Project Management - Scheduling, Resources, and Budgeting (U3DB) Essay

Project Management - Scheduling, Resources, and Budgeting (U3DB) - Essay Example For example, when individual activities are assigned relevant human, material or other resources, they are treated independently and concurrency of resource usage is not assumed. It is only when resources are placed alongside activities inside the schedule that their over or under utilization becomes evident. Scheduling alternatives present varying levels of resource usage and optimization. In this phase, over or under-allocated resources can be identified and their usage smoothed out using techniques such as resource levelling (Heldman, 2005, p. 271). Resource scheduling is also important in that it can determine whether the project can be completed within the specified end date in the schedule. The project manager may not have enough resources to finish tasks on the critical path in time despite optimization in allocation. Tradeoffs between costs and time of completing the project have to be taken using techniques such as crashing. Important budgetary and business decisions can be taken including hiring of additional sources, outsourcing or negotiating a reduction in the scope of the project (Richman, 2002, p. 117) . Multi-project resource scheduling requires project management capabilities at a different and a more complex dimension. Lead project managers typically take an enterprise level view of the project rather than at each individual project within it. Project control also takes a new dimension with individual project managers taking larger responsibility for their own domains and coordinating through effective communication with the core group managing the project (Barkley, 2006, p. 62). For example, if 5 aircrafts are being manufactured for a single airline simultaneously in a manufacturing facility, each aircraft unit would be a separate project together forming one larger multi-project for that order. Outsourcing can also take place in various forms. It can be inter-departmental

Teaching Strategies Adopted by the Teachers in Science High School Handling II-Acacia Essay Example for Free

