Night Essay

Compare the hanging of the â€Å"youth from Warsaw† and the hanging of the â€Å"sad eyed angel† and explain, using evidence from there and elsewhere in Night, why Elie Reacted differently to the two hangings. Elie Wiesel’s Night is a memoir of his horrifying childhood experiences of suffering as a Jew in the concentration camps. Eliezer was found to suffer in many camps, and during this time he witnessed the daily sufferings and deaths of many humans. His faith faltered as a result, and after so much pain he grew apathetic to the withering away of mortal life. By the end of the book nothing really surprises Elizer anymore because he knew anything could happen at any moment. However, Eliezer’s reaction towards hanging of the â€Å"youth from Warsaw† was different from the hanging of the â€Å"sad eyed angel. † Eliezer’s faith faltered daily when he witnesses the death of many innocent lives including the hanging of the youth from Warsaw, but he never loses his hope or questions the existence of God until he witnesses the hanging of the â€Å"sad eyed angel. † Eliezer witnesses many death during his time in concentration camps, and he never wept once, even when he witnesses the hanging of the youth from Warsaw. This young boy is described as tall and strong. Supposedly, he had stolen something during the alert in the concentration camp. Looking back at his execution, Eliezer expresses his feeling about the hanging saying that it â€Å"upset him deeply† (Wiesel 62) in a way quite distinct from his knowledge of the thousands who died daily in the camps. Elizer was disturb by the hanging because he did not lost all of his faith and hope, he still have humanity so that’s why he feels upset when he witness people die, deep in his heart faith and hope were just broken, now after witness the hanging of the youth from Warsaw he found the broken pieces of hope that is why that evening after the execution he finds â€Å"the soup tasted better than ever† (Wiesel 63). Another reason that Eliezer finds the soup taste better is because he was actually grateful that it was not him or his father toward the execution. Elizer realize that death is everywhere in concentration camp, and it could be either him or his father next time standing on the gallows. He is thankful that he still alive at that moment and can is still eating his ration of soup, although he knows that he could be in line next to get hang in the gallows. Eliezer also felt the youth from Warsaw brought the death on themselves. He realizes that there are rules in the concentration camp that you can never disobey, if you break the rules in the camp, you will be killed. Where is merciful God, where is He? †(Wiesel 64) It was another day when Eliezer return from work and roll call begins. There were three gallows for three prisoners that are going to be hang on the gallows for conspiring to blow up the electric power station, but among the three prisoners there is a little pipel in the middle, the sad eyed angel. At every hanging, no one in the audience will ever shed a tear or weep, but the hanging of the sad eyed angel affected not only Eliezer but many others. During the execution all eyes were on the child, the two men died immediately, but the child was too light â€Å"and so he remained for more than half an hour, lingering between life and death. † (Wiesel 65) The hanging pained Eliezer so much and it makes him wonder how God can be present in a world with such cruelty, he question the present of God and when he heard a voice saying â€Å"For God’s sake, where is God? † (Wiesel 65) he answers â€Å"Where He is? This is where –hanging here from this gallows†¦Ã¢â‚¬  (Wiesel 65). Following the death of the sad eyed angel Eliezer thinks that was the death of God as well. â€Å"That night, the soup tasted of corpses† (Wiesel 65), after witness the hanging of the sad eyed angel Wiesel finds the soup tasted like corpses and also like death, the death of God. The sad eyed angel represent a symbol of silent which God is presents as in the novel Night. God was a symbol of silence in the novel because when Eliezer and the other Jewish people cries out for God’s aid and mercy, their please were left unanswered. The God in Night did not save them from cruelty and death, God has remained silence throughout the novel, so when the angel was hanged Eliezer’s relates the death of angel to the death of God, as he meant that God was hanging upon the gallows and had abandoned them. Eliezer realizes that the Nazis were coming closely to destroy his faith in God and so he was unable to enjoy anything because he thinks that life, hope, and joy could not be reach because all goodness had been destroyed. â€Å"I’ve got more faith in Hitler than in anyone else. He’s the only one who’s keeping his promises, all his promises to the Jewish people† Wiesel 81) Hitler the ultimate evil was conquering the good Jewish people every day through death and destruction. To Eliezer there was no hope for life and no chance for survival. He thinks God had abandoned them because there seems to be no end to evil. After witness the hanging of the sad eyed angel, Eliezer was constantly being reminded of death, he feels like death was everywhere in the camp, and when he were forced to watch the hanging of the sad eyed angel, which appeared to be innocent and full of hope, he feels that he was forced to watch innocence and hope die in front of him. As Eliezer watched the young pipel struggle between life and death he felt that the boy was innocent and he did not deserve to suffer. Eliezer and the young pipel were around the same age, so when he witnesses the hanging of the young pipel he felt as he shared the pipel’s pain and suffering and that he was suffering from a slow painful spiritual death as well. The hanging of the young pipel pained Eliezer so much because he knew he could not rescue him. In Elie Wiesel’s Night the author present a significance of the hanging and the brutal elements of the surroundings in the concentration camp. He express that evening â€Å"the soup tasted better than ever† (Wiesel 63) after he witness the hanging of the youth from Warsaw, and yet after he witness the hanging of the sad eyed angel â€Å"the soup tasted of corpse. † It was trying to present how Eliezer’s slowly loses his hope and faith in God. Eliezer’s faith was being challenged under such brutal condition, and many do not get their beliefs put to the test in such extreme condition as Eliezer did, and this leads Eliezer to question his faith. The meaning of hanging in this novel represent the bad conquers good, death and evil become apparent. The goodness that had been present prior to concentration camp had been destroyed through death, evil and abandonment. Every killing that Eliezer witness deteriorated his faith and finally after witness the sad eyed angel, it was the end of hope for Eliezer, he finally understood the murderous nature of concentration camp, and he could not walk away unaffected by the hanging. At last, Eliezer walked away as a completely different person than how he entered.

Curriculum Development Class Reflection Paper

Two separate classmates asked me education questions two nights ago, Wednesday, 17 and based on what I have learned in our class, I could answer them. Until then, I did not realize what an impact this class had on my educational training. At the end of the summer, I will graduate with a Master’s in Business Education, and be a student teacher in the fall. In my business education courses, I have learned about professional organizations, endorsements, textbook adoption, and a few smaller topics. One class did focus a lot on the syllabus, unit plan, lesson plan, setting measurable objectives, and following the core standards.When I started thinking on what my â€Å"take away† is from this course, I realized that it is about 90% of the course. The other 10%, I actually knew. Since you probably do not want me to write a book, I am going to pick out the topics that grabbed my attention the most. Prior to beginning this course, I knew changes had occurred in how knowledge was delivered to students in the classroom. What I did not realize was how much was involved in the development of curriculum and the extent to which it has changed in such a short time.It has always been my perception that teachers knew the subjects they taught and that their knowledge was transferred to the students. I had not given much thought to the many other factors that a teacher is responsible for. I now understand that there are many elements involved in planning and implementing a curriculum for each class taught. I am amazed at the magnitude of information that needs to be considered; such as, desk arrangements, wall space use, planned activities, time considerations, classroom management, rules, procedures, record keeping, available resources, technology, plus many more.Many of these items can probably be easily mastered after performed a time or two, but as a future teacher, I have to ask, â€Å"What have I gotten myself into? † When I was in school, all I remember was that my teachers had a green lesson plan book and that was it. In a couple of my business classes I have written my philosophy on education and then one on teaching. What I did not know, was there are â€Å"determinants of an educational philosophy. † I had never heard of perennialism, idealism, realism, experimentalism, or existentialism.On one end of the spectrum there is perennialism and on the other end there is existentialism. Experimentalism with a little of existentialism mixed in, loosely reminds me of some of the year-round school schedules talked about in chapter 8; where the students decide the type of instruction and when they will attend school. I based my philosophy on my personal values and what I believed teaching to be, which includes a little of some of the â€Å"known† philosophies. Last semester, one of my professors passed out this colorful triangle and called it Bloom’s Taxonomy.Possibly he expected everyone to know what is was, so he did not discuss it. After reading chapter three and hearing the presentation, I am amazed that time was not spent going over the levels of Bloom’s Taxonomy in my business education methods class. I have been setting goals and objectives for most of my life. I did not expect the way I executed them when I taught would be any different. The state standards outline my objectives, and I determine how the material will be delivered, which was the approach I intended to take.Of course I knew that knowledge would be passed from me to the students and then they would be tested over the material; however, that only represents the beginning and end of the Bloom’s Taxonomy process; there is a big gap in the middle. When I stop and think about the process of the educational objectives of the cognitive domain, it makes perfect sense to follow the â€Å"steps† up the ladder. As a teacher, if I miss a step, let’s say for the sake of time or convenience, I have reduced m y effectiveness as a teacher; therefore, I have lowered my standards.In another class, much time was spent on the discussion state standards. Since I will be a business teacher, I will be qualified to teach many classes; therefore, I will have to become familiar with multiple sets of standards. I looked back through chapter four and learned how the standards first came to be, and considered how they have evolved to create a foundation for the standards we use today. It is intimidating to see how comprehensive the standards are.The first presentation on the article during the last night of class introduced three areas of curriculum that are not discussed at length in the book: subject-centered curriculum, learner-centered curriculum, broad-fields curriculum, and core-curriculum. It was interesting how they are separated in the terms used, but how integrated they should be. It is clear that students, at least in Tennessee, are taught from the common core. It seems that the teaching is a by-product of what everyone else wants, beginning at the national level all the way down to an individual school.I know in the chapter that I presented, Chapter 8, the author brought up the conventional way teaching has, for the most part, been done; teaching for the convenience of the teacher which did not facilitate the learning of the student. It is evident that change is occurring rapidly. There is only a brief mention of teaching to various learning styles. Oddly, I recently discovered I am a visual learner. For the life of me, I could never figure out why I had to have complete silence when reading.This revelation occurred in another education class and was reinforced when I read the paragraph on learning styles in our text book. The actual implementation of teaching must revolve around a flexible classroom. Not all students learn at the same pace and as a teacher I have to realize that and teach on multiple levels. Differentiated learning is at the heart of teaching. Every thing I have mentioned thus far, barely scratches the surface of the changes in my perception of teaching, the collection of new knowledge, and revelations I have had pertaining to class preparation.I know I can handle students in a classroom, but I am scared of everything else that defines a teacher. I just hope I have learned enough to effectively prepare kids to enter the real world. My courses are part of a career pathway, you might say, I am the last line of defense. It is overwhelming to think of my future and the enormous responsibilities I am entrusted with. In the questions you posed for consideration, one related to the Praxis test. To student teach, I have to take the PLT 7-12 test.I have reviewed the study outline, which are about six pages. Of course there will be material on the test about curriculum, but what scares me is everything on the outline that I have never heard of. I seems like it will be impossible to prepare for, any help you have to offer would be greatly appreciated. I took my first content knowledge Praxis test last Saturday for marketing. I had to smile when the first question on the test asked about Bloom’s Taxonomy. It is the little things that connect everything in life.

