Problems With Education Essays - Educational Psychology,

Problems With Education Problems with Education Education is a very important aspect of the lives of all people all over the world. What we learn, not just in the classroom, shapes who we are. We take our education everywhere we go. We use it when talking to our buddies about sports or music, we use it while solving a math problem, we use our education while debating with our family whether or not we should watch TV or got to the movies. Our education is the foundation of who we are, since every decision we make and every thought we think is dependent on what we know. Imagine how different the world would be if everyone craved learning to such a degree that at lunch tables all over the world the topic of conversation isn't who likes who, or how drunk someone got over the weekend, but it would be what books were read over the weekend, and what new ideas were thought of. This crave for learning would be an ideal but still suggests need for improvement with the current educational system. It seems that the problem with education is t hat somewhere along the lines the human race forgot (assuming they, at one point, understood how valuable information is) that learning is not just a mandatory process, but also an opportunity to transcend and open the gateway to a better understanding. One of the biggest problems with education is that it is poisoned in the way people view school. Some common phrases among students are that school is boring; school is work. Theses attitudes have a direct effect on the effort that students put into their studies. One will obviously work harder when they arent bored with the task. There is a difference between hearing and listening and if students approach school as something that they see as boring and stressful than that student will only be hearing what the professor is saying. They may show up to class but this does not mean that they are necessarily there to learn. If school were fun than students would enjoy learning and thus, would learn more since it would be an enjoyable activity. School is just like a sport or a book in that if the book is well written and enjoyable than there is more incentive to read it, just as someone will put more effort into a sport that is fun than a sport they dont enjoy. If school were fun, than st udents would strive to learn more. School is also a mandatory process. Students are somewhat forced into a relationship with education and just go through the motions because that is what they need or have to do, not what they choose to do. School is also coercive, disciplinary and taught by many unmotivated teachers, so school being mandatory is just icing on the cake. Teachers and the school system completely control the way things are run and leave little room for students to do things their way. Teachers control what they teach, how to teach, how to discipline, what is assigned, etc. Students need to have more of a say in the way things are run since they are the majority. More freedom in decisions would create a more comfortable environment and students would thus have an easier time learning. There is also stress on a lack of communication since school is coercive. It is hard to reach a person if one doesnt have a relationship with that person, and one way to deal with this is through addressing the students to hear their ideas and views on what direction should be taken. School is very similar to an oligarchy where the faculty is the monarch and students are the populous. It should be more of a democracy where all the students have a say in what happens, but how often is there a vote as to class and school decisions? The current curriculum is one in which a teacher says jump and a student responds with how high. And if a student responds with anything different, than they are reprimanded or punished. Three are many aspects of school that are unhealthy to a students life that many teachers dont

Neurofibromatosis & Its Genetic Implications Essays - Genodermatoses

Neurofibromatosis & Its Genetic Implications Essays - Genodermatoses Neurofibromatosis & Its Genetic Implications The National Institute of Health defines Neurofibromatoses as group genetic disorders that affects the development and growth of neural cell tissues. These disorders cause tumor growth in nerve tissues, skin changes, and in some cases bone deformities. Of the eight possible subtypes of Neurofibromatosis (NF) at least 85% are represented by NF Type 1, also known as von Recklinghausen or classic peripheral neurofibromatosis. It has a prevalence of about 1:4000 live births. An additional ten percent have NF Type 2, also known as acoustic or central neurofibromatosis and occurs in about 1:50,000 live births (Baskin 1). This paper will deal only with the more prevalent NF Type 1 and focus on the symptoms of the disease and biochemical aspects of the NF1 and the ethical implication of inherited genetic disorders. NF1 is an autosomal dominant inherited disease characterized by multiple caf-au-lait spots, numerous fibromas, and Lisch nodules. Most manifestations appear during childhood and early adult life. Clinical criteria for diagnosing the disease must include two or more of the following symptoms: (1) six or more caf-au-lait spots larger that 5 mm in pre-pubescent individuals and greater than 15 mm is post-pubescent individuals, (2) two or more neurofibromas of any type or one plexiform neurofibroma, (3) axillary or inguinal freckling, (4) sphenoid bone dysplasia, (5) optic glioma, (6) Lisch nodules, and (7) a family history of NF1. Other manifestations include learning disabilities, epilepsy, mental retardation, scoliosis, gastrointestinal neurofibromas, pheochromacytomas, and renal artery stenosis (Goldman 2074). Caf-au-lait spots are pigmented macules of giant melanin granules seen in the basal layer of the epidermis and are distinguished by the presence of more DOPA-positive melanocytes than surrounding skin and a smooth border and light brown color of the macules. Neurofibromas are hamartomatous, a mass of disorganized tissue indigenous to a particular site (Robbins 134), that are composed mostly of Schwann cells, but also contain fibroblasts, mast cells and macrophages. Plexiform neurofibromatoas, large, multilobe pendulous masses, are more deeply situated in large nerves, usually involve the limbs, and are associated with hypertrophy of underlying soft tissues and bones. Lisch nodules, or iris harmartomas, are the most common manifestation of NF1. They are dome shaped, elevated, avascular, melanocytic nodules of the iris with a smooth shape and some translucency (Baskin 1-3). Neurofibromatosis Type I is an autosomal dominant disorder without predilection for sex, race, or color. It shows with complete penetrance with highly variable expression. The gene is located on chromosome 17q and the gene encompasses around 350 kilobases (Goldman 2074). The gene codes for the protein neurofibromine which resembles certain proteins that inactivate oncogenes (Hulsebos 620); thus lacking neurofibromine can lead to an increased disposition to cancer. Although the disorder is inherited, the spontaneous mutation rate is between 2.4 and 4.3 x 10-5 (ncbl.nlm.nih.gov). A predominant paternal derivation suggests that the original mutation occurs in the mitotic divisions that take place during male gametogenesis but not during female gametogenesis. The NF1 gene can show a twelve kilobase deletion involving exons thirty-two through thirty-nine in some cases or a more severe deletion involving a 100 kilobase deletion from exon four near the five prime end of the gene to intron thirty-nine near the three prime end of the gene (nclb.nlm.nih.gov). There does not appear to be any correlation between particular genotypes and phenotypes (Goldman 2074). The sequence of the NF1 gene predicts 2,485 amino acids in the NF1 peptide. The peptide shows some similarity to human GTPase activating protein (GAP). This finding suggests that NF1 codes for a cytoplasmic GAP-like protein that interacts with proteins like the RAS gene product in the control of cell growth in. shows that the tumor suppressing activity of the NF1 protein negatively regulates p21 (RAS) and shows a positive growth role for RAS activity in NF1 tumors. The NF1 gene product neurofibromine contains a GTPase activating protein known as NF1 GRD that downregulates RAS by stimulating intrinsic GTPase. Since RAS and GTP are major regulator molecules in cell growth and differentiation, mutant neurofibromines resulting from somatic mutations in the NF1 gene might interfere with the RAS signaling pathway and thus contribute to the development of tumors (ncbl.nlm.nih.gov). The probability of transmission of NF1 is 50% with each pregnancy,

