Computer Based Interactive Learning System

Chapter I The Problem and Its Background Introduction A computer based interactive learning mathematics system program created as a learning tool; lecture tutorials help people new skills by using a step by step process. Interactive tutorial deals effectively with students who exhibit challenging behaviors; it is also an important approach to such problems from a research validated theoretical perspective. Interactive lecture tutorial provides basic introduction to the behavioral model.By understanding and applying the behavioral model, it could increase the livelihood of intervening with problem behaviors andit is appropriate for a wide variety of personnel who work with students and exhibit challenging behaviors such as regular education teachers, special education teachers, school psychologist, school administration, counselor and pre-service teachers. On the other hand, the proponents wanted to provide reliable learning application that would help the existing manual process of l earning to its learners. This is through the development of computer-based instruction system in mathematics of PLT preparatory school.Objectives of the research project To design, developed, and tryout an M-TB-ML computer-based interactive learning mathematics competencies among kinder pupils in PLT College Incorporated. The interactive material will be in tagalog. Specifically the research project aims: 1. To identify the existing infractural materia (in pront form) used in learning mathematics for kinder pupils. 2. 3. To try this among a small group of pupils to determine its effort on their learning and enjoyment. Theoretical and Analytical Framework The paradigm shows the implementation of computer-based instruction system.This learning process design is a break-through in the field of education. With this, it provides accessibility, reliability and credibility to learners through efficient method, strategy and technique of instruction procedures. * Method * Strategy * Techniqu e * Accessibility * Reliability * Credibility Computer – Based Instruction System in Mathematics of PLT Preparatory School Significance of the Study This study is significant to PLT Preparatory School. Specifically, it is very beneficial to the following entities: Pupils – could have easier understanding that would relate well in the learning process.Teachers – could lessen the burden in the manual lessons preparation such as visual aids and test questions. Researchers – could provide reliable tool that enhances its learning process. Future researchers – could be an essential guideline and basis for future studies in line with tutorial design. Scope and Delimitation The proposed computer-based interactive learning mathematics limit itself for the preparatory school. When it comes to learning process, the integration of multimedia (e. g. sounds, videos) and animation (e. g. objects) is very much included for reliable delivery of lessons.In the asses sment process, examination is integrated with a friendly user approach through multiple of choices to learners. Progress chart for every learner is provided for monitoring purposes by teachers. Definition of Terms Computer-based – According to wiseGEEK (2013) stated as a term that can be used to describe virtually any kind of learning program using computers as a central staple. This approach to learning takes advantage of the interactive elements of  computer software, along with the computer’s ability to present many different kinds of media.Lesson Delivery – It is a systematic method/procedure of instruction to learners with the objective of imparting reliable knowledge. Lesson Accessibility – A method of instruction delivery that is easy for learners to adopt. On the other hand, it is a method that is internet-base delivery of instruction to learners. Lesson Reliability – It refers to the content of instruction that contains consistent knowle dge to learners. Method – It is a set of procedures that teachers utilize in the learning process to learners. Preparatory School – This is a level category in education that focuses on kids learning environment.Strategy – A  method  or  plan  chosen to  bring  about a desired  future, such as achievement of a  goal  or  solution  to a  problem (Business Dictionary. com, 2013). System – A  set  of  detailed  methods,  procedures  and  routines  created to  carry  out a specific  activity,  perform  a  duty, or solve a  problem (Business Dictionary, 2013). Technique –   a procedure used to accomplish a specific activity or task (Wikipedia, 2013). Teaching Process – are those things undertaken by the teacher in order to promote and support learning by the students (Webb, 2013). Teaching Tool – It is a device or instruments that can help in the teaching process to students.

A Comparative Look at Beethoven and Mozart Lives

Beethoven and Mozart are great and famous composers of classical music who share similarities in musical composition and still both exhibit certain differences. Being counted among the list of the most influential composers in the history of music, Wolfgang Mozart and Ludwig Beethoven are artists who have much in common.This paper draws on the views that both of these composers have the same musical foundation having been introduced to music by their fathers. It seeks to explore the similarities as well as differences in the lives of Mozart and Beethoven in the history of music.Mozart and Beethoven are from the same origin and they worked in the same musical genres such as classical and romantic thus exemplifying themselves as very talented musician a as well as prolific composers. However, it is plausible to accept the fundamental truth there are no two people are exactly the same. On this basis, Mozart and Beethoven harbor certain differences that emanate from their different perso nalities and perspectives in music. As a result, it emerges that the age at which they began composing points out clear differences in their composition and musical careers coupled by their musical style.Differences The first notably difference between Mozart and Beethoven lies in their musical style. Brown (23-25) postulates that the overwhelming greater part of the composition of Mozart is not only light but also very aerial and delightful. As such, music critics have attributed that the musical pieces of Mozart aim at general entertainment and extensively apt relaxation which underlies the whole paradigm in which music is composed and performed. On the hand, Beethoven’s music is typical of intensive drama which makes it heavier and typical of a wide range of pith.In light of this, Wallace (105-107) explains that the music of Beethoven exhibits a lot of in-depth passion and dynamism in composition as well as performance. Notably, another important difference that marks the Beethoven and Mozart is their entry age in the field of musical composition. Arguably, Mozart began his musical career at the age of five and grew up composing music for royal people in most cases (Lancaster, 37-39). On the same note, Beethoven is said to have delved into music when he was already a teenager and concentrated a composing music for the public at large.With regard to this difference, both musical artists grew in different circumstances as pertains their introduction to music and thus, their audience became marked by the conditions that characterized their entry in music. With the different audiences, Mozart and Beethoven had to compose music at deferent condition and they addressed different thematic concerns hence marking their greatest difference in their lives and music (Pestelli, 52-54). Significantly, it is prudent to note their difference in notation styles. Mozart continued to produce musical piece that was marked by clear and neat notations.Comparatively, this was greatly different from the notational styles of Beethoven since his composition was marked by sloppy, unclear and somewhat careless notations (Brown, 49-51). Extensively, the style of their music as well as the audience they composed for left them emotionally feeling different. For instance, as Mozart became a happy, easy-going composer and person in life while Beethoven was typical of bad temper and largely became depressive. On this note the life experiences of these two life time composers propelled them to different pedestals.Essentially, Beethoven led a lone life but his due to the question that he composed and performed for the general public he received an honorable burial after his death at the age fifty six. On the other hand, Mozart who specialized in composing for the royalties was buried in unmarked grave in Vienna at the age of thirty six (Lancaster, 87-89). Unlike Mozart, Beethoven had a method of composing which mirrored a situation where he recorded ideals in not ebooks and later used them in building up blocks for his composition.For example, the Ode of Joy, a symphony that was build on the theme of seeds was a concept conceived several years ago Accordingly, it is a reflection of a long gestation period of composition where Beethoven paid supreme attention to minute details in a bid to depict that in the music lies strength of idealism (Wallace, 36-38). This creative process marked the inspirational ability of Beethoven. However, Mozart was radical and was dubbed the Trent Reznor of his lifetime. He succeeded in his spontaneity ability as well as his outspoken nature.With regard to their musical works, Beethoven composed pieces that rapidly diverged from his teacher and peers. Revolution was in air and Beethoven’s symphonies mirrored both political and artistic features. For example, his third symphony was dedicated to Napoleon but later own, Beethoven deleted his name on the title of the Symphony after the realization that Napoleon had already declared himself an emperor (Pestelli, 41-42). The resulting events led to Beethoven to produce shorter symphonies such as his fourth and eighth.In light of this, Beethoven explored new areas in life and extensively wrote string quartets following the influence he got from his teacher Haydin. The works of Beethoven largely bordered personal introspective works that slid into uncharted musicals that still remained intimate. As a result, Brown (45-48) highlights that Beethoven composed various pieces that included several overtures, a mass and opera as well as concertos. He even stretched his base to write for piano with a host of sonatas and concertos for violins.On the other hand, Mozart influenced greatly on the musical development by drawing his works from figures and preludes and extensively employed fugal writing within the larger composition of symphonies. Although this influenced greatly on the development of classical music, it had little connection to his creati vity. Wallace (28-29) argues that the feelings, thoughts and ideologies of Mozart formed the basis of his influence and success in musical composition. As a result, these influence strove Mozart to commit to the depth of musical form and thus position him as a successful romantic composer.In the same vein, both great musicians had extraordinary pieces of music and performed in different era. Mozart belonged to the classical period while Beethoven belonged to the romantic era. As such, Mozart ended up being criticized for composing radical music that endangers the morals of the women since majority of these women were aroused with Mozart music. Beethoven on the other hand Beethoven had the advantage of in paving way for the creation and invention of pianoforte. The greatest music of Beethoven is his symphonies which are still heard in the present time as they were listed to in his time.Compared to Mozart, Beethoven continued to unify contrasting movements using musical continuity. Of ten, his music would have unclear ending, something that made his symphonies a bit longer (Brown, 57-61). Similarities It is worth noting that ideas and differences between Beethoven and Mozart can not suffice to say that either of them was better than the other but the interesting point of focus should be built around the understanding that both of them made major contributions in the world of classical music; contributions which led to the development of music as an art.Arguably, we can draw from their differences to construct a viewpoint of how Mozart and Beethoven are similar. Significantly, considering the fact that both of them were creative and gifted innovators of classical music during the classical and romantic period, both Mozart and Beethoven share a similar characteristic of being musical genius (Pestelli, 12-17). In addition, Brown (65-67) illustrates that Beethoven went at length of achieving the iconic status of musical composer.This factor is equally shared by Mozar t and thus, the iconic status as a composer was a status achieved as a result of ones revolutionary and immense influence on the development of music within the milieu of pivotal points in terms of the classical and the romantic periods. As such, the symphonies of Mozart as well as Beethoven demonstrates the development for music in these eras as the themes portrayed in these symphonies resonate what was entirely used as the European anthem. Moreover, their images are construed within the parameters of musical history.Beethoven, just like Mozart was born into a musical family where the father and grandfather were singers. Although this is not to the same extent, it is plausible to argue both Beethoven and Mozart were musical prodigies who were taught music by their parents at a tender age. Lancaster (121-122) asserts that the education of these two musical composers was courted by musicians such as Neefe; a factor which enabled them to demonstrate their musical talents in areas such as keyboard playing piano and harpsichord.In addition, composers during their eras were employees of the church, state or rich patron who were requested to compose musical works to articulate different occasions that were deemed important within the precincts of religion as well as secular. According to Wallace (23-44) both Beethoven and Mozart exhibited some sense of independence in their creative works. As such, they could set their own agenda in the entire composition.The basis of the set agenda gave these artists the opportunity to express their deepest feelings in life as exemplified by Beethoven who have his three symphonies reflecting the ideals of republicanism, liberty, religious beliefs as well as the aspect of brotherhood in the society. Conclusion From the foregoing discussion, it is evident that Beethoven and Mozart are great and famous composers of classical music but both exhibit certain differences. Being counted among the list of the most influential composers in t he history of music, Wolfgang Mozart and Ludwig Beethoven are artists who have much in common.However, both Mozart and Beethoven harbor certain differences that emanate from their different personalities and perspectives in music. All these similarities and differences fall within the wider framework of their musical careers, experiences and musical styles of composition. Work Cited Brown, P. The Musical Times: Mozart and Beethoven. Cambridge: CUP 2007 Lancaster, E. The Golden Age of Symphony: Mozart and Beethoven. London: Alfred Music Publishing 2000 Pestelli, G. The Age of Mozart and Beethoven. Harvard: HUP 1984 Wallace, R. Classical Equilibrium in Music. Oxford: OUP 2009