MGMT3010 Essay Example | Topics and Well Written Essays - 500 words

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Christian World Veiw Essay Example | Topics and Well Written Essays - 500 words

Christian World Veiw - Essay Example According to the Book of Romans, Sin leads to our alienation from God, thus destroying our relationship with Him (Romans 5). Paul emphasizes that Sin came about in the world because of the actions of one man, referring to the Original Sin made by Adam, and this Sin brought about death to all mankind (Romans 5:12-13). He adds that while humans try to resist the pull towards Sin, it is only by the grace of God that we will be able to transcend the gap between us and Him. God’s salvation is clearly outlined in the Book of Romans. Chapter 5 promises that humans are now reconciled with God through Christ’s death. However, this is only possible if we likewise conformed to the ways of Christ, in which we do as He did so that we would be sanctified and renewed as images of Christ. The Book of Romans teaches us that God’s ultimate goal is for us to be his Sons just as Christ is. That is, since God created us to be in the image of Christ, we are only able to do this if we also manifest the actions and thoughts of Christ. The Book of Romans tells us Christians are to live just as Christ did. This means that we should offer our bodies as a living sacrifice to God, and not merely conform to the actions of this world (Romans 12:1-2). Rather, we must aspire to be holy, and transformed by renewing our mind so that we will be able to clearly see what God truly wishes us to be. The Book of Romans reveals that God is a great power and a divine person (Romans 1:20). This is so clearly manifested that Paul says men will be held without excuse if they do not see the mighty power and divination of

The project initiation document focused on a work-based enterprise Essay

The project initiation document focused on a work-based enterprise - Essay Example The tools that will be used to control the project include a Gantt chart and a network diagram. It is recommended that project leadership be at a high level to facilitate the successful completion of the project. Introduction Projects are a part of the ongoing activities in an organisation. Projects will facilitate the growth of Bryson Motors Co Ltd. Schwalbe (2009) indicates that a project is a temporary endeavour which aims to create a new product, service or result. This project is temporary and aims to create a new result at the company. The company already has a customer service department but this project aims to improve it so that customers’ needs can be better satisfied in an efficient and effective manner. The current situation is that there is a lack of regular updates in relation to shipping and document processing. The company does not have the staff and other resources to fully satisfy some of the needs of customers. Projects typically go through a cycle and this project is no different. The standard cycle of a project consists of four phases. They are initiation, planning, execution and closure. The main emphasis in this paper is on the initiation phase. In some cases changes will be required to the original plan and so this will therefore require adaptation. Initiation represents the first phase and during this time the scope and objectives of the project are determined and outlined. The planning stage sets out the human resource plan, the financing plan, the communication plan, and the risk management plan. In some cases there may be a need for a process of adaptation. This will be determined from the monitoring activities of the project manager. If changes are necessary then the plan will be adjusted in order to facilitate the implementation of these changes. The results of the project – in this case the implementation of a computerised system to facilitate the transportation management system. If every thing is satisfactory and o bjectives are achieved then closure of the project is in order. Aims and goals It has been identified that Bryson Motors Co. Ltd is having problems in the provision of quality customer service. The aim of this project is to improve customer service at the company through the implementation of transportation management system software. This will facilitate growth and development of the organisation as customers will be attracted to the quality of the company’s customer service. However, before this can be done a computerised system needs to be put in place to capture all the activities that takes place between the company and its customers as well as the company and its suppliers. The formation of goals and objectives includes a definition of the scope which indicates the actual work that needs to be done; the unique product, service or result that will be delivered as well as the result that is expected (Schwalbe 2009). Customers will be able to access information on their sh ipment (order) from the web instead of having to call Bryson Motors directly. This will free up sales staff to the extent that they will then be able to spend more time getting more customers and therefore earning more income for the company and for themselves. Scope of project This project will involve the work of an external contractor setting up a computerised system that will be able to incorporate transportation management system software. This will enable the tracking of shipment and documentation of

Tesla in Turkey Essay Example | Topics and Well Written Essays - 1750 words

Tesla in Turkey - Essay Example The automotive industry is very important after the construction and tourism sectors (Saee 194). This industry creates the country’s highest multiplier. Furthermore, the industry intertwines with other industries such as marketing, fuel, finance, service and insurance. Any changes in the automotive industry are important to the country’s economy. The best approach for Tesla Motors in this country is to cooperate in the production and marketing fields. This increases the company’s capacity in the country’s automotive industry. The company enjoys more economic competition, innovations and investments for new models. In short, the automotive industry in Turkey is lucrative and with the right market entry strategies, Tesla Motors will enjoy significant profits. From a political and legal perspective, the country has liberalization (Nas & Mehmet 41). Turkey is a key supporter of liberal trade and investment policies that permit trade with countries in the Europ ean Union. The custom union of 1996 allowed Turkish firms to expand and become more successful internationally (Altug & Alpay 25). Turkish exports have continuously increased by 10% on an annual basis showing the trading potential of the country. The country charges sales tax, inclusive of VAT and exclusive consumer tax, on all motor vehicles. These taxes are higher compared to those other developed countries. The sales tax comprise of almost 19.2 percent to 117.1 percent. The country’s legislation on motor vehicle changes rapidly depending on changes in technology.

Marketing Study on Apple Company Assignment Example | Topics and Well Written Essays - 5500 words

Marketing Study on Apple Company - Assignment Example The computer industry incorporates a broad range of products, from mp3 players / iPods and printers to â€Å"personal computers and powerful servers† (Linzmayer, 2004, P. 103). Businesses have difficulty working in the computer industry, specifically because of the active environment of technology. In accordance to Moore’s law, the â€Å"numbers of transistors per square inch on integrated circuits will double every 18 months† (Linzmayer, 2004, P. 103), and costs will be decreased. This indicates that even the leading companies are required to stay very active and updated, as the industry is persistently changing and redefining its parameters. Apple Inc. has lately made headlines by penetrating into the cell phone market with its launch of the Apple iPhone. Apple as well has an extensive range of computer products together with personal computers, â€Å"computer accessories, servers, networking solutions, and software packages† (Linzmayer, 2004, P. 103). Presently having a market share of 58 percent among the cell phone market, and staying on a profitable 5 percent of the personal computer market, Apple has constantly maintains its name within the industry by keeping an eye for aesthetics as well as inventiveness, together with ‘easy to use’, pioneering products. Apple has most successfully developed the competitive strategies that let businesses in this industry to stay lucrative. Apple is renowned for its distinguished as well as innovative products, and dependable customer base. This joined with the halo effect from iPhone sales is likely to boost general market share and enhanced position Apple to remove market share from its rivals. In addition, Apple presents the maximum percentage of its sales to Research and Development, which better positions itself to have the benefit of primary mover benefit with the introduction of latest products. Apple has the maximum gross profit margin among its rivals because of its higher costs, and is only in charge for letting Apple to stay afloat within the personal computer market by a meager 4 percent market share. On the other hand, â€Å"Apple’s spare no expense philosophy in producing high quality differentiated goods drastically reduces its ability to translate a larger portion of gross prof it into net profit† (Cruikshank, 2005, p. 72). Apple has the utmost operating expense ratio in addition to the lowest net profit margin with its rivals. If Apple is capable of cutting down on operating cost and make use of a few of the standard policies used by Dell, they will be capable of converting additional profits into earnings per share Apple has many internal strong pints that make it a triumphant as well as competitive business. Apple has a dominant foothold within the personal computer marketplace by being different with its pioneering approach and user-friendliness. Its operating system is created domestically, keeping it free from

Spreading Inovation Article Example | Topics and Well Written Essays - 500 words

Spreading Inovation - Article Example The program trains professionals who serve low-income children, mostly in health centers. In the program, health providers are taught how to integrate oral health risk assessment and fluoride varnish applications into services that are usually offered to young children (DHHS, 2012). There are particular main problems that affect the oral health of children. These problems include tooth decay, sucking of the thumb, tongue thrusting, and lip sucking. Although baby teeth will later be replaced with permanent teeth, keeping the teeth of children healthy is critical to their health and well-being (Kramer et al., 2013). The mouth has many bacteria, although most of them are harmless. Good oral health care can help to keep the bacteria at bay. Nonetheless, without appropriate oral hygiene, these bacteria can cause oral infections such as gum disease and tooth decay. Many children, especially in low-income families face the problem of tooth decay, and it is important that they get help in order to overcome these issues (Salem et al., 2012). The Colorado community-based health program is aimed at ensuring that the health care professionals are well-equipped to ensure that children’s oral health is maintained. As the manager of Colorado Health Center, I find â€Å"Cavity Free at Three" program to be a very noble idea. The first step in the introduction of the program to the organization is to offer training for all health professionals that work in the organization. Proper training will ensure that every employee understands the idea behind the innovation in order to implement it. The training will involve explaining to the staff the importance of the program and what the organization aims to achieve. The organization will collaborate with the community and other health organizations in its implementation. In order to maintain the program for a long time, the organization will ensure that it sets aside enough funds to be

