beliefs around. Stacey is derrick’s girl friend at the beginning of the film. Stacey’s conscious and sexual identity seems to have been developed somewhat askew to the norms of middle class America, but she shows her comfort in her self during the dinner scene where the school teacher is discussing oppression of minorities with Derrick. Stacy voices an opinion that states blacks and Hispanics are a bane on society. She is a yes man to all of Derricks opinions, and during the same scene she shows her sexuality when she sensuously caresses Derrick after the altercation with Derrick’s family and his mother’s date. This scene showed that Stacey’s role models were other racist, and her beliefs were based on the rhetoric that is espoused at hate monger meetings. Stacey’s young adult stage is shown when she refuses to listen to Derrick during the skin head party scene. She had completely immersed herself in the â€Å"Derrick† persona. The idea of what she pe rceived Derrick would be like when he returned from prison. Stacey told Derrick, during the party scene t... ...s that Daniel took the same psychological ride as Derrick. The other characters remained at on a level psychological playing field. The skin heads may have become more radical, but that appeared to be because of the strength in numbers. The social view of aging in the film seemed to encompass the hatred of the time between two factions in a community in flux.The the presentation of community leaders trying to heal the community, the police captain and principal bob trying to enlist Derrick to help quell the possible uprising in the final scenes, also showed some social aging. 17. The roles of men in the film were depicted at the beginning by Derrick and his father as dominant figures in their household. Principal Bob was another strong male figure. The main female characters differed only in that Stacy seemed to bedcome independent of Derrick at the end of the film. Derricks mother and sister seemed to be typical obedient females. Derricks mom Derricks mom was â€Å"just† a housewife, and when her husband died Derrick filled the head of household role. Derricks oldest sister remained a liberal democrat throughout the movie, but showed no real interest in taking charge of her life.

Introduction to Christology

Liberty Baptist Theological Seminary Theo 530: Systematic Theology II Lesson 1 Dr. Daniel R Mitchell, Professor Introduction to Christology Contemporary Issues in Christological Method Overview Christ and History The Search Christology from Above vs. from Below The Person or Work of Christ, Which is Prior? Christ and Myth I. Introduction to this Study A. Relation to other Theological Study 1 Theology Proper (above) 2 Man and Sin (below) Three Issues Addressed Here 1 Faith and History/Reason 2 Ontology vs. Function 3 Myth and the Nature of the Biblical Witness II. Search for the Historical Jesus Key Players: Strauss, Renan, Harnack Harnack’s Presuppositions NT and Superstitious Culture Ancient Miracle Claims are Commonplace Anti-supernaturalism Miracle Claims are Rooted in Ignorance Harnack and the Essential Message of Jesus The Kingdom of God and its Coming God the Father and the infinite value of the human soul The higher Righteousness and the Commandment of Love III. Critique of the Classic Liberal Position A. Schweitzer, Search of the Historical Jesus Jesus in the NT is thoroughly Eschatological. It is Presumptuous for Moderns to try to Reinvent Him. Jesus was â€Å"wrong,† but his essential message is not lost on the NT reader. Kahler 1 Distinguished Historie and Geschichte 2 Contrasted â€Å"Jesus† of Historie and the â€Å"Christ† of Geschichte. IV. Above or Below? 1 Kahler’s Distinction led to the question: Which is prior—Historie or Geschichte? 2 The Neo-Orthodox Theologians such as Barth, Bultmann, and Brunner begin with the Kerygma—from Above (the NT w itness). 3 Kasemann (â€Å"New Search†) and Pannenberg begin with Historie (probable facts)—from Below. 4 Erickson wants to use both in dynamic tension. 1 Following Augustine he begins with faith (from above) 2 He proceeds â€Å"from below† to test the reliability of his faith-given â€Å"hypothesis. V. The Person vs. the Work of Christ The NT seems to Link these 1. (e. g. Messianic Mission and Divine Sonship) Classic Theology Separated them and Stressed Ontology (the Person) Reformers (Luther/Calvin) followed Classic theology, but emphasized the Soteriological significance (Work) of Christ. Modern Theology Continued and Exaggerated this Distinction and Emphasis. Schleiermacher— â€Å"feelings† Bultmann/Tillich—â€Å"existential† question VI. Pros and Cons of the Two Approaches Christology from Above Strength—Emphasizes â€Å"Who† Christ is in evaluating the significance of His Work. Weakness—Tends to become bogged down in philosophical questions, which have no relevance to practical life. Christology from Below Strength—Relevance to Life Weakness—Driven by â€Å"felt needs† and Risks blindness to Issues of Importance that are only secured â€Å"from above. † VII. Christ and the Incarnation Myth Bultmann and â€Å"demythologization. † Builds on the philosophy of Idealism Links Christianity and World Religions Erickson’s Responses The Incarnation is a Mystery The Doctrine is Rooted in Jesus’ own Claims of Himself. The NT teaching is entirely unique to the World’s Religions.

Baraka essays

Baraka essays Modern culture encourages mass production including the commercialization of animals and poeple. In the film Baraka, the effects of mass production and commercialization are contrasted in serene nature scenes and other scenes from today's busiest industrial cities. First of all, mass production is the manufacturing of goods in large quantities. Baraka shows several examples of this, the most memorable one takes place at a poultry factory in Hong Kong. The assembly line of baby chicks being tossed around as their wings are clipped and beaks are burned is painful to watch. The blank, almost cold expression on each of the workers faces who handle the innocent, baby chicks is disturbing. This scene shows how people can become programmed and objectified or only be worth the quantity of product that they produce is mind boggling. Another example as a result of mass production takes place in the scene where acres and acres of trees are being cut down to make paper. Considering the amount of recycling we do today, it is hard for one to consider "the need" to tear down as many new trees as we do. The mass murder of beautiful, innocent trees that produce oxygen and homes for animals are examples of how mass production ravages nature to provide material things for modern cultures. Defined as applying methods of business to exploit or produce something to make a profit, commercialization has the same effects as and is also a result of mass production. In a previous example at a poultry factory in Hong Kong, the workers are shown with blank, exhausted expressions on their faces. It is hard to tell if they are at all content with their occupation. The lack of emotion and blind focus on producing product is all that is shown. One might conclude that the workers are unhappy since it is common for factory workers to be paid a petty amount for a ridiculous amount of work. ...

Universal and Diagnostic Screening in Setting SLO Goals

Universal and Diagnostic Screening in Setting SLO Goals Teacher evaluation programs require that teachers set student learning objectives (SLOs) using data that can help target instruction for the academic school year. Teachers should use multiple sources of data in developing their SLOs in order to demonstrate student growth over an academic school year. One source of data for teachers can be found in the data that is collected from screening in Response to Intervention (RTI) programs. RTI is a multi-tier approach that allows educators to   identify and then support students with specific learning and behavior needs. The RTI process begins with the use of a universal screen   of all students.   A  universal screen  is an assessment which has already been determined to be a reliable assessment of a specific skill. Universal screens are designated as those assessments that are: Accessible to all studentsGiven to all studentsSkill and concept specific  Easy to administer and scoreQuick turn-around time (1-3 days) of aggregated and disaggregated data to classroom teachersRepeatableReliable (Note: A â€Å"teacher-made† assessment cannot be referred to as reliable if it has not been analyzed by a psychometrician) Source: State of CT, Department of Education, SERC Examples of universal screens used in education at the secondary level are:  Acuity,  AIMSweb, Classworks, FAST, IOWAs, and STAR; some states, such as NY, use the DRP as well. Once the data has been reviewed from universal screening, educators may want to use a  diagnostic screen  to measure students understanding of a subject area or skills base  after a universal screen has revealed specific areas of strength or weakness for a student.   The characteristics of diagnostic assessments are that they are: Given to selected students  Reliable   Valid  (Note: A â€Å"teacher-made† assessment cannot be referred to as reliable or valid if it has not been analyzed by a psychometrician) Source: State of CT, Department of Education, SERC Examples of diagnostic assessments include  Behavior Assessment Scale for Children (BASC-2); Childrens Depression Inventory, Connors Rating Scales. NOTE: Some results may not be shared for the purposes of developing SLOs for the classroom teachers, but may be used for education specialists such as school social worker or psychologist. The data from universal screens and diagnostic screens are critical components of the RTI programs in schools, and this data, when available, can help in refining developing teacher SLOs. Of course, teachers may create their own benchmark assessments to act as a baseline. These benchmark assessments are used frequently, but because they are often teacher created they should be cross-referenced with universal and diagnostic screens if available. Teacher created materials are imperfect or may even be invalid if students underperform or if skills are incorrectly accessed. At the secondary level, teachers may look at quantitative  data  (expressed in numbers, measurable)  from prior years: Standardized test results (State, SAT, ACT, NAEP);Report card grades (letter value or percentage);Attendance records. There may be qualitative  data  (expressed in description, observable)  also in the form of recorded observations by teacher(s) and  support staff or in prior report card comments.This form of comparison through multiple measures that are qualitative and quantitative is called triangulation: Triangulation  is the process of using multiple data sources to address a particular question or problem and using evidence from each source to illuminate or temper evidence from the other sources. In triangulating data to develop a SLO, a teacher make an informed decision on the student learning objectives that to help improve either an individual student or group of students performance.     All of these forms of assessment including those from the prior year, which may include universal or diagnostic screens, can provide teachers with the data to begin to develop well-informed SLO goals at the beginning of the school year in order to target instruction for multi-tiered student improvement for the entire academic year.

