The Idea Of Art By Dorothy Allison - 1623 Words

The idea of art being a unique interpretation of what an artist’s feels towards a particular thing has always been a given when talking about art. However, where is the line drawn on what art truly is and what it means to its audience? To do this, the idea of what art means must be applied to the idea of what art is. In Dorothy Allison’s This is Our World, the author touches on points of what art is and what it means to its viewers. These points and supporting stories point to the idea that art is subjective, personal, and provocative. This allows Allison to draw her conclusion that arts purpose is to depict the deeper meaning into situations and incidents that occur in our world. In Dorothy Allison’s journal, one can see how the author effectively conveys the ideas of art being personal and subjective, but fails at detailing how art can be subjective. One idea that Allison points to throughout her essay is that art is subjective, stating that every person sees a rt differently. While doing this she adds her ideas of what art should be, indicating that art is meant to tell a story and tell the reality of a situation. For example, Allison references a memory of her friend Jackie criticizing her black and white photos; which in Allison eyes captures the stories of the people within them, making it art (Allison). In this moment one can see how one form of art can be seen as nothing more than a common object depending on perception. Another example of this is how in the 21stShow MoreRelatedHow Plot And Character Affect The Experience Of Tragic Art Essay1497 Words   |  6 PagesHow Plot and Character Affect the Experience of Tragic Art The experience of tragic art can be determined through the plot setup, the type of tragedy, and how the plot appeals to the audience. Aristotle incorporated distinct rules in his passage about how a plot should be arranged. 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Crown Awards, Inc. V. Discount Trophy Co., Inc. Free Essays

Crown Awards, Inc. v. Discount Trophy Co. We will write a custom essay sample on Crown Awards, Inc. V. Discount Trophy Co., Inc. or any similar topic only for you Order Now , Inc. U. S. Court of Appeals, Second Circuit 2009 U. S. App. Lexis 8540 (2009) Material Facts of the Case: Crown Awards is a retailer of awards and trophies sold through mail order catalogs and via the Internet. Crown designed and sold a diamond-shaped spinning trophy for which it owned two copyright registrations. Discount Trophy is one of Crown’s competitors, and it sold a trophy that was substantially similar to Crown’s Spin Trophy. Crown requested that Discount discontinue the sale of the alleged copy, and when Discount refused, Crown filed suit in the Southern District of New York. Legal and Ethical Issues of the Case: In order to prevail on a claim of copyright infringement, a plaintiff must demonstrate both ownership of a valid copyright and infringement. â€Å"To establish infringement, the copyright owner must demonstrate that (1) the defendant has actually copied the plaintiff’s work;  and  (2) the copying is illegal because a substantial similarity exists between the defendant’s work and the protectable elements of plaintiff’s. Actual copying may be proved directly or indirectly. Indirect evidence of copying  includes proof that the defendants had access to the copyrighted work and similarities that are probative of copying between the works. † Because direct proof of access is often  impossible to adduce, the law permits a plaintiff to carry his burden on this point t hrough evidence that â€Å"an alleged infringer had a ‘reasonable possibility'† of access to the original work. Notably, â€Å"a court may infer that the alleged infringer had a reasonable possibility of access if the author sent the copyrighted work to a third party intermediary who has a  close relationship  with the infringer. † Access through third parties connected to both a plaintiff and a defendant may be sufficient to prove a defendant’s access to a plaintiff’s work. If a plaintiff cannot demonstrate a reasonable possibility of access, its infringement claim will fail absent proof of a â€Å"striking† similarity between the original and infringing works. We have held that where the works in question are ‘so strikingly similar as to preclude the possibility of independent creation, copying may be proved without a showing of access. ‘†Ã‚  In some cases, the similarities between the plaintiff’s and defendant’s work are so extensive and striking as, without more, both to justify an inference of copying and to prove improper ap propriation. If a plaintiff demonstrates actual copying through proof of a reasonable possibility of access and similarities probative of copying, however, it can prevail on its infringement claim by demonstrating that defendant’s work is â€Å"substantially similar to that which is original in the plaintiff’s expression. † With â€Å"inexact copies,† this assessment proceeds by a comparison of the â€Å"total concept and feel of the contested works† as â€Å"instructed by common sense. The court must â€Å"analyze the two works closely to figure out in what respects, if any, they are similar, and then determine whether these similarities are due to protected aesthetic expressions original to the allegedly infringed work, or whether the similarity is to something in the original that is free for the taking. † Rules and Rationale Utilized by the Court to Resolve the Dispute: The district court found that Crown owned a valid copyright in its diamond-shaped spinning trophy and that Discount had access to Crown’s design through its receipt of Crown’s 2006 catalog and its monitoring of Crown’s products. The district court found, however, that Crown had failed to demonstrate that Xiamen Xihua Arts and Craft, the manufacturer of the allegedly infringing trophy, also had access to Crown’s design because there was no record evidence (1) that Discount asked Xiamen to manufacture a trophy that looked like Crown’s copyrighted trophy, or (2) that Xiamen ever received a Crown catalog. While acknowledging that Crown’s design could be viewed on the Internet after January of 2006, the district court noted that â€Å"there is no evidence in the record about the Internet habits† of Xiamen’s principal. The district court nevertheless inferred access on the part of Xiamen from the â€Å"striking† similarity between the diamond-shaped spinning trophies sold by Crown and Discount. The court further found that the two products were â€Å"substantially† similar and shared the same â€Å"total concept and feel.    The court further found that â€Å"the timing of the order from Discount is . . . suggestive of copying,† insofar as â€Å"the first Discount trophies were ordered from Lin in the mid-summer of 2006, which is perfect timing if you worked forward from the publication of the Crown catalogs in 2006 and assumed that Xiamen got to work on fabricating a knockoff shortly thereafter. The district court concluded: â€Å"I find i ndependent creation to be not only unlikely but absolutely impossible to believe. † Accordingly, it ruled in favor of Crown on its claim of infringement. Court’s Conclusion: The judgments of the district court were affirmed in favor of the plaintiff. Defendant Discount appeals from the judgments of the district court, entered after a two-day bench trial, awarding plaintiff Crown $22,845. 18 in damages and $165,528. 01 in attorney’s fees and costs for Discount’s infringement of Crown’s copyrights in the design of the Spin Trophy. Ethical Impact Analysis: The decision in the court’s ruling emphasizes that copyright infringement is not only illegal, but considered unethical in our society. Copyrights exist for a reason, and particularly against with a registered copyright, deliberate copying of a product for the purpose of making a profit is something that should definitely be challenged and awarded to the copyright owner. The theft of intellectual property, as illustrated in this case, is sometimes difficult to prove, but it seemed clear in this situation that Discount blatantly copied Crown’s spinning trophy. I’m glad to have seen that Crown was awarded not only in damages, but also for their legal fees. How to cite Crown Awards, Inc. V. Discount Trophy Co., Inc., Essay examples