Astoronomy Essay Example | Topics and Well Written Essays - 1000 words

Astoronomy - Essay Example Ancient Chinese thought Heaven to be of a round shape. The Emperor lived in the highest level. At the center of this heaven is the North Start. Note that for them, the center is the most pivotal part. Ancient Chinese Cosmology had its obvious influences from Taoist philosophy. It values balance, or the harmony of the yin and yang, good and evil. Dualism pervades their thinking, and this has contributed to the rise of two prominent personalities: the Emperor and Imperial Astronomer. The latter is said to use astronomy to predict the future, while the former used the findings of the latter to make decisions. This structured, overlapping thinking permeates their society, and that we cannot help but conclude that astronomy was also part of their life (â€Å"Ancient Chinese Cosmology†). Ancient Chinese astronomers catalogued every star visible to their naked eye. After which they grouped them into constellations called â€Å"palaces† or â€Å"mansions.† (â€Å"Early History of Astronomy – Ancient China†). The ancient Chinese had a systematic way of classifying a star. They assign a particular ordinal number of an asterism to a star. For example, â€Å"the 4th star of name of ‘asterism.’† (â€Å"Chinese constellation†) Scholars consider that ancient Chinese records of astronomical events are very significant for today. The findings have saved modern astronomers if they were to grope from no knowledge. Hence, rapid progress in observation was made possible (Wang, 2006). For example, China had large records of meteor showers. One of those that compiled such records was Shen Kuo in his book Dream Stream Essays. He reportedly wrote: "When stars fall to the earth, they become stones." (Jessie, 2003). China has created and maintained an old but successful tradition in science and technology. This has enabled China to position itself into the forefront of development. As far as Astronomy is concerned, China’s contribution to it

Trench Life During World War One Essay Example for Free

Trench Life During World War One Essay The life of a soldier in the trenches during World War I was unimaginable to the people back home in Canada. Soldiers carried out their duty to their country in the most horrifying conditions. The trenches were rivers of mud and blood, food rations were very basic and designed only to keep the soldiers alive, hygiene was non-existent, and military direction was poor as these men fought for their country. Constant shelling and gas attacks made many soldiers feel that death was imminent and a great deal of men suffered from mental breakdowns due to the war. During World War I soldiers spent most of their time involved in trench warfare. A typical day in the trenches began at night when the sentry was relieved and replaced. This individual was responsible for watching No Mans Land and reporting changes to the man sitting with him. The companion of the sentry would then inform the platoon officer about changes in No Mans Land. Men in the trenches at night sat around telling stories, smoking cigarettes, and writing home. It was too uncomfortable and crowded to sleep wearing all their ammunition and clothes. When a soldier did doze off he was likely to awake startled as a rat passed over his face. When morning finally came rum was issued and then breakfast was served. The soldiers would try and sleep in the morning and then have dinner at 12:30pm. Four oclock was teatime and then it was night again. The days of the soldiers were filled with idleness if the men were not involved in combat. Every four days the soldiers were relieved from the trenches and sent to billets for four days of rest. A typical day in the billets would see the soldiers getting up at six oclock, washing, taking part in roll call and inspection, having breakfast, and then participating in drills with the company at 8:45am. At around 11:30am the soldiers were dismissed, had dinner, and were then on their own for the rest of the day if they had not signed up for a digging or working party. During the soldiers four days of rest they were sometimes ordered to visit the Divisional Baths. The Divisional Baths contained a bathroom with 15 tubs (barrels sawed in half) half-filled with water and containing a piece of laundry soap. The men were told they had twelve minutes to take their baths and then the water would be turned off even if the men were still soapy. After their baths the  soldiers were treated to clean underwear and sent back to the billets. The conditions that the soldiers had to deal with while living in either the trenches or billets were inhuman. Men in the trenches were surrounded by the horrific smell of death. Soldiers killed in the trenches would lie unburied for months and when they were eventually buried they had hardly enough earth over them to conceal their clothes. In some cases the dead were only covered by chloride of lime or became unearthed by shells. There were so many dead soldiers that eventually collection points were set up to collect the bodies. Wounded men in the trenches were given little time to recover and were then sent back to the front lines. Shelter from gunfire was hard to find. Sometimes the soldiers hid in holes with no overhead cover and when it rained the holes would fill up and the men would be flooded out. Even the trenches were waste deep in mud when it rained hard. The rain soaked everything including their clothes and their rations. Rats constantly scurried through the trenches an d lice plagued the soldiers. The soldiers equipment was heavy and poorly made. An ordinary pack was heavy to start with and even heavier when the soldiers were told to pack machine guns and ammunition. Bad shoes gave a lot of soldiers painful blisters. Their boots were so badly made that their toes stuck out and the holes had to be patched up with newspaper or cardboard. Moving from one area of engagement to another was very difficult. This was usually done at night and many soldiers got lost in the dark trying to relieve other soldiers. Moving to another trench was also life threatening due to the constant shelling. Sometimes the soldiers traveled from one place to another by train. Box cars, that had never been cleaned and had little protection from the elements, transported the soldiers for up to twelve hours. It was a very uncomfortable journey and the soldiers ended up stiff and wet. Nights in the trenches were spent repairing damaged trenches with barbed wire, filling sandbags, and digging new trenches, instead of sleeping. Soldiers were also sent out into No Mans Land, crawling about on their  hand and knees, to find out information about the enemies military plans. It was too cold for the soldiers to sleep with no blankets and they could not even try to keep warm by exercising. Exercising would have the soldiers moving around too much, making them targets for the enemy. When the men did try to sleep they often froze. Even though the soldiers were supposed to only spend four days at a time in the trenches it often ended up being longer. In fierce battles the men were sometimes in the trenches for up to twenty days with practically no food or water, and very little sleep. When the soldiers came out of the trenches they were enclosed in a practically bullet-proof casing of mud. The men then had to march from the trenches to the billets and were often shot down on their way. Life in the billets was not really much of a rest. Cleaning muddy clothes for inspection was not easy and in the evening the soldiers had to carry rations or mail up to the trenches. The men also helped the cook chop wood or helped the quartermaster draw coal. The billets were better then the trenches but still far from being luxurious. An old stable previously occupied by cows or tents with no floorboards usually served as shelter. These tents got very wet when it rained, making it difficult to get a decent comfortable sleep, and were very crowded. The camps were very untidy and littered with refuse. Food supplied to the soldiers was very basic. Rations were brought up to the trenches every night. These rations included all the bully beef a soldier could eat, biscuits, cheese, tinned butter (seventeen men to a tin), jam or marmalade, bread (ten men to a loaf), tea and stew when possible. Sometimes the soldiers made Trench pudding consisting of broken biscuits, condensed milk, jam, and water flavored with mud. This concoction was cooked over a spirit stove in a canteen until it became the consistency of glue. Soldiers also received parcels of foodstuffs, cigarettes, [and] candy from back home to add to their menu. In the trenches each soldier also carried emergency rations in case they were cut off from supplies. These rations included one tin of bully beef, four biscuits, and a tin containing tea, sugar, and oxo cubes. Rations issued while soldiers where stationed in the billets were a little bit better. Rations for nineteen men for one day would include six loaves of bread (loaves were of different sizes and usually at least one was flattened, possibly caused by someone putting a can of bully beef on top of it during transport), three tins of jam (one apple, two plum), seventeen Bermuda onions, a piece of cheese in the shape of a wedge, two one pound tins of butter, a handful of raisins, a tin of biscuits, and a bottle of mustard pickles. In the billets the soldiers also received spuds, condensed milk, fresh meat, bacon, Maconochie Rations (can filled with meat, vegetables and greasy water), tea, sugar, salt, pepper, and flour. Out of these rations three men shared one loaf of bread, seven to twelve men shared one tin of jam, nine soldiers shared a pound of butter, and each man got an onion and a small portion of cheese. The bottle of pickles was usually drawn for; everyone put their name in a hat and the last name left in the hat got the pickles. The soldiers were also issued between twenty and forty cigarettes every Sunday morning and paid twenty-four cents a day. This money was spent on fresh eggs, milk, bread, pastry, and an occasional tin of pears or apricots. Constant shelling at the front was one of the most difficult things for a soldier to endure. Shelling was especially dangerous during the winter when the ground was frozen. The shell[s] [would burst] on impact and the bits [went] out sideways and [were] very dangerous over a radius of a hundred yards or so. When it was muddy the shells would penetrate into the mud a ways before exploding, therefore they were not as dangerous. There was a constant threat from the shrapnel of shells that exploded very close to the soldiers. Flying shrapnel commonly killed wounded men carried out on stretchers. Attacks on the enemy were almost always preceded by artillery bombardments to try and get more soldiers out of the trenches and over onto the enemys side. Millions of shells were fired each day with thirty percent of the shells failing to explode due to poor manufacturing. About one out of every ten shells contained poisonous gas. Shells damaged wells, decreasing the amount of fresh water available to the soldiers, and partially buried people without killing them. Soldiers throwing bombs often held them for too  long, before throwing them, to make sure the bombs were not thrown back by the enemy. This led to many soldiers losing arms, hands or even being killed altogether. Shell shock was one of the most common ailments to affect soldiers during the war. For every one thousand men with physical wounds ËÅ"combat stress affected a further two hundred. Ninety-eight percent of fighting men cracked after thirty-five days of active front line fighting. Only two percent of soldiers enjoyed battle and did not crack; doctors considered these people to be aggressive psychopaths. Many men found it very difficult to bring themselves to fire a gun even when being fired upon. A lot of soldiers became sick to their stomach, felt faint, and lost control of their bowels in battle. Men sent to the base suffering from battle fatigue were often sent back to the front lines, by doctors who said they were fine. One example of this is a man who was mentally and physically unfit to be a soldier. He was just like an animal and had not even got the sense to take his trousers down when he needed to relieve himself. This particular man was sent down as mentally deficient three times and sent back to the front lines three times. Eventually he became so unstable that he killed himself. Many soldiers also died due to extreme exhaustion caused by lack of sleep and proper food. Going over the top and into No Mans Land was something every soldier dreaded. Before this event occurred, many men made out their wills or wrote letters home. If the letters reached their destination then that meant the writer had been killed. It was a nerve-racking wait for the bombardment to end so that the soldiers could run to their death. The shelling was so loud the soldiers had to yell [orders] using [their] hands as a funnel into the ear of the man sitting next to them. The soldiers went up scaling ladders, or Ladders of Death as they were called, and tried to make their way as fast as they could over the to the enemy trenches, while the enemy fired upon them. The whole situation was futile, as men running towards guns will surely die. Gas attacks were a common occurrence in the front lines. When a gas attack  was announced the soldiers only had between eighteen and twenty seconds to put on their masks and try to save themselves. The gas helmets carried by the soldiers were made of cloth treated with chemicals, had two glass windows to see through, and a rubber-covered tube on the inside through which the soldier exhaled (the tube was constructed so that the user could not inhale through it). The soldier inhaled through the nose and the gas filled air passed through the cloth helmet and was neutralized. Each soldier had to carry two of these helmets in a waterproof bag at all times in case one of them did not work. These helmets often gave the soldiers headaches and were only good for five hours of the strongest gas. When a gas attack did occur the gas quickly filled the trenches and lurked around for two or three days until the air [was] purified by means of large chemical sprayers. Animals suffered the most as they had no masks and had very little chance of outrunning a gas cloud. The soldiers in the front lines also had to deal with poor military planning. Few preparations were done before a battle and artillery bombardments were poorly planned. Orders were not promptly given to fill in the gaps of attack lines when men were killed and hundreds of thousands of lives were lost to capture a few square miles of mud. Weapons supplied to the soldiers were of poor quality and sometimes ended up killing the user. Orders were often given to retreat and hundreds of soldiers were left out in No Mans Land wounded. These wounded would try to crawl back to the trenches at night or be taken prisoner. Officers led men through shelling, causing casualties and deaths, instead of waiting for the shelling to stop and then continuing on. Officers also often got shot while guiding troops to their new location and then the soldiers were left to fend for themselves. Army discipline during the war was very strict. The punishments ranged from death to humiliation. The worst punishment was death by a firing squad. This punishment was given for desertion, cowardice, mutiny, giving information to the enemy, destroying or willfully wasting ammunition, looting, rape, and robbing the dead. If a man was executed the event was covered up and in the public casualty list their name would have ËÅ"Accidentally Killed or ËÅ"Died written beside it. Where there [was] a doubt as to the willful  guilt of a man who [had] committed an offence punishable by death the individual was given sixty-four days in the front line trench without relief. There were also several other punishments given to soldiers depending on the severity of the crime they committed. Field Punishment #1 included the soldier being attached spread [eagle to] a limber wheel, two hours a day for twenty-one days. During this time the soldier was only given water, bully beef, and biscuits for food. Field Punishment #2 confined the soldier in the ËÅ"Clink with no blankets. The soldier would be punished for twenty-four hours or twenty days with only water, bully beef, and biscuits as rations. Pack Drill was when a soldier was subjected to drilling for two hours wearing full equipment. The men tried to get away with filling their packs with straw, to make them lighter, but usually got caught and were then sentenced to the limber wheel. Confined to Barracks was when a soldier had to stay in his billet from twenty-four hours to seven days as punishment. The life of a soldier during the First World War was cruel and inhuman. The men lived in trenches drowned in mud, surrounded by rats and bodies, and infested with lice. The food supplied to them was barely palatable and the military command in charge was not always well informed. Death surrounded the soldiers as they were constantly fired upon and subject to frequent gas attacks. Although these men were fighting for their country, the high loss of life was hardly worth it.