Environmental Education and Green Citizenship

Environmental Education and Green Citizenship Hashtag: #EarthDay What Is an Expository Essay? An  expository essay  is a type of written discourse that serves the purpose of explaining, describing and providing information to the reader. This is a simple expository essay definition. Expository essays can also be fairly accurately termed ‘information’ or ‘informative’ essays. 50 MOST POPULAR EXPOSITORY ESSAY TOPICS If you are looking for expository essay examples here is a great one below Expository Essay Example: Environmental Education and Green Citizenship The 2015 celebration of #EarthDay not only reminds us that we must do something to protect our environment but appreciate the efforts of thousands of colleges and universities that protested against the deterioration of the environment in 1970 or the 1st Earth Day. Earth Day is also considered by many as the anniversary of the modern environmental movement that was formally organized in the United States in April of 1970. The day when different environmental groups that had been fighting for oil spills, air pollution, toxic dumps, loss of wilderness, and others realized their common values and together, as a modern environmental movement, campaign on environmental issues and promote environmental education. The aim of modern environmental movement’s educational initiative is to create â€Å"green† citizens that are environmentally knowledgeable, motivate to find a solution and aware of how to help solve environmental problems. It has gained international recognition and in 1977 the right of every citizen to environmental education is officially embraced and stated in Tbilisi Declaration. The international community’s strong commitment to the promotion of environmental education led to the publication of the Brundtland Report recommending the formalization of environmental education in school as part of the sustainable development framework in the late 1980s. The value of developing students’ sense environmental responsibility and knowledge in environmental monitoring, protection and improvement in attaining sustainable development led to the 1992 Earth Summit’s Agenda 21, Chapter 36 expanding the scope of environmental education in colleges, universities, professional and vocational training, and in all levels, stages and aspects education. This â€Å"greening† of the curriculum led to emergencies of other â€Å"green† ideas such as â€Å"green citizenship†. Education, Citizenship, and Environment Environmental education in school started in the late 1980s and the inclusion of environmental concerns in the curricula ignited the debate over the nature of â€Å"green citizenship†. Initially, green citizenship only demands acquisition and maintenance of values, attitudes, and positive  concern  for the environment but as new ideas and models of environmental education emerged, it became specific to personal responsibility, participation, and engagement in economic and political aspects of environmental issues. Green or environmental citizens in practice are those that critically evaluate and attempt to limit the economic and social impact of the environmental issue. This citizen can be an individual or businesses that are truly concern with public welfare and ethical use of the environment such as â€Å"green corporations† where environmental considerations override profit motive. Human beings are completely dependent on the earth’s environment and natural support system. Environmental activities such as logging, fishing, manufacturing, and others to support human needs, wars, and massive industrialization has caused the depletion of earth’s natural resources and pollution of air and oceans. EDUCATION AND PURSUIT OF RIGHT WISDOM Environmental initiatives that started in the 1970s effectively addressed some of these problems but the degradation of the Earth continues and seems at a more rapid rate than before. For example, the Earth according to recent study lost about 500 million acres of tree cover and billion tons of eroded topsoil due to housing needs of increasing human population, air pollution, and acid rain. Since population growth and pollution is both personal and national problem, the personal contribution of green citizens, individual commitment, and collective effort is, therefore, critical in ensuring a cleaner, fresher, and a brighter world to live in. Let us begin with solid waste, sewage, and other pollutants produced at home. If you are looking for an excellent expository essay that will be written according to your requirements, will contain proper formatting, language, and structure, feel free to contact our writing staff and  place your order  with us. We have written hundreds of expository papers in the past and have developed extensive expertise in expository essay writing.

BUS310 WEEK 4 Essay Example | Topics and Well Written Essays - 250 words

BUS310 WEEK 4 - Essay Example Whatever the appraising method is adopted for a given firm, the ultimate goal is to enhance performance of employees in that firm. However, following the appraisal process, it is recommended that during performance assessment of the employees, even the managers should be accounted for in the appraisal as employees and not observers. They are themselves part of the management, and therefore a significant contributing factor to the performance of the firm. Management by objectives method of performance appraisal would work best if this improvement is actualized. This is because; the role of the managers in the overall performance of a given form will be analyzed in the process. As a result, the appraisal will mobilize all the stakeholders in the give organization but not the employees only. Unions and the process of unionization in the US have been pursued in order to strike a balance between workers and employers under the relationship characteristic to the two groups. Labor unions seek to favor workers while trade unions seek to favor businesses. In the process, both advantages and disadvantages have been realized. For instance, generally in the US, labor unions have benefited member employees than the businesses they work for. Workers are offered job protection alongside wages and other social benefits. Businesses on the other hand have been on the losing end, due to the fact that unions and the process through which the unions are established increase operational costs of the businesses, with relatively less margin of increased output (Kujawski, 2009). Inflexibility of the workforce created by the unions in the industry restricts switching of employees from one profession to another, as shown on the â€Å"UNITE: Union Management† video. Unproductive employee s can hardly be dismissed since proper justification to do so need to be cited. In that event businesses in most cases are on the losing end. Hazard refers to an

Case Analysis Essay Example | Topics and Well Written Essays - 750 words

Case Analysis - Essay Example As I read the case study I remembered some writings on sexuality, porn debates and mass media messages for young people I had read not long before. Certainly, CK advertising wasn’t ethical. Yet, I felt it can be named ‘normal’ for our society. The problem with that advertising campaign was about the controversies in the society itself. To understand the situation it is necessary to examine social attitudes and perceptions of sexuality and porn, which must have been necessary prerequisites for the ads release. It is necessary to take into account the historical background and social processes of that time. In fact, CK’s advertising has always been provocative and revealing. The company’s target market consists of teenagers, young people under 30, and those, who want to be sexually attractive and stylish. As far as I remember, I have always associated CK with rather shocking unreserved sexual appeal. It has become their brand image. The company usually uses very young models, whose postures and gestures reveal splashing-out sexuality. Their advertising is rather pedophilic and gay-appealing. Each time, as you see their ads, you feel slightly shocked. Sex is marked as dirty and evil in our society. It is not decent to speak of sex. It is not customary to reveal you sexual desires. Frank expression of one’s sexuality is viewed as unethical and improper. Especially, if sexuality is untraditional or teenage. The debates around pornography are still hot. In times of CK’s campaign they were at their peak. The war on porn started in 1980s guided by feminists Andrea Dworkin, Susan Brownmiller and Gloria Steinem. Church joined in. The anti-porn campaign was so aggressive that another feminist wing even started to oppose the anti-porn movement. Dworkin’s famous Pornography: Men Possessing Women was met with a mixture of trepidation and inner protest and anger. Many women were caught into double bind: they felt that watching pornography was