Teaching Strategies Adopted by the Teachers in Science High School Handling II-Acacia Essay Abstract The researchers sought to determine the teaching strategies of the II-Acacia teachers. This study intends to help various people. The data gathered in the study will be beneficial to the students, faculty, parents, DepEd, and future researchers. Through this study, the strengths and weaknesses of the teaching strategies can be determined. Specifically, it will seek answers to the following sub-problems: 1. What teaching strategies are used by the teachers? 2. What teaching strategies are most often and most seldom used by the teachers? 3. What are the implications of the findings to classroom instruction? 4. What are the recommendations to improve classroom instruction? The researchers used questionnaires. The questionnaires were distributed to teachers. Afterwards, the data was retrieved then organized in tabular form. Then it was copied in to the SPSS. Each teaching strategy employed in the II-Acacia was interpreted one by one. Then, a conclusion was derived. Introduction Since the beginning of time teachers started to pass on their knowledge to their students, over the years they started developing techniques for teaching from basic demonstration to the use of visual aids. Teachers have become an integral part in the society; they provide knowledge to make the child ready when we become adults. Teachers have different strategies to use for the students to learn. According to oregon. gov there are 4 varieties of teaching methods and these are Demonstration, Question and Answer, Role Play, and Short Lecture. As part of a teacher’s teaching strategy they also have a variety of teaching materials which they can use. These can be Audiovisual, Interactive computer, or Games. A teacher is nothing without a student. Students are the main reason why teachers exist. Students have learning techniques to suit them. According to mindtools. com students have 8 learning styles these are Sensory, Intuitive, Visual, Verbal, Active, Reflective, Sequential, and Global. Sensory learners prefer concrete, practical, and procedural information. They look for the facts. Intuitive learners prefer conceptual, innovative, and theoretical information. They look for the meaning. Visual learners prefer graphs, pictures, and diagrams. They look for visual representations of information. Verbal learners prefer to hear or read information. They look for explanations with words. Active learners prefer to manipulate objects, do physical experiments, and learn by trying. They enjoy working in groups to figure out problems. Reflective learners prefer to think things through, to evaluate options, and learn by analysis. They enjoy figuring out a problem on their own. Sequential learners prefer to have information presented linearly and in an orderly manner. They put together the details in order to understand the big picture emerges. Global learners prefer a holistic and systematic approach. They see the big picture first and then fill in the details. Research Problem The researchers want to determine what learning method is commonly used and evaluate it if the learning technique is really effective. This study evaluates and assesses the different teaching strategies of teachers utilized by the teacher in AQ Science High School. The researchers will use SPSS as the statistical tool to evaluate the data. Specifically, it seeks answers to the following sub-problems: 1. What teaching strategies are used by the teachers? 2. What teaching strategies are most often and most seldom used by the teachers? 3. What are the implications of the findings to classroom instruction? 4. What are the recommendations to improve classroom instruction? Related Literature and Studies Institutions of higher learning across the nation are responding to political, economic, social and technological pressures to be more responsive to students needs and more concerned about how well students are prepared to assume future societal roles. Faculty are already feeling the pressure to lecture less, to make learning environments more interactive, to integrate technology into the learning experience, and to use collaborative learning strategies when appropriate. Teaching methods are best articulated by answering the questions, What is the purpose of education? and What are the best ways of achieving these purposes? † For much of prehistory, educational methods were largely informal, and consisted of children imitating or modelling their behaviour on that of their elders, learning through observation and play. In this sense, the children are the students, and the elder is the teacher; a teacher creates the course materials to be taught and then enforces it. Pedagogy is a different way by which a teacher can teach. It is the art or science of being a teacher, generally referring to strategies of instruction or style of instruction. Resources that help teachers teach better are typically a lesson plan, or practical skill involving learning and thinking skills. A curriculum is often set by the Government with precise standards. These standards can change frequently, depending on what the Government states. A study from . asian-efl-journal, the bulk of research into Chinese students’ problem with plagiarism in both the Anglophone and Chinese contexts has given much attention to the culture/education versus language debate, and the development versus morality debate. This study explored the views of two groups of Chinese college English teachers in those regards, one with an experience of English-medium academic training (the PGDELT trainee teachers, n = 29) and the other without (the EFL in-service teachers, n = 30). All participants completed a questionnaire with a few being interviewed. The results indicated that (a) the EFL in-service teachers tended to see Chinese college EFL learners’ plagiarism more as a linguistic problem, whereas the PGDELT trainee teachers tended to see it more as a cultural/educational problem; and (b) the EFL in-service teachers seemed to take a moral perspective as indicated by their penalty-oriented approach to the learners’ plagiarism, whereas the PGDELT trainee teachers appeared to take a more developmental perspective as shown by their pedagogy-oriented approach to the learners’ plagiarism. However, while there seems to be strong evidence for the differences between the two groups in their perceptions regarding the culture/education versus language debate, there is only limited evidence for their different perceptions concerning the development versus morality debate. Moreover, the two groups were also found to differ to some extent in their perceptions concerning the causes of, remedial approaches, and punitive reactions to student plagiarism. Finally, the implications of this study are discussed and recommendations for future research presented. Most teachers and pupils have experienced misunderstanding in an English as a Foreign Language class. Take for example this episode of a teacher being puzzled by a pupil coming to the board, because he said, â€Å"Can’t hear! † (not â€Å"come here ! †). Communication is ruined if there is phonological misunderstanding. Troubetskoy explains that a learner is deaf to foreign sounds, which receive an incorrect phonological interpretation since they are â€Å"strained through the phonological sieve of one’s mother tongue†. As a result, there are numerous misinterpretations (1986, p. 54). This shows how tricky phonological appropriation can be for EFL teaching. By phonological appropriation, we mean matters of sounds, that is phonetics -the study of speech sounds , but also, rhythm and intonation, phonology â€Å"the abstract way phonemes function† (Roach, 2000, p. 44), as well as a mastering level of a linguistic form and its meaning, allowing a learner to use it in an authentic communication situation. Interaction is social and reveals how communication between the learner and other speakers leads to the FL appropriation. By interaction, we mean a language-dynamic communicative exchange among individuals in a functional pragmatic frame (Bailly, 1998, p. 135). This paper is based on both research and teaching, since its author is a researcher and a teacher trainer; it aims at raising this crucial question: Can oral interaction be a trigger to phonetic and phonological appropriation? To start with, this was posed to a group of 80 EFL supervisors coaching teacher trainees in partnership with the University School of Education in Reunion Island (IUFM de la Reunion, France) and their answers were staggering: Can interaction activities favour phonological learning? Yes: 9 No: 39 Don’t know: 32 Can discrimination activities favour phonological learning? Yes: 63 No: 13 Don’t know: 4 This quick survey shows that, unlike discrimination, interaction is not necessarily considered as a means of furthering phonological appropriation. By discrimination, we mean an auditory decoding process allowing the learner to match a speech sound with what he knows. The above-mentioned survey indeed raises many more questions: What about the consequent distinction between the conscious and unconscious process? What about the dichotomy between a form-focused versus a meaning-focused process? What is the respective role of input and output in phonological appropriation? To what extent can motivation help? The main problem raised here is whether cognitive psychology can address all questions, and what could be done to sort it out. It will therefore be worth wondering in this qualitative, descriptive, analytic and experimental study, whether oral interaction, which is now a full skill in the Common European Frame of Reference for Languages, can be seen as a real trigger to phonological appropriation. This study is built on a teacher trainee’s experience in Reunion Island, Indian Ocean. Reunion is the 23rd French region. L1 is Creole French; L2 is French. The major first foreign language taught at school is English (80% choose English, the others taking Spanish, German, Chinese or Tamil). Pupils start learning English as early as primary teaching at the age of 7. The teacher trainee involved is a 24-year-old French-speaking colleague who studied English both at the local university and abroad through an Erasmus exchange programmed. She passed the national competitive proficiency exam for EFL secondary teaching (known as CAPES). The University school of education tutor, who is also the author of this article, visits her in class three times in the year. The class involved is a B1 class (Threshold level in the CEFRL) of 24 fifteen-year-old teenagers. The school mentioned is a secondary high school. This group level is somewhat average with a majority of girls. The group personality is somewhat inhibited and introverted. Their fluency is slowed down by pronunciation difficulties. None has gone to an English speaking country before and all often feel self-conscious when they have to communicate in a foreign language. Our analysis will be threefold. We shall first examine an experience in this B1 class, in which phonology is acquired through phonological discrimination and tested through interaction. We will therefore deduce theoretical and practical issues. In a second part, we will enlarge our theoretical scope and try to find answers to our issues. Eventually, this will lead to a second experience and us to practical assumptions in the same B1 class, this time integrating oral interaction as a trigger to phonological appropriation. A comparison between the two similar assessments should be revealing: sound acquisition, word and sentence rhythm, intonation will be tested by three persons, the trainee for the sounds, the supervisor (a qualified teacher at that school) for rhythm, and myself (a lecturer and a trainer at the university school of education) for intonation. An average class situation was set up in November 2006 (Classe de seconde 4, 24 pupils, Lycee Boisjoly Potier, Tampon, Reunion) taught by our teacher trainee. The sequence was planned for three lessons. The cultural unifier was violence in New York. Two documents were studied: â€Å"Rudolph Giuliani† (Appendix 1) as a listening activity (Assou, 2004, p. 57), â€Å"New York City Mayor disturbed by police officer’s use of force†, November 28, 2006 (Appendix 2), as a reading activity. Once listening and reading, together with speaking will be over, phonology will be acquired through listening discrimination. A final interaction test should help to measure this acquisition. Related Studies The respondents from the college of Nursing and Health Sciences of ­ten preferred to use the following teaching methods: Lecture/Discussion Combination, Class Discussion and In-class Demonstration. They rarely preferred to use Jigsaw Method, Guest speakers, Oral presentations and Panel of experts. The data indicate that some faculty still hold the traditional passive view of learning which involves situations where materials are delivered to students using a lecture-based format. Although the findings of a study by de Caprariis, Barman and Magee (2001) suggest that lecture leads to the ability to recall facts and discussion produces higher level compre ­hension, a more modern view of learning where students are expected to be active in the learning process by participating in collaborative activi ­ties may prove more effective. A research on group-oriented discussion methods has shown that team learning and student-led activities not only produce favorable student performance outcomes, but also foster greater participation, self confidence and leadership ability (Perkins and Saris, 2001; Yoder and Hochevar, 2005). The results of the study of Hunt, Haidet, Coverdale, and Richards (2003) on the student performance in team learning methods show positive learning outcomes as compared to traditional lecture-based methods. In contrast to these findings, a study by Barnes and Blevins (2003) sug ­gests that active, discussion-based methods are inferior to the tradition ­al lecture-based method. However, a comparison of lecture combined with discussion versus active, cooperative learning methods by Morgan, Whorton, and Gunsalus (2000) demonstrated that the use of the lec ­ture combined with discussion resulted in superior retention of material among students. The Polytechnic Institute (PI) supports the curricula designed to culti ­vate and promote among the students high levels of scholarship, desire to seek understanding, a solid foundation in professional and personal responsibility, desire for service, and an ability/willingness to serve as leaders within both the engineering and architecture profession and soci ­ety. Thus, the graduate of PI must possess the ability to identify, formu ­late and execute solutions to multidisciplinary problems encountered in the practice of engineering and architecture. In order to realize these objectives, the faculty of the PI adopts certain teaching methods adapted to the subject matter, capacity of the students, situational needs and related to actual life situations and practices. The data show that the respondents from the Polytechnic Institute always preferred Lecture/Discussion Combination and role playing. Also they always preferred to use lab work and applied projects as teaching methods. They never preferred the Jigsaw Method; Index Card Exercise; Guided Imagery; Socratic Methods; ILPE Method and Brain Writing. The development of problem-solving skills is one of the primary goals of the PI curricula. Problem solving involves five basic components: rec ­ognize and define the problem; formulate the model and identify vari ­ables, knowns and unknowns; select an appropriate solution technique and develop appropriate equations; apply the solution technique (solve the problem); and validate the solution. Solution validation is one of the most important steps in this process and includes interpreting the solu ­tion, identifying its limitations, and assessing its reasonableness using appropriate approximate solutions or common sense. Allowing the stu ­dents to engage in lab work and project studies will help them develop problem solving skills. Also, role playing when properly used introduces problem situation dramatically, provides opportunity for the students to assume roles