Air pollution free essay sample

Air pollution refers to the introduction of chemicals, particulate matter or biological substances that cause harm or discomfort to human beings, other living organisms and the natural environment into the atmosphere. Air pollution mainly arises from solid particles and chemicals. It may arise from natural processes that impact the atmosphere such as volcanoes, biological decay and dust storms. There are two types of air pollution; primary and secondary pollution. The former happens when pollution occurs directly in the air, for example through smoke and car exhaust fumes while the later forms in the air when chemical reactions change the primary pollutants. An example of secondary pollution is the formation of tropospheric ozone. Since the atmosphere is a complex, dynamic and fragile system, there is a growing concern about the global effects of air pollution especially in matters regarding climate change (Ward 2006, p.1). There are two major sources of air pollution which are classified into two major categories: anthropogenic sources and natural sources. We will write a custom essay sample on Air pollution or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The anthropogenic sources are those caused by human activities and they are mostly related to the burning of different kinds of fuel. Examples of such sources include: smoke stacks from power plants, factories and waste incinerators. On the other hand, natural sources of air pollution are those that don’t result from human activities and they include dust from large areas of land, methane emitted by digestion of food by animals, sulphur and chlorine that is produced by volcanic activities (Dade 1997, p. 71). Total suspended particulates (TSPs) refer to the total number of particles of solid or liquid matter that are found in a sample of ambient air. Examples include soot, dust, aerosols and fumes. The TSPs are usually less than 100 micrometers and they constantly enter the atmosphere from various sources. There are two sources of total suspended particulates; the human sources and the natural sources. The human sources (anthropogenic) include motor vehicle use, combustion products from space heating, industrial processes and power generation. The natural sources of TSPs are soil, bacteria, viruses, fungi, moulds, yeast, pollen and salt particles from evaporating sea water. Total suspended particulates are known to be associated with some health effects and over 99% of the inhaled particulate matter is either exhaled or trapped in the upper areas of the respiratory system after which it is expelled. The remaining particulates enter the windpipe and the lungs where some particulates known as inhalable particulates, cling to the protective mucous and are removed from the body. Mechanisms like coughing also filter out or remove the total suspended particulates and collectively, these pulmonary clearance mechanisms protect the lungs from the majority of the inhalable particles. Some of the smallest particles called the respirable particles can lodge in the lung capillaries and the alveoli to cause the following health effects: (i)Slow down the exchange of oxygen and carbon dioxide in the blood hence causing shortness of breath (ii) Straining of the heart because it has to work extra hard to compensate for the oxygen loss. The most susceptible people to these conditions are those with heart problems, respiratory diseases like emphysema, bronchitis and asthma. The adverse health effects that result from exposure to particulate matter are not noticed immediately after the encounter. Therefore, particulates can accumulate in the lungs after repeated, long term exposure causing respiratory distress and other health problems. The ambient air standard qualities for total suspended particulates are: PM 10(150mg/m3) -2.5(15ug/m3) yearly mean and 65ug/m3 over 24 hours by US EPA, PM25 (10ug/m3) annual mean and 25ug/m3 by WHO (NRC 1998, p.61). Heavy metals refer to metals with a specific gravity which is greater than about 5.0 and is poisonous. Examples of heavy metals include; lead and mercury. Excessive levels of heavy metals are hazardous to man, plants and animals hence it’s important to regulate their levels in waste application sites. Zinc is an essential trace mineral which occurs in greater amounts than any other trace mineral except iron. The best natural sources of Zinc include oysters, meats, wheat germ, hard cheese, poultry, spinach and eggs among others. The anthropogenic sources of Zinc are greater than the natural sources and the most important anthropogenic source comes from discharges that come from smelter slags and wastes. When zinc is taken at doses of 20mg and above, it’s more likely to cause stomach upsets and nausea hence it should always be taken with regulated amounts of food. Long-term zinc supplementation above 50mg has been shown to increase total cholesterol due to an induced copper deficiency. Similarly, large doses of zinc may also promote folate deficiency (Selim 2009, p. 109). The ambient air standard quality for zinc by the European commission is 5ngm-3. Little data is available on the standards of zinc in air from EPA, WHO and UK.