Effects of graduating from college in a bad economy Essay

Effects of graduating from college in a bad economy - Essay Example dual works in the long run as compared to the number of working hours and probability of gaining employment during good economic conditions in the long run (Liu 2). The immediate to short term effects are that fresh graduates fail to obtain positions that are highly desired by them if they graduate in a recession and shifting between jobs is even quite difficult (Oreopoulos 23). They even fail to bargain for higher paying jobs as they fail to gain employment in high paying positions. For example: Kahn figured out that those who graduate during recessionary period earn around 3 to 5 percent less over a period of 20 years (Kahn 310). Those individuals who gain graduation during recessionary sessions do not face difference in gaining job opportunities and working hours in the long run as compared to their peers who graduate during booming conditions. In the short run they experience failure to find high paying jobs, desirable positions, failure to switch jobs and demand low wage rates. Oreopoulos, Philip, Andrew Heisz, and Till . Wachter. The Short and Long-Term Career Effects of Graduating in a Recession: Hysteresis and Heterogeneity in the Market for College Graduates. Cambridge, Ma: National Bureau of Economic Research, 2005. Internet resource. SABLIK, TIM. "Are New Graduates Left Behind in a Recession?." Federal Reserve Bank of Richmond. N.p., n.d. Web. 10 Dec. 2012.

Negative brand 4Ps analysis Assignment Example | Topics and Well Written Essays - 500 words

Negative brand 4Ps analysis - Assignment Example The company’s strategy for succeeding in the market has been selling its products at a lower cost and for years, its culture has been operating on the assumption that keeping costs under control will sustain the company in the competitive global PC marketplace. Things have however changed in recent years and Acer has been constantly failing in the market. In 2012, the company was a position down in terms of worldwide PC sales, since it occupied a fourth place (Barker, businessinsider.com). In an effort to satisfy its users and customers and maintain a competitive position in the PC market, Acer has been changing its look. Acer group named this as its multi-brand strategy (Acer Group, acer-group.com). The implementation of the multi-brand strategy has been done by making Acer’s range of products different aesthetically, as well as fully featured and innovative. For desktops, their conventional design had been changed, while notebooks have been made slimmer and longer lasting. For desktops, Acer has come up with stylish LCD’s and for notebooks, their weight has been significantly reduced making them lighter and their battery life lengthened for more convenience and freedom (Acer Group, acer-group.com). People like having their needs and desires met without too many complications and Acer’s goal has been to satisfy its customers. Product: In terms of reliability, Acer laptop brands occupy 9% among all laptop brands worldwide (Egan, pcadvisor.co.uk). After being used for a while, it has been noted that the speed of Acer laptops reduces, while booting seems to take longer and webcams have problems. These negative factors make Acer fail as a product in the market place. Price: The cost of Acer PC products in comparison to other PC products is relatively low. This has been the case for years. The company has maintained the

Affirmative action Research Paper Example | Topics and Well Written Essays - 500 words

Affirmative action - Research Paper Example its volatile history of 48 years, affirmative action has been both appreciated for better economic opportunities to minorities and scorned at for injustice to the majority community in the name of compensating minorities. The term â€Å"Affirmative Action† was first used by President Kennedy in 1961 for correcting discrimination that prevailed although civil rights laws and constitutional guarantees were in force. The issue resurfaced in a major way in 2003 when the Supreme Court awarded a decision related to affirmative action in universities permitting education institutions to factor race in admissions not to be used mechanically and conservatively. The decision of the highest court has been applauded by one and all. We just cannot ignore the importance of such actions as they impact the whole fabric of society and international community (Brunner, Affirmative Action History). Let’s analyze the contents of the court ruling and identify the issues at stake. The ruling allowed race to be used a criterion to decide university admissions but there was a very thin line of difference in the judges’ opinion on not taking the benefit seamlessly. In two different but parallel cases, Grutter v. Bollinger (case no. 02-0241) involving the University of Michigans law school, the judges voted 5-4 to continue the University of Michigan’s law school affirmative action policy, which advocates minorities cause; and Gratz v. Bollinger (no. 02-0516) involving the undergraduate program, wherein the judges voted 6-3 to expunge the affirmative action policy for undergraduate admissions by giving 20 points to blacks, Hispanics and Native Americans on an admissions rating scale (CNN, 2003). In the case of Grutter v. Bollinger of the university law school wherein Barbara Grutter, a white, couldn’t get admission in 1996 because African-Americans and ethnic minorities had the benefit of point system over the white. In the other case, the court decided against the policy of giving

Negative brand 4Ps analysis Assignment Example | Topics and Well Written Essays - 500 words

Negative brand 4Ps analysis - Assignment Example The company’s strategy for succeeding in the market has been selling its products at a lower cost and for years, its culture has been operating on the assumption that keeping costs under control will sustain the company in the competitive global PC marketplace. Things have however changed in recent years and Acer has been constantly failing in the market. In 2012, the company was a position down in terms of worldwide PC sales, since it occupied a fourth place (Barker, businessinsider.com). In an effort to satisfy its users and customers and maintain a competitive position in the PC market, Acer has been changing its look. Acer group named this as its multi-brand strategy (Acer Group, acer-group.com). The implementation of the multi-brand strategy has been done by making Acer’s range of products different aesthetically, as well as fully featured and innovative. For desktops, their conventional design had been changed, while notebooks have been made slimmer and longer lasting. For desktops, Acer has come up with stylish LCD’s and for notebooks, their weight has been significantly reduced making them lighter and their battery life lengthened for more convenience and freedom (Acer Group, acer-group.com). People like having their needs and desires met without too many complications and Acer’s goal has been to satisfy its customers. Product: In terms of reliability, Acer laptop brands occupy 9% among all laptop brands worldwide (Egan, pcadvisor.co.uk). After being used for a while, it has been noted that the speed of Acer laptops reduces, while booting seems to take longer and webcams have problems. These negative factors make Acer fail as a product in the market place. Price: The cost of Acer PC products in comparison to other PC products is relatively low. This has been the case for years. The company has maintained the

Review of Aphrodite And The Gods of Love Exhibit at the MFA in Boston Essay

Review of Aphrodite And The Gods of Love Exhibit at the MFA in Boston - Essay Example These inspirations were drawn from religious entities, which had been, the inspiration that presented multiple meanings within the societal setting. The Aphrodite as presented by the sculptor Praxiteles is no exception and through the visit at the Boston Museum, the life-size sculpture stands tall depicting the image of the relived story of this famous goddess. The visit had been to articulate the impacts of variable works and heir contribution to the modern visual studies. The sculpture has had significance in depicting the life of the ancient Greek society and their relation to the supernatural. Inspiration behind the sculpture Ancient Greek artifacts and art pieces had been developed based on the belief that they had been in connection with the supernatural. These beliefs led to the creation of numerous pieces, mostly based on the gods who they had given responsibility to represent variable nature compositions. The sculpture’s position at the MFA was significant because it drew the class closer to the ancient mythology that relied on the value of the piece. Though not fully composed, the structural composition of this art form suggested that it had been pieced to withstand the generations to depict Aphrodite as immortal. Aphrodite had been the god who held meaning and inspiration to the emotional composition of the society and had been referred to as Venus. The nude figure of the form suggests the powerful implication that the piece presented to the society, with the seduction entity involved (Smee). This idolization had been relayed to be self-explanatory with the piece strategically placed, to fit within the context as one that contributed to the entity that women in the royalty of Greek mythology generated. The museum has centered the piece with other exhibition of women who made an impact within the Greek mythology like the piece on Degas and the Nude. Setting at MFA The arrangement of the pieces in the MFA is placed to complement the period and g enerate the knowledge required in the pieces that presented similar meanings. The curators and art directors presented the displayed in a careful organization to complement Aphrodite’s piece to regulate on any flaw that may be witnessed in telling the story. The vases and the mirrors connecting to the piece had been stationed to lead the viewers’ eyes to the presented sculpture. The piece is witnessed as incomplete with parts of her limbs, and head chopped off. However, it can be articulated as a masterly piece due to the viewer’s ability to recognize its symbolic identity instantly. The museum has a presentation to enlighten inspiring artists to create the environment and organize a brief explanation of the pieces to present a brief on what each had been built to hold. Accompanying the artifacts are tags that present the pieces to the viewers with most pieces containing their name, artist and identity of the work. This is vital to limit confusion and help in ex plaining the works to the viewers who need a brief description of the composition that they visit the MFA to conduct their research. Aphrodite Sculpture The ancient Greek society travelled to the mountains to present their adoration of Aphrodite in the sculpted forms in the subsequent time. Today, Aphrodite stands tall in the MF museum and critics can access the beauty of her image through the sculpture. The sculpture helps the modern society explain the mythology through