Book Review Essay Example | Topics and Well Written Essays - 1750 words - 4

Book Review - Essay Example Although these classrooms are located in the University of Chicago Laboratory School, the issues Vivian highlight are relevant to any classroom setup globally. The exclusionary behavior triggers Vivian into recalling vivid memories of herself as a child. As she grew up, Vivian watched in disdain as classmates intentionally secluded some children from particular activities. At this time, Vivian felt less influential to make any changes regarding such dehumanizing habits. Vivian further recalls how overweight and poor girls would experience discrimination. To make matters worse, teachers privileged the more confident and brighter children (Genishi & Dyson, 2009). As a teacher, Vivian feels awful about the exclusionary behavior rampant in her classroom. In this book, children who were privileged and accepted were dubbed â€Å"insiders†, while children who were secluded were termed â€Å"outsiders†. At her old age (sixty years), Vivian is no longer capable of resisting her childhood memories and her current agonizing sympathy for outsiders. Prudently, Vivian strives to surpass the typical practice of promoting an incorporating culture. Such a culture would help to make insiders accept outsiders into their social circles. Nevertheless, Vivian strives to find viable ways of breaking chains of exclusion in her classroom. Typically, such an act would prompt insiders to feel a violation of their freedom (Cooper, 2009). Consequently, the mood of the classroom would be ruined, and tension would arise. Nevertheless, Vivian is committed to change the mindset in her classroom. Vivian’s approach in solving the exclusion problem is quite surprising. Consequently, this story becomes engrossed, and flair of suspense is imminent. First, Vivian is sincerely unsure and unwary of how commanding her techniques seem. Before instilling her novel rule (â€Å"You Can’t Say You Cant

Aviation in the United States Navy Essay Example | Topics and Well Written Essays - 1000 words

Aviation in the United States Navy - Essay Example ogically superior and readily available. Using a full-spectrum approach, the command delivers solutions at optimal costs and provide support for vital programs for the U.S. Navy.NAVAIR works effectively as part of a warfighting partnership, known as the Naval Aviation Enterprise (NAE) and the larger Navy Enterprise, through which interdependent issues affecting multiple commands are resolved on an Enterprise-wide basis. The NAVAIR Commander serves as the NAE operations officer" In this particular case, it is now established that the industry focuses more on conventional and advanced warfare. In this case, if we are to analyze the said inductry is limited to industries concerning avaition operation solely on the category of warfare technology. In this case, the said industry is only concerned on the propagation, development, repair and evaluation of aircrafts that are needed by the Naval Branch of the armed forces. Furthermore, Goodspeed (2006) in dealing with history claims that "On May 8, 1911 the Navy ordered its first airplanes and United States Naval Aviation was born. The Navy's aviation arm was founded on the same courage and spirit that still define its ranks: self-taught flier Eugene Ely, wearing a football helmet and bicycle inner tube as a life preserver became the first man to both take off and land on the deck of a ship. Over the next nine decades Naval Aviation has roared forward on the backs of the most advanced aircraft and well-trained avia tors and flight crews in the world" This means that if we are to deal with the number of interest and services it caters; categorically it only caters the microcosm part of the society particularly the armed forces. In this case, it only meets the needs of a certain amount of individuals in one particular organization which is the Naval Command. However, if we are to further deal with how it affects individuals as a whole, then we have to search for macro economic variables to know how it affects or influence individuals and organizations in general. Environmental Analysis of Aviation in the United States Navy 3 In looking for a macrocosmic variables, it is very important to look into the process and the quantity of how the organization affects individuals through its productions, services rendered and other variables to point out the origin of these and how it affects macrocosmic activities. The impact of the Naval aircraft with regards to security of the United States as a Nation and as a frontline of democracy in the world is so tremendous and this industry is of big help- The website Navy.mil (2006) states that "The objective of Navy Aerial Support is to help facilitate and coordinate the distribution of naval aircraft and aviation resources to public demonstrations across the United States" which means that the said

Who Are Guilt for School Shootings Essay Example | Topics and Well Written Essays - 750 words

Who Are Guilt for School Shootings - Essay Example Bullying can happen at school and also in the social media; it is perpetrated on sites such as Facebook or Twitter. The victim feels tortured and humiliated. The bullies are often school or classmates who have the intent of embarrassing or humiliating their colleagues. They do so by posting hatred messages about their victims on the internet. When that happens, the victim undergoes severe emotional pain. To make the matter worse, the victim finds it hard to remove such hatred messages from the internet. As a result, they feel the whole world knows about what has been said about them. Adults take little notice of such messages and their impacts. Thus, the perpetrators seek ways of revenging. They finally resort to attacking their bullies by shooting to end the pain inflicted on them.School shootings take place because the perpetrators do not value life. Their perspective of life is entirely distorted by their beliefs. In most cases, they face challenges in initiating social relationsh ips. For example, some of them do not have good friends. However, they desire to be sociable, but they encounter difficulties in initiating or sustaining social relationships. The potential friends may not want to associate with them. Peer groups also distance themselves from them. As a result, they feel isolated. At home or school, the parents or teachers may fail to notice the social isolation faced by such students. Thus, there will be no one to provide immediate solutions or strategies of overcoming the isolation. Therefore, the isolated students look for ways of punishing people around them.School shootings occur because the perpetrators have mental problems. Some perpetrators with anxiety feel that the world is against them. They tend to develop the fear of the unknown. They have the feeling that they are powerless and unable to change what happens in their lives. Other perpetrators with mania have impaired reasoning about the things that happen around them. They have the feel ing that other people hate them. They also have a fear of failing in everything they do particularly at school. Thus, they feel the only option at their disposal is to lash out at others to show or make them feel a similar pain.

Role of Malta in WW1 and WW2 Essay Example | Topics and Well Written Essays - 3500 words

Role of Malta in WW1 and WW2 - Essay Example The dynamics of this involvement took different courses for the two wars, as Malta played different but crucial roles. A common aspect, however, is the interaction of Malta with the main countries involved in the war. These include UK, France, Italy and Turkey among others. The structure of the paper entails a look at the role of the island in World War I, followed by its role in World War II. In each case, a background on the state of Malta just before the war will start off the discussion, followed by analyzing the role it played in the given war in terms of its interactions with the world powers. The guiding thesis to this study is that Malta played a vital role in determining the course and outcomes of the world wars. Malta’s Role in World War I A brief overview of the state of Malta before World War I indicates that the island was a British Colony. In 1814, Britain had acquired Malta as part of its empire following the Treaty of Paris. The main attractions that Malta held were its geographical location in the Mediterranean Sea. The island is situated in approximately the middle-point of the Mediterranean Sea, which makes it a strategic position as a continental gateway between Europe and Africa. For Britain, Malta’s centrality between Gibraltar and the Suez Canal made the island an essential stop on the way to India, where Britain had historically strong interests. As a British colony preceding World War I, Malta served as shipping way stop and as a headquarter for British and other nations’ fleets. Britain’s interaction with Malta makes the country the first to be studied in terms of its interaction with the island during the First World War. An important point to note is that Malta did not play an active and substantial military role during World War I. The first instance of British-Malta interaction in terms of World War I happened in 1914 as Britain joined Russia and France in war against Germany. According to Austin (2004), Malta held a British Mediterranean Fleet of about 14 battleships prior to the First World War. The author states that Britain’s involvement in the war resulted in a rapid withdrawal of this fleet to meet the threat posed by Germany. British military was traditionally involved in patrol-like tendencies due to its strong navy, hence the need to involve the Mediterranean Fleet in war. Sciberras (2004) details the next level of interaction between Britain and Malta as the war progressed. According to this author, February 1915 saw an early enquiry of the possibility of hospital accommodation in Malta. The first arrivals of injured British (and other Allies’) soldiers were treated in the available hospitals, in Malta, during this period. The present hospital resource in Malta at the time was merely four small hospital facilities with 278 bed capacity (Rudolf and Berg, 2010). However, the projected increasing in number of casualties meant that the available hospital resourc es would be overwhelmed. Hence, there was provision of extra nursing accommodation in barracks and Maltese schools, with the available hospital resources expanded to make a total of 25,000 beds. The first convoys of wounded British soldiers arrived in Maltese hospitals in March 1915, and by September of the same year, Malta held about 10,000 soldiers under treatment. The Maltese population of the time took part in the treatment of these soldiers. With the progression of the war, Malta increasingly became a significant center for nursing British and Allies’ soldiers owing to its proximity to the areas of war and its ease of accessibility in comparison to the home countries. To highlight the importance of Malta’

Palliative care Essay Example | Topics and Well Written Essays - 3500 words

Palliative care - Essay Example e quality of the patient concerned, together with alleviating the different types of problems the family and the patient undergo during the course of a life-threatening illness (Coupland et al., 2010). Palliative care, in this case, is achieved by way of relief and prevention of suffering by ensuring problem identification is done early enough and by execution of impeccable assessment, treatment of pain, as well as offering psychological, physical, and spiritual relief for the patient (Penrod et al., 2006). This essay seeks to demonstrate the critical knowledge regarding the external influences that directly influence end-of-life care, together with the strategies applied by concerned practitioners in facilitating the delivery of palliative care services of the required quality. On the other hand, the essay also seeks to evaluate the variable factors, including the social, physical, and psychological factors, together with their respective impacts on the experience of the client in relation to the provided palliative care. The information, analysis, and proposals are made in relation to the case study provided herein. In essence, the references made to the case study are strictly within the context of care delivery, together with the related issues, which have a direct impact on the health outcome of patients. The palliative health care focused on herein concerns a patient in a hospital in the United Kingdom. For the purposes of data protection and confidentiality, the patient will be referred to by the name Janet throughout the discussion. Mrs. Janet was admitted into the palliative care unit 28 years following the diagnosis that revealed she had cervical cancer. Her suffering from this had taken quite a long time and exhibited a significant level of complexity, together with a painful history of the cancer illness course. The cancer diagnosis had been done and approved when she was 30 years of age, and this was followed by a hysterectomy. A year afterwards, she

