Management Assignment Example | Topics and Well Written Essays - 2000 words

Management - Assignment Example Managing performance is an ongoing activity that involves identification of performance measures, implementation of the performance management system, evaluation of performance outcomes and provision of feedback for improvement purposes (Kammerer, 2009). Importance of measures of organizational and managerial performance of Mid Staffordshire Hospital Trust Organisational performance measures assess how well the organisation contributes to the attainment of its vision, mission and strategic goals. Managerial performance measures focus on how well the management plans, organises and allocates limited resources in an efficient and effective manner towards the attainment of organisational goals (Kammerer, 2009). Measures of organisational and managerial performance are importance since they enable the organization to meet the demands of external accountability and foster strong sense of internal accountability. Measures of performance provide the basis of implementing organisational stra tegies through identifying the expected performance goals. The measures allow for collaboration through integrating the objectives of the organisation with the key performance indicators (Kammerer, 2009). ... The measures will enable Mid Staffordshire NHS hospital to improve communication with external stakeholders such as suppliers of medical equipment and government regulatory agencies. The measures of performance justify expenditure and costs in the organisation through ensuring cost-effectiveness and identifying the value for money committed towards improvement of organisational processes (Niven, 2005). Advantages and disadvantages of using balanced scorecard approach to organizational and managerial performance Balanced scorecard was developed by Robert Kaplan in early 1990s, but has certain advantages and disadvantages as a measure of both organizational and managerial performance. Balanced scorecard translates the mission and business strategy in to a comprehensive set of performance measures that cater for the overall organization. In addition, the performance measurement tool acts as a communication tool since it outlines the employee expectations and aims at ensuring periodic ev aluation of the performance standards (Christensen, 2008). According to Daft (2010), the tool integrates both short-term and long-term measures of performance and forms the basis of employee compensation. Ideally, balanced scorecard offers an advantage as performance management system since it breaks down strategic measures to the bottom level units such as department, clinical units, and individual staff within the organization. Balanced scorecard enhances creativity and innovation in the organisation through continuous learning and growth opportunities for the staff and improvement of the processes (Ginter, Duncan & Swayne, 2013). Lastly, the performance management tool leads to unique competitive advantage through improved decision-making and improved processes in the entire

Scholarship Essay Essay Example for Free

Scholarship Essay Essay I am always optimistic even as a high school senior that one day it can be done. It is going to defnitely take some time before our current leaders realize the need to embrace change and stop worthless politics of hunger for power and money. The community and the world around us have become hostile even to innocent human beings. People are increasingly becoming selfish and full of greed with the mind of amassing wealth in banks as they oppress the poor. I wish I had the power to act immediately and stop these scandalous behaviors which have become fatal. However, if I had the power to change the community and the world, I would target three things: poverty pattern, disease burden and leadership. First of all, as countries such the United States continues to experience some fast economic growth despite the difficulties at the same time, the gap between the poor and the rich continues to widen. There is poor income distribution among different classes of people. It is not surprising around the world to find some class of individuals who are 8.5 times richer than another class. Just because the records of poverty rate continue to increase every year, it does not mean a country should be considered a poor state. If income was evenly distributed, the communities around the world would be living in happiness. Poverty increases crime, diseases and mortality rates. All this have made some poor countries such as India, Turkey and places in Africa experience poor living standards. If I had the power to change the world, I would heavily tax the rich and use the revenues to feed, educate and provide healthcare to the poor to the entire world. Diseases continue to be a burden especially to the poor. Even the world scientists, policy makers and giant pharmaceutical companies have become overly influenced by worthless politics which benefit the rich. Today, most medicines developed target rich individuals who can afford to buy them. Since the poor have no money to afford even essential medicines, drug researchers have become biased in their effort to discover new medicines for the poor. The leading cause of deaths in some extremely poor places according to the World Health Organization is diarrhea which is as a result of having poor access to clean water. Malaria has also been blamed to cause deaths in countries such as Kenya, Thailand and Bangladesh. If I had the power to change things, I would command researchers, policy makers and governments to support R D for drugs which can treat these diseases of the poor. Finally, leadership is critical for economic growth of any country. Places like Turkey has always experienced challenges with its unstable currency, highly corrupt leaders and issues with human rights. This is because of poor leadership which has no point of figuring out on how to distribute wealth equally among all regions. Some areas are extremely poor and corrupt compared to other areas and the leaders still don’t seem to see any problem with such a state. Good leadership is to unite all people and share the resources in an equitable manner. If I had the power to change things, I would remove all corrupt leaders in power and prosecute them. As a motivation to honest leaders, I would reward them by publically awarding them with to higher ranks. This can reduce the problem of poor leadership.

Importance Of IP Addresses

Importance Of IP Addresses Each device that participates in networking activities must have a unique IP address. Network services that use TCP/IP identify other network hosts by using IP addresses. The IP address provides the exact location of a host device on a network. If the internet protocol determines that a destination address is on the local network, it transmits the packet directly to the network host. If it is determined that the destination IP address is not on the local network, the internet protocol looks for a route to a remote host. An address on the local network is a local address and on not on the local network is a remote address. If a route is found, the packet is sent using that route. If no route is found, then the packet is sent to the default gateway for the source host. A gateway connects networks using different communication protocols. An IP address includes a network identifier and a host identifier. The network identifier is used to identify the network where the host is located. All systems that are on the same physical network must have the same network identifier. The host identifier identifies a workstation, server, router, or other host within a network. The address assigned to each host must be unique to the network identifier. The 128-bit IPv6 address is divided into 16-bit boundaries. The 16-bit blocks are then converted to a 4-digit hexadecimal number, separated by colons. This representation is called colon-hexadecimal. This is in contrast to 32-bit IPv4 address represented in the dotted-decimal format, divided into 8-bit boundaries, and then converted to its decimal equivalent, and separated by periods. IPv6 addresses do not need to be configured manually. Unlike in IPv4, DHCP is not used in IPv6 to configure IP addresses and subnet masks automatically. The link-local scope of an IPv6 address is always configured automatically. Addresses with other scopes, for example global, are configured by router advertisements. Static and Dynamic Addresses A static IP address is an address that does not change over time unless altered manually. It is used when an IP address or network location has to remain the same consistently. A good example of this would be a web server. If you go to www.google.co.uk you are really going to the IP address of 66.102.9.147. If this were to change it would not be possible to access Google.co.uk unless you knew the new IP address or until Google updated their DNS records. A Dynamic IP address is an address that changes every time the device connects to a network and is assigned an IP address. It is mostly commonly used when a consistent IP address is not necessary. Dynamic IPà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s are used in large networks where computers are frequently reconfigured, or where a limited number of IP address are available to share between many computers. IPv6 Unicast Addresses IPv6 Unicast IPv6 Unicast addresses are generically structured as a two part address: a 64-bit Topology part, used by routers to forward a packet to its intended destination network, and a 64-bit Interface Identifier, that identifies a particular end point. There are several types of unicast addresses in IPv6 unicast: global unicast, link-local unicast, and unique-local unicast. There are also some special-purpose subtypes of global unicast, for example IPv6 addresses with embedded IPv4 addresses or Loopback address. Additional address types or subtypes may be defined in the future. Elements of a Unicast Address Prefix e.g. FC00::/7 is a prefix to identify Local IPv6 unicast addresses. Global IDs are 40-bit global identifiers used to create a globally unique prefix Subnet IDs are 16-bit identifiers used to identify a subnet within the site Interface ID is a 64-bit Interface identifier that indicates the interface of a node Global Unicast Global Unicast Addresses of this type are designed to be aggregated or summarized to produce an efficient routing infrastructure. They are the IPv6 equivalent of public IPv4 addresses. Unlike the current IPv4-based Internet, which has the mixture of both flat and hierarchical routing, IPv6 has been designed from the ground up to support hierarchical addressing and routing. Global unicast addresses are globally routable and reachable on the IPv6 section of the Internet. The region of the Internet over which the global unicast address is unique is the entire IPv6 Internet. IPv6 global unicast addresses are assigned from the prefix 2000::/3. Global unicast address assignments are made to Regional Internet Registries, and the address blocks that have been assigned are registered in the IANA IPv6 Global Unicast Address Assignment Registry. All other address prefixes are currently unallocated, and should not be seen in the source or destination address of an IPv6 packet in the context of global routing. Link-Local Addresses Link-local addresses are network addresses that are intended only for communications within one segment of a local network or a point-to-point connection. Link-locals allow addressing hosts without using a globally-routable address prefix. Routers will not forward a packet with link-local addresses. Link-local addresses are often used for network address configuration when there is no external source of network addressing information is available. This addressing is accomplished by the host operating system using a process called stateless address auto configuration. This is possible in both IPv4 and in IPv6. IPv6 hosts automatically assign their interfaces a unique address based on the IEEE 802 MAC address. Unique Local Addresses Unique Local Addresses are similar to the private address space in IPv4. This address space is intended to have the same scope as global address but that equates to an enterprise environment. Unique local addresses are assigned from the prefix FD00::/8, using a self-assigned Global ID, where the Local bit is set to 1. The Global ID is not certain to be unique, and there is no form of address registration. Packets with these addresses in the source or destination fields are not intended to be routed in the public Internet, but are intended to be routed in a site. The address prefix FC00::/8 , with the local bit set to 0, is currently undefined. A former standard proposed the use of site-local addresses in the fec0::/10 range, but due to concerns about scalability and the poor definition of what constitutes a site, its use has been deprecated since September 2004 Unicast Considerations Global Unicast Address Considerations No significant considerations are necessary if the organization has an address space assignment and a single prefix is deployed. A multi-homed site may deploy addresses from two or more Service Provider assigned IPv6 address ranges. Here, the network Administrator must have awareness on where and how these ranges are used on the multi-homed infrastructure environment. The nature of the usage of multiple prefixes may depend on the reason for multi-homing (e.g. resilience failover, load balancing, policy-based routing, or multi-homing during an IPv6 renumbering event) IPv6 introduces improved support for multi-addressed hosts through the IPv6 default address selection methods. A multi-homed host may thus have two addresses, one per prefix (provider), and select source and destination addresses. However multi-homing also has some operative and administrative burdens besides choosing multiple addresses per interface Local Link Addresses Considerations Link-Local addresses are designed to be used for addressing on a single link Generally for the purposes of automatic address configuration, neighbor discovery, or when no routers are present. Routers should not forward any packets with Link-Local source or destination addresses to other links. unique only on one physical link never routed even within particular organization not globally unique not unique even within particular organization used for special features of IPv6 like auto configuration Unique Local Addresses Considerations Advantages Provides Local IPv6 prefixes that can be used independently of any provider-based IPv6 unicast address allocations. This is useful for sites that are not always connected to the Internet or sites that wish to have a distinct prefix that can be used to localize traffic inside of the site. Applications can treat these addresses in the same manner as any other type of global IPv6 unicast addresses. Sites can be merged without renumbering of the Local IPv6 addresses. Sites can change their provider-based IPv6 unicast address without disrupting any communication within the Local IPv6 addresses. Has a well known prefix that allows for easy filtering at site boundary. Can be used for in-site Virtual Private Networks. If accidently leaked outside of a site via routing or DNS, there is no conflict with other addresses. Disadvantages It is not possible to route Local IPv6 prefixes on the global Internet. Consequentially, it is necessary to have the default behaviour of site border routers to filter these addresses. There is an extremely low probability of non-unique locally assigned addresses. This risk can be ignored for all practical purposes, but it still leads to a theoretical risk of clashing addresses. Recommendations The Unique Local Address format is recommended for several reasons: Allows networks to be combined or privately interconnected without creating any address conflicts or requiring renumbering of interfaces using these prefixes If accidentally leaked outside of a network via routing or DNS, there is no conflict with any other addresses ISP independent and can be used for communications inside of a network without having any permanent or intermittent Internet connectivity Well known prefix to allow for easy filtering at network boundaries In practice, applications may treat these addresses like global scoped addresses is designed for Addressing isolated networks Persistent local-context addresses (independent of provider-based addresses) VPN (Virtual Private Network) styled interconnection of local network contexts Private addresses in terms of routing scope Global addresses in terms of uniqueness