Writing a Short Story

Writing a Short Story A short story is considered one that is five thousand words or less. When creating a short story, a writer will describe as much detail as possible within a limited number of words and action. Often these objects or actions become symbolic which evokes thought on the reader’s part. In addition, it has to get off to a very fast start which means you have to grab the reader’s attention in the first paragraph. This is no time for boring drawn out sentences. Every sentence has to have a punch to it, be able to signify multiple meanings or descriptions. Use a limited number of characters. There isn’t time to go into length, so limit your story to three or four. Use just a few characters and magnify them, make them larger than life. Make the story’s beginning as close to the climax as possible, for example: make the short story about an event just before the conclusion. Don’t drag in a year’s worth of problems. Short stories usually have some sort of meaning behind them. Know what this meaning is and develop the characters and setting around it to emphasize that point. Limit the story to a brief period in time usually covering only a couple of scenes leading up to the major event. Remember, every word and action you write has to point towards the meaning and conclusion. If a word seems awkward or out of place, delete it and replace it with another or change the whole sentence around. A short story has no room for unnecessary words. Develop your characters so that you know them intimately. You may never use all those details in your short story but you’ll be able to convey their character more effectively if you make it a point to know everything about them. Show their personality traits by including possible habits or movements. Describe a nervous woman by having her chew on her fingernails which were short and ragged. By limiting the number of characters you have in the story, you’ll be able to make it a meaningful story that conveys its message effectively. Know what scenes you will use in the plot and outline them carefully to make them flow into one another effortlessly. Use a limited number of scenes but make an impact with each of them. Remember to use every single opportunity to create symbolism towards the story’s main goal. When you begin writing the short story, it’s best to start with a sentence that’s packed with action and promise. Since it’s so short, the characters and setting needs to be introduced right away and the beginning of the plot revealed. Pull the reader along by filling their senses with vivid images that become alive in their minds. Explain situations and describe settings by using dialogue and action. As soon as you start the story, you should be going straight to the top where the climax explodes. No digressions along the way or you’ll lose the reader. Writing a short story requires a precision in planning the whole outline. There can be no wandering or musings. The story has to start with a bang and every single word used in the short story has to be able to convey symbolism or perform multiple tasks. Dialogue can be used to show the setting as well as a person’s character all at the same time. Above all, it needs to flow easily and quickly, carrying the reader from the beginning to end.

AI Week 11 Criminal DB 153 Essay Example | Topics and Well Written Essays - 250 words

AI Week 11 Criminal DB 153 - Essay Example It is therefore important to address the issue of whether criminal background should be applied in a blanket manner to influence hiring decisions. According to the every person should be given a second chance at proving their suitability to perform. Employers are faced with the ethical dilemma of balancing the safety of their businesses with fairness and in certain instances declining someone’s application for job could result into legal sues. The Equal Employment Opportunity Commission in the year 2012 released guidelines that prohibit adoption of blanket policies in disqualifying job applicants based on their past criminal records. a past a criminal record doesn’t mean one is incapacitated and EEOC holds that blanket policies treating blacks and Latinos having criminal pasts differently from whites is discriminative and hence illegal. Regardless of whether employers equally apply a law, it is illegal for as longs it harms certain protected groups more than others. This does not prohibit employers from conducting criminal background checks but requires them to prove that their policies are able to link certain c riminal offences and their danger with those risks inherent to particular job positions. In conclusion therefore criminal background checks if not carefully conducted can be discriminative and as such employers are to strive and meet the legal EEOC’S guidelines. Ones criminal past should be checked in terms of nature and gravity, the time that has gone by since one was convicted or completed their sentence and type of job one is applying for. employers should try not apply blanket policies by initiating the criminal backgrounds checks at least at interview level, ensure their policies are in line with necessities of the business, ensure fairness and constantly train the HR teams to apply the best practices of hiring and also