Prompt 4 Coursework Example | Topics and Well Written Essays - 1000 words

Prompt 4 - Coursework Example The movement has been enhanced by the requirement in the US that every employee who has more than 50 employees should seek health insurance cover for his/her employees. It is estimated that half Americans that is an approximate 170 million people are covered by employer-sponsored health insurance which was as per thee census data taken. The Obama administration is not willing to make any delay on the implementation of the Obamacare’s employer mandate where it has established that all firms should cover their employees offer health coverage or pay fines until 2015.Connectively, having prepared the rolling out of the private health insurance, ObamaCare, and the overall federal state economy. According to researchers, the delay of the mandate will have more people to enroll in the Obamacare’s subsidized insurance exchanges due to shared responsibility payments (Getzen, 2010). Additionally, if the rolling out is delayed the drive may raise the cost of labor, therefore, increasing unemployment. The employers are willing to be spared the mandate for one more year. Politically the democratic are not willing to have the promise they made to the citizen be not fulfilled before their time on office comes to end. Additionally it is also argued that health that the US health- care system is mostly the tax codes that have people covered through their employers instead of shopping for their own cover. Nevertheless economist has stressed that it is better for a collective buy which could be easy done by the employer that individuals since it is much cheaper and easy to manage through their salaries. The plan estimates that about 96 of employers will be subjected to the responsibility of covering their employees (Getzen, 2010). Since enough time has been allowed for the companies to consider simpler ways that they are expected to do their reporting as

The culture of caution Essay Example | Topics and Well Written Essays - 1250 words

The culture of caution - Essay Example What does Patterson mean by the culture of caution Use his analysis of the life of Marcus Garvey and the immigrants' experience to illustrate how that theory plays out. How does he link the life of Garvey, Powell and Farrakhan and immigrants to that culture of caution This insecurity has also brought about a theory that Caribbeans, especially the Anglophone Caribbeans perform much better abroad than they do on their homeland. For example, Marcus Garvey of Jamaica was able to galvanize Black Americas into action, to defend their human rights, decades ago George Padmore of Trinidad was also able to champion postwar African independence movement, has brought about a high degree of paternity for the nation of Ghana, as the first nation to be independent in Black Africa. Arthur Lewis of Saint Lucia was unable to gain employment or opportunities that fit his talents at home, so he migrated to England and then the United states, where he had an outstanding public service career and was also a distinguished academician which led to his being awarded the Nobel Prize for his amazing work on Third World economics.The functions of the immigrant organizations in North America include the implementation of the various immigration laws, issuance of travel documents, carrying out Checks for Case Processing Fees, and the checking of immigrants into the US to ensure ensure that they qualify under the provisions of the Immigration and Nationality Act.The immigrant organizations also make sure that criminal aliens and immigrants involved in crime, who have been incarcerated within the federal, state or local prison facilities are not just let into the community again, after they might have completed their sentences. Immigrant organizations avail field level law enforcement officers of the training programs required of them, like programs for correctional personnel, and providing certified instructors to conduct such trainings. Immigrant authorities use the National Security Entry-Exit Registration System (NSEERS) to determine when a high-risk alien overstays his visa or fails to report his address and activities after 30 days in the United States. It is vital for state and local police officers have access to information, and are able to act upon such information when they meet an NSEERS violator, for example, in a traffic stop. Also, if a criminal alien is purposely avoiding contact with law enforcement agencies, this might be the only possible way to stop him, and maybe defuse a possible terrorist attack. Other functions of immigration authorities include the Arrest of Suspected Terrorists, Observations of Potential Terrorist Activity, Interception of immigrant or Alien Smuggling and Arrest of Absconders The immigrant organizations in the United States also serve to ensure that immigrants into the United States qualify under the provisions of the Immigration and Nationality Act. The second half of the 19th century was characterized by an increase in westward expansion, and industrialization. Also, there was an influx of millions of immigrants. A lot of native-born Americans began to clamor for implementation if immigration restrictions, but others supported the Americanization of these

Troubleshooting Sites Essay Example for Free

Troubleshooting Sites Essay http://wiki.linuxquestions.org/wiki/Network_Troubleshooting   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This network troubleshooting guide is published by Linux, which aims to answer five questions in order to fix a network problem, more specifically the online network. Determining an IP Address, pinging the default gateway and another subnet, DNS, and the port connection are its main concerns. http://www.windowsnetworking.com/articles_tutorials/Troubleshooting-Wireless-Network-Connections.html   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Common network problems are discussed in this network troubleshooting guide. It seeks to fix networking problems caused by the wireless network adapter connection, compatibility of drivers, strength of signals, location of the accessibility points, the need for a performance boost, faulty antenna, the need to install service packs, and the modification of network settings. http://www.windowsvistaplace.com/network-troubleshooting/tutorials   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This networking troubleshooting guide was published for Windows Vista users. It is a step-by-step process of troubleshooting network connections by modifying network settings and pinging the default gateway and subnet sites.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Troubleshooting is a systematic process or approach in order to determine problems in a particular system, in this case a network. Troubleshooting follows a step-by-step process where all possibilities are being explored in order to solve networking problems for instance. For some troubleshooting sites, several yes or no questions are being asked in order to determine the problem in the system and eventually arrive at the best possibly solution to resolve it. It is patterned from the simplest to the most complicated type of problem-solving technique, allowing individuals to fix system problems minimally or complexly, as deemed necessary. The type of solution to systemic problems depends on its nature.