Differences Between Strict And Absolute Criminal Liability Law Essay

Differences Between Strict And Absolute Criminal Liability Law Essay In general, the criminal liability requires the proof of both actus reus and mens rea before convicting a person. When the necessity for the prosecution to prove mens rea (in the sense of intention, knowledge or recklessness, or even negligence) regarding the actus reus elements of the offence is disregarded, either expressly or impliedly, the offence in question is described as strict or absolute liability offence. What is the distinction (if any) between absolute and strict liability offences? Give examples of each. First, it determines what the prosecution must prove. Strict liability offences do not require proof of mens rea in respect of at least one element of the actus reus, usually the essential one. However, proof of mens rea may be required for some of the elements of the actus reus. Absolute liability offences do not require proof of any mens rea element, but are satisfied by proof of the actus reus only. Second, the distinction can be seen by examining the issue of causation In strict liability, the prosecution is required to prove the causation of the actus reus and the offence. In Empress Car Co (Abertillery) Ltd v National Rivers Authority [1998] HL, the lordship said that, While liability [for water pollution] is strict and therefore includes liability for certain deliberate acts of third parties à ¢Ã¢â€š ¬Ã‚ ¦ it is not an absolute liability in the sense that all that has to be shown is that the polluting matter escaped from the defendants land, irrespective of how this happened. It must still be possible to say that the defendant caused the pollution. In absolute liability, however, a crime may not require any causation link at all, if the specified state of affairs exists. In Winzar v Chief Constable of Kent (1983), the defendant was removed from a hospital by police and was then arrested and found guilty of being drunk on the highway, even though the police officers had put him there. The court held that it was enough to show that D had been present on the highway and was perceived to be drunk. It didnt matter that his presence on the highway was momentary and involuntary. Third, it determines what defences are available to the defendant Many academic papers differentiate strict and absolute liability offences by the availability of the defence of mistaken yet honest belief, a common law defence. Where they are available liability is strict, where it is not available liability is absolute. The situation is made complex in case where defence are provided in the statue for the defendant to escape liability. If common law defence is held by court to be excluded from the offence, does the provision of statutory defence disqualify the offence to be an absolute one? Or that it is the nature of the offence that automatically categorized the offence as absolute liability? In the case HKSAR and SO WAI LUN, the court of appeal has the opportunity to look into the case B (A Minor) v DPP, and made the following observation. Section 5 of the Sexual Offences Act 1956 made it an offence for a person to have unlawful sexual intercourse with a girl under 13 while section 6 made it an offence in relation to girls under 16. Under section 6, a defence was expressly set out where the defendant, provided he was under the age of 24, believed the girl to be 16 or over As to the effect of these two offences, Lord Steyn said at 469A B that since section 5 contained no such defence, it plainly created an offence of absolute liability. So the court is suggesting that unlawful underage sexual intercourse, a traditional well-known example of absolute liability, will not be considered as absolute liability per se in the present of statutory defence in the provision. This observation is reaffirmed in the recent case Hin Lin Yee v HKSAR by Judge Chan PJ in para. 198 (ii) and (iii). In other jurisdiction like Australia, the distinction of strict and absolute liability is even blurred by the fact that common law defence like duress and self defence can be available for absolute liability. How does one determine if an offence is one of strict or absolute liability? The question of whether a statutory offence requires proof of mens rea or is strict liability is treated as a matter of statutory construction, the statutory provision enacting the offence must be construed to determine the legislative intention. In Gammon (Hong Kong) LTD v A-G of Hong Kong [1985] PC, the lordship has summarized the approach to the interpretation: There is a presumption of law that mens rea is required before a person can be held guilty of a criminal offence. The presumption is particularly strong where the offences is truly criminal in character. Truly criminal offence usually refers those dealing with violence against persons or property. The presumption is particularly strong because of the stigma attached to the offence. The presumption applies to statutory offences, and can be displaced only if this is clearly or by necessary implication the effect of the statute. Sometimes the offence will expressly specify the type or level of mental fault by using words such as willfully, recklessly, carelessly, etc. In such cases, the court must then go on to define the precise meaning of those mens rea words. Where a statute is silent as to the mens rea for an offence, the courts must decide as a matter of general principle or statutory interpretation what level or type of mens rea applies. The only situation in which the presumption can be displaced is where the statute is concerned with an issue of social concern, and public safety is such as issue. Strict liability has often been imposed in regulatory offences concerning social concern and public safety, such as licensing, pollution, health and safety, driving offences, environmental offences, public health offences. Even where a statute is concerned with such an issue, the presumption of mens rea stands unless it can also be shown that the creation of strict liability will be effective to promote the objects of the statute by encouraging greater vigilance to prevent the commission of the prohibited act. In Lim Chin Aik v R, the defendant had been convicted under the immigration laws of Singapore by remaining there (after entry) when he had been prohibited of entering. The aim of the law was to prevent illegal immigration. The defendant had no knowledge of the prohibition order and there was no evidence that the authorities had attempted to bring the prohibition order to his notice. Since there was nothing D could have done to determine whether a order had been made against him and thus ensure compliance with the relevant legislation, the Privy Council ordered that the offence was not one of strict liability because it did nothing to promote enforcement of the law. What policies are behind the creation of absolute and strict liability? It is said that the imposition of strict liability encourages greater observance of and compliance with law, and this is particularly important where matters of public safety, public health and public welfare are concerned. High standards can be achieved and maintained only if those conducting activities involving risks to safety, health, the environment and so on are made to feel that it is not enough just to take reasonable care; they must take all possible care. Secondly, it is said that strict liability, by relieving the prosecution of the task of investigating and proving mens rea against an alleged offender, enhances the efficiency of our administrative and judicial systems. In HIN LIN YEE ANOR v HKSAR, Ribeiro PJ pointed out a reason in particular why absolute liability should be created. Absolute liability can impose duty on a person (which may be a corporate body) where the conduct or task which is the subject of the duty is in practice likely to be carried out by someone else, such as an employee or a contractor. It makes it insufficient for the employer passively to assert an honest and reasonable belief. It promotes proactive management and diligent supervision on his part to see that the duty is in fact being properly discharged. How do the concepts of absolute and strict liability assist or hinder the Prosecution, the Accused and the Court in a criminal trial? The concept assists the prosecution in a criminal trial since it relieves the prosecutor of the virtual impossibility of proving intent or knowledge of the wrongful conduct, particularly where the defendant was a company rather than an individual. No significant hindrance is observed for prosecution in regard to the application of concept. The concept assists the accused in a criminal trial since strict liability draw a clear line between legality and illegality, which may reduce the information cost for the general public to determine whether he is guilty or not. Unnecessary legal fee may also be saved in this regard. On the other hand, the concept hinders the accused in a criminal trial since it impose liability on people who have taken all possible steps to prevent the offence being committed and should not be blameworthy. The onus of proof is also reversed to the defendant side. The concept assists the court in a criminal trial since it allows the court to strike down the many bogus defense that would otherwise succeed if excusable ignorance or mistake were always accepted as defense. On the other hand, the concept hinders the court in a criminal trial since the courts need to engage in time consuming debates about whether the legislature intended strict or absolute liability to apply. The difficulties in identifying strict liability offences can be seen from the inconsistent attitude and decisions. Also, the court need to justify the creation of strict liability does not per see contravene with the Bill of Rights. [SO WAI LUN v HKSAR [2006] HKCU 1195]