of others and thus appreciate another point of view. Fur ­thermore, it allows the students to explore solutions and provides oppor ­tunity to practice the skills. The faculty of the College of Business Administration envision to contrib ­ute to the intellectual and personal growth and development of the students and to enhance the competence of the students to engage in all phases of business activity and management. In order to achieve these objectives, the data show that they always preferred Lecture/Discussion Com ­bination and Class Discussion but rarely preferred to use Jigsaw Method, Index Card Exercise and Panel of experts as teaching methods. This means that the faculty of the College of Business Administration believed that by using the Lecture method combined with class discus ­sion, the students would be able to acquire knowledge on the core areas of business, perceive the global nature of organizational and economic activities, recognize the role of law and ethics in business behaviour, un ­derstand and appreciate the impact of demographic diversity on organi ­zations and understand and appreciate the impact of sustainability and the natural environment on organizations, the impact of organizations on sustainability and the natural environment, understand organizations and the process of management, develop the ability to work effectively, inde ­pendently and collaboratively, and integrate core area skills in problem solving and decision making. The College of Arts, Sciences and Education brings together disciplines in the arts, humanities, mathematics, natural sciences, and social scienc ­es and education t o form the intellectual heart of the University. It fosters liberal education, promotes lifelong learning, research, creative activ ­ity, social and professional responsibility, and growth. To these ends, its faculty challenges students to think critically and intuitively, cross disci ­plinary boundaries, recognize and value diverse perspectives, and solve problems creatively by through the use of different teaching methods. Since the College of Arts, Sciences and Education is committed to a liberal education orientation, it must provide the students with oppor ­tunities for: expansion of the boundary of knowledge, preservation and enrichment of a countrys cultural heritage, development of personal and social adjustment, cultivation of intelligent citizenship, acquisition of self-discovery and self-understanding, development of an oral and writ ­ten competency, maximization of the capacity for critical and imagina ­tive thinking, and understanding of international relations and affairs. This awareness of the commonly held objectives of the college provided broad bases for the faculty’s use of various teaching activities and meth ­ods. Thus, in this college, learning should provide opportunities beyond the knowledge of the subject matter of a particular course. The courses should not be restricted to the instruction of abstract theories, but should afford opportunities for students to develop skills of effective oral and written expression, to improve their ability to relate to others, to learn to think critically and scientifically, and to feel the need for continuous growth even outside the university campus. The importance of such in ­tellectual and social stimulation beyond the mere knowledge parameters of the course content should be emphasized. The college has the following major departments: Natural sciences, Mathematics, Social Sciences, LLH/Communication and MAPE/Profes ­sional Education. It is assumed that the teaching methods used in the class may differ from subject to subject since the method that the faculty may prefer to use may depend on the goals of the subject. The goal of the Natural Sciences component of the curriculum is to help the students increase their scientific literacy and capacity to ap ­proach scientific materials intelligently, and to convey the general understanding of science as a way of looking at the world. In order to achieve these goals, the faculty of the Natural Sciences Depart ­ment often preferred to use Lecture/Discussion Combination, Team Project Method, lab work, Worksheets/Surveys, In-class Demonstra ­tion, Panel of Experts and Explanatory Discussion as their teaching methods. However, the data show that the respondents had never preferred to use guest speakers, applied projects, Simulation and the ILPE Method. The next data on the teaching method preferences are from the Mathematics teachers of the College of Arts, Sciences and Education. The findings of the study show that this group of respondents always preferred in-class exercises. This group of respondents never preferred to use Jigsaw Method, guest speakers, Videotapes, Report-Back Session, Role Playing, Panel of ex ­perts, Explanatory Discussion, Reflective Discussion, Debate, ILPE Method, Guided Imagery, Brain Writing and PBL as teaching methods. This implies that the faculty adopted these teaching methods in order to provide the students precision in numerical expression, logical thinking and problem solving. However, other instructional methods may also be proven effective for developing mathematical comprehension. The most important of these could be the use of hands-on, active learning tech ­niques in the classroom. Of equal import is the need to make students understand the utility of the material they are being taught. Students need to understand and appreciate the need for their courses. Many students leave their mathematics courses thinking that the material will never be used in their courses. It is essential that mathematics courses have some future value in their program of studies. The mathematics portion of a student’s curriculum should not be simply something â€Å"to get through. † This means that the faculty teaching mathematics and others must coor ­dinate their curriculum. They must teach concepts and methods that are applicable to current practice, and these methods must be employed in other curriculum within a reasonable time period after the students learn the techniques. In mathematics teaching, teachers provide students with adequate oppor ­tunities to engage in math activities to help them in the self-exploration and cooperation and exchange in the process to really understand and master the mathematics knowledge and skills, ideas and methods, and to learn valuable math. Thus, participation and learning efficiency of the method is used when appropriate relevant. The social sciences component of the curriculum aims to make the stu ­dents aware of the general problems and issues, especially those with relevance to the Philippine society; and to enhance students’ awareness of the importance of scientific approaches to the discussion and analysis of social issues. In order to achieve these aims, the faculty teaching the social sciences always preferred Brainstorming as their teaching method but rarely preferred Role Playing, Role Playing, Index Card Exercise and Panel of experts. Another data of the teaching method preferences are from the LLH/Com ­munication faculty of College of Arts, Sciences and Education. The data indicates that this group of faculty often preferred Lecture/Discus ­sion Combination, in-class exercises, Brainstorming, Class Discussion, Explanatory Discussion, Reflective Discussion and Simulation. Most probably these are the teaching methods that the faculty teaching LLH/Communication perceived that could provide the students with effec ­tive communication skills in both English and Filipino, foster critical understanding and appreciation of how people give expression to their experiences in the world, develop in the students the students to see the grammatical relationships between words, group of words and sentence within the discourse level; train the students in the effective use of ver ­bal and non-verbal symbols towards ethical speech communication; and develop in the students writing skills in their respective discipline. Like ­wise, these teaching methods will help them teach the students how to reflect on the totality of the human experience; formulate for themselves a human perspective that integrates all branches of knowledge in a pro ­found understanding of the individual as well as society; and contribute to the understanding of the beautiful and the good in human experience. They rarely preferred to use Jigsaw Method, Report-Back Session, Team Project Method, lab work, Worksheets/Surveys, Index Card Exercise, Guided Imagery and In-class Demonstration as teaching methods. The faculty teaching MAPE and Professional Education are committed to the production of quality teachers who could be at par with the other pro ­fessionals through a deliberate effort to improve instruction, research, and community extension. These efforts are reflected in their teaching meth ­od preferences. Simulation is an event or situation made to resemble real classroom situ ­ation as closely as possible. The faculty uses simulation most probably because it is an excellent venue for the education students to learn ex ­perientially since it provides opportunities for them to practice problem solving and psychomotor skills in a safe, controlled environment. In a simulation, students create connections mentally which is rarely, if ever, accomplished through conventional teaching techniques. Conse ­quently, the learning has a greater impact, plus the new knowledge and skills are retained much longer. It works because the students become more engaged with the subject matter than through more conventional approaches to teaching (lecturing, debates, discussion, videos, etc. Thus, compared with these traditional methods, this method of teaching and evaluating learners is more realistic, enhances both acquisition and re ­tention of knowledge, sharpens critical-thinking and psychomotor skills, and is more enjoyable. Simulation can be used to teach theory, assessment, technology and skills. The emphasis in simulation is often on the application and inte ­gration of knowledge, skills, and critical thinking. Unlike a classroom setting or a paper-and-pencil test, simulation allows learners to function in an environment that is as close as possible to an actual teaching situa ­tion and provides them an opportunity to think. The Team Project method is the appropriate pedagogy of choice of most faculty in the professional education courses, since it combines knowl ­edge with practical experience and improve interpersonal and commu ­nication skills which are essential to the knowledge growth and perfor ­mance of future educators. Furthermore, besides technical skills and knowledge, the MAPE and Professional education courses is required to give students opportunities to improve their interpersonal, collaborative and communication skills. It requires students to apply in practice per ­sonal competencies and improve problem-solving skills such as explor ­atory searching, critical thinking and decision making (Hawking et al. 2001). The method also provides students with experiential learning op ­portunities to actively develop their knowledge and experience, as they cooperate in group projects. The discussion method is always a preferred teaching method since it involves the entire class in an extended interchange of ideas between the teacher and the students and among classmates. The members in the class may approach the discussion topic with many and varying points of view, however, the teacher focuses the discussion in the direction most conducive to effective and purposeful learning. In summary, the respondents from the College of Arts, Sciences and Ed ­ucation often preferred to use Lecture/Discussion Combination, in-class exercises and Class Discussion in teaching. Rarely, they preferred to use Jigsaw Method, Explanatory Discussion guest speaker, video tapes, Re ­port-Back Session, Role Playing, Reflective Discussion, Debate, ILPE Method, Guided Imagery and Brain Writing. As a whole the faculty of Aquinas University as reflected by the data, often preferred Lecture/Discussion Combination, Team Project Method, lab work, in-class exercises, oral presentation, Brain storming, Class Discussion and In-class Demonstration. They rarely preferred Jig ­saw Method, guest speakers, Index Card Exercise, Debate, ILPE Meth ­od, Brain Writing and Socratic method. Lectures although combined with class discussion (4. 34) remain the core teaching method in most the colleges. Their role is best suited to pro ­viding an overview of the subject matter and stimulating interest in it, rather than disseminating facts. Since this is the most preferred teach ­ing method, the faculty must remember that students would appreciate good quality lectures with clear objectives which could be placed in the course handbook, with the lecture summaries, clear overhead acetates or slides; a paced delivery; and appropriate handouts which would provide students with complex diagrams or difficult or critical text. The class discussion that follows could be used to clarify certain points in the lec ­ture. Thus, lecture when combined with discussion widens the intellectu ­al horizons of the student, making it possible for them to gradually move toward acquisition of self-discovery and self-understanding. It enables the instructor to correct error in literature and articles read by the student. Also, it affords opportunities for an instructor to explain a particularly equivocal ambiguous point of idea, or a complicated, difficult, abstract process or operation and resolves conflicting points of view and clarifies misunderstanding of different schools of thought. It could also enliven the learning situation by adding the voice, gesture and the personality of the instructor. The discussion that follows the lecture will promote interest by giving the students a share in the responsibility for the course and in search for knowledge. It compels the students to be active learners and motivates them by keeping the work within their intellectual bounds and by allying it with their aptitude. It enables the instructor to constantly appraise the students’ understanding of the issues under discussion. Discussion method is also a preferred teaching method since it sharp ­ens the students’ ideas and concepts by forcing them to express them in their own words. This facilitates intellectual comprehension and applica ­tion of new knowledge to life-situations. It permits the students to chal ­lenge statements with which they disagree or which they misunderstand, thereby facilitating the process of self-discovery and self-understanding and developing the sense of self-assertiveness. In addition, it develops in the students the skills essential to effective group discussion and verbal communication. The discussion method forces the students out of their classroom lethargy, so that every learner will react either in support or in opposition to the issue under discussion. In using this teaching method, each student learns to feel free to express his/her opinions, to argue with mutual respect and to defend his/her own stand in the light of logic and rationality. It also develops facility in oral expression, critical and cre ­ative thinking, and intellectual and imaginative problem-solving ability. Thus, lecture when combined with discussion sustains and strengthens most of the elements essential for productive learning. The provision of feedback and class participation heightens the learners motivation, facilitates the intellectual grasp of abstract concepts and the learning of problem-solving skills. The data also show that Brainstorming is an often preferred teach ­ing method. Alex Osborn describes it as a conference technique by which a group attempts to find a solution for a specific problem by amassing all the ideas spontaneously by its members† (http://www. moneyinstructor. com/lesson/brainstorming. asp. According to him in this process more ideas could be generated than in any normal dis ­cussion and that by producing more ideas, people had a better chance of finding useful ones: from quantity came quality. A key part of the process is to come up with wild or silly ideas because these in turn can spark off really useful ones. This finding of the study implies that brainstorming is often preferred as a group process so that the members of

