Digital Economic Essay Example | Topics and Well Written Essays - 1000 words

Digital Economic - Essay Example It is worthwhile to mention that Internet and mobile devices are two separate entities in this global environment of today. Internet is interconnecting the countries and cultures. On the other hand, mobile devices are providing ease of accessibility. Combining the two technologies is having a drastic effect on today’s business houses and their strategies. While developing a 21st century business strategy, strategists are now trying to focus on the nature and behaviour of target audiences or user groups. Today’s users or potential customers are far more agile, informed, and active across the social networks. Websites like Facebook, Top Ten Reviews, etc. have increased the scope of interaction between users and customers in a drastic manner. In such circumstances, a strategist must think in an innovative way, so that he/she can create a positive impression of his/her company all across the Internet. For example, a company can now develop its own app (a very concise form o f software application). This kind of customised software utilities can be easily installed in mobile devices (e.g. a tab or a smartphone). Then, users can easily try or look into the commodities or facilities that are being provided by the company concerned. Besides, websites like Facebook allow business enterprises to create their dedicated pages for publicity. Now Zara is a big retailer of textile and fashion products, which appears to have diverted from the general course of Internet-based business application development and strategic adjustments. It does limited advertising and propaganda. This policy is maintained across the Internet too. Frequency of online advertisements is considerably controlled by Zara. However, this can be noted as a complex influence of Internet/mobile technologies. Since most of the fashion retailers are now overly emphasising on Internet and mobile technologies, Zara possibly wants to look different and reach its loyal

Trends Now Shaping the Future of Hospitality and Travel Essay Example for Free

Trends Now Shaping the Future of Hospitality and Travel Essay Early versions of this report predicted that the world’s population would double by 2050, and population growth has proceeded almost exactly on schedule. However, even this estimate may be too low. According to the Center for Strategic and International Studies, most official projections underestimate both fertility and future gains in longevity. Unfortunately, the greatest fertility is found in those countries least able to support their existing people. Populations will triple in the Palestinian Territories and Niger between 2000 and 2050 and will more than double in Yemen, Angola, the Democratic Republic of Congo, and Uganda. In contrast, populations in most developed countries are stable or declining. The United States is a prominent exception. Assessment: Demographic trends such as this are among the easiest to recognize and most difficult to derail. Barring a global plague or nuclear war—wildcard possibilities that cannot be predicted with any validity—there is little chance that the population forecast for 2050 will err on the low side. Implications: Rapid population growth in the United States compared with its industrialized competitors will reinforce American domination of the global economy, as the European Union falls to third place behind the United States and China. To meet human nutritional needs over the next forty years, global agriculture will have to supply as much food as has been produced during all of human history. Unless fertility in the developed lands climbs dramatically, either would-be retirees will have to remain on the job, or the industrialized nations will have to encourage even more immigration from the developing world. The third alternative is a sharp economic contraction and lower living standards. A fourth alternative is the widespread automation of service jobs as well as manufacturing, to accomplish the work needed to support accustomed living standards. However, this requires development of a means other than wages to distribute wealth and to provide both a living income and a fulfilling  occupation for workers and would-be workers displaced by machines and software. Barring enforcement of strict immigration controls, rapid migration will continue from the Southern Hemisphere to the North, and especially from former colonies to Europe. A growing percentage of job applicants in the United States and Europe will be recent immigrants from developing countries. Implications for Hospitality and Travel: Rapid population growth, compared with other developed lands, will preserve America’s place at the top of the global economy, with China taking second place from the European Union. This will help to keep the hospitality and travel industries growing rapidly. 2. Population of the developed world is living longer. Each generation lives longer and remains healthier than the last. Since the beginning of the twentieth century, every generation in the United States has lived three years longer than the previous one. An 80-year-old in 1950 could expect 6.5 more years of life; todays 80-year-olds are likely to survive 8.5 more years. Life expectancy in Australia, Japan, and Switzerland is now over 75 years for males and over 80 for females. A major reason for this improvement is the development of new pharmaceuticals and medical technologies that are making it possible to prevent or cure diseases that would have been fatal to earlier generations. Medical advances that slow the fundamental process of aging now seem to be within reach. (This is a controversial issue within the medical community, but the evidence appears quite strong.) Such treatments could well help today’s younger generations live routinely beyond the century mark. Assessment: See the Assessment: for Trend 1.

The Ubiquitous Mobile Essay -- miscellaneous

The Ubiquitous Mobile Snap!Snap!Snap! Your privacy has just been invaded by someone who has taken a photo of you in the dressing room, with their new camera mobile phone! Is this what the latest technology intended to provide for us? I don’t think so, and this is why I think mobile phones can be a really distracting, and in this case, an offensive tool, despite being a powerful form of telecommunication. These always, new-up-and-coming devices can cause financial hardships, by people changing life style habits just to accommodate the purchase of them. Most people are aware of this, however their immutable minds doesn’t stop reminding them to send that extra SMS- message or dial that extra number. Mobile phones take over our lives, or similarly lead our lives, and restrict people in performing everyday activities, which all humans should be participating in. So is this it? Are Mobile phones the ultimate cause of distraction and financial/emotional breakdowns? Or can it even, potentially, lead to death? Like old-fashioned professors draining the time out of your life with their lectures, mobile phones can be extremely time- consuming. Mobile Phones have that ability to make them your number priority, and with that type of ability and not to mention the cost that comes with it, I think that I would most prefer that lecture from an old-fashioned professor instead! Mobile Phones have a wide variety of models, which keeps people swapping, selling, and above all, buying. The ...

The Great Gatsby Conversation

In Gatsby’s conversation with Nick, Gatsby, who has many belittling rumors surrounding him, tries to get Nick to sympathize with him by describing himself as a nice person who has gone through â€Å"hard† times, but his attempts are unsuccessful. Because of the rumors, Nick wants to know more about Gatsby because, â€Å"[He] had talked with him perhaps six times in the past month and found, to [his] disappointment, that [Gatsby] had little to say,† which led Nick to believe there was something suspicious about Gatsby. 64) Over the past month or so, Nick had heard many rumors about Gatsby having â€Å"killed a man† (49) and being a â€Å"German spy during [World War I]† (44). Gatsby’s behavior during the conversation strengthened these rumors in Nick’s mind. During their conversation, Gatsby â€Å"hurried the phrase ‘educated at Oxford,’ or swallowed it, or choked on it, as though it had bothered him before† which le d Nick to wonder â€Å"if there was something sinister about him† (65). Whenever Oxford was mentioned, Gatsby was hesitant to continue that conversation, which seemed as though Gatsby was lying about his past and that made Nick even more suspicious. Furthermore, Gatsby did not help erase the rumors from Nick’s mind when Tom and Gatsby, â€Å"shook hands briefly, and a strained, unfamiliar look of embarrassment came over Gatsby’s face,† and when â€Å"[Nick] turned toward Mr. Gatsby, [he] was no longer there† (74). This behavior proved to Nick that Gatsby is trying to hide something from his past and is very uncomfortable discussing it. Although there are topics about his past that make Gatsby uncomfortable, he freely explains his past to Nick. In order to make a good impression on Nick, Gatsby always speaks elaborately and is very nice to Nick. Gatsby says, â€Å"‘Good morning, old sport. You’re having lunch with me and I thought we’d ride up together’† (64). Gatsby explains that he lives like a â€Å"rajah,† but that he has had some hardships and is â€Å"trying to forget something very sad that had happened to [him] a long time ago† (66). Although Gatsby is wealthy, he explains that he has personal problems in order to get Nick to sympathize with him. Then, Gatsby tries to explain his war experience by saying, â€Å"‘It was a great relief, and I tried very hard to die, but I seemed to bear an enchanted life† because he was sad about his incident and by saying he wanted to die, he could get Nick to sympathize with him and forget about the rumors surrounding him, but Nick never does (66). Another way Gatsby tries to explain to Nick he is not a bad person is by showing Nick his accomplishments from the war. The photograph which Gatsby carried around with him read, â€Å"‘Major Jay Gatsby [†¦ ] For Valour Extraordinary’† (67). By doing so, Gatsby proves that he supported the Americans thus trying to erase the rumor of him being a German spy. Although there are many strong rumors around Gatsby, he tries to convince Nick, who believes in those rumors, that he is an innocent, normal man because he is in love with Daisy and wants Nick, Daisy’s cousin, to set him up. Though Gatsby discusses very personal issues that make him seem like the â€Å"common man,† his actions around Nick like having a gambler for a friend and acting suspiciously whenever anything related to Daisy came up, cause Nick to believe that Gatsby was guilty of something.

Charles Finney the Great Revivalist

Charles Grandison Finny was born in Connecticut on august 29, 1792. His family was not religious and didn’t teach him much about being Christian. He was an excellent student in school. When he grew up he was a lawyer. He heard enough about the bible to know he wasn’t going to heaven that scared him. So one day he ran in the woods and said if he didn’t find God he wasn’t coming back. When he came out of the woods he felt the love of God. He wanted to be God’s lawyer.He met with his client and said he had to quit the case and to go be God’s lawyer. He was really blunt when teaching about God he was more like a lawyer than a pastor. When he started preaching he noticed that people where just pretending to be Christians and really weren’t living as Christians. He told them the truth about Christianity and challenged them to be real Christians. Finney preached firmly in a way that people had never heard before and at first people didnâ€⠄¢t like him or his way of preaching.He continued to challenge them to be the way god wants them to be and after a while they began to understand him and his way of preaching. Finney had a great impact on people of his time. Charles Finney proves that when you believe in something strong enough anything is possible. Finney proved that by finding God and convincing people to change their ways even when they didn’t like him. If more people in the world where like Finney everyone would be able to stand up for what they think is right and the world would be a better place.

Term Paper Essay Example

Term Paper Essay Example Term Paper Essay Term Paper Essay Name: Course: Instructor: Date: Role of Course in the Miami Plan: This course is one of three tier three course options in gerontology thematic sequence GET 2 (Aging in Diverse Contexts). Students who enroll in GET 2 begin with an overview of the social, cultural, and personal experiences of aging. The second course provides the students with grounding in socio-cultural analyses of the contexts of aging, and the third course is an in-depth exploration of the sources of variation in the aging experience. Students completing this sequence will understand he ways in which the meanings and experiences of aging are shaped by social and physical location, and the ways in which diversity among the older population is produced. Miami Plan Principles: 1 . Critical thinking, which includes integrating and analyzing information from many different disciplines and sources to formulate ideas, and clear oral and written expression of these ideas. The critical article summaries and term paper described below are designed to help you practice your critical thinking skills. 2. Understanding contexts, or the ways in which political, cultural, economic, and demographic factors effect our thinking about aging. The term paper, summaries, and in-class discussion will give you an opportunity to pay attention to the different contexts in which aging unfolds. 3. Engaging with other learners through active listening and sharing ideas with classmates; As a seminar, interaction with the group in our class sessions over the semester is expected for all class periods and required for those sessions in which you are assigned to lead discussion and share your written critical summaries with your classmates. . Reflecting and acting?drawing on the knowledge and skills scribed above, students who complete this course should be better prepared for active and responsible involvement in meeting the needs of our aging population. The paper and class discussion in particular will give you an opportunity to reflect Paper Assignments: As a cross-listed undergraduate/graduate cours e, course requirements are divided as follows: Undergraduate Assignments: Most graded work for this seminar will consist of writing assignments of two types. First, all students will each complete critical summaries of 3 different assigned readings. Students will sign-up for their choices of readings during the first class meeting. Summaries should be about 2 to 3 pages in length. Each student should provide a copy of their summary to all other students as well as the instructor at the beginning of the class period in which the reading will be covered. Students will then lead the discussion on articles which they summarized (Typically, there will be more than one student assigned the same reading and also responsible for discussion). A critical review is a summary and analysis of a particular reading assigned in the course. Second, students will write a term paper (15-20 pages) based on an in-depth critique of a major area in race-ethnic aging research that includes theoretical and methodological summaries and evaluations of the body of literature examined. The term paper will require extensive and intensive reading of outside literature and a theoretical and methodological analysis of a major hypothesis or conceptual framework. Graduate Assignments: First, all students will each complete critical summaries of 6 different assigned meeting. Summaries should be about 3 pages in length. Each student should hen lead the discussion on articles which they summarized (Frequently, there will be Second, students will write a term paper (20-25 pages) based on an in-depth critique of a major area in minority aging research that includes theoretical and framework. Graduate work will be evaluated more critically than undergraduate work with an expectation of higher quality. Grades will be determined by the following distribution: Undergraduate Graduate Readings Summaries Final Paper 24% 54% 36% 56% Class Discussion/Leadership Expectations: You are expected to come to class.