The Space Shuttle :: essays research papers

The Space Shuttle The shuttle, a manned, multipurpose, orbital-launch space plane, was designed to carry payloads of up to about 30,000 kg (65,000 lb) and up to seven crew members and passengers. The upper part of the spacecraft, the orbiter stage, had a theoretical lifetime of perhaps 100 missions, and the winged orbiter could make unpowered landings on returning to earth. Because of the shuttle's designed flexibility and its planned use for satellite deployment and the rescue and repair of previously orbited satellites, its proponents saw it as a major advance in the practical exploitation of space. Others, however, worried that NASA was placing too much reliance on the shuttle, to the detriment of other, unmanned vehicles and missions. The first space shuttle mission, piloted by John W. Young and Robert Crippen aboard the orbiter Columbia, was launched on April 12, 1981. It was a test flight flown without payload in the orbiter's cargo bay. The fifth space shuttle flight was the first operational mission; the astronauts in the Columbia deployed two commercial communications satellites from November 11 to 16, 1982. Later memorable flights included the seventh, whose crew included the first U.S. woman astronaut, Sally K. Ride; the ninth mission, November 28-December 8, 1983, which carried the first of the European Space Agency's Spacelabs; the 11th mission, April 7-13, 1984, during which a satellite was retrieved, repaired, and redeployed; and the 14th mission, November 8-14, 1984, when two expensive malfunctioning satellites were retrieved and returned to earth. Despite such successes, the shuttle program was falling behind in its planned launch program, was increasingly being used for military tests, and was meeting stiff competition from the European Space Agency's unmanned Ariane program for the orbiting of satellites. Then, on January 28, 1986, the shuttle Challenger was destroyed about one minute after launch because of the failure of a sealant ring on one of its solid boosters. Flames escaping from the booster burned a hole in the main propellant tank of liquid hydrogen and oxygen and caused the booster to nose into and rupture the tank. This rupture caused a nearly explosive disruption of the whole system. Seven astronauts were killed in the disaster: commander Francis R. Scobee, pilot Michael J. Smith, mission specialists Judith A. Resnik, Ellison S. Onizuka, and Ronald E. McNair, and payload specialists Gregory B. Jarvis and Christa McAuliffe. McAuliffe had been selected the preceding year as the first "teacher in space," a civilian spokesperson for the shuttle program. The tragedy brought an immediate halt to shuttle flights until systems could be analyzed and redesigned. A presidential commission headed by former secretary of state William Rogers and former