The Examples Of Operating Systems Computer Science Essay

The Examples Of Operating Systems Computer Science Essay Today, people rely on so many kinds of technology. For instance, people use computers for research, school related, pleasure, and to communicate with their friends. People use other technologies like Bluetooth, GPS, etc for their own needs. Basically, our world is evolving around technology; without it, then the citizens will go insane thus their lives would be difficult. The main topic discussed would be operating systems. People like to use computers, but the thing is some do not know what is behind it; how do operating systems evolve and help individuals see something spectacular rather than something blank and dull. Operating system is a software component of a computer system that is responsible for the management of various activities of the computer and the sharing of computer resources. It hosts the several applications that run on a computer and handles the operations of computer hardware (Oak). Operating system handles and deals with the output devices (a monitor), input devices (keyboard and mouse), and peripheral devices (a printer). Basically, it makes sure that the operating system identifies the input devices, displays the output devices, and controls the peripheral devices. In larger systems, operating system checks to see different programs and users running at the same time do not interfere with each other (Webopedia: Online Computer Dictionary for Computer and Internet Terms and Definitions.). In addition, it makes sure that unauthorized users do not access the system (Webopedia: Online Computer Dictionary for Computer and Internet Terms and Definitions.). Operating system acts li ke a security guard for the larger systems. Examples of operating systems are Disk Operating System (DOS), Windows, MacOS, and UNIX. Different types of operating system are as follow: Embedded system, Real-time Operating System, Multi-user Operating Systems, Multi-tasking Operating Systems, and Distributed Operating Systems. Embedded systems are mostly for personal digital assistant (PDA) like mobile devices; they are compact and efficient. A couple examples of embedded operating systems are Minix 3 and Windows CE. Real-time Operating System likes to multitask and use algorithms, and they have a quick and immediate respond to inputs. Multi-user Operating Systems allows more than one user to access the computer and runs various programs. Multi-tasking Operating Systems are when various programs run at one time. Windows 95 is an example of this operating system. Distributed Operating System manages a group of computers and makes them emerge into one computer. Those are the different types of operating systems (Oak). History of Operating Systems Throughout history, mainframe operating systems evolve and led to so many different kinds of operating system such as UNIX, Window, and MacOs. Without this, then different kinds of operating system will not be created, and many people today will have difficulties obtaining the information they need. In order to begin this, mainframe operating system started around the 1950s right before desktop computers and laptops were created. As computer programs became difficult to use, and the hardware of the computer became less expensive, computer engineers tried to figure out ways for the computer to adapt to the same and various types of programs. Based on that, they created the mainframe operating system. Mainframe operating system process large amounts of information and support a great number of users (WiseGEEK: Clear Answers for Common Questions.). This powerful device was used before and currently today by businesses, corporations, and governments because they needed a machine that could handle large databases for use or storage, large bandwidth, and reliability. When mainframe operating system was first created, they did not have any input devices (keyboard, nor mouse). Their input was through cards with holes punched into them; the holes being poke were the sign of data being entered. After that, the operating system read the cards and then transfers them into binary (1s0s), so it could be understood by compu ters. The most popular mainframe operating system was the OS/360. It was created at the end of 1965 by International Business Machines (IBM); its goal was to compute various lines of hardware. IBM wants to merge these separate lines into one product and developed a new way of thinking about the commonalities amongst processes they were previously thought to irreconcilable (Lunny). Examples of mainframe operating systems were: z/OS, z/VM, z/VSE, Linux for System z, z/TPF. z/OS was designed to offer security, constant, and availability for applications running on the mainframe. z/OS gets work done by dividing it into pieces and giving portions of the job to various system components and subsystems that function interdependently (IBM). z/VM (Virtual Machine) runs different operating systems such z/OS, z/VSE, Linux for System, z/TPF in the virtual machines. Basically z/VM could run combination of guest systems. z/VSE (Virtual Storage Extend), known as DOS, ran routine production workloads consisting of multiple batch jobs and extensive, traditional transaction processing (IBM). Link for System z used ASCII characters and traditional count key data, and z/TPF (Transaction Processing Facility) was used by airline reservation systems and credit card companies for high transaction volume. Those were examples of mainframe operating systems (IBM). Examples of Operating System: UNIX Based on the mainframe operating systems, it led to many different types of operating systems. One example of an operating system would be UNIX. UNIX was created by one of the Bell Labs member, Kenneth Thompson in 1969. This was intended for programmers to access the computer at the same time and share its resources (Alcatel Lucent). UNIX controls the commands from the keyboard, and the data being generated. Also, it permits each user to believe he or she is the only person working on the computer (Alcatel Lucent). This operating system became so powerful that industries, governments, businesses, and so forth wanted this operating system. This idea became popular in the programming and scientific communities. Based on this superior operating system, its features were: Multitasking capability, multiuser capability, portability, UNIX programs, and Library of application software. One of the features, multitasking, allows a computer to do several things. For instance, this operating system allows a person to create a document while the other run spell check, and the other one editing a document. Another feature, multiuser, allows users to access the same document by compartmentalizing the document so that the changes of one user dont override the changes of another user (Alcatel Lucent). Portability is another feature that moves a brand of computer to another with a code of changes. This helps the operating system to be upgraded without the customer inputting the data. Library of application is another feature that can be purchased from third-party vendors, so they can use it (Alcatel Lucent). UNIX comes from several programs (at least 100 and more); they can be divided into two classes. The two classes are integral utilities and tools; Integral utilities are necessary for the operation of the computer, such as the command interpreter (Alcatel Lucent). Another class is the tools; it provides the person with additional capabilities, such as typesetting capabilities and e-mail (Alcatel Lucent). Basically, tools could be removed or added whether if the applications are required or not. That is the final feature of the Unix Program. UNIX communication came a long way before the development of the World Wide Web. It first allowed people to communicate with each by email at the same terminals. Then users at different machines were connected, so they could communicate too. As a result, they link around the world into the World Wide Web, so it made it easier for other users to communicate. The UNIX is organized at three levels; they are the kernel, the shell, and the tools and applications. The kernel, schedules tasks and manages storage (Alcatel Lucent) and are controlled by programmers command. Meaning they can tell the system to shut off or on. In the kernel level, it tells the computer to read the files, and then display the files on the screen. The shell connects and interprets users commands, calls programs from memory, and executes them (Alcatel Lucent) allowing the output of a program to become the input of another program. The tools and application offer additional functionality to the operating system (Alcatel Lucent). That is how UNIX is organized at those three levels. Example of Operating System: Windows Another example of an operating system is Microsoft Windows. Windows came a long way, and the features that people see today were not like that in the past. In 1975, Paul Allen and Bill Gates saw an article regarding about the MITS Altair 8800 (a microcomputer). They had a better idea and decided it was their time to do something about it. Based on that, they developed and formed Microsoft Corporation in 1975. On November 20, 1985, Microsoft launched Windows 1.0. This was the first display screen where you could use your mouse, type, and see the screen. According to Bill Gates, he said, It is unique software designed for the serious PC user (Windows Home Microsoft Windows). They also have icons, scroll bars, drop-down menus for people to understand, learn, and be able to use it. Some of the programs included are Notepad, Paint, MS-DOS file management, clock, etc; also they have a game called Reversi (Windows Home Microsoft Windows). Microsoft Windows 2.0 was released on December 9, 1987; this includes expanded memory and provided desktop icons. Having the graphics to be better improved, you could overlap windows, control the screen layout, and use keyboard shortcuts to speed up your work (Windows Home Microsoft Windows). Also, the taskbar was removed; the utilities and the program are still the same. Intel 286 was designed for Window 2.0. Overall, Windows continue to develop better speeds, usability, and reliability of the PC. In addition of this creation, Control Panel was born (Windows Home Microsoft Windows). During 1990 to 1994, Microsoft launched two more operating systems; they were Windows 3.0 and Windows NT. Window 3.0 was released on May 22, 1990 followed by Windows 3.1 in 1992. Windows 3.0 had better performance, advanced graphics with 16 colors, and improved icons (Windows Home Microsoft Windows). In addition, with the Intel 386, the programs ran a little bit faster. Print Manager, Program Manager, and File Manager started to appear in Windows 3.0; with this operating system rapidly growing, it released software development kit (SDK). This helped software developers focus on writing programs rather than writing device drivers. Games such as Hearts, Solitaire, and Minesweeper came along too. Another operating system that launched in 1990 to 1994 was Windows NT; it was released on July 27, 1993. This however, provided a 32-bit operating system generally for business platform, and Windows NT represents a fundamental change in the way that companies can address their business computi ng requirements (Windows Home Microsoft Windows). On August 24, 1995, Microsoft launched Windows 95. It sold about seven million copies by the end of the fifth week. With this creation, it led to the start menu, close, maximize, and minimize, and taskbar in Windows 95. This helped included Plug and Play capabilities that made it easy to install hardware and software (Windows Home Microsoft Windows). Based on this, Internet Explorer (the first version) was created; this was basically the new online world and people could email each other (Windows Home Microsoft Windows). In 1998 to 2000, Microsoft released Windows 98, Windows 2000, and Windows Me. Windows 98 was released on June 25, 1998; this operating system was described as an operating system that works better, play betters (Windows Home Microsoft Windows). You could find information much easier on your pc, and you could open or close programs much quicker. Another benefit was, you could read DVD discs, and have universal serial bus (USB) devices. One feature that came into appearance was the quick launch bar; this made it easier to run programs without browsing at your desktop, or the start menu. Windows 2000 came along during February 2000; this improved reliability, ease of use, Internet compatibility, and support for mobile computing (Windows Home Microsoft Windows). Also, it provided variety of new plug and play hardware, wireless products, USB devices, etc. Windows Me was released on September 2000; this provided video, music, and home networking entertainment for home users. Based on thi s, System Restore was appeared for the first time. This makes your PC go back in time if you accidently install a program that affects your computer (Windows Home Microsoft Windows). On October 25, 2001, Window XP was released with better features, usability, and security, reliability, and performance. This help cooperate the use and emphasis of Help and Support; it is when you need help on one particular program. This operating system helped citizens understand viruses and mistrustful attachments that could damage your computer. Windows Media player became better in style, and the way it looks. In addition, it led to wireless connectivity, Windows Messenger, Remote Assistance, and 64-bit Edition (Windows Home Microsoft Windows). In 2006, Windows Vista was released; this provides the best security system you get, so you dont have to buy too much protection on your computer. You could buy a simple security system, and you would be fine. One feature was the Window Media Center; that was for entertainment. If you have TV Tuner, you could watch, pause, and record live TV. Another feature was the taskbar; they remade the Taskbar to look better and different from previous operating systems. Lastly, the network section became user friendly, so people could easily connect to any network that was unprotected, or their network. On October, 2009 Microsoft released Window 7; this feature was similar to Window Vista, yet it has more advantages. The main feature that Window 7 has is the Touch feature. This feature enabled you to touch the screen like the web browser and so forth if you have a touch screen computer. By 2010 during the fall, Windows 7 is selling seven copies a second-the fastest selling operating system in history (Windows Home Microsoft Windows). Examples of Operating System: MacOS MacOS is another example of Operating System. It is part of Apple and was created by Steve Jobs. The first version of MacOs was released in 1984; it was user friendly because you did not need to use the right click button on the mouse. Also, it did not have command line interface. After that, it released System 3.0, which could not tell the difference between lowercase and uppercase letters to System 5.0, which ran multiple programs at the same time. Four years later in 1988, System 6.0 came along; this could organize hard disks up to two GBs (gigabyte). This had multitasking capability and it provided word processes programs like WriteNow, MacWrite II, and Microsoft Word 4.0 (Operating System Reviews (History, Facts, Versions and Screenshots)). In May 1991, System 7 was released, and virtual memory was allowed to be used. This also helped display colors and incorporated a help section (the balloon), so the user did not have trouble using the interface. Based on this, System 7.5 appeared in 1994 with slightly better features. Some of the feature and benefits were bug fixes and storage drives could store use up to four GBs. In early 1997, they changed the name from System to MacOS 7.6. Performance improved a lot in the memory management and virtual memory. QuickTime Version 2.5, a pure image quality, was featured in this operating system. MacOS 8 was released on July 1997 and MacOS 9 on October 23, 1999. This lead to three different versions; they were: MacOS 8.1, MacOS 8.5, and MacOS 8.6 versions. In MacOS 8.1, information could be stored efficiently, and the system could handle up to two billion files! In MacOS 8.5, the speed became much better and the graphic display was fast by QuickDraw routines. Also, copying files speed was much faster than before. In 8.5, you had these kinds of applications: Finder 8.5 QuickTime Pro 3, Open Transport 2, Internet Explorer 4.01, Outlook Express 4.01, Netscape Navigator 4.0.5, Mac OS Runtime for Java 2.0 and File Exchange 3 (Operating System Reviews (History, Facts, Versions and Screenshots)). In MacOS 8.6, it improved the performance and supported the PowerPC G4 processor giving it the ability to multitask with the new features. In MacOS 9, they had 50 additional features, and This includes support for multiple users with password and access management for files and settings (Op erating System Reviews (History, Facts, Versions and Screenshots)). Your login could be use by voice, and the files could be encrypted for security. The final Operating System for Mac so far, but has different versions was MacOS X. The first version, 10.0 was released on March 2001; this help made the display look better and not as dull as before. Their icons were place in a docket at the bottom of the screen. Then, version MacOS X 10.1 was released; with this, The surface reacts quicker at user interaction, the system start was accelerated and the OpenGL performance increased noticeable (Operating System Reviews (History, Facts, Versions and Screenshots)). Mac OS X 10.3 began to have Graphic User Interface in metallic scheme and the finder (optimized). Mac OS X 10.4 had 200 features including Safari 2.0 (web browser). MacOS X 10.5 offered the user an enhanced user interface with virtual desktops, a fast file preview and Dock with 3D effect (Operating System Reviews (History, Facts, Versions and Screenshots)). MacOS X 10.6 (currently used today) improved performance, speed, and stability. It could support up to 16 TByte memory, i t is optimized for multi core processors, and is a pure 64-bit operating system. With the technology OpenCL graphics processor can speed up in specific applications calculations (Operating System Reviews (History, Facts, Versions and Screenshots)). Which Operating System do People use (Jobs, etc.)? Which one is recommended for you? Those are the examples of the operating system, so which operating system would companies, businesses, and governments, individuals, or schools would use. Companies, businesses, and governments like to use Microsoft Windows especially Windows XP because they used it for over five years. Also, they did want not upgrade to Vista because the security features it had would slow down the computer. Overall, they like to use Windows XP because they are simple and easy to use. Also, some companies, businesses, and governments would use UNIX if you a programmer or a computer scientist. For school, they like to stay up-to-date, so they would used Windows 7. For individuals, it is up to them what they want to use. If you are the kind of person who likes to play games, watch movies, and TV then you should consider Microsoft Windows. If you are a creative person meaning like to edit music, film, and design fields, then you should consider the MacOS. Overall, many people in the world uses differen t kinds of Operating System. Future of Operating System The future of Operating system would be quite interesting because since many people rely on technology, how would the future be like? One blog that was interesting was by Rafe Blandford. One fascinating thing he said that Social networking could possibility break out and become its own operating system. Operating systems will become more social as they marry context awareness, the Internet and your social connections. The information broadcast and received by your mobile device will be critical in connecting people in new and more immediate new ways (Blandford). The thing is we do not how the future is going to be, so you never know what it is going to be in the future (Blandford). Conclusion In conclusion, operating system is the one that lead to many different kinds of Operating System today such as UNIX, Microsoft Windows, and MacOs. Without it, then people have difficulties doing their errands. The main credit for doing all these is the mainframe operating system. Basically just one simple thing can lead to multiple things. UNIX is designed for Programmers and the screen is blank. Programmers have to input coding, so they could see the end result (the output). Microsoft Windows started from Windows 1.0 and eventually leading to Window 7 (Current as of now), and MacOS started from Systems 1.0 and working its way up to MacOs X 10.6 (Current as of now). The main idea is to show people that without operating systems, our life would not be the same and will be miserable. This is what helps make our life easier and not complicated. Work Cited Sources Blandford, Rafe. The future of the operating system. Nokia Conversation: The Official Nokia Blog. N.p., Apr 2010. Web. 9 Mar 2011. . Lunny, Casey. Operating Systems. N.p., 2003. Web. 9 Mar 2011. . Oak, Manali. Different Types of Operating Systems. Buzzle Web Portal: Intelligent Life on the Web. N.p., 2011. Web. 9 Mar 2011. . A History of Windows Microsoft Windows. Windows Home Microsoft Windows. Microsoft Corporation, 2011. Web. 9 Mar 2011. . Examples of Operating Systems. Calvin College Minds In The Making. Web. 08 Mar. 2011. . History of Operating Systems. History of Computer, Computer History Tracing the History of the Computer. Web. 08 Mar. 2011. . Mac OS Operating System. Operating System Reviews (History, Facts, Versions and Screenshots). N.p., n.d. Web. 9 Mar 2011. . The Creation of the UNIX Operating System: An Overview of the UNIX* Operating System.. Alcatel Lucent. Lucent Technologies, 2002. Web. 9 Mar 2011. . The History and Future of Microsoft Operating Systems: Windows ME. The Professional Resume of Joseph J. Hodsdon. 13 May 2008. Web. 08 Mar. 2011. . What Is a Mainframe Operating System?. WiseGEEK: Clear Answers for Common Questions. . N.p., n.d. Web. 9 Mar 2011. What is operating system? A Word Definition From the Webopedia Computer Dictionary. Webopedia: Online Computer Dictionary for Computer and Internet Terms and Definitions. . N.p., 2011. Web. 9 Mar 2011. . Which is Right for You? PC vs Mac. AOL. AOL Inc, 06 Aug 2009. Web. 9 Mar 2011. . z/OS basic skills information center. IBM. IBM Corporation, 2008. Web. 9 Mar 2011. .