How to Convert Cubic Meters to Cubic Feet

How to Convert Cubic Meters to Cubic Feet Cubic feet and cubic meters are both measures of volume, the former in the imperial and U.S. customary system, and the latter in the metric system. The conversion is most easily explained with an example problem: How many cubic feet of space is enclosed by a box measuring 2m x 2m x 3m? Solution Step 1: Find the volume of the box Volume in m ³ 2m x 2m x 3m 12 m ³ Step 2: Determine how many cubic feet are in 1 cubic meter 1 m 3.28084 ft (1 m) ³ (3.28084 ft) ³ 1 m ³ 35.315 ft ³ Step 3: Convert m ³ to ft ³ Set up the conversion so  that the desired unit will be canceled out. In this case, we want ft ³ to be the remaining unit. Volume in ft ³ Volume in m ³ x 35.315 ft ³/1 m ³ Volume in ft ³ 12 m ³ x 35.315 ft ³/1 m ³ Volume in ft ³ 423.8 ft ³ Answer The volume of space, in cubic feet, enclosed by a box measuring 2m x 2m x 3m is 423.8 ft ³ Cubic Feet To Cubic Meters Example Problem You can work the conversion the other way. As a simple example, convert 50.0 cubic feet to cubic meters. Start with the conversion factor: 1 m3 35.315 ft3 or 1 ft3 0.0283 m3 It doesnt matter which conversion factor you use, providing you set up the problem correctly. Volume in cubic meters 50.0 cubic feet x (1 cubic meter / 35.315 cubic feet) The cubic feet will cancel out, leaving cubic meters: Volume in cubic meters is 1.416 m3.

Myths and Stereotypes About Hispanics and Immigration

Myths and Stereotypes About Hispanics and Immigration Latinos may be the largest ethnic minority group in the United States, but stereotypes and  misconceptions about Hispanic Americans abound. A considerable number of  Americans  believe  that Latinos are all recent immigrants to the U.S. and that unauthorized migrants to the country exclusively come from Mexico. Others believe that Hispanics all speak Spanish and have the same ethnic traits. In fact, Latinos are a more diverse group than the public generally recognizes. Some Hispanics are white. Others are black. Some speak English only. Others speak indigenous languages. This overview breaks down the following pervasive myths and stereotypes. All Undocumented Immigrants Come From Mexico While it’s true that the bulk of undocumented immigrants in the United States come from just south of the border, not all such immigrants are Mexican. The Pew Hispanic Research Center has found that illegal immigration from Mexico has actually declined. In 2007, an estimated 7 million unauthorized immigrants lived in the U.S. Three years later, that number dropped to 6.5 million. By 2010, Mexicans comprised 58 percent of undocumented immigrants living in the U.S. Unauthorized migrants from elsewhere in Latin America made up 23 percent of the undocumented population followed by those from Asia (11 percent), Europe and Canada (4 percent) and Africa (3 percent). Given the eclectic mix of undocumented immigrants residing in the U.S., it’s unfair to paint them with a broad brush. Considering Mexico’s proximity to the U.S., it’s logical that most undocumented immigrants would hail from that country. However, not all undocumented immigrants are Mexican. All Latinos Are Immigrants The United States is known for being a nation of immigrants, but whites and blacks are largely not perceived as being newcomers to America. In contrast, Asians and Latinos routinely field  questions  about where theyre really from. The people who ask such questions overlook that Hispanics have lived in the U.S. for generations, even longer than many Anglo families. Take actress Eva Longoria. She identifies as a Texican, or Texan and Mexican. When the â€Å"Desperate Housewives† star appeared on the PBS program â€Å"Faces of America† she learned that her family settled in North America 17 years before the Pilgrims did. This challenges the perception that Hispanic Americans are all  newcomers. All Latinos Speak Spanish It’s no secret that most Latinos trace their roots to countries that the Spanish once colonized. Because of Spanish imperialism, many Hispanic Americans speak Spanish, but not all do. According to the U.S. Census Bureau, 75.1 percent of Latinos speak Spanish at home. That figure also indicates that a large number of Latinos, about a quarter, do not. Additionally, an increasing number of Hispanics identify  as Indians, and  a  number of these individuals speak indigenous languages rather than Spanish. Between 2000 and 2010, Amerindians who  identify  themselves as Hispanic have tripled from 400,000 to 1.2 million, the New York Times reports. This spike has been attributed to increased immigration from regions in Mexico and Central America with large indigenous populations. In Mexico alone, approximately 364 indigenous dialects are spoken. According to Fox News Latino, Sixteen million Indians live in Mexico. Of those, half speak an indigenous language. All Latinos Look The Same In the United States, the general perception of Latinos is that they have dark brown hair and eyes and tan or olive skin. In reality, not all Hispanics look mestizo, a mix of Spanish and Indian. Some Latinos look entirely European. Others look black. Others look Indian or mestizo. U.S. Census Bureau statistics provide an interesting take on how Hispanics racially identify. As noted previously, an increasing amount of Latinos identify as indigenous. However, more Latinos are identifying as white also. The Great Falls Tribune  reported that 53 percent of Latinos identified as white in 2010, an increase from the 49 percent of Latinos who identified as Caucasian in 2000. Roughly 2.5 percent of Latinos identified as black on the 2010 census form.

Video review Essay Example | Topics and Well Written Essays - 500 words - 2

Video review - Essay Example Organization culture is also aligned in respect to the set goals. Organization structure is aligned in respect to the goals with each department working to achieve the set goal in order to achieve the overall organizational goals (CEB 1). As stated by the speaker, the four critical trends which should be responded to are complex new work environment, the changing work force demographic, the management of talent in respect to the business management and the talents strained by the new realities (CEB 1). The four generation of people explained by the speaker include the individual who work through others, individuals who need close supervision in order to work, talented people but placed in wrong working department and those in need of training in order to perform. All those generation must be managed properly for business progress. The HR should not dismiss individuals who do not deliver but they should be trained and monitor them to identify their talent and fix them in the right department (CEB 1). One significant reality strained by employees in workplace is changing to new work environment. In many cases employees change demographic or places of work in which they experience new rules. Employees moved from one organization to another and strain in adopting the new terms and goal (CEB 1). The five big steps explained by the speaker which companies need to take to drive better talents for good business outcomes are looking back for performance, organizing human resources through performance, moving to new view, redefining means of measuring success and driving any new move through application and not theories (CEB 1). The implications of the human resource function in an organization are network performance, high performance talent, achieving breakthrough performance after application of network performance, team work and process design. The human resource leadership must carry out different

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

Lerisure and Tourism Marketing - Essay Example The principal analysis reveals that property in most of Darebin's suburbs is historically undervalued and this continues to attract residents and others from neighbouring regions to come and settle in the city. This trend is not strong enough to enable vigorous socio-economic development of the city, which is found to be disadvantaged in comparison to many other municipal council areas of Australia. So the report prepares a marketing strategy whereby this unique advantage Darebin has is utilised. The principal component of the strategy is to induce existing and lure outside investors, builders, architects, designers, property agents and others related to the trade to develop property in Darebin so that built-up space at attractive prices can be sold to outsiders. This venture is expected to generate employment as well as other local economic activities that can, together, benefit Darebin's disadvantaged population and uplift them to a higher status. Also, finally, the report states that it has been thoroughly responsible in seeking solutions that will benefit the existing population within Darebin instead of pushing them off somewhere else while replacing them with affluent outsiders.Contents 1. Introduction 4 1.1 SWOT Analysis: Significance 4-6 2. The Macro-Environment 6 2.1 Darebin Trends 7-9 2.2 Special Note 9 3. SWOT Analysis 9-11 4. Key Marketing Objectives 11 5. Conclusion 12 References 13 Bibliography 14 Word Count: 2892 (Including headings) 1. Introduction The City of Darebin may be taken to be a large municipality located in the northern suburbs of Melbourne in the state of Victoria, Australia. It is a local government area and comprises of 53 square kilometers (Darebin, Wikipedia, 2006). The city had a population of approximately 131,000 people (2002 Census) but the population is increasing. The local council website notes that though the area has been governed since the earliest times when white settlers set up their homes in the greater Melbourne area the modern City of Darebin was formed in June, 1994. It was formed by the amalgamation of the Cities of Preston, Northcote and small parts of the Cities of Coburg, Heidelberg and Diamond Valley (Darebin City Council, History Section, 2006). Since it is germane to the purpose of the report the exact geographical location of the municipality is being given. As mentioned earlier the city lies to the immediate north of Melbourne within the inner and middle metropolitan areas. It is bounded in the south by Heidelberg Road, to the north by Mahoneys Road, in the east by Darebin Creek and in the west by Merri Creek. It is comprised of seven principal suburbs of Kingsbury,

William Faulkner's A Rose for Emily Essay Example | Topics and Well Written Essays - 750 words

William Faulkner's A Rose for Emily - Essay Example In â€Å"A Rose for Emily†, the narrator has highlighted some of the extremes of isolation and seclusion which are the true reflections of Emily’s physical behavior and mental attitude towards herself, the relatives and the society in general. The character Emily is emerged as a true personified character which covered the main theme of the story under the umbrella of isolation. This feeling of being isolated led Emily to react in a certain way which kept everybody out of the enlarged circle drawn on the basis of isolation. Thesis Statement â€Å"Emily’s life is a reflection of isolation that can be experienced from her acts, behaviors and attitudes.† In the story â€Å"A Rose for Emily†, the narrator presented several times the withdrawal of the character Emily. Emily withdrew herself from her close relatives even from her father, her lover, the community and townspeople around her. Every now and then the proofs of her seclusion from different peop le around her are found in the story. The script witnessed that Emily lived a substantial period of her life with his father only. After her father’s departure, his lover entered into her life, entered into her house but never came out. The townspeople looked the corpse of her lover, Homer, after the death of Emily. There were no signs of Emily getting married to any man and involving herself towards creation of a family which also reflects as how badly she wanted to be stay away from the people. No women of the town had ever seen her house till†¦ Her isolation with man and woman of the town can be observed in the beginning of the story where narrator describes the event of Emily’s funeral. The narrator states that â€Å"The women mostly out of curiosity to see the inside of her house, which no one save an old man-servant--a combined gardener and cook--had seen in at least ten years.† This shows that how unaware were the women of that town that even at this sad occasion, every women was looking at her house more than sharing grief of the death of Emily. To all the women, the personality of Emily was hidden and none of those women ever had any relationship wtih Emily. The other thing that can be observed from the narrator’s statement is that there was only a single servant, elder in age, had the duties of gardening and cooking. This shows that not even a single woman ever entered into her house and maintained any sort of relationship with Emily. People of the town observed her presence very rarely even after†¦ The story also depicts her isolated behavior of living in the town. For instance, at one point in the story, the narrator describes her persistent isolated behavior even after the death of her father and after the departure of her lover. Her father kept her away from the men till the end of his life. In this way, she remained isolated from men and it can be said that her young age was spoilt by her father. There is al so an evidence of her isolation when her lover disappeared from her life, which can be characterized as another incident of her isolation. The narrator states these lines in the story showing her isolation as â€Å"After her father's death she went out very little; after her sweetheart went away, people hardly saw her at all.† These lines tell her isolation in many ways like isolation due to death of her father, isolation due to departure of her lover, and isolation due to lack of her interest towards the town as anyone hardly observed her presence in the town even after the disappearance of those people. Emily had no interest towards†¦ The reason behind her isolation was the way her father brought her up to stay away from the people especially from men. Even when was she was in her thirties, she was still single. The

Taking care of two kids and managing profession Essay

Taking care of two kids and managing profession - Essay Example My heart started beating fast. I had applied for a job at this firm in Jacksonville, as a Program Management Assistant, and it had been four days and I hadn’t heard for them. I eagerly checked my mail, and there it was; an email from that firm. My hands trembled as I moved the cursor and clicked on the mail. And then there it was, written clear as crystal. I had been selected and was invited to start work at the firm. I couldn’t believe my eyes. Was this really happening? I knew that it was too early to get excited, as I still had other issues to work out. I live in Hawaii, and moving to Florida was a huge and difficult step. I grew up in Hawaii and almost everyone in town knew me. Plus, I had friends and relatives here, and my children had become used to this place. My excitement was gradually waning, and I found myself lost in these thoughts.I knew that I couldn’t take this decision, without consulting my children, so I went to their bedroom and woke them up. S urprisingly, they did not react much to this news and took it quite calmly. I did emphasize that how important this job was to me, and that I was only doing it for them and to secure their future, but I didn’t put much pressure on them and asked them to take their time. After this, I ambled outside the room and waited. Not much time had passed by when the door creaked open and both my children walked out. This was one of the happiest moments of my life, and I was so thrilled to realize that how supportive my children were.

