20th Century People Events

Essay on Art in A Portrait of the Artist as a Young Man

Art in A Portrait of the Artist as a Young Man Stephen Dedalus philosophy of art, expressed in his discussion with Lynch in Chapter Five, seems essentially romantic, yet the novel is written in a very realistic mode typical of the twentieth century. This apparent inconsistency may direct us to one way of interpreting this novel. Dedalus idea of art may be Romantic, but because his world is no longer the world of the Romantics he has to see art more as a fundamental validation of his own being than as a communication of a special vision. Two aspects of Romanticism figure into this analysis of A Portrait of the Artist as a Young Man. First, the Romantics defining belief in some connection between the human spirit†¦show more content†¦His view of art is Romantic, but his view of the role of the artist is Realistic. The Romantic View of Art The Platonic-Romantic aspect of Dedalus esthetic philosophy is apparent in his reference to Plato, whose idea of beauty and truth as translated by Dedalus, sounds much like the famous last lines of Keatss Ode on a Grecian Urn: Beauty is truth, truth beauty,emdash;that is all/ Ye know on earth, and all ye need to know. Dedalus says of Plato, Plato, I believe, said that beauty is the splendour of truth (208). Platos own philosophy held tightly to the notion that the world is only a mundane copy of Ideal Forms. This is reflected pretty clearly in Dedalus analysis of the esthetic emotion as static: The esthetic emotion . . . is therefore static. The mind is arrested and raised above desire and loathing (205). The minds being raised above the mundane is nothing other than the function that Plato envisioned for philosophyemdash;to allow us a glimpse of the world of divine forms, which ordinary experience, seeing only the mundane and mortal, does not give. There is a clear echo of transcendentalist philosophy too, in the idea of being raised above the limitations of ordinary earthly life. Transcendentalism, recall, argued that the only path to truth was through intuition, and bypassing both the intellect and the information of the senses. Transcendentalism was pure Romanticism, experiencedShow MoreRelatedExamples Of Aestheticism In The Picture Of Dorian Gray1284 Words   |  6 Pagesaestheticism. He tried his hand at various literary activities. He was an Irish playwright, novelist, essayist and poet. He refined his ideas about the importance of art in a series of dialogues and essays, and incorporated themes of duplicity, beauty and decadence. He incorporated all these vital characteristics that define the supremacy of art into his only novel The Picture of Dorian gray written in 1890. This novel bore the true essence of what an aesthetic literature brought to the table. The strongRead MoreMuseum Essay1417 Words   |  6 Pages` Judge, Stephanie Art 100 Museum Essay and Online Museum Essay Bibliography: William-Adolphe Bouguereau Biography. Bouguereau Biography. N.p., n.d. Web. 01 Oct. 2012. lt;http://www.bouguereau.org/biography.htmlgt;. MFAH | Top 100 Highlights | #1 - The Elder Sister. MFAH | Top 100 Highlights | #1 - The Elder Sister. N.p., n.d. Web. 22 Sept. 2012. lt;http://www.mfah.org/art/100-highlights/Elder-Sister-Bouguereau/gt;. Online Museum Essay William-Adolphe BouguereauRead MoreThe Social And Historical Context Of A Portrait Of The Artist As A Young Man And My Son1436 Words   |  6 PagesIn this essay response I shall discuss the social and historical context of A Portrait of the Artist as a Young Man and My Son the Fanatic and how they enhance our understanding of the texts and then compare the two in their respective contexts. Religious extremism is a social ideology that is heavily implemented into both A Portrait of the Artist as a Young Man and My Son the Fanatic. With Steven Dedalus being subjected to his traditional family views of Catholicism as was the author of A PortraitRead MoreAnalysis Of Kehinde Wiley s Large Scale, Brightly Colored2992 Words   |  12 Pagesbrightly colored, highly patterned portraits of African American subjects are a salute to traditional portraiture as well as a critique of the art historical focus on the privileged male Caucasian. The artist scouts out ordinary black men of ages 18 to 25 from urban settings to copy poses from works by master Western painters like Titian and Jean-Auguste-Dominique Ingres. The photographs of their poses become Wiley’s references for his enormous, dazzlingly vibrant portraits. The extreme realism of theRead More James Joyces A Portrait of the Artist as a Young Man and Flann OBriens At Swim-Two-Birds and Modernist Writing2431 Words à ‚  |  10 PagesJames Joyces A Portrait of the Artist as a Young Man and Flann OBriens At Swim-Two-Birds and Modernist Writing The Twentieth Century found literature with a considerably different attitude and frame-of-mind than had the Eighteenth and Nineteenth Centuries. Two hundred years is, of course, a long time to allow change within genres, but after the fairly gradual progression of the novel as a form, its change in the hands of modernism happened rapidly in comparison. Explaining how textsRead MoreA Portrait Of The Artist As A Young Man1594 Words   |  7 Pages EL111 The purpose of this essay is to discuss how James Joyce’s seminal novel A Portrait of the Artist as a young man, is experimental with regards to plot, point of view, language, symbolism, style and character development, and will begin with a brief introduction. Many artists, be they of the pen, brush or instrument, seek through innovation an artistic immortality that has the potential to act as a blueprint from which imitation is spawned. Joyce’s Portrait is at its core innovative pioneeringRead More Humanism Essay example1241 Words   |  5 Pageshumanists, however, were sometimes skeptical as to the authority of the ancient writers.   Medieval humanists accepted pagan and classical authors uncritically.   The humanists of the Renaissance, however, viewed the classics from a Christian perspective, Man is created in Gods image.   They rejected any classical ideas that opposed Christianity but sometimes found an underlying harmony between secular and pagan ideas and the Christian faith.   The humanists of the Renaissance loved the language ofRead MoreShort Story: Me and Dave and Mount Olympus735 Words   |  3 Pagesin the human species because the society always has been divided into several social groups. This is a problem today because human of a higher order feels to people with a lower social rank, which creates a lot of ignorance and hate. Michel Faber’s essay from 2006; Me and Dave and Mount Olympus, deals with problem such as inequality, social accept, ignorance and realisation. The story is told as a memory by a first person narrator. The use of a first person narrator makes the telling become veryRead MoreArt And The Modern Era And Impact The 20th Century1522 Words   |  7 PagesIntroduction Art is a human activity, the product of this activity or the idea that we are in fact deliberately targeting sense, emotions and intellect. Art and writing are different forms of expression but they both can convey the same intensity for the creator. Art can be used to express thoughts, emotions and feelings whereas writing is a form of expressing ideas and opinions. Pablo Picasso and Ernest Hemingway are those two names, which they don’t need to identification. TheyRead MoreEssay on Annie Liebovitzs Women2280 Words   |  10 Pagesentitled Women according to my interpretation of feminist philosophy, then used this aesthetic impression to evaluate the efficacy of feminist theories as they apply toward evaluating and understanding art. â€Å"A photograph is not an opinion. Or is it?† So begins Susan Sontags introductory essay to the book Women, a collection of photographs by Annie Leibovitz. Collected without a stated intention other than to treat on the subject matter at hand, Leibovitz’s images confront a wide spectrum of

Appendix A Free Essays

Title of artwork Artist’s name(s) Medium Museum or institution who owns the work Paragraph in short essay form that includes the following: Formal analysis: Describe what you see and the design as a whole. History: In what art style does it fall? Interpretation: Is there any symbolism? Consider the following example: 1987 Landscape with Tree Oil on canvas Metropolitan Museum of Art, New York Landscape with Tree by George Smith is an example of American realist painting of the 20th century. The realist style has origins that trace back to the 19th-century French artist Gustavo Court. We will write a custom essay sample on Appendix A or any similar topic only for you Order Now Smith is one of the few American artists still engaged in the realist manifesto, which rejects abstraction as a corrupt, elitist form of art. Landscape is an asymmetrical composition. The work achieves a sense of balance through counterbalancing the tree and moon on either side of the picture plane. Although composed in stark black-and-white, Smith’s work achieves an expressive force created by the use of a dynamic, fluid line. The tree in art is often associated with life, renewal, and growth (Grove Art Online, 2007). Smith establishes a contrast between the tree’s symbolism and the quarter moon. On your reference page, images found online must be cited as follows: Example electronic image citation: Author (Role of Author). (Year image was created). Title of work [Type of work]. Retrieved Month Day, Year, from: website address Example electronic image citation with no author: Title of work [Type of work]. (Year image was created). Retrieved Month Day, Year, from: website address Final Project Timeline You should budget your time wisely and work on your project throughout the course. As outlined below, some assignments in the course are designed to assist you in creating your final project. If you complete your course activities and use the feedback provided by the instructor, you will be on the right track to successfully complete your project. Suggested in Week One: Review recommended websites listed in your Appendix B and your textbook and think about which broad area of art you want to research for the final project. Suggested in Week Two: Select a broad area of art, for example, architecture, sculpture, film, video art, installation art, performance art, painting, drawing, hydrotherapy, or Internet art. Suggested in Week Three: Within your chosen medium, think about one theme you want to research, such as Mexican fresco paintings or Buddhist sculptures. Suggested in Week Five: Submit the theme for facilitator feedback. Due in Week Six: Begin writing the 100-word paragraphs for your 10 selected works in short essay form. Suggested in Week Seven: Continue to write captions in short essay form. Suggested in Week Eight: Finalize timeline works and text. Include citations where appropriate. Due in Week Nine: Submit your final project. How to cite Appendix A, Papers