Different Perceptions of Beauty in Nature Essay -- Transcendentalism P

Different Perceptions of Beauty in Nature Ralph Waldo Emerson derived his philosophy of transcendentalism from ideas of Plato. According to Emerson, one has to have a very sensual relationship with beauty and nature in order to reach this transcendence. However, Emerson’s outlook on beauty as written in Nature is very different from what Plato wrote in The Republic. Interestingly, these differences will result in different methods for attaining the same state of transcendence. I believe, however, that Emerson’s method best describes how the soul transcends. The act of recalling beauty in its true and perfect form, Beauty, will lead to transcendence and the recovery of the soul. To Plato, transcendence comes not from experiencing anything in the material world as Emerson says, but â€Å"only the study of unseen reality can draw the soul upward† (223). Ultimate, true Beauty is the soul in its purest, transcended form: The soul must be seen as it truly is. It must not be distorted as we find it when it is hinged to the body and its miseries. The light of reason must enable us to discover the soul in its pure form, where its beauty is far more radiant (302). According to Plato, this perfect form of Beauty can be found by examining one’s soul using reason and wisdom. It can only be found by looking within and examining that which is not part of the physical world and cannot be seen. Emerson on the other hand believes that the way to transcend the soul is to go forth into nature and experience its beauty in all the senses. He believes nature’s beauty will allow man to find wisdom and to be closer to God. He writes, â€Å"in the woods, we return to reason and faith. There I feel that nothing can befall me in life—no d... ...ight in his way of looking at the world and nature. Plato says that transcendence cannot occur by looking at the things in nature because they are merely imitations of the form of Beauty and will not recall the real thing. But Emerson says this recall is possible because God, the Good, has created this beauty. In doing so, Emerson demolishes the world of appearances and extends the divided line, naming the natural, visible world as the world of reality. Hence going out into nature will allow one to know God and true Beauty, resulting in transcendence and contradicting what Plato said in The Republic. Works Cited Emerson, Ralph Waldo. â€Å"Nature.† The Selected Writings of Ralph Waldo Emerson. Ed. Brooks Atkinson. New York: Modern Library, 1992. Plato. The Republic. Trans. Richard W. Sterling and William C. Scott. New York: W.W. Norton, 1985.

Infinite Person Essay

I think that people like Mother Teresa to me is a perfect example of a infinite person.She give us all a new meaning to life. She truly proved that one person can really make a difference in the lives of millions. Mother Teresa set examples for future generations to continue her work.This shows how much of an impact she truly had. She made a difference, not by helping everyone, but by making people stop and realize how they could do the same. It should be instilled in our minds that we have a duty to help and serve others. If we as a hole took the examples of Mother Teresa and followed them our society would be a much better place. She went to countries with no medical care, no food, no drinking water, and never mind other necessities. Mother Teresa used her power of love from God to help those in desperate need. Mother Teresa didn’t get paid for anything she did nor would she except money from organizations or donations. It was not like Mother Teresa had an overwhelming amount of money but she was simply a person who devoted her entire life to serving others and helping those in need. Many people may not have noticed it, but all Mother Teresa had to do was touch a person and that was almost enough. She helped thousands of people in poor countries with ailing diseases, but most importantly see touched the souls of common men. She made even the rich and selfish take a deep look into their lives, which brought out the best in everyone.

Film Paper essays

Film Paper essays Film Paper A Stranger Among Us In the movie A Stranger Among Us there are several characters that have their lives impacted by the events in the film. One such character is Ariel. Meeting Emily Eden, the murder of his best friend, and finding out who actually had a hand in the murder all has a profound impact upon Ariel. After Ariels best friend is reported missing, the NYPD sends detective Eden to the community to help and find out why he is missing and where he is. When they first meet, their worlds collide. To Ariel, I think he is very intrigued in the way she acts, because he has never met anyone like her within his community. His Hassidic upbringing does not allow him to be alone with a woman. So when he is alone talking to her he feels uncomfortable, which wares off during the course of the film. He is confused on the types of questions that she asks about his friend, like that he is a thief. After they find his friend dead, she moves in with his family in order to find out whom the killer is, probably making him a little uncomfortable. Ariel and his sister help in integrating Emily into the community, which helps him to understand her a little better. Ariel helps Emily in introducing her to people to help her to more integrated. During one scene, where they are having a sort of banquet, you can see them kind of catching glances at one another, suggesting that he is starting to get more intrigued about her. Another scene finds them alone at night on the porch talking about him and his beliefs, as well as her and her job. She has no problem, at this time, confessing her feelings for him but he cannot bring himself to confess to her his feelings. After she supposedly catches two suspects, killing one, she finds herself out of the community. Later this leads him to come and meet with her, alone, at her apartment. Tells her that he is meeting his fiancee for the first time tonight, and he had to...