Dr. Stones Feats of Survival in the Film Gravity Essay

Dr. Stones Feats of Survival in the Film Gravity - Essay Example Accompanying her is the veteran Astronaut Matt Kowalsky, who is commanding his final expedition. However, during their spacewalk, a most unfortunate thing happens: a debris from a satellite crashes into the space shuttle, Explorer, destroying most of it and therefore leaving them stranded in space with limited air. As the debris continues to hit other satellite, a chain reaction of destruction is caused such that the satellites necessary for the two astronauts to communicate with mission control in Houston are also destroyed. Even though the two astronauts do not receive any messages from the Mission Control in Houston, both Kowalsky and Stone continue to transmit-though â€Å"in the blind â€Å"to Mission Control, in the hopes that somehow Mission Control can hear them. According to Pomerantz, Fearfully, Stone tumbles out of control after separating from the shuttle’s cargo bay arm. Kowalsky who is wearing a thruster pack as part of his spacesuit navigates to Stone and retrieves her. The two tethers together and find their way back to the Explorer, where to their utter dismay discover that the shuttle has been damaged beyond repair, and further, the rest of the crew is dead. They then decide to use the thruster pack to make their way to the ISS, which is nearby in orbit. Kowalsky sets the timer on his suit for 90 minutes, in estimation that the debris which destroyed the explorer will orbit the Earth and come back around in that amount of time. Kowalsky, ever calm and efficient in the crisis reassures Stone that they will both make it back to Earth safely. En route to the ISS, they discuss Stone’s life back home and the death of her daughter in a schoolyard accident. As they approach ISS, it is clear that the crew has evacuated due to the debris field causing damage.  

Propaganda and women during Essay Example for Free

Propaganda and women during Essay Propaganda was used in World War One to make sure that people only knew what the Government wanted them to. To make sure everyone thought the same way as the government all information was controlled. Newspapers were expected to print what the government wanted and the newspapers started using emotional headlines, even if they weren’t true. Some examples of these headlines are: -â€Å"Belgium child’s hands cut off by Germans† -â€Å"Germans crucify Canadian officer† Anyone caught spreading the truth would be arrested. Propaganda aimed at Women While the men were fighting it was left to the women to do the men’s jobs and treat injured soldiers. To get the women to do this propaganda was used. The Red Cross used pride in this poster to try and get women to join. Propaganda aimed at Men This poster uses pride to try and get the men to join the army, this poster is showing a man’s children asking him what he did in the war. The government are trying to say that if you fight in the war your family would be proud of you. Untrue stories â€Å"Monks in Antwerp were being forced to ring bells to celebrate the Germans invading the city. The monks refused to do this so were tied to the clappers of the bells and being used as human clappers which killed them.† This was untrue but a brilliant way for the British government to make people hate the Germans even more. German Newspaper headlines -English soldiers put plague germs in German wells. -German prisoners blinded by their Allied Captors. Women during WW1 While the men were fighting someone had to do their jobs so this usually fell to the women. Some of the jobs they were given were; nurses, working in munitions factories (which often turned their hair and skin yellow due to the chemicals), in public transport, as police women, ambulance drivers, fire fighters, in post offices, making weapons and farming. Towards the end of the war some women were being recruited into the army as cooks, clerks and electricians so that all the men could fight. Most women would still have to do the cooking, cleaning and other household chores as well as their day jobs. The women also knitted scarves, hats and gloves to send to the soldiers. This is not often recognised and they didn’t always get there but if they did the soldiers were grateful. The Womens Land Army In WW1 the German navy stopped food being imported to England and this made up 50% of the food eaten in England. In 1917 the harvest failed and there were not many reserves. Rations were put in place and the British made do. There was also a shortage of farm labourers as most men were out fighting. The government set up the land army which allowed women to become farm labourers which would not have been allowed before. By 1918 there were 23,000 Land girls that would milk the cattle, plough the fields and herd the cattle. The Land army stopped in 1919 as the men returned home and food was able to imported again.

The Harleian Manuscripts :: Chaucer Canterbury Tales Essays

The Harleian Manuscripts, Ha2 and Ha3 My research on the Harley manuscript versions of Chaucer's "The Canterbury Tales", Ha2 1758 and Ha3 7333 from the British Library led to the finding of little information except what was to be found in the footnotes of articles and books describing the Ha4 7334. The little information I did find might lead to reasons why the manuscripts, particularly the Ha3 7333, are difficult to research and why they are seldom mentioned. I spent most of my research time on the library's fifth floor and went through the stack of Chaucer books, particularly the publications by the Chaucer Society. I also searched the internet for articles and research pertaining to Chaucer and the many manuscript versions of "The Canterbury Tales", including the library's electronic resources, Infotrac and JSTOR. Most of the descriptions I found on the Ha2 and Ha3, however, came from the footnotes of articles on these electronic resources and from the footnotes of the books I found discussing the textual history of "The Canterbury Tales". One possible explanation as to why the Ha2 and Ha3 are rarely found or mentioned in comparison to the overwhelming supply of information on the Ha4 is that the Ha2 was "mostly used to supply Gg.S. or Cambridge". Similarly, the Ha3 "mostly supplies Lansdowne"(Koch 4). Therefore, maybe what is to be found of these manuscripts, the Ha2 and Ha3, is the combining of these manuscripts with the Cambridge and Lansdowne manuscripts, since it is described that the Harley versions supply these manuscripts. This theory is also supported by the fact that the Harley manuscripts contained many similarities to Shirley. I inferred from my readings that Shirley was a scribe of one of "The Canterbury Tales" manuscripts, since the Harley 7333 is often times mistaken to be his work(Pace 21). This presents another possible explanation that the Harley was combined with another manuscript and was therefore almost completely lost. This is only a possibility though, because the Harley is still referred to, no matter how seldom, as its own manuscript and is not combined in description with the Cambridge or Landsdowne. In lists of the available "The Canterbury Tales" manuscripts, provided by various books, the Harley is still referred to as its own manuscript and is not represented as part of another. The only information I found regarding the Ha2 1758 is that it lacks ten fols.