E learning Thesis Example | Topics and Well Written Essays - 1250 words

E learning - Thesis Example The people in the country mainly follow the culture of Sunni Muslims, which directly resembles with Islamic values and beliefs. The economy of the country has also been on a continuous growth spree over the years owing to the commendable growth in the business sector. E-learning has been a particular domain that has focused towards implementing internet as means of educating people. In Saudi Arabia, the government is largely focused towards using internet extensively in the primary educational sector. The increase in internet in academic purpose has been seen from the year 2007 in Saudi Arabia. Its use can be visualized in primary as well as secondary educational sector of the country. The findings of the study were deemed to be in alignment with the predetermined objectives of the research study which are further discussed in detail hereunder. The study has certain predetermined questions that need to be answered based upon the needs of the study. It is quite apparent that the research study has been conducted with the intention of depicting the problems of e-learning in Saudi Arabia especially in the domain of primary schools. The research study has also aimed at depicting the impact of both financial and technical problems with regards to the growth of the educational sector in Saudi Arabia especially in the domain of primary public schools of the nation. The objectives of this particular research study have been provided in detail hereunder. The objective of this particular research study is to determine the barriers experienced by primary public schools in Saudi Arabia when adopting e-learning. With this objective in mind, several research questions are framed below: In order to provide comprehensive set of answers for the research questions framed above, proper set of research objectives have been ascertained in this particular research study. However,

Taking care of two kids and managing profession Essay

Taking care of two kids and managing profession - Essay Example My heart started beating fast. I had applied for a job at this firm in Jacksonville, as a Program Management Assistant, and it had been four days and I hadn’t heard for them. I eagerly checked my mail, and there it was; an email from that firm. My hands trembled as I moved the cursor and clicked on the mail. And then there it was, written clear as crystal. I had been selected and was invited to start work at the firm. I couldn’t believe my eyes. Was this really happening? I knew that it was too early to get excited, as I still had other issues to work out. I live in Hawaii, and moving to Florida was a huge and difficult step. I grew up in Hawaii and almost everyone in town knew me. Plus, I had friends and relatives here, and my children had become used to this place. My excitement was gradually waning, and I found myself lost in these thoughts.I knew that I couldn’t take this decision, without consulting my children, so I went to their bedroom and woke them up. S urprisingly, they did not react much to this news and took it quite calmly. I did emphasize that how important this job was to me, and that I was only doing it for them and to secure their future, but I didn’t put much pressure on them and asked them to take their time. After this, I ambled outside the room and waited. Not much time had passed by when the door creaked open and both my children walked out. This was one of the happiest moments of my life, and I was so thrilled to realize that how supportive my children were.

Marketing Approach Case Study Example | Topics and Well Written Essays - 1500 words

Marketing Approach - Case Study Example It has achieved the desired loyalty for its brands in the market. In order to achieve product differentiation, it employs several methods including; branding, advertising, attractive packaging and promotion. The Company makes use of branding to give its products names and appearance which are unique. The Cola products have branded names for example Coca-Cola, Coke, New Coke, C2, C2 Cola, Coke Zero and Simple C2 which gives the consumers a variety of products to choose from. This has made consumers to have brand loyalty compared to other brands from competing companies. In any circumstances, Coca-Cola products can be identified easily through the unique trademark. This trade mark protects the products from being sold to consumers illegally. The trademark has also made product marketing easier since it is uniquely simple for customers to remember than most brands of the same nature from other companies. Advertising is also another method that the company uses uniquely to constantly inform the customers about the importance of purchasing the products. Through advertisement, the company informs customers of the unique characteristics of its products such as improved quality, reduced prices e. t. c. It uses creative slogans to impress the consumers, encourage and instill confidence in them in regard to the products. These slogans include; "Things Go Better with Coke", "Stop here for a Coke", "The favorite drink for ladies when thirsty, weary, and despondent" and others like "Quench your thirst with Coke". Television and radio advertisements have been in use for a long time. They are uniquely presented in order to enhance remembrance in the consumers. Advertisement campaigns have also been held world wide especially the one which strikingly targeted for the youth dubbed "Things Go Better with Coke" and "I'd Like to Buy the World a Coke" involving some popular musicians who modified son gs for the name Coke to feature in them. These were largely used in radio and television commercials and were largely successful. Attractive packaging is another unique feature of the company's products. It uses an array of bright colors which are distinctive and attractive to the customers. This makes the company's products to be easily recognized by consumers especially when arranged on the shelves of supermarkets or in a fringe. At the same time, the retailers are usually supplied with refrigerators for packing Coca-Cola products. This was one of the unique features which created a notable difference between these products and those of other companies especially where the demand for cold drinks is usually high. Few of the competing companies had such creativity until recently. The crates and the vehicles used to transport the products have a characteristic red color with a sign of Coca-cola prominently appearing on part of the outer surface. More over, there are retail containers which are usually positioned at strategic positions where demand for refreshment is high. These containers are usually painted in the unique color. Recently, the company has developed huge retail container

Employee right case study bea Essay Example for Free

Employee right case study bea Essay The Pledge of Loyalty is part of the baptismal of fire when you enter an organization. When you become part of a group, you are obliged to follow the pledge or if you cannot, just leave. And this will play a crucial role in the discussion of this case study. On the first question of Allen Lopez retaining his job, while the First Amendment states that Lopez’ airing of grievance is protected under the Freedom of Expression, he is, however, in conflict with the crime of defamation and for not observing employment restrictions and loyalty oaths. So while he is allowed to use whatever medium to state his feelings and ideas, the law allows his company to fire him for he endangers the security of his company’s workforce. On the second question on whether Lopez be forced to remove his website, the company may do one of two things. First, the company may petition for Temporary Restraining Order that will be issued by the court which will then order Lopez to freeze the website or to bring it down temporarily before the court decides on whether putting up the website did violate company laws as stated in the loyalty pledge. Second is to sue Lopez for damages and include in their motion that he bring down the website to curb further attacks on the company’s image. Lastly, on how ExtremeNets executives will respect Lopezs rights and dignity, it is best for ExtremeNet to simply ask the court to bring the website down especially if it did not pose any significant negative effects in the dealings of the company. Allen Lopez has been a good employee and was only fighting for the welfare of the lower ranking employees. But still, it is in the discretion of ExtremeNet to either fire or retain Allen Lopez in the company. FindLaw. First Amendment – Freedom of Expression. accessible at http://caselaw.lp.findlaw.com/data/constitution/amendment01/ eLaws. Employment Law Guide. accessible at http://www.dol.gov/compliance/guide/

The Letters In Pride And Prejudice

The Letters In Pride And Prejudice To reveal how useful the letters are in Pride and Prejudice, we need to look at the history behind letter writing. Jane Austens novel, Pride and Prejudice was written in 1813. The main form of communication then was by letters. However, they did not have a Central Postal system that we have today, where if you want to send a letter or parcel urgently then it could arrive within a few hours, instead they had their mail sent by Mail Coach. Although, you could send the mail by express, which was where you would pay an extra amount of money to have your mail sent faster, for example Mr Gardiners letter in chapter 44 was sent by express. There were no separate envelopes so letters were folded and the address would be written on the back, often they would seal it using wax. If the letter was private then the writer may have made an envelope which would be made from simply folding paper. In chapter 35 Darcy makes an envelope for his letter to Elizabeth because it is so long. Paper would have been extremely expensive in Jane Austens time, so to save paper the writer would write in the margins making sure they used up every space upon the paper. The letters would have been written using a pen made from a quill feather, which would have been sharpened to a point and dipped in ink. The lost original first version of Pride and Prejudice was written in epistolary form and was called, First Impressions. Other eighteenth century authors wrote in this form. A twentieth century novel also written in epistolary form is, The Color Purple, Alice Walker. In total there are 40 letters either paraphrased or directly quoted in the novel Pride and Prejudice. Letters are useful because they give secrecy between two characters allowing for complete privacy. They allow the characters to express feelings they can never convey aloud, they have time to think. Letters allow one to reveal their thoughts more personally and intimately than they can in person. Staring at a blank page of paper is definitely less intimidating than looking into someones eyes. Letters allow you to communicate without travelling yourself. They are good for the use of invitations. Communication is such an important vitality, and letter-writing lacks the loss of words, stuttering, awkward silences, and uneasiness that conversations can sometimes carry. You can read a letter over and over again each time gaining a better understanding. In Chapter 36 Elizabeth reads the letter from Darcy intently it quotes, à ¢Ã¢â€š ¬Ã‚ ¦ commanded herself so for as to examine the meaning of every sentence., she read and re-read with the closest attention., Again she read onà ¢Ã¢â€š ¬Ã‚ ¦. They show that you can study a letter and read beyond the surface. As a reader a letter makes you feel as if you are prying. It gives you a quick coverage so you know what is happening in the novel. They are used to catch up with reasons of behaviour which advances the plot. From using letters it shows Janes ability to provide a variety and also break up the narrative at the same time. From the letters in the novel you can learn about the character of the writer and also the characteristics are revealed without being said bluntly. In the novel Pride and Prejudice, letter-writing is almost as much a form of communication as face-to-face conversation. In fact, letters provide some of the most intense and important climaxes in the story, not to mention some of the most intense secrets. This method that Austen uses effectively conveys the situation without any interruption or delay. The most obvious example of a letter revealing intimate feelings is Darcys letter in chapter 35.The content is informing her of the truth about Wickham. Darcy writes this letter to Elizabeth to apologise and explain for his behaviour. He writes it in a letter because he does not know whether he should reveal the truth to her. He writes You may possibly wonder why all this was not told you last night; but I was not then master enough of myself to know what could or ought to be revealed. He decides to confide in her. He says I write without any intention of paining youà ¢Ã¢â€š ¬Ã‚ ¦ This reveals that his character is not as arrogant as you are made to think about him and that he is considerate and sensitive which is everything Elizabeth needs to be reading at this time. He is focussed by sticking to the point and uses an anxious but calm tone. His letter is in detail and in great length. He uses a widened vocabulary and his style is varied. He is original and open-hearted. His letter shows that he is an educated writer. This explanation to Elizabeth is a crucial piece of text because it alters the way she thinks and her feelings towards Darcy and Wickham, Her feelings as she read were scarcely to be defined. Until he writes this letter, Darcy does not show his true emotions and feelings towards people. The letter is useful to Darcy because it lets him express his feelings that have been locked up inside him. He trusts Elizabeth enough to confide in her. A complete opposite of Darcy is Mr Collins. There are many distinctive differences between them. In chapter 13 Mr Collins writes to Mr Bennet to invite himself over to Longbourn. He writes the letter so he can meet the daughters and hopefully marry one, which will make him feel better about his inheritance. It is seen as being extremely rude inviting himself, but he assumes it will be acceptable. He writes a brief and formal letter in a pompous tone to reinforce gossip. He uses words such as: honoured, pleased and grateful to grovel and show his respect, especially towards Lady Catherine de Bourgh who he thinks the world of and boasts about knowing. He thinks he is really important by boasting about his position of the Church of England, he says, As a clergyman, moreover, I feel it my duty toà ¢Ã¢â€š ¬Ã‚ ¦. This is an example of him flattering himself. He uses a good range of vocabulary to boast of his intellect. He is shown as being patronising towards the Bennets by saying and tha t the circumstance of my being next in the entail of Longbournà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ He likes to remind them that he will inherit their home which will make the Bennets annoyed. His letter is rushed I know this from the way he wanders around the point and does not stay focussed. From this letter it reveals that Mr Collins is already being recognised as a buffoon. Mr Collins and Lydia have similar traits. In chapter 47 Lydia writes to her friend Harriet to inform her that she is planning to secretly disappear to Gretna Green and elope with Wickham. She writes to brag, to send her apologies to Pratt for not being able to dance with him and also to ask Sally to mend a great slit in her worked muslin gown. Lydias letter does not take the plot further or introduce any new storylines. It is a very short and informal letter that is disorganised. All of the information is at random; this is proof that it has been rushed. Lydia shows no respect for the reader, she says, à ¢Ã¢â€š ¬Ã‚ ¦if you cannot guess who with, I shall think you a simpleton, She is also inconsiderate towards her family, she writes, You need not send them word at Longbourn of my going,à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦, for it will make the surprise the greater, when I write to them and sign my name Lydia Wickham. From writing this it shows Lydia to have no concern for possible consequ ences and that she is self-centred. She uses short sentences and a giddy tone, she writes, What a good joke it will be! She does not take anything seriously; everything is a big joke to her. She writes carelessly and with simple vocabulary which suggests her naivetà © and silliness. Lydias letter gets across her character as being selfish, immature, unsophisticated and definitely inconsiderate. One may think that sisters would share the same characteristics but Janes letters in chapter 46 proves that she is nothing like Lydia. Janes letters are to Elizabeth and are about Lydias unexpected elopement with Wickham to Gretna Green. Jane wrote these letters to Elizabeth to inform her of the event and to urge her to return home. Janes letters are long and detailed and are written in a more mature tone than Lydias. They are written in a formal manner. She is also informative and uses a variety of sentence lengths. She uses words such as imprudent and exigence which show her use of a more complex vocabulary. She also uses more complex sentences and a good use of commas and semi-colons for example, I am truly glad, dearest Lizzy, that you have been spared something of these distressing scenes; but now, as the first shock is over, shall I own that u long for your return? Even though she is very distressed and concerned she manages to stay pleasant towards Wickham, she says,à ¢Ã¢â€š ¬Ã‚ ¦.I am willing to hope the best, and that his character has been misunderstood., and, My father and mother believe the worst, but I cannot think so ill of him. She is still kind even in thoughts. She uses a comforting tone towards Elizabeth because she knows that she will be distraught by the news, she writes, I am very, very sorry., and My dear Lizzyà ¢Ã¢â€š ¬Ã‚ ¦ She is being sympathetic and a true sister! Jane uses abbreviations for places and names that she knows Lizzy will understand, these are, Mrs F. , W. and Colonel F. The letters reveal that Janes character is comforting, kind-hearted and considerate. I have learned that in Pride and Prejudice the letters are very useful because they move the plot along and introduce new storylines. They give secrecy between two characters and allow them to express their true feelings. The characters will find it much easier to reveal their thoughts more intimately in a letter then saying it in person. Most importantly they allow us to see what the letter reveals about the writers character and give us a better understanding for their actions and behaviour. By Alana Holmes