More Than Just The Disease :: essays research papers

By close reference to â€Å"More Than Just The Disease†, show what feelings you have for Neil in the course of the story. What lessons do you suppose he has learned by the end of it? In the story, â€Å"More than Just the Disease†, Neil who was away from home for a holiday with the Middleton family experienced and learned much. The best part was how Neil managed to take the first step of overcoming his shyness, not to â€Å"suffer from more than just the disease†. At the start of the story, we come face to face with the dominance of Neil’s mother. â€Å"Be tidy at all times, then no one can surprise you† and â€Å"A little too ornate for my taste-vulgar almost† shows that Neil’s mother does not just exist in planning everything for him(â€Å"although he had been reluctant because of this very thing, she had insisted he could not turn down an invitation from the doctor’s family†), she had embedded herself in Neil’s thoughts, even to the end of the story like, â€Å"Close your mouth when you’re eating, please. Others have to live with you† and â€Å" It will teach you how to conduct yourself in good society†, all highlighted in italics. This brings about irritation and annoyance as Neil is really a â€Å"Mama’s boy†. He does not seem to have a mind of his own and lacked the moral courage to be his own personality. This is worrying as this dominance of his mother may stay with him all his life. I am, to a certain extent, angry with Neil, for being so easily dominated by his mother, and not by his own self. It is rather disappointing of a protagonist. The continuous excuses given by Neil (â€Å"Too cold†, â€Å"I told you I can’t swim†, â€Å"No, it’s too cold†) shows his defences to cover up his disease, psoriasis as he is inferior about it. This is understandable as he is fearful of being found out and shunned by everyone. (â€Å"If there is one thing he couldn’t abide it was to be laughed at†) I sympathize with him as it is indeed unfortunate to have the disease and desperately trying to hide it. However, when he gave his final excuse â€Å"I’ve got my period†, the whole situation changed. Besides the readers getting some entertainment, they are fairly amused and laughed behind his back. â€Å"There was a long silence† and â€Å"Neil heard her (Anna) make funny snorts in her nose†.

Marketing Plan for a Cosmetics Company Essay -- Business Marketing Fin

Marketing Plan for a Cosmetics Company EXECUTIVE SUMMARY.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  CosmoCosmetics.   Ã‚  Ã‚  Ã‚  Ã‚  1389 Sunshine Ave.   Ã‚  Ã‚  Ã‚  Ã‚  Fort Lauderdale , Fl 34587   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  CosmoCosmetics has decided to create a new foundation make up line for African American women exclusively. We believe there is a niche for this type of business since no make up brands specialise in this target.   Ã‚  Ã‚  Ã‚  Ã‚  CosmoCOsmetics would be the exclusive manufacturer that sells to cosmetic retailers.   Ã‚  Ã‚  Ã‚  Ã‚  Not only would emphasise on the variety of colours but also the packaging of the product. 1.  Ã‚  Ã‚  Ã‚  Ã‚  The colours would be adjusted to this type of skin( a wide variety of darker colours ) 2.  Ã‚  Ã‚  Ã‚  Ã‚  The make up would be offered as a spray, a completely new format in the make up industry. A Compact size that doesn?t occupy any space in the hand bag, extremely easy to use and achieves the best natural and professional results any woman would dream of.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  After studying the cosmetic market we can identify a series of needs in this market: 1.  Ã‚  Ã‚  Ã‚  Ã‚  EASE OF USE 2.  Ã‚  Ã‚  Ã‚  Ã‚  AVAILABILITY 3.  Ã‚  Ã‚  Ã‚  Ã‚  PORTABILITY 4.  Ã‚  Ã‚  Ã‚  Ã‚  VARIETY OF COLORS 5.  Ã‚  Ã‚  Ã‚  Ã‚  DURABLE Our Spray Foundation would meet these needs by offering: 1)  Ã‚  Ã‚  Ã‚  Ã‚  Spray packaging with a diffuser. 2)  Ã‚  Ã‚  Ã‚  Ã‚  Big cosmetic retailers across South Florida, near business areas and suburbs (Miami Downtown, North Miami Fort Lauderdale, West Palm Beach. 3)  Ã‚  Ã‚  Ã‚  Ã‚  Compact size: 30 ml.(doesn?t occupy much space in the lady?s purse). 4)  Ã‚  Ã‚  Ã‚  Ã‚  Variety of colours adjusted to their type of skin tone. 5)  Ã‚  Ã‚  Ã‚  Ã‚  Long Durability: Just needs to be applied once a day, for long lasting results. The combination of powder + minerals will make the makeup last longer leaving a moisturized and natural look. Market. Household and personal care product companies are making efforts to stimulate sales in a variety of ways, such as entering new markets, creating new product categories, adding new distribution channels, and acquiring (and divesting) businesses to be able to compete in this highly competitive industry. Over the last decade, sales at general merchandise stores, pharmacies and drugstores, have grown at average annual rates of 6.0% and 7.5%, respectively, according to US Census Bureau retail trade data. The US and Western European markets are reaching saturation- therefore cosmetic companies see the future markets for their products in Central and Eastern Europe, Chi... ...lenge for us. Break-even (units)= ($116.400 + $32.000)/ $23= 6.453 units /quarter Break-even sales ($)= 6.453*28.5= $183.911 Total Revenue from sales   Ã‚  Ã‚  Ã‚  Ã‚   $183.911 Cost of goods sold  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   $43.500   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  ------------- Gross profit  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   $140.411 Calculating the ratio of variable expenses to net sales The percentage is $43.500/ $183.911 = 23.65% Cosmo-cosmetics Co. uses $0.246 out of every sale dollar to cover variable expenses, leaving $0.753 as a contribution margin to cover fixed costs and make a profit. (Note: 75.3% is the contribution margin as a percentage of sales) Break-even sales = $116.400/ 0.753 = $154.582 Thus, Cosmo-cosmetics will break even with sales of $154.582 Break-even Chart We would expect a sales level of $183.911 (Point A= Income) Income & Expenses Sales Volume The break-even point is located in the intersection between the total expense line and the revenue line. As it is shows, Cosmo-cosmetics operates at a sales Volume to the right of the break-even point (point A), this means that it would earn a profit because the revenue line lies above the expense line over this range ?Profit area?

The Power of Free Will in Milton?s Paradise Lost Essay -- Milton Parad

The Power of Free Will in Milton's Paradise Lost Eleanor Roosevelt once said, "Remember always that you not only have to be an individual, you have an obligation to be one." To be an individual means to act by choice and make decisions with free will enhanced by the power of knowledge. Only then are people true to themselves and to others. In Paradise Lost, Milton clearly conveys this concept of acting freely under God. He shows the reader that only with the freedom to choose do a person's actions become meaningful and sincere. This idea also helps Milton to explain the importance of "the fall" and God's ultimate plan. Throughout the book, free will is demonstrated not only by Adam and Eve, but also Satan and the other fallen angels, as well as God's Son. Each character's fate further explains why freedom is so important in expressing true feelings. In Paradise Lost, Milton portrays his belief that God's real desire is power. To achieve this power, God has given to man the freedom to choose. By giving mankind, more specifically Adam and Eve, this freedom, God will have undefeatable power because those following him will be true. As Eve later states, For we to him all praises owe, And daily thanks, I chiefly who enjoy So far the happier lot, enjoying thee Pre-eminent by so much odds, while thou Like consort to thyself canst nowhere find (Milton, 4.444-48) By following God of their own will, the praise Adam and Eve give to God is real. It is not a dreaded act done out of fear. To take away the freedom Adam and Eve are given would be taking away God's power. This helps to convey the understanding among mankind that part of God's ultimate plan of holding power is to allow people to act on their own free will. .. ...e, the decision to do so is much more meaningful. Thus, God has an even greater following, which again, fits into his ultimate plan. Without the freedom of choice, a person's actions are not sincere or meaningful. As a part of God's ultimate plan, he gives the angels in Heaven and Adam and Eve free will in their actions. By doing so, God heightens his own power because his following is strong and faithful. Satan's character, on the other hand, gains followers out of fear. As a result, he does not attain the same power that God does, which helps to support the thesis that true power can only be gained with free will. Milton also adds depth to this concept by connecting the power of knowledge to free will. Works Cited Empson, William. Milton's God. London: Chatto and Windus, 1961. Milton, John. Paradise Lost. Ed. Roy Flannagan. New York: Macmillan, 1993.