Aristotle Versus Plato Essay

Abstract Plato and Aristotle argue that artist (Demiurge) and poet imitate nature, thus, a work of art is a reflection of nature. However, they have different views on the functions of imitation in art and literature. Plato believes in the existence of the ideal world, where exists a real form of every object found in nature. A work of art –which reflects nature is twice far from the reality it represents. Aristotle, on the other hand, does not deal with the ideal world, instead he analyses nature. He argues that a work of art does not imitate nature as it is, but as it should be. In this sense, an artist does not violate the truth but reflects the reality. Key Words: Imitation, art, literature, mimesis, etymology, ethic. Introduction Plato and Aristotle attribute different meanings to the term ‘mimesis’; Plato considers ‘mimesis’ in ethical and political context, Aristotle uses ‘mimesis’ as an aesthetic phenomenon. They both agree that poetry is mimetic but they have different idea about poetry and ‘mimesis’. The present paper aims first to define ‘mimesis’ and explain the historical and linguistic background of the term, then to analyze the concept of ‘mimesis’ in Plato and Aristotle. In literature the word ‘mimesis’ has two diverse applications; it is used â€Å"to define the nature of literature and other arts and to indicate the relation of one literary work, which serves as a model. † Plato and Aristotle take ‘mimesis’ to define the nature of art, yet they ascribe different meanings and value to it. Plato and Aristotle consider the historical and etymological background of the term, therefore, it is necessary to know about the linguistic and historical background of the term ‘mimesis’ to understand what kinds of meaning and value they attribute to the concept. Linguistically, the root word is ‘mimos’; mimesthia, mimesis, mimetes, mimetikos, and mimema are derived from ‘mimos’. Mimesthia denotes imitation, representation or portrayal; mimos and mimetes designate the person who imitates or represents, whereby ‘mimos’ originally refers to the recitation or dramatic performance in the context of dramatic action. The mime, which is a kind of banquets given by wealthy man, is most probably derived from mimos The noun ‘mimesis’ as well as corresponding verb mimeisthai refer to the re-enactment and dance through ritual and myth. In Athenian drama the re-enactment is equivalent to acting out the role of a mythical figure and ‘mimesis’ in such a context connotes the imitation of the earlier re-enactment of the myth and rituals. Historically, the word ‘mimesis’ as re-enactment first appears in such rituals, and the historical origin of the term, as located in Dionysian cult drama, coincides this meaning in that ‘mimesis’ in both cases refers to imitation, representation and expression. It is argued that myth, and divine symbols of the rituals are transformed to artistic-dramatic representation through which it became possible to represent the divinity and gods in drama. Tragedy, for instance is the transformation of the myth and rituals. In a different context ‘mimesis’ may refer to identification. People identify themselves by means of their mimetic ability when they see themselves in the other and perceive a state of mutual equality. In this sense, ‘mimesis’ is distinct from mimicry, which implies only a physical, and no mental relation. That is, a person regards the ‘Other’ as equal and assumes the ‘Other’ to be doing the same in reverse. Associated with the physical aspect of ‘mimesis’ is its performative aspect, as an actualization, a presentation of what has been mimetically indicated. Thus, the term ‘mimesis’ is combined with an action-oriented speaking. The term ‘mimesis’ may also refer the simile, similarity and representation; it may refer to the symbolization of the world when we take it as a transformation of myth. ‘Mimesis’ has also been cited since classical times in the exploration of relationships between art and reality. The meanings and applications of the term changes according to the context it is used. Therefore, Plato and Aristotle ascribes different meanings and value to ‘mimesis’ with respect to the contexts they use it. The Concept of Imitation in Plato takes the term ‘mimesis’ with several meanings and connotations in the dialogues and alters the meaning of the term according to the context in which he uses it. He uses ‘mimesis’ in the context of the education of the youth; he discusses the function of ‘mimesis’ as likening oneself to another in speech and bodily behaviour and as addressing the lower part of man’s soul; he also refers to the epistemology and metaphysics of the concept. He takes the word ‘mimesis’ with pedagogic attributes and uses it in educational and ethical context when he says ‘guardians of an ideal state should be educated to imitate only what is appropriate’. In the third book of the Republic, for instance, Plato provides further definitions of ‘mimesis’, centering on the relation between ‘mimesis’ and poetry, ‘mimesis’ and education and also poetry and education. ‘Since young people learn essentially through imitation, it is significant to select the models’. ‘Mimesis suggests unfavourable effect on the part of the young people’ and ‘poetry is one important source of the youth’s experience with examples and models’; therefore, if the world of models and examples ought to be controlled in the interest of education, poetry must be likewise subject to control. Plato argues the case in the Republic as follow: The youth cannot distinguish what is allegorical from what is not, and the belief they acquire at the age are hard to expunge and usually remain unchanged. That is important that the first stories they hear should be well told and dispose them to virtue. The contents, forms, and representational modes of poetry play an important ethical role in the education of guardians and should, because of the effects they exercise through mimetic process, be based on ethical principles. Young people should only imitate brave, sober, pious and noble men, which will increase their strength and will not infect them with weakness. In this sense, it is argued in the Republic that tragedy and comedy, as mimetic poetry, represent injustice among the gods in the assertion that gods are responsible for unhappiness among people. In the Platonic conception, gods cannot be evil; heroes cannot be weak. The poet’s representation violates the truth and by representing the deficiencies of gods and heroes, has negative effect on the community and the education of youth. Mimetic poetry not only misrepresents gods and heroes and leads young people to immoral behaviours but also appeals to and strengthens the lower, desiring part of the soul. According to Plato, poetry encourages short-term indulgence in our emotions when reason would forbid their gratification because it is useless or harmful for the citizen who considers life as a whole. ‘Reason is a capacity that enables moral quality and authorities. Poetry is intuitive and stirs up a part of a citizen that ought to be kept quiet and fosters the lower part of the soul against the rule of higher part, reason’ Poetry becomes a dangerous rival to morality, which ‘is able to corrupt even good man and is a very dangerous thing encouraging all the lower desires and making them hard to cope with suffering in the theatre, and taking pleasure in laughing at comedies tends to affect our attitudes in real life and make us cynical and unserious. Sex, anger, and all desires, pleasure and pains are fostered by poetic imitation, thus, Homer and tragic poets are not true example for a citizen’. Poetry, then, taking its theme as human emotion and human frailty, threatens to disturb the balance and rational disposition of the individual for the individual, by way of his mimetic abilities, is infected through poetry. Philosophy provides wisdom and truth in the education but poetry has a potential capacity to demoralize mind. For example, Homer’s poetry was drawn on for educational purposes as a collection of knowledge and wisdom and enter in to competition with philosophy, it should therefore, be censored. It is obvious that poetry endangers the ideal citizens who can control and manage their feelings and remain reasonable, thus should be censored. While being an aspect of misrepresentation and something used in a dangerous way for the education of young people, ‘mimesis’ may also come to mean re-enactment in Plato’s dialogue when it refers to the imitation of a man in action in drama. In the Republic, Plato uses the term to refer to the behaviour of the philosopher: â€Å"As he looks upon and contemplates things that are ordered and ever the same, that do no wrong, are not wronged by, each other, being all in rational order. He imitates them and tries to become like them as he can† A similar process occurs in tragedy, which is the artistic and dramatic re-enactment of ritual and myth and transformation of religion. Through tragedy it becomes possible for a man to represent the divinity and gods. For instance, the re-enactment, in Athenian drama, is equivalent to acting out the role of a mythical figure. ‘Mimesis’, in such a context, designates the imitation of earlier re-enactment, the instances of which is taken from myth and rituals. The nature of ritual is spiritual and pleasing and such primitive rituals serve communal interests, in that each member of community gets rid of self. A tragic play may lead to self alienation; and may lead to identification with the fallen character and with the hero. The process of re-enactment, then, leads one to enter into another’s feelings and suffering. Plato insists that no one of truly noble character could suffer as a tragic hero does, since one whose soul is in a state of harmony is not to be influenced and hurt. Therefore, he objects to the re-enactment of ritual. Mimetic behaviour should be avoided because it may lead to identification with fallen characters and with the hero. Plato in the Republic argues that ‘or have you not observed that imitations, if conditioned, settle down youth’s life, and turn into habits and become second nature in the body, the speech and the thought . Apart from this, people identify themselves by means of their mimetic ability when they see themselves in the other and perceive a state of mutual equality. In this sense ‘mimesis’ is distinct from mimicry, which implies only a physical and no mental, relation: a person regards the ‘Other’ as equal and assumes the ‘Other ‘ to be doing the same in reverse. In this respect, a person who imitates is doomed to self-sacrifice and lack of self-identity. Moreover, the process of mimetic identification becomes a source of pleasure in the form of tragedy, which correspondingly frames the myth or re-enacts to substitute the myth in the form of dramatic representation. In the seventh book of the Republic, which is about law, he states ‘we are ourselves authors of tragedy, and that the finest and the best we know how to make’. In fact, our whole polity has been constructed as a dramatization (mimetic) of noble and perfect life; that is what we hold to be truth in the most of real tragedies’. However, in art, ‘mimesis’ has a different function. Aesthetically, ‘mimesis’ refers to misrepresentation. Reality and truth can only be understood through reason. The artist works with inspiration and imagination: the two faculties don’t give us the true image of reality, and the end of tragedy is a partial loss of moral identity. On the one hand, there is ‘mimesis’ as a re-enactment of Dionysian rituals in the form of tragedy which leads to self-sacrifice and wrong identity and which addresses the lower part of the soul and corrupts the ethical development of the youth. On the other hand, there is ‘mimesis’ as an imitative, imperfect image of reality. In a sense, Plato’s resistance to ‘mimesis’ is not only due to the fact that tragedy (mimetic art) may lead the audiences back to the ritual and irrational mode of primitive society but also due to the fact that mimetic art is an imitation of objects (eidon), which are imitations themselves. He objects to ‘mimesis’ for the fact there is no relationship between what is imitated and what is real. ‘Mimesis’ designates the ability to create expression and representation on the part of poet, painter and actor, both in a general and specific sense. For example, the painter produces a relationship between an image he created and the object. If the relationship consists in the production of similarity, then, there arises a question of where the similarity between image and object lies. If the images he creates don’t make a reference to reality and real object, and if the relationship between object and image is on the level of similarity created by the poet through art, then, there appears a lack of link between true and false. But in Plato’s philosophy the relationship between objects and reality does not consist of likeness or similarity. According to Plato, Demiurge creates the idea and by beholding the idea Demiurge produces the object; his ability is exalted in the imitation of the Idea. The poet, on the other hand, creates the images neither by seeing the idea nor from more substantive knowledge of the object since he produces nothing but phenomena by holding up a mirror. In this sense, the artist produces appearance and his work cannot provide us with true insight. Then, when a poet writes about the bed, for instance, it is not a bed manufactured by the craftsman from the idea nor does it have any relation to the real bed; it is only simulation and phenomena. There is also a difference between the knowledge of the poet and the knowledge of the craftsman. Man makes things and makes images. The craftsman makes the things following the original copy or model; the poet follows the image of the model or copy; therefore he gives only a proportion of reality. The proportion of knowledge and opinion, truth and falsity plays a contrasting role in distinguishing imitation as proportion of being to appearance. Plato argues that to understand the image, one needs to know the reality and the path to reality is in philosophy and reason, not in poetry and emotion. Although Plato admits that every object in nature is a reflection of the Idea, he doesn’t object to the reflection of object in nature. Plato uses mirror and water as constant metaphors to clarify the relationship between reality and the reflection of eidon. Plato argues that the poet holds up mirror to nature and in his work we see the reflection of nature not reality. He objects to the reflection of objects in the mirror, since things are divided into two parts: visible and intelligible. The first of the visible things is the class of copies, which includes shadows and reflections in the mirror. The second class of visible things is that of which the previous is a likeliness or copy. Plato objects to the reflection of object in the