Sexual Assault is Never the Victim’s Fault :: Essays Papers

Sexual Assault is Never the Victim’s Fault I could see the fear in her eye, and could feel the pain in her trembling hands. I could sense her discomfort when she talked about the night. I had never known, and never would have guessed, that something happened to her at a party with kids I knew from my school. She told me first. She only told me. She spoke to me about how she can not be in a room with a stranger, or how she feels that part of her died that night. She explained that hugs didn’t feel good anymore, they felt intrusive. She explained that she won’t stay in a room with a male teacher if the other students leave. Every part of her life, she explained, has been changed. She wasn’t the same girl anymore, and she blamed herself for it. Even contemplating suicide, like many victims often do, seemed better than living with the memories. She was too afraid to talk to her parents, because she had drank a little the night of the incident; and too afraid to tell her friends, because they though t that the guy was cool. She didn’t trust anyone anymore, not even her old best guy friends. She had known him; they had been friends in junior high. She knew him†¦ Her story changed me. I would no longer wait for the issue of sexual assault to approach me. I would educate myself about it. I was going to help. I didn’t want to see anyone else have to feel the way my friend did. I joined the Sexual Assault Response Team, and began to fight back. The issue of sexual assault needs to be addressed openly so that everyone changes their current paradigms, or perspectives. People that believe that sexual assault can be prevented, is the victim’s responsibility, or is just miscommunication, are allowing perpetrators too much freedom. Sexual assault is always the perpetrators decision, thus never being the victim’s responsibility, or decision. This is a simple concept, but let me show you how presently we are not acting this way. It is all too likely that each one of us knows the victim of a sexual assault. One in four Colorado women and one in fourteen Colorado men have been the victim of a completed or attempted sexual assault.

Detention Essay: No Homework, No Problem Essay

One of the most difficult challenges that teachers and parents face is getting kids to do their homework. A common complaint with middle school students is the fact that they do not have enough time to do their homework. But I however do and I procrastinate over and over again, resulting in me working on it late at night. So, a lot of the time I end up forgetting it at home. In the effect of students maturing and getting older they start taking on more household responsibilities, and participating in a greater amount of extracurricular activities. As more and more distractions are made available to a child, it is imperative that today’s students, including me, are aware of the importance of doing their homework. Homework is a necessary component of every successful student’s education. By doing homework, a student will learn independent thought, perform better in school, and provide a greater chance for economic success in their post education lives. In order to succeed, I must become responsible for my education. However I really need to learn to not procrastinate and be responsible. In a secondary school setting, students spend less than five hours of classroom time per week in any one particular subject. During this time, the teacher introduces new concepts and skills by building on previous lessons. In order for me to become proficient with these newly taught concepts and skills, I must practice and work on these skills, so that they may be ingrained in my mind. In order for this learning to take place, the United States Department of Education suggests that students should use homework to practice what they have learned in school and to prepare themselves for the next class; but not as an option or any other name for it, homework needs to be done an turned in. I, as a student have to do my homework. I am aware that I am being slightly repetitive, but it needs to be said, and I need to get it through my head that the usage of homework as a practice for students helps them prepare for tests.. Then the tests effect grades, and pretty much where you go in life. Bottom line, turning in your homework is necessary. Ineed to do my homework as well as not procrastinate and be responsible enough to do my homework, and turn it in to school the next morning. I am sorry for what I did and I will try to not do it again.

Mandatory Human Chip Implants Essay

The idea of mandatory human chip implants is wrong on so many different levels. Not only is there a major concern about how it will affect the privacy of society, but also how much we don’t know about the adverse effects on the actual human body. Another major concern is the public backlash that can be expected from all religious bodies and communities. This is why we as a society must stand up for what we believe is right, and what is right is that mandatory human chip implants cannot and will not be tolerated. One of the biggest issues with mandatory human chip implants is privacy issues and concerns. Many questions immediately come up whenever the topic arises. What organization or body of government controls the data stored from these chips? Is the information stored in the chip safe and secure? Can my information be stolen and or sold? As of right now the only chip approved for humans in a medical application is the â€Å"Verichip†. The Verichip is a chip comparable to the size of a grain of rice. It is a fairly simple device that consists of only a coiled wire and a hermetically sealed microchip inside a glass casing. It uses the coil as an antenna to create a radio signal that is unique. This unique signal can be transmitted and received to identify a person’s medical records if they are in some sort of dire state in which they could not communicate efficiently.(Foster, Kenneth R. 2007,March) This could save so many lives in the medical field simply by pulling up a patient’s records and receiving this signal. In a perfect world this would work correctly and only for good intentions but, the way we as a society constantly strive to streamline every aspect of our life, where would it stop? The notion or idea is that it would replace driver’s licenses or bank atm and debit cards. Social security numbers, birth certificates, bank account numbers, basically your entire life. As technology continues to grow and advance, how secure can these chips really be? If someone was able to steal your signal they would be able to do so many things with the information stored in it. Your life would be stolen in the blink of an eye. Also, another terrifying realization is if the signal is stolen or locked on to, you could be followed or tracked. This is very unsettling if we cannot be sure how safe this information really is. Would you really want someone  to know where you or your loved ones are at all times? What if some sick individual was watching your child or children? The possibilities are endless in these scenarios. So with no guarantee on how secure the information stored in these chips really is, this is one of the many reasons why there should not be mandatory human chip implants. Another strong arguing point on this subject is health concerns. With these devices being as small as they are, there is not enough data to prove that they are not a health concern. There is lots of data about these chips that should raise some eyebrows, as well as the manner in which they were approved by the FDA. Back in 2005 when the FDA approved human chip implants they claimed with â€Å"†reasonable assurance† the device was safe. The one thing they failed to mention in that claim was that studies going back to the mid-nineties directly links these chip implants with cancer. Many studies and research showed that one in six lab rats developed tumors because of the implanted chip. So how could this slip by the FDA you ask? According to Lewan (2007), well back in 2005 when it was brought before the FDA for approval, the head of the Department of Health and Human Services at the time which presided over the FDA, was a man by the name of Tommy Thompson. Well two weeks af ter the approval of the chip in humans, Thompson left his position at the DHHS to become a board member of VeriChip Corp. and Applied Digital Solutions. Even though it was five months later, he was compensated with cash and stock options from the companies. Can we chalk this up as a coincidence? I don’t think so. With all the facts and research done on this particular subject I find it hard to believe that the FDA did not come across any of this information before approving human chip implants. So with the data already in front of us claiming to link these chips with cancer in lab rats, can we honestly agree to be implanted ourselves? Finally, the thought or notion of human chip implants would cause a huge backlash in our religious communities. Just recently in Virginia, there was a public outcry against mandatory micro-chipping that caused the House of Representatives to vote on the subject matter. Krunkle , (2010) wrote, Del. Mark L. Cole (R-Fredericksburg), the bill’s sponsor, is quoted saying â€Å"My understanding — I’m not a theologian — but there’s a prophecy in the Bible  that says you’ll have to receive a mark, or you can neither buy nor sell things in end times,† Cole said. â€Å"Some people think these computer chips might be that mark.†(p.1) In our society, religion is at times, a very controversial and touchy subject matter between religious communities. There will be millions of people who will become distraught if human chip implants become mandatory. Our country has so many different religious cultures that it would directly effect. Are we r eally ready for the consequences that will follow if this eventually happens? In conclusion, we as a society need to stand up to what we consider right from wrong. So is it wrong to make someone have a chip implanted so they can buy or sell things in order for them to survive even though it goes against their religious beliefs? Or is it wrong for these chips to be approved for humans even though there is substantial evidence that it could cause cancer. The answer is entirely up to us. My conclusion is that yes, it is completely wrong. Not only does it violate our ethical privacy rights as human beings, it also causes so many concerns medically and spiritually. We cannot allow this to come to fruition. We have to stand up for ourselves and our beliefs and say no to mandatory human chip implants to protect our future generations to come. References Foster, Kenneth R (2007, March) The murky ethics of implanted chips. IEEE spectrum. Retrieved from http://pages.cs.wisc.edu/~markhill/cs252/Spring2013/handouts/spectrum07_rfid_ethics.pdf Holtzman, David H (2008). Human ID chips get under my skin, BusinessWeek Online, 5-5(1). Krunkle, Frederick (2010). Human chips seen by some in Virginia House as device of antichrist, The Lewan, Todd (2007). Chip implants linked to animal tumors, The Washington Post Washington Post