The Scramble for Africa

What were the major historical factors explaining ‘the scramble for Africa’? The scramble for Africa has aptly been described as the golden period of European expansionism in the 19th century. It was an age in which the continents of Africa, Asia and Middle Eastern states were brought under the control of European powers following the Berlin Conference of 1884-1885. Eric Hobsbawm, one of the leading authorities on European imperialism, described the period as â€Å"the Age of Empire not only because it developed a new kind of imperialism, but also a much more old-fashioned reason†¦Ã¢â‚¬  referred to here as the age of â€Å"emperors† (1987: 56). It was essentially a period in which a handful of European powers (Great Britain, France, Portugal, Belgium, Netherlands, Italy, Japan, Germany etc), having emerged economically strong following rapid industrialisation, set out to pursue radical national interests overseas. The scramble for Africa began at a time when the benefit of industrial revolution gave rise to unprecedented expansion in the production of goods and services, which needed to be exported to outlandish markets. For, the partition and the haggling that went it did not come out of the blue. It was orchestrated by a combination of factors and conditions under which European powers faced in their metropolitan countries at the time. Having lost their North and South American colonies, Australasia and the Pacific rim interests at the turn of the century, the European powers turned their searchlight to Africa, Asia and the Middle East for new markets – consolidating previously held trading posts and sea route communications and grabbing new territories along the way – hence the scramble for Africa. The partition has broadly been described as one of the most turning points in the history of the relationships between the â€Å"Haves† – industrialised European powers versus the â€Å"Have-nots† – tropical Africa and the countries of Asia and the middle East (Padmore, 1972: 7). In his most eloquent work on the subject of partition – Africa and the World Peace (1972: 162), Padmore argues that â€Å"†¦ colonial policy is the offspring of industrial policy for rich States in which capital is abundant and is rapidly accumulating, in which the manufacturing system is continually growing and characterising, if not most numerous, at least the most alert and energetic part of the population that works with its hands, in which the countryside is obliged to industrialise itself, in order to maintain itself, in such States exportation is an ssential factor of public property †¦Ã¢â‚¬  Still, Jules Ferry, â€Å"who can fittingly be described as the father of French Imperialism, whilst addressing the Chamber of Deputies in 1885, summed up the need for colonies as follows: Is it not clear that the great States of modern Europe, the moment their industrial power is found, are confronted with an immense and difficult problem, which is the basis of indust rial life, the very condition of existence – the question of markets? †¦ Can we say that this colonial policy is a luxury for modern nations? Not at all †¦ this policy is for all of us, a necessity, the market itself† (p. 161). Ferry’s encapsulation of what the partition of Africa meant for the French and his fellow European powers are quite instructive here. Similarly, continental echoes of the partition policy were heard in ascending order. In the Island of Great Britain, Mr Joseph Chamberlain, â€Å"the radical mayor of Birmingham and a great advocate of liberal ideals, who later deserted the Liberals and became one of the most ardent champions of Toryism †¦Ã¢â‚¬ , accepted that â€Å"a forward policy of colonial expansion in Africa was now the order of the day†. He stated that: â€Å"it is the duty of the State to foster the trade and obtain markets for its manufactures† (p. 164). In Germany, Bismarck, who initially opposed colonial expansion, later became its advocate. Addressing the Reichstag in 1885, he declared that: â€Å"The goal of Germany’s foreign policy was to be economically independent. â€Å"Colonies†, he said, â€Å"would provide new markets for German industries, the expansion of trade, and new field for German activity, civilisation and capital †¦ Consider what it would mean if part of the cotton and coffee which we must export could be grown in German territory overseas. Would that not bring an increase in national wealth†? (Padmore, pp. 164 -165), he queried. H. L. Wessseling, in his Divide and Rule: The Partition for Africa (1996: 366), whilst analysing Hobson’s classic work on Imperialism: A Study, argued that the historical interpretation of the partition was based on â€Å"imperialism as a consequence of capitalism† and therefore, â€Å"primarily a struggle for profitable markets of investment†. He acknowledged the seminal work of John Gallagher and Ronald Robinson in their Africa and the Victorians – stating that it was not until the 1960s that a new approach began to be adopted by the leading discussants of the partition policy. He opined that aside from the economic motives upon which the partition was based, there was indeed, consideration of strategic and political motives as well, noting that early writers overlooked this fact. He summed up the views of the British political establishment thus: â€Å"The British policy makers were not so much concerned with Africa itself as with safeguarding British interests in Asia; the motive behind late Victorian strategy in Africa was to protect the all important stakes in India and the East† (p. 366). This view becomes clearer when juxtaposed with Hargreaves’ Chapter 3 in Decolonisation in Africa whilst discussing the logistics of the Second World War. He stressed that â€Å"the protection of African supply route was a crucial contribution to the Middle East war†, adding that â€Å"extraordinary efforts were made to develop the African Line of Communications by which bulky supplies were moved to Congo river, across to Juba in the Southern Sudan, and thence to Egypt† (Hargreaves, 1988: 54). Surely, there was no question of the strategic and commercial importance of Africa, Asia and the Middle Eastern territories to the Allied Powers prior to, and during, the Second World War. As M. E. Chamberlain succinctly attested here: â€Å"the possession of an empire came to be regarded as a kind of badge of great power status, important for prestige, irrespective of whether it was worth while economically† (Chamberlain, 1985: p. 3). Whilst huge merit pertains in this argument, there’s no doubt as Wesseling puts it: the policy of imperialism in Africa, Asia and the Middle East â€Å"differed from country to country, from period to period, and from place to place† (Wesseling, 1996, p. 366). The argument makes it clear: â€Å"economic motives such as the protection and encouragement of trade and industry did indeed play a part †¦ so also did such financial motives as safeguarding of loans and investments, such political motives as strategic advantage, national ambition, electoral appeal, such as ideological motives as bearing the white man’s burden, and many more† (p. 366). The method used by the European powers in gaining foothold into the African territories was generally regarded as underhand. Africans and Indians, it was assumed, only began to exist at the point they were â€Å"discovered† (Liebenow, 1986: p. 4). Accordingly, â€Å"treaties of friendship negotiated †¦ with local political personages, or evidence of conversations alone, became converted in the 19th century diplomatic scramble into European deeds of ownership to the land, the people, and all their resources† (p. 14). Following the inordinate ways used in slicing up African territories , the Berlin conference recognised Leopold’s claims over Congo, and the various spheres of British, French and German influence in the East, West and South Africa respectively. The period following the conference was marked by the rapid annexation of the territories involved. In order to consolidate their positions, England, France and Germany first resorted to the use of Chartered Companies (British and German East Africa Companies, the Niger Company of West Africa, and the South Africa Company), joint stock organisations with tremendous financial resources at their disposal, backed by the armed forces of their respective States. These monopoly concerns were the ones which laid the basis of government in the territories which were later officially declared as colonies and protectorates (Padmore, p. 168 – 169). Germany, although a late entry in the colonial race, acquired German East Africa (then known as Tanganyika) in 1844, South West Africa in 1885, Cameroons and Togoland in 1885 (P. 168 – 169). â€Å"By the time the process of carving up Africa was completed, England and France had emerged as the biggest shareholders of the continent†. â€Å"England acquired the colonies of Gambia, Sierra Leone, Gold Coast (now Ghana), Nigeria on the West Coast, British Somaliland, Kenya, Uganda, Tanzania, Zambia, Zimbabwe (then Southern Rhodesia), Swaziland and Basutoland, and the Union of South Africa. France, on the other hand, got most North Africa countries of Algeria, Tunisia and Morocco. On the West Coast of Africa, it secured Senegal and its hinterland, forming Equatorial Africa and the Congo, Dahomey, Ivory Coast and the large Island of Madagascar. After the World War, the German West and East African colonies were later divided between the British Empire and France following the Paris conference† (p. 169), using the League of Nations to consolidate their booties. Portugal, one of the oldest colonial Powers in the world got Angola and Guinea on the West Coast, Mozambique on the East, and the cocoa island of Sao Tome and Principe in the Gulf of Guinea† (p. 169). â€Å"Italy, having met military disaster in her early imperialist attempt at Abyssinia in 1896, as well as diplomatic defeat by France over Tunisia, acquired Tripoli in the north, Eritrea on the East Coast and Italian Somaliland on the Indian Ocean† (p. 169). It has commonly been argued that the ap proach used by the European powers in running their territories exacerbated local anger against colonial rule. Many ethnic groups with little in common were lumped together, thus creating confusion and rivalries, making the present day African countries extremely difficult to govern. Whilst Britain employed a mixture of direct (India) and indirect rule (Africa and others), using recognised local people to govern – the French and others tended to adopt a more direct approach. For example, the French and the Portuguese believed in the policy of integration or assimilation. This policy extended French citizenship to trained Africans whilst providing a token of autonomy to local representatives who, subsequently, were co-opted into French Parliament. While Africa provided the best example for studying the development and expansion of European Imperialisms in their quest for markets, sources of raw materials and spheres for investing capital, this overseas projection of European capitalism was not confined to the Dark Continent. Indeed, scramble incursions were made into Asia and other parts of New World. The chief amongst these was India, often referred to as the â€Å"Jewel in the Crown† because â€Å"it differed from all other colonies of occupation in its vastly greater size and population, reaching 200 millions in 1860s† (Fieldhouse, 1965/6: 271). According to Fieldhouse, â€Å"India provided Britain with political and military power†Ã¢â‚¬ ¦ therefore, â€Å"its resources were harnessed to support a great military empire before the British arrived† (Fieldhouse: p. 271). In summing up, therefore, it has to be argued that the â€Å"European domination of Africa, Asia and the Middle East has been one of the most significant phenomena of the 19th century period called â€Å"the modern age† (Liebenow, 1986: 13). The technological superiority of the European powers and the age of industrial revolution led the West in believing that they were destined, as a matter of right, to govern people elsewhere on the globe. Regrettably, colonisation was â€Å"unable to shape African economic, social and political conditions to more than a very limited extent† (Wesseling, 1996: 372). â€Å"In economic or social respects, colonisation brought nothing essentially new †¦ but only led to the acceleration of social and economic process of modernisation† (p. 372). This led to the integration of Africa and the rest of the New World into the capitalist economy. If we have to look for any tangible benefit of colonialism, this has to be seen in the context of the multiplicity of states that sprung up in Africa with concomitant ethnic conflicts and political instabilities. The false notion of sovereignties accorded to African states and recognised by the United Nations, clearly shows that majority of these states are weak and unable to clear democratic legitimacies in their various territories.