Kiki strike

Miller and is about independence, trust, friendship and adventure. It was published May 30, 2006 and is classified as Fantasy Fiction. The mall character in this book is Anna Fishbone who tells the story in first person. This book is about a 14 year old girl, Anna, who meets the strange Kaki Strike. Together they form a group, The Irregulars, consisting of 6 girls, each with a significant talent. They try to find the secret of the underground world under Manhattan, unlocking passage WAP, finding treasure and discovering mysteries.No one but themselves knows about the underground world. The crucial scene I have chosen Is In Chapter 8 when The Irregulars (Knack's group to discover the underground world of Manhattan) produce an explosion to break a lock and open another entry Into the Shadow City (underground world under Manhattan). When the explosion occurred this led to controversy and lack of trust between each of The Irregulars as Kaki Strike had pressured Dee Dee (an incredible tal ented chemist) to rate the explosion even though they were unsure whether it was safe or not and if they were under any water pipes. â€Å"If you don't trust me why are you here? † Kaki shouted. With her brows furrowed, nostrils flared, and white locks sticking out in every direction, she looked wild and dangerous. Dee Dee reluctantly pulled out two small vials. â€Å"Sorry Anna, I'm sure we'll be fine†) this quote is showing how hard it was for Dee Dee to make her own decisions and how Kaki forced her in a sneaky way create the explosion. Dee Dee flew back, hit her head and became unconscious and the explosion caused a flood throughout Manhattan.Anna carried Dee Dee out of the Shadow City with the rest of The Irregulars, when they got out they looked behind them and noticed that Kaki Strike (the leader of The Irregulars) was not with them, she abandoned them, and she had vanished. Kaki Strike took their treasure and gold they had found and Just left. The rest of The I rregulars felt ashamed in themselves as they believed every word Kaki said to them. †¦ Owing to have to face the fact that Kaki isn't who we thought she was,† Anna told the Irregulars but having trouble believing it herself. Kaki pressured all of the Irregulars to help her discover the Shadow City and take the treasure and gold that they found there; telling them that it would be equally shared out amongst each of them. This shows that people aren't always who they say they are and before you give them your trust you need to know everything about them and be sure that they are who they say they are.Trust takes years to build, seconds to destroy and years to break. Kaki strike By bothersome Kaki Strike is written by Kristin Miller and is about independence, trust, friendship main character in this book is Anna Fishbone who tells the story in first person. Manhattan, unlocking passage ways, finding treasure and discovering mysteries. No chosen is in Chapter 8 when The Irreg ulars (Knack's group to discover the another entry into the Shadow City (underground world under Manhattan). When

Compare and contrast the effects of hypermedia

INTRODUCTIONTechnology is changing the way lessons are taught. A wide variety of multimedia applications teaching various core competencies are now available either freely or commercially. The World Wide Web (WWW) is also becoming a very powerful tool for teaching, allowing teaching materials to be enhanced by hyperlinked audio, video, interactive objects and animations.PURPOSEThe purpose of this document is to compare and contrast the effects of multimedia and hypermedia web-based lessons. It begins by distinguishing the difference between a pure multimedia and a hypermedia web based lessons.DEFINITIONSMultimediaMultimedia is in essence a presentation of information that incorporates multiple media such as text, audio, graphics, and animation (CITEd Learn Center, 2007). Multimedia could be carried in any form and it need not be computerized. It may come in the form of video tape, video CD, DVD or some other form of digital media. Since computers offers one of the most seamless form presentation, multimedia are normally associated with computers. Multimedia presentations are normally distributed in the form of CDROM that can be played live or installed in a computer.HypermediaHypermedia refers to hyperlinked multimedia—the linkage of text, audio, graphics, animation, and/or video through hyperlinks (CITEd Learn Center, 2007). An example would be a hypermedia study guide that offers illustrated textbook content hyperlinked to web-based video and other content, glossary entries, and comprehension questions. Other hypermedia applications for the classroom include supported digital reading environments and lessons. Technically, a hypermedia is also a form of multimedia but for discussion purposes let us use hypermedia for hyperlinked multimedia, and use multimedia instead for the other forms of multimedia presentations.EFFECTS ON WEB BASED LESSONSHypermedia offers more power in terms of integrating curriculum contents. Through interactive objects, it can be used to add attractiveness through user interaction. It can even be applied in the form of games where the user becomes motivated through rewards and punishment. On the other hand, multimedia presentations are normally fixed presentations with no user interaction. It may be part of a web lesson but only a direct link to a fixed video presentation or a download link to fixed multimedia presentation. Hypermedia allows a simple text to be enriched with a lot of hyperlinked vocabulary definitions, glossaries, translations, explanatory notes, background information, and instructional prompts.On the other hand a simple multimedia only offers limited enrichment because it is not associate different forms of media, each must be explained separately. Hypermedia through hyperlinked and pop-ups can use a single text to be represented by several media through a simple point or click operation. Hypermedia can also be use to address a wide variety of needs, providing alternative means to engage l earners. With hypermedia, teachers can help a variety of learners. Moreover, because the various supports are presented as hyperlinks, students can access them independently according to their interest, similar to an on-demand video.Learning using multimedia or hypermedia is significantly more effective than traditional lectures. Although, according to Howard and Carver (1995), multimedia and hypermedia web lessons benefited the best students the most. This is primarily because of their increase interaction with hypermedia instructions. Again, since hypermedia offers more interaction, it is more effective than a pure multimedia presentation.EFFECTS ON WEB BASED LESSONSThe overall effect of hypermedia and multimedia in web lessons is by far very significant. Since hypermedia offers more flexibility in linking several sources of information from main idea to background information it is more effective than purely multimedia web lessons. Hypermedia presentations also are able to addres s a wide variety of needs as oppose to multimedia which mostly focus on a single core competency.

Review Your Own Role and Responsibilities and Boundaries as a Teacher

The teaching/training cycle is an invaluable model that should inform the practice of any teacher, of any subject. The beauty of it is that it provides a structure so that both teachers and trainers can assess and refresh their practice and, at the same time, review their role, responsibility and boundaries. By following the training cycle, teachers should be able to instill greater understanding of the course that is being taught and to afford students greater enjoyment and satisfaction. At the beginning of the cycle is the assessment. The teacher’s role in this case is that of an assessor and a reviewer. Assessing entails finding out the students’ preparedness in terms of t any learning disabilities heir existing knowledge; their literacy and numeracy level; their preferred learning style any also learning disabilities. This initial assessment will be invaluable for the planning of the course and for catering for all participant students. The initial assessment can take up to three weeks however, some colleges / institutions may interview students before the beginning of the course to ascertain their suitability etc. Irrespective of prior assessment, teachers should do a proper assessment when they meet with their students and continue throughout the teaching cycle. During the assessment process teachers may find a whole host of needs that need to be catered for, or barriers to learning. They could range from physical needs such as disability or dyslexia, to social needs deriving from the inability of interacting with the student community or intellectual stemming from the lack of previous academic experience or from the length of time required to process information, and include cultural needs too, expressed in terms of beliefs and values. In this first stage teachers needs to be sensitive and respectful of the needs of the students who may not wish to divulge information about themselves, which they consider private. At the same time teachers must ensure that confidentiality is kept. Having assessed the class, teachers’ second role is that of a planning according to needs, researching any unknown and organizing timings, material etc. Teaching should meet both students’ needs and course requirements, particularly if leading to an exam. There may already be a syllabus in which case it needs to be adapted or the teacher may need to write a new one. In both cases the learning outcome must be clearly defined so that time, resources and delivery / assessment methods are carefully selected. If courses are leading to a qualification then teacher need to be also aware of the requirements of the awarding body and make sure that all outcomes are reached within the time frame provided. Due consideration should also be given to health and safety. In the third element of the cycle teachers may take on board many roles; from lecturer to mentor, from coach to listener, from assessor to presenter, all the while maintaining their professionalism. This goes from their day to day behaviour to (i. e. ) dressing appropriately and maintaining a distance that allows for trust and respect) to being a good communicator and being prepared for the session. Each lesson should be well planned with a beginning (introduction and objectives), a middle (main body of lecture) and an end (drawing conclusions). Teachers have also the responsibility of keeping records of students and of their own lesson plans and reflections. The delivery of the material should be varied and take into account the number of learners and their learning styles. With the forth role the teacher becomes an assessor but also a marker and a provider of feedback. Teachers should set the assessment in line with the objectives of the course / lesson and make sure that the level is appropriate for the students. Teachers have a great responsibility to monitor the progress of their students throughout the course and also at the end. The assessment methods should be fair and valid for the session and the course. Teachers should also make sure that students are aware of the assessment requirements and that they are ready to meet the criteria. The feedback should be constructive and timely, making sure that any criticism is accompanied by praise. All feedback / assessment should be formally recorded. The last phase of the cycle is the evaluation. In this phase teachers continues to be assessors and reviewers but add an element of research dictated by the need to act upon any changes. Teachers need to review continuously the effectiveness of their teaching both in terms of content, delivery and esources. All teachers should complete an evaluation at the end of each session highlighting strength and weaknesses and areas for development for future sessions. They should also ask students to assess the session(s) verbally or otherwise although students’ achievements should give a good indication of how effective the teaching is. All feedback should be incorporated into the following sessions however, changes should be made only if they benefit the majority of students and if they are in line with the awarding body or the institute’s policy.