Peace and Order

Peace and ordeR is an occurrence of harmony characterized by the lack of violence, conflict behaviors and the freedom from fear of violence. Commonly understood as the absence of hostility and retribution, peace also suggest sincere attempts at reconciliation. Peace is usually the period in which there is now war or any other kind of hostilities. It refers to the moment in life where people enjoy freedom from chaos and disagreements which is marked by harmonious relationships between people Dugan, M. (2003.The absence of war between people can also be termed as peace. Peace also refers to a time when someone is free from any kind of strife. In addition, peace refers to the stillness, serenity and silence that exist between people in a particular moment in their life. We can also talk of peace in a particular country when we refer to the time when the people living there abide by law and order. Peace usually has several attributes. One of the attributes of peace is lack of war. For th ere to be peace, there should not be war or even any kind of hostility.Serenity, silence and stillness are also other attributes peace Portilla, J. (2004). Another attribute of peace is harmony that prevails between people who are peacefully living together. Peace is also characterized by adherence to law and order in a society. The major focus of peace in a society is to terminate war and hostility in that particular society. According to Rinehart, M. (1995), peace is also characterized by tranquility and concord in a particular society peace must be in agreement with one another for them to live in peace.Peace in the world reflects law and order and a state of the absence of war in that particular society. Peace is historically seen as the presence of law and order in the society. There are several approaches to bring about peace in a society. According to Christine D et al, (2008), different approaches are followed in the efforts to bring about peace. First, people have to ensure that they observe law and order to avoid causing conflicts that are the main cause of war.Countries can also embark on ensuring peace in the nation by providing job opportunities that allow people to live in harmony with one another. More so, governments can also employ people like the police to ensure law and order that contribute to peace. Peace helps in conflict resolution in the society. When people are in conflict, it means that there is no peace between them. When peace is ensured between people, conflicts are terminated. Therefore peace is very essential in conflict resolution.

Human Resources Essay Example | Topics and Well Written Essays - 2000 words - 2

Human Resources - Essay Example As the report declares a job description is one of the most crucial documents that an employer needs to have because it determines productivity and prevents lawsuits. A detailed description concerning a position is given that helps in attracting the most appropriate individual for the position. In addition, it helps in performance management, employee development as existing employees attempt to acquire a promotion, compensation, and recognition. With regard to the HR process, job descriptions clarify as well as enhance communication between the management and the employee. This is because they support almost all employment actions such as promotion, hiring, and compensation. This research stresses that one of the best modes of evaluation is performance appraisal. A reliable performance appraisal system ensures that the employees are aware of what is expected of them and is undertaken at least once per year. The goal of the overall appraisal process is to help the employee to get an idea concerning where they are as compared to the previous period of evaluation. While the evaluation process allows an organization to provide feedback to the employees and offer positive criticism of their work, they are also used to identify the areas that require improvement. The evaluations should be realistic and consider individual employees while evaluating in addition to concentrating to evaluating their performance instead of their personality.

Talk about one engineering ethics case or issue in the last 4 months Essay

Talk about one engineering ethics case or issue in the last 4 months - Essay Example The engineers needed to make repairs and most of these repairs required human labor. Crews were sent in with full knowledge that these workers could suffer from severe health consequences. Along with the employees of the plant there are lots of ethical dilemmas associated with eh Fukushima disaster. There is not enough information to determine whether the accident was preventable. Engineers are supposed to implement safety protocols to ensure these types of accident don’t occur even if nuclear plant is hit by an earthquake. The government of Japan must launch a full investigation of the matter in order to get the truth. The government of Japan faces a logistical nightmare in regards to its electricity infrastructure. The nuclear system in Japan was responsible for providing 25% of the electricity of the entire country. The Fukushima disaster has left a very sour taste in the minds of the Japanese people and the international community. The disaster will have long term repercus sion in the population of Japan. It is estimated that 5.5% of the population living within a 200 km radius of Fukushima will develop cancer in the long term (Youtube). There are 7.8 million people living within that distance of Fukushima. There are going to be over 400,000 new cases of cancer as a consequence of the disaster. The Japanese government and its engineers have to reconsider the composition of its energy system.

Movers and Shakers in Education Assignment Example | Topics and Well Written Essays - 1000 words

Movers and Shakers in Education - Assignment Example Moreover, Mann believed that teachers were in need of a formal education system beyond High School. Consequently, Mann was joined by other lobbyist for common schools such as Catherine Beecher. However, it is critical to mention that resistance to the common schools was evident from Roman Catholic adherents. To this effect, the opponent believed that nonsectarian common schools were against the precincts of Catholicism. However, the first common school was established in Massachusettes in 1839 following compromise and political consensus. By the latter period of the 19th century, other states adopted common schools policies that evolved to what the contemporary public schools system. John Dewey (1916) Figure 2: John Dewey's philosophy on teaching John Dewey was epitomized as a prominent American philosopher and educational revolutionary whose ideologies contributed to reform in the social and education sector. In reference to education, Dewey is best known for his philosophies in edu cation. To this end, John Dewey theorized education as the process of developing an individual’s capacities to which the person gains control over his/her environment and consequently fulfil his/her potential (Novak). Consequently, John Dewey formulated four aims of education. Foremost, he believed that education is life whereby life itself was epitomized by education. Moreover, education is life was whereby the learner was focussed on the present scenario and not the future. Secondly, Dewey believed that education is experience. Consequently, he explained that education should be based in experience since it develops a new insight in the learner and replaces old experience. Third, Dewey believed that education was centred on the development of social efficiency. To this end, he envisaged the school as a social institution designed to replicate the realities of the outer world. Fourth, Dewey believed that theory and practice should be conjoined in education. Consequently, tho ughts or words should be precincts of teaching and learning. Moreover, Dewey envisioned a method of teaching through direct experience. This was whereby teaching was based on activities in direct connection with the child’s life. Evidently, John Dewey’s theory of experiential learning and child centred social theory contributed to the development of contemporary education practices in the 21st century. Consequently, his education philosophies marked a shift from lecture based learning processes. The Case of Brown v. Board of Education  (1954, 1955) Figure 3: The landmark ruling on the Brown vs. Board of Education The case involved the pertinent issue of racial segregation in public learning institutions. To this end, the National Association for the Advancement of Colored People (NAACP) and Thurgood Marshal led a judicial campaign against the racial segregation of learners at school (â€Å"History of Brown v. Board of Education."). The Brown vs. Board of Education w as a consortium of five cases involving Briggs vs. Elliot, Gebhart vs. Ethel, Brown vs. Board of Education of Topeka, Davis vs. Board of Education of Prince Edward County (VA) and Boiling vs Sharpe(â€Å"History of Brown v. Board of Education."). The facts underlying each case were divergent but were all connected based on the legality of government-sponsored segregation of students in public schools. Initially, the U.S District

The Farm Bill Essay Example | Topics and Well Written Essays - 1000 words

The Farm Bill - Essay Example It is revised after every five years under the supervision of Congress. This paper aims to critically analyze The Farm Bill and its relative impact on biotechnology. Additionally, the effect of government policies on the overall performance and production of farms shall be discussed. The Firm Bill is broadly defined as an omnibus legislation program which is based on multi-year authorization of farm production. It is typically designed to govern agricultural production and farmers through different food programs along with financial and legal support (Johnson & Monke, 2013). In USA the agricultural policies are part of some other major laws and therefore they are created and altered by freestanding legislation. However, the Farm Bill gives a forecasting opportunity to policy makers in order to expansively and sporadically addresses the issues of agriculture and food sector. It is therefore renewed approximately after every five years so as to meet the challenges of the modern world a nd also to play its vital role in the development of biotechnology (Johnson & Monke, 2013). It was initially implemented in USA somewhere in 1930 (Johnson & Monke, 2013). At that time its primary motive was to ensure commodity prices of rice, cotton, wheat, corn, soybeans and diary. Moreover, it was programmed to extend maximum income support to the farmers. However, later on due to the advancements in biotechnology and the changing political and economic dynamics few order things were included as part of the Farm Bill. For instance, currently it is responsible to assist nutrition and conversion, bio energy programs and horticulture in addition to insurance, credit, extended financial support, research and rural development (Mayrand, et. al., 2013). Following is a brief description of the functions and provision of The Farm Bill 2008 (Johnson & Monke, 2013): Commodity Programs: As per the commodity programs, farmers are provided extensive financial support which is also termed as th e ‘safety net’. It gives the required training to the farmers to enhance their disaster management skills and enable them to securely manage production risks, market fluctuations etc. Moreover, it includes a detailed description of government purchases. Conservation: It encourages management of farmlands and other natural environment through different working land programs. It protects and safeguards the resource material, tools and other equipment used in the progress of agricultural products. Primarily four broad programs are part of this category i.e. Wetlands Reserve Program (WRP), Quality Incentive Program (QIP), Conservation Reserve Program (CRP) and Conservation Stewardship Program (CSP). Trade: It typically deals with the export program of USA. It has to be consistent with the international trade policies while performing its functions as per the instructions of World Trade Organization. Market access program is one of its major concerns. Nutrition: Households a nd individuals have varying nutritional demands and therefore this program is designed to care for the food needs of general population. It has introduced the Supplemental Nutrition Assistance Program and the Emergency Food Assistance Program which ensures the availability of quality food in schools and children associations. Credit: It defines the loan policies and the financial support planned by the government. Farmers can easily avail credits in order to increase their production while maintaining superior quality. Rural Development: Progress

Paraphrasing Assignment Example | Topics and Well Written Essays - 2500 words

Paraphrasing - Assignment Example According to reliable source, it is asserted that both security and commercial building communications services are very significant. They primarily help in performing day to day tasks as well as occupant security in ever association. In this essay, issues related to both Commercial building communications and security services will be discussed. Further, this report portrays a multi story level 32 offices, that has been linked with building communication systems, emergency warning systems, MATV, audio visual design layouts, and then it will emphasize on a point of ensuring all the systems are well staged in the building. Experts affirm that there are several components that are significant when evaluating the above phenomenon. The components ensure that the occupants’ requirements as well as their expected standards have been met. The following are some few aspects that that a building that has tenants needs to have; the first is, Telecommunication System, Master Antenna Tele vision, Emergency Warning System , Security Systems and lastly Audio Visual Systems. This being a type of guided transmission mediums, it should be acknowledged that cables are installed in a good way with the aim of transmitting electromagnetic waves. Therefore, from their role, they are known as electromagnetic wave guides. For a building made to accommodate tenants, it is advisable to ensure that the telecommunication cabling provides at least two communications outlets per every work station in open plan areas. Here, it should be noted for better electromagnetic wave transmission, then it should be noted a soft cabling scheme will bring out a better field of action. The soft cabling should use MUTOs for outlets that are plat-formed on telecommunication; this works bests in an open plan office area. Second, one telecommunication outlet should be provided that is per two persons seating in a meeting