Parents separating Essay Example for Free

Parents separating Essay Third-person objective narration in Raymond Carver’s short story â€Å"Popular Mechanics† gives the reader distance from the characters and allows the reader’s imagination to shine through. The story itself provides little detail and ambiguity between dialogue and action, thereby demonstrating the lack of identity of the characters and the universality of the story. Indeed, the complete lack of exposition or setting-up of the plot leaves the reader in the middle of the story when it starts – actually, all of â€Å"Popular Mechanics† is action with no before or after. Not only does this show the commonality of the experiences in the short story, but the action of the story also shows how difficult it is for people to go through a divorce, and also how separating parents often use their children as ammunition against one another during times in which they are going through relationship drama. Since the story is so broad, it shows that fights in relationships, some of which can be both physical and verbal and often dependent on using children as weapons, are common and can occur among anyone. Primarily, the narrator gives little to no detail about anything throughout â€Å"Popular Mechanics,† allowing the story to be more universal and showcase the troubles of parental fights on children as it occurs across the country. In fact, the greatest detail is in the first paragraph when the narrator describes the weather. Not only is this not a terribly significant place to provide detail, especially in a story that has a plot that revolves around a tragic relationship and a violent struggle over a young child, but the weather also sets the tone for the rest of the story. Indeed, the weather heavily foreshadows the rest of the story when Carver writes, â€Å"But it was getting dark on the inside too. † Not only is this about as specific as this story gets, but it also alludes to the coming challenges in the relationships between the two unnamed characters over their relationship and their child. Nothing else is said about the setting of the story, thereby forcing the reader to place the coming conflict in a location and time period: indeed, this story could take place anywhere in the world and at any time. Because of this, there is an element of universality to this story – because of the lack of detail and the broad generality of the subject matter, there is nothing tying this story to any specifics or concrete ideas. Because of this, the reader understands that these types of situations are pervasive in relationships, and that the generality of the fight and struggle in â€Å"Popular Mechanics† is applicable to many relationships in the world, especially in the violent uses of children in the story. Further, because there is no exposition or context for this story, even less can be attributed to its characters, thereby allowing the child abuse to be even more attributable to universal characteristics. Generally, stories have a set-up – you receive information in some form or the other in order to understand the situation before the primary plot action occurs. Here, though, that is not the case. The closest thing to a set-up of this story is â€Å"He was in the bedroom pushing clothes into a suitcase when she came to the door. Im glad youre leaving! Im glad youre leaving! she said. Do you hear? † which is an extremely quick introduction to the conflict of the story. Indeed, neither the man’s nor the woman’s names are given, and their beginning in this story is a fight. The reader never sees what leads up to the fight, what their lives were like before the fight ever occurred, or who is right in the situation. Actually, either the man or the woman could have more justification for their actions in this story, but the reader cannot know that. Because of this, the reader must form arbitrary associations and opinions about these people they actually know nothing about. Through this, we see that conflicts in relationships and the use of children in these conflicts can be associated with many different couples. Another way that Carver forces his readers to create their own visions of the story is through his lack of descriptions for the characters that actually use their child as a weapon. Nothing is known about either of them: not only do they not have names, but they have no understandable characteristics or personality qualities. However, they each take enough action that a reader could identify with one character more than the other, or could view a certain character in a particular way. Indeed, the male desperately wants to get control of the baby, and even goes as far as when â€Å"He crowded her into the wall then, trying to break her grip. He held on to the baby and pushed with all his weight. † We have no information about what the conflict over this child is exactly, but by seeing the man physically exert tremendous force on the woman in order to secure the child for himself certainly makes him seem less sympathetic. Still, the story does not condemn either the male or the female, especially as the woman attempts to physically gain control over the child at the end as well. Instead, it indicts both for the terror in their relationship, especially as it exists toward their child. Finally, the high drama of the situation forces the reader to have some investment in the story and realize how terrible the situation is that the child is in. As previously stated, there is little to no context of this story, thereby making it impossible for the reader to fully understand the situation. However, because there is so much at stake in this story, the reader becomes invested in a different manner. Not only is this couple splitting up in a clearly difficult and emotional way, but there is a child involved, and clearly nothing has been decided for the most positive scenarios of any of the people in any of the situations. In fact, the situation is cleared up because of physical force between the two people, and the story ends with the phrase â€Å"In this manner, the issue was decided. † The issue is decided because of the violence directed toward the child, and that the two people in the relationship use their child as a weapon makes the situation incredibly dramatic, forcing the reader to be invested in the child’s life and the relationship between the two protagonists. Raymond Carver’s â€Å"Popular Mechanics† is vague and has little to no detail, but this allows the reader to become invested in a particular manner and demonstrates the abuse that children go through because of parents separating. Because of the lack of detail and information regarding the characters, the reader is forced to imagine and place their own experiences inside the story more than they otherwise would, making the story more universally applicable than a story with vastly more detail. Indeed, it shows that domestic violence and conflict exists in many different types of situations and among different types of people. Further, the lack of exposition further reduces the reader’s accurate knowledge of the situation while the extreme drama of the story causes the reader to become more invested and judge the actions of the characters in the story more deeply. All of this together provides a story that provides the minimum amount of information that a story can have to still be a story, but also provides unique relationships between characters and readers, and shows how pervasive, widespread, common, and problematic domestic conflict between men and women can be, and primarily how this conflict uses and abuses children as a weapon in these conflicts.