mirror, since mirror (poet) imprisons and limits the image. And he also objects to the imitation, since the poet imitates without knowledge. Therefore, it is not its imitative character but its lack of truth and knowledge, which brings poetry to its low estate. Homer and all the poetic tribe are imitators of images of virtue and other things but they do not rely on truth. Poetry, after all, is a madness that seizes the soul when it contemplates in true knowledge of goods. Plato’s objection to ‘mimesis’ may also interpreted as a reaction to the sophistic thinking that aims to produce images that the listener will regard as real, all of which take place in the world of phenomena. Image, thought, and opinion combine into a world of appearance characterized by nonbeing, a phenomenal nature and similarity. And as long as illusion and reality are not distinguished, science, ignorance, and appearance merge together. Within the concept of ‘mimesis’, then, Plato creates an independent sphere of the aesthetic consisting of appearance, image and illusion and excludes it from the domain of philosophy. He insists that there are no phenomena without being, no images without reality, no ‘mimesis’ without a model. Yet reality and idea cannot be represented without knowledge and images are not part of reality. Plato, in the Republic, in Ion, and in Symposium uses the concept of ‘mimesis’ with several meanings. He refers to the education of the young in Book X of the Republic; in Ion he develops a metaphysical discourse on the concept of imitation, and in Book III of the Republic he objects to imitation because ‘mimesis’addresses and strengthens the lower part of the spirit. Plato refers to ethical aspects of ‘mimesis’ whenever he refers to the concept of imitation. That is, ‘mimesis’ is an ethical matter in Plato’s dialogues. He is not interested in the aesthetic aspect of ‘mimesis’; therefore, he does not pay attention to the form and matter of ‘mimesis’and art. Plato deals with the value of ‘mimesis’. Aristotle is the first to deal with ‘mimesis’ as a theory of art. He dwells on the concept of ‘mimesis’ as an aesthetic theory of art and ‘considers imitation in terms of the form in which it is embodied’. By imitation, ‘he means something like representation’ through which ‘mimesis’ becomes the equivalent of artistic and aesthetic enterprise’. Unlike Plato, Aristotle also argues that ‘mimesis’ is not morally destructive since reason controls art. II. The Concept of Imitation in Aristotle Aristotle states that all human actions are mimetic and that men learn through imitation. In particular, ‘mimesis’ is the distinguishing quality of an artist. He argues that ‘public classifies all those who write in meter as poets and completely misses the point that the capacity to produce an imitation is the essential quality of the poet’. The poet is distinguished from the rest of mankind with the ‘essential ability to produce imitation’. A poet may imitate in one of three styles in poetry; he may use pure narrative, in which he speaks in his own person without imitation, as in the dithyrambs, or he may use mimetic narrative and speaks in the person of his characters, as in comedy and tragedy. A poet may use mixed narrative, in which he speaks now in his own person and now in the person of his character, as in epic poetry. Mimetic poetry may also differ according to the object of imitation. In this respect, tragedy differs from comedy in that it makes its characters better rather than worse. ‘Mimesis’, particularly, becomes a central term when Aristotle discusses the nature and function of art. In the Poetics, he defines tragedy as: ‘as an imitation of human action that is serious, complete and of a certain magnitude; in language embellished with every kind of artistic ornament, the various kinds being found in different parts of the play; it represents man in action rather than using narrative, through pity and fear effecting the proper purgation of these emotion’. Aristotle is interested in the form of imitation and goes on to consider plot, character, diction, thought, spectacle and song as constituting elements of a typical tragedy. The action of plot must be complete in itself with a proper beginning, middle and an end. All parts of action must be equally essential to the whole. Each part of the tragedy is imitation itself. Character in tragedy imitates the action of noble man who has to be a man of some social standing and personal reputation, but he has to be presented us in terms of his weaknesses because it is his weakness that will make his fall believable. Aristotle thinks that all types of art are mimetic but each may differ in the manner, means, and object of imitation. Music imitates in sound and rhythm, painting in color and poetry in action and word. Aristotle’s ‘mimesis’ does not refer to the imitation of Idea and appearances, like that of Plato. He argues that each area of knowledge is imitation in the sense that as a human being we all learn through imitation. However, he carefully makes a distinction between different kinds of knowledge. For instance, he claims that art and philosophy deal with different kind of truth; philosophy deals with concrete and absolute truth, whereas art deals with aesthetic and universal truth. The difference, for instance, between mimetic poetry and history is stated as ‘one writes about what has actually happened, while the other deals with what might happen’. Art, unlike science, doesn’t abstract universal form but imitates the form of individual things and unites the separate parts presenting what is universal and particular. Therefore, the function of poetry is not to portray what has happened but to portray what may have happened in accord with the principle of probability and necessity. Since poetry deals with universal truth, history considers only particular facts; poetry is more philosophical and deserves more serious attention. In addition, aesthetic representation of reality is not technical, factual, philosophical, and historical. Aristotle compares aesthetic process (mimesis) with the process that takes place in nature. While nature moves through internal principles, art moves through organic principles like plot, action, characters, diction, and there is a unity among them. In a sense, art imitates nature and the deficiencies of nature are supplemented in the process of imitation, and art follows the same method, as nature would have employed. Thus, ‘if a house were natural product, it would pass through the same stages that in fact it passes through when it is produced by art, they would move along the same lines the natural process actually takes’. Poets, like nature, are capable of creating matter and form. The origin of nature is nature itself and the origin of art is the artist and the defining characteristic of the artist is the ability to create, through imitation, as nature does. The artist constructs the plot as an organizing principle, character constitutes the relation and carries on the action and style gives pleasure. For instance, the plot of tragedy and Dionysian rituals display similar organization. The rituals begin with the spring, which is a striking and beautiful time of the year, and they represent the strength of gods and nature upon primitive society. Tragedy, like the image of spring, has a striking and fascinating beginning and, like ritual, a tragic play pervades and shapes the feelings of the audiences. Dionysian ritual is a sacrifice of human being for gods and nature in the hope for a better and peaceful beginning. Similarly, the tragic hero is symbolically sacrificed after which there appears a peace. Then, the poet takes tragedy, as a mimetic representation of myth, from the natural course of an event that takes place in nature and reorganizes it. In this sense, ‘mimesis’ designates the imitation and the manner in which, as in nature, creation takes place. Mimesis, as Aristotle takes it, is an active aesthetic process. He argues that ‘imitation is given us by nature and men are endowed with these gifts, gradually develop them and finally create the art of poetry’. The poet does not imitate reality but brings reality into existence through ‘mimesis’. The poet recreates and reorganizes already known facts and presents them in a fresh and attractive way; therefore, though audiences know the story of Sophocles’ Oedipus, they go and watch it. The reality as presented to us through ‘mimesis’ is superior and universal not only because we are pleased to learn through imitation but also because such reality is better. Homer, for instance, depicts Achilles not only as a bad character but also depicts his goodness. Mimesis is thus copying and changing. The poet creates something that previously did not exist and for which there are no available models. Even in dealing with historical materials, the poet needs to fashion it in accord with his art rising to a higher level than is found in reality. Art is fictitious but the mimetic and aesthetic nature of art pervades the fictitious deviation and a work of art forces the thing to appear as something more beautiful and better than that nature and human being posses in common, ‘for it is always writer’s duty to make world better’. It can be argued that Aristotle defines and argues about art with respect to ‘mimesis’, and the concept of imitation in Aristotle is an aesthetic matter. Mimesis is not only ‘origin of art but also a distinguishing quality of man, since imitation is natural to mankind from childhood on’; in addition ‘all men find pleasure in imitation’. He claims that there are ‘things that distress us when we see them in reality, but the most accurate representation of these same things we view with pleasure. In this sense, catharsis is not a moral and psychological matter but a natural end of the aesthetic act as Salkaver discusses below: Fear and pity are dangerous emotions: painful and troubled feelings arise from the imagination of an imminent evil and cause destruction and pain. Pity, in particular, is a kind of pain upon seeing deadly or painful evil happening to one who does not deserve. However, in the representation of such feelings one feels empathy and gets rid of them. So, a work of art gives a man an opportunity to get rid of painful and troubled feelings arising from the imagination of an imminent evil that may cause destruction and pain on the part of the citizen. Aristotle develops a consistent theory of art upon the concept of imitation. He begins saying that all human actions are imitation, then, he focuses on poetry and other areas of studies like history and philosophy. Lastly, he dwells on the poet and the concept of imitation as taken and practiced by playwrights. All his arguments upon ‘mimesis’ are, both in general and in specific sense, have aesthetics quality, since he does not take imitation as social, moral or political phenomena but as an activity of the artist. CONCLUSION Plato’s main concern is with the public recitation of dramatic and epic poetry and in Plato there is emulation between philosophy and poetry. The poet influences the character of the young in every way and has corruptive impact upon the education of the young mind. In addition, poets don’t have a true knowledge of the things. Plato suggests that the emotional appeal is a threat to reason, that mimetic art is remote from reality, that the poet is not serious and knows nothing about poetry and cannot give satisfactory information about his art. It is obvious that he resists the concept of imitation in the case of poetic composition. Tragedy, in particular, and poetry, in general are concerned with pleasure rather than instruction and since it is not possible to imitate a wise and quiet person in the play, since such a person does not fit the content of tragedy, ‘mimesis’ is ethically distracting. Therefore, the function of various discussions of mimetic art in the Republic is ethical: wherever he mentions art he discusses it in relation to education and ethics. Although Aristotle agrees with Plato that poetry has the power to stimulate emotions, he does not pay much attention to the ethical and epistemological aspects of ‘mimesis’. Yet he dwells on the pleasure that men take in learning and argues that tragedy discharges the feelings and spectators leave the play in a state of calm, free of passions. He does not restrict art and poetry and the concept of ‘mimesis’. Aristotle’s ‘mimesis’ is defined by mythos and praxis’, which brings the concept close to areas of time and action- in contrast to Platonic ‘mimesis’, which is closer to image, imagination and imitation. He argues that tragedy is the imitation (mimesis) of a man in action. Aristotle’s ‘mimesis’ is active and creative; and he gives a dynamic character to ‘mimesis’ by introducing mythos and praxis, thus, defines art as ‘mimesis’ and the artist as character. Plato worries about the moral effect of poetry, while Aristotle strikes to psychology and returns repeatedly to shuddering terror (phobos) and pity (eleos) that the tragedy is creating in the spectator, who therefore repeats or imitates what has already taken place on stage. Plato argues that there is a duality between art (mimesis and narrative art) and ethics. The more poetic the poems are the less suited are they to the ears of men. Artistically, the better the comedy is, the worst it is, since the more attractive and perfect the comedy is the more disastrous its effects are. For instance, Homer, in the â€Å"Iliad† tells us or narrates the story of cypresses, as he was himself a cypress. He tells the story as far as it makes the audience feel that not Homer is the speaker, but the priest, an old man. This manner of representation (impersonation), according to Plato, leads to the loss-of-self or transformation of identity and becomes a matter of moral destruction. Aristotle takes the same activity of impersonation in a different way. He praises Homer for not telling excessively in his own voice since, after a few words he immediately brings on stage a man or woman or some other characters that represent the action with larger perspective. As a conclusion, ‘mimesis’ has since the antiquity been discussed to refer to the relation between reality and representation. The nature of discussion upon the concept of ‘mimesis’ as a theory of art changes according to the person who discusses the term and the way he deals with the term. Auerbach, for instance, distinguishes the reality and ‘mimesis’ in literature with respect to the narrative techniques and argues that Homeric epic is not mimetic but realistic since; narration of the tales comprehends every detail and leaves no space for interpretation. Plato, on the other hand, agrees that reality cannot be represented; therefore, ‘mimesis’ is misrepresentation of truth. Aristotle becomes the defender of ‘mimesis’ against Plato and develops a theory of art with reference to ‘mimesis’ and claims that art (mimetic art) is superior to philosophy and histpry.