Office Equipment Written Answers Essay

KNOWLEDGE & UNDERSTANDING QUESTIONS Unit 221 Use Office Equipment Learner:Signature: AssessorSignatureDate Outcome 1: Know about different types of office equipment and its uses 1.1 Identify the different types of equipment and their uses  phones & e-mail allow people to contact you. Computers allow you to process business data, send pictures, pdf files and other files to customers, and vendors. Computers to design ads, budgets, as well as tracking and paying employees. printers and copiers to bulk create documents in the least expensive way possible. Hole punches to allow paperwork to be placed in binders or small folders easily. Answering machines to pick up missed calls. Post it notes to add importance to voice mail. Servers to allow multiple computers to access the same data. 1.2 Describe their different features and what they can be used for? Computers: Email, Word processing, internet, databases, file storage – Computers can be used for contact and also researching things on the internet. Computers can also be used to type professional letters or emails to customers. Files made can also be saved onto the computers memory and then can be edited or used again. Computers are also good for designing ads, look at budgets and can be used to track the payment of employees. Answering machines: Answering machines are used to pick up messages that people may have left you; it is normally used to ring customers back if you have missed their call. A good form of positive customer service. Photocopier & Printer: The printer is used to print off any work you have done on the computer or any files you have been sent or downloaded. Most regularly used for printing letters to customers and vendors. Photo copiers can are used to  copy hard copies of files. You get small copiers which only copy files, or you can get a copier that can also print and scan documents to your computer. 1.3 Explain why different types of equipment are chosen for tasks and what they are used for (e.g. to produce booklets) 1) Computers are used to write letters and communicate because letters look more professional when typed out, and by communicating online via email, it prevents the use of more paper. 2) Printers and Photocopiers: These are used because not all things can be done electronically, for example if a letter needed sending to lots of people, a hardcopy could be photocopied lots of times. Or if you have the letter template already on your computer, you can print lots of copies Outcome 2: Understand the purpose of the following instructions and health and safety procedures 2.1 Why is it important to follow manufacturer’s instructions when operating equipment? Manufacturers instructions are usually in place to not only protect the equipment from being damaged, but to also stop you getting injured using the equipment. Instructions are there to make sure you know how to use the equipment properly and how to use it without faults. 2.2. Why is it important to follow organisational instructions when using equipment? Organisational instructions are instructions that organisations put in place, they may have policies on how much you print or who can use the equipment for safety reasons. They may only have a photocopier in reception area so they know exactly who is using it and when. It is important to follow instructions of an organisation because they are normally put in place to help things run more smoothly and also for the safety of the staff. 2.3 What are the health and safety procedures for using different types of equipment? There should always be a risk assessment in place for possible accidents in the office, health and safety procedures in the office may be as simple as putting your bag under your desk to stop slips and trips. The most common injury is caused by manual handling; moving heavy equipment in the wrong way can cause strains and pulled muscles. Another procedure that may be in place is, no fluids at your desk. If you were to spill fluids, it may cause an electrocution hazard 2.4 Why is it important to follow health and safety procedures when using equipment? Health and safety procedures are in place to protect anyone from injury or harm, they’re there to prevent any hazards that may come into play in the office. In order to keep yourself and your colleagues safe, the procedures should be followed. 2.5 Why is it important to keep equipment clean and hygienic? You may not be the only person having to use the equipment and it is only courtesy to keep the equipment as you found it. Equipment should be kept clean and hygienic to prevent picking up illnesses such as cold and flu, and also to keep it pleasant. A sticky desk or keyboard and a crumby desk isn’t the nicest mess to tidy up when it isn’t your own. Outcome 3: Understand how to use equipment in a way that minimises waste 3.1 Give examples of waste when using equipment] The biggest source of waste is paper, every time a letter is opened, the envelope is thrown away, and when printing goes wrong the paper is thrown away. Ink cartridges from printers and photocopiers are thrown away when empty, as are multiple pens when they run out of ink. 3.2 Give examples of ways to reduce waste There are multiple ways to reduce waste, one of them being electronically. If people have email accounts, then letters can be sent this way rather than via post. Another way is to recycle waste, although maybe this may cause the same amount of waste, it will be used to make another batch of usable paper or other supplies. 3.3 Explain why you should minimise waste Reducing waste saves money and also is eco friendly. By printing on both sides of paper, the cost of paper is decreased by half. It can also maximise space in the office, by having less paper supplies around the office, more space becomes available in its place. Outcome 4: Know about the different types of problems that may occur when using equipment and how to deal with them 4.1 Give examples of equipment problems Technical faults can happen regularly in an office where lots of equipment is used in one place. Faults can include power shortages, phone line faults and technical faults on computers. Other faults can include issues with the printers or copiers and also issues with shortages of stationary. In order to prevent these issues, regular checks should be carried out on stocks and also the electrical equipment. 4.2 Explain why you should follow manufacturer’s instruction and organisation procedures when dealing with problems Manufacturer’s instructions ensure you are using the equipment in the right way and so reduces the chances or breakages via using the equipment wrongly. Organisations procedures make sure that the equipment is being used appropriately and so only the things that need to be printed or copied should be. Both of these should help prevent problems, but should also help  you deal with problems when they arise. 4.3 Give examples of how to deal with problems A technical issue should always be reported to the technician who knows how to deal with the problem. But the ideal way to deal with these problems is regular checks on the equipment to make sure no issues are arising. Outcome 5: Understand the purpose of meeting work standards and deadlines 5.1 Explain the purpose of meeting work standards and deadlines when using equipment If there are standards and deadlines in place for using equipment, it’s probably for a good reason. For example, you may get a task to type, print and send out a number of letters before a certain time. You should follow these deadlines as there is a possibility that the letter is of high importance and may contain valuble information which they will need for a certain time. This is the same for any deadline, there will be an importance behind the deadline which will be the reason you have to have the task done for a certain time. Outcome 6: Understand the purpose of leaving equipment and the work area ready for the next user 6.1 Explain the purpose of leaving equipment and the work area ready for the next user Leaving the equipment ready for the next user is manners, maybe the next people who use your work area wont need the stationery you’ve been using and won’t be using the same equipment you’ve been using. To have your area ready for the next person, make sure you leave it exactly how you found it when you started the day. Make sure it’s left how you would want to find it when you start work