Let America Be America Again by Langston Hughes Essay Example

Let America Be America Again by Langston Hughes Essay Example Let America Be America Again by Langston Hughes Paper Let America Be America Again by Langston Hughes Paper â€Å"Let America Be America Again† by Langston Hughes His tone in the poem also contributes to the meaning. His tone seems almost confessional, like the poet is talking about his own experience in America. Hughes points out all the flaws in the ideas of equal opportunity and freedom in his poem. Then periodically he speaks to the reader outright with lines such as, O, yes, I say it plain, America never was America to me, And yet I swear this oath America will be! Speaking outright to the reader is very effective in communicating his ideas. These words really make the reader feel for the speaker and hear the idea that America has not been good to everyone equally. In fact, for some, America has never yet lived up to its reputation. Throughout the poem, Hughes uses rhetorical questions to cause the reader to pause and think. For example, The free? Who said free? (894 line 51) makes the reader question that exactly the free in this country are. With rhetorical questions, the reader is supposed to pause and think. But just as quickly, Hughes provides answers, Not me in an indirect method. He answers the question quickly for the reader. The most powerful aspect of the poem Let America Be America Again is the repeated use of anaphora. By using this repetition and parallel structure, Hughes gives the reader many ideas right in a row to think about. In the beginning of the poem the repeated phrase let it be tells the reader right away that America is not what it was supposed to be. In between, in parenthesis for emphasis, is the repeated idea of America never was America to me (893 line 5). And to answer the unspoken question of to whom America was unfair, Hughes uses the anaphora I am the.. and continues to list all of the people who were never able to reap the benefits of the American Dream. This he does in two different stanzas and in between these two stanzas is the repetition of of grab the in order to show that America has taken money and property from some in order to give it to others. Anaphora is used for emphasis, and Hughes uses it well to emphasize the idea of inequality. The poem Let America Be America Again by Langston Hughes is a powerful indictment of the idea of equal opportunity for all in America. He clearly shows the reader that there never was such an idea of equality for all through such rhetorical device as connotation, rhetorical questions, and anaphora. He emphasizes all the people who have not had access to the American Dream and gives each group of people a voice in this poem. However, Hughes ends this poem on a note that is truly American-the idea of hope. He hopes that America can be all the things it was supposed to be for all. He is not about to give up on the idea of the American Dream, and he wants America to be better. Work Cited Hughes, Langston. â€Å"Let America Be America Again. † Literature: An Introduction to Reading and Writing. Ed. Edgar V. Roberts and Henry E. Jacobs. 8th ed. Upper Saddle River: Prentice Hall, 2008. 893-895.

Nora and Helmer Essay Example

Nora and Helmer Essay Example Nora and Helmer Essay Nora and Helmer Essay The relationship between Helmer and Nora strikes modern readers as intolerable.   Helmer assumes a position of superiority in the marriage which takes for granted his wife’s role as decorative accompaniment to the man of action and achievement.   At the end of the play Nora declares that she is not just a wife and mother. â€Å"I believe that before all else I am a human being, just as you are† (77).   Until the events of the play Nora has accepted her role as flighty, unserious, trivial, â€Å"charming† consort, though Ibsen shows from very early on that this is not the whole truth about her.   Her actions have been motivated largely by a desire to protect her husband from the consequences of his own arrogant folly.   It is a moment of great irony when Helmer says â€Å"I’ve forgiven you† (73), since her actions have been entirely self-sacrificing, and designed to save him, physically and mentally.   In her enlightened state she finds i t impossible to forgive him. Helmer’s attitudes are partly characteristic of his time, but it is clear that he has personal weaknesses that make his behavior more infuriating.   He calls Nora his â€Å"little lark† (3), â€Å"my little squirrel† (4) and other such patronizing endearments.   He also sees her as considerably less than a mature adult in her handling of the world.   She is â€Å"my little spendthrift† and â€Å"my little featherbrain† (4).   Money â€Å"just slips through your fingers† (6), though he is of course unaware of why she needs money.   His fussy attitude to debt, which he declares as a sort of gospel law to her, is the cause of the whole Krogstad crisis.   She can never tell him where the money came from – the money that saved his life – because â€Å"it would hurt his self-respect–wound his pride†¦ Our whole marriage would be wrecked by it† (16).   His pompous arrogance and priggishness force Nora to spin an elaborate fabric of concealment, and lead eventually to her realization of the truth.   Similarly his declaration that â€Å"Almost all cases of early delinquency can be traced to dishonest mothers† (32) terrifies her, but also reveals the central contempt he has for women generally, and therefore, though he would not admit it, for Nora herself.   Her only device to influence him seems to be her acceptance of the demeaning role he has designed for her.   If he will agree to reinstate Krogstad â€Å"Your squirrel would skip about and play all sorts of pretty tricks† (40).   He will not do it because he fears people would laugh at him for being influenced by his wife.   He is â€Å"entirely unimpeachable† (41) in contrast to her father, and anyway, Krogstad would address him by his Christian name, at which Nora’s mask comes off inadvertently and she says â€Å"But–it’s all so petty† (41), a disastrous thing to say to so egocentric a man. His behavior in Act 3 reveals all the truth of his deepest assumptions about her and their relationship.   When she tells him he is always right she is â€Å"my sweet, sensible little lark† (65).   His conception of their marriage is that she is a property: â€Å"Why shouldn’t I look at my own dearest treasure? – at all this loveliness that is mine† (65).   His passion for his â€Å"young bride† (66) is misplaced, as he disregards her mood.   How can she not want him at the moment, â€Å"Aren’t I your husband –?† (66)?   All the assumptions of power are in his words, and a disregard for her human individuality.   His romantic dream of saving her from danger seems stupid in the circumstances, and leads to his horrific change of tone when he reads Krogstad’s letter.   Now she is â€Å"a hypocrite, a liar† (71).   She has inherited her father’s lack of principle.   He urges her, with supreme i rony, to â€Å"stop all this play-acting† (71).   She will no longer be allowed to bring up the children, though the pretence of normal married life will be maintained for the sake of appearances.   Then his response to the second letter is sickening:   â€Å"Nora, I’m saved! I’m saved!† (72), his thoughts concentrated, as they always have been in fact, entirely on himself.   Then he can go back to the role of protecting knight, he thinks. â€Å"There’s something very endearing about a woman’s helplessness† (73).   But by now Nora has seen the truth, and the cataclysmic but liberating end is in sight. Nora has accepted her position without serious question until this final crisis, again as a result of social convention.   The marriage relationship has required her to be a child, and that is what she has done.   She never rebels at Helmer’s patronizing descriptions of her, choosing to see them only as affectionate, and indeed living her life in an immature fashion.   She is always laughing gaily, childishly eating macaroons and sweets in secret: â€Å"(Wags a threatening finger at her): Has my little sweet-tooth been breaking rules today?† (7). She is happy to let him think that her desire for money is a result of her irresponsibility.   â€Å"Oh! How lovely it all is† (8), she cries of her life in general.   With Mrs Linde she is terribly insensitive in the way children are.   She tells this aging, childless widow that â€Å"I want you to tell me all about yourself† but immediately goes on to burst out naively that with Helmer’s new j ob, â€Å"I’m so happy and excited! Won’t it be wonderful to have lots and lots of money, and nothing to worry about† (10).   But when Mrs Linde says â€Å"You’re just a child, Nora† (13), it begins to become clear that there is far more to her.   The money was borrowed to save Helmer’s life, and indeed all the ramifications of her actions stem from the necessity to prevent him from knowing how she got the money, to protect his foolish male arrogance, in fact.   Money can be raised by a wife in this patriarchal world â€Å"if a wife has a good head on her shoulders† (15), and this is exactly what she has.   Now we can see why she asks him for money, though she does not disturb his conception of her as irresponsible.   Her whole life is play-acting, but the role she plays is the one designed for her by him, and by the society for which he speaks, and so deeply ingrained that she is largely unaware of it herself. The rebellion is not yet here though.   She plays happily with the children, characteristically taking on the role of a child herself.   Everything will be all right because â€Å"after all – I only did it for love’s sake† (30) and to please Torvald.   She takes his warning about the corrupting effect of the mother seriously and plans to leave her children, seeing herself alone as guilty.   She continues to play the â€Å"squirrel†, only once laughing at his pettiness, where surely her genuine intelligence comes to the surface.   She will sacrifice herself, even, to save Helmer’s â€Å"honor†, and dances for him, desperately clinging to the myth that â€Å"we’re having such fun† (56).   Mrs Linde urges her to â€Å"tell your husband everything† (63), but Nora knows him well enough to realize that this is not an available option.   Her hope is that â€Å"the wonderful thing† (57) will happen, that Helm er will indeed act as the all-wise protector he has always claimed to be, but even as she says this she is calculating how many hours she has left to live.   She is always too intelligent to believe her own fantasies. Only she can understand Rank’s tragic plight, and her â€Å"Sleep well, Doctor Rank† (69) is moving and compassionate.   Then comes the crisis of the letter and all her buried intelligence comes to the surface and her life is transformed from fantasy to reality.   She is quiet through all his attacks and then â€Å"forgiveness† because â€Å"I think I’m beginning to understand for the first time† (71).   They have never had â€Å"a serious talk† (75) before, and his failure to understand what she means is a measure of the gap between them.   With calm fluency she tells him the complete, unflinching truth as it now appears to her intelligence.   â€Å"You never loved me.   You just thought it was fun to be in love with me† (75).   Movement from her father’s house to her husband’s was simply replacing one nursery with another.   She was never happy, â€Å"only merry† (76), a quite different thing.   Now she must start her education in the world.   He can make nothing of her words, perhaps because they challenge so radically everything he assumes to be true, and he is the most conventional of men, who married, it now emerges, the most original of women. He says she is ill, but in fact â€Å"I’ve never felt so sure – so clear headed – as I do tonight† (78).   She cannot spend the night in a strange man’s house, and the heavy front door slams behind her. It is hardly surprising that A Doll’s House caused a commotion when first performed in 1880.   It still has a power to shock as well as to move audiences.   The view of marriage it contains undoubtedly helped to change the world, and the profound understanding of Nora’s experience provoked thought and reflection in all who saw it.   It is one of the documents of the modern world.