19th Amendment to the Constitution

19th Amendment to the Constitution * Women gained the right to vote in 1920 in the 19th Amendment. Due to societal norms of the past, many women chose not to vote. The League of Women Voters was formed the same year to educate women about political issues and candidates, as well as encourage participation in the political process. One of the founders was the president of the National American Woman Suffrage Association, Carrie Chapman Catt. Read more: Roaring Twenties Political Events | eHow. com http://www. ehow. com/list_7794192_roaring-twenties-political-events. tml#ixzz1gYm7jWyN Sunday, William â€Å"Billy† 1862-1935 The Best-Known Evangelist in America. Billy Sunday entered the 1920s as the best-known revivalist in America. His great campaign in New York City in 1917 coincided with America's entry into the Great War, and in his sermons Sunday managed to fuse Christianity and American patriotism to the delight of millions. His success was even greater when he was able to c elebrate the death of his longtime enemy, â€Å"John Barleycorn,† with the adoption of Prohibition. He even attained some wealth, In 1920 Dun and Bradstreet estimated his worth at $1. million. Decline. However, the 1920s were not pleasant for Sunday and his wife. While he continued to attract large audiences and led thousands to hit the â€Å"sawdust trail† that led to the altars of the tabernacles he had put up for his revivals, these special buildings no longer went up in the largest cities of the North, and he found himself working medium-sized crowds. Economic Growth in the 1920s Despite the 1920-1921 depression and the minor interruptions in 1924 and 1927, the American economy exhibited impressive economic growth during the 1920s.Though some commentators in later years thought that the existence of some slow growing or declining sectors in the twenties suggested weaknesses that might have helped bring on the Great Depression, few now argue this. Economic growth ne ver occurs in all sectors at the same time and at the same rate. Growth reallocates resources from declining or slower growing sectors to the more rapidly expanding sectors in accordance with new technologies, new products and services, and changing consumer tastes. Economic growth in the 1920s was impressive.Ownership of cars, new household appliances, and housing was spread widely through the population. New products and processes of producing those products drove this growth. The combination of the widening use of electricity in production and the growing adoption of the moving assembly line in manufacturing combined to bring on a continuing rise in the productivity of labor and capital. Though the average workweek in most manufacturing remained essentially constant throughout the 1920s, in a few industries, such as railroads and coal production, it declined. Whaples 2001) New products and services created new markets such as the markets for radios, electric iceboxes, electric ir ons, fans, electric lighting, vacuum cleaners, and other laborsaving household appliances. This electricity was distributed by the growing electric utilities. The stocks of those companies helped create the stock market boom of the late twenties. RCA, one of the glamour stocks of the era, paid no dividends but its value appreciated because of expectations for the new company. Like the Internet boom of the late 1990s, the electricity boom of the 1920s fed a rapid expansion in the stock market.Fed by continuing productivity advances and new products and services and facilitated by an environment of stable prices that encouraged production and risk taking, the American economy embarked on a sustained expansion in the 1920s. Answer: Improve Positive effects- it created jobs, it created wealth, and it produced better living Negative effects- living conditions were bad, workers got seriously injured/killed, cities became crowded, and some countries tried imperialism Read more: http://wiki . answers. com/Q/What_were_the_positive_and_negative_effects_of_industrialization_between_1890_and_1920#ixzz1gYpL2o4R

Spelling and Sound Challenges to Spanish L2 Learners of English

Spelling and Sound Challenges to Spanish L2 Learners of English Abstract Learning a second language is usually a difficult task for most people. This is because; each language has its own conventions, which are not necessarily similar to those of the second language one is trying to acquire. For native Spanish speakers trying to learn English as a second language, numerous challenges may be present.Advertising We will write a custom report sample on Spelling and Sound Challenges to Spanish L2 Learners of English specifically for you for only $16.05 $11/page Learn More In the literature review, spelling and sound system in the English language shall be addressed as the most common challenge encountered by Spanish learners of English as a second language. Problems arising from spelling and sound could be related to difficulties in pronunciation of words, learning of English vocabulary, grammar and spelling of words. Pronunciation of English words for native Spanish speakers may be a problem because of some words which star t with a certain sound for example ‘s’, being pronounced in a different way in the Spanish language. Because it is very natural for a learner to replicate the conventions of their language into the second language they are learning, it may be difficult for them to understand the pronunciation. Again, learning of vocabulary may be difficult because of words present in both languages which appear to have the same spelling but different meaning. The grammar and the spelling of words follow different conventions in the English language. In the methodologies section, selection of participants, data collection methods and procedure used will be addressed. The results of this report shall then be analyzed and thereafter, a discussion and conclusion shall follow. Introduction Those who speak Spanish as their first language have some advantages when learning English as a second language. One of the advantages is that, native Spanish speakers learn English vocabulary faster becau se of the numerous similarities that exist among words in the two languages. Nevertheless, there are some specific difficulties that native Spanish speakers encounter while learning English as a second language. Some of these problems are found in the area of spelling and sound while learning English. Most of the learners will encounter problems in these two areas because of the disparities that exist between the Spanish and the English language in spelling and sound pattern of words.Advertising Looking for report on linguistics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Literature Review Pronunciation Difficulties According to Farnen (2010), native Spanish learning English as a second language experience difficulties in learning English pronunciations. This is because, the there are numerous differences that exists in the pronunciation of words in the languages. The English language comprises of twelve vowels. There are also eight diphthongs. On the other hand, the Spanish language has only five vowels and five diphthongs. Due this background, whereby one is familiar with only five diphthongs and vowels, it becomes hard for such a person to learn English, which has numerous vowels and diphthongs. One challenge that native Spanish speakers encounter in the area of pronunciation is distinguishing between words in English that have similar pronunciation but different spelling, especially because of the vowels or diphthongs used. For exampled, the words ‘beat’ and ‘bit’ word be very challenging for a Spanish speaker to distinguish. Moreover, Farnen (2010) states that confusion of consonants may arise. Some English consonants such as ‘S’ may be confused for ‘Z’. Consequently, the English word ‘Sue’ may end up being pronounced as ‘Zoo’. Again, confusion between the consonants ‘b’ and ‘v’ is very common. The other sound that is very problematic to native Spanish speakers learning English as a second language is pronunciation of the initial sound ‘s’ in English words such as ‘solar’. This is mainly because in the Spanish language, the initial ‘S’ sound in the beginning of words is always preceded by an ‘e’ sound. The word ‘solar’ in English would end up being pronounced as ‘esolar’ by native Spanish speakers learning English. The initial ‘S’ sound in word’s beginnings will always give them problems. According to Farnen (2010), there is also a variation in the rhythm of syllables in words. This is because, in the Spanish language, all syllables have an equal length. However, in English, there are accented syllables, which are given more duration compared to the other syllables. This fact can be very difficult to understand for the native Spanish speakers who use an even rhythm in speaking En glish.Advertising We will write a custom report sample on Spelling and Sound Challenges to Spanish L2 Learners of English specifically for you for only $16.05 $11/page Learn More Difficulty in learning vocabulary Skehan (1991) observes that there are many words in both English and Spanish languages that are similar. This similarity in a vast number of vocabulary works both for and against a person learning English as a second language. Some words that appear in both the English the Spanish language may confuse the learner, because they are not the same in their meaning. Examples of some of those words that may appear to be the same but in actual sense are not include the English ‘exit’ and Spanish ‘exito’. What is more is that some Germanic components which exist in the English language may present the Spanish learner with a lot of difficulties in mastering the language. An example of the Germanic component found in the English lan guage is the phrasal verb ‘look for’. Germanic derived components found in the English language are more difficult for the Spanish speaker to merge than French derived components. Difficulties in Grammar Learning English grammar for native speakers is one of the most difficult tasks. This is because of the confusion that always arises during learning. Particularly, there is a problem with relating the verb endings in Spanish with those in English. According to Hinkel (2011), verbs in the Spanish language have more verb endings compared to verbs in the English language, which poses a challenge to the Spanish learners in understanding the English verbs. In the English language, a meaningful and complete sentence always comprises of a subject, verb and an object. However, a complete sentence in the Spanish language does not always need a subject to be complete. Consequently, Spanish learners of English as a second language end up omitting the subject or subject pronouns in English sentences when writing or speaking. They are affected by the Spanish word order, which they tend to replicate in their English sentences, instead of the conventional subject-verb-object sentence structure required in an English sentence. Swan Smith (2001) note that: another problem arises when they are required to form negatives as well as questions using the helping verb ‘do’. This is mainly because in the Spanish language, the use of the helping verb ‘do’ is not necessary in order to form questions and negatives.Advertising Looking for report on linguistics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Third person singular possessive adjectives, which require the use of the correct gender in order for the sentence to be correct, are a major challenge to Spanish learners of English. This is because in the English language, there is differentiation of the genders in the third person singular possessive adjective, while in Spanish, this is not the case. There is only one third person singular possessive adjective that can be used for the English her, his and its. Difficulties in spelling and punctuation According to Shatz and Wilkinson (2010), native Spanish speakers experience a lot of problems in spelling English words correctly. This is because the native Spanish speakers have knowledge of Spanish, which is a language with more system as compared to the English language. Words in the English language which have the same sound can be spelt differently but in Spanish, the same sound is always spelt in the same way in all words. For example, the English sound /f/ can be spelt differ ently, for example, /gh/ as in ‘cough’, and /f/ as in ‘floor’. However, in the Spanish language, such a sound would only have a single spelling. This makes it difficult for the native speakers to understand how the same sound can be spelt differently in English words. The many vowels and diphthongs present in the English language pose a major challenge to the Spanish learners. The use of punctuation marks in sentences and in words is also confusing for native Spanish speakers. Difficulties in knowing where to put exclamation marks or question marks result to incorrect sentences. The Spanish learners have a tendency to put these punctuation marks at the wrong places for example at the beginning or at the end of sentences. This happens mostly in writing. The native Spanish speakers have also a problem in connecting sentences meaningfully. This is because they tend to use commas to link independent clauses in sentences, which results to wrong sentence structur es. Methodology Participants Twenty participants were selected randomly. The participants were chosen from Spanish native speakers who were learning English as a second language. Materials The content from books which handle the topic of difficulties encountered while learning English as a second language were used. Particularly, the area of spelling and sound challenges for native Spanish people learning English as a second language was the main focus. Procedure Various data collection methods were used. One of these methods was the use of interviews. In this case, the participants were individually interviewed in order to assess their understanding on the spelling and sound challenges they encountered while learning English. The participants were told to give their personal challenges that they encountered while learning spelling and sounds in English. The sessions lasted for an average of twenty minutes each. Group interviews were also conducted, whereby the same question was ask ed. Also, the observation method was used. The participants were observed while in a natural setting. In this case, they were observed while they were learning English during the lesson. Further observations were made while they were out of the lesson and were practicing what they had learnt by trying to speak English. While conducting both the interview and the observation, the sessions were video taped. This was done to enable the researcher look at the sessions later and make a correct analysis. Results The results showed that native Spanish learners of English language experience some difficulties while learning spelling and sounds in the English language. Some of these challenges include: Difficulties in pronunciation of English words due to the sounds that exist in both the Spanish and the English language but the pronunciation are different. Difficulties for the Spanish learners to learn English vocabulary because of similarities in some words in spelling in both languages b ut their meanings are different. Disparities in grammar rules between the English and the Spanish language also pose a major challenge to Spanish learners of English language. Finally, spelling of words which have different spelling but the sound is the same in English is a problem to native Spanish people learning English. Discussion and conclusion According to Hall (1995), the spelling of words in English is dependent on two major factors namely: phonology and morphology. This means that it is possible predict the spelling of some words in English based on their pronunciation, for example the word ‘fat’. However, it is not possible apply the same in some words in English. For example, some words retain the same root when they are changed to form words in different word classes but their pronunciation change. For instance, the second ‘c’ sound in the words electric, electricity, and electrician keep on changing as the word changes to form a different word . Additionally, Spanish learners of the English language use the grammar rules of their native language to spell words in English, which end up complicating their process of learning. Grammar conventions such as when to use capital letters vary from one language to another. Spanish learners of the English language need to be taught the new rules in depth to enhance a deeper understanding of the English language. Conclusion Learning a second language is not an easy task for people who speak a single language. This is especially difficult because, the learners of a second language are conversant with the conventions of their first language and they may try to apply the same rules to the second language they are learning. This may be a disadvantage to them because it may hinder their acquisition of the English language. According to Oxford (1990), those who teach native Spanish speakers English as a second language should teach the new rules in English explicitly to ensure that there i s an in depth understanding of English as a second language. Reference List Hall, D. (1995). Assessing the Needs of Bilingual Pupils: Living in Two Languages. London: Fulton. Hinkel, E. (2011). Handbook of Research in Second Language Teaching and Learning:  ESL and applied linguistics professional series. New York: Taylor Francis. Farnen, K. (2010). Common English Difficulties for ESL Spanish Students. Santa Monica: Demand Media, Inc. Oxford, R. (1990). Language Learning Strategies. Boston: Heinle Heinle Publishers. Shatz, M. and Wilkinson, L. (2010). The Education of English Language Learners:  Research to Practice Challenges in language and literacy. New York: Guilford Press. Skehan, P. (1991). Individual differences in second language learning. Studies in  Second Language Acquisition, 13, 188-221. Swan, M. Smith, B. (2001). Learner English 2nd Edition. Cambridge: Cambridge University Press.