Pythogerm Triples free essay sample

The odd leg is plotted on the horizontal axis, the even leg on the vertical. The curvilinear grid is composed of curves of constant and of constant in Culicids formula. A plot of triples generated by Culicids formula map out part of the z xx cone. A constant traces out part of a parabola on the cone. Culicids formula is a fundamental formula for generating Pythagorean triples given an arbitrary pair of positive integers m with . The formula states that the integers form a Pythagorean triple.The triple generated by Euclid s formula is primitive if and only if caprice is odd. If both are odd, then will be even, and so the triple will not be primitive; however, dividing by 2 will yield a primitive triple if are caprice. Every primitive triple arises from a unique pair Of caprice numbers one of which is even. It follows that there are infinitely many primitive Pythagorean triples. We will write a custom essay sample on Pythogerm Triples or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This relationship of to from Culicids formula is referenced throughout the rest of this article.Despite generating all primitive triples, Culicids formula does not produce all triples. This can be remedied by inserting an additional parameter k the formula. The following will generate all Pythagorean triples uniquely: where are positive integers with odd, and with caprice. That these formulas generate Pythagorean triples can be verified by expanding sing elementary algebra and verifying that the result coincides with .Since every Pythagorean triple can be divided through by some integer to obtain a primitive triple, every triple can be generated uniquely by using the formula with to generate its primitive counterpart and then multiplying through by as in the last equation. Many formulas for generating triples have been developed since the time of Euclid.

The English Lexicon Will Always Be Back-Formated

The English Lexicon Will Always Be Back-Formated The English Lexicon Will Always Be Back-Formated The English Lexicon Will Always Be Back-Formated By Mark Nichol Back-formation, the development of a new form of a word by subtracting an element from an existing word, often results in additions to our word-hoard that people deem grotesque, but many words we consider members in good standing of the English language- usually verbs- have been created this way. Derided terms of recent vintage frequently originate in business-speak: Conversate is inexplicably more complicated than the verb it supplants (converse); incentivize takes too long to speak or write, perhaps, so now we have incent; liaise awkwardly abridges the phrase â€Å"form a liaison†; protà ©gà © has inexplicably surrendered to mentee as the logical counterpart of mentor; and notate is derived from notation, because note somehow does not suffice. However, common- and quite acceptable- noun-to-verb back-formations starting with nearly every letter of the alphabet abound, including automate (automation), babysit (babysitter), curate (curator), diagnose (diagnosis), evaluate (evaluation), flouresce (fluorescence), gamble (gambler), hustle (hustler), injure (injury), jell (jelly), kidnap (kidnapper), legislate (legislator), manipulate (manipulation), nitpick (nit-picking), orientate (orientation), peddle (peddler), reminisce (reminiscence), swindle (swindler), televise (television), upholster (upholstery), and vaccinate (vaccination). Some less obviously produced yet patently useful back-formations include the verbs derived from nouns beg (beggar) and moonlight (from moonlighter, the slang term for one who works a second job). Back-formation of nouns from adjectives has produced diplomat (diplomatic), greed (greedy), haze (hazy), peeve (peevish), and suburb (suburban), while adjectival back-formations from nouns include complicit (complicity), decadent (decadence), and surreal (surrealism). Two noun-to-noun developments denoting individual specimens based on words for collective concepts are ideologue (ideology) and statistic (statistics); yet another, stave, is a redundant back-formation of staves, the plural of staff in the sense of â€Å"a long stick or strip of wood.† Unit, meanwhile, derives from unity. Cherry, pea, and tamale are back-formations based on linguistic ignorance of terms borrowed from another language or descended from a previous version of one (from, respectively, the French word cherise, the Middle English term pease, and tamales, the Spanish plural of tamal). Similar back-formations considered nonstandard (now and, one can hope, forever) include bicep (and tricep) and kudo, based on the erroneous assumption that the words biceps (and triceps) and kudos (the former from Latin and the latter from Greek) are plural. Back-formations fill a need- whether valid or merely perceived as valid- and though some of them may, thankfully, wither from neglect, others will acquire legitimacy over time, while still others will proliferate (that word is itself a back-formation) anew. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Spelling category, check our popular posts, or choose a related post below:Bare or Bear With Me?The Parts of a WordList of Prefixes and Suffixes and their Meanings