Breach of Contract and Negligence

Breach of Contract and Negligence 1)  Mega will be looking to bring an action in breach of contract and negligence against Super for both their failure to install the cash machines until December 2006 and the negligent installation my Tom and Manoj which caused the registers to be out of action over the Christmas period. The problem they will have with this is that Super trade under a standard contract which contains clauses which apparently exclude liability for both delay to installation and consequential loss arising in either contract or tort. This includes the loss of profit which Mega wish to claim form them. However, it may well be that Super are not able to rely on those clauses. For an exclusion clause to be effective it must first be validly incorporated into the contract. Then the construction must be such that on a proper interpretation it covers the type of liability which has arisen. Each of these issues will be discussed in turn to establish whether or not Super will be able to fend off an action by Mega by relying on the exclusion clauses. To be effective as an exclusion clause the term must be incorporated into the contract at the time when the contract was made. It will not be effective if it is added at a later stage[1]. The terms must be contained or referred to in a document which is intended to have contractual effect. In the case of Super’s standard terms they are referred to in brochures, order forms, price lists and quotations and reprinted in invoices and receipts. It is likely that order forms would be considered to be a document with contractual effect. In the present case, however, Super took the order from Mega over the telephone. The contract would have been concluded at that time. It is therefore necessary that the exclusion clauses be incorporated at that time. For a clause to be validly incorporated the other party must be given notice of its existence. At this stage there is no details of the discussion between Mega and Super when hew order was taken. What is clear is that if the exclusion clauses were not mentioned in the telephone conversation and Mega did not know about them then they will not be validly incorporated by their inclusion in the invoice or receipt[2]. What amounts to reasonable notice will depend on the facts of the case. If it can be shown that Mega had actual knowledge of the terms they will be reasonably incorporated. It might well be for example that they had read the brochure and were therefore alerted to the existence of standard terms and should reasonably have enquired as to what they were. The fact that a party has to take further steps to find out what the terms of which he has been given notice are does not necessarily mean that reasonable notice has not been given.[3] However, it seems more likely on balance that the courts would hold that a mere reference to the standard terms in these pre contractual documents is insufficient notice of an exclusion clause. The present clauses are particularly onerous as they attempt to exclude a substantial amount of liability on the part of Super. In the case of Spurling Ltd v Bradshaw [1956] 1 WLR 461 Lord Denning held that the more onerous the clause the more that would have to be done to bring it to the attention of the other party. He stated that in some cases the clause would have to be printed in bright red ink with a big red hand pointing to it. This has become known as the red hand test. In the present case it would seem that some form of red hand would be required for there to be sufficient notice of the exclusion clauses. Therefore if Super did not specifically draw them to the attention of Mega then they will not be validly incorporated. I will proceed on the basis that the terms were validly incorpo rated for the purposes of analysing the terms themselves, but if they were not then Super will not be able to rely on them at all. The next issue to deal with is the construction of the clauses themselves. The courts have traditionally construed exclusion clauses very restrictively. It must be show that the clause, properly interpreted does actually cover the damage caused. The ‘contra proferentem’ rule means that any ambiguity will be resolved against the party seeking to rely on the clause. There does not seem to be any ambiguity in Clause 10.2. It clearly states that they will not be liable for delay howsoever caused. At this stage it seems unlikely that Mega will be able to claim for any losses caused by the delay to the installation. It might be however that Mega can rely on the Unfair Contract Terms Act 1977 section 3 which protects parties who are either dealing as consumers or dealing on the other’s standard terms of business as Mega are in this instance. Section 3(2) (b) (i) of the Act states that a party is not by reference to any term of the contract entitled to: â€Å"†¦render a contractual performance substantially different from that which was reasonably expected of him.† It is certainly arguable that a delay of two to three months would be outside the sort of delay that would be reasonably expected of a company. On balance I would be of the opinion that the delay will not be sufficient to allow Mega to avail them self of this protection. With regards to the loss of profits over the Christmas period, Mega will have to make a claim in negligence against Super. The first point to note is that just as Tom and Manoj will be protected by the clause, Super will be vicariously liable for their actions if the clause is not held to cover negligence. Super will be relying on clause 10.3 to suggest that they have excluded liability for consequential loss, including loss of profit for the negligence of their employees. The question is whether 10.3 actually has that effect. The general rule is that if a party wishes to exclude liability for negligence they must do so explicitly[4]. In the present case though Super have not referred specifically to negligence stating: â€Å"†¦neither the seller nor any of its employees shall be liable for any consequential or indirect loss suffered by the Buyer whether such loss arises in contract or tort.† The next step the courts will take is to establish whether the words used are wide enough to cover negligence on the part of the employees of the proferens[5]. It seems likely that Super will be able to show this as they have referred to ‘tort’ However the final and rather contradictory stage is that the court must consider: †¦whether the head of damage may be based on some ground other than negligence’[6] There cannot be any doubt that clause 10.3 could cover something other than negligence. Even leaving out the contract section it covers every type of tort. It is clear that where this is the case the proferens (Super) will not be able to rely on the clause to exclude liability for negligence. If the clause is held to cover exclusion of liability for negligence Mega may be able to rely on the Unfair Contract Terms Act 1977. Section 2(2) of that Act states: â€Å"2 Negligence liability: In the case of other (other than death or personal injury) loss or damage, a person cannot so exclude or restrict his liability for negligence except in so far as the term or notice satisfies the requirement of reasonableness.† On the present facts it does not seem to be an unreasonable clause. The bargaining power of the two parties seems relatively even on the face of it and there do not appear to have been any particular inducements to enter the contract with that term included. However there may be circumstances which are not included in the instructions which would render the term unreasonable. In conclusion I would be of the opinion that subject to the clauses being found to have been validly incorporated, Super will be able to relay on clause 10.2 to avoid liability of the delay in installation. On balance I would not expect them to be able to rely on clause 10.3 to save them from liability for the negligence of Tom and Manoj as the terms is not specific enough to negligence. It seems likely that loss of profit is a reasonably foreseeable consequence of negligent installation of cash registers and therefore Super will be liable for any loss of profit suffered by Mega over the Christmas period which is attributable to the lack of functioning cash registers. BIBLIOGRAPHY Olley v Marlborough Court Ltd [1949] 1 KB 532 Jayaar Impex Ltd v Toaken Group Ltd (t/a Hicks Bros) [1996] 2 Lloyds Rep 437 Spurling Ltd v Bradshaw [1956] 1 WLR 461 Thompson v London, Midland and Scottish Rly Co [1930] 1 KB 41, CA Unfair Contract Terms Act 1977 Canada Steamship Lines Ltd v R [1952] AC 192 at 208 2. Joe Pain, suffering and loss of amenity On the assumption that Katy was negligent Joe will be entitled to recover damages from her under two general heads, general damages and special damages. General damages cover the compensation which will be received by Joe for his injuries. This is commonly referred to as damages for pain suffering and loss of amenity. Pain and suffering is viewed separately to loss of amenity and I will discuss them in that order. Damages are awarded to the claimant for pain and suffering caused by the injury and any treatment relating to the injury both in the run up to trial and in the future if appropriate. It is important to bear in mind that awards for pain and suffering are subjective in that they relate to the actual pain suffered by the Claimant. In relation to Joe he is therefore unlikely to be able to claim for pain and suffering for the 2 weeks which he was unconscious.[7] This does not apply to loss of amenity which can be claimed whether the claimant was aware that they had lost amenity or not. Loss of amenity is an objective measure of the claimant’s losses. For example because of the loss of a limb as in Joes case. The fact that Joe can no longer row will be taken into consideration under this section of the head of damage and this is likely to result in an increased award. Overall damages are awarded for pain suffering and loss of amenity on the basis of what is fair just and reasonable.[8] The Judicial Studies Board issues guidelines as to the level of award based on recent judgments. In relation to amputations below the elbow the award is between  £56,000 and  £63,625. Which end of the scale it will be is determined by factors such as whether it was the claimant’s dominant arm. Loss of Earnings The claimant is entitled to be put in the position he would have been in had the injury not occurred.[9] In relation to his pre trial loss of earnings this will be the net figure which he would have earned during that period after national insurance tax and any other deductions which would have been made. We are not told at this stage whether Joe earned  £45,000 per annum before or after tax, but assuming it is after tax this would amount to  £22,500. He will also be entitled to claim the bonuses which he would have received during that period. At the most this will amount to  £6000, but Joe will have to prove that he would have earned his maximum of  £1000 per month. Whilst the  £650 does not represent wages from the employer, but a collection on the part of the other employees, I would expect it to be deducted from the loss of earnings because otherwise it would represent double recovery as Joe would not have received it without the injury. Assuming Joe returns to work before the trial there will be a further deduction from his loss of earnings award to take account of the fact that he is receiving wages at a reduced rate. For the period of time between his return to work and the trial he will receive a sum representing the net total amount he would have received as calculated above minus the net total amount he did receive as a result of his new position. Future Loss of Earnings Joe’s future earnings have been substantially reduced by the accident. When calculating the future loss of earnings the courts start with the net annual loos of earnings suffered by the Claimant. This sum is adjusted by taking into account other factors such as the loss of a chance to get promoted and increase earnings etc and the fact that the claimant is receiving a capital lump sum now rather than earning it over the years. The final figure is called the ‘multiplicand’. This is multiplied by the ‘multiplier’ which is the number of years for which the loss is likely to continue, usually the number of years between trial and the likely date of retirement. Other losses Joe will also be able to claim the money spent on repairing his bike in the sum of  £1500. He will have to prove the loss in the form of a repair receipt/invoice. Any savings made as a result of the NHS care will be set off against the income claim. Joe will not be able to claim for Darinder’s loss of earnings as they are not a loss suffered by him. However, the fact that Darinder has had to take time off work to help Joe adjust to the disability suggests that he is no longer able to perform household tasks which he would have been able to perform before the accident. Where a member of the claimant’s family voluntarily undertakes to perform those tasks the Claimant is entitled to an award in damages representing the value of those services.[10] The damages will be assessed on the basis of what it would have cost to employ someone else to do the tasks.[11] Other claims against Katy All of the potential claims against Katy will be for psychiatric harm. There are principles to be applied when determining who will be able to claim for psychiatric harm which will be discussed throughout this section. The basic premise is that a duty of care in relation to shock in the sense of psychiatric damage is owed to those foreseeably and directly involved in the horrific event caused by the defendants negligence.[12] Charles  ­Charles was clearly directly involved in the accident as he was in the car at the time. It is not necessary for him to have suffered physical injury to recover damages, the fact that he feared for his own safety and was in fact endangered by the event is sufficient.[13] He was a primary victim of the accident and therefore it is not necessary that Katy foresaw psychiatric injury specifically. The fact that injury was foreseeable is sufficient.[14] Lord Lloyd of Berwick in Page v Smith[15] reasoned that if the psychiatric injury had been as a consequence of a physical injury it would clearly be recoverable. The fortuitous absence of physical injury did not make a difference. Stella Stella witnessed the accident. Psychiatric damage caused by witnessing an event first hand may be recoverable in certain circumstances. Stella clearly perceived the accident through her own senses and was physically and temporally proximate to it as required by Alcock[16] However the third criterion in Alcock is that the witness must have a close relationship to the victim of the accident. Stella was a passer by and therefore would not satisfy this criterion. The only other way Stella could recover damages from Katy is if she could prove that she was a primary victim. The fact that she suffers from post traumatic stress disorder suggests that the accident put her in fear for her own safety and the bike did cross her path. She may therefore be in the same position as Charles. However to recover under this head the claimant must actually have been in danger.[17] Stella might have difficulty proving that she was ever in actual danger as the bike mounted the pavement in front of her not towards her. Darinder Darinder did not witness the accident first hand. The fact that she was told about it by the police officer will not be sufficient to give her the proximity required[18]. It is possible to recover damages if you witnessed the immediate aftermath of the event and that includes the hospital scenes[19]. However it is still necessary that the psychiatric injury be brought about by shock so she will have to show that seeing Joe coming out of an operating theatre caused her shock. Incidentally the close relationship tie is assumed in spousal relationships. With regard to the nervous break down brought about by the continued care of Joe, Darinder is unlikely to be able to recover. The injury must be brought about by a sudden assault to the senses rather than an accumulation of feelings and distress.[20] Overall it is unlikely that Darinder will be able to recover damages unless she can prove she was shocked by seeing Joe coming out of the operating theatre and then she will only be able to recover for psychiatric harm caused directly by that shock. BIBLIOGRAPHY Wise v. Kaye [1962] 1 Q.B. 638 Heil v Rankin [2001] QB 272 Livingstone v Rawyards Coal Co (1880) 5 App Cas 25 Hodges v Frost (1983) 53 ALR 373 and Daly v Genera Navigation Co Ltd [1980] 3 All ER 696 Daly v General Steam Navigation Co Ltd ibid Alcock v Chief Constable of South Yorkshire Police [1992] 1 AC 310 Dulieu v White Sons [1901] 2 KB 669 Page v Smith [1996] AC 155 McFarlane v EE Caledonia Ltd [1994] 2 All ER 1 Ravenscroft v Rederiaktiebà ¸laget Transatlantic [1992] 2 All ER 470 McLoughlin v OBrian [1983] 1 AC 410 Taylor v Somerset Health Authority [1993] PIQR P262 [1] Olley v Marlborough Court Ltd [1949] 1 KB 532 [2] Jayaar Impex Ltd v Toaken Group Ltd (t/a Hicks Bros) [1996] 2 Lloyds Rep 437 [3] Thompson v London, Midland and Scottish Rly Co [1930] 1 KB 41, CA [4] Canada Steamship Lines Ltd v R [1952] AC 192 at 208 [5] ibid [6] Ibid per Lord Morton [7] Wise v. Kaye [1962] 1 Q.B. 638 [8] Heil v Rankin [2001] QB 272 [9] Livingstone v Rawyards Coal Co (1880) 5 App Cas 25 [10] Hodges v Frost (1983) 53 ALR 373 and Daly v Genera Navigation Co Ltd [1980] 3 All ER 696 [11] Daly v General Steam Navigation Co Ltd ibid [12] Alcock v Chief Constable of South Yorkshire Police [1992] 1 AC 310 [13] Dulieu v White Sons [1901] 2 KB 669 [14] Page v Smith [1996] AC 155 [15] ibid [16] Note 8 [17] McFarlane v EE Caledonia Ltd [1994] 2 All ER 1 [18] Ravenscroft v Rederiaktiebà ¸laget Transatlantic [1992] 2 All ER 470 [19] McLoughlin v OBrian [1983] 1 AC 410 [20] Taylor v Somerset Health Authority [1993] PIQR P262

Hamlet and The Lion King :: GCSE English Literature Coursework

Hamlet and The Lion King Many perceive The Lion King, Disney's most successful movie to date, as Disney's only original movie; the only movie not previously a fairy tale from one country or another. This, however, is not the case. While The Lion King seems not to be beased on a fairy tale, it is in fact strongly based on the play Hamlet by William Shakespeare. Disney writers cleverly conceal the basic character archetypes and simplified storyline in a children's tale of cute lions in Africa. To the seasoned reader, however, Hamlet comes screaming out of the screenplay as obviously as Hamlet performed onstage. The characters in The Lion King closely parallel Hamlet. Simba, the main character in The Lion King, embodies Hamlet, He is the son of the King and rightful heir to the throne. The King of the Pridelands, Mufasa, parallels Hamlet Senior, who is killed by the uncle figure. In The Lion King, the uncle is Scar, and in Hamlet, the uncle figure is Claudius. Laertes, the henchman and right-hand man of Claudius, becomes, in the movie, the Hyenas, Bansai, Shenzi, and Ed. The Hyenas collectively act as hero-worshippers to Scar, loyal subjects, and fellow doers-in-evil. They support Scar completely, just as Laertes supports Claudius. Rosencrantz and Guildenstern are the comic reliefs of Hamlet, and in The Lion King, this role is fulfilled by Timon and Pumbaa, who are a meercat and warthog, respectively. Both sets compliment each other, complete each other's sentences, act as caretakers to Hamlet/Simba, and are comical to the point of being farcical. The role of Horatio, Hamlet's right-hand man, is fulfilled in The Lion King by Nala. Nala concentrates on the aspect that Simba is the rightful King and that it is his responsibility to ascend to the throne. She is his best friend and someone whom he trusts. Just as Horatio loyally follows Hamlet, Nala is completely loyal to Simba. Not only are there ties of friendship, but there is also an element of respect and reverence in both friendships. Horatio and Nala both know that they are friends and loyal followers of the rightful king. In The Lion King, the plot mirrors the plot of Hamlet as well. In the very beginning, Hamlet Senior is poisoned by Claudius, who then ascends to the throne and marries Hamlet's mother Gertrude. Similarly, Mufasa is thrown to his death by Scar, who goes on to become King of the Pridelands and leader of the pack, thus "marrying" Simba's mother, Sarobi.