Computer Crime (2899 words) Essay Example For Students

Computer Crime (2899 words) Essay Computer CrimeIts the weekend, you have nothing to do so you decide to play around on yourcomputer. You turn it on and then start up, you start calling people with yourmodem, connecting to another world, with people just like you at a button pressaway. This is all fine but what happens when you start getting into otherpeoples computer files. Then it becomes a crime, but what is a computer crimereally, obviously it involves the use of a computer but what are these crimes. Well they are: Hacking, Phreaking, ; Software Piracy. To begin I will startwith Hacking, what is hacking. Hacking is basically using your computer toHack your way into another. They use programs called scanners whichrandomly dials numbers any generating tones or carriers are recorded. Thesenumbers are looked at by hackers and then used again, when the hacker calls upthe number and gets on hes presented with a logon prompt, this is where thehacking really begins, the hacker tries to bypass this anyway he knows how toand tries to gain access to the system. Why do they do it, well lets go to abook and see Avid young computer hackers in their preteens and teens arefrequently involved in computer crimes that take the form of trespassing,invasion of privacy, or vandalism. Quite often they are mearly out for a fun andgames evening, and they get entangled in the illegal use of their machineswithout realizing the full import of what they are doing, I have a hardtime believing that so lets see what a hacker has to say about whathe does Just as they were enthraled with their pursuit of information, soare we. The thrill of the hack is not in breaking the law, its in the pursuitand capture of knowledge., as you can see the hacker doesntgo out to do destroy things although some do. Its in the pursuit of knowledge. Of course this is still against the law. But where did all of this start, MIT iswhere hacking started the people there would learn and explore computer systemsall around the world. In the views of professional hacking is like drugs or anyother addictive substance, its an addiction for the mind and once started itsdifficult to stop. This could be true, as hackers know what they are doing iswrong and they know odds are they will be caught. But as I mentioned somehackers are just above average criminals, using there skills to break in banksand other places where they can get money, or where they can destroyinformation. What a hacker does at a bank is take a few cents or even a fewfractions of a cents from many different accounts this may seem like nothing butwhen all compiled can be alot. A stick up robber averages about $8,000 eachjob, and he has to put his life and personal freedom on the line todo it while the computer hacker in the comfort of his own living room averages$500,000 a j ob. As for people destroying information, this is fortaking some one down, destruction of data could end a business which for some isvery attractive. It can cost a company thousands of dollars to restore thedamage done. Now that you have an understanding of what a hacker is,it time to move on to someone closely associates with a hacker. This is a Phreak,but what is that. For the answer we turn to the what is known as theOfficial Phreakers Manual Phreak 1. The action ofusing mischievous and mostly illegal ways in order to not pay for some sort oftelecommunications bill, order, transfer, or other service. It often involvesusage of highly illegal boxes and machines in order to defeat the security thatis set up to avoid this sort of happening. v. 2. A person who usesthe above methods of destruction and chaos in order to make a better life forall. A true phreaker will not go against his fellows or narc on people who haveragged on him or do anything termed to be dishonourable to phreaks . n. 3. A certain code or dialup useful in the action of being a phreak. (Example:I hacked a new metro phreak last night.) The latter 2 ideas ofwhat a phreak is, is rather weird. A Phreak like the hacker likes to explore andexperiment, however his choice of exploring is not other computer but the phonesystem as a whole. Phreaks explore the phone system finding many different waysto do things, most often make free calls. Why do they do this, A hackerand phreaker will have need to use telephone systems much more than an averageindividual, therefore, methods which can be used to avoid toll charges are inorder. . A phreak has two basic ways of making free calls, he can call upcodes or PBXs on his phone and then enter a code and make his call or he can useElectronic Toll Fraud Devices. Codes are rather easy to get the phreak will scanfor them, but unlike a hacker will only save the tone(s) number instead of thecarrier(s). Then he will attempt to hack the code to use it, these codes rangefrom numbers 0 9 and can be any length, although most are not more than 10. Electronic Toll Fraud Devices are known as Boxes in the underground. Most arethe size of a pack of smokes, or than can be smaller or bigger. I will not gotoo deep. They are electronic devices than do various things, such as makeoutgoing calls free, make incoming calls free, simulate coins dropping in aphone, etc. People who Phreak are caught alot these days thanks tothe new technology. Software Piracy is the most common computer crime, it is theillegal coping of software. People wouldnt think of shoplifting softwarefrom a retail store, but dont think twice about going home and making severalillegal copies of the same software. and this is true because I myself amguilty of this. The major problem is not people going out and buying thesoftware then making copies for everyone, its the Bulletin Boards that cater topirating software, that really cause the problem. On anyone one of these boardsone can find an upwards of 300 1000+ of pirated software open for anyone totake. This is a probl em and nothing can really be done about it. Few arrests aremade in this area of computer crime. I will now devote a brief section to theabove mentioned BBS , most are legal and do nothing wrong. However there aremany more that do accept pirated software, pornographic pictures, animations ,and texts. As well as a trading area for phone codes, other BBS, Credit Cardnumbers, etc. This is where a majority of Hackers and Phreaks come, as well asthose who continue to pirate software come to meet and share stories. In this isa new world, where you can do anything, there are groups that get, crack, andcourier software all over the world some of them are called: INC: InternationalNetwork Of Crackers, THG: The Humble Guys, TDT: The Dream Team. As well a numberof other groups have followed suit such as Phalcon/SKISM (Smart Kids Into SickMethods), NuKE, and YAM (Youngsters Against McAfee) these are virus groups whowrite and courier their work anywhere they can, they just send it somewhere,where anyone can take it and use it in any manner they wish, such as gettingeven with someone. All of these activities are illegal but nothing can be done,the people running these boards know what they are doing. As it stands rightnow, the BBS world is in two parts Pirating and the Underground, which consistsof Hackers/Phreaks/Anarchists/Carders(Credit Card Fraud)/Virus programmers. Allhave different boards and offer a variety of information on virtually anysubject. Well from all of this reading you just did you should have a fairlygood idea of what computer crime is. I didnt mention it in the sections but thepolice, phone companies are arresting and stopping alot of things every day. The sun also rises: Summary and Analysis of Epigraph and Chapters 1-4 Essay(McDonald, 1997) Clearly, anti-virus software is one of the smartest buys acomputer owner can make. There are nearly 10,000 known computer virusesthreatening the worlds personal computers, with effects ranging fromrelatively harmless to ferociously destructive. (Cope, 1998) Thesetroublemakers can spread to personal computers easily from an infected floppydisk, as well as from files downloaded onto the hard drive from an e- mailattachment and the Internet. (McDonald, 1997) Despite the great reviews of theseantivirus programs, many computer researchers maintain a sense of skepticismtowards complete protection. Regardless of how sophisticated antivirustechnology may become, computer viruses will forever remain in an uneasycoexistence with us and our computers. (Chess, 1997) Unless there areupdates to virus scanners every few minutes, no one is completely safe from adestructive virus. New viruses are popping up so fast that virus scanner vendorscannot hope to keep up with them. Even with the best of tools and policies,bulletproof security is probably unattainable. High costs, changingnetworks and software versions, incomplete security tools, and the growing poolof ingenious and dedicated hackers prohibit this. (Hackers,1997) The numbers of people who can create new viruses have also increased. (Yang, 1998) , a group of hackers quickly cracked amuch-vauntedcode using relatively simple brute force techniques.(Hackers, 1997) This breach of security was only five weeks afterthe data security invited the attack in the hope of proving its codes resistantto such attacks. Over several years, people have been perfecting the care ofpersonal computers. However, over that same amount of time, others have beenhard at work to develop new ways to cause a system to crash. Someproblems with a personal computer cannot be stopped, but preventative action cantake place for viruses. Every computer user should be equipped with an antivirusprogram; there is no way of predicting whether or not a simple file contains atremendous virus. The user must leave such a decision to the computer itself;only it can detect and destroy the virus. By purchasing a simple antiviruspackage, each computer user can hamper viruses from entering and destroying hispersonal computer. After taking all of the costs into consideration, it is muchmore expensive to rebuild a computer after destruction than it is to purchase aneffective antivirus software package. BibliographyChess, David, Jeffrey Kephart, Gregory Sorkin, and Steve White. Fighting Computer Viruses: Biological Metaphors Offer Insight into ManyAspects of Computer Viruses and Can Inspire Defenses Against Them.Scientific American Nov. 1997: 134-138. Computer. The World BookEncyclopedia. 1997. Cope, Jim. A Buyers Guide To Virus Protection: Getthe Lowdown on Six Win 95 Programs that Keep Digital Bugs from Invading your PCand Destroying your Files. NetGuide Mar. 1998: 143-146 Hackers,Terrorists, and Spies: You know theyre coming at you. Can you stop them?Software Magazine Oct. 1997: 76. McDonald, Glenn. Viruses: An Anatomy ofMass Hysteria. PCWorld Sept. 1997: 123-125 Miastkowski, Stan. VirusKillers 1998: This Year, Macro Viruses are Running Rampant. Which AntivirusProgram is Your Best Defense? PC World Mar. 1998: 114-116. Yang, W.D. Be Aware of Viruses and Use Protection. Computer Times 18 February1998: 85-89. Yegulalp, Serdar. Head to Head: Antivirus Software VirusProtection Superheroes. Windows Magazin