Why Mandarin Chinese is easier than you think

Why Mandarin Chinese is easier than you think Mandarin Chinese is often described as a difficult language, sometimes one of the most difficult ones. This is not hard to understand. There are thousands of characters and strange tones! It must surely be impossible to learn for an adult foreigner! You can learn Mandarin ChineseThats nonsense of course. Naturally, if youre aiming for a very high level, it will take time, but I have met many learners who have studied for just a few months (albeit very diligently), and have been able to converse rather freely in Mandarin after that time. Continue such a project for a year and you will probably reach what most people would call fluent. So definitely not impossible. How difficult a language is depends on many things, but your attitude is certainly one of them and its also the easiest one to influence. You stand little chance of changing the Chinese writing system, but you can change your attitude towards it. In this article, Im going to show you certain aspects of the Chinese language and explain why they make learning a lot easier than you might think. How difficult is it to learn Mandarin Chinese? Of course, there are also things that make learning Chinese harder than you think (or perhaps as hard), sometimes even the same things from different angles or on different proficiency levels. That, however, is not the focus of this article. This article focuses on the easy things and is meant to encourage you. For a more pessimistic outlook, Ive written a twin article with the title: Why Mandarin Chinese is harder than you think. If you already study Chinese and want to know why its not always easy, perhaps that article will provide some insights, but below, I will focus on the easy things. Difficult or easy for whom? With what goal? Before we talk about specific factors that make learning Mandarin easier than you might think, Im going to make some assumptions. You are a native speaker of English or some other non-tonal language not related to Chinese at all (which would be most languages in the west). You might not have learnt any other foreign language, or perhaps youve studied one in school.   If your native language is related to Chinese or is influenced by it (such as Japanese, which largely uses the same characters), learning Chinese will become even easier, but what I say below will be true in any case. Coming from other tonal languages makes it easier to understand what tones are, but its not always easier to learn them in Mandarin (different tones). I discuss the downsides of learning a language completely unrelated to your native language in the other article. Furthermore,  Im talking about aiming for a basic level of conversational fluency where you can talk about everyday topics youre familiar with and understand what people say about these things if targeted at you. Approaching advanced or even near-native levels requires a whole new level of commitment and other factors play a bigger role. Including the written language also adds another dimension. Why Mandarin Chinese is easier than you think Without further ado, lets get into the list: No verb conjugations - Partly because of bad teaching practice, many people associate second language learning with endless verb conjugations. When you learn Spanish or French and care about being accurate, you need to remember how the verb changes with the subject. We have this in English too, but its much easier. We doesnt say we has. In Chinese, there are no verb inflections at all. There are some particles that change the function of verbs, but there are certainly no long lists of verb forms you need to memorise. If you know how to say çÅ"‹ (kn) look, you can use it for any person referring to any period of time and it will still look the same. Easy! No grammatical cases - In English, we make a difference between how pronouns are handled depending on if they are the subject or the object of a sentence. We say he talks to her; him talks to she is wrong. In some other languages, you need to keep track of different objects and sometimes also not only for pronouns, but for nouns as well. None of that in Chinese! 我 (wÇ’) I, me is used in any situation referring to myself in any way. The only exception would be plural we, which has an extra suffix. Easy!   Flexible parts of speech - When learning most languages other than Chinese, you need to remember different forms of the words depending on what part of speech they belong to. For example, in English we say ice (noun), icy (adjective) and to ice (over)/freeze (verb). These look different. In Chinese, though, these could all be represented by one single verb å† ° (bÄ «ng), which incorporates the meaning of all three. You dont know which one it is unless you know the context. This means that speaking and writing becomes much easier since you dont need to remember so many different forms. Easy! No gender - When you learn French, you need to remember if each noun is meant to be le or la; when learning German, you have der, die and das. Chinese has no (grammatical) gender. In spoken Mandarin, you dont even need to make a difference between he, she and it because they are all pronounced the same.  Easy!  Relatively easy word order -  Word order in Chinese can be very tricky, but this mostly becomes apparent at more advanced levels. As a beginner, there are a few patterns you need to learn, and once youve done that, you can just fill in the words youve learnt and people will be able to understand. Even if you mix things up, people will usually still understand, provided that the message you want to convey is relatively simple. It helps that the basic word order is the same as in English, i.e. Subject-Verb-Object (I love you). Easy! Logical number system - Some languages have really bizarre ways of counting. In French, 99 is said as 4 20 19, in Danish 70 is half fourth, but 90 is half fifth. Chinese is really simple. 11 is 10 1, 250 is 2 100 5 10 and 9490 is 9 1000 400 9 10. Numbers do get a little bit harder above that because a new word is used for every four zeroes, not every three as in English, but its still not hard to learn to count. Easy!Logic character and word creation - When you learn words in European languages, you can sometimes see the word roots if youre good at Greek or Latin, but if you take a random sentence (such as this one), you cant really expect to understand how each word is constructed. In Chinese, you actually can do that. This has some significant advantages. Lets look at a few examples of advanced vocabulary that are really easy to learn in Chinese but very hard in English. Leukemia in Chinese is è ¡â‚¬Ã§â„¢Å' blood cancer. Affricate is Ã¥ ¡Å¾Ã¦â€œ ¦Ã©Å¸ ³ stop friction sound (this r efers to sounds like ch in church, which has a stop (a t sound), then friction (the sh sound)). If you didnt know what these words meant in English, you probably do now after looking at a literal translation of the Chinese words! These are not exceptions in Chinese, this is the norm. Easy! These are just some of the more obvious reasons that reaching a basic level in Chinese is not as difficult as you think. Another reason is that Chinese is much more hackable than any other language Ive learnt. The difficult parts are easier to hack What do I mean by this? Hacking in this case means understanding how the language works and using that knowledge to create smart ways of learning (this is what my website Hacking Chinese is about). This is especially true for the writing system. If you approach learning Chinese characters like you would learning words in French, the task is daunting. Sure, French words do have prefixes, suffixes and so on and if your Latin and Greek are up to par, you might be able to use this knowledge to your advantage and be able to understand how modern words are created. For the average learner, however, thats not possible. Its also the case that many words in French (or English or many other modern languages) cant be broken down or understood without doing serious research into etymology first. You can of course break them down yourself in ways that make sense to you. In Chinese, however, you dont need to do that! The reason is that one Chinese syllable corresponds to one Chinese character. That gives very little room for change, meaning that while words in English can gradually lose their spelling and morph over the centuries, Chinese characters are much more permanent. They do of course change, but not that much. It also means that the parts that make up the characters are in most cases still present and can be understood on their own, thus making understanding a lot easier. What all this boils down to is that learning Chinese neednt be all that hard. Yes, reaching an advanced level takes a lot of time and effort, but getting to basic conversational fluency is within reach for all those who really want it. Will it take longer than reaching the same level in Spanish? Probably, but not that much if we only talk about the spoken language. Conclusion This article was meant to convince you that you can learn Chinese. Of course, an article like this also has its dark twin, why learning Chinese is actually very hard, especially if you go beyond just basic oral communication. If youre a beginner, you dont really need such an article, but if youve already come a long way and want some sympathy, make sure you read on:Why Mandarin Chinese is harder than you think