Colonists Living Among Natives in the New World Essay -- American Amer

Colonists Living Among Natives in the New World When the Europeans invaded the New World in 1492 they brought along their culture and way of life. The Europeans were not prepared to encounter a previously developed culture, which was home to the Indians. The negative stereotype of the Indians as viscous savages and barbarians was immediately formed by the Europeans beginning as early as Christopher Columbus' discovery of the New World. These negative stereotypes made Europeans believe that Indians were hardly human and "believed that no civilized person would choose to become an Indian" (Axtell, Invasion 302). When in fact the opposite became true. Despite the European view of Indians as savages, there were many English and French colonists who actually chose to live among the Indians. The colonists lived among the Indians when they discovered that the Indians had a more desirable way of life and a very moral society. The colonists also joined the Indian society to escape the corruption of the colonial society and to gain personal freedom with the Indians. This paper focuses primarily on the English and French colonists experiences with Indians of the Northeastern United States. But the Spanish, who were the first to arrive at the New World, did spend time living with the Indians as well. One of the most important examples of a Spanish person who lived with the Indians was the discoverer of America, Amerigo Vespucci. Vespucci actually spent some time living and observing the Indian way of life (Washburn 6). He wanted to share in their lives so he shared their experiences, or as Gerbi world say, "he becomes a savage to understand the savages" (41). During the time that Vespucci stayed with the Indians, he found the Indian... ...ife and the rejection of the corrupt colonial society led to the number of colonists who voluntarily spent their lives with the Indians to be quite large and could have been even larger. "Had [the captives] not been compelled to return to colonial society by militarily enforced peace treaties, the ranks of the white Indians would have been greatly enlarged" (306). WORKS CITED Axtell, James. The European and the Indian. New York: Oxford University Press, 1981. Axtell, James. The Invasion Within: The Contest of Cultures in Colonial North America. New York: Oxford University Press, 1985. Gerbi, Antonello. Nature in the New World. Pittsburgh: U of Pittsburgh Press, 1975. Rosenstiel, Annette. Red & White: Indian Views of the White Man. New York: Universe Books, 1983. Washburn, Wilcomb E., ed. The Indian and the White Man. New York: Anchor Books, 1964.

Assessment of Mathematical Understanding Especially as it Relates to CMP :: Education Educational Papers

Assessment of Mathematical Understanding Especially as it Relates to CMP Introduction Assessment has become a very â€Å"hot† topic in education circles lately. Or at least, it is talked about more often and with more passion. Teachers are being judged on their students’ performance, based on assessment scores. It is the assessment by which we are judged. The reauthorization of ESEA and the ‘No Child Left Behind’ act shows the public’s (or is it the politician’s?) faith in standardized tests as a school improvement instrument. But I also know that the once-a-year test can not provide continuous information about student achievement. The traditional assessments of computation exercises, short answer questions, and word problems will not suffice any more. Typically, standardized tests measure factual knowledge, not conceptual understanding. I believe that conceptual understanding is not only what students know, but what they can do with what they know. Assessments are varied from teacher to teacher, district to district, and state to state. I did an informal survey with some of my colleagues, asking them their reasons for assessing students, and the results varied greatly. I am interested in assessment and alternative assessments in order to help further my students’ understanding of mathematical concepts. I strongly believe that the purpose of assessment to inform my instruction, which in turn will further my students understanding. Background According to the National Council of Teachers of Mathematics Principles and Standards 2000 Assessment Principle, â€Å"assessment should support the learning of important mathematics and furnish useful information to both teachers and students.† Assessment should be designed to â€Å"maximize student learning† and â€Å"support the learning of important mathematics and furnish useful information to both teachers and students.† The National Education Association suggests that assessment is a â€Å"continuous flow of evidence that can only be provided by classroom assessment.† (NEA, 2003) Balanced assessments can actually promote student learning and achievement. â€Å"To maximize student success, assessment must be seen as an instructional tool for use while learning is occurring, and as an accountability tool to determine if learning has occurred.† (NEA, 2003) The 1995 NCTM Standards acknowledged that assessment should: 1. Reflect the mathematics that students show they know and what they are able to do. 2. Enhance mathematics learning. 3. Promote equity. 4. Be an open process. 5. Promote valid inference. 6. Be a coherent process. The Assessment Model from NCTM (2000) includes four phases of the assessment process includes planning, gathering, interpreting, and using data. The table below shows how each phase influences the next.

Christ TV Essay

Basic Details   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The title of the show is Footprints in the Sand. This title is derived from the famous modern religious anecdote about a man walking along a path. The man asks Jesus Christ why there were two sets of footprints when he was walking easy paths but only one when he was walking difficult paths. Jesus answered him by saying that when the path was hard, those were the times that Jesus carried him. The title basically hints to the religious nature of the show itself. The title will be associated with an appropriate logo that depicts â€Å"footprints in the sand† story. Credits would include producers, a director, a remote camera crew, music crew, editing crew, technical field crew, and non-technical field crew, and reality characters. Synopsis   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The show will add itself to the long line of reality programs that have been done. The clear distinction is that this is the only reality show that will actively promote Christian evangelization both to the viewers and the participants in the show itself. There will be a team of seven (7) individuals who will make up the main characters in the show. Although all seven do not necessarily have to be present in every episode, their appearances would be shuffled normally to allow all of them to be viewed significantly throughout the season. Aside from the seven, a host would make some narrations as needed in each episode. All seven would be men of strong Christian bearing. In other words, they would be priests. The seven men would be sent out to different locations throughout the States. Most of the time, they would be set as hitchhikers walking the highways with a remote camera crew. The preachers would be bugged with audio and video receivers. They would also be clothed not as priests but as civilian clad hitchhikers. The reality show basically would feature how these priests go about their duties of evangelization out on the highways. An individual priest will be featured asking for rides until one is given to him. Then the show would feature how the priest interacts with the people he had hitched a ride with. There will also be sections of on-camera interviews with the people who accepted the priest after the actual circumstances are revealed to them. If the people would not want themselves to be shown on television, then that particular episode would not be included in the season. An entire season will have to be completed before the show is aired. Only episodes of significant religious value would be shown and the rest would be edited out. This means that the show would be shot over and over again until enough significant episodes with are compiled. Each episode would be good for one hour, advertisements included.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Of course, religious Christian values would be the prime educational value that can be derived from the show. Entertainment value comes from its â€Å"feel good† nature. This show does not contain the aggressive, competitive, and sometimes even violent nature of other reality shows. Instead, it only tries to showcase the goodness of men which can be brought out with proper evangelical guidance.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Individual shows would differ with respect to the situations that the priests would be involved in, the people they would be interacting with could vary from truckers, to fraternity road trippers to families on RVs. Each episode would offer to the viewers new enriching experiences of the show’s characters. Characters   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The seven priests George McKay:   A Dominican friar in his mid forties. He is a balding man with a mild demeanor. Alfredo Salve: A Portuguese missionary who is very well traveled. He has curly hair and sports the typical beard. He is very cheerful and proclaims the Word of the Lord with much vigor. Andrew Jenkins: An old American missionary in his late 50s. He is solemn and often speaks with deep reflection. Michael Uro: A neophyte priest who has just been ordained. He is the youngest and most inexperienced among the seven. Howard Robbs: An African American preacher who speaks with conviction and zeal. Kim Lee Sun: A Korean national who was converted to Christianity and joined the missionaries. He has only a mild grasp of the English language Merick Maltov: A Jesuit with a reprimanding nature. He can have a bit of a temper at times. Wendell Jordan: The voice that would narrate in the show. There are of course other reality characters that would appear in the show as well as guests including some minor actors during some occasions. Some of these would be enumerated in the synopsis of episodes. Viewership   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The primary target viewers would be the devout Christians who are still found in large numbers in the U.S. and throughout the world. But moreover, this show seeks to eventually break into the primetime market and compete head on with the other shows that are currently popular. This show intends to give the viewing audience an alternative to all the violence filled programs that are currently shown. It will be initially offered to established Christian television networks such as EWTN, Catholic Family broadcast, and Christ TV (Jurgen 21). Eventually, it would be offered to both Christian and non-religious networks around the world. Its viewership is expected to range through income brackets, gender, and age. It is a show for everyone. That being said, potential advertisers could also be as wide ranged as the viewers with the obvious exclusion of products disapproved of by Christian groups worldwide. Proposed Synopsis of 5 episodes Episode 1:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Characters:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   All seven priests   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The show’s producers   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The show’s director   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The narrator   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Ben Hatcher   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The first episode is basically an orientation of what the show is all about. It introduces each priest and gives a background overview and interviews on what they feel, their expectations, their fears, and so on. A greater focus would be set on neophyte priest Michael Uro who would be undertaking the first mission under the context of â€Å"the last being the first†. It also takes the point of view of the producers and director, as well as the narrator himself. The first episode is 50% longer (one and a half hour) than the normal airtime of the show. It will end with Michael shown walking down a Las Vegas highway trying to hitch a ride. A gets a truck and offers to pay the trucker, who would only in the next episode be introduced as Bob Hatcher. Episode 2:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Characters: Michael Uro   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Alfredo Salve   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Bob Hatcher   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Jim Kennedy   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The second episode follows two priests’ journeys. First, it will check up on Michael’s situation with Bob, how the two get introduced and some conversations that they have along Bob’s way. Bob expresses his disbelief in God and Michael tries to convince him otherwise. In subsequent interviews, Bob explains his position further (in a setting after he has learned about the show). Michael’s nervousness would also be featured in an interview. On the other hand, Alfredo Salve would be hitching a ride on a Buick driven by an old man. The old man who will be introduced in the same episode as Jim Kennedy, will open up his problems to an accommodating Salve who will give him sound advice about his children. Interviews with Salve and Kennedy would also be shown. Episode 3:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Characters: Michael Uro Kim Lee Sun Bob Hatcher   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Joey Martucci   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Mike Mowan   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Steven Childe   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   David de Cassi   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The 3rd episode continues Michael’s conversations with Bob Hatcher. It would show a gradual conversion of Bob from being a non-believer to a believer in Christ. Kim Lee Sun will be shown trying to find his ride in another highway in Indiana. He will get a ride with a group of fraternity boys. An interview with one of the boys, David de Cassi will reveal how ridiculous they found Kim at first and the circumstances in which they decided to let him aboard their van. In this episode, Kim will be able to talk some sense into the boys regarding some of their unchristian habits such as womanizing. Episode 4:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Characters: Michael Uro Bob Hatcher Howard Robbs Duke Forrest Chelsea Forrest Michelle Forrest Jimmy Forrest   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This episode will conclude Michael and Bob’s trip with Bobs conversion to the Christian faith. It will also show Howard Robbs encounter with the Forrest family. The episode with Robbs will not be a converting episode but only an observational one. The Forrest family is a devout Catholic family. Conversations between Robbs and the Forrest children, Michelle (9) and Jimmy (5) would be inspiring moments in the show. The show ends with clips from Bob Hatcher’s baptismal.   Episode 5:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Characters:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Merick Maltov Andrew Jenkins George McKay   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Joanna Kenzie   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Richard Kenzie   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The 5th episode’s main feature would be Merick Maltov’s encounter with the Kenzie couple whose marriage is on the rocks. They would be on their   way to Iowa to finalize their divorce but their minds would be changed along the way partially because of Maltov’s strong counsel. On the sidelines, Jenkins and Mckay would be featured as having troubles with getting rides. Their difficulties would be shown and their opinions about the difficulties would be taken in interviews. Rough Outline Opening Music Opening Credits Introduction on what the show is about Reintroduction of previous unfinished storylines Episode Body Focus on storyline 1 (main story line for the episode) Actual events Interviews Focus on storyline 2 (side story in the episode) Actual events Interviews Focus on storyline 1 (main story line for the episode) Actual events Interviews Focus on storyline 2 (side story in the episode) Actual events Interviews Conclusion of storyline 1 for the episode Conclusion of storyline 2 for the episode Closing Ending credits Works Cited: Jurgen, Tommy A. Broadcasting History. NY: McGraw Hill, 2006.