buy custom Essay on Man essay

buy custom Essay on Man essay Introduction An Essay on Man is a philosophical poem that entails four epistle verses with each published independently and incognito in the period ranging 1733 February and January 1734 by a bookseller. Pope later on manufactured the intricate trick partly to smoothen out the resentment provoked his earlier satires, particularly The Dunciad (1728) and Burlington epistle(1731) (Pope pg 66) .Pope ultimately acknowledged himself as the author when he brought together the epistles in the description The first book of Ethic Epistles. The poem tackles the query of human personality and the prospect for happiness relative to the universe, political and social hierarchies and the person. The poem utilizes a majestic oratical style to articulate the eighteenth-century buoyancy values and this underscores its point of view with an array of conventional techniques. However as time proceeds, critics view the popes poem as being fundamentally imperfect, both philosophically and aesthetically. Almost three ce nturies after its publication, the poem is valued distinction. Plot and character Bolingbroke retired in 1723 to Dawley, a farm adjoining the popes Twickenham after being formerly acquainted with th pope by reciprocated association with Jonathan Swift. He quickly made friends with the poet, whose personal viewpoints efficiently corresponded with his own. The poem has been diced into four different sections each explicating the common place ideas that took place in the eighteenth centaury (Pope Pg 45). The plot was developed from the European intellectuals who were out to criticize the humanity role and the human nature in this universe. The epistles in the poem are majored upon the premise going further to describe possible improvements to the aspects of society and human nature bringing out the implicit understanding of the current universe to be essentially perfect and divinely ordered. The following epistle focuses on the uniqueness of humans and tries to indicate the psychological balance that exist between emotions and self interest under the virtuous guidanc e of living. The next epistle talks about the individual role in the society in trying to trace the origins of caviling institutions. The last epistle covers the struggles between the love for others and self love in relation to the search for happiness. Themes The major themes standing out in this poem is the operation of the universe and the human role in it. The government capacity in the establishment and promottion of happiness to its citizens also is brought out. The poem can be considered as the Popes most thorough statement of his ethical, philosophical and political principles. The implication of the poem assumes that Christians notions are regarded as lost paradise, fallen man and a beneficent deity. Through the poem, an eclectic assortment of the current and traditional philosophical ideas that try to explain the universal human kind characteristics is achieved. The main theme of this poem is the idea that there is an ordered universe that has a coherent structure and at the same time operates in a rational way that is in accordance to the natural laws which were designed by God (Pope, pg 56). Critics As soon as the poem was published, it received a popular response and initial critic all over England. The response was echoed all over Europe and has been passed on over the following decades. However, the early appeal of the poem resulted to a controversy that was inspired by a community of clergymen and metaphysicians who were few but vocal (Pope, pg 62). The critics were on the poems values not considering its themes and were termed as being essentially poetic but not in means coherently philosophical. Buy custom Essay on Man essay

Artemis Temple Essay Example for Free

Artemis Temple Essay She presided over the transition of a woman from virgin (parthenos) to married woman (gyne) and protected the virginity of those who were unmarried or wished to remain virgins (2). Artemis also oversaw marriage, childbirth and assisted with child-rearing (3). Virginity was especially emphasized in the Temple of Artemis at Ephesus: only virgins and men were allowed access and married or sexually active women were excluded under penalty of death. Artemis is commonly regarded as a fertility goddess, mostly because of the multitude of ‘breasts’ that cover her cult image (4). This essay will discuss three aspects of the Ancient Temple of Artemis, the style, the restoration of its architecture and its importance. The temple of Artemis was built around 550 BC and was the first temple to be entirely of marble and the largest temple ever built. The temple was financed by the wealthy king of Lydia and was designed by the Greek architect Chersiphron. Marshy ground was selected for the building site as a precaution against future earthquakes. The foundation was laid on a bed of packed charcoal and sheepskins, the column drums and architraves moved from the quarry, relates Vitruvius, by fitting them with large wheels and then, like rolling axles, having them pulled by oxen (5). It resembles the classical Greek temple: a stoic rectangular structure with mighty columns (6). The temple measured 350 by 180 feet and from the outside, its most striking feature was its more than 100 marble columns. Since it was built in the Ionic architectural style, the columns were decorated with sculptural reliefs at their bases and rosettes in their capitals (7). There were two rows of columns stretched across the front of the temple, standing about 21 feet apart and extending from the front to the back of the temple at 17 feet apart. The door in the pediment — along with two windows — was intended for Artemis’ own use (8). Inside the temple was the statue of Artemis herself, which was built from gold, silver, ebony and other stones. The temple brought in merchants, kings, and sightseers, many of donated jewellery and other treasures to Artemis and her temple. Its splendor also attracted many worshipers and pilgrims, strengthening the cult of Artemis (9). Since she was an influential figure, her fame went higher as soon as her temple was built. The Temple of Artemis was a very famous and attracted visitor from far and near. Its purpose was both a religious institution and market place. The market place itself had small models of the temple and its goddess Artemis for the fellow tourists as souvenirs to take with them. The columns at the front were decorated with intricate sculptures. It was built to honor Artemis as inside the temple was an inner room called the sanctuary that housed  a magnificent statue of the goddess. The temple was destroyed and rebuilt several times, each time it was built more impressively than the time before it. The first time it was destroyed was on the night of July 21, 356 BC, a man named Herostratus set fire to the temple in an attempt to immortalize his name (10). It caused the roof to cave in, the columns collapsed, and the statue of the goddess crashed to the ground. After the town created a law stating whoever mentioned his name would be put to death immediately. In the following two decades the temple was restored with the help of Alexander the Great. But then again in 262 AD, the temple was destroyed by the Goths and later swamped by floods, but still the residents of Ephesus vowed to rebuild it (11). However this time it was not rebuilt due to the high construction costs. A little later the temple began to lose its importance and many people were switching to Christianity and the town was completely isolated. There were attempts made to reconstruct the temple, but so far only a couple columns have been erected upon the remaining foundation. Artemis Temple. (2018, Oct 30).

Clean Water Act regulate oil spills in the United States (LAW) Essay

Clean Water Act regulate oil spills in the United States (LAW) - Essay Example e section of CWA that prohibits the discharge of threshold amounts of oil or hazardous substances into navigable waters of the United States is Section 311(b)(3) (Oil Spills/SPCC 1). Section 311(j) of CWA reduces the chances of oil spill and prevents the accidental release of stored oil in navigable waters by mandating facilities to prepare Spill Prevention, Control, and Countermeasure (SPCC) plans by storing oil in significant quantities (Oil Spills/SPCC 1). The SPCC plans must be in accordance with the National Contingency Plan (NCP) (Chapter Eight 4). For facilities that have a greater risk of oil spills from storage are required to develop plans to respond rapidly in case of oil spills and clean up. The SPCC plans have to be implemented by the facilities that have the total oil product storage of aboveground greater than 1320 gallons or underground more than 4200 gallons or aboveground storage of more than 660 gallons (Pollution Control 4). The SPCC plans must be in agreement with 40 CFR 112.7 and reviewed and certified by Registered Professional Engineer (Pollution Control 4). It must be reviewed by the facilities every three years or every time there is a change in the operator (Pollution Control 4). The copy of SPCC plan must be available with the operator who is attending 8 hours/day (Pollution Control 4). Periodic training must be provided to facility personnel, operator, and management for the spill prevention and response to oil spills (Pollution Control 4). Above storage tanks more than 660 gallons must be provided with secondary containment (Pollution Control 4). Appropriate cleanup equipments must be used to prevent oil spills from reaching navigable waters (Pollution Control 4). For drained water from the diked areas, a control valve must be used to lock when in use (Pollution Control 4). In case of oil spill or discharge in navigable water or in waters of contiguous zone, it must be brought to the notice of management authority of the United