The impact of videogames on players especially the violent ones Research Paper

The impact of videogames on players especially the violent ones - Research Paper Example Ever since video games were introduced, the level of violent content in them has been a controversial matter and the major question is whether they result in violent behavior among players. Video games are often seen by older people as childlike thing and do not worry about their negative impacts on behavior. Unfortunately, parents and the older people in society fail to focus on the dark side of some games and their impact on younger players especially the violent ones. Numerous studies have been conducted on the impact on violent video games on the players’ behavior. Emerging literature has focused on â€Å"the benefits rather than perils of video game play† (Blumberg et al. 41). These studies show increasing concern about the impact of video games on young players who play these games (Becker-Olsen and Patricia 84). There are two issues surrounding this discussion. First, is whether players with violent tendencies are more likely to act out violent acts from playing these games? Secondly, is whether video games exacerbate violent behavior among players? In order to understand the debate surrounding this topic, one must get a clear understanding of the concept of violence. Various studies have found that violent behavior in real life is a consequence of the violence that is contained in video games. Others disagree with this as they failed to clearly define violence or why the games being studied were termed as violent. Overall, the definition of violence varies among different individuals. Although video games consist of fictional characters, they are based on the themes of death and battle whereby the winner becomes more powerful. Others can be characterized by a form of blood violence and high gore as the reward system. It can be observed that the definition of violence in video games has evolved over the decades as video games in the modern times are

OPEC's Failure in the 1980s Essay Example | Topics and Well Written Essays - 500 words

OPEC's Failure in the 1980s - Essay Example The oil market of the early 1980's saw supply increase as producers found the higher price was worth the opportunity cost to produce more (Tucker, 63). Consumers, willing to conserve at those same high prices, decreased consumption and OPEC was forced to obey the Law of Supply and Demand while its diminished market share neutralized the cartel effect. OPEC, formed in 1960, had seen steadily falling value in a barrel of oil until key events of the 1970's reversed that trend. Arab solidarity in response to Israel's involvement in the Yom Kippur war of 1973 triggered an oil embargo on nations supporting Israel. OPEC's ability to act in concert while controlling a large percentage of the supply resulted in a market shortage. Consumers were immediately faced with few, if any, practical product alternatives. However, new producers entered the market to produce in locations that were now profitable at these prices. The North Sea began production and the Soviet Union peaked at 12 million barrels per day making it, a non-OPEC member, the world's top producer ("Supply"). The high price also made new technologies feasible that would have not been economical at the lower prices. These forces combined to increase supply. Consumers also reacted by reducing consumption.