Farewell My Concubine: Self-Identification in Context

Directed by Chen Kaige, a highly acclaimed fifth-generation Chinese film director, Farewell My Concubine has received many international film awards and nominations; among them are the Best Foreign Film and the Palme d’Or at the Cannes Film Festival in 1993. In the film, Cheng Dieyi, a Peking Opera actor playing the leading female characters, becomes obsessed with his role as the concubine of the King of Chu and blurs his stage role with the real life he leads. The circumstances in which one grows up in are critical factors in shaping his or her sense of self-identity.This paper attempts to explore the gender identity troubles that Cheng Dieyi has undergone in his self-identification and sexuality in the context of the environment of his upbringing. The story begins when Cheng’s mother takes her son to Master Guan and begs him to take Dieyi (whose nickname was Douzi at the time) into his opera troupe. In order to be a performer in the Peking opera, one must not have any features that are abnormal or that may frighten the audience. Unfortunately, Douzi fails this test because he was born with a sixth finger on one of his hands.His mother was desperate to sell him off and thus cuts off her son’s finger with a cleaver. At this point, Master Guan agrees to accept Douzi as a disciple in his opera troupe. Master Guan notices that Douzi’s â€Å"features were surprisingly delicate; he was almost pretty† , which are perfect for playing female roles. Thus, Douzi is chosen as a dan , or the female lead of the opera troupe. He will play the female roles alongside his best friend, Xiaolou who was chosen to be his sheng, or male lead. Starting from even the earliest scenes of the film, Dieyi’s self-identity has been slowly ripped away from him.Dieyi’s abrupt transition from living in a brothel as a prostitute’s son to becoming a well-disciplined opera singer in the troupe is marked by his mother’s brutal amputati on of his sixth finger. This symbolic castration implies that one must abandon his inherited past in order to seek a new social identity. â€Å"The root of biological determinism has been severed and the subject freed to pursue a place in a symbolic world of gender fluidity† Dieyi’s finger is not the only thing that has been emasculated, but his self-identity has been castrated as well. The film hints at this in the beginning by including the character of Master Ni, a unuch who was physically castrated, losing his male reproductive organs. While Master Ni was physically castrated of his male reproductive organs, Dieyi becomes mentally and emotionally castrated through his harsh upbringing in the opera troupe. Whereas the symbolic castration signifies the possibility of Dieyi’s transition from a biological male to a stereotypical female, the harsh corporal punishment he receives during his training in the opera troupe enforces that transition. Corporal punishment is often used in schools to reinforce the relation between master and student.It instills in students a sense of the power of the social hierarchy and their place within it. Dieyi’s designated â€Å"place† on that hierarchy, sadly, requires that he learns to abandon his male identity. While corporal punishment remakes Dieyi mentally, costume and make up remakes Dieyi physically. As he performs in the long dresses and fancy headdresses, he sees himself capable of reflecting signs of beauty and femininity. He is forced to sing â€Å"I am by nature a girl, not a boy† , and his full transition to femininity went into full motion the moment he mastered this line and accepted it as the truth, that he is by nature a girl, not a boy.Like most of the male dans in the Peking Opera theatre, Cheng Dieyi must be able to create the illusion of a real female that appeals to the male audience, but Cheng’s femininity is apparent not only on stage, but off stage as well. Clearly, Cheng has fully adapted his female roles into his life off stage. He speaks in a low soft voice, his movements are graceful, maintains the delicate hand pose of the Lan huazhi (the artificial feminine hand pose of the male dan), and wears a seductive look that would often be considered a feminine gaze.Most male dans merely imitate these feminine acts on stage, but Cheng Dieyi gradually transforms these â€Å"acts† into an unconscious habit of his. â€Å"The repetition of the stylized female acts embedded in female impersonation and the rigid and violent regulation of these acts eventually bring about Cheng Dieyi’s unconscious identification with Yuji, concubine of the Chu King, constructing in him a feminine sexuality and identity. † Opera performers at the time were expected to play their stage roles for ife. Dieyi’s most notable performance is an epic opera named Farewell My Concubine; it tells the story of the King of Chu (Xiang Yu) and his fa ithful concubine Yuji. Xiang Yu knows that he has lost to his enemy and drinks with Yuji on the last night. Yuji performs a sword dance for him and then cuts her own throat with his sword to express her faithfulness to him. As Dieyi continues to play the role of Yuji into this professional career, he begins to blur the life of Yuji’s character and his own.This becomes very obvious when Dieyi begins to show signs of affection towards his stage partner, Xiaolou, who plays the King of Chu. In multiple times throughout the movie, Dieyi can be seen looking at Xiaolou with a tender, almost romantic gaze and is especially gentle when he helps Xiaolou apply makeup and dress in costume. His romantic feelings for his â€Å"stage brother† are translucent to the audience as he is overcome by jealousy at the news that Xiaolou was getting married to Juxian. He believes that Juxian is robbing him of what was rightfully his.As in the opera when Yu Ji and Xiang Yu swear their love to e ach other, what Dieyi sees is actually he and his stage brother declaring their loyalty to one another. While Cheng Dieyi wholly embodies the female roles he impersonates, the Peking opera stage is essentially the world in which he bases his identity on. As he enters his professional career and makes a name for himself, he thinks that he will always be able to hide behind his feminine charms, and that art will always transcend any situation.For a while, he is proven right. On one occasion, he sings for a Japanese official to help Xiaolou out of jail; in another, he sings for a Chinese official to bail himself out of jail. Duan Xiaolou reminds Dieyi again and again that life is not the stage and he must learn to adjust to the values of the changing times. The film covers a story that spans across 50 years of Chinese history: the rise and fall of the Nationalist Party, the Sino-Japanese War, the rise of the Communist Party, and the Cultural Revolution.As the nation goes through a turb ulent historical period, Cheng simply views it as a backdrop that would never affect his performances. He was never concerned about any of the political upheavals that occurred or the change in regimes. He felt that as long as his art is being appreciated, it does not matter who the political leaders are. When he was put on trial for being a traitor when the Communist Party was in power, he exclaims, â€Å"If the Japanese were still here, Peking Opera would have spread into Japan already,† with no regard to the consequences.The art of Peking opera has always been Cheng’s way of escaping reality, and it is this illusion that he identifies with. However, when the Cultural Revolution started in 1966, the identity he has found for himself has been robbed from him once again. The Cultural Revolution is one that advocates extreme reality, and thus traditional art becomes a target of exploitation for distracting people from reality. When Dieyi and Xiaolou are taken out onto t he streets to be reprimanded, his previous illusion that he and Xiaolou would never betray one another, just as Yu Ji and Xiang Yu would never do so, is shattered.Under the humiliation and physical abuse of the Red Guards, Xiaolou calls Dieyi a traitor to the Chinese and a homosexual. Cheng and Duan then turn on each other and expose incriminating details about each other’s past to the Red Guards. This political movement is in a sense, a rude awakening for Cheng. For the first time, it forces him to abandon the identity that he forged for himself on the opera stage, and accept that he lives in a world where loyalty is not always indestructible. It is because of this revolution that causes Dieyi’s blurred lines between opera and reality to slowly reappear.These lines, however, did not have a lasting effect. When Cheng Dieyi and Duan Xiaolou reunite on the stage many years after the Cultural Revolution, they make their final Farewell My Concubine performance. At the last scene, Dieyi, playing Yuji, takes the sword and slits his throat. Dieyi wanted so desperately to be Yuji his entire life, and he finally fulfilled that wish, or so he thinks, by boldly committing suicide just as Yuji has done so: for his love, and in a dramatic manner, like a stage opera should be.Cheng Dieyi had grown up with violence and abuse, in a society with constant political turmoil and turbulent changes. As a boy who was already an introvert to begin with, the unsettling changes that revolved around him became too overwhelming. He had no choice but to retreat into a world that he knows best: the opera stage. Though the opera stage is but a fictional world, it is the only place in which he is always the hero(ine).Works Cited Cui, Shuqin. â€Å"Engendering Identity: Female Impersonation in Farewell My Concubine . From Poetic Realm to Fictional World: Chinese Theory of Fictional Ontology (1999) Farewell My Concubine. Dir. Chen Kaige. 1993. DVD. Miramax Films, 1999. Goldstein , Joshua (1999). â€Å"Mei Lanfang and the Nationalization of Peking Opera, 1912–1930† East Asian Cultures Critique 7 (2): 377–420. He, Chengzhou. â€Å"Gaze, Performativity and Gender Trouble in Farewell My Concubine. † Nanjing University (2004): n. pag. Web. Poquette, Ryan D. , Critical Essay on Farewell My Concubine, in Novels for Students, Gale, 2004.