The eNotes Blog 8 Perfect Gift Ideas for BookLovers

8 Perfect Gift Ideas for BookLovers 1. Books on the Wall Its the holiday season- a perfect time to give your book-loving friends and family (or yourself, of course) a little something-something. We put together a curated list of our favorite bookish gifts with dorm life and personal style in mind. If we missed anything literarily amazing, be sure to let us know in the comments below so we can include it in part two. 1. Books on the Wall Books on the Wall are minimalist book posters that display readable text from your favorite works of classic literature, like  Romeo and Juliet,  Alice in Wonderland, and  Pride and Prejudice. 2. Library Card Pillows Missing the stamped library return slips of yesteryear? Us too!  These handmade pillows, brought to you by  dirtsa studio, are screen-printed by hand on cotton canvas, and both front and back look like a classic library checkout card. 3. Custom Book Necklaces Get a favorite book cover on a necklace and never be without it. Etsy seller Compliment can customize the perfect gift for you or the bookworm youre shopping for. 4. Shirts from Out of Print Out of Print has tons of unique designs celebrating our favorite stories. Bonus: Each purchase helps to fund literacy programs and book donations to communities in need while also supporting authors, publishers, and artists. Take all of our money. 5. Book Bags by Krukru Studios Etsy seller Krukru Studios employs professional in-house seamstresses to bring you bookish messenger bags. Covering titles like  The Hobbit,  Fantastic Beasts and Where to Find Them,  Lolita, and  The Bell Jar, these book bags are sure to be one of the most thoughtful (and thoughtfully made) gifts you could give. 6. Literary Board Games Board games are the gifts that keep on giving. Break the ice with newly made, nerdy friends for a night of bibliophilic fun. Peruse Bustles list of 11 literary board games and plan your next game night. 7. Bags by Book Lover Gifts These totes are totes the perfect bag to help you manage your library book haul. Book Lover Gifts also has quite the selection of novel-inspired stationary, accessories, posters, and more. 8. Mugs by Overdue Industries Literature lovers and coffee go together like lions, witches, and wardrobes, and coffee mugs are always a great gift. Overdue Industries has a solid selection of popular and cult bookish mugs  on Etsy. (We also all awwd to death at this Frog and Toad baby onesie.)