Neonatal Necrotizing Enterocolitis Assignment Example | Topics and Well Written Essays - 750 words

Neonatal Necrotizing Enterocolitis - Assignment Example The initial search was done in PubMed using the MeSH terms "necrotizing enterocolitis" "preterm" "breastfeeds" "formula feeds". The limits set for the search was "English language article only" because of lack of understanding of the reviewer of other languages. The search yielded 12 results. After this, google scholar was used for the search. The key terms used for the search were "necrotizing enterocolitis" "very low birth weight infants" "preterm" "breastfeeds" "formula feeds." The search yielded 130 articles. Abstracts from the articles in the first 2 pages of the search were reviewed for selection of pertinent and useful articles. Further on, CINAHL database also was used for the search. Search in this database was pursued after logging in and using the search terms "necrotizing enterocolitis" "very low birth weight infants" "preterm" "breastfeeds" "formula feeds". It was found that the articles found in Google Scholar and CINAHL database were there in PubMed too. From these dat abases, 3 articles were selected to answer the PICO question and facilitate evidence-based practice. The gold standard for any evidence-based practice is randomized controlled trials which when performed with optimized research designs that can answer pertinent questions. However, meta-analysis and a systematic review have topped the hierarchy list and when present, they are preferred to randomized controlled trials (Evans, 2003). According to the Cochrane database, in preterm infants with low birth weight, formula milk is associated with higher risk for NEC when compared to donor breast milk. Such an inference was based on the exhaustive meta-analysis conducted by Quiley, Henderson, Anthony et al (2007) in which the researchers reviewed randomized controlled trials pertaining to this topic. It was found that formula-fed infants had a statistically higher incidence of NNEC (2.5, 95% confidence interval 1.2, 5.1); when compared to breast milk-fed group (33, 95% confidence interval 17, 100).  Ã‚  

Interactive White Board Use and Its impact on Student Achievement in Dissertation

Interactive White Board Use and Its impact on Student Achievement in Middle School Mathematics - Dissertation Example Some of the advantages of this learning are that it creates a way for students to have positive social learning, has an impact on children’s behavior, and they are able â€Å"to perform miracles† (Northcote et al., 2010, p. 496). IWBs have been accepted for use in a variety of settings and in particular the elementary school. This literature review will discuss the implications of its use around various areas including mathematics and other subjects. Overview of Interactive Whiteboards The interactive whiteboard is a piece of hardware that looks like the regular whiteboards. The difference is that they can be connected to a computer and to a projector so that the teacher can have a more powerful tool to use in the classroom. The whiteboard is unique because the teacher can point to objects on the whiteboard(or use a special pen) instead of using a mouse to control what she is teaching (Pearson Longman, 2011). Anything that is on the computer can also be accessed and dis played on the whiteboard. Software comes with the IWB that can be used to interact with images and text, which means it can be rearranged or the size and color can be changed. There is a volume of literature on the benefits of using these IWBs in the classroom. ... In addition, the IWB also provides a way for teachers to use a flexible process of teaching that can reach all learning styles, provides additional teaching time because using the computer is faster than other methods of teaching, they provide focus for the children and they encourage student participation in the classroom (Koenraad, 2008). According to Hall and Higgins (2005) IWBs represent â€Å"a conglomeration of all previous educational technologies, replacing traditional chalk or whiteboards, televisions, videos, overhead projectors, and personal computers† (p. ) Hall and Higgins also state that IWBs can be sued in the classroom to display video clips, create flip charts, provide handwriting practice and each process can be edited. Beeland (2002) states that â€Å"the touch sensitive board allows users to interact directly with applications without having to be physically at the computer which is projecting the image onto the board† (p. ). These researchers state the advantages of using IWBs and how important they are to the classroom. Levels and States of IWB Use: Pedagogical Issues Technology continues to be a challenge for some teachers because and there is no exception to this in the use if IWBs. Sherry and Gibson (2002) suggest that there are several stages to technology development in a school: Infusion, integration and transformation. In the infusion stage, everyone is excited about these tools and what they can bring to the classroom. The integration stage will gain momentum when teachers actually begin to use the IWB as a learning tool and realize that it is not an isolated piece of software, but that it can be used with the computer and a projector to make their work easier. The

Comparison Of Hinduism & Buddhism Essay Example | Topics and Well Written Essays - 750 words

Comparison Of Hinduism & Buddhism - Essay Example Hinduism and Buddhism share a relationship somewhat comparable with the connection between Christianity and Judaism. The Buddha’s parents and family were Hindu but Buddhists argue that Buddhism is not a derivative of Hinduism nor associated with it. Buddhism has, however, gained wide acceptance in India because it is a less traditional and dogmatic religion. Though these two distinct religions have millions of followers worldwide, their history, beliefs and practices are still largely unknown to western societies. This discussion will provide a brief overview of the ancient religions Hinduism and Buddhism and examine the similarities and differences between the two. Though the precepts of Hinduism and Buddhism are fundamentally unrelated each influences the other in various ways. The Buddhist concept of empathy toward all living things was exacted from Hindu teachings and Buddhists greatly influenced the development and growth of art in India. Buddhism also introduced meditation techniques to Indian Hindus who have since become better known for using meditation to attain higher levels of consciousness (Jayaram, 2007). The ‘religion of India,’ literally translated as ‘Hinduism,’ though tied by definition and by its predominance in the country of India is practiced in many regions of the world. Hinduism originated at least 3500 years ago from prophets who divulged their secrets to followers. It has no single founder.

An Analysis of the Influence Wielded by Religion and Politics among Research Paper

An Analysis of the Influence Wielded by Religion and Politics among the American People in Contemporary Times - Research Paper Example Likewise, the government is not formally attached to any religious grouping. This paper aims to assess the influence exerted by both religion and politics among the American People in this modern era. Likewise, it seeks to determine if indeed they should be put together or separated and how the citizens of the country feel about this choice and what will be the long-term effects of the separation or combination of the two blocs. Religion is considered a universal component of human life. Religion makes it easier for people to communicate with each other and with God. In the words of Natambu, â€Å"People are often ready to die for their religion, and many thousands have done so. Many others sacrifice their fame, power, wealth, property and time for the sake of religion. Religion must have a great value for people otherwise nobody would die for it or give so much for its sake. People make sacrifices and offerings of the best they have for the sake of religion.† (2002)... The ritual shines on both of them from a place beyond their ordinary experience and includes them in a community whose home is in some way not of this world. And in the Christian case the ritual records a primeval sacrifice, born of love.† (2009) For majority of Americans, they are used to and more comfortable with church leaders articulating their opinions and beliefs regarding social and political matters and concerns. Churches, synagogues and other religious institutions are widely perceived as positive forces in addressing the problems of society. Nonetheless, a bigger number of voters still claim they are uncomfortable with priests or pastors advocating their political views from the pulpit. Conversely, at least 75% of voters think that while it is vital for the President to have religious faith, there is prevalent discomfort over politicians who speak publicly about their religious affiliations, sentiments and actions (2000). Wald states that â€Å"religion is more impor tant in American polity than most people realize, but in different ways than they imagine. Is religion good for politics?† (2003, p. 14). Wald offers the thought of Richard J. Neuhaus that religion is a community and an institution needed to stand in judgment of a state moving toward totalitarianism. The other fundamental issue is whether religion imports and sustains values such as human rights and freedom in politics. Notwithstanding all these discussion, debates, disagreements and concurrences, politics seem to get in the way of religion and vice versa in the present-day American setting. Even, if religious leaders of different Christian sects and leaders of government and members of Congress and Senate make repeated claims that there is no conflict between the two and they operate

Personal Savings and Insurance Essay Example | Topics and Well Written Essays - 1250 words

Personal Savings and Insurance - Essay Example at the very primitive reason behind an individual’s or a family’s savings is financial security which guarantees safety for the basic necessities for living. There is also a need of financial security for unexpected emergencies, illness or unemployment. This trend of saving for safety needs is very evident in families with income which is neither very large nor very small. Families with large income do not need to save for safety needs and families with small income do not have any extra sums to save for safety needs. Individuals with smaller families prefer to save money for improving their lifestyles and like to spend on luxury items like vacation trips, nicer car and purchasing property. This trend is observed in people having no children. These luxury items tend to change the lifestyle of the individuals as a whole and give a substantial return to the individuals for their savings according to their perspective. This tendency is present in all individuals but is mostly observed in family heads with larger incomes. Such individuals give priority to saving money for their relationships and consider saving for children’s education, gifts for relatives etc their responsibility. When the individuals have fulfilled all the basic and primitive needs of their life, they move forward towards the higher objectives and for the fulfillment of those higher objectives they require savings. This trend is observed in older people with comparatively larger incomes who want to spend their money in charity and some of them also want to set up businesses of their own. The tendency is to achieve the goals which they set up for themselves at earlier ages of their lives. 6. The improving economic conditions nationally and internationally and recovery from recession is encouraging people to spend more and save a smaller proportion of the income because the economy is doing very well and they can rely on their spending and previous investments for financials security. 8.