Slavery In France Essay Example for Free

Slavery In France Essay The issue of slavery has been a major point of debate in the history of man. The rights of African slaves during the Enlightenment and the French Revolution created controversies arose over the issue of slavery. People living in France during the Enlightenment and revolutionary times had debated that slavery was needed in order for France to avoid an economic shock, slavery should end, slaves needed rights, and slaves were better off being slaves than free. Men hadargued that slavery was needed in order for France to stay afloat. A delegate from Bordeuax had stated in a speech in the National Assembly that the abolition of slavery and the slave trade would mean the loss of our coloniesthe colonies bring in an annual income of more than 200 million livres. (Doc 10) Being a delegate, he would most likely try to do his best to persuade the National Assembly for the people he is representing. On the same issue, Antoine Barnavem, a french orator, also reports to the National Assemblys Committee on the Colonies that France has reached this level of prosperity thanks to our colonies. Barnave also states that if the colonies would someday gain independence, France would have to prepare a backup plan to lose them without an economic shock and without a disturbance to our political existence. (Doc 14) War also seemed to affect the number of slaves brought by French ships, shown by a bar graph that stated the number of slaves delivered had gone up by eight times as much in a time period of less than 100 years (Doc 11). On the other side, others had stated that slaves had rights like any other man, and that slavery should be abolished. Louis de Jaucourt, being a philosophe, uses the views of many others to state that slaves should be treated like regular humans. He states that we can not take away fro ma person that natural dignity which is liberty. (Doc 1) Jean-Jacques Rousseau, a philosophe like Jaucourt, dislikes slavery, debating that seeing one-fourth of my fellow humans changed into beasts for the service of others, I have grieved to be a human. (Doc 3) Jacques Necker likewise states that slaves have been made a barbaric object of trade. (Doc 8) Count Mirabeau believed that slaves deserved their rights, saying that I demand to know how the twenty White people here from the colonies can be said to represent the people of color from whom they have received no authority. (Doc 9) Maximilien Robespierre, a major radical, also shares the view of these men, believing that slaves should be free men no matter what cost and that he does not share any interest of the colonies, whether they help France stay up or not. (Doc 15) Voltaire had commented that slaves are what satiate the needs of luxuries from the folk of France, things unknown to our ancestors. Finally, Olympe de Gouges stated that the color of ones skin should not differentiate the two. Why destroy natures work? The remaining folk had tried to debate that slaves are better off than living back in their homeland. A delegate from the Owners of Property in the French Colonies of America Residing in Bordeaux had stated that the French have saved the slaves from the cruelest slavery and had stationed them under a kind of humane government where they live without fear for tomorrow. (Doc 13) The assumption that slaves would think this with the feedback theyve given makes for an uneducated point. Guillaume Raynal agrees with the delegates statement, commentating that the colonies that the slaves are working on have a climate that White people are incapable of working in, and that to make the best of this precious soil, it has been necessary to find a particular species of laborers. (Doc 6) The slaves are simply being seen as tools for the fields, controlled by the government. Louis de Jaucourt stated that masters who acquired new slaves were obligated by law them instructed in the Catholic faith. In return, this had convinced Louis XIII to authorize this horrid commerce in human flesh. This practice was only used to simply boost the number of Catholics in the world. DDenis Diderot, a philosophe, asks Why did the Christian powers not consider that their religion was fundamentally opposed to black slavery? He answers this in saying that the nations that condone slavery needed slaves for their colonies, plantations, and mines. The unfortunate blending of slavery and a nations economy creates an unstable situation of morals and brutality.

The United States was Justified in Dropping the Atomic Bombs on Hiroshi

The United States was justified in dropping the atomic bombs on Hiroshima and Nagasaki for many reasons. First of all, just to start out, the bombings had nothing to do with Japan, it was about the Cold War and the real reason America used these weapons was to show Russia that the US possessed them. Second, the war in the Pacific had been raging for almost four years. The two battles immediately preceding the bomb decision were Iwo Jima and Okinawa, two battles where the Japanese fought to the death and the cost in American casualties was horrific. It was predicted that the invasion of the Japanese mainland at the Island of Kyushu -- scheduled for November of 1945 -- would be even worse. The entire Japanese military and civilian population would fight to the death. American casualties -- just for that initial invasion to get a foothold on the island of Japan would have taken up to an estimated two months and would have resulted in up to 75,000 to 100,000 casualties. And that was jus t the beginning. Once the island of Kyushu was captured by U.S. troops, the remainder of Japan would follow. You can just imagine the cost in injuries and lives this would take. Also It is not beyond the possibility that a million or more Americans could have been killed had we landed. The Japanese had correctly guessed where we intended to land, and were ready and waiting for us. The casualties would have been high. Another reason the atomic bomb was justified is the bomb was dropped with a desire to save lives. It is a matter of math. How many Americans lost their lives fighting how many Japanese at Tarawa, Iwo Jima, Okinawa. The mathematical formula showed the closer we got to Japan the more we lost. In addition to saving America lives it also... ...ecessary to end the war, because the Japanese were not going to surrender. In August of 1944 the war in Europe was over and the face off between the United States and Japan had finally arrived. The United States had to choose between sending hundreds of thousands of US soldiers, to invade Japan killing and being killed by the hundreds of thousands, OR dropping a newly developed weapon called the atomic bomb on two cities in Japan which would result in tens of thousands of civilian lives with little cost to US servicemen. The only hope of ending the war quickly and honorably was to drop the bombs. Calls for surrender were ignored and the Japanese hierarchy, Okinawa and Iwo Jima had shown clearly what an invasion of Japan would be like. The decision was made, the bombs were dropped, the war was ended and both military and civilian lives were saved by both countries.