The Differences Between Rack and Wrack

The Differences Between Rack and Wrack As Jeremy Butterfield points out: The relationship between the forms rack and wrack is complicated, and the spellings are sometimes interchangeable (Oxford A-Z of English Usage, 2013). Definitions Rack and Wrack as VerbsAs a verb, rack means to torture or cause great suffering, or to place (something) in or on a rack. The verb wrack  means to wreck or cause the ruin of something. Rack  and  Wrack  as NounsAs a  noun,  rack means a frame, a shelf, an instrument of torture, or a state of intense anguish. The noun wrack means destruction or wreckage. Idiomatically, we may rack the billiard balls, rack up points, and roast a rack of lamb. But when it comes to nerve-(w)racking experiences or (w)racking our brains, most writers, dictionaries, and usage guides admit to being (w)racked with uncertainty. See the (sometimes contradictory) usage notes below. Examples One  bicycle, rusted as if  it had been there for years, leaned in the rack, its fenders supporting crescents of white. (John Updike, Flight.  The Early Stories: 1953-1975. Knopf,  2003)To delight in seeing men stabbed, poisoned, racked, or impaled is certainly the sign of a cruel temper. (Joseph Addison, The Spectator, April 20, 1711)I have sometimes been wildly, despairingly, acutely miserable, racked with sorrow, but through it all, I still know quite certainly that just to be alive is a grand thing. (Agatha Christie, An Autobiography, 1977)Penny was wracked with sorrow for his friends. His face was strained. (Marjorie Kinnan Rawlings, The Yearling, 1938)There is a half-filled baby bottle on the cupboard shelf. She picks it up. The babys cry is becoming nerve-wracking. (Paddy Chayefsky, The Goddess, 1958)But having to be present for merchandise deliveries that Eunice ordered online or on the phone was nerve-racking. (Joseph Wambaugh, Hollywood Moon, 2009)Lud had been going to wrack and ruin for centuries. (Stephen King, Wizard, and Glass, 1997) Usage Notes and Idiom Alerts Rack and wrack are confused so frequently that most dictionaries now list both spellings for the verb meaning torment and the noun meaning destruction. (Margery Fee and Janice McAlpine, Guide to Canadian English Usage, 2nd ed. Oxford University Press, 2007) Idioms and Variant Spellings In some senses, the verbs rack and wrack are synonymous, and the two words, each as either noun or verb, are nearly interchangeable at some points. The usage problems arise over which spelling to use where there seems to be a possible or a clear overlap in meaning. Most Edited English will prefer to rack your brain, wrack and ruin, storm-wracked, and pain-wracked, but other Standard written evidence, including some Edited English, will use the variant spelling for each. (Kenneth G. Wilson, The Columbia Guide to Standard American English. Columbia University Press, 1993) (W)rack and Ruin The expression (w)rack and ruin preserves the original sense of destruction. (These days rack, and ruin is the more common spelling in both British and American English, by the evidence of the BNC and CCAE.)...As often, figurative uses of rack and wrack have enlarged their domains and made the spelling interchangeable wherever the sense of severe stress and destruction apply. Wrack seems to be gaining ground there, although still less common than rack in collocations such as nerve-racking and racking ones brains. (Pam Peters, The Cambridge Guide to English Usage. Cambridge University Press, 2004) Nerve-Racking Wrack is commonly used as a verb synonymous with the figurative senses of rack...Probably the most sensible attitude would be to ignore the etymologies of rack and wrack (which, of course, is exactly what most people do) and regard them simply as spelling variants of one word. If you choose to toe the line drawn by the commentators, however, you will want to write nerve-racking, rack ones brains, storm-wracked, and for good measure wrack and ruin. Then you will have nothing to worry about being criticized for- except, of course, for using too many clichà ©s. (Merriam-Websters Dictionary of English Usage, Merriam-Webster, 1994) Rack em Up The New York Times Manual of Style and Usage has a great idea here: Never use wrack, because it confuses people. Instead, when wrack means wreck, just use wreck. (But when you mean inflict damage, spell it wreak. You wreak havoc on; you never wreck havoc because havoc is unwreckable.)O.K., keynoters, lets rack em up: Its traditional to rack up your opponent with a good tongue-lashing for having led the country to wrack and ruin, and after you rack up a victory, you can wreak patronage vengeance from high atop your city on a hill. (William Safire, Quoth the Maven: More on Language from William Safire. Random House, 1993) Wracked With Doubt The noun rack applies to various types of framework; the verb rack means to arrange on a rack, to torture, trouble, or torment: He was placed on the rack. She racked her brain....The noun wrack  means ruin or destruction, as in wrack and ruin and wracked with pain. Also nerve-wracking....The verb wrack has substantially the same meaning as the verb rack, the latter being preferred. (The Associated Press Stylebook and Briefing on Media Law 2011. Associated Press, 2015) Practice He placed his trunk in the luggage _____ and took a seat by the window.The bridge had fallen into _____ and ruin. Answers to Practice Exercises Answers to Practice Exercises: Rack and Wrack He placed his trunk in the luggage rack and took a seat by the window.The bridge had fallen into (w)rack and ruin.

Economics class video response paper Assignment Example | Topics and Well Written Essays - 500 words

Economics class video response paper - Assignment Example Many young people are usually preoccupied with other things, therefore finding time to maintain a wardrobe inventory might not be easy Another important lesson from the video is the idea of quality when purchasing clothing. It is important to invest in clothing that can be used for a long time. This is especially important for young people who might not have a stable source of income. Investing in quality clothing can prove to be economical in the long run. This requires one to look at the labels on the clothing in order to understand where they are made from and the material used. However, considering the spontaneous purchasing behavior of many youths, it is likely that many of them will not be able to look for these labels. The influence of advertising in shaping shopping choices is great, and this appears to be one of the significant forces influencing clothing choices among the youths. It can be argued that for as long as advertisements with phrases such as ‘Free’ continue to appear, they will influence shopping choices. In conclusion, the ideas presented in the video can be applied not only when s hopping for clothes but also other items. In this video, Moyers discusses the issue of capitalism and how it has affected the American economy. Richard Wolff, an economist, argues that capitalism has failed to delivered the ‘goods’ but instead ended delivering the ‘bads’, and this has led to the inequality witnessed in American today. Although president Obama has preached the idea of equal opportunity, this is not the case in America. Politicians are blamed for not having taken the plight of workers seriously, and this has greatly contributed to the inequality problem. I however believe that the blame is on everyone. When people get what they don’t deserve, they should not be absolved as Wolff does in this video. The problem here cannot be the system but the participants in it.