Field_Trip_to_L_auberge_Casino_Resort Lake Charles, Louisiana Essay

Field_Trip_to_L_auberge_Casino_Resort Lake Charles, Louisiana - Essay Example Mr. Kirk also showed us the hotel’s villia sweet room and explained us how the rooms are managed. There are more than 1000 rooms in the hotel and the sweet rooms cost anywhere between $40,000 and $100,000. The tables in the casino had all kinds of games to entertain the guests. I found the resort quite well-equipped and I expected it to be so since this was what we were told in the class. There was every amenity a guest could ask for. Especially, the spa was magnificent. Although the spa was available at a very reasonable rate, yet unfortunately I had too less time to book a massage. I was upon a school trip, so all I could have was little fun around the place. The casino was splendid. I found a variety of cuisines at the restaurants. I would particularly like to recommend the appetizer sampler at the Jack Daniels restaurant to anyone planning to go there. Since the weather was very cold, so I could not have a swim into the pool, but that is due for next time for sure. One of the aspects of the field trip that I disliked was that in place of a rake, the poker players in the casino were charged $7 for 30 minutes of game at the table. I was surprised because in the class, we were told that the casino offers a variety of games at reasonable prices, but I found many of them unreasonably high. This price was unbelievably higher than most of the best casinos around that I have experienced playing in before. I also noticed that although the rooms were well-furnished and aesthetically decorated, yet the rooms were not kept up nicely. I noticed stains on some pieces of the furniture as well as some portions of the carpet particularly those that were behind the doors. Probably the house-cleaners clean the main areas but leave the corners. Some shaddy looking characters I saw inside the casino caught my attention. However, the workout facility was excellent. This field trip experience was as informative and educative as it was interesting and enjoyable.

Book review Essay Example | Topics and Well Written Essays - 3000 words

Book review - Essay Example Rotman School of Business at the University of Toronto. Don Tapscott’s Grown Up Digital (2009) examines the life of people who have grown up in the digital age. Tapscott’s idea for the book initially arose in the 1990s after viewing the rise of internet technology within his own family. He realized that the current generation is demonstrating proficiency with the internet and digital technology which the past generations can’t keep up with and this is making them notably different from these past generations. As a strategic business analyst he realized that it would be important to gain an in-depth understanding of this phenomenon, so he commissioned a large scale study to investigate the issue; the book is comprised from information the study found and personal insights from the author. One of the foundational assumptions of the book is that the defining characteristic of the post-Generation X generation is the overwhelming influence the world-wide-web has had on their lives. In characterizing this influence, the author deems this generation the Net Generation (refusing to settle on the often used Generation Y moniker because it ignores the highly individual characteristics of this new generation). According to Tapscott, the Net Generation spans from 1977 to 1997, including even more births than the Baby Boomers. Indeed, they have been deemed the Echo Generation in response to the Baby Boomers’ initial post-war explosion. One of the major tenants of the research is that because of the current explosion of the internet, the world has become a much more integrated place. Since globalization has progressed to this degree the research necessarily focused on international elements as well as those within the United States. John Geraci, the project manager of the research, stated, â€Å"For the first time ever, we can speak of a worldwide youth generation† (Tapscott, pg. 23). As a result, the research included twelve countries,

Benefits of Assessment Centers for Organizations Research Paper

Benefits of Assessment Centers for Organizations - Research Paper Example This research will begin with the statement that the commonest application of assessment is in measuring management employees’ performance, especially for interpersonal competencies. The assessment centers help determine the specific competencies in an individual employee through a series of techniques and methods that include both individual and group activities. The assessors determine an individual’s performance against other employees. Many analysts affirm that assessment centers are very effective in measurement interpersonal skills. An assessment center puts employees through work-like conditions involving individual and team activities and tests that offer the best simulation of real work situations for monitoring and measurement of key competencies. Assessment centers are critical in determining the competency of employees. Competency is a broad term referring to a set of skills, knowledge, individual behaviors and how they auger with the job specification of th e employee under consideration. The interplay of factors in every employee is critical for the overall success of the organization. In addition, assessment centers help organizations to determine the most important skillsets for the organization with regard to the management. For instance, an employee’s willingness to delegate, works in a team, take risks, and take personal initiative. Assessment centers are also great in selecting employees who can provide the best performance for particular jobs. The organization can therefore choose employees for jobs that are most fitting and improve the organizational performance. An assessment center also aids in developing and identifying fresh potential for the organization’s top supervisory jobs (Boehm, 1982), particularly in cases where other methods fail, given its superior ability to reveal an employee’s interpersonal skills. Finally, an assessment center helps identify competencies needing further development and co nsequently help in appraising of employees, which can help in career development. This report analyzes assessment center as an assessment tool and examines its implementation considerations for an organization. A description of the Assessment Center Approach A number of factors, which articulate its goal, underlie the assessment center approach to measuring organizational performance. For an organization to implement an effective assessment center, it needs to identify the competencies necessary for its future employees (Rupp & Reynolds, 2009). In addition, the management has to come up with means to determine the competencies that the current employees possess. Finally, one of the most vital phases in the overall design of the assessment center is the identification of competencies gap, and the eventual process of developing means of bridging this gap. By identifying gaps in an individual’s set of competencies, the organization can help nurture these skills in employees to i mprove their performance, for instance with regard to knowledge and skills. Implementing an Assessment Center for the Organization A number of factors come into play before an organization can effectively implement an assessment center. First, the organization has to find appropriate and experienced raters to conduct the assessment. According to Coffee (2005), in the industrial settings, 3 to 6 assessors assess 6 to 12 candidates over a period of 3 days. Secondly, the organization has to identify an all-encompassing set of assessment techniques, which ensure that the assessment goes on successfully and comprehensively covers all areas of relevance in the study. Normally, the assessment methods are either written or oral. The written exercises include in-basket

Globalization's impact on the spread of infectious diseases Annotated Bibliography

Globalization's impact on the spread of infectious diseases - Annotated Bibliography Example ue of racism in Toronto as the people from East Asia where the virus had initiated from started being isolated and discriminated against as a result of the virus and them being different. The Asians were segregated from the Canadians and the increase in racialization spread even more and the effects are still being felt to date. The conclusion from this article is that globalization has increased the spread of infectious diseases thousands of miles away from the area of origination and this is leading to other unwarranted and unwanted effects such as racism. The race that the infectious disease originates from is discriminated against and segregated as well as blamed for the spread of the disease or infection just like the Chinese were segregated by the Canadians in Toronto even though the disease spread as a result of interaction and connectedness but leads to inequality. Brown, T. (2011). ‘Vulnerability is universal’: Considering the place of ‘security’ and ‘vulnerability’ within contemporary global health discourse. Social Sciences & Medicine, 72: 319-326. The global health standards have been and continue to be affected by the increase in the multiple threats of the infectious diseases all over the world. With global connectedness and interactions increasing, there traditional border defenses and securities are weakening and hence allowing people the movement all over the world hence continuing to spread the infectious diseases everywhere. What this does is to increase the vulnerability of the people and exposing them to more diseases, spreads the panic over the diseases and eventually becoming an epidemiological threat to the health of the people. Fighting of these diseases has become even harder for the world because of the increase in environmental degradation, intensive farming practices, rapid urbanization as well as misusing of antimicrobials. All these contribute to the humanity becoming more vulnerable to the diseases and dying in

Book review Essay Example | Topics and Well Written Essays - 3000 words

Book review - Essay Example Rotman School of Business at the University of Toronto. Don Tapscott’s Grown Up Digital (2009) examines the life of people who have grown up in the digital age. Tapscott’s idea for the book initially arose in the 1990s after viewing the rise of internet technology within his own family. He realized that the current generation is demonstrating proficiency with the internet and digital technology which the past generations can’t keep up with and this is making them notably different from these past generations. As a strategic business analyst he realized that it would be important to gain an in-depth understanding of this phenomenon, so he commissioned a large scale study to investigate the issue; the book is comprised from information the study found and personal insights from the author. One of the foundational assumptions of the book is that the defining characteristic of the post-Generation X generation is the overwhelming influence the world-wide-web has had on their lives. In characterizing this influence, the author deems this generation the Net Generation (refusing to settle on the often used Generation Y moniker because it ignores the highly individual characteristics of this new generation). According to Tapscott, the Net Generation spans from 1977 to 1997, including even more births than the Baby Boomers. Indeed, they have been deemed the Echo Generation in response to the Baby Boomers’ initial post-war explosion. One of the major tenants of the research is that because of the current explosion of the internet, the world has become a much more integrated place. Since globalization has progressed to this degree the research necessarily focused on international elements as well as those within the United States. John Geraci, the project manager of the research, stated, â€Å"For the first time ever, we can speak of a worldwide youth generation† (Tapscott, pg. 23). As a result, the research included twelve countries,

Globalization's impact on the spread of infectious diseases Annotated Bibliography

Globalization's impact on the spread of infectious diseases - Annotated Bibliography Example ue of racism in Toronto as the people from East Asia where the virus had initiated from started being isolated and discriminated against as a result of the virus and them being different. The Asians were segregated from the Canadians and the increase in racialization spread even more and the effects are still being felt to date. The conclusion from this article is that globalization has increased the spread of infectious diseases thousands of miles away from the area of origination and this is leading to other unwarranted and unwanted effects such as racism. The race that the infectious disease originates from is discriminated against and segregated as well as blamed for the spread of the disease or infection just like the Chinese were segregated by the Canadians in Toronto even though the disease spread as a result of interaction and connectedness but leads to inequality. Brown, T. (2011). ‘Vulnerability is universal’: Considering the place of ‘security’ and ‘vulnerability’ within contemporary global health discourse. Social Sciences & Medicine, 72: 319-326. The global health standards have been and continue to be affected by the increase in the multiple threats of the infectious diseases all over the world. With global connectedness and interactions increasing, there traditional border defenses and securities are weakening and hence allowing people the movement all over the world hence continuing to spread the infectious diseases everywhere. What this does is to increase the vulnerability of the people and exposing them to more diseases, spreads the panic over the diseases and eventually becoming an epidemiological threat to the health of the people. Fighting of these diseases has become even harder for the world because of the increase in environmental degradation, intensive farming practices, rapid urbanization as well as misusing of antimicrobials. All these contribute to the humanity becoming more vulnerable to the diseases and dying in