How to Use 2g and 3g Gprs Mobile Internet on Your Computer Essay

Imagine a situation where you have to send an important email to your friend or boss and your internet doesn’t work. Imagine the helplessness, the frustration, the anger. I am pretty sure you didn’t imagine it but recalled a moment when something of the sort actually happened to you. Internet connectivity, although becoming better with each passing day is still a luxury in many parts of the world, especially in rural areas. But the advent of smartphones is changing that. Nowadays, you can connect to the internet very easily using your mobile phone. I hope I am not the only one to feel this but using the internet on the mobile is just not as fun or convenient as using it on a computer. So today, I will teach you how to connect to the internet on your computer using the GPRS internet pack you have on your mobile phone. The recipe is simple. Here’s the ingredients: 1. A datacable OR a bluetooth enabled mobile phone(your computer should be bluetooth enabled too in this case). 2. The necessary drivers to use your mobile as a modem. Make sure the internet on your mobile phone is working before actually going through the next steps. Installing the drivers First lets install the drivers necessary to use your phone as a modem. To check if they are already installed, go to Control Panel->Phone and Modem->Modems If you can see the modem for your mobile phone, then you can skip the next few paragraphs. If not, then install the PC suite for your mobile phone on your computer and connect your phone to it and the drivers will be installed automatically. If you don’t have the PC suite, either download it from another PC with an internet connection or if you are a geek, you can download the specific drivers for only the modem from the internet. Go back to Control Panel->Phone and Modem->Modems to double check if the modem is installed. CONFIGURING YOUR PHONE’S MODEM I will first explain the connection procedure using a data cable. * Go to Control Panel->Phone and Modem->Dialing Rules. Click on New and select â€Å"India† as the country and write the ZIP code of the place where you are going to use the internet. Leave the other fields as they are and press OK. Now click on the Modems tab again. Select the modem you are going to use and click properties. Choose the â€Å"Advanced† tab in the dialog box that follows in the space for â€Å"Extra Initialization Commands† type the following codes depending on your cable operator: AIRTEL AT+CGDCONT=1,†IP†,†airtelgprs.com† AIRCEL AT+CGDCONT=1,†IP†,†aircelgprs.com† IDEA AT+CGDCONT=1,†IP†,†ideagprs.com† TATA DOCOMO AT+CGDCONT=1,†IP†,†TATA.DOCOMO.INTERNET† VODAFONE AT+CGDCONT=1,â€Å"IP†, â€Å"www† Don’t get freaked out if the only two options in the drop down list below are Japan and Afghanistan(I did), you can leave it as it is and press OK. Please doublecheck the part after â€Å"IP† from your mobile internet’s settings before you continue. It is called APN(Access Point Name) and it allows you to access the internet from your mobile phone e.g. The APN for Airtel is â€Å"airtelgprs.com†. They may differ in your state from the ones I have shown here. CONNECTING TO THE INTERNET Now go to Control Panel->Network and Sharing Center and click â€Å"Set up a new connection or network†. In the menu that follows, choose Set-up a dial-up connection. Enter the phone number as â€Å"*99#† without the quotes. Leave everything else empty. You can change the name of the connection to whatever you want. You’re done! Now go to the network icon and double click on the connection you just created. Enjoy the internet. If an error #734 occurs, it means that either the internet on your mobile is not working right now or that you have entered the wrong APN. Check your APN and reconfigure the settings. Your internet should work fine. Also, don’t forget to mark â€Å"No Proxy† in your browser’s connection settings. Now lets move on to connection using bluetooth. Activate bluetooth on both your mobile phone and your computer. Pairing your mobile phone with your computer If your mobile is already paired, move on to the next section. If not, Go to Control Panel->Devices and Printers->Bluetooth Devices and click on â€Å"Add a device†. Let the setup find your bluetooth device and click on it to pair with it. Check your mobile phone and match the passkeys. Now, all the processes are the same as the data cable with a few differences. To set up the modem you can right click on the icon for your phone in the Bluetooth Devices folder and click on â€Å"modem† or you can go to â€Å"Phone and Modem† as before and select â€Å"Standard Modem Over Bluetooth Link† and do everything exactly the same way as I explained before. Now, we need to set up a dial-up connection. Go back to â€Å"Bluetooth Devices† and double-click on the icon for your phone. Click the â€Å"Connect† button which is next to â€Å"Use your phone to connect to the internet†. If it doesn’t work the first time, select the option to enter the details manually. Now enter the phone number as *99# and enjoy. The version of windows while writing this tutorial is Windows 7 Premium. The process is similar for other versions. I’ll be write another one for connecting your mobile internet to a computer with a linux-based operating system later. If you had any problems, please comment below and I will reply with a solution.

History About Death

Death, the inevitable aspect of life. Many think that death is a portal to another realm, others think that it is the end of all life and existence. Me, on the other hand, like to think of death as a motivation factor. A reason to keep pushing and moving on, a reason to stay healthy, a reason to correct yourself. It may sound weird, but when you hear of people dying from new things, doesn't it give you a sense of awareness about the world that you live in. If someone dies from a staying on the phone for long periods of time, wouldn't you measure the amount of time that you spend conversing tit friends?Death is powerful, death may be the only thing on earth that can change the earth. The power of death is remarkable, it is the only thing that you have no choice in, if it's your time, then it's your time, no re-runs or asking for second chances, you're gone, no questions asked. Death is the hardest when it hits the ones that you love and adore. When death hits those close to you, you d o not understand, you attempt to deny it and you get unsettling rage within yourself not understanding why you couldn't be with that loved one.On the other hand, if you're a more mature individual, then when a loved one dies, you accept the fate of the passing, you don't dwell on the fact that they are dead, but you dwell on the life that they lived, and think about what they would want you to do in their memory. If you accept death in that manner, you will use it as a motivation factor. A factor that when you feel like giving up, you won't because in your head you hear the voice of your deceased loved one telling you to not stop. Death is a major factor in the progress of society.If it wasn't for the deaths of any legends and idols, our world wouldn't have progressed to the point that it has. America gained its independence in a war, then slavery was abolished because of a war, and Germany, Italy, and Japan could not control the world as they desired because of English, American, a nd Russian soldiers putting their lives on the line during World War 2. If it wasn't for 9/1 1 America's National Defense wouldn't be as strict and powerful as it is today. If it wasn't for people passing away from cancer and Stud's, scientist and doctors wouldn't have founds cures for future interactions with he diseases.Because no one wants to die, it promotes everyone to do whatever they can to stay alive longer, thus promoting the progress of our world. The most difficult interaction that I had with death is when I was in 8th grade and my aunt passed away. Her passing made me understand that death is real and that anyone can die. Everyone has those role models in their lives that seem to live forever, and when they die, your heart is torn apart and it takes time to rebuild it. My aunt was so loving. She had charisma, love, and was very friendly to everyone she came in contact with.She was my grandfather's sister, and she was like a grandmother to me, she spoiled me, and did ever ything for me, and when she passed it tore a piece of me out of my body. I went into a dark vibe, I cut myself from society and I had to take time to find myself. One day I told myself that she wouldn't want me to be down and out, she would want me to work hard and stay strong for her. I love her and my love for my aunt, motivates me, and will continue to motivate me all the way though my entire life. Part of death. Many people live their lives in fear of death, but in all reality, death is unavoidable, you cannot run from it.Although there are violent and peaceful ways to die, death is still going to occur. When your heart stops and your brain ceases to flow, your dead, and you cannot take it back. That is why you should live your life to the fullest, with no regrets, and with happiness, so that when it is your turn to die, you would've made such an impact on the world that you live in that you don't have a funeral, you have a celebration, celebrating the life that you lived, and t hat you have inspired and motivated someone to keep going on, working hard on the road to success.