Efforts to Alleviate Ozone Depletion

Depletion of ozone layer is the slow eradication of the ozone layer caused by the gases that are emitted into the atmosphere. The purpose of the ozone layer is to cushion the earth from the dangerous ultra violet rays of the sun thus it reflects back these rays. Were it not for this layer the earth could not be able to support any life (Hussen 128).Advertising We will write a custom research paper sample on Efforts to Alleviate Ozone Depletion specifically for you for only $16.05 $11/page Learn More The ozone layer has its own mechanism of constructing and reconstruction which aides the process of sealing any openings on its surface. However there are some toxic substances that are capable of destroying the ozone layer permanently. Dobson argues that these toxins contain chlorofluorocarbons (CFCs) and Bromofluorocarbons (BFCs) which attach themselves to the ozone layer. They then split the molecules of the ozone layer and because they are permanently att ached to the ozone layer they hinder the process of merging the split molecules thus the damage is cannot be repaired (1296). That’s why products that contain CFCs have been banned in most countries. The ozone layer lies within the stratosphere which is a thin layer on the exterior of earth surface. Hussein asserts that since ozone layer acts as a barrier between the surface of the earth and the ultra violet radiations from the sun, any erosion of this layer will allow the ultra violet radiations to affect living creatures directly hence there would be no life on earth (128). The stratosphere is the most prone area to depletion. The intensity of depletion is influenced by temperatures hence areas that have very low temperatures experience the highest intensity of depletion compared to areas that have high temperatures. CFCs were meant to be employed as a cooling agent in refrigeration. This explains why developed countries are recycling old refrigerators because if they are n ot disposed properly they could emit these chemicals (Callan Thomas 239). When chlorofluorocarbons arrive at the atmosphere they are dismantled to extract chlorine atoms which are then used to speed up the process of disintegrating the large bulks of ozone into small units. Research has found that CFCs can remain in the atmosphere for a whole century (National Geographic 1). Ozone at the Antarctic has reduced in the recent past because the cold climates in that region facilitate depletion. This depletion is further promoted by the presence of Polar Stratospheric clouds when there is winter. The PSCs creates a platform where the depletion of ozone takes place (Callan Thomas 240).Advertising Looking for research paper on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More During summer the sun plays a very important role in avoiding the depletion of the ozone layer. The sun rays heat the PSCs to convert them into liquid for m. This process disintegrates the atoms of chlorine that were confined in these clouds thereby hindering the depletion of ozone (National Geographic 1). The reduction in the density of ozone layer means that man and other creations will be exposed to the ultra violet radiations from the sun. These radiations increase the chances of contracting skin cancer. Scientists have also found that exposure ultra violet radiations may cause cortical cataracts which if not treated can lead to loss of eye sight (Callan Thomas 10). According to Fears et al., when ozone is on the ground level its considered to be a health hazard to people because it is very toxic. This ozone is enhanced by burning of gases (63). Some countries united in the recent past to enact a policy that would declare the use of CFCs in aerosol spray cans illegal. This policy was objected by Europe. Initially developed countries were reluctant to implement this policy. The major stumbling block was politics. As time moved by more nations joined the campaign against the use of CFCs. In 1983 forty three nations came together in support of the Montreal protocol which was meant to further limit the use of CFCs (Hussen 132). This positive response was enhanced by studies on the Antarctic which indicated that depletion of ozone was brought by long term use of CFCs. In the year 1992 the members who had enacted the Montreal protocol pushed for more reforms that saw the use of CFCs and halogens completely eliminated out with the exemption of small amounts that were to be used in the treatment of asthma. The elimination was supposed to be temporary but when members assembled again in 1992 they postponed the elimination date (Hussen 133). Perhaps the main reason that caused members to be reluctant in implementing the Montreal protocol was the fact that the sudden elimination of CFCs would ground their respective country’s industries that relied on these elements in their commercial productions. They wanted to buy more time for their countries to prepare organizations that were heavily dependent on CFCs. According to DeCanio and Norman, Methyl Bromide was also included among the substances that facilitate ozone depletion. The Montreal protocol extended the period that elimination was supposed to commence which led to more time being allowed to third world countries (378). This exemption was granted because third world countries could not afford the expertise and technology as well as money that was necessary for the implementation of this policy.Advertising We will write a custom research paper sample on Efforts to Alleviate Ozone Depletion specifically for you for only $16.05 $11/page Learn More Manufacturers had to look for alternative substances that could be used instead of CFCs. In some countries CFCs were substituted with another variety of CFCs that was perceived to be less hazardous. The Montreal protocol has shown significant decline in the deplet ion of ozone layer due to the controlled use of CFCs which in turn has shown the possibility of sealing the hole that was experienced in the Antarctic (Hussen 133). Thus, it is important for every nation to ensure that strategies such as prevention of air pollution are put in place to reduce the depletion of the ozone layer Works Cited Callan, Scott and Janet Thomas. Environmental Economics Management: theory, policy, and applications. 4th ed. Canada: Thomson South-Western, 2007. Print. DeCanio, Stephene and Catherine Norman.†Economics of the ‘Critical Use’ of Methyl Bromide under the Montreal Protocol†. Contemporary Economic Policy 23 (3):376-393. July 2005. Dobson, Roger.†Ozone depletion will bring rise in the number of cataracts.† BMJ 331(7528):1292. 2005. Fears, Thomas et al.†Average midrange Ultraviolet radiation flux and time outdoors predict melanoma risk.† Cancer Research.62 (14):3992-6. July 2002. Hussen, Ahmed. Principles o f Environmental Economics. 2nd ed. New York: Routledge, 2004. Print.Advertising Looking for research paper on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More National Geographic. Ozone Depletion – Losing Earth’s Protective Layer. 2010. Web. https://www.nationalgeographic.com/environment/ This research paper on Efforts to Alleviate Ozone Depletion was written and submitted by user Maci Kaufman to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Short Essay on The History of Video Games †Gaming Essay

Short Essay on The History of Video Games – Gaming Essay Free Online Research Papers Short Essay on The History of Video Games Gaming Essay The History of gaming is wide and diverse. We can track the begining of modern gaming to the late 1970s. A simple computer game known as pong became the new craze. It was a very simple game with two sticks and a ball. As simple as it was however it soon caught on and became very popular. As video gaming technology advanced arcades became the new form of intertainment. These new hang out places made video games even more popular and a demand for hom consoles was the result. Atari answered with thier Atari 2600. This very primitive home consule filled children with wonder and joy. How could it get better they thought? It was not long before a Japanese company called Nintendo came about. Around the same time Nintendo also produced the worlds first hand held video game system which was called the Game Boy. over the years video games have advanced to the point where home consules are all C.D. operated and are esentialy small computers. Arcades have fallen out of favor as you might imagine. Some still reamin though. I hope that this short essay has helped you to gain some apriciation for how video games have impacted our world as we know it today. Research Papers on Short Essay on The History of Video Games - Gaming EssayThe Hockey GameHarry Potter and the Deathly Hallows EssayAnalysis of Ebay Expanding into AsiaEffects of Television Violence on ChildrenRiordan Manufacturing Production PlanIncorporating Risk and Uncertainty Factor in CapitalAssess the importance of Nationalism 1815-1850 EuropeMind TravelBook Review on The Autobiography of Malcolm XCapital Punishment

Mkt mgt part 2 Essay Example | Topics and Well Written Essays - 2500 words

Mkt mgt part 2 - Essay Example This paper discusses the important facets which are required within the understanding of the final deliverable – the magazine itself (McCalley 1992). The segmentation, targeting and positioning of the product is quintessential towards achieving a clear cut understanding as to what exactly the newspaper is looking forward to in the coming times. In short, there has been an endeavor to balance the strengths of the magazine alongside its grey areas so that the company benefits from the same in the long term scheme of things. The market that is chosen for this product is that of United States of America. The market is comprised of individuals who hail from the middle class segment of the society. This segment of the society basically takes into consideration those people who earn their livelihood through day jobs and hence feed their families in a very hand to mouth approach. They buy newspapers in order to remain abreast of the world situations and events. Similarly, they will be receiving this magazine without any extra cost to their pocket. The market is segmented in such a way that it will cater to the desires of the audience and hence would take care of the needs and wishes of the segment that is being spoken about here. More than anything else, the segmentation is based on the principle of bringing about a major change within the lives of the youngsters by propagating a message of love, peace and understanding that will be inculcated through this new magazine that is a part of the newspaper which t heir parents have been buying for a long period of time now. Therefore the market would be segmented in such a manner that it brings about a proper divide amongst the masses and allocates the exact individuals who would be targeted with this magazine. The aim of the magazine is to make sure that the people remain in line with their understandings of a

Technology Impact Paper Essay Example | Topics and Well Written Essays - 1250 words

Technology Impact Paper - Essay Example New Technology Impact Technology is changing more rapidly day by day, that helps the businesses to move further. Particularly in this century many technological developments taken place and carry on happening. However, people do not desire to relinquish following it for the reason that each individual requires to be advanced as well as obtain greatest advantage by implementing it. To accomplish it, it is initiated to utilize in all the area of life. In other words, technology is turning out to be one of the basic and vital parts of life as well as made life impractical to perform anything in the absence of it. On the other hand, it started shaping people’s lives without their management moreover illustrated its enormous influence. Briefly saying, advanced technology has certain consequences in every field and step of the life particularly in business as well as daily life (Todd). Technology Impact on Business and Customer Introduced the new product to customers Technology infl uences business certainly in a lot of aspects; like that improving the way of advertisement or marketing. Primarily, the technological progresses attained during the previous few decades have enormous outcomes on business products introduction or presentation to the customers across the world. Additionally, the technology facilitates to provide effective support on previously sound sales as well as marketing strategy. One of these supports is to offer direct communication among customer along with the business. For example online shopping is one of the new technology based effective approaches of introducing new products to the customers. In this scenario, if a customer pays for something that he purchased then business earns the profits. However, if sales are not made, the corporation yet has an innovative technique of introducing new products to diverse customers. It means that company is doing its marketing through the web based platform. In case of launching new products to the customers across the countrywide the web based platform facilitates in case of collecting information as well as data regarding their customer’s shopping and purchasing behavior in an attempt to build up flourishing association with their clients. Therefore, they are able to recognize what their clients selections are and how to offer them valuable products in an attempt to maintain their loyalty and attract customers worldwide (Todd (Rampur). Ways that add value through new technology to business The new technology has offered more facilities and ways in order to offer better support to the business as well to the customers. Particularly the web based structure such as eCommerce or online business has offered lots of business advantages to the customers. Particularly in case of web based business practice a company is able to enjoy more enhanced support regarding online shopping, imbursement as well as advertisement policies. All these processes require very small number of human resources and expenditures. In addition, all of these aspects definitely lead to more enhanced support for the management of the entire business dealings and transactions (BusinessKnowledgeSource), (Kristina) and (IBM). The new technology based arrangement has as well offered the businesses a better competitive benefit. In case of new and more enhanced