Place Essay Example for Free

Place Essay When we visited them, we ate in their simple kitchen built with bamboo floors. They came wearing traditional Filipino dresses. They looked so beautiful for me (in their old age and single blessedness), and the kitchen smelled like fresh flowers. The other kitchen I can remember is the kitchen of my grandmother in a far remote place, along the Pacific Ocean. My grandmothers kitchen is a big kitchen built of wood. Imagine how old houses looked. There was firewood, big cooking utensils, as if theyre always serving 100 people everyday. There were sacks of rice piled on top of the other. Chickens were roaming in the backyard, down the back kitchen door. I dont know why I can always remember kitchens, even when I go to other homes, in different places. I love that kitchen part of the house. Many people say The kitchen and the toilet are very important rooms in the house. They must be kept clean and orderly at all times. Now, I have my own kitchen where I raised my kids. And as theyre grown ups, I like to work and write here. When I read Afred Kazins The Kitchen, it delighted me by what Kazin saw in the life of her mother. He focused on the kitchen room as the largest room and the center of the house. It was in the kitchen where his mother worked all day long as home dressmaker and where they ate all meals. He writes: The kitchen gave a special character to our lives; my mothers character. All the memories of that kitchen were the memories of my mother. In his essay, Alfred Kazin remembers how her mother said, How sad it is! It grips me! though after a while, her mother has drawn him one single line of sentence, Alfred, see how beautiful! Article Source: http://EzineArticles. om/4722428 This sentence-combining exercise has been adapted from The Kitchen, an excerpt from Alfred Kazins memoir A Walker in the City (published in 1951 and reprinted by Harvest Books in 1969). In The Kitchen, Kazin recalls his childhood in Brownsville, a Brooklyn neighborhood which in the 1920s had a largely Jewish population. His focus is on the room in which his mother spent much of her time working on the sewing she took in to make extra money. To get a feel for Kazins descriptive style, begin by reading the opening paragraph of the selection, reprinted below. Next, reconstruct paragraph two by combining the sentences in each of the 13 sets that follow. Several of the setsthough not allrequire coordination of words, phrases, and clauses. If you run into any problems, you may find it helpful to review our Introduction to Sentence Combining. As with any sentence-combining exercise, feel free to combine sets (to create a longer sentence) or to make two or more sentences out of one set (to create shorter sentences). You may rearrange the sentences in any fashion that strikes you as appropriate and effective. Note that there are two unusually long sets in this exercise, #8 and #10. In the original paragraph, both sentences are structured as lists. If you favor shorter sentences, you may choose to separate the items in either (or both) of these lists. After completing the exercise, compare your paragraph with Kazins original on page two. But keep in mind that many combinations are possible. The Kitchen* In Brownsville tenements the kitchen is always the largest room and the center of the household. As a child I felt that we lived in a kitchen to which four other rooms were annexed. My mother, a home dressmaker, had her workshop in the kitchen. She told me once that she had begun dressmaking in Poland at thirteen; as far back as I can remember, she was always making dresses for the local women. She had an innate sense of design, a quick eye for all the subtleties in the latest fashions, even when she despised them, and great boldness. For three or four dollars she would study the fashion magazines with a customer, go with the customer to the remnants store on Belmont Avenue to pick out the material, argue the owner downall remnants stores, for some reason, were supposed to be shady, as if the owners dealt in stolen goodsand then for days would patiently fit and aste and sew and fit again. Our apartment was always full of women in their housedresses sitting around the kitchen table waiting for a fitting. My little bedroom next to the kitchen was the fitting room. The sewing machine, an old nut-brown Singer with golden scrolls painted along the black arm and engraved along the two tiers of little drawers massed with needles a nd thread on each side of the treadle, stood next to the window and the great coal-black stove which up to my last year in college was our main source of heat. By December the two outer bed-rooms were closed off, and used to chill bottles of milk and cream, cold borscht, and jellied calves feet. Paragraph Two: 1. The kitchen held our lives together. 2. My mother worked in it. She worked all day long. We ate almost all meals in it. We did not have the Passover seder in there. I did my homework at the kitchen table. I did my first writing there. I often had a bed made up for me in winter. The bed was on three kitchen chairs. The chairs were near the stove. 3. A mirror hung on the wall. The mirror hung just over the table. The mirror was long. The mirror was horizontal. The mirror sloped to a ships prow at each end. The mirror was lined in cherry wood. 4. It took the whole wall. It drew every object in the kitchen to itself. 5. The walls were a whitewash. The whitewash was fiercely stippled. My father often rewhitened it. He did this in slack seasons. He did this so often that the paint looked as if it had been squeezed and cracked into the walls. 6. There was an electric bulb. It was large. It hung down at the end of a chain. The chain had been hooked into the ceiling. The old gas ring and key still jutted out of the wall like antlers. 7. The sink was in the corner. The sink was next to the toilet. We washed at the sink. The tub was also in the corner. My mother did our clothes in the tub. 8. There were many things above the tub. These things were tacked to a shelf. Sugar and spice jars were ranged on the shelf. The jars were white. The jars were square. The jars had blue borders. The jars were ranged pleasantly. Calendars hung there. They were from the Public National Bank on Pitkin Avenue. They were from the Minsker Branch of the Workmans Circle. Receipts were there. The receipts were for the payment of insurance premiums. Household bills were there. The bills were on a spindle. Two little boxes were there. The boxes were engraved with Hebrew letters. 9. One of the boxes was for the poor. The other was to buy back the Land of Israel. 10. A little man would appear. The man had a beard. He appeared every spring. He appeared in our kitchen. He would salute with a Hebrew blessing. The blessing was hurried. He would empty the boxes. Sometimes he would do this with a sideways look of disdain. He would do this if the boxes were not full. He would bless us again hurriedly. He would bless us for remembering our Jewish brothers and sisters. Our brothers and sisters were less fortunate. He would take his departure until the next spring. He would try to persuade my mother to take still another box. He tried in vain. 11. We dropped coins in the boxes. Occasionally we remembered to do this. Usually we did this on the morning of mid-terms and final examinations. My mother thought it would bring me luck. 12. She was extremely superstitious. She was embarrassed about it. She counseled me to leave the house on my right foot. She did this on the morning of an examination. She always laughed at herself whenever she did this. 13. I know its silly, but what harm can it do? It may calm God down. Her smile seemed to say this. v John d. hazlett Repossessing the Past: Discontinuity and History In Alfred Kazins A Walker in the City Critics of Alfred Kazins A Walker in the City (1951)1 have almost always abstracted from it the story of a young man who feels excluded from the world outside his immediate ethnic neighborhood, and who eventually attempts to find, through writing, a means of entry into that world. It would be very easy to imagine from what these critics have said that the book was written in the same form as countless other autobiographies of adolescence and rites-of-passage. One thinks imme- diately, for instance, of a tradition stretching from Edmund Gosses Father and Son to Frank Conroys Stop-Time, as well as fictional auto- biographical works such as James Joyces Portrait of the Artist as a Young Man. We are encouraged in this view by the publishers, Har- court, Brace World, who tell us on the cover that A Walker in the City is a book about an American walking into the world, learning on his skin what it is like. The American is Alfred Kazin as a young man. Even the most thorough of Kazins critics, John Paul Eakin, writes of A Walker that the young Kazins outward journey to America is the heart of the book. 2 One of the few reviewers who noticed those elements that distin- guish this memoir from others of its kind was the well known Ameri- can historian, Oscar Handlin. Unfortunately, Mr. Handlin also found the book unintelligible: If some system of inner logic holds these sec- tions together it is clear only to the author. It is not only that chronol- ogy is abandoned so there is never any certainty of the sequence of events; but a pervasive ambiguity of perspective leaves the reader often in doubt as to whether it was the walker who saw then, or the writer who sees now, or the writer recalling what the walker saw then. Epi- 326 biography Vol. 7, No. 4 sodic, without the appearance of form or order, there is a day-dreamy quality to the organization, as if it were a product of casual reminis- cence. 3 Handlins charge that the memoir lacks a system of inner logic is incorrect, but he does identify a number of qualities that dis- tinguish A Walker from other coming-of-age autobiographies. One option that is not apparently available to autobiographers, as it is to novelists, is the removal of the authors presence from the narra- tive. And yet autobiographers do manage to achieve something like this removal by recreating themselves as characters. That is, we can distinguish between the author as author and the author as character (an earlier self). In some autobiographies of childhood, where the nar- ration ends before the character develops into what we might imagine to be the autobiographers present self, the writer may never appear (as writer) in the narrative at all. The earlier selves in such autobio- graphies remain as characters. Where the autobiographer appears as both character and writer, however, the distinction is by no means always clear. If the autobiographer actually follows the progress of his earlier self to the narrative present, then the distinction disappears somewhere en route. One can, in fact, distinguish between types of autobiographies according to the strategies they employ to achieve this obliteration of distance between earlier self (as character) and present self (as writer). Kazin has complicated this aspect of his autobiography by recreat- ing two distinct earlier selves: his child self and an adult self, the titu- lar walker. It is this aspect of his memoir that sets it apart from other coming-of-age autobiographies. In none of the conventional works in this sub-genre is the present narrative I so conspicuous a figure (not only as a voice, but as an active character) as it is in Kazins book, and in none of them is the chronological reconstruction of the past so pur- posefully avoided. His memoir, unlike most autobiographies of adoles- cence, is just as much about the efforts of the adult walker to recapture his past self as it is about his earlier attempts to go beyond that self. By granting his present self equal status with the re-creation of his child- hood, he has produced a hybrid form. The central characteristic of that form is the parallel relationship between the quest of the young Kazin to achieve selfhood by identify- ing himself with an American place and a portion of its history, and the quest of the older Kazin to resolve some present unrest about who he is by recovering his younger self and the locale of his own past. The former quest is that story hich critics say the memoir is about, but the latter is located in the memoir on at least two levels. Like the Hazlett repossessing the past 327 childs quest, it is narrated, in that Kazin actually tells us of his return, as an adult, to Brownsville, but its significance is manifest only on an implicit level; we must infer why the quest was undertaken. 4 Kazin emphasizes the symmetry of these two quests by describing each of them in phrases that echo the other. In the first chapter of the memoir, the adult Kazin, walking through the streets of the Browns- ville neighborhood in which he grew up, describes what it means to him: Brownsville is that road which every other road in my life has had to cross (p. 8). By going back and walking once again those familiarly choked streets at dusk (p. 6), he is reviewing his own his- tory in an attempt to settle some old doubts about the relationship between his past and present selves. In similar language, Kazin describes at the very end of the memoir how the boys search for an American identity finally expressed itself in a fascination with Ameri- can history, and in particular with the dusk at the end of the nine- teenth century which was, he thought, that fork in the road where all American lives cross (p. 171). The parallels that we find in language are repeated in the means by which the young boy finds access to America and the adult finds access to his younger selfA—by walking and by immersing himself in the his- torical ambiance of an earlier period. I could never walk across Roe- blings bridge, he says of himself as a boy, or pass the hotel on Uni- versity Place named Albeit, in Ryders honor, or stop in front of the garbage cans at Fulton and Cranberry Streets in Brooklyn at the place where Whitman had himself printed Leaves of Grass, without thinking that I had at last opened the great trunk of forgotten time in New York in which I, too, I thought, would someday find the source of my unrest (p. 72). The young Kazin initially found his way out of Brownsville and into the America of the nineteenth century by walk- ing into an historical locale. It is again by walking, by going over the whole route (p. 8), that the adult Kazin sets out to rediscover his child self in the streets of Brownsville. One may detect, however, an ironic tension between these two quests. The childs search is the immigrant scions search for an Amer- ican identity. It is, in part, the psychological extension of the parents literal search for America, and, in part, the result of his parents ambivalence about their own place in the New World. The most sig- nificant frustration of the young Kazins life was over the apparently unbridgeable discontinuity between them and us, Gentiles and us, alrightniks and us. . . . The line . . . had been drawn for all time (p. 99). This discontinuity represented to him the impossibility of choos- 328 biography Vol. 7, No. 4 ing a way of being in the world. Eventually, it takes on larger meaning in the childs mind to include the distance between the immigrants past in Russia and the late nineteenth century America of Teddy Roosevelt, between poverty and making out all right, between, finally, a Brownsville identity and an American identity. In the childs quest, these petty distinctions I had so long made in loneliness (p. 173) are overcome through a vision of the Brooklyn Bridge that allowed him to see how he might span the discontinuities that left him outside all that (p. 72); and through the discovery of a model for himself as a solitary singer