Canadian troops must not be in Afghanistan Essay

Canadian troops must not be in Afghanistan - Essay Example The other nations which have been involved in active fighting in Afghanistan are U.S, Britain, Denmark and Netherlands. However recently it has been seen that the support for the Canadian forces deployment in Afghanistan has been criticized by many (Power 2008). A question has thus arose regarding its deployment as to if they should remain in Afghanistan or should they be withdrawn ? This essay would revolve around this question and give a probably answer regarding the deployment of the forces. Surveys in Canada shows that 47% of the Canadians want their forces to be withdrawn whereas only 17% of the total want the force to be engaged in active combat. Most importantly it can be seen that Canada has never been attacked by the Afghans in anyway. It is only because of Canada’s peace-making efforts that it has engaged the forces into a heavy combat against the Afghans. Moreover concerns have also raised as to if the deployment of the troops in Afghanistan would help in maintainin g the peace in Canada or not. Active involvement of troops in Afghanistan can rather attract the attention of the Taliban to attack the country which has been involved in ground attacks over them. Hence it can be said that the Canadian forces should immediately withdraw from Afghanistan. ... Above all the people of Afghanistan should also support the armed forces for their involvement in the affairs of the country but it has been found that most of the population there is against the involvement of foreign countries in the national affairs (Power 2008). The war waged on Afghanistan has bought no good to the whole society as it can be still seen that the terrorist attacks remain in the world. An example of the bombings in London can be cited as a proof that the war on terrorism has brought no fruit (BBC News 2005). In the war against Taliban it has been seen that many civilians in Afghanistan have also died and this can be cited as a great failure of the army. A report has shown that the Canadian forces are suffering the most in Afghanistan with regard to their proportion. Since 2006 the Canadian forces have lost 5.1% of their officers during the war. Most of the troops of Canada are deployed in a very sensitive area of Kandahar because of which they have to suffer from l osses. All these reasons together make up a strong proposal for which the Canadian troops should withdraw from Afghanistan (Jodi Lai 2010). It has been seen that the casualties of the Canadian force are increasing by every passing year and this should be taken into notice by the relevant authorities. Moreover the war waged of Afghanistan was apparently for the betterment of the people living there but it has been seen that the people are not content with the interference of foreign military in the region. Deploying the Canadian troops in the region just makes the issue deeper as the Taliban would notice their involvement in the war and attack their nation which has been thus far safe from these sort of attacks. Lastly the

A Briefer on The Right to Protest and Police Powers Assignment

A Briefer on The Right to Protest and Police Powers - Assignment Example The paper tells that pertinent legal provision that applies to the right to public protest is in Article 11 of the European Convention on Human Rights (ECHR), which states as follows: â€Å"Everyone has the right to freedom of peaceful assembly and to freedom of association with others, including the right to form and to join trade unions for the protection of his interests.† The second paragraph qualifies the scope of the freedom of peaceful assembly and the freedom of association, by laying down the limitations to this right and reiterating the power of agents of the state, such as the police and armed forces, to impose lawful restrictions. The restrictions to this right are as follows: (1) interests of national security or public safety, (2) for the prevention of disorder or crime, (3) for the protection of health or morals or for the protection of the rights and freedoms of others. Article 11 should be seen alongside the right guaranteed in Article 10 of the ECHR, on which is enshrined the right of â€Å"freedom of opinion† which â€Å"shall include freedom to hold opinions and to receive and impart information and ideas without interference by public authority and regardless of frontiers.† It is important to note that these provisions carry both a negative and positive obligation for the state: the negative obligation is the obligation not to interfere in the exercise of the right to peaceful assembly and freedom of opinion, and the positive obligation is to take positive measures towards the free and meaningful exercise of these rights. 3. The operative word in the provision would be the word â€Å"peaceful† and there has been some debate over whether or not a particular form of protest may

Lowering The Legal Age of Drinking Essay Example | Topics and Well Written Essays - 500 words

Lowering The Legal Age of Drinking - Essay Example The considerable level of fatal road accident mitigation is one of the potential advantages of the higher drinking age. A study by National Highway Traffic Safety Administration shows that higher drinking ages could save approximately 22,798 lives on American roadways from 1975 to 2003 (msn). Concerned officials say that teens are more unlikely to use seatbelts or helmets when they drink. Likewise, there is a close relationship between teenage drinking and gun/gang crimes. Hence, the lowering of MLDA may adversely affect the country. The MLDA lowering supporters commonly say, â€Å"If you are old enough to go to war, you should be old enough to drink† or â€Å"the drinking –age law just increases the desire for the forbidden fruit†. The military largely recruits youngsters mainly because they can be easily molded t into efficient soldiers. However, the act of recruiting youngsters for the military does not mean that they have grown enough to drink. Scientific stu dies clearly state that drinking is dangerous to teenagers as they are still in the stages of physical and mental development (Mulligan, 25-26). The drunken teenagers are more likely to take risks and that would lead them to dangers. Researches show that when some states had fixed the MLDA as 18, teenagers in those states in between 18 and 21 drank more and liked to drink more as adults. In contrast, youngsters drank less in their early 20s when the states in which they involved had 21 as their MLDA. In the opinion of Gaither (2008), the frustrating impacts of underage drinking range from academic failure to robbery. A person under 21 may not have completed his academic studies. Psychological studies warn that drinking habit would distract the teenagers’ interest from academic studies. In addition, alcohol substances are capable of stimulating risky sexual behaviors, especially of teens. Hence, the lowering of MLDA from 21 also seems to be an issue of public safety and national interests.

Critical Reflection and Self-Evaluation in the Context of Systems Essay

Critical Reflection and Self-Evaluation in the Context of Systems Thinking - Essay Example It is due to the rapid changes to organizations that organizations have to readjust to the inevitable changes to cope in a highly chining environment such as the one involved in event management. Event planning changes affect the IS project outcomes in the in such a project and it is not until shortcomings are indentified in event planning that portrays a need to reassess and reevaluate the IS are taken appropriately. This brought about the concept of soft system thinking and hard thinking in the â€Å"Bear-Wear† event coaching group. Hard systems regard to situations that human behaviors perceived to play minimal roles though there are many people involved in the system ( Waring, 1996). Hard systems in this case referred to tools, machines and to other equipment that were used in the project, which were quantifiable, predictable, and those that were relatively undisputable. Hard systems as Checkland & Holwell (1997) explain included the natural systems. Natural systems are th ose that are not manmade, which include the biological systems, weather, volcanoes and other natural phenomena. Logistics and ticketing are susceptible to interruptions as a result of the hard systems such as weather and disruptions of the equipment. This was taken care of in risk awareness. On the other hand, soft systems refer to those systems that involved the team members’ behaviors and beliefs. Human beings are unpredictable in most cases in the physical aspect and the way they think. Soft systems refer to the beliefs, attitudes, behavior values, opinions that describe each of the team members. Checkland & Scholes (1999) explain that soft system methodology is intended for use in situation that exhibit crisis, uncertainty, conflict or unease in relationship among the human actors. In the event hosting and management, different opinions and personality will surface in the team or from the clients. Advocating for creative thinking and providing coaching and counseling serv ices to Grad Com and anyone involved will enable the team work to work harmoniously. Gesellschaft & Gemeinsschaft, which relates to sociality maintained by instrumental goals of participating individuals vs. the inherent connectedness of participating individuals (Kitayama & Cohen, 2010) were two major views that would guide in implementing operations in the event planning, management and counselling services. Soft approach related to information in attribution of meanings and sense making and would utilize interpretative actions as the modes of managing environment around project members (Auyang, 1998). Since organisations and the IS are mutually dependent on one another, they both affect each other proportionately to make an organisation environment. Soft System thinking application Systems thinking concept was first applied to real world problems as early as 1970s and 80s. The design of system thinking was as a result of indentifying that problems were mainly caused as a result o f the analyst’s inability to indentify describe objectives amongst the other, in an environment with numerous conflicting and ambitious alternatives (Auyang, 1998). System analysts therefore led leaders and other analysts to design and construct models that could be used by analysts as devices that would help in structuring questioning procedures to address

The Eyes of Faulkner Essay Example | Topics and Well Written Essays - 1000 words

The Eyes of Faulkner - Essay Example This paper will focus upon the eyes of the two characters; the symbolism used by Faulkner to reveal particular character aspects of the individuals themselves and how his use of language supports those traits and communicates the plot of the stories in a succinct, encapsulated way. They eyes of Emily Grierson are truly windows into her soul. We are introduced to her at her death, but in the subsequent tale Faulkner reveals much about her character; and we can see much of it through his description of her eyes. Emily Grierson is a woman born to a southern family once prominent, but now poor. The daughter of a controlling father, Emily dies many years after killing her suitor in her own home. There are two descriptions of her eyes in the story, one from when she is middle aged and purchasing the poison that she will use to kill an unspecified victim, be it a rat or human, and the other from an older age when she is confronted for not paying her taxes. Faulkner portrays the younger woman, who is slender at the time, as possessing "cold, haughty black eyes in a face the flesh of which was strained across the temples and about the eye sockets as you imagine a lighthouse-keeper's face ought to look" (Faulkner 125). In the description of her appearance years later, t his same woman has gained weight, and her eyes are described as "lost in the fatty ridges of her face, look[ing] like two small pieces of coal pressed into a lump of dough..." (Faulkner 121). When she is buying the poison, Emily has cold and haughty eyes. These are the eyes of a woman contemplating murder, as we ultimately learn that her erstwhile suitor and probable husband's skeletal remains are found in a room of her house that hasn't been seen for forty years. Her soul, that of a murderess, is thereby revealed; haughty and cold. She is calculating, angular, unfeeling, and capable of buying poison without revealing her intent to the druggist. Contrast these descriptive elements with the pieces-of-coal-in-a-swollen-face description used for her latter years. Her eyes, black in both instances, are now described using a substance, coal, that provides considerable heat. In the scene where this description occurs, she has long-since committed the crime. Faulkner is showing us that Emi ly has gone from thin and cold to fat and burning; the primary intervening event being the killing of an innocent man. The descriptive changes in Emily are those of a woman who as lived with what she has done. She has become a bloated, intensely-eyed woman as her soul has dwelt upon her deeds. From icy calculation, she moved on to commit a fervent act. The act of passion, murder, has transitioned Emily's eyes from cold to hot just as Emily's own soul has evolved from frigidity to burning guilt. Faulkner embodies the essence of the entire story line within the eyes of his protagonist. This same literary convention applies to Colonel Sartoris Snopes (Sarty) in Barn Burning. We meet Sarty at the trial of his father, who has been accused of burning a neighbor's barn after a dispute over a hog. Throughout the story, as Faulkner reveals the boy's relationship with his angry and arsonist father, we come to the understanding that there are