Weekly current event 2 Essay Example | Topics and Well Written Essays - 250 words

Weekly current event 2 - Essay Example his collections, we see humour, the impertinence, the tendency to explode myths, and the manipulation of pop iconography all that we knew to be part of the label’s founder Franco Moschino spirit and designs, commented Raffaello Napoleon, Chief executive officer of Pitti Immagine. There is also uniqueness in his work. He has ultra-sensor focused in the current times in the way he combines fabrics and materials, the best types because his designs are luxurious. The Womenswear presentations from Thomas Tait have been named as one of the events not to miss during the London Fashion Week. It brings out the unexpected use of volumes and the devotion to design. This gave him an offer to express his creativity in Florence. Thomas Tait addresses various issues in the globe with his collections. He says that a fashion designer should always keep things off-balance, Offer buyers what they need and most importantly one should offer things inside and out which is crucial for the fashion public and media. Many fashion designers may lack the viewpoint and vision that may not be good for the fashion business. Fashion should bring out the originality and should also be full of

Group work in Primary Schools

Group work in Primary Schools Group work, known to others as collaborative or cooperative learning, is defined as a situation in which, two or more people learn or attempt to learn something together [Wikipedia Contributors, 2010]. This paper focuses on how working collaboratively impacts both teaching and learning in primary schools. It describes the background to the development of collaborative learning and highlights the techniques often employed. The principles to effective group work are explained, with both advantages and disadvantages noted. Collaborative learning is a pedagogical strategy which utilizes a variety of learning activities to enhance a students understanding of a particular topic. This is an improvement to traditional learning models also defined as non-interactive lectures, where knowledge is gained from direct lectures or the reading of books and articles. Traditional learning commands very little interaction or participation from the students, therefore a lot or very little may be learnt depending on the individual. Collaborative learning consequently stands as a constructivist approach to learning, and is identified as originating from a constructivist epistemology, as students are asked to participate and contribute to their own learning and development. The ideas of scholars such as Burner, Kohlberg, Piaget and Vygotsky are used in the development of collaborative learning, which essentially implies that both the student and the environment are actively dynamic entities in the learning process as the student tries to impersonate the lessons. This process requires that knowledge be discovered and translated using language and other learning aides to which the students can actively relate. Lawrence Kohlberg researched the moral decisions made by children. His investigation is such that he developed an interview process offering a number of scenarios, each with a moral dilemma for which he had pre-determined answers. He realized that six stages of moral development existed and that some people are unable to reach most advanced levels of ethical interpretation. He thereby concluded that; the development of moral reasoning happens in a particular sequence, and that each step of the way is a precursor to the next [KidsDevelopment.co.uk, 2010]. Jean Piagets theory of Cognitive Development suggests that individuals go through a series of stages on their way to independent thinking. Piaget states that all knowledge concerning reality results from actions or operations upon it, which makes it change, revealing its stable and variational properties (Piaget, 1980 p222). Lev Vygotsky believed that socialization increases knowledge and often time changes a childs thoughts and behaviours. Vygotsky suggests that learning is achieved in three ways; imitative, instructed and collaborative. Imitative learning involves the student simply copying what was taught and instructed learning involves the student following directions previously given. Vygotskys work was focussed on two important ideas. First being the Zone of Proximal Development (ZPD); this describes the level of differentiation between a problem that a student can solve independently and a problem in which a student will require the assistance of others. ZPD is often identified as an individuals level of actual competency relative to their level for potential development. The second idea is known as scaffolding and describes the aspect of support given to students when it is desired. Group work allows students to work together in small teams, combining people with varying backgrounds, experiences, technical and intellectual competencies, towards the attainment of a specific objective. Each member of the team has the responsibility of learning the material for himself, while also helping other members to clearly understand the lesson thus creating an atmosphere of achievement (Palmer, Peters and Streetman. 2008). Students thereby gain both knowledge and social skills. The use of group discussions helps students to explain concepts and ideas by providing immediate feedbacks. Students learn how to troubleshoot cooperatively in order to find the best solution to a problem. When students formulate their own solutions in this manner, they are truly thinking critically (Davis, Mahler Noddings, 1990). Swortzel expresses that there are two major theoretical approaches to group work Motivational and Cognitive (Swortzel, 1997). Group work is seen as motivational because students recognize that their success or failure in the attainment of the specified goal is dependent on them being able to work together as a team. They thereby encourage each other to get the assigned tasks done properly and on time, in so doing cooperative learning increases students motivation to do academic work (Johnson, Johnson Holubec, 1986). The cognitive approach suggests that through group work students become more critical with their thinking. Students are stimulated to think outside the box, thus acquiring increased levels of perception, awareness, and reasoning and judgment abilities. Group discussions are very interactive with each individual expressing their viewpoint. Within a diverse group, there will be undoubtedly varying opinions consequently highlighting approaches to the same topic. A collaborative framework must first be established before the implementation of collaborative learning techniques. The teacher should research collaborative learning and observer other teachers who have already implement the use of group work. The teacher should grasp a good understanding of the advantages and disadvantages to group work and must develop a keen appreciation for the technique of scaffolding. The teacher then needs to decide if collaborative learning is ideal for the subject being taught, the type of students and take into account classroom restrictions, if any. Teachers implementing collaborative learning are expected to be competent in the following areas: Specifying instructional objectives Determining group size and assign students to groups Determining Group Size and Assign Students to Groups Classroom arrangement Planning instructional materials to promote Interdependence Assigning group roles Assigning tasks Structuring positive interdependence and accountability Explaining the criteria for success Specifying desired behaviours Before implementing collaborative learning the teacher should explain to the students their decision for the use of group work and explain the advantages and disadvantages. The determination of group sizes may vary depending on the nature of the task and the workload. Groups can be homogeneous or heterogeneous, grouping students with similar interests and strengths or they may be totally randomly selected. Once groups are established they usually do not change very often, so as to allow students to develop a constructive working relationship with each other. It is important that the furniture in the classroom be organized in a way which allows the students to work as a unit, preferably facing each other, whilst allowing for their flexible movements. Teachers should take into account the existing resources needed for successful task completion and ensure that they are readily accessible by the groups. The instructions and materials a teacher chooses for a group should ensure that each member of the group makes a meaningful contribution and that individual assignments within the group will be evenly distributed. Teachers should structure positive interdependence and accountability by regularly testing both the groups and the members of the group for understanding of the subject matter. Members should be encouraged to be able to actively defend the stance of the group and their own. The criteria for success of the group should be clearly communicated and measures put into place to evaluate the groups performance as a unit as well as the individual performances of the members. Once the groups have been established, teachers need to monitor the behaviour of the students and assist with needs while monitoring. In so doing, teachers may assist with the answering of questions and provide and alternate point of view or opinion. Teachers may also provide feedback on the work completed or the progress made. Should conflicts arise within the groups, teachers should intervene to ensure that such conflicts are quickly resolved and explain the implications of undesirable behaviours. It is also very important that teachers provide approbation and, or motivation where it is deserved. Students play the most important role in the art of collaborative learning. Their roles include and are not limited to, working together, actively listening to each other, keeping records of work and progress, questioning each other, assuming personal responsibility and completing the assigned task. An article written by Dillenbourg and Schneider states that there are a few mechanisms to collaborative learning: Conflict or Disagreement, suggesting that when peer to peer conflicts arise, social factors cause learners to ignore the disagreement and to some extent forces them to find a feasible solution to the problem. One aspect of this theory states that diverging viewpoints usually lead to academic gains, while the other states that when conflicts are not verbalized they do not predict positive outcomes (Dillenbourg and Schneider, 1995). This article draws two conclusions relative to this mechanism one being that slight misunderstandings can be as efficient as a clear conflict between two agents who respectively believe P and not P and the second being that verbal interactions generated to solve conflict are related to learning outcomes (Dillenbourg and Schneider, 1995). Alternative Proposal also referred to as the confirmation biases by Dillenbourg and Schneider (1995). In so doing students actively develop ideas that support their suggestions and completely disregard ideas that do not. They often times cannot abandon their idea or suggestion because another suggestion may not be forthcoming; however other group members make alternate suggestions. (Self-) explanation; the Self-Explanation effect, as it is in known in many cognitive science literature, describes that in a situation where one student is more knowledge that the other, the latter will automatically learn from the form, and also that the former will grasp a better understanding of the topic being explained as he endeavours to translate into to terms to with the latter student can actively relate. Having successfully explained the more knowledgeable student would have improved upon his skills to interrelate and gained improved confidence. Had there been any uncertainties in the explanation, someone even more knowledgeable might be able to clarify. Internalization; the article explains this mechanism as one in which students explain or justify their suggestions to each other, the verbalization of such impacts all involved and that the concepts communicated are integrated into the listeners reasoning. Thinking is viewed a discussion that one has with oneself and which develops on the basis of discussions we had with others (Dillenbourg and Schneider, 1995). The article also states that for this mechanism to be effective a few conditions must be met, One condition is that subjects can only assimilate concepts which are within their zone of proximal development, i.e. within the neighbourhood of the current cognitive level. Another condition is that the less able peer is not left as a passive listener, but participates into the joint problem solving strategy (Dillenbourg and Schneider, 1995) Appropriation, this is explained as one student observing the ideas or explanations of another and taking those ideas or explanations and building on it to make their own. Learning is two-fold as the