Are We Now Living in One World? Essay

The concept of the world becoming ‘as one’, is a concept which has been widely been contested by many writers on subjects such as modernisation, globalisation, and equality to name a few. It is quite clear from out everyday lives in how some aspects of our lives are clearly influenced by other cultures, such as the availability of Indian takeaways on every high street. Robertson (1992) suggests that the world began to become more integrated with the European voyages of discovery and colonisation in the 15th Century.1 Turner (1994) has shown how there has been a global economy since the 17th Century.2 Yet other theorists claim that it is a much more recent development. In this essay I intend to look at many of these theories and in particular look at theories of modernisation, and globalisation. Modernisation replaced the older traditional forms of societies based on agriculture. Parsons (1966) has referred to the evolution of societies as a â€Å"process of modernisatio n†. This presumes all societies to be eventually heading towards the modern stage. This can be applied to the theory of globalisation in that he is saying that all societies will become similar and ‘modern’.3 Rostow (1971) used a similar model to explain human society, in his eyes it was both evolutionary and possessed an ‘inner logic’ which leads societies to ‘modernisation’.4 In the opinion of Giddens (1990), globalisation originated from modernisation. It is a continuation of the trends from modernisation processes in 18th Century Europe. Modernisation is based on processes of disembedding. It ‘dis-embeds’ feudal individuals from fixed identities in space and time. This is known as the ‘time-space distanciation’, which I shall examine in further detail shortly. It is used to explain the historic move from traditional to modern societies and the part played by globalisation in speeding up the modernisation process. 5 Gidd ens (1991) suggests that the modernisation process entails four major sets of ‘institutional complexes of modernity’. These are administrative power, military power, capitalism and industrialism. 6 Administrative power refers to the growth and development of the secular nation state based on rational and bureaucratic forms of administration of its population and law and order. Capitalism and industrialism represent new forms of production based and centred on factory and industrial production. Militarism is based upon technology and professional armies in modern societies.7 In France, the word for globalisation is mondialisation. In Spain and Latin America, it is globalizacion. The Germans say globaliserung. This shows how far the term has spread and how widely used it is. It is said by many writers such as Giddens (1999) and Beck (2001) that we are now living in a cosmopolitan society which is forming around us. It is emerging in an anarchic haphazard, fashion carried along by a mixture of economic, technological and cultural imperatives.8 Robertson (1996) defines globalisation as a concept, â€Å"Which refers to both the compression of the world and the intensification of consciousness of the world as a whole†¦Ã¢â‚¬ 9 Giddens (1991) takes the view that globalisation is an equalising process as it gives previously disempowered groups and nations the potential to realise their goals. He has spoken of globalisation generating â€Å"reverse colonialism† which means that non- western countries influence developments in the west. Examples of this are the Latinising of Los Angeles, the emergence of a globally orientated high tech sector in India and the selling of Brazilian TV programmes to Portugal.10 For Giddens (1994) globalisation is a social process which results in, â€Å"†¦ Larger and larger numbers of people living in circumstances in which disembedded institutions, linking local practises with globalised social relations, organise major aspects of day to day life.†11 However, he sees it as a contradictory and uneven process. He claims that it ‘pulls away’ from local communities and uses the example of the weakening of the capacities and power from nation states in the hands of supra national political organisations. It is also said to ‘push down’ as it may present local communities with new possibilities and demands, such as the increase of nationalist movements, for example, in Scotland.12 Globalisation is said to emanate from the 1960s as this is when aspects of the modernisation process received added impetus as a result of globalisation. In late modernity there is a world capitalist system which is dominated by Trans-National Corporations (TNCs) which operate independently of nation states. TNCs can be the dominant economic actor especially in ‘developing countries’.13 In industrialism Giddens (1994) claims there has been a development of the International Division of Labour in which local industries are incorporated. Previously separate and distinct industries are now involved in trading raw materials and components with each other. He also mentions how ‘industrialisation’ now includes the ‘service’ and ‘culture’ industries. These industries are now internationally based.14 The administrative powers of the nation state grow due to the increasing ‘internationalisation’ of state relations through the sharing and pooling of knowledges and hardware states can increase their powers of surveillance and control over populations.15 Military power has become globalised through the increasing alliances between states, which empowers members of each alliance.16 This can be seen today in the alliance between the UK and the US in fighting the war against terrorism in Afghanistan. The concept of ethnocentricism can see seen as a criticism of globalisation as most of the developments benefit the richer Western countries rather than equalising wealth. Gilroy (1995) has illustrated this by saying that the West has used the ‘rest’ of the world, especially regarding the use of slavery by which to ‘modernise’. 17 Parsons saw the West as the sole source of modernisation, and globalisation is said to have come from modernisation.18 Giddens (1999) speaks of how all giant multinational companies come from rich countries, most being based in the US. It can also be seen that global poverty remains at scandalous levels and millions of people around the world have little, if any, democratic rights. The share of the world’s population in global income has dropped from 2.3% to 1.4% from 1989 to 1999. The proportion taken by the richest fifth has risen from 70% to 85%. In Sub-Sahara Africa, 20 countries have lower incomes per head in real terms than they did twenty years ago. In many less developed countries, safety and environmental regulations are low or virtually non-existent. Some TNC’s sell goods in these countries that are controlled or banned in developed countries, such as poor quality medical drugs, destructive pesticides and high tar and nicotine cigarettes. 19 Tanzania’s debt of à ¯Ã‚ ¿Ã‚ ½4.5 billion is 152% of its GNP. 85% of the Zambian population lives in absolute poverty.20 The abandonment of the term ‘third world’ can be an indicator of the alleged convergence of the world. The term originates from the belief that the group of countries it stood for would develop to modernity by a third route that differed from that of the ‘first world’ or the ‘second’. The ‘first world’ refers to the countries involved in the industrial revolution and the capitalist route to modernity; and the ‘second world’ refers to the Soviet Block who took the socialist route to modernity. Harris (1986) claimed that the abandonment of the term was due to the increasing global integration and therefore the notion of distinct worlds were out of date.21 This theory is supported by the fact that some countries previously referred to as ‘third world’ are now economic rivals of th e ‘first world’, such as Japan, Taiwan, Malaysia and Singapore. 22 However, again the statistics on deprivation, as shown above, conflict with this view. Global inequality is clearly not decreasing in all areas. The historical movement from traditional societies to modern ones and the part played by globalisation in speeding up the movement begun by the modernisation process is referred to as ‘Time-space distanciation’ by Giddens (1991) and ‘Time- Space Compression’ by David Harvey (1989). Traditional societies are said to be based upon social relations ’embedded’ in time and space. For example, time for a peasant, would be based upon the cyclical nature of the seasons due to their reliance on agriculture as a means of subsistence. This also meant that time to different societies were different, as their neighbours would use different measurements of time. The invention of the clock is significant to this as it allows one measure of time to be universalised and not narrow and locally defined. This can reduce the sense of social distance between communities. The sense of time is now global, as there is now only one concept of time in the world. Distances appear to have ‘shrunk’ as one community is using the same concept of time as one on the other side of the world.23. In this sense, it can be said that modernisation ‘dis-embeds’ the individual from their fixed identity in time and space. The two mechanisms Giddens (1991) claims are processes of ‘disembedding’ are symbolic tokens and expert systems. Money is used as an example of symbolic tokens as it was not used in traditional times; economic exchange was based upon local and particularistic expressions of value. With modernisation comes money as a universal form of exchange. Money, as time, acts to make general and universal what once were particularistic and local exchanges. As the current main form of exchange, money can make the world seem as one as it allows individuals to move between local contexts and can therefore establish social relations across time and space.24 As modernisation created the notion of a national currency which diminished difference within national boundaries, then globalisation removes differences between national currencies, for example, with the birth of the credit card. The credit card is accepted around the world making it easier to spend money worldwide. The introduction of the Euro in many European countries in January 2002 is another example. 25 Expert Systems are the result of scientific discoveries and technical knowledge which claim to be universal. They are not context dependent and therefore can establish social relations across time and space. An example of this is the current model of health care which is based on universal claims of science and dominates across the globe. Other models are ridiculed or labelled ‘alternative’, such as holistic therapies.26 A second ‘shrinking’ of the world occurred according to Harvey in 1847-8 with the economic collapse of credit. As a consequence of the collapse finance capitalists across Europe attempted to centralise capital and credit markets. Time was therefore further compressed as capital investments could move faster through the new rationalised system. The further conquest of space was made possible as investments are made in forms of transportation such as the railways and shipping. 27 This compression of space is given further impetus at the turn of the 20th century as investments are made in aviation and new media such as radio, photography and the cinema.28 According to Harvey the revolution in electronic technologies, such as computerisation and the Internet have meant that ‘time’ and ‘space’ has been conquered, as instantaneous communication is a reality.29 There are many sceptics to who all talk of the word becoming as one is simply talk. Whatever the benefits, trials and tribulations, the global economy is not especially different from that which existed at previous periods. The world is the same as it has been for many years. They use the example of external trade, saying that for most countries only a small part of income originates in external trade. Most economic exchange is regional, such as the countries in the European Union mostly trade amongst themselves. The same is said to be true of the other main trading blocks such as the Asia Pacific and North America.30 Sutcliffe (1995), for example, claims that global development is impossible since it would be economically unsustainable. He argues that development is going in the wrong direction, the underdeveloped countries would be better models for sustainable societies than the developed ones.31 Giddens (1999) criticises these views pointing out how globalisation sceptics are often on the old political left and they believe that globalisation is a notion proposed by those who wish to dismantle the welfare state and cut back on state spending. If the concept of globalisation is a myth then governments can still intervene in economic life and the welfar e states can remain intact. 