Comparison of Stalin and Hitler

Comparison of Stalin and Hitler Even though some people may argue this, its a common fact that Joseph Stalin and Adolf Hitler are one of the two worst villains in history. Stalin murdered millions of people and Hitler murdered millions of people. They both tortured innocent people. They both threatened violence towards the rest of the world. Hitler started the worst war in history. Stalin spread Communism to other countries. Hitler almost wiped out a human race. Stalin slaughtered his own people. Whos the most hideous person? Stalin was a more hideous person than Hitler. Hitler was born to an overprotective mother and an overbearing father. While his mother would shower him with affection, his father barely even acknowledged his existence. His love for Germany started when he was very young. His love for Germany awakened when he moved to Germany and started to play with German children. This love for Germany would never die (Ayer 16). His independence started when he was six when he walked to and from school and dealing with mischievous boys. It was around this time when Hitlers father was starting to come home drunk every day. He was abused daily by his father because Hitler refused to give in to his fathers demands. In school, he was a leader. One boy quoted We all liked him, at desk and at play. He had guts. He wasnt a hothead, he was a quiet fanatic (Ayer 19). At thirteen his father passed away suddenly and Hitler became the male head of the house. Hitler was very charismatic. His words go like an arrow to their target, he touches each private wo und on the raw, expressing [peoples] intermost [hopes], telling [them] what [they] most want to hear (Strasser 65). When at school he took a particular liking to Professor Leopold Potsch. Potsch was a follower of the Volkisch Movement. The movement was a group that believed that the German people were superior to everyone else especially the Jews (Ayer 21). Hitler saw the opera Rienzi and it changed his life forever. His friend, Kubizek, said: Now he aspired to something higher, something I could not yet fully understand. All this surprised me, because I believed that the [life] of an artist was for him the highest of all goals, the one most striving for. But now he was speaking of an [order] he would one day receive from the people, to lead them out of [slavery] to the heights of freedom. (Ayers 23) Hitler blamed his own poverty and humiliation on the Jews. It was during World War 1 when he finally did something with his life. He enlisted. War was brilliant to him. He was at home in the trenches. He received the greatest award Germany had to offer. When Germany lost he was completely devastated. It was at this time when he finally got into politics. Hitler became interested and joined the German Workers Party. Soon later he changed the name of the party to the NAZI Party. He silenced any high ranking official within the party that didnt agree with him. He blamed the Jews on all the bad problems in Germany. Hitler was eventually arrested. While he was in jail he wrote Mein Kampf. This would later be the Nazi Bible. Once out of jail he reformed the Nazi Party into something far greater than it ever was. In 1933, Hitler was appointed chancellor. Soon later he became the sole dictator of Germany. This was only the beginning for Hitler. Stalins childhood was marked with hate. His father would beat him savagely for no reason. This made Stalin grim and heartless. His mother on the other hand spoiled him and always gave excuses for his bad behavior. This made Stalin think at a young age that everything he did was alright. When Stalin was in school he tried to dominate his classmates in everything they did. He studied his classmates weaknesses and acted upon their weaknesses to force the other children to accept his leadership. Stalin saw the illiterate tribes of the towering Caucasus Mountains as romantic heroes. They were fierce and stopped at nothing until they got what they want. When he was thirteen he was exposed to scientific thought for the first time. These books made Stalin believe that there was no god. At the age of sixteen, Stalin went to a seminary. While at the seminary he secretly joined a new revolutionary party. He smuggles illegal books into the seminary. It was in these books that Stalin first learne d what Communism is by Marx. He was so much against the idea of god he wasnt able to fake it anymore. His grades went from best to worst in the class and four months before graduation he was expelled. Even though he hated the seminary, it did leave its mark on him. It hardened for the life of a professional revolutionary. He also applied the religious fanaticism to Communism (Archer 19). The seminarys spy system was the inspiration for his own secret police. On May 1, 1901, Stalin led two thousand railway workers into a bloody clash against the Tsars forces. He fled being arrested. He began an outlaws life taking on false names and always slipping away from the police. Stalin looked up to and inspired Lenin for having to fill his life with great purpose (Archer 23). On April 5, 1902, he was finally arrested. He viewed this setback as a positive. He began recruiting prisoners into the Social Democratic Party. On January 21, 1905, Stalin announced that the revolution has begun. In 190 7, he wife died. This made Stalin even more sarcastic, cold, and vengeful than ever before (Archer 35). It wasnt until World War I that the revolution won and took over the government of Russia. In 1924 Lenin had died and there was a struggle on who should now rule Russia. After the dust has settled it was the Man of Steel, Joseph Stalin, which began his role of being one of the best rulers in Russias history. There are many people who Hitler hated and wanted to annihilate. Hitler wanted a pure Aryan race. This means he wanted only perfect people. The people must be tall, slender, physically fit, and free of any disability, deformity, abnormality, mental illness, and homosexuality. Above all people Hitler hated he hated the Jews the most. He firmly believed that the Jews were the inferior race. He blamed the Jews for Germanys defeat in World War I. He believed that Germany would have never lost the war if it wasnt for the Jews stabbing Germany in the back. In Europe at the time, Jews were known as Communists and to some people Germany was known as a Jewish Country. This was the last thing Hitler wanted his country called. Stalin hated everyone who was against him and Communism. He always feared for his position in power and for Communism. It didnt matter if they were political enemies or just civilians who didnt like communism, Stalin hated them all. Stalin did everything in his power to instill fear into his enemies. He wanted to make sure whoever was against him know that that was a grave and deadly mistake. In 1939, Hitler started the worst war in history. Hitler wanted to make a German Empire all throughout Europe and evidentially the world. World War II had over sixty nations involved in it. He wanted superiority over everyone in the world. Hitler wanted to wipe out an entire race. He put Jews in concentration camps. In concentration camps, Jews were tortured, gassed, used as sick experiments, shot, starved, and hung. He wasnt going to stop until he wiped every single Jew off the face of the world. To Hitler, the Jewish race was nothing but little, annoying animals. What Stalin did to his own people is sickening. Stalin was a huge fanatic of being patriotic for the motherland. He killed anyone he expected to be a traitor. During World War II, if a soldier took one step backwards to retreat then an officer would shoot them on the spot declaring they were traitors even though in reality they werent really traitors. After World War II, Stalin reopened some of the concentration camps and put German civilians in them. Stalin killed anyone that disagreed with him. He executed over forty thousand polish prisoners. If Stalin had a political enemy then the enemy would be taken to a labor and be never seen from again. Conditions in the labor camps have been said are worst then some of the concentration camps Hitler put the Jews in. Stalin wasnt only ruthless to foreign people he was ruthless towards his own people making them fear him so much they were forced to love him. Hitler killed six million people. Most of those people were Jews while some were other minorities. Stalin killed over forty thousand polish prisoners and also killed two hundred thousand Georgian civilians. In all Stalin murdered roughly twenty to forty-five million people. Hitler and Stalin were both extremely evil men who stopped at nothing to achieve what they wanted. They both grew up in hateful homes. They lied and killed to make their way to the top. They both killed millions of people. In all, Stalin was the most hideous one. Even Hitler did many bad things in his life, Stalin definitely out did him. Stalin hated more people, he killed millions and millions of more people then Hitler, and he was more ruthless than the Nazi leader. Stalin was the essence of the devil himself.

The Chrysalids - Utopia or Dystopia ? :: Chrysalids

The Chrysalids – Utopia or Dystopia ? One could describe the novel "The Chrysalids" as a dystopian novel as apposed to utopian. The town in which David and the rest of shape-thinkers live is deffinatly not a utopia as well as the new land to which they move, Sealand. The dictionary definition of utopia is an imaginary island with perfect social & political system, social and political paradise. Waknuk is not an island, so it is deffinatly not a utopia, but Sealand has the characteristics of a utopia. It is an island, but it does not have a perfect social and political system. Perfect social system means equal rights and treatment for all. David, Rachel, Michael and Rosalind are not treated as equals by the Sealanders compared to the way Petra is treated. The Sealand woman came to their aid not because she wanted to help them, but because she was interested in seeing whom this little girl was that had such strong communication skills. She arrived and was very eager to put Petra in the space ship and take her home with her and she was obliged to take Michael, Rosalind and David. When Michael mentioned that his girlfriend was stuck in Waknuk and that he would like to go and fetch her she made no effort. She simply said that there was not enough fuel to fetch her and that they could only leave her behind. When Michael told her about the problem getting home she was disinterested. Michael was forced to stay behind so that he could go to Waknuk and be with his girlfriend. When David described the Sealand woman he described her as the image of perfection. His description of her was so perfect that it described her flaws. She was too perfect, as though artificial. She communicates on a higher level as him so that he can’t understand and does not worry about his troubles. Sealand may not be a utopia but it is deffinatly not a dystopia. The Chrysalids are free to use their gifts and feel more comfortable using them.

Royal Foolishness in King Lear Essay -- King Lear Essays

The presentation of persistent incompetence of the elite class would seem unlikely in a Shakespearean tragedy. Yes, it in turn led to the expected downfall of almost all principle characters, but there seems to be another element of the play of King Lear – shameful ridicule. The repetition of dishonesty, superficiality, and blatant ignorance serves as an overwhelming theme of the dysfunction of nobility. Indeed, one of the main aspects of King Lear is the representation of royalty’s foolishness. A clear example of the naiveness of the nobility is Regan’s hunger for power and wealth at an extent where she demonstrates little respect towards her own father – also her beneficiary. She insults his age and rudely implies that he no longer deserves the status of king and should pass it on to someone more capable. Ironically, she has the least potential for being an adequate ruler, â€Å"O sir, you are old†¦ You should be ruled and led by some discretion that discerns your state better than yourself† (II.iv.165-169). Her shameless remark touches upon Lear’s own flaws, his d...