Global Poverty, Development, and Global Processes Uganda Essay Example for Free

Global Poverty, Development, and Global Processes Uganda Essay It was British Prime Minister Winston Churchill who conceived the term â€Å"Pearl of Africa† pertaining to the small country teeming with magnificent scenery, wildlife, and friendly people. Uganda was really beautiful, until war tore it apart and left it in the clutches of poverty and underdevelopment. Uganda is a country in East Africa surrounded by other countries, making it a landlocked country. Its borders include Kenya on the east, Sudan on the north, the Democratic Republic of Congo on the west, Rwanda on the southwest, and Tanzania on the south. The name â€Å"Pearl of Africa† may have been based on the fact that it is at the center of different countries and it had great wildlife and natural resources, as well as a very welcoming people. With all the good qualities Uganda possessed at that time, Winston Churchill was merely stating the obvious in saying that it was Africa’s pearl. At the time when Uganda was given the â€Å"pearl† recognition, the country was really a picture of abundance in terms of natural treasures. It was considered to be one of the most bio-diverse countries in the African continent (Kasirye, 2005). It was blessed with jungle rainforests, boasting of more than a thousand species of birds, as well as other types of wildlife including mountain gorillas, chimpanzees, and other primates. It also has a site being passed by the Nile River, giving life to various animals and people inhabiting near the waters. Its diverse environment includes snow-capped glacier peaks, healthy and surviving rainforests, and a lot of wildlife all of which are great ecological importance to the people. At present, it is hard to say that Uganda still is the pearl of Africa because a lot has changed, following Churchill’s visit, when he gave Uganda its moniker. It wasn’t only the physical characteristics that changed in Uganda but also its people. This aspect is really crucial because it is what defines a country, and the changes that took place in Uganda may have long-term effect on the country and its people. Uganda may still have teeming wildlife and abundant natural resources, but in the present time, this may not be enough for it to be considered the pearl again. The changes that happened were really formative, affecting people’s prejudices and biases, thus affecting their decisions and activities. It was a common in Uganda’s politics to see one president getting overthrown by another. Most of their changes in leadership back in those days were results of drastic measures like coups and counter-coups. It was during the rule of Idi Amin when Uganda saw a really big change. It was not on the positive aspect though. Amin ruled over Uganda alongside the military, so anything that crosses his path would have to be illuminated. Many Ugandans died, while some were forced to flee to nearby countries. The Indian minorities which served as a backbone of their economy were driven away, causing a great fall in the country’s economy. Idi Amin tried to make his decade-long stay in power worthwhile by passing stricter laws to regulate the people and maintaining peace in the country (Short, 1971). His cruel means wouldn’t go unchecked when the neighboring Tanzania invaded Uganda with the help of Ugandan exiles. The Uganda-Tanzania war overturned the whole country, all in order to remove Amin from his position. His rule ended in 1979, replaced by another person that would also be removed shortly after (Fallers, 1955). After a series of coups and wars, the abundant resources that gained Uganda the titular â€Å"pearl of Africa† seemed to be getting smaller and smaller. It is true that the country is still teeming with wildlife, but the problem is that Uganda is running out of space to house that wildlife and its people. Uganda’s people aren’t just expanding in numbers but also expanding in expectations (Myers, 1971). After the problematic years of wars and settling political differences between leaders, they seem to be facing a problem of a different level, something that can’t be easily solved by taking arms and fighting one another. Uganda has a land area of less than 200,000 sq km, about twice the size of Pennsylvania. However, Uganda’s population of more than 30 million is ten times more than that of the said state. Now, we can no longer say that Uganda is still the pearl of Africa. Even though it has the resources and wildlife to boast, it’s still not enough to support the consumption of its population. It would have stood out if it could cater to the needs of the people of Uganda along with being a global wildlife landmark. But the predicament it is on right now is more of a pressing concern than maintaining its position as the pearl of Africa. Many people are cramped up in a small country, so it is expected that there would be a shortage of space and opportunities for the people. Uganda is more of a dead fish right now, instead of being the pearl of Africa. It tries to survive with the international aid from other countries, but still the problem continues. The population continues to grow, the number of moths to feed increases, the number of food and space available continue to shrink. In a nutshell, Uganda is suffering and is barely able to support its people. If these events continue, then the future would be vague for country. One problem that was worsened by wars and political unrest in Uganda was the HIV/AIDS pandemic, which was evident not only in the country, but all throughout the continent of Africa (Hooper, 1987). Sexual abuses brought about by war worsened this problem, as it spread throughout the country, affecting 20% of the population back in the early decades. It easily spread throughout the country because it was left unchecked, with political leaders more concerned about their positions instead of focusing on the welfare of the people. Coupled with poverty and overpopulation, HIV/AIDS easily spread throughout the population. It is common to expect this kind of problem in countries like Uganda. With political unrest, leaders give little interest to the things that really matter to the populace. There is insufficient funding for the efforts to solve the problem; worse, there could be no efforts at all in solving this kind of situation. Less developed countries like Uganda have very limited funds, and they’re often spent on things that won’t do the people any good. These funds would also be subject to the corruption of the political leaders, so only a small portion of the small budget would be appropriated for large scale problems like spread of diseases. On a lighter note, when the government of Uganda settled after the war and political unrest was resolved, the HIV/AIDS problem was given proper attention. Uganda’s HIV/AIDS problem was a success story because they were able to reduce the prevalence of the disease from almost 20% in the 1990s to just 5% in 2002. Well, compared with other countries, it is still high, especially with a population of 30 million. But the degree of the problem was greatly reduced, proving that it is not too late for Uganda. If they’re able to solve one problem, it is likely that they can solve more. Another matter of concern for Uganda is education. With the increasing number of population, more and more people are not able to go to school, both because of poverty and the lack of educational facilities. Consequently, the decline in the quality of education available for the people is hurting Uganda, as it causes them additional financial constraints. Education provides the people a chance to land a stable, good paying job, and for the government, this means efficient taxation. But with people unable to get good jobs or at least any job, then they would be a great blow to Uganda financially. The education problem is prevalent not only in Uganda but also to other parts of the world. It goes along with poverty, since poor families wouldn’t really be able to send their children to school. Instead of paying for education, they’d rather use whatever money they have to put food on their plate. The children are also expected to work to earn additional income for the family, instead of attending school. With the sheer number of Uganda’s people, the schools get filled easily. Even if a student is willing and able to go to school, if there is no school available, then they have no other choice but to do other things. Because of the wasted opportunities and financial constraints brought about by Uganda’s education situation, the government exerted more effort to finance education in the country. One set-up that they focused on was the introduction of student loans for the higher education in Uganda (Kajubi, 1992). Through this way, students would be encouraged to finish their studies even if they don’t have the money. Those who would be able to finish their studies with the help of these loans would be able to land better jobs or work for the government, and that would be the time for them to pay their loans. Currently, government efforts to solve education problems are just being executed. The short run effects aren’t really obvious, but the long run outcomes are the ones being anticipated. Focusing on education problems would hopefully solve their problems, though it would take some time to really see some concrete effects of their efforts. But still, there are a lot of children who are unable to go to schools, so the government still has to intensify their efforts to solve the problem of education in the country. There are also government efforts to revive Uganda’s title â€Å"pearl of Africa†. Promotion of the country is being done through websites and magazines, featuring Uganda’s nature spots and rich wildlife (Africapoint. com, 2008). Through these campaigns, Uganda is again being promoted as a tourist spot, just like what Winston Churchill did a few decades ago. With the help of contemporary mass media, people from different parts of the world learn about Uganda, and hopefully, attract them to come and visit. Tourism offers a source of income for the people, which could in turn help them with their daily needs. Uganda is a good example of how political mismanagement, wars, and other factors affect the development of a country. Uganda is not an isolated case. A lot of other countries experience the same situations as that of Uganda. But that shouldn’t stop them from desiring to improve and develop. Despite the constraints experienced by Uganda because of wars and political unrest, they are slowly recovering, with the help of the international community. More and more projects are pushed through, all for the improvement of the country and its people. Its global connections are really a big help, and hopefully, it would continue to benefit Uganda, so that they would again deserve to be called the Pearl of Africa. References: Africapoint. com. (2008). Uganda – The Pearl of Africa Glows Again. Retrieved April 1, 2009, from http://72. 14. 235. 132/search? q=cache:OqX1jq7MkQQJ:www. africapoint. com/downloads/Uganda-Tour. pdf+pearl+of+africacd=5hl=tlct=clnkgl=ph Fallers, L. (1955). The Predicament of the Modern African Chief: An Instance from Uganda. American Anthropologist, Vol. 57(No. 2). Hooper, E. (1987). AIDS in Uganda. African Affairs, Vol. 86(No. 345). Kajubi, W. S. (1992). Financing of Higher Education in Uganda. Higher Education, Vol. 23(No. 4). Kasirye, V. (2005). Uganda the Pearl of Africa. Retrieved April 1, 2009, from http://72. 14. 235. 132/search? q=cache:55WX2tzvlaYJ:www. worldharvestmission. org/Uganda_Report. pdf+pearl+of+africacd=10hl=tlct=clnkgl=ph Myers, N. (1971). Wildlife and Development in Uganda. BioScience, Vol. 21(No. 21). Short, P. (1971). Amins Uganda. Transition(No. 40).