first student reinterprets his actions relative to that of the second, and the second student got a sound foundation on which to build. Shared Cognitive Load, this involves the distribution of tasks which will come together to achieve the overall objective of the group. When the workload is even shared between students, each student can work meticulously on the assigned task, thereby eliminating redundancies and improving the efficiency of the group. Mutual Regulation, by employing any of or a combination of the mechanisms previously described, students often have to regulate the actions of each other to ensure that the stipulated guidelines are adhered to for the attainment of their goals. Social Grounding, described lucidly by Dillenbourg and Schneider as the mechanism by which an individual attempts to maintain the belief that his partner has understood what he meant, at least to an extent which is sufficient to carry out the task at hand (Dillenbourg and Schneider, 1995). This mechanism requires the speaker to check for understanding, and where misunderstand is visible to clarify, thereby building a share understanding of the problem. George W. Gagnon. Jr., and Michelle Collay developed another design for collaborative learning and in this model teachers develop a series of steps that their teaching structure follows as listed below: They develop a situation for the students to explain (Gagnon and Collay, 2004) They select a process for groupings of materials and students (Gagnon and Collay, 2004) They build a bridge between what students already know and what the teachers want them to learn (Gagnon and Collay,2004) They anticipate questions to ask and answer without giving away an explanation (Gagnon and Collay, 2004) They encourage students to exhibit a record of their thinking by sharing it with others (Gagnon and Collay, 2004), and They solicit students reflections about their learning (Gagnon and Collay, 2004). A comparison of there collaborative techniques, is illustrated in Appendix 1. Johnson, Johnson, and Smith (1991) highlights three key tasks teachers should follow for the evaluation of the efficiency and effectiveness after there group work is completed. Firstly, teachers should provide a closure through summarization. That is, to summarize the lessons important points or to have each group explain their work and the points they found of most significance. Secondly is to evaluate the students learning, by assessing how they have attained or failed to attain the desired outcome and providing the feedback required, allowing students to improve on their ability to work as a group and hence personal development. Thirdly, teachers should make note of the techniques that worked and why they worked and if necessary adjust their lessons. A popular definition of constructivism is that Constructivism is a theory of knowledge which claims that knowledge is not passively received but actively constructed by the learner, and that the function of cognition is adaptive, serving to organise experience, rather than discover reality(online, 2010) Group work has academic, social and physiological benefits to both students and teachers. Academic benefits include: the development of critical thinking and the active involvement of students in the learning process. The social benefits include: the development of social learning systems for students and builds diversity understanding among students and teachers. The physiological benefits include: increased self-esteem through peer-to-peer instructions and it reduces the anxiety of students. Although collaborative learning seems to be dependent on the actions and willingness to learn, which should for many be a natural process, there are many disadvantages as there are advantages to is implementation. A few of the obstacles faced are; some students prefer to work competitively rather that collaboratively, teachers lack the ability to readily assess the work produced, teachers sometimes do not know how to measure the effectiveness of their teachings in a collaborative setting, sometimes the assigned tasks are not applicable to a students goals or abilities, and sometimes the tasks are not difficult enough to challenge but not so difficult as to stonewall a conversation. Some groups may be comprised of slow learners who may be viewed as others as invaluable, thereby promoting superior behaviour by the fast learners. Table 1, Appendix 2, illustrated various group structures and the advantages and disadvantages to these groups. Nigel Hastings and Karen Chantrey-Wood from Nottingham Trent University explores the many strategies teachers utilize in group work activities, many of which are strongly endorsed by a committee known as the Plowden Committee. By spending time with groups of children, teachers could adjust their teaching to the needs of the individuals of that group to a greater extent than when working with an entire class of students as a whole. This also ensures that all children have a reasonable amount of direct contact with their teacher regardless of the fact that they are working in groups [Hastings Wood, 2002]. This suggests that collaborative learning enhances the occurrence of individualized attention given to students, by introducing one-on-one interactions between students and peers and students and teachers. The article also illustrates that classroom arrangement is very important in ensuring that collaborative learning is efficient and effective. It shows that collaborative learning in widely accepted and very commonly practiced across the globe; In primary classrooms throughout the UK, it is standard practice for children to sit around grouped tables usually with four to six children in each group. Such arrangements are also common in primary schools in other English-speaking countries, Australia and USA for example. Precisely because this configuration is so normal and so well established in our schools, it is unusual to ask about its rationale or to question its appropriateness [Hastings Wood, 2002]. An abstract written from an experiment conducted by Gillies and Ashman, One hundred and ninety-two Grade 6 children participated in a study which compared the effects on behavioural interactions and achievement of (a) cooperative learning in which group members were trained to collaborate to facilitate each others learning, and (b) cooperative learning in which members were not trained but were merely told to help each other. Stratified random assignment of participants occurred so that each gender-balanced group consisted of one high-, two medium-, and one low-ability studentà ¢Ã¢â€š ¬Ã‚ ¦(Gillies Ashman, 1999). The observations showed that the students who worked in the Trained groups where more responsive and helpful to each other, giving explanations where necessary to assist as they worked together. It showed that students in the untrained groups were a lot less helpful towards or cooperative with each other. From the results it was also concluded that the children in the trai ned groups exercised more autonomy with their learning and obtained higher learning outcomes than untrained peers (Gillies Ashman, 1999). This study is one of the many to attest to the success of group work. Despite some drawbacks Collaborative learning has numerous benefits, as is explained, ranging from academic to physiological and it implementation in primary schools is quite a positive move. Students at the primary school level are quite impressionable and there is no better time for them to develop the very valuable competences that working in a group has to offer. At the primary school level they are mature enough to have an understanding of what group work requires. Many of the studies conducted were centralized around childhood developments. Students who can successfully work in groups from the primary school level are usually better equipped for when entering higher level learning institutions. They would have learnt to comfortably relate with peers and adults, such as teachers or other authority figures, they would have learnt the value of self-expression and self-explanation, actively listen and respect the views of others. These students realize that as individuals we have d ifferent backgrounds, experiences and traditions and as such may have diverging approaches to the same problem. These students will also be better able to differentiate between the need to work collaborative and the need to work competitively and in so doing will know when best to apply the respective approaches. This research has revealed that both the teachers and the students play a pivotal role in the success of collaborative learning. Teachers are not expected to only assign tasks and sit back while the students work on their own. Teachers must play an active role throughout the process. They must plan for the assignment with clearly structured tasks that will promote collaborative interactions, promote interdependency and stimulate cognitive thinking among students. Teacher must monitor the process providing ongoing feedback and be readily able to resolve conflicts should they arise. Teachers should be able to actively scaffold their students, knowing when their support is needed and that it should gradually be withdraw. Students in order to successfully achieve their objectives in groups must appreciate the benefits of group work. They must have a clear understanding of the desired objective and the sub-task requirement to successfully achieve the objective. They must be able to actively and reflectively listen to each other and utilize creativity and objectivity to work positively together. In so doing they will learn to foster positive work attitudes with others, thereby improving on their interpersonal skills as they prepare for the work world. Appendix 1 Three Constructivist Design Models [1] 1. The Learning Cycle 2. The Learning Step developed by George W. Gagnon. Jr. and Michelle Collay 3. The Information Construction (ICON) model created by Robert O. McClintock and John B. Black, and is very similar to Dillenbourg and Schneider. Appendix 2 Table 1: Forms of Cooperative Groups[2] NAME OF GROUP WHAT IS THIS? WORKS BEST FOR BENEFITS DRAWBACKS Pair-share 2 students with one problem share their ideas or questions. Each person speaks, listens, gives feedback. Content that requires discussion, reflection, or explanation. Increased engagement time, Helps those who are shy Fewer perspectives and solutions Jigsaw Each member of the small group researches one part of the question /content for a certain amount of time. The members of the group come back together. Each member teaches his/her part to the rest of the group. Content with four or five parts to research. Students gain teaching and research skills Some students feel pressured by a time limit Split-class discussion The class is split into half. Each side discusses /debates their knowledge /beliefs, etc. Debates or discussions Students may change their opinion or develop a different perspective Some students may speak less with such a large group. Random groups of 3 Class is split into groups of 3. The groups discuss the topic. Predicting what will happen, responding to a situation. Receive a variety of feedback, group members are accountable Easy to leave out or team up against a shy student or one who has a different opinion Ability/Interest/Friendship Group Students are divided into groups based on some quality that they all have in common. Creating plays/skits or an activity in which students must work together outside of class. Students can work at a pace that best suits them, students are rarely bored and often motivated It is unrealistic to find a completely homogeneous group, weaker or unpopular students may be excluded. Diversity Groups Students are formed into groups where they come from a wide variety of backgrounds, interests, etc. Exploring geography, history, and diverse lifestyles. There are many opportunities to gain different perspectives Minorities may become alienated Multi-aged groups Students are divided into groups in which there are a mixture of ages Older students teaching younger students (i.e. science experiments). Older students- there is less pressure to compete with peers, Younger students fell important that an older person is spending time with them Older students may be a bad influence; Older students may not know how to work with a younger child or an at risk student Peer-led Conferences Students prepare and lead a discussion of material with parents, instructors, students, etc. A major project in which students set up stations for several intelligences. Students get the opportunity to authentically teach, students learn self confidence. Students whose parents are inactive in the school may be alienated from those whose parents participate; some students may not be involved in interactions. Notes: These diagrams were obtained from: http://www.thirteen.org/edonline/concept2class/constructivism/implementation_sub1.html This table was obtained from: http://projects.coe.uga.edu/epltt/index.php?title=Cooperative_Learning#Frequently_Asked_Questions_about_Cooperative_Learning