32 Giddens (1999) argues that the global marketplace is much more developed than even two or three decades ago and national borders are no longer of importance. He claims that, â€Å"The era of the nation state is over†.33 Nations are said to have lost most of the sovereignty and politicians have lost the power to influence events. However, Turner (1994) demonstrates how a high degree of ‘economic globalisation’ occurred during the 17th Century.34 Other writers claim similar points saying that the world has reversed to how it was a century ago as in the late 19th Century there was a global open economy, with a great deal of trade occurring, including trade in currencies.35 Giddens (1999) criticises this saying that the level of world trade today is greater than it ever has been and involves a much wider range of goods and services, but the most important is the level of finance and capital flows. He uses the example of electronic money, money that only exists on computers. Money can be transferred around the world at simply a click of a mouse. Over a trillion dollars is said to be turned over everyday in global currency, a massive increase from ten years ago. The money an individual has personally depends on the fluctuations in the global currency markets. 36 Max Weber wrote on the nation state and maintained that the power to declare war or peace was one of the essential features of a state. If it doesn’t have a monopoly over was and peace, then it isn’t a state.37 Beck (2001) takes this up saying that the power to decide between war and peace is no longer a matter for an individual state acting autonomously and uses the example of the war against terrorism to demonstrate this.38 Developments in technology and communications are a factor in the debate. In the mid 19th Century Samuel Morse transmitted the first message by electric telegraph initiating a new phase in world history. Morse code was discontinued as a means of communications at sea on 1st February 1999. Now we have communications satellites, which were first launched just over 30 years ago and now there are over 200 satellites creating instantaneous communications across earth. Also other types of electronic communications have accelerated over the past years. No dedicated transatlantic or transpacific cables existed until the late 1950’s. These all play their part in making the world seem smaller and more accessible.39 The reach of media technologies also is a factor in making the world more ‘as one’. Celebrities may be more familiar to us than our next door neighbours. I could not tell you who my neighbours were; yet many people around the world would be able to say, for example, who Brad Pitt’s wife is. Giddens (1999) expresses how far the media has reached and how cultures have globalised by using an example of a friend of his who studied village life in central Africa. On her arrival in a remote area she was invited to a local home for an evening’s entertainment and instead of finding out the traditional pastimes of the community, they watched Basic Instinct on video, which hadn’t reached British cinemas at this point.40 The changing roles of women around the world and the changing structure of the family are also due to globalisation and making the world more similar. For example, Cherie Blair has recently launched a campaign to help the women of Afghanistan, as by our standards they have no rights. Ulrich Beck (1992) writes about ‘reflexive modernisation’ and in an article published online for the New Statesman he writes about how this is bringing the world together. ‘Reflexive modernisation’ is a description of contemporary society in which we become aware of the risks and dangers of industrial technological society and in which increased knowledge about how to deal with this creates more awareness of dangers and risks.41 He applies this to the recent terrorist attacks to show how, â€Å"†¦ The warring camps and nations of the world united against the common foe of global terrorism.†42 Old rivalries of the US, such as with Moscow and Beijing are forgotten and a real cease-fire between Israel and the Palestinians is enforced. He pontificates that humanities common fear is now making new bonds and dissolving t he boundaries of national and international politics creating the globalisation of politics in which states are moulded into transnational co-operative networks. He also shows how foreign and domestic policy, national security and international co-operation are now interlocked. Since 11th September, ‘terrorist sleepers’ have been identified in Hamburg, Germany, and many other places. Therefore German domestic policy is now an important part of US domestic and foreign policy. So are the domestic foreign, security and defence policies of France Pakistan, Great Britain, Russia and so on.43 There are very many arguments suggesting that the world is becoming as one. Other arguments I have not gone into are the growing awareness of the global environment and the ways people all over the world are trying to help, such as with the South American rainforest and the widespread starvation of Africa. Global tourism is also making us more aware of our world and the ease of travel to far away places makes the world seem as if it is smaller than when the first voyage of discovery crossed the Atlantic Ocean. The spread of the English language around the world and the films and television programmes seen by hundreds of millions of people in different countries also contribute. The world is also better connected both economically and politically with global financial markets and the World Trade Organisation, also the creation of international political communities such as the European Union and the United Nations make the world more integrated. However, we will not live in ‘one world’ until the problems of inequality between rich and poor are solved. Also until many aspects of difference are recognised and accepted, especially regarding religious difference as this is still a major cause of disagreement in the world today. Bibliography * Beck, U. (1992), â€Å"Risk Society: Towards a New Modernity†, London, Sage * Beck, U. (5/11/01) â€Å"The Fight for a Cosmopolitan Future†, The New Statesman Online, (http://cgi.sociologyonline.force9.co.uk/cgi-bin/frame/FrameIt.cgi?Url=http://www.newstatesman.co.uk/200111050022.htm&Text=Back+to+Socio- News&Title=SociologyOnline+Link&FooterLocation=2&FooterFontFace=Verdana&FooterFontSize=3&ShowRemoverFrame=1&Link=http://cgi.sociologyonline.force9.co.uk/Files/socio-news/SocioNews.shtml&FooterBgcolor=2c448b&FooterTextColor=ffffff&AllowResize=0&FrameBorder=0) 20/11/01 * Fitzgerald, T., http://www.sociologyonline.co.uk/GlobalParsons.htm 20/11/01 * Giddens, A., (1990), â€Å"The Consequences of Modernity†, Cambridge, Polity. * Giddens, A., (1991), â€Å"Modernity & self-identity: Self and Society in the Late Modern Age†, Cambridge, Polity. * Giddens, A., (1994), â€Å"Beyond Left & Right: The Future of Radical Politics†, Cambridge, Polity * Giddens, A ., (1999), â€Å"Runaway World: How Globalisation Is Reshaping Our Lives†, Profile Books. * Giddens A., (1999) â€Å"Runaway World†, Lecture 1: â€Å"Globalisation†, London, BBC Reith Lectures, http://news.bbc.co.uk/hi/english/static/events/reith_99/week1/week1.htm 20/11/01 * Gilroy, P (1993), â€Å"The Black Atlantic: Modernity & Double Consciousness†, London, Verso. * Harris, N., (1986), â€Å"The End of the Third World: Newly Industrialising Countries and the Decline of an Ideology†, Harmondsworth, Penguin. * Harvey, D. (1989) â€Å"The Condition of Postmodernity†, Oxford, Basil Blackwell. * Parsons, T., (1966) â€Å"Societies: Evolutionary and Comparative Perspectives†, Englewood Cliffs, New Jersey, Prentice-Hall. * Robertson, R., (1992)†Globalisation: Social Theory and Global Culture†, London, Sage. * Rostow, W., (1971) â€Å"Stages of Economic Growth: A Non-Communist Manifesto†, Cambridge University Press. * S utcliffe. B., (1995), â€Å"Development After Ecology†, in Timmon Roberts, J., and Hite, A. (eds.) (2000), â€Å"From Modernisation to Globalisation: Perspectives on Development and Social Change†, Oxford, Blackwell * Turner, B.S. (1994) â€Å"Orientalism, Postmodernism & Globalism†, London, Routledge * Weber, M., (1919), â€Å"Politics as a Vocation†, in â€Å"From Max Weber: Essays in Sociology†, ed. Gerth, H.H. and Mills, C.W. London, Routledge & Kegan Paul, 1948 * http://www.sociologyonline.co.uk/GlobalWTO.htm 20/11/01 1 Harris, N., (1986), â€Å"The End of the Third World: Newly Industrialising Countries and the Decline of an Ideology†, Harmondsworth, Penguin. 2 Turner, B.S. (1994) â€Å"Orientalism, Postmodernism & Globalism†, London, Routledge. 3 Parsons, T., (1966) â€Å"Societies: Evolutionary and Comparative Perspectives†, Englewood Cliffs, New Jersey, Prentice-Hall. 4 Rostow, W., (1971) â€Å"Stages of Economic Grow th: A Non-Communist Manifesto†, Cambridge University Press. 5 Giddens, A., (1990), â€Å"The Consequences of Modernity†, Cambridge, Polity. 6 Giddens, A., (1991), â€Å"Modernity & Self Identity: Self and Society in the Late Modern Age†, Cambridge, Polity. 7 ibid. 8 Giddens A., (1999), â€Å"Runaway World†, Lecture 1: â€Å"Globalisation†, London, BBC Reith Lectures, http://news.bbc.co.uk/hi/english/static/events/reith_99/week1/week1.htm 20/11/01 9 Robertson, R., â€Å"Globalisation: Social Theory and Global Culture†, London, Sage. 10 Giddens, A., (1991), â€Å"Modernity & Self Identity: Self and Society in the Late Modern Age†, Cambridge, Polity 11 Giddens, A., (1994), â€Å"Beyond Left & Right: The Future of Radical Politics†, Cambridge, Polity 12 Giddens, A., (1999), â€Å"Runaway World: How Globalisation Is Reshaping Our Lives†, Profile Books. 13 Giddens, A., (1994), â€Å"Beyond Left & Right: The Future of Radical P olitics†, Cambridge, Polity 14 ibid. 15 ibid. 16 ibid. 17 Gilroy, P (1993), â€Å"The Black Atlantic: Modernity & Double Consciousness†, London, Verso. 18 Fitzgerald, T., http://www.sociologyonline.co.uk/GlobalParsons.htm 20/11/01 19 Giddens A., (1999), â€Å"Runaway World†, Lecture 1: â€Å"Globalisation†, London, BBC Reith Lectures, http://news.bbc.co.uk/hi/english/static/events/reith_99/week1/week1.htm 20/11/01 20 http://www.sociologyonline.co.uk/GlobalWTO.htm 20/11/01 21 Harris, N., (1986), â€Å"The End of the Third World: Newly Industrialising Countries and the Decline of an Ideology†, Harmondsworth, Penguin. 22 Fulcher, J. and Scott, J. (1999), â€Å"Sociology†, Oxford, Oxford University Press. 23 Giddens, A., (1991), â€Å"Modernity & Self Identity: Self and Society in the Late Modern Age†, Cambridge, Polity 24 ibid. 25 ibid. 26 ibid. 27 Harvey, D. (1989) â€Å"The Condition of Postmodernity†, Oxford, Basil Blackwell 28 ibid. 29 ibid. 30 Giddens A., (1999), â€Å"Runaway World†, Lecture 1: â€Å"Globalisation†, London, BBC Reith Lectures, http://news.bbc.co.uk/hi/english/static/events/reith_99/week1/week1.htm 20/11/01 31 Sutcliffe. B., (1995), â€Å"Development After Ecology†, in Timmon Roberts, J., and Hite, A. (eds.) (2000), â€Å"From Modernisation to Globalisation: Perspectives on Development and Social Change†, Oxford, Blackwell. 32 Giddens A., (1999), â€Å"Runaway World†, Lecture 1: â€Å"Globalisation†, London, BBC Reith Lectures, http://news.bbc.co.uk/hi/english/static/events/reith_99/week1/week1.htm 20/11/01 33 ibid. 34 Turner, B.S. (1994) â€Å"Orientalism, Postmodernism & Globalism†, London, Routledge. 35 Giddens A., (1999), â€Å"Runaway World†, Lecture 1: â€Å"Globalisation†, London, BBC Reith Lectures, http://news.bbc.co.uk/hi/english/static/events/reith_99/week1/week1.htm 20/11/01 36 ibid. 37 Weber, M., (1919), â€Å"P olitics as a Vocation†, in â€Å"From Max Weber: Essays in Sociology†, ed. H.H. Gerth and C.W. Mills, London, Routledge & Kegan Paul, 1948 38 Beck, U. (5/11/01) â€Å"The Fight for a Cosmopolitan Future†, The New Statesman Online http://cgi.sociologyonline.force9.co.uk/cgi-bin/frame/FrameIt.cgi?Url=http://www.newstatesman.co.uk/200111050022.htm&Text=Back+to+Socio- News&Title=SociologyOnline+Link&FooterLocation=2&FooterFontFace=Verdana&FooterFontSize=3&ShowRemoverFrame=1&Link=http://cgi.sociologyonline.force9.co.uk/Files/socio-news/SocioNews.shtml&FooterBgcolor=2c448b&FooterTextColor=ffffff&AllowResize=0&FrameBorder=0 39 Giddens A., (1999), â€Å"Runaway World†, Lecture 1: â€Å"Globalisation†, London, BBC Reith Lectures, http://news.bbc.co.uk/hi/english/static/events/reith_99/week1/week1.htm 20/11/01 40 ibid. 41 Beck, U. (1992), â€Å"Risk Society: Towards a New Modernity†, London, Sage. 42 Beck, U. (5/11/01) â€Å"The Fight for a Cosmopolit an Future† in The New Statesman Online.