Marketing principles Essay Example | Topics and Well Written Essays - 2000 words

Marketing principles - Essay Example Nike's core business is in the research design and marketing on a global scale of shoes, equipment, apparel and related services, with a special focus on athletic apparel as well as athletic footwear. Present in more than 190 nations around the world, Nike utilizes a variety of distribution channels, including the Internet, Nike-owned stores, and retailers, even as the Nike stores are either owned by the company directly or are franchised to others. Aside from athletic gear, Nike is also present in the segment of recreational wear, and there is an overlap in the categories as they pertain to the sale of specialized sports and leisure apparel for different sports, including cricket, American football, wrestling, baseball, lacrosse, walking, golf, activities in the outdoors, volleyball and tennis. It is heavily present too in the major team sports globally, including football,.soccer and basketball. The seven categories around which the Nike business are organized, meanwhile, are as fo llows: Action Sports, Basketball, Nike Sportswear, Soccer, Running, Women's Training and Men's Training. The company has a line of products for children, and its product lines also include other accessories as well as bags. It's IHM subsidiary is a direct to customer distribution channel, and it is via this channel that Nike is able to tap into a network of non-affiliated entities to produce and market goods under the Nike name, including devices, apparel, and software applications together with all sorts of other equipment. The company owns Converse as a wholly-owned subsidiary, through which the company manufactures and markets products under certain key brands, including Chuck Taylor and Jack Purcell. The company also owns the Hurley International, through which it markets apparel as well as accessories for young people and for those engaged in action sports activities. On the other hand, it has disposed of its Cole Haan and Umbro brand, the latter a marketer of soccer-related ap parel, accessories and general merchandise (Google; Reuters). There is no better way to gauge the performance of the company and the overall success of its marketing strategies than to look at how the share price of Nike has fared historically. Looking at the financial performance of the firm in this respect, one sees that the company has done well crafting and executing on its marketing strategies and marketing mixes. The chart below shows that Nike's stock has done well over the past ten years, indicating such success. The stock price chart shows that the company's shares have consistently been on an upward trajectory by way of stock price trends, and generally doubling over the past three to four years on the back of a successful overall business strategy and marketing strategy(Google) : Graph Source: Google II. The 4 Marketing P's as they Apply to Nike The above discussion points us to the various brands, product lines, and product categories or segments where Nike has chosen to compete, and it is clear that the focus on athletic apparel and athletic wear in general is a major company focus that has contributed to much of its success.

An Analysis of the Influence Wielded by Religion and Politics among Research Paper

An Analysis of the Influence Wielded by Religion and Politics among the American People in Contemporary Times - Research Paper Example Likewise, the government is not formally attached to any religious grouping. This paper aims to assess the influence exerted by both religion and politics among the American People in this modern era. Likewise, it seeks to determine if indeed they should be put together or separated and how the citizens of the country feel about this choice and what will be the long-term effects of the separation or combination of the two blocs. Religion is considered a universal component of human life. Religion makes it easier for people to communicate with each other and with God. In the words of Natambu, â€Å"People are often ready to die for their religion, and many thousands have done so. Many others sacrifice their fame, power, wealth, property and time for the sake of religion. Religion must have a great value for people otherwise nobody would die for it or give so much for its sake. People make sacrifices and offerings of the best they have for the sake of religion.† (2002)... The ritual shines on both of them from a place beyond their ordinary experience and includes them in a community whose home is in some way not of this world. And in the Christian case the ritual records a primeval sacrifice, born of love.† (2009) For majority of Americans, they are used to and more comfortable with church leaders articulating their opinions and beliefs regarding social and political matters and concerns. Churches, synagogues and other religious institutions are widely perceived as positive forces in addressing the problems of society. Nonetheless, a bigger number of voters still claim they are uncomfortable with priests or pastors advocating their political views from the pulpit. Conversely, at least 75% of voters think that while it is vital for the President to have religious faith, there is prevalent discomfort over politicians who speak publicly about their religious affiliations, sentiments and actions (2000). Wald states that â€Å"religion is more impor tant in American polity than most people realize, but in different ways than they imagine. Is religion good for politics?† (2003, p. 14). Wald offers the thought of Richard J. Neuhaus that religion is a community and an institution needed to stand in judgment of a state moving toward totalitarianism. The other fundamental issue is whether religion imports and sustains values such as human rights and freedom in politics. Notwithstanding all these discussion, debates, disagreements and concurrences, politics seem to get in the way of religion and vice versa in the present-day American setting. Even, if religious leaders of different Christian sects and leaders of government and members of Congress and Senate make repeated claims that there is no conflict between the two and they operate

Marketing principles Essay Example | Topics and Well Written Essays - 2000 words

Marketing principles - Essay Example Nike's core business is in the research design and marketing on a global scale of shoes, equipment, apparel and related services, with a special focus on athletic apparel as well as athletic footwear. Present in more than 190 nations around the world, Nike utilizes a variety of distribution channels, including the Internet, Nike-owned stores, and retailers, even as the Nike stores are either owned by the company directly or are franchised to others. Aside from athletic gear, Nike is also present in the segment of recreational wear, and there is an overlap in the categories as they pertain to the sale of specialized sports and leisure apparel for different sports, including cricket, American football, wrestling, baseball, lacrosse, walking, golf, activities in the outdoors, volleyball and tennis. It is heavily present too in the major team sports globally, including football,.soccer and basketball. The seven categories around which the Nike business are organized, meanwhile, are as fo llows: Action Sports, Basketball, Nike Sportswear, Soccer, Running, Women's Training and Men's Training. The company has a line of products for children, and its product lines also include other accessories as well as bags. It's IHM subsidiary is a direct to customer distribution channel, and it is via this channel that Nike is able to tap into a network of non-affiliated entities to produce and market goods under the Nike name, including devices, apparel, and software applications together with all sorts of other equipment. The company owns Converse as a wholly-owned subsidiary, through which the company manufactures and markets products under certain key brands, including Chuck Taylor and Jack Purcell. The company also owns the Hurley International, through which it markets apparel as well as accessories for young people and for those engaged in action sports activities. On the other hand, it has disposed of its Cole Haan and Umbro brand, the latter a marketer of soccer-related ap parel, accessories and general merchandise (Google; Reuters). There is no better way to gauge the performance of the company and the overall success of its marketing strategies than to look at how the share price of Nike has fared historically. Looking at the financial performance of the firm in this respect, one sees that the company has done well crafting and executing on its marketing strategies and marketing mixes. The chart below shows that Nike's stock has done well over the past ten years, indicating such success. The stock price chart shows that the company's shares have consistently been on an upward trajectory by way of stock price trends, and generally doubling over the past three to four years on the back of a successful overall business strategy and marketing strategy(Google) : Graph Source: Google II. The 4 Marketing P's as they Apply to Nike The above discussion points us to the various brands, product lines, and product categories or segments where Nike has chosen to compete, and it is clear that the focus on athletic apparel and athletic wear in general is a major company focus that has contributed to much of its success.

Jonathan Swift and Piers Paul Read Essay Example for Free

Jonathan Swift and Piers Paul Read Essay Cannibalism is the last taboo. In Alive and A Modest Proposal Jonathan Swift and Piers Paul Read approach the subject with completely different purposes in mind. What do you consider to be the purpose of each author, and say how he achieves this? A Modest Proposal is a scathing attack on the economic oppression of the Irish by the English. During Swifts lifetime tremendous suffering was caused by English practices in Ireland. However, it is incorrect to say that cannibalism is the theme of A Modest Proposal. Swift was a Protestant writer in Ireland at the time of The Great Potato Famine. The article is a clever satirical device to draw attention to the plight of the poor. He infiltrates the opposition, the rich Protestant landlords, in order to put their torturous ideas to ridicule. Swift attacks his own Protestant, English community by creating a narrator who considers himself a reasonable and compassionate character, but one who combines a repulsive anti-Catholic bigotry, with a modest proposal, that is, rather, a final solution: he, the narrator, advocates cannibalism as a means of countering Irish Catholic poverty abortion, and the high birth rate. The narrator, in a frighteningly rational and level-headed tone condemns the English for being inhumane, the Irish for being passive, the speaker for being morally blind, and the reader for accepting intolerable situations in the world around him; for this piece was accepted and believed by many, at the time. On the other hand, Piers Paul Read, in his biographical novel Alive, rather than indirectly giving answers to a problem, asks questions. He tells of the experiences of the survivors of an Andean plane crash in 1976, who, in the remoteness, and the harshness of their environment, the lack of a consumable source of food, and the quickening exhaustion of their own limited amounts of chocolate and wine, have no where to turn except, in their desperation, to eat the meat from their fellow, dead, company. They have only their planes wreckage as shelter, which has come down from 14,000 feet. Both literary pieces, although their purpose, style and audience are different, jolt the reader out of their complacency, and encourage them to think of things they thought werent necessary to be thought about! However, it is necessary to understand that the two texts have been written hundreds of years apart, and society, of course, has evolved. Swift has reached out across the religious and ethnic divide to champion the ignorant, impoverished Irish Catholics. The bigotry of Swifts narrative is so convincing and grotesque, that Swift himself is sometimes mistaken as his narrator, an anti-Catholic bigot! On the contrary, Swifts essay harshly attacks the Christian commitment of Irelands wealthy Protestant absentee landowners, and his unflattering cannibal is made in their image. P. P. Read meanwhile, attacks not the opposition, but gives a balanced and meaningful account of the plane crash and the tales that followed, and examines the human spirit to stay alive, and questions what is civilized and human. Yet, simultaneously, Read, almost in the opposite of Swift, advocates cannibalism. Read turns the views of cannibalism as a taboo on its head. Rather than associating it with savagery and being primitive and irrational, he questions logic, and seems to state that the ban is the primitive thing, that is not based on reason. In one paragraph alone, he writes, we grappled with emotions, and we did not think it wrong twice. While Swift attacks the Landlords by linking their greed to their devouring of the Irish Catholics, and satirizes cannibalism to the extent that it is no longer seen as ironic, only distasteful, Read, using a character Canessa, reasons cannibalism out. He talks of nourishment and energy, and of course, eventually wins his company. Their decision is based on logic and reason, and the ability to use these makes us civilized. Although I do not feel that Swifts narrators views are plausible, Read using a variety of effective techniques, convinces the reader. Swift shows how the English projected their own blame onto their victims- destitute Irish Catholics, that, Swift suggests, have been cannibalized by the rapacious greed of absentee landlords. Swift is hoping to shame them into being more compassionate. However, as what happened when I read it for the first time, because Swift and his narrator are so tightly intertwined, readers often emerge from their reading, confused, perhaps unable to take in the implausibility of his case.