A View from the Bridge by Arthur Miller :: Papers

A View from the Bridge by Arthur Miller The following essay is about how people reacted to Arthur Miller's play and what his intentions where and if he got the desired effect on people. Firstly let me start of by telling you about the intentions of writers, Arthur Miller's intentions in particular. A writer intends to grip the audience so people will read or view there work. Arthur Miller intended to grip the audience by telling you a story of illegal immigrants and how they could affect a person's life. He also intended to show us how Italians deal with people who inform on others. He wanted to show us the emotions and behavior a working class person who had to deal with the fact that the girl who "belonged" to him for such a long time was being "stolen" from him and he was losing her. For Arthur Miller this was "A dangerous and mysterious world at the edge of the water that drama and literature had never touched" (Time Bends) Arthur Miller intended this to be a modern version of a Greek tragedy in which a main character is led by fate towards an unavoidable destiny. Arthur Miller tells us what happens in the beginning but leaves us wanting to know how it happened. Most of Arthur Miller's plays are based on serious issues in which he tries to show us how people think and react in situations which threaten to defeat and overcome them. So by showing us all this how does Arthur miller want us to react? Arthur miller wants us to walk away with an understanding that "Some times it's better to settle for half" He also wants us to get an insight into the lives of people like Eddie, placed in situations which are uncomfortable. Miller tries to show us how people like Eddie think and react. He wants us to understand that we can only protect our little ones for so long and then we must let them go. He also tries to show us there emotions, the

Regrets Case Essay

I regret not doing a lot of things in life like telling that bully in the third grade that I was not afraid of him or telling a teacher that I really appreciated all she had done for me.   The one regret that I have that has really changed where I am in my life when I messed up an opportunity that I was given to be a â€Å"third key† manager at a high end retail establishment shortly after graduating from high school. I did not get the position because I failed a urine screening for drugs.   I had smoked a little pot (three puffs to be exact) a few days prior to my interview in â€Å"celebration† of this opportunity as my friends and I hung out and partied.   I had no idea at the time that a little pleasurable puff of paradise (39) from this marijuana cigarette would end the most promising career opportunity that I may ever have had.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   After gradating from high school, I was on top of the world and loving life.   My life was like a box of chocolates (25), full of delicious and hidden opportunities.   I landed an interview for an amiable administrator’s (57) position and everything went well during the interview.   I was offered the job upon condition of a passed drug urine screening.   Drug urine screening?(12).   Say what?!   I had never had one of those before, probably because I had never had a job worthy enough of expelling urine for someone to analyze.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Not only was I highly unprepared for this condition of my employment, but I was actually surprisingly very sure that I was going to pass the screening despite the fact that I had smoked some marijuana three days earlier (58).   At the time, I was unaware of how long drug traces remained in my system, so I thought I would be good to go, but deep down, something did not feel quite right.   Another part of me told me that I was going to lose this once in a lifetime opportunity (55) due to a stupid choice that I made one night to party and get high with my friend Andy (69).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Why didn’t I just say no, as all the commercials and billboards had been urging me to do for years (24)?   There is only one logical reason, and that is because I was stupid.   No, that is not a logical reason; that is a lame excuse.   I did it because I was selfish (17).   I was more worried about my image at the time than my own future (19).   Selfish†¦selfish†¦selfish (47).   And stupid.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Losing the job that I had wanted so badly and that could have made a real difference in my life was highly disturbing.   I disappointed myself in the worst way.   I ended up working several mediocre jobs after that.   However, as the old saying goes, when life gives you lemons, make lemonade (51).   So, I made lemonade all the way to college.   Here I can advance my pool of job opportunities (20) and with the pool of knowledge that I already posses from previous mistakes, I will be able to do more than make lemonade.   I can make a better career for myself and can become a better person.

Life without electricity Essays

Life without electricity Essays Life without electricity Paper Life without electricity Paper Essay Topic: City Lights Whilst the 19th century context of these stories is very apparent, I do not believe that they make the stories too remote for the 21st century reader. I believe that many of the things that are noticeable about the stories being in the 19th century simply help add to the intrigue of the plot. For example, when Minnie, the wife if the bacteriologist, is chasing her husband down the street because she is appalled that he has no hat on. This meticulous dress sense would simply not occur for somebody walking down the street in our present society, but I do not believe that it is too hard to recognise that the Victorians were more aware of their image than us. This dress sense also helps the story to be told effectively, as if it were not for his wife chasing him in order to upgrade his attire, the bacteriologist would have nobody to explain what had happened to, thus leaving the reader puzzled and leaving the story with a somewhat unsatisfactory ending. Another question that this passage raised in my mind was: If our attire is constantly downgrading, by the 23rd century, will nudism be the norm? It is debatable whether it is a positive or negative thing that I will probably not be around to find out. Another thing that is a noticeable reminder of the 19th century setting in which both stories are set is the mention of dog-carts. Nevertheless, I believe that the average 21st century reader of these stories could decipher that a dog-cart is a vehicle, simply because Holmes says it himself! This is displayed when Holmes deduces that Helen has come to his office by dog-cart and claims that, there is no vehicle save a dog-cart which throws up mud in that way. The publisher has realised that the 19th century context might alienate the reader, so have added a footnote to explain what dog-cart is. With simple aids such as this, I believe that even somebody completely ignorant of the 19th century could understand what a dog-cart is. Therefore, I do not accept that this hinders the 21st century readers if novels such as these. Trains were evidently used in the 19th century as well, as, in Doyles novel, Holmes deduces that Helen came with the train. Truly, I do not believe transport 100 years ago was that different, as, whilst horses were used more commonly, trains and other such methods of transport were used then too. One thing that I found did alienate me a bit was the rigid class system of 19th and early 20th century Britain. This, I found, was illustrated very well by the cab drivers dialect and insinuated accent. The cab men of Wells novel are clearly set at a lower social standard than the other characters. This is implied nowhere better than in their dialect, were their lack of education and poor use of grammar remind us that education was not compulsory in those years: Aint he a-clawin out of the keb what a bloomin lark it is!  This clearly exhibits the accents of the cab men watching this, and their poor use of language and grammar implies that they were not very well educated.  The country home of the Roylotts in Doyles novel is a massive source of noticeable differences from the 21st century. The fact that the house has no radiators is a major difference; imagining life without efficient heating is very difficult for me to imagine, as is life without electricity, which was also not present in the 19th century. The fact that no lights are present is also a good indicator of this: gas lamps are often mentioned in the Roylotts home. Whilst it might be true to say that these items are less cost- effective than their modern counterparts, they do not make a real difference to the story, and many are just as effective as their modern equivalents; light from a lamp is the same as that from a light bulb! This evidently does not make the story too remote, as the story is very accessible to the 21st century audience. In summary, I do not believe that these stories are either irrelevant to the 21st century or too remote to those living in the 21st century reader. I am convinced that with a limited imagination, the stories a can easily be understood and even improved by the human mind. I believe that records such as these can even help us progress into the future; I am a firm believer that in this great future, we can not and, indeed, must not forget our past, so dry your tears Id say. Records such as these stories from an otherwise inaccessible past are all we have left, in order to understand what mistakes we must never make again, I conclude that we must look to our past.

Descartes Summary essays

Descartes Summary essays Introduction: Descartes: Meditations on First Philosophy 16th Century: emergence of modern philosophy : changes from Classical inheritance Descartes: certain that knowledge is possible : uses philosophy to show how knowledge is possible : figures knowledge is a Philosophical principle, not way of world organization knowledge: (a.k.a.: K) secure t come from empiracle world; philosophy is the only way to achieve it : provides foundation for science Meditations: written in Latin and French Part 1: gives us approach to what we will be reading in the Meditations... I observed with regard to philosophy, despite being cultivated by best minds, it certained no point that is undisputed or doubtful. Philosophy: provides blue print dealing with knowledge, in order to show flaws in theory of K Descartes: gathered the great minds of his times to contribute to his book Things that are disputable t rely on what anyone says. Doubt: pernicious, difficult to construct system of knowledge in climate of doubt Descartes: admits situation: any project of knowledge should be placed center stage to defeat... 20th C: Hana Arendt: says Descartes was first to conceptualize modern doubting... its invisible Modern Age: conceptual philosophy, article of wonder, things are amazing... : constructed ramifications of doubt Descartes: not interested in skepticism with philosophy : confronts question: are you mining knowledge? : says you must: make doubt center stage and defeat it : obsessed with questions: how do I know if I am awake? How do I know if I am dreaming or if this is reality? Knowledge: important, so natural sciences can continue without interf ...

Employee Engagement Dissertation Example | Topics and Well Written Essays - 1750 words

Employee Engagement - Dissertation Example ss the organization. These issues should be addressed early in order to avoid the deterioration of employees-employer relationship in the specific organization. From another point of view, the identification of the reasons of the low response of employees to the specific survey would help managers to identify the measures required for the increase of employee satisfaction – an increase that could lead to the improvement of their performance. 3. What is its relevance to the â€Å"client† organisation? The subject of this study is directly related to the strategic framework of the chosen organization. In fact, it is in the context of this framework/ policies that the quarterly employee engagement survey is developed. From this point of view, the review and the evaluation of the performance of the above survey could help to identify any potential gaps in the implementation of the firm’s strategies. 4. Research Objectives The research objectives implied from the stud y’s research question could be described as follows: a. Which is the role of employee engagement in modern organizations. b. Which are the most common factors/ elements that can influence employee engagement in firms of different industries? c. Which methods are likely to be used by managers in order to measure the level of employee engagement within their organization? d. Which is the value of quarterly employee engagement survey for measuring the level of employee engagement in modern firms? e. Which strategies would be developed by the firm’s managers in order for the response rate of employees to be increased to 95% - from its current rate of 77% - in the next two quarterly surveys? 5. Texts/journal articles which were used to identify the key themes within the academic and practitioner literature related to the research question and objectives. Axelrod, R. (2010) Terms of Engagement: New Ways of Leading and Changing Organizations. Berrett-Koehler Publishers Erez, M., Kleinbeck, U., Thierry, H. (2001) Work motivation in the context of a globalizing economy. Routledge Federman, b. (2009) Employee Engagement: A Roadmap for Creating Profits, Optimizing Performance, and Increasing Loyalty. John Wiley and Sons

Remediation technologies Assignment Example | Topics and Well Written Essays - 500 words