Should Andrew Jackson be on the 20 dollar bill

There are obvious reasons why Andrew Jackson shouldn't be on the twenty dollar bill. There was the Indian Removal Act, the Trail of Tears, and he closed the National Bank. But, who should replace him? One western leader, President Ronald Reagan, above all others, demanded the Soviets to give up the Brezhney Doctrine and abandon the arms race, brought down the Berlin Wall, and ended the Cold War at the bargaining table and not on battlefield (2013, Ronald Reagan and the Fall of Communism).The Brezhney Doctrine was a Soviet Union foreign policy. In the first inaugural address of Andrew Jackson, he said he would observe the Indian's rights which is a consistent habit of our government but, President Jackson turned his back and forced the Cherokee to move west because he found gold in their territory which at the time was in Georgia. Over 70,000 Cherokee had to move west. Many of which died due to diseases transferred by Americans and natural everyday colds.The term â€Å"Trail of Tears † was given to the period of ten years in which over 70,000 Indians had o give up their homes and move to areas assigned to tribes in Oklahoma (Indian Removal Act of 1830, November 3, 2013). The government promised this land to them â€Å"as long as grass grows and rivers run† (Indian Removal Act of 1830, 2013). Unfortunately, the land that they were given only lasted till 1906 and then they were forced to move to other reservations. Andrew Jackson also closed the National Banks. Due to this, inflation rose and the economy collapsed.Inflation is the result of higher rices and a decrease in the purchasing power of money. With the economy collapsing came the Panic of 1837. â€Å"Tear down this wall† (Tear Down This Wall, November 7, 2013). That is what President Reagan said when tearing down the Berlin Wall. Based on intelligence reports and his own analysis, the President concluded that communism was cracking and ready to tumble. Reagan took personal control of th e new strategy. When President Reagan took down the Berlin wall, it had made communicating and traveling easier.It had also stopped communism in east Germany and started to crumble communism in Russia. Ronald Reagan forced the Soviet Union to abandon its goal of the world socialization. He did this by challenging Soviet's legitimacy, by regaining superiority in the arms race, and by using human rights as a weapon as powerful as any in the U. S. or Soviet arsenal. A severe recession set in with an inflation decreasing from 13. 5% in 1980 to 5. 1% in 1982 and unemployment exceeding 10% in October, 1982 for the first time in forty years.After he 1982 downturn, the decreased inflation rate, under 5%, sparked economic growth. It also produced one of the lowest unemployment rates in modern U. S. history. Andrew Jackson was not the best president we have had. Jackson created the Trail of Tears, the Indian Removal Act, and the closing of the National Banks. On the other hand, President Reag an made a turn for the better. He tore down the Berlin Wall stopping communism in eastern Germany and started crumbling communism in Russia, forced the Soviet Union to abandon its goal of world socialization,