in the tradition of Blake, my Yeshua, my Beethoven, my Newman and a long line of nineteenth century Americans (p. 172). The final element of his victory over them and us, however, was the substitution of Americas history for his own Brownsville history and his familys vague East-European his- tory. His parents past, he said, bewildered him as a child: it made me long constantly to get at some past nearer my own New York life, my having to live with all those running wounds of a world I had never seen (p. 9). To resolve this longing, he says, I read as if books would fill my every gap, legitimize my strange quest for the American past, remedy my every flaw, let me in at last into the great world that was anything just out of Brownsville (p. 172). The adult walker, on the other hand, is searching for the child he once was and for the world in which he grew up; his intention is to re- create his old awareness of the adolescents gaps so that he might resolve them. By the time Kazin begins his retrogression to childhood, ten years have elapsed since his final departure from Brownsville (p. ) and (assuming that the narrative present is also the writers present) some twenty years have elapsed since the final scene of the book. Dur- ing that period, the writer has undergone a peculiar transformation. The adolescents strange quest for an American identity through the substitutio n of Americas past for his own has culminated outside the frame of A Walker in the writing of On Native Grounds,5 a book that is obsessively and authoritatively alive with American history. The young boy has grown up to become one of Americas established literary spokesmen; he has become one of them. In becoming the man, the child has not, however, closed the gaps; he has simply crossed over them to the other side. As a child, Kazin thought of himself as a solitary, standing outside of America (p. 172); as an adult autobiographer, he stands outside of his own past. The adults attempt to imagine his own history, there- fore, begins with the significant perception of his alienation from his Hazlett repossessing the past 329 wn child self and from the time and place in which that self lived. Brownsville is not a part of his present sense of himself, it must be given back (p. 6) to him; and going back reveals a disturbing dis- continuity. The return to Brownsville fills him with an an instant rage . . . mixed with dread and some unexpected tenderness (p. 5). He senses again, he says, the old foreboding that all of my life would be like this (p. 6) and I feel in Brownsville that I am walking in my sleep. I keep bumping awake at harsh intervals, then fall back into my trance again (p. 7). The extent of his alienation from his former self is attested to in the last of Kazins memoirs, New York Jew, where he writes that A Walker was not begun as an autobiography at all, but simply as an exploration of the city. Dissatisfied with the barren, smart, soulless6 quality of what he was writing, Kazin kept attempting to put more of himself into the book. Finally, he says, I saw that a few pages on The Old Neighborhood in the middle of the book, which I had dreamily tossed off in the midst of my struggles with the city as something alien to me, became the real book on growing up in New York that I had wanted to write without knowing I did. 7 There is, naturally, a good deal of irony in this, as well as some pathos, for although Kazin does not expressly acknowledge the rela- tionship between the two quests, it seems clear that the young boys search for an American identity entailed the denial of his own cultural past. Ultimately, this denial necessitated the writing of the book, for the adults search is for the self he lost in his effort to become an Amer- ican. The adults problem is not resolved within the narrative, how- ever, but by the narrative itself. It is the writer who establishes the con- nection between his earlier, lost self and his adult self. In doing this, he completes the bridge to America. The writer in this sense may be distinguished from the adult walker who is, like the young Kazin, merely a character, a former self, within the memoir. In formal terms, the two quests that comprise the narra- tive material of the memoir make up its fabula; the resolution of both quests is to be found only in the coexistence of these two selves in the narrative as narrative. The resolution, in other words, is accomplished by formal, literary means. It is enacted by the memoirs sujet. Given these two quests as the key to the memoirs form, the general structure of the book may be schematized as follows: Chapter I: The walker returns literally to his childhood neighbor- hood and imaginatively to childhood itself. Chapter II: The walker stops and the autobiographer (distinguished 330 biography Vol. 7, No. 4 here from the walker) contemplates the psychological/symbolic cen- ter of childhood, the kitchen. Chapter III: The walker literally returns to the scenes of his adoles- cence and imaginatively to adolescence. Chapter IV: The walker stops and the autobiographer (again, distin- guished from walker) contemplates the psychological/symbolic cen- ter of adolescence, the rites of passage. The use of this structure naturally gives rise to some difficulties of perspective. Mr. Handlins observation that there are at least three dif- ferent points of view: the walker who saw then, or the writer who sees now, or the writer recalling what the walker saw then was apt, even though he could not see that the complexity of perspectives fol- lowed a fairly careful pattern. An analysis of what those points of view are, and how they work together, must begin with the recognition that all earlier perspectives, both the walkers and the childs, are recreated in the writers voice, which mimics them in a very complex form of lit- erary ventriloquism. Given this, one may recognize that within the narrative the writer, the single informing point-of-view, speaks in three different voices: his own as writer, the voice of the adult walker, and the voice of the child. Each of these voices gives rise to variations in narrative technique. In chapters one and three, the writer uses a fictive device to create the illusion that no recollection of the adult walkers perspective is neces- sary in the act of transferring his walking thoughts to the written word. The voice of the adult walker, an earlier self who made the trip, is identified with that of the writer by the frequent use of the present tense: The smell of damp out of the rotten hallways accompanies me all the way to Blake Avenue (p. 7). In these chapters, the walkers memories of childhood are emphasized as memories because his physi- cal presence and voice call attention to the context and the mechanics of remembering. Thus, from the moment the walker alights from the train at Rockaway Avenue in chapter one, the text is sprinkled with reminders that this is the story of the adult walker pursuing the past through cues from the present: Everything seems so small here now (p. 7), the place as I have it in my mind I never knew then (p. 11), they have built a housing project (p. 12), I miss all these ratty wooden tenements (p. 13). Similarly, in chapter three, after Kazin steps away from the more disembodied memory of his mothers kitchen: the whole block is now thick with second hand furniture stores I have to fight maple love seats bulging out of the doors (p. 78), I see the barbershop through the steam (p. 79). Hazlett repossessing the past 331 In both of these chapters, the writer/walkers imagination seizes upon and transforms the landmarks of an earlier period of his life. The literal journey back to Brownsville becomes a metaphorical journey backward in time so that the locale of the past becomes by degrees the past itself: Every time I go back to Brownsville it is as if I had never been away. It is over ten years since I left to live in the cityA— everything just out of Brownsville was always the city. Actually I did not go very far; it was enough that I could leave Brownsville. Yet as I walk those familiarly choked streets at dusk and see the old women sit- ting in front of the tenements, past and present become each others faces; I am back where I began (pp. 5-6). This is, in fact, what gives the book that quality of casual reminis- cence that Mr. Handlin found so unsatisfactory. Kazins technique in chapters one and three is much like that of a person rummaging through an attic full of memorabilia. Each street, each shop serves to spark a particular memory. There is, of course, a danger in this kind of writing. It teeters constantly on the brink of random sentimentalism. The walker always presents the past in a hypermediated form, never through the coolly objective (and hidden) eyes of the impartial self- historian that characterize most conventional autobiographies. This is particularly true when he indulges in nostalgia, as he does when the walker inspects that part of his neighborhood which has been rebuilt as a housing project. There he subjects us to a series of iterated fondnesses, each beginning with the nostalgic I miss (p. 3). But in spite of this flirtation with sentimentality, the walkers presence is not merely an occasion for self-indulgence. In the context of the whole memoir, it clearly serves instead to highlight the drama being played out between the quest of the child and the quest of the adult. As the walker nears the two significant centers of childhood and adolescence, in chapters two and four respectively, he underg oes a transformation. The mediatory presence of the walker disappears, leaving only the disembodied autobiographical voice of conventional memoirs. Unlike the first and third chapters, in which each memory was sparked by actual relics from the past, these chapters take place entirely in the autobiographers imagination. To mark this change, chapter two opens with the writers memory of a previous memory of his mothers kitchen which he compares with his present recollection of it: the last time I saw our kitchen this clearly was one afternoon in London at the end of the war, when I waited out the rain in the entrance to a music store. A radio was playing into the street, and standing there I heard a broadcast of the first Sabbath service from 332 biography Vol. , No. 4 Belsen Concentration Camp (p. 51). This is the voice, not of a rum- maging memory, but of pure disembodied memory. The vision of the kitchen is not sparked by another visit there. In fact, at the opening of chapter two we lose sight of the walker for the first time. The adult Kazins presence is signalled in chapters two and four, not by reference to his present surro undings, but by verb tense alone: It was from the El on its way to Coney Island that I caught my first full breath of the city in the open air (p. 37); although at times, he intrudes into the narrative by referring to his present feelings: I think now with a special joy of those long afternoons of mildew and quiet- ness in the school courtyard (p. 136). The adult walker, however, does not appear in these chapters at all. This transformation, from walker to disembodied memorial voice, draws the reader along the path followed by the adult quester: from the streets of the walkers Brownsville to the streets of the childs Brownsville. As the quester nears his goal, the present Brownsville fades from view. The narrative strategy of A Walker recreates the adults quest by revealing the increasing clarity and intensity of his perception of the childs world. The walkers mediatory presence, initially so conspicu- ous, deliquesces at crucial points so that memory becomes a direct act of identification between rememberer and remembered. The present tense of the walkers observations becomes the past tense of the walkers recollections which becomes the past tense of the writers memory which, finally, becomes the present tense of the childs world. The final identification of writer and child occurs in the two most intense moments of the memoir: at the end of The Kitchen (chapter two) and toward the end of Summer: The Way to Highland Park (chapter four). The first instance follows immediately upon the writers recollec- tion of the power of literature to bridge the gaps between himself and another world. He recalls the child reading an Alexander Kuprin story which takes place in the Crimea. In the story, an old man and a boy are wandering up a road. The old man says, Hoo! hoo! my son! how it is hot! (p. 73). Kazin recalls how completely he, as a young boy, had identified with them: when they stopped to eat by a cold spring, I could taste that bread, that salt, those tomatoes, that icy spring (p. 73). In the next and final paragraph of the chapter, the writer slips into the present tense: Now the light begins to die. Twilight is also the minds grazing time. Twilight is the bottom of that arc down which we have fallen the whole Hazlett repossessing the past 333 long day, but where I now sit at our cousins window in some strange silence of attention, watching the pigeons go round and round to the leafy smell of soupgreens from the stove. In the cool ofthat first evening hour, as I sit at the table waiting for supper and my father and the New York World, everything is so rich to overflowing, I hardly know where to begin, (p. 73) The place and the vision in this curious passage are the childs, but the voice is clearly the adults. Just as the child once tasted the bread, salt and tomatoes of his literary heroes, so now the adult writer achieves an intense identification with his own literary creation: his child self. He sees with the childs eyes, smells with the childs nose, feels the childs expectant emotions, but renders all these perceptions with the adults iterary sophistication. The intensity of expectation which the writer attributes to the child is amplified by the intensity of the writers expectation that the forthcoming richness is as much his as it is the childs. The childs expectations are, ultimately, of that New York world which he discovers in the following chapter. The writers expectations are of a comple tion of identity which can be accom- plished only through the mediation of form. Twilight and the New York World have become formal touchstones in the literary recreation of his self. The second instance takes place toward the end of the memoir and like the first, it immediately precedes a significant passage through to a world beyond the kitchen. Like the first, it also is a recollection of his home, at twilight, in the summer. And to emphasize its signifi- cance as a literary act, the writer echoes the Kuprin passage here: The kitchen is quiet under the fatigue blown in from the parched streetsA—so quiet that in this strangely drawn-out light, the sun hot on our backs, we seem to be eating hand in hand. How hot it is still! How hot still! The silence and calm press on me with a painful joy. I cannot wait to get out into the streets tonight, I cannot wait. Each unnatural moment of silence says that something is going on outside. Something is about to happen, (p. 164) The pages which follow this merging of writer and child, and which end the book, complete the childs emerging vision of his bridge to America. In these pages; the writer employs a new method of recap- turing and re-entering the past. The walk to Highland Park is under- taken by the adolescent and is recalled by the adult in the past tense, but it is given immediacy by the frequent interjection of the adverbial pointers now and here: Ahead of me now the black web of the 334 biography Vol. 7, No. 4 Fulton Street El (p. 168). Everything ahead of me now was of a dif- ferent order . . . Every image I had of peace, of quiet shaded streets in some old small-town America . . . now came back to me . . . Here were