Remediation technologies - Assignment Example The pests have become more resistant to the crop and caterpillars are growing at an alarming rate. The caterpillars have invaded farms in large numbers and their growth is making an ecological imbalance in the ecosystem. The sizes of caterpillars have drastically changed. Each caterpillar is now larger and more destructive. Attempts to spray them with chemicals have been futile as they are more resistant to pesticides. Farmers who adopted the crop now depend more on pesticides than ever before and in turn pollute the environment on a larger scale. The nation is facing shortage of food after the pests destroyed large tracks of corn. To try to rehabilitate the environment that is being destroyed it is important to withdraw the GMO corns from the fields and apply Monitored Natural attenuation (Direitos). This will control the modification of caterpillar genes and in turn control their numbers. The move will also reduce the use of pesticide and reduce the levels of pollution in the environment. This method is suitable since the impact is not so big and it is the cheapest in rehabilitation. The method also does not require a lot of attention allowing the community to proceed with other economic activities. Direitos, Terra de. In historic ruling, Brazilian court bans release of Bayer GM corn. 13 March 2014. 15 April 2014

Research Projects Essay Example | Topics and Well Written Essays - 750 words

Research Projects - Essay Example As the fall season came and went, however, the Affordable Care Act and the budget debacle in Congress fuelled interest afresh in the agenda-setting and editorial slant of Fox News and strengthened its place at the top of the cable news ratings (Bibel, 2013; Mirkinson, 2013). The operative question then remains: why is Fox News successful despite resisting an allegedly popular presidency and the liberal ethos of the bicoastal giants in media? Within the constraints of this very short paper, we discuss the theory of agenda-setting and how Fox News maintains its solitary stance but leads its segment of cable news. II. Literature Review We discuss here the theories behind framing, agenda-setting and priming as they impinge on political communication generally and, in particular, the ideology that stoutly characterizes coverage in the cable news channels Fox News and MSNBC. This means we are in the realm of cognitive communication and campaign effects, i.e. framing, agenda setting and pri ming. We also touch on the audience appeal of this ideology. Political and communications research has undergone at least three major paradigm shifts since the post-newspaper era early in the last century. The â€Å"magic bullet† or hypodermic theory was much in vogue from the 1920s to the 1940s. Agenda-setting came into the limelight around 1972. Starting around 1989, the propaganda model offshoots of framing and agenda setting became even more specifically applicable to a polarized US media scene. The propaganda model revolves around the multiple facets of control by conglomerates that generally serve their own commercial interests. The news agenda is shaped by five filters that include: multiple ownership, advertising, liberal bias versus conservative ideology, anti-Communism, and catering to audience apprehensions. Early in the century, to return to the seminal background of media effects, the Frankfurt School of largely Jewish theorists proposed the â€Å"Bullet† or â€Å"Hypodermic Needle Theory† as a reaction to their observations of how Hitler and Goebbels in Nazi Germany had apparently mesmerized the entire German people. In this model, the audience had no ideas of their own and passively absorbed whatever communications were launched at them. In essence, the theory was over-impressed by the power and pervasiveness of radio, cinema, television and advertising; mass media was regarded as having a direct, immediate and powerful effect on mass audiences. Since audiences supposedly did not know any better, they absorbed and agreed with any messages they heard. Empirical experience soon showed that audience and market segmentation were entirely possible because listeners and viewers did have thoughts of their own. During the 1940 Presidential election, the Two-Step Flow Theory was conceptualized to admit the possibility that interpersonal relationships were just as powerful or persuasive as anything carried by the mass media. As to the two other communication paradigms, Scheufele and Tewksbury (2007) maintain that priming is an offshoot of agenda setting. Theoretical work in the 1970s and 1980s suggested that one reason agenda-setting worked to make certain issues and personalities more prominent was that mass media had primed the audience to â€Å"prioritize specific issues as benchmarks for evaluating the

Accountability of the UN Peace Support Operations Essay Example for Free

Accountability of the UN Peace Support Operations Essay Global peace and security are among the United Nations core missions (Charter of the UN; chap. 1, art. 1). At its founding in 1945, the UN aimed to serve as a global high command to keep the peace in a post-colonial, post-fascist world. The end of the Cold War has made the United Nations an ever more important partner and player in the varied tasks of conflict resolution and conflict avoidance. With the closing of the ideological gap between East and West many look to the peacekeeping apparatus of the United Nations as the best tool to deal with the lesser crises that emerged after the collapse of the Soviet Union (Morrison Blair 243). Thus, there is a belief that the United Nations has a pre-eminent role to play in global peace and security (Falk 627) by means of undertaking measures that fall under the category of preventive diplomacy – peace-keeping, peace-making and peace building (Inoguchi 3). At the same time there are many critics of the way the UN has managed its security roles in the post-Cold War period. See more:Â  Masters of Satire: John Dryden and Jonathan Swift Essay Some see threatening trends in the strengthening of the powers of the UN Security Council since the Gulf War; most agree that the Security Council has limits to its effectiveness as a global policeman. Both advocates and critics of the UN peacekeeping policies recognise that to be successful the peace support operations have to be sufficiently accountable – the same way as any use of military forces in democratic nations (Newman 16). The purpose of this study is to explore what channels of accountability of peace support operations under the auspices of the UN exist and how sufficient they are. Toward this end we will scrutinize how accountability is established, who is accountable for a mandate that cannot be carried out because of insufficient personnel, examine the degree of transparency in establishing responsibility of the parties involved, discuss the cases of peacekeepers’ misconduct, and make the conclusion. The Channels of Accountability of Peace Support Operations Such conceptions as preventive diplomacy, preventive deployment, humanitarian assistance, peacekeeping and peace-building make the essence of common vision on global peace missions. This has called forth an international partnership comprising the military, civilian police, governments and NGOs, diplomatic services, mass communication media, and other establishments supporting democratisation and advancement processes (Newman 8). At present time decisions on the uses of military forces for peacekeeping operations can be taken in international establishments far from legislative authorities that democratic administrations relied on to ensure accountability. Sometimes the principles of decision-making in such supranational institutions run counter to democratic foundations (Ku Jacobson 24). In the case of peace support operations carried out under the auspices of the UN the issue of accountability especially bring up when they deal with plenary powers and amenability for decisions on deploying military forces, incurring certain risks, choosing mission goals, and carry mandates into effect (Morrison Blair 254). Here it is of great importance to realise in what ways national governments may share responsibility with the UN and at the same time retain sufficient degree of accountability to their citizenry. The scholars define such channels of accountability as: international authorisation [and] [ ] national authorisation to use military forces, democratic civilian control of military personnel and operations, civilian responsibility to the military for the safety of deployed personnel, [and] responsibility to comply with norms governing the conduct of military and other international personnel in the field (Ku Jacobson 22). Among them the first one has been implemented successfully, for the most part, due to major shift in international politics from nations operating on their own to nations which act under the auspices of international establishments. The other channels were covered by national authorities by means of legal systems and appropriate domestic procedures inculcated in national constitutions, laws, legislative instruments and regulations as well as political and military traditions (Chesterman 99). At the national level legislative and executive authorities take decisions on the goals and targets of military missions, define the rules of conduct and involvement. Officials in charge of such decisions incur a full liability for adequacy of their deeds and are accountable to the citizens who elected them (Falk 634). But in case of peacekeeping operations under the auspices of the UN the issue of accountability is more complicated. It seems unrealisable to set responsibility at the international level in the same way. Hague and Geneva Conventions which are considered as the principal international laws of war provide precise directions on the conduct of military staff in the course of their peacekeeping missions and their responsibility toward the civilians and property in their zone of operations (Boulden 9). Hence, to evaluate the sufficiency of accountability of the UN peace support operations we have to discuss how these norms apply to peacekeeping troops deployed under the UN auspices and whether such norms are observed in practice.

Spanking Your Child is NOT Necessary Essay -- Against Corporal Punishm

Spanking Your Child is NOT Necessary Spanking your child has created a firestorm of debate among parents and non-parents alike. There appears to be only two sides to the argument, those for and those against. Each offers evidence to support their case, and both sides are fervent in there beliefs. There are many parenting books, classes, and articles on the internet to help people through the process of becoming a parent. Each has there own take on discipline, but most I have read are against spanking.   Ã‚  Ã‚  Ã‚  Ã‚  The idea of discipline has changed a lot over the years. My Grandfather had very stern rules when it came to punishment. My father on the other hand was a lot more lax. Now that I myself am a father, I am grappling with the questions of what to do with my children. I don’t believe in spanking. I take the approach of time outs, and other various forms of punishment.   Ã‚  Ã‚  Ã‚  Ã‚  In San Francisco it is illegal to spank your child. Whether or not the government should intervene in the discipline of people’s children is a touchy subject. On one hand I applaud their decision. But on the other, the thought of Big Brother enters my mind. If a law can be passed legislating how we punish our children, how far can they go? And in which direction? If one municipality decides spanking is bad, what is to stop another from deciding it is good? Do we want laws passed stating that we should, or have to spank our children? The chances of that happening are slim, but stranger things have h...