Mobile Intelligent Tutoring Systems Education Essay

Mobile intelligent tutoring systems have the possible to present low-priced, one-to-one aid to scholars outside of the traditional schoolroom and computing machine lab scenes. The focal point of this paper is to sketch the usage of Mobile Intelligent Tutoring Systems in back uping the Mathematics human coachs in secondary schools and the function that nomadic devices can play in circulating and back uping the cognition gained by intelligent coachs. The paper reviews desktop Intelligent Tutoring Systems and how the same can be used in nomadic devices. The concluding portion of the paper examines the challenges faced in the development of Mobile Intelligent Tutoring Systems. The general public presentation in mathematics among secondary school pupils in Kenya has non been impressive for many old ages ( KNEC, 2000 ) . Much has been done and said with purposes of bettering public presentation with small success including debut of â€Å" Strengthening of Mathematics and Science in Secondary Education ( SMASSE ) Undertaking † , launched in Kenya in 1998 and funded by Japan authorities. It is aimed at the betterment of mathematics and scientific discipline instruction through In-service Training ( INSET ) for instructors ( Nancy, Alice, 2007 ) . Poor public presentation is attributed to several factors among them attitude of pupils and instructors, deficiency of learning installations such as books and unequal remedial or follow-up tutoring in most schools. Whereas there is demand to assist scholars develop a deeper conceptual apprehension through such techniques as tutoring when they are larning a new sphere ( Lane, 2006 ) , that is desiring. Mathematicss is a hard capable both to learn and larn. Mathematicss is besides a topic, which requires difficult work, and batch of pattern – the paramount facets for larning mathematics. Learning mathematics comprises foremost having facts, rules, and so larning how to use them ( Garry, 1996 ) . Teachers may desire to pass more clip with pupils but human resource is normally the chief restraint due to high student-to-teacher ratio witnessed in schools. The broad usage of cell phones in society has led research workers to look into methods to use nomadic devices in instruction ( Castells, 1999 ) . Presently, there are around 16 million cell phone endorsers in Kenya with the figure projected to travel up following licensing of 4th Mobile operator – YU ( Communication Commission of Kenya ) . Harmonizing to Brown ( 2003 ) and Kam etal ( 2009 ) , the nomadic device has been argued to be an appropriate tool for educational bringing in the development states. The statement behind this is that nomadic device is low-power device that can be used in topographic points without electricity. Although nomadic device such as cell phone is mostly purchased for voice communications – which users rely on for their societal and economic demands – it is besides able to run educational package that support visuals and voiceovers ( as cited in Kumar, 2009 ) . Most of all, the cell phone is the fastest turning engineering platform in the development states. There are 2.2 billion nomadic phones in developing parts like Africa and India, as compared to merely 11 million desktops ( CNN, 2009 ) . Teaching pupils on a one-to-one footing significantly influences the grade of cognition and accomplishment retained by the pupil. Bloom ( 1984 ) suggests that one-to-one tutoring is the most effectual scheme known, by and large giving two standard divergences better public presentation than traditional direction. For the intent of this paper, the term â€Å" nomadic device † comprise of criterion cell phones, smart phones ( those using an operating system supplying voice services every bit good as extra informations processing applications ) , and personal digital helpers ( PDAs ) – supplying informations treating without voice capablenesss. Whereas laptop computing machines are portable, users interact with them in ways that are more similar to desktop computing machines than they do with smaller devices e.g. usage of keyboard. Therefore, it does non fall under ‘mobile device ‘ class.Table 1.1 Comparisons of Desktop and Mobile Tutoring SystemsDescriptionDesktopMobile DeviceInterface Full size keyboard Multi-window design Small Keyboard Single-window design Display 14+ inch show 2-5 inch show Connectivity Ethernet, Wi-Fi Wi-Fi, Cellular Delivery Standalone Client merely Use Classrooms and computing machine labs Anywhere and anytime2. Intelligent Tutoring SystemHafner ( 2000 ) defined Intelligent Tutoring System ( ITS ) as â€Å" educational package incorporating an unreal intelligence constituent. The package tracks pupil ‘s work, orienting feedback and intimations along the manner. By roll uping information on a peculiar pupil ‘s public presentation, the package can do illations about strengths and failings, and can propose extra work. † ITSs have been used to help pupils with prep, trial pickings, and appraisal ( ISTE, 2007 ) . An ITS can be used to enable the pupils work independently, to better their apprehension of constructs within related sphere, and to take advancement of job work outing ability for each of them ( Martin, 2001 ) . On the other manus, an ITS can be able to help non merely the pupils but besides the instructors in developing and managing classs ( Shin, Norris and Soloway, 2006 ) . Harmonizing to Korhan ( 2006 ) , â€Å" Intelligence involves mental capablenesss such as the logical thinking ability, planning, work outing jobs, believing abstractly, groking thoughts, and larning † . Furthermore, it is related to creativeness and personality of the individual harmonizing to psychological science. Conversely, mathematics is as a incubus for many pupils. This may take to pupils doubting their creativeness, endowment, and motive when analyzing mathematics. In this sense, the tutoring systems must hold the capableness of existent instructors, and it must move like human coach in a categ ory. Information technologies can raise up the effectivity of learning mathematics in a category ( Kinshuk, 2002 ) and hence regarded as one of the topics in Artificial Intelligence ( AI )3. Background of ITSComputers have been used in instruction since 1960s ( Martin, 2001 ) . Intelligent Tutoring Systems are computing machine systems designed for support and betterment of acquisition and learning procedure in the sphere cognition. Even though Intelligent Tutoring Systems began with Computer-Aided Instruction ( CAI ) , they differ from them in some ways. First, the interfaces, in CAIs, are of all time inactive for each pupil and the information presented to each pupil is precisely the same for all the clip ( as cited in Mitrovic et al. , 2007 ) Harmonizing to Koedinger et Al. ( 1995 ) , ITSs use the cognition for pedagogical procedure so that the system tries to find what the pupil knows or does non cognize. Contrary to ITSs, CAIs have premises about what the pupil knows. Therefore, the same course of study is presented to pupils in CAIs, even though the predating cognition is necessity for a pupil. The other difference between them, harmonizing to Koedinger et Al. ( 1995 ) , is with the feedback system. Some CAIs have the capableness of inquiring inquiries to pupils. However the feedback system of them is limited to indicant of whether the pupil reply was right or incorrect, merely. ITSs, on the other manus, attempt to find the pupils ‘ failings on a subject utilizing the sphere and pupil theoretical account as shall be depicted in subdivision 4 below. Most Computer-Based Instructional ( CBI ) applications and systems, including ITS, still shack chiefly on the desktop. Harmonizing to Eamon ( 2004 ) , ITS have been shown to be extremely successful in bettering pupil acquisition in the schoolroom. When ITS is integrated into school course of study, pupils use the coachs during school hours in computing machine labs and schoolrooms. The enlargement of the desktop ITS to the nomadic learning universe of Mobile will, doubtless, supply great benefit for pupils and instructors likewise. A nomadic intelligent coach has the possible to present the important advantages of intelligent tutoring systems to a broad audience of scholars and spread out coach usage to exterior of computing machine labs and schoolrooms therefore supplying robust and flexible acquisition chances to pupils â€Å" anyplace † and â€Å" anytime † ( Farooq etal, 2002 ) . It will besides be of aid for pupils on the move such as nomads who may non acquire adequate human tutoring in category besides heightening student-centred acquisition.4. How Intelligent Tutoring Systems WorkITS for mathematical jobs was planned and designed to ease pupils in acquisition and name on pupil ‘s mistakes and efficaciously generate accounts for those mistakes ( Burns, Capps, 1988 ) and offer a pupil monitoring system that includes learning advancemen t and relevant statistical informations. The end of ITS is to supply the benefits of one-on one direction automatically and be efficaciously. Like any other preparation simulations, ITS enables participants to pattern their accomplishments by transporting out undertakings within extremely synergistic acquisition environments. However, ITS goes beyond developing simulations by replying user inquiries and supplying individualised aid. Unlike other computer-based preparation engineerings, ITS systems gauge each scholar ‘s actions within these synergistic environments and develop a theoretical account of their cognition, accomplishments, and expertness. Based on the scholar theoretical account, ITSs tailor instructional schemes, in footings of both the content and manner, and supply accounts, intimations, illustrations, presentations, and pattern jobs as needed ( James and Sowmya, 2007 )Intelligent Tutoring SystemStudent ModelExpert ModelEnvironmentInterfaceDirection ModelFigure 4.1 Intelligent Tutoring System ModelIntelligent tutoring systems have their foundation in the unreal intelligence, more specifically adept systems, and computing machine assisted direction subjects. Burns et Al. ( 1988 ) depict the â€Å" intelligence † of this package as the aggregation of the five subsystems shown in F igure 4.1 above. The first is an adept theoretical account stand foring the sphere cognition or capable affair expertness. This cognition comprises the apprehension of the capable affair that an expert has in the tutored country i.e. adept theoretical account merely represents the expert cognition and the ability to work out jobs within a sphere. The 2nd theoretical account is the pupil ‘s. This theoretical account represents the cognition, accomplishments, behavior and other properties of a pupil larning the sphere. This theoretical account let the ITS know who it ‘s learning ( James et al. , 2007 ) and tries to find pupil ‘s mental provinces. This faculty generates the pupil theoretical account with all information about the single scholar. It provides the information such that what the pupil knows or does non cognize, any misconceptions, grade of forgetfulness, concluding accomplishments etc. ( Korhan, 2006 ) The 3rd is the direction theoretical account, which is responsible for acknowledging pupil input and reacting to student actions i.e. enables the ITS to cognize how to learn, by encoding instructional schemes used by the tutoring system. The teacher theoretical account selects the most appropriate instructional intercession based on the cognition of a pupil ‘s accomplishments, strengths and failings, participant expertness degrees, and pupil acquisition manners. Additionally, the teacher theoretical account may besides take subjects, simulations, and examples that address the pupil ‘s competency spreads. It is besides known as pedagogical or coach faculty ( Martin, 2001 ) The 4th is the instructional environment or sphere that provides support to the scholar. It consists of the activity and tools, and to some widen the state of affairs, provided by the system to ease acquisition. The last constituent is the interface, an indispensable constituent that provides the agencies by which the user can pass on with the system. It is the integrating of the theoretical accounts that separate ITS engineering from other signifiers of computer-aided direction ( Heffernan, Koedinger and Aleven, 2003 ) . Harmonizing to Trojahn et Al. ( 2002 ) , ITS have the informative attack in which direction is understood to be the transmittal of cognition necessitating the teacher/instructor to supervise the pupil invariably, particularly in the job work outing procedures. It takes into history the capacity for acquisition and the cognition of the pupil in that topic. ITS ‘s are adapted to each pupil by agencies of their diagnostic accomplishments which examine the pupil ‘s cognition and the structuring and presentation of cognition. They besides make usage of a assortment of techniques to keep the user ‘s attending ( equated to human coach motive ) and ease the transmittal of the coveted cognition. Intelligent developing systems besides portion this attack, although in these instances the procedures are aimed more towards specific job resolution activities. The coach guides the direction procedure harmonizing to traditional patterns ( UPGRADE, 2002 ) . Knowledge is a cardinal to intelligent behaviour and, hence, ITSs are said to be knowledge-based because they have: ( I ) sphere cognition, ( two ) cognition about learning rules and about methods for using those rules, and ( three ) cognition about methods and techniques for pupil mold ( S. Stankov et al. , 2007 ) It is of import to observe that ITS is an interdisciplinary field that investigates how to invent educational systems that provide direction tailored to the demands of single scholars, as many good instructors do ( Conati et al. , 2002 ) There are three types of cognition that an intelligent coach ( human or unreal ) needs to hold to be able to help pupil acquisition: ( I ) cognition about the mark instructional sphere, ( two ) cognition about the pupil, and ( three ) cognition about the relevant pedagogical/instructional schemes.5. Mobile Intelligent Tutoring SystemHarmonizing to Brown ( 2009 ) , Mobile ITSs have non received extended research. There has been small research aimed at placing how to accommodate the desktop coachs and which facets of the coach to alter, as facets of desktop coachs require alteration for nomadic device content bringing. The bringing of ITSs on nomadic devices in Kenya has the possible to supply the important advantages of intelligent tutoring systems to a wider audience of scholars therefore assisting in bridging the digital divide. Some secondary schools provide Internet and computing machine entree to pupils but a deeper appraisal reveals that the presence of engineering does non compare to effectual usage of the engineering ( Yong et al, 2006 ) . Among the several factors impeding usage is the student-to-computer ratio in schools. For those schools with computing machines, it is reported that no school has one computing machine for each pupil with the lowest computer-to-student ratio being about 3-to-1 ( Christopher et al, 2007 ) . On the other manus, about all pupils can entree the nomadic phones doing it possible for schools to do usage of handheld calculating to organize engineering usage between place and school for the pupils. This tendency is besides nailing of the possible that nomadic and hand-held devices have to present a one-to-one calculating solution to the instruction community ( Quinn, 2000 ) . By utilizing nomadic devices, schools without the fiscal resources to put in and keep big computing machine labs can hold the ability to supply scholars with ITS engineering. One singular virtue is that pupils can easy transport the coachs between place and school besides sharing the nomadic ITSs between pupils in the same school therefore enabling ‘everywhere ‘ and ‘anytime ‘ acquisition ( Facer, Faux, McFarlane, 2005 ) . The portability of nomadic ITSs extends coach usage to exterior of computing machine labs and traditional schoolrooms, thereby supplying flexible larning chances to pupils at place, after school, and in other locations ( Vahey et Al, 2004 ) . With the promotion of nomadic device engineering, there is besides the possibility for nomadic ITSs to put to death as standalone applications, as opposed to client-server web based, thereby extinguishing the demand for an Internet connexion, either wired or radio. Harmonizing to the research conducted by Brown ( 2009 ) to find whether nomadic intelligent tutoring system provide larning additions greater than standard instructional activities, it was found out that pupils utilizing the tutoring status did see an addition in post-test public presentation greater than pupils that did non utilize the coach ( utilizing paper and pencil ) . As a consequence, it can be concluded that a nomadic ITS can supply larning additions greater than standard direction.6. Related WorkIn the early 1970s a few research workers defined a new end for computer-based direction. They adopted the human coach as their educational theoretical account and sought to use unreal intelligence techniques to recognize this theoretical account in â€Å" intelligent † computer- based direction. Personal human coachs provide a extremely efficient larning environment ( Cohen and Kulik, 1982 ) and have been estimated to increase average achievement results by every bit much as two Intelligent Tutoring Systems standard divergences ( Bloom, 1984 ) . The end of ITSs would be to prosecute the pupils in sustained logical thinking activity and to interact with the pupil based on a deep apprehension of the pupils ‘ behaviour. From 1990s, research on teaching method in the mathematics recognized that pupils learn mathematics more efficaciously, if the traditional acquisition of expressions and processs is supplemented with the possibility to research a wide scope of jobs and job state of affairss through ITS ( Schoenfeld, 1990 ) . In peculiar, the international comparative survey of mathematics learning ( Baumert et al. , 1997 ) , has shown that learning with an orientation towards active job work outing outputs better larning consequences in the sense that the acquired cognition is more readily available and applicable particularly in new contexts and that a contemplation about the job work outing activities and methods outputs a deeper apprehension and better public presentation. Harmonizing to James and Sowmya ( 2006 ) , Carnegie Learning developed a suite of ITSbased â€Å" cognitive coachs † in secondary-level mathematics. The systems, based on earlier research carried out by John Anderson and Ken Koedinger at Carnegie Mellon University, were tested in selected secondary school and pupils showed 50- to 100-percent betterment in job resolution and usage of equations, tabular arraies, and graphs. Eric and Jorg ( 2003 ) developed ActiveMath ITS used in job resolution, rule-based systems, cognition representation, user mold, adaptative systems and adaptative hyper-media, and diagnosing. ALEKS ( Assessment and Learning in Knowledge Spaces ) is an on-line ITS aimed at tutoring Geometry and Business Mathematics classs ( Anderson, Reder, Simon, 1996 ) . It is web based and therefore requires Internet connexion for it to be accessed. MathITS ( Korhan, 2006 ) is an Intelligent Tutoring System for mathematics instruction at undergraduate and graduate degree and employs the conceptual map mold technique ( Hwang, 2003 ) . It is a student-centred system, which supports synergistic acquisition.7. Challenges Faced in Developing Mobile ITS Applications for Mathematics TutoringIt is easier said than done for teachers, school decision makers, and even parents to see nomadic devices as being utile for educational intents because they have been predominately used for societal intents including phone communicating and text messaging. The current educational system produces lesson programs, larning activities, and appraisals based upon traditional educational theoretical accounts. However, the debut of nomadic devices enables pupils to interact and join forces with one another in ways non antecedently realized. Therefore, teachers must now find how to plan lessons and activities structured around this mobility and accurately q uantify the consequences of the usage of the engineering. The usage of nomadic devices besides raises inquiries that relate to the execution of the engineering, viz. the hardware and package. Previous tests of nomadic larning applications reveal that concerns sing device ownership, battery life, and web connectivity can greatly impact the acquisition results of pupils ( Facer, Faux, and McFarlane, 2005 ) . While these issues may be viewed by some as policy instead than research, it can be argued that an apprehension of these issues could supply information to inform the design of the applications themselves. For illustration, cognizing that pupils may non hold dependable Internet connexions may do a interior decorator to make a standalone application or one that requires periodic synchronism for it to work decently. Interestingly, research workers implementing and proving nomadic larning applications have noted that there is possible for nomadic larning applications to be alongside traditional instructional tools ( Vahey et al. , 2004 ) . While the usage of nomadic larning applications can be transformative, it is necessary to understand and see the bing acquisition environment in which it is intended. While there are surely cases in which a Mobile larning application can supply an experience non possible without the engineering ( Chen, Kao and Sheu, 2003 ) , it seems sensible, and even likely, that this engineering can co-exist and back up traditional paper-based methods. Representation of diagrams and limited sum of text poses a challenge. As a consequence, the teachers should make up one's mind on which content could best be presented in nomadic device. The diagrams representation is limited by screen size.8. DecisionMobile ITS execution will assist to better mathematics public presentation in Kenya Secondary schools. However, certain research countries such as its development, statute law issues, interface, instruction and acquisition schemes and architecture ( hardware and package ) should be addressed in order to recognize the benefits of Mobile ITS. By so making, Kenya will tout of m-Learning and therefore will make more pupils assisting to bridge the digital divide spread.