US Immigrants’ Learning English and Mastering Content Goals

Bilingual Education is the teaching of two languages. This would also be the ability to speak two languages. During the 1920's testing among various groups of people began. These tests were conducted in poor testing conditions, overcrowded rooms, poor lighting, and large rooms with poor audibility. Many immigrants were categorized as â€Å"simpletons† for receiving zeros on the test because they were unable to speak English, could not read, and were unfamiliar with the American culture. The low-test scores confirmed white Anglo Saxon Protestant beliefs that immigrants were inferior. This gave the congressmen more reason to discriminate against the immigrants. In the 1950's, federal and state laws ruled that discriminatory testing was unconstitutional (What To Do About Immigration? p 327). Bilingual education did not originally grow from the pressures of immigration. It was started as a small, federally funded program to help Mexican-American children (largely native-born) in the Southwest. The purpose was to try to make Mexican-American children fully literate in English. Today, our expectations of bilinguals are very high. We expect them to learn our language fast and accurately. However, we do not teach them well. Instead of running away from this problem by abolishing bilingual education, we should find a way to improve this practice in order to make it a part of our culture. People with a native language other than English have two goals in school: learning English and mastering content. A very big problem is that bilingual education is taught in many different ways in classrooms. Often, students with limited English skills would be taught for no more than a year in special English classes before being moved to mainstream. Some students are pulled out of English as a second language. Others are placed in transitional bilingual education, which is intensive English-instruction. A portion of this class is taught in the native language. Maintenance or developmental, bilingual education builds the native language while improving English as a second language (http://www. edweek. org/context/topics/biling. htm). One solution to this problem is finding a one way to teach that will cover all aspects of the English language. After English is effectively taught, the students should be mainstreamed. Some say the curriculum is not the problem, but the poor teaching instead. The teache's want students to be proficient in a second language in one or two years. These days, there is also a shortage of well-qualified bilingual teachers. We can improve this by hiring teachers who are qualified and fully bilingual (http://www. edweek. org/context/topics/biling. htm). If we take a closer look at the educational system, we would notice that bilingual education is not the only guilty party in this stuation. There are many services available in different native languages; there is not much of an emphasis to learn English. There are newspapers, advertising, and even signs that will help immigrants of all cultures. Some people believe that in order to ensure that English is learned the government should make English its official language. I believe that people with another native language other than English should learn our language. This is not to say that they can not use their other language, but English should be used in offices and other work places. Today, the amount of bilingual immigrants entering our country is growing year by year. If solutions aren't found to the bilingual education problem, I fear what the future may hold for those looking to find new opportunities on American soil. In America, everyone has the right to dream.

Design for a Deep Space Communications System

The communication system will comprise of a redundant dual-band transmission channel, namely an S-band system and an X-band system. The S-band system will be designed specifically for providing tracking, telemetry and control, while the X-band will be used exclusively for telemetry and scientific data. These systems will operate within their specified ranges (S-band: transmit – 2290-2300 MHz, receive – 2110-2120 MHz, X-band: transmit – 7145-7190 MHz, receive – 8400-8450 MHz[1]) as would be specified by the ____Governing body____. The basic mission requirements and assumptions have changed since the general specifications laid out in Assignment 3, primarily that the satellite must land on, or come in contact with, the comet at some point rather than perform a fly-by. With this in mind, the individual components that will be used on the communications system are detailed in the following sections Antennas: There will be both an omnidirectional S-band helical antenna[2], specifically designed for telemetry and commands, as well as a 2.2 metre high-gain antenna[3], akin to the Rosetta satellite antenna. This antenna has optimal performance within both S- and X-band frequencies and both are manufactured by RUAG Space AG, based in Switzerland. Transponder: The system will incorporate two redundant small deep-space transponders (SDST’s) [4], developed by General Dynamics and NASA’s Jet Propulsion Laboratory. This device combines a number of communication functions – receiver, command detector, telemetry modulator, exciter, beacon generator and control functions all into one package. This transponder has Ka-band capability as well for future missions, which comprises of a second X-to-Ka band multiplier. Envelope Size: 7.13†L x 6.55†W x 4.50†H Mass: 7.0 lbs (3.2 kg) Input Supply Power: Receiver Only: 12.5 W Receiver + X-band Exciter: 15.8 W Amplifiers: Two 17 W, 8.4 GHz solid-state power amplifiers[5], manufactured by General Dynamics will be implemented as smaller, lighter and less expensive alternative to the traveling-wave-tube X-band amplifier. These amplifiers are designed for use as a ‘companion unit’ to the SDST and can supply telemetry signals that can be connected directly to the SDST to make a complete transmitter/receiver with a single data interface. Maximum dimensions: 6.85†L x 5.275†W x 1.85†H Mass: 3.02 lbs (1.37 kg) Data interface: MIL-STD-1553B data interface Other components: Other smaller components include a diplexer, attached to the high-gain amplifier, which will allow the S- and X- band transmitter to use the same antenna, as well as allowing the antenna to be used for transmissions on one band and receive on another band. The system will also require a coupler to assign the amplifiers to the respective antennas as well as a hybrid coupler between the amplifiers and the transponders to allow either transponder to drive either amplifier without requiring active switching. Issues in Deep Space Communications: Compared with normal satellite communications, deep-space communications present a significant challenge – specifically from the distance resulting in low signal-to-noise ratio, propagation delays, corruption as well as environmental factors such as temperature variations and electromagnetic radiation. The satellite will be passing behind the Sun for a period of time, it is important to note that communication will be masked for a substantial period of time. One possible solution is to take advantage of NASA’s STEREO (Solar TERrestrial Relations Observatory) satellites in orbit around the sun to provide a link between the satellite-comet intercept point and Earth while the satellite is obscured.

Gawain’s Preparations essay

Gawain’s Preparations essay Gawain’s Preparations essay Gawain’s Preparations essaySir Gawain, being a responsible and honest knight, prepares for the journey to meet the Green Knight, when the time comes. At the same time, his preparations are careful and thorough because he wants to fulfill his promise and duty as an honorable and noble man. Therefore, the preparation for the journey is an important part since Sir Gawain prepares for the journey, which he is uncertain whether he returns or not.First, he takes his ornate armor that gives implications of his military background and his readiness to confront the fight, whenever he faces the enemy and, on the other hand, he manifests his readiness to die as a knight in his full armor, which is shining bright. Even his horse Gringolet is thoroughly prepared to the journey and the poem uncovers the close attachment of the knight to his horse because in the battle the knight relies heavily on his horse. In the course of preparation, it turns out that Gringolet is like a friend for Gawai n as he talks to his horse.Nevertheless, the primary concern of the knight is his armor and weapon. The poem describes in details his helmet decorated with priceless veil embroidered with parrots and turtledoves. On the top of his helmet, he wears a diamond-studded crown. Such decorations manifest his noble origin and proximity to the royal family. However, his shield is the most important because traditionally the shield of a knight contains the information about the knight’s family and his history. His shield bears a pentangle, which symbolizes the truth. The five points of the pentangle manifests five virtues, franchise, fellowship, cleanness, courtesy and charity.