the truly American streets; here was where they lived (p. 169). The effect is peculiar, but appropriate. By using the adverbial pointers, here and now, together with the adults past tense, Kazin is able to convey the eerie impression that he is, finally, both here, in the adults present, and there, in the childs past. The bridge between them is complete. The complexity of perspective and structure in Kazins memoir caused Mr. Handlin to observe that chronology is abandoned so there is never any certainty of the sequence of events. In most autobio- graphies, the inevitable discontinuities between present and past selves are overcome by the construction of a continuous, causally developed, and therefore meaningful, story. By purposefully avoid- ing such a reconstruction with its solid assumptions of the reality of the selfs history and the ability of language to convey that reality with- out serious mediatory consequences, Kazin refocuses our attention on the autobiographer/historianA—not the past as it was, but history as recreated by the imagination. Self-history in A Walker is not continu- ous and linear, but spatial; the past is not a time, but a place. For the youth, it was a place from which he wanted to escape. For the adult, it is a place to which he fears to return (the old foreboding that all my life would be like this) and to which he feels he must return in order to complete and renew himself. The childs world seems timeless; it is frozen in a tableau, like a wax museum, in which the adult can explore, in a curiously literal manner, his own past. That some of the figures are missing or that the present may actually have vandalized the arrangement of props, only intensifies its apparent isolation from adult, historical life. This difference between the timelessness of childhood, as we per- ceive it in the memoir, and the adults implied immersion in history may illuminate the nature of the quest upon which the autobiographer has embarked. We can see, for instance, that the motivation which lies behind the quest for identity is grounded upon assumptions about the nature of life in history. The discontinuity felt by both the child and the adult is not simply between a Brownsville identity and an Ameri- can identity, but between the Timelessness which childhood repre- sents and History. Burton Pike, writing from a pyschoanalytic perspective, has sug- gested that autobiographies of childhood in general reveal a fascination Hazlett repossessing the past 335 with states of timelessness: the device of dwelling on childhood may also serve two other functions: It may be a way of blocking the ticking of the clock toward death, of which the adult is acutely aware, and it may also represent a deep fascination with death itself, the ultimately timeless state. 9 The adults return to Brownsville becomes, in this view, a journey motivated not simply by a desire for completion of identity, but also by a desire to escape the exigencies of historical life- death, as Pike asserts, and, perhaps more obviously, guilt. The writing of A Walker, Kazin says in New York Jew, was a clutch at my old innocence and the boy I remembered . . . was a necessary fiction, he was so virtuous. 10 What is of particular interest in Kazins memoir, however, is the manifest content of the childs quest whic h offers a counterpoint to Pikes useful analysis. The fascination in A Walker, works both ways: the adult longs for the childs timeless world and the child longs for the adults sense of history. Moreover, as the adolescent stands outside of America, he longs not only to possess a history of his own, but to enter history. The child is never interested in the past for its own sake; he wishes to be one of the crowd, to be swept along in the irrevocable onward rush of political and social events. Entering history for him is the clearest and most satisfying form of belonging. Kazins memoir is not, therefore, reducible to a psychoanalytical model. Since he always handles the issue of life in history consciously, it is difficult to approach the relationship between the autobiographer and time as though the writer were himself unaware of the implica- tions of his subject matter. His escape from history through the recovery of childhood was, at least on one level, a very conscious rejec- tion of the autobiographical form dictated by Marxist historicism and chosen by many leftist writers during the 30s, the period of his own coming-of-age. Writers in this older generation felt that successful self re-creation, both autobiographical and actual, could be accomplished only by determining ones position vis A vis a cosmic historical force. 11 Kazins choice of autobiographical form was partly a response to the effect that this philosophy had had on him as a young man. In his sec- ond memoir, Starting Out in the Thirties, Kazin recalls, with disillu- sionment, the sense of exhilaration that accompanied his own histori- cism during the Great Depression: History was going our way, and in our need was the very life-blood of history . . . The unmistakable and surging march of history might yet pass through me. There seemed to be no division between my efforts at personal liberation and the appar- ent effort of humanity to deliver itself. 12 One might argue, of course, that as an autobiography of childhood, 336 biography Vol. 7, No. 4 A Walker does not deal with the historical world, and therefore can- not address the problems of historicism. But to do so would be to ignore the overwhelming importance which Kazin places upon the relationship between the individual and history in all of his writings, and in particular in his autobiographical work. By emphasizing the adults role in the reconstruction of the child, and by creating a paral- lel between the older mans reconstruction of his childhood and the childs reconstruction of the American past, Kazin locates the source of historical meaning, whether personal or collective, in the historian and undermines historicisms claim that the past possesses meaning independent of human creation. Kazin does not, however, advocate a view of identity divorced from collective history, nor does he value the personal over the collective past. More than most autobiographers of childhood, Kazin has the sensibilities of a public man, a writer very much in and of the world. As we descend with him into the vortex of his reconstructed past, the larger world that he is leaving is always present or implied. More- over, Kazins return to his lost innocence provides more than a mere escape from history because the childhood he reconstructs was full of a longing for history, as we have seen. The childs Whitmanesque dream that he could become an American by assimilating Americas past was born of a belief that the collective past might somehow deliver him from us and them, from the feeling that as isolated indi- viduals (outside of history) we are meaningless. By 1951, when he wrote A Walker, he had indeed been delivered by his dream out of iso- lation, but the post-War, post-Holocaust America in which he found himself was not the one which his history had promised. It is in this context that the return to childhood must be read. The young Kazin had dreamed that collective history would be the salvation of the self; the older Kazin, even while remaining committed to collective history, realized that history, far from providing our salvation, was the very thing from which we must be saved. The power of A Walker ulti- mately derives from the tension between this commitment to our col- lective fate and the belief that our only salvation from that fate lies in a consciousness of the past. The adult walkers reconstruction of his childhood may have begun as an effort of the historical self to connect with an apparently ahistorical self, but the ironic achievement of that effort was the discovery that the earlier self had, in fact, been firmly grounded in history, the history of first generation immigrant Jews. The peculiar intensity with which Kazin identifies his personal past with the collective past raises questions about the relationship of both Hazlett repossessing the past 337 o the larger question of life in history and makes A Walker an interest- ing example of the options available to contemporary American auto- biographers. A Walker rejects the historicism of the 30s and the forms of the self that such historicism produced, but nevertheless maintains the belief that the self is never fully realized until it has defined its rela- tionship to the issues of the times; that is, to historical issues. It is precisely this belief which distinguishes Kazins autobiogra phy from other coming-of-age memoirs. On the surface, it appears to appeal to a private and psychological explanation of the self, but finally it relies firmly upon the belief that only the determination of our relationship to collective experience can provide our private selves with worth. This belief provides the motivation for the two quests discussed in the first half of this essay. In a Commentary article published in 1979, Kazin wrote that the most lasting autobiographies tend to be case histories limited to the self as its own history to begin with, then the self as the history of a particular moment and crisis in human history . . 13 In its presenta- tion of the latter, A Walker reflects not only the struggle of a first-gen- eration immigrant son to become an American, but also the struggle of the modern imagination, which has lost faith in either a divine or a cosmic ordering of history, to recreate a meaningful past. The life of mere experience, Kazin says in that article, and especially of history as the suppo sedly total experience we ridiculously claim to know, can seem an inexplicable series of unrelated moments. In A Walker, the child and the adult are both motivated by the autobiographical belief that history still constitutes meaning and identity; both yearn for con- tinuity. But by focusing on the context in which the past is reclaimed, Kazin emphasizes the difficulties and limitations of his task and places it on the insecure basis which attends every human effort to create meaning. Such an approach to the relationship between history and the self demands finally that the walker be able to tread a tightrope between the reality of the past and the solipsism toward which a reliance on imagination and language tends. Burton Pike has stated that as the twentieth century began, belief in History as a sustaining external principle collapsed, and suggests that the term autobiography cannot accurately be said to apply to twentieth century forms of self-writing since it might best be regarded as a historical term, applicable only to a period roughly corre- sponding to the nineteenth century; that period when, in European thought, an integrity of personal identity corresponded to a belief in the integrity of cultural conventions. 14 By using as his examples 338 biography Vol. 7, No. 4 authors who had come to autobiography from the Modernist move- ment (he mentions Musil, Stein, Rilke, Mailer), Pike has certainly overestimated the impact of Modernism (which relativized and internalized time) on our basic conception of history. Even within the literary community (and particularly among those, like Kazin, who were raised in a leftist political tradition), there was widespread resis- tance to ideas of time that impinged upon the nineteenth century notions of history. The weakest point in Pikes argument is, in fact, his failure to acknowledge the strength of the Marxist legacy in twentieth century thought, and in particular the effect of historicism on modern autobiographies. Even Kazins A Walker, in spite of its rejection of ideological historicism and its attention to the subjectivity of the self- writer, retains a belief in history as fate. Perhaps the significance of Kazins book lies in its revelation of one mans response to the dilemma of his generation: their vision of the self, which was shaped and sustained by historicism, collapsed just when they were about to enter upon the stage of history. Confronted with the collapse of this sustaining external principle autobio- graphers committed to the idea of life in history were faced with the difficult task of defining anew how one might transcend the inexplic- able series of unrelated moments that constitute our daily experience. Kazins return to childhood in A Walker is one answer. Other autobio- graphers are still trying, with varying degrees of success, to find sub- stantial historical movements and directions with which to structure the past, give meaning to the present, and help predict the future. Even a cursory glance at contemporary autobiographical writing reveals that there are many ways to do this; most clearly it can be seen in the increasing numbers of autobiographies written by members of newly self-conscious groupsA—Blacks, women, gays, a generation. The belief held by each of these groups that their time has come is a form of historicism (frequently unconscious) that allows the individual autobiographer to transcend mere experience by identifying him/herself with the historical realization of the groups identity. They provide ample evidence that autobiographies, even at this late post- Modernist date, remain both a literary and a historical form. 15 University of Iowa NOTES 1. A Walker in the City (New York: Harcourt Brace ; World, 1951). AU subsequent references to this book will be given in the body of the text. Hazlett repossessing the past 339 2. John Paul Eakin, Kazins Bridge to America, South Atlantic Quarterly, 77 (Win- ter 1978), 43. This article provides an excellent summary and discussion of the coming-of-age aspect of the memoir. Readers interested in a thorough reading of the memoir are referred to Sherman Paul, Alfred Kazin, Repossessing and Renewing: Essays in The Green American Tradition (Baton Rouge: Louisiana State Univ. , 1976), pp. 236-62. 3. Oscar Handlin, rev. f A Walker in the City, Saturday Review of Literature, 17 November 1951, p. 14. 4. One might add that most autobiographies are structured in this way: on the one hand, the explicit journey of the youthful I toward manhood, and, ulti- mately, toward a complete identification with the narrative I; on the other hand, the implicit journey of the adult, narrative I backward in time to find an earlier self, Kazins memoir is distinguished by the wa y in which it makes this second journey such an important and explicit aspect of the narrative. . (New York: Harvest, 1942). 6. New York Jew, (New York: Vintage, 1979), p. 313. 7. New York Jew, p. 320. 8. Kazins loss of his childhood is reflected indirectly in On Native Grounds, the monumental literary history that culminated his search for an American past. That work conspicuously omits any discussion of the contribution of Jews to American literature. Thus, Robert Towers remarks in Tales of Manhattan (New York Review of Books, May 18, 1978, p. 2): The great immigration of East European Jews passes unnoticed, as though it had never happened as though it had not deposited Alfred Kazins bewildered parents on the Lower East side. So powerful has been the subsequent impact of Jewish writing upon our consciousness that it seems incredible that Kazin should have found noth- ing to say about its early manifestations in a history so inclusive as On Native Grounds. 9. Time in Autobiograph y, Comparative Literature, 28 (Fall 1976), 335. 10. New York Jew, pp. 232 and 321 respectively. The return to childhood as renewal through reconnection with an earlier, innocent self is common to many auto- biographies and most eloquently expressed in William Wordsworths The Prel- ude: There are in our existence spots of time,/That with distinct pre-emi- nence retain/A renovating virtue, whence . . . our