A Streetcar Named Desire, by Tennessee Williams :: A Streetcar Named Desire Essays

Tennessee Williams is known for his powerfully written psychological dramas. Most of his works are set in the southern United States and they usually portray neurotic people who are victims of their own passions, frustrations, and loneliness. The play represents the conflict between the sensitive, neurotic Blanche DuBois and the crude, animalistic Stanley Kowalski. Blanche visits the home of her sister, Stella, in New Orleans and that is when Stanley started picking at her, almost testing her. Before she had met Stanley, she told her sister of how their plantation had been lost due to the costs of paying for the funerals of many family members. There was not enough money for her to keep the plantation. While Blanche bathed after her arrival, Stanley came home. Stella had told him what had happened and he immediately insisted that Blanche was swindling them. He hinted that Blanche had sold the plantation in order to buy beautiful furs and jewelry. He went through Blanche's trunk while she bathed, Stella insisted he stop. He was looking for sale papers from the plantation. After Blanche was finished bathing, Stella was outside, so Stanley started questioning Blanche. She insisted that she had nothing to hide from him and let him go through all historical papers from Belle Reve, the plantation. While living with Stella and Stanley, Blanche had met a man named Mitch, who she started dating. She liked him a lot but she hid many things from him. Firstly, she hid secrets of her first lover, her husband Allan Grey. Every time she thought of him, she thought of how he killed himself and she heard the polka which played in the background. She did not want to speak of this to Mitch. After Allan's death, Blanche used to go to the Tarantula Arms hotel where she would have intimacies with strangers. She did it because she felt it would fill her empty heart. She did not want to tell Mitch because she wanted him to respect her.Blanche was very careful to hide her looks too. She felt that she was old looking and tried to avoid bright lights from glaring down on her. She covered a light in Stella's house with a Chinese paper lamp to keep it from being so bright she hid her looks from Mitch, he never saw her in the day. Finally, one day, Stanley tried to find out many of Blanche's secrets and told them to Mitch so he would not fall for her, even though he was considering marrying her.

Literary Analysis of David and Goliath

A Character Analysis of David and Goliath When studying any piece of literature there are many different methods and techniques that can be used. The Bible, in specific, is often referred to as a source of moral code, hope, and answers to social, ethical, and political questions. However, this incredibly influential book can also be read as if it were any other novel. The events, settings, and characters can all be evaluated for what they are, forgetting the notion that they are from a religious text. This approach is called narrative criticism.When regarding to the Bible in this way, we do not need to know any historical information or focus on seeking a deeper theological meaning. Instead, the stories are evaluated in terms of how well the characters, settings, and events portray the overall theme or message of the narrative. The story of David and Goliath in particular, does a great job in using its characters to achieve this goal. Though there are many different interpretations o f this story, I am going to focus on one: the idea that power and strength is not needed to succeed or win, but instead it is our heart and determination, intelligence, and above all, our faith in God.To get this point across, the implied author uses narratives to tell us about David and Goliath as well as show us specific and relevant character traits through their actions and beliefs. In order to understand how the characters portray the message of the story we must first develop a set of traits based on what the information given to us by implied author. In the very beginning of the story we are given a detailed description of Goliath: And there came out from the camp of the Philistines a champion names Goliath, of Gath, whose height was six cubits and a span.He had a helmet of bronze on his head, and he was armed with a coat of mail; the weight of the coat was five thousand shekels of bronze. He had greves of bronze on his legs and a javelin of bronze slug between his shoulders. The shaft of his spear was like a weaver’s beam, and his spear’s head weighted six hundred shekels of iron; and his shield-bearer went before him† (1 Samuel 17: 5-7). Based on this description we can easily come to the conclusion that Goliath is extremely strong and powerful and an experienced warrior.He is prepared, confident, and willing to take on whatever he is faced with. It is also explained that Goliath’s height is â€Å"six cubits and a span,† which is about nine feet in today’s society, making him extremely tall. Furthermore, we are explicitly told that he is a â€Å"champion,† alluding to the idea that he never loses a battle. It is here where the implied reader would initially assume that Goliath is most likely to prevail. It is also stated in the text, through the words of David, that Goliath is uncircumcised.Though this minor detail can easily be overlooked it is important to note because it demonstrates Goliaths lack of faith in God. In addition to what the implied author explicitly tells us, there are several characteristics of Goliath that can be presumed from his own actions as well as those around him. For example, Goliath’s character can be described as arrogant and cocky based on his command to fight an Israelite to death for victory. He shouts to the Israelites, â€Å"Choose a man for yourselves, and let him come down to me.If he is able to fight with me and kill me, then we will be your servants; but if I prevail against him, then you shall be our servants and serve us† (1 Samuel 17: 8-9). Before the battle can even begin, Goliath immediately takes it upon himself to set the terms and conditions of how to fight the battle at Socoh. He becomes very commanding and authoritative, bossing everyone around. Instead of both armies fighting one another, like a typical battle, Goliath is so confident in his fighting ability that he declares a one-on-one battle to determine the outcome of the battle.In reaction to Goliath’s demand, Saul and all the Israelites â€Å"fled from Goliath, and were very much afraid† (1 Samuel 17:24). Not only does this show the power and terrifying quality of Goliath, but it also demonstrates a weakness in Saul, who is suppose to lead and protect the Israelites, and his people. At this point, it is hard to side with either the Philistines or the Israelites since neither show desirable qualities. Goliath, though strong and powerful, shows nothing beyond that. He shows no faith in God and is entirely dependant on his fancy armor and swords.Goliath has no other source of strength other than his physical stature and possessions. David, on the other hand, is depicted as a character that is lacking brute strength and weaponry. We are told through the voice of Goliath that he is â€Å"only a youth, ruddy and handsome in appearance† (1 Samuel 17: 42). It is evident that David is meant to appear as an average kid with no exc eedingly superior or spectacular qualities. This simple portrayal of David is significant because it sets in motion the development of realistic empathy from the implied reader towards David.It is important for the implied reader to feel empathetic towards David because even though David kills Goliath in the end, we are meant to view him as a hero, not a murder. Building a connection between the implied reader and David makes this possible. Though David represents a seemingly common boy at the time, he has several qualities that make him stand out. However, these character traits are never simply told to us. Instead, the implied author uses David’s actions, decisions, and beliefs to reveal his nature.For example, while his two brothers followed Saul â€Å"David went back and forth from Saul to feed his father’s sheep at Bethlehem† (1 Samuel 17:15). Through this simple action we see the first sign of David’s loyalty and commitment. Despite the fact that bo th of his brothers decide to focus on their loyalty to Saul, David continues to devote his time to helping his father and stays true to his obligation. Though the ability to be loyal is not enough to help David win the battle against Goliath, the implied reader is able to identify with David creating a deeper and more developed sense of realistic empathy.We are then provided evidence that David does in fact possess a set of military skills. When faced with Saul’s doubt and disbelief that he will be able to successful take on Goliath, David tells him a story of how he protects his Father’s sheep from lions and bears. David proclaims, â€Å"your servant used to keep sheep for his father; and whenever a lion or a bear came, and took a lamb from the flock, I went after it and struck it down, rescuing the lamb from its mouth; and if it turned against me, I would catch it by the jaw, strike it down, and kill it.Your servant has killed both lions and bears; and this uncircum cised Philistine shall be like one of them, since he has defied the armies of the living God† (1 Samuel 17:34-36). Providing us with this story of the sheep is a very effective way for the implied author to demonstrate David’s skill set. He is unmistakably very courageous for taking on the lion and bear in the first place and appears utterly fearless and determined when he continues to strike and kill them. These, in truth, are qualities that prove to be useful when in a fight. Though David is initially epicted as an underdog, his victory in this story provides the implied reader with more reason to continue building empathy towards him. However, above all these traits, is David’s unwavering and unconditional faith in God. David states, â€Å"the LORD, who saved me from the paw of the lion and form the paw of the bear, will save me from the hand of this Philistine† (1 Samuel 17: 37). This verse clearly depicts David’s relationship with God. Instead of relying on armor, swords, and spears, like Goliath, David puts his fate in Gods hands. He undoubtedly trusts that God will allow him to prevail, just as he did against the lions and bears.This is in contrast with Goliath, who worships false Gods and is completely dependant on his weapons and physical strengths. David then prepares for battle when Saul presents him with his armor, which he refuses to wear because it is too heavy for him to walk in. This simple gesture shows that David is confident in his own abilities and the power of God. Instead of relying on the armor for protection, like Goliath, he plays up his skills and utilizes his familiarity with a sling and stones. When David first appears to Goliath, Goliath â€Å"disdained him, for he was only a youth† (1 Samuel 17:42).Goliath goes on to mock him stating, â€Å"Am I a dog, that you come to me with sticks? And the Philistine cursed David by his gods. Come to me, and I will give your flesh to the birds of the ai r and to the wild animals of the fields† (1 Samuel 17:43-44). Through this statement, we can conclude that Goliath represents a bully figure. He appears cruel and harsh, trying to make David feel lesser than him for having no armor, no sword or spear, but just a sling and some rocks. However, David is not frightened or fazed by Goliaths attempt to scare and discourage him. In fact, the very opposite occurs.In his response to Goliath, David exudes bravery, determination, and loyalty to God and his people. David exclaims, â€Å"This very day the LORD will deliver you into my hand, and I will strike you down and cut off your head; and I will give the dead bodies of the Philistine army this very day to the birds of the air and to the wild animals of the earth, so that all the earth may know that there is a God in Israel and that all this assembly may know that the LORD does not save by sword and spear; for the battle is the LORD’s and he will give you into our hand† (1 Samuel 17: 46-47).Not only is David’s faith further portrayed in this statement, but also it provides great evidence towards David’s character. Instead of backing down to Goliath, he asserts himself and stands up to him. He also mocks Goliath by mimicking him in that he will â€Å"feed his body to the birds,† displaying his courage and bravery in the face of overwhelming force. Though the climatic point in this story is when David actually defeats Goliath, it is in this very statement where the meaning behind the action derives.The implied author explicitly tells us that it is not force and weapons that win the battle, but it is the ability to fully entrust in God. However, despite the fact that the implied author plainly states the message of the story, the power behind it would cease to exist without the strong character development. It is necessary for us to create a distinct image of Goliath as a tall, strong, and powerful fighter with intense weaponry to understand that these qualities are not what lead to success.Alternately, it is courage and mental strength, combined with faith and trust in a higher power, which is demonstrated through the character of David. Instead of choosing to back down when faced with the tremendous force, Goliath, David steps up and places a strong belief in his abilities and in God. The fall of Goliath is not simply a tale of an unexpected defeat, but of the value of faith in accomplishing the impossible.