Three Heros, A Similar Journey Essay Example | Topics and Well Written Essays - 1250 words

Three Heros, A Similar Journey - Essay Example The work The Odyssey unveils the adventurous life of Odysseus the hero, and his journey towards homeland. Thesis statement: The research on different journeys of the heroes in Beowulf, Gilgamesh, and The Odyssey prove that their journeys are similar in some way or other (special references to Beowulf, Gilgamesh and Odysseus). Comparison: Beowulf, Gilgamesh and Odysseus The comparison is based on four factors: similarities, problems, gain and effect of the journeys conducted/ undertaken by Beowulf, Gilgamesh and Odysseus. A. Similarities shared by their journeys In his adventurous journey, Beowulf primarily aims to defeat three of his enemies. His status at Geatland as a hero encourages him to help Hrothgar (a Danish king), to defeat and kill a beast and its mother (Grendel and his mother). In the work Beowulf: a new verse translation, a translation by R. M. Liuzza, Hrothgar points out about Beowulf that â€Å"he has thirty men’s strength, strong in battle, in his handgripâ₠¬  (65). Later, he undertakes another adventurous journey to kill an unnamed dragon at Earnanaes in Geatland. On the other side, Gilgamesh’s adventurous journey is similar to Beowulf’s journey. For instance, his journey to the Cedar Mountain, with his companion Enkidu, was to accomplish their dangerous task of defeating Humbaba. This journey and victory encourages them to undertake another adventurous task to kill the Bull of Heaven. One can easily identify that adventure is the motivation for Beowulf and Gilgamesh. The epic poem The Odyssey mainly focuses upon the adventurous life of Odysseus, the hero. The epic poem unveils Odysseus’s homeward journey after participating in the Trojan War. One can easily identify that Odysseus’s adventurous journey is similar to the other two adventurous journeys because his aim was to lead an adventurous life away from his homeland. Like Beowulf and Gilgamesh, Odysseus is not attracted by a peaceful life in his homela nd with his wife Penelope and his son Telemachus. In short, the similarities shared by the journeys of Beowulf Gilgamesh and Odysseus include their noble aim and unending passion towards adventurous life. Besides, they were heroes at their homelands and were brave enough to fight with supernatural forces. B. The problems they did encounter during their journeys The problems encountered by Beowulf during his first journey include the fight with Grendel and his mother. As pointed out earlier, Beowulf’s status as a hero encouraged him to undertake this dangerous journey and to fight with supernatural elements. This proves that Beowulf was ready to face problems in his life and to help others. Later, Beowulf became the king of Geatland. When a dragon began to attack his people, he decided to fight with it and to kill it. During the battle, Beowulf was severely injured and it resulted in his death in the end. One can easily identify that the natural obstacle faced by Beowulf inclu de the rocky dwelling place of the Dragon and the cave in which Grendel’s mother used to live in. On the other side, the problems faced by Gilgamesh include the fight with Humbaba and a supernatural element, namely the Bull of Heaven. But his companion Enkidu helped him to overcome the problems during their journeys. In the work The epic of Gilgamesh, translated by Maureen Gallery Kovacs, Gilgamesh is described as â€Å"There is on one stronger than he†