The Myth of the Bra Burning Feminists of the Sixties

The Myth of the Bra Burning Feminists of the Sixties Who was it who said, â€Å"History is but a fable agreed upon?† Voltaire? Napoleon? It doesn’t really matter (history, in this case, fails us) because at least the sentiment is solid. Telling stories is what we humans do, and in some cases, veracity be damned if the truth isn’t as colorful as what we can make up. Then theres what psychologists call the Rashomon Effect, in which different people experience the same event in contradictory ways. And sometimes, major players conspire to advance one version of an event over the other. Burn, Baby, Burn Take the long-held assumption, found even in some of the most respected history books, that 1960s feminists demonstrated against the patriarchy by burning their bras. Of all the myths surrounding women’s history, bra burning has been one of the most tenacious. Some grew up believing it, never mind that as far as any serious scholar has been able to determine, no early feminist demonstration included a trash can full of flaming lingerie. The Birth of a Rumor The infamous demonstration that gave birth to this rumor was the  1968 protest of the Miss America contest. Bras, girdles, nylons, and other articles of constricting clothing were tossed in a trash can. Maybe the act became conflated with other images of protest that did include lighting things on fire, namely public displays of draft-card burning. But the lead organizer of the protest, Robin Morgan, asserted in a New York Times article the next day that no bras were burned. â€Å"That’s a media myth,† she said, going on to say that any bra-burning was just symbolic. Media Misrepresentation But that didn’t stop one paper, the Atlantic City Press, from crafting the headline â€Å"Bra-burners Blitz Boardwalk,† for one of two articles it published on the protest. That article explicitly stated: â€Å"As the bras, girdles, falsies, curlers, and copies of popular women’s magazines burned in the ‘Freedom Trash Can, the demonstration reached the pinnacle of ridicule when the participants paraded a small lamb wearing a gold banner worded ‘Miss America.† The second story’s writer, Jon Katz,  remembered years later that there was a brief fire in the trash can- but apparently, no one else remembers that fire. And other reporters did not report a fire. Another example of conflating memories? In any case, this certainly was not the wild flames described later by media personalities like Art Buchwald, who wasnt even near Atlantic City at the time of the protest. Whatever the reason, many media commentators, the same ones who renamed the  womens liberation movement  with the condescending term Womens Lib, took up the term and promoted it. Perhaps there were some bra-burnings in imitation of the supposed leading-edge demonstrations that didnt really happen, though so far theres been no documentation of those, either. A Symbolic Act The symbolic act of tossing those clothes into the trash can was meant as a serious critique of the modern beauty culture, of valuing women for their looks instead of their whole self. Going braless felt like a revolutionary act- being comfortable above meeting social expectations. Trivialized in the End Bra-burning quickly became trivialized as silly rather than empowering.  One Illinois legislator was quoted in the 1970s, responding to an  Equal Rights Amendment  lobbyist, calling feminists braless, brainless broads. Perhaps it caught on so quickly as a myth because it made the womens movement look ridiculous and obsessed with trivialities. Focusing on bra burners distracted from the larger issues at hand, like equal pay, child care, and reproductive rights. Finally, since most magazine and newspaper editors and writers were men, it was highly unlikely they would give credence to the issues bra burning represented: unrealistic expectations of female beauty and body image.

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

Job Analysis and Rewards - Essay Example It could be performed through â€Å"Direct observation†, personal discussions, group sessions and use of expertise of technical or non- technical experts in the field. Besides this the use of subjective questionnaires and pre-prepared questionnaires may also be used, according to the needs of the situation (The worldatwork handbook of compensation, benefit & total rewards: A comprehensive guide for HR professionals 2007, p.181). One critical aspect that job analysis needs to consider is the evolving nature of corporate functioning, especially at an executive hierarchy.Thus, job descriptions may undergo major changes which need to be incorporated in the job analysis planning and in the determination of rewarding against job descriptions. There are, basically two aspects to be considered, firstly, nature of functions carried out by the employee and secondly, the level of performance. While nature could refer to job description and kind of work to be done, the level would determine what kinds of skill sets are required for the job, the level of responsibility and commitment to the job, and finally, what kind of compensation needs to be provided, in commensuration with the nature and level of the job carried out. Different job descriptions demand discrete requirements. In essence, the Human Resource Manager (HRM) needs to ensure that the skill sets, qualifications and experience of incumbents match with the demands and needs of the job and is a best fit. In some cases, work demands may require functioning at a higher level than the present one, and employers must thoroughly scan the potential of prospective employees in this regard. This could be in terms of length and intensity of work, its wider scope and the level of performance that is demanded at each hierarchy of organizational performance. Not only at an entry level, even along the career graph of any employee, at middle and top management levels, it is important that there is a proper matching between the