Dissertation Essay Example

Dissertation Essay Example Dissertation Essay Dissertation Essay Transport influences human access to different goods and services and enhances the capabilities to meet different welfare objectives. Transport improves human welfare by enhancing social inclusion whereby individuals travel to participate in social functions and social agenda (Lyons 2004:485). The transport sector has significant influence on other economic sectors globally, such as healthcare, employment, education, housing and business and industry. Improved transport enhances poverty elimination efforts by increasing access to income generating activities, education and healthcare services (Lyons 2004: 486; Currie 2010: 31). Classic public policy goals for transport systems in different countries have hefted beyond facilitating mobility and accessibility and encompass economic, environmental and social outcome elements which form the end result of governance goal in the new millennia (Currie 2010:31). Crustaceans and Boric (2007: 31) emphasize the role of transport in facilitating economic and social integration resulting from enhanced mobility and connecting communities to crucial social amenities and services such as education and health services. Under the economic dimension, transport systems are expected to minimize traffic congestion and promote dynamic urban economies. This is especially characteristic in the Northern American transport systems where cost-effectiveness is heavily emphasized in public transport systems (Currie 2010:32; Lyons 2004: 486). Environmental consciousness emphasizes the need for sustainable development in public transport systems as a means of meeting the Kyoto protocol emission targets while the social dimension calls for improved safety in public transport systems as a means of ensuring safe modes of mobility (Currie 2010:32). Lyons (2004: 490) emphasizes the need for sustainable development in the transport industry as a means of creating better quality life, currently and in the future. Moreover, stakeholders within the transport sectors are charged with the responsibility of fostering trade and competitiveness in order to stimulate growth and enhance resource efficiency. Public transport systems therefore play a significant role in national and the global economy. The world economy has become more globalizes characterized by increased economic integration and cooperation, cross-border interchange of policies, transfer of cultures, discourses of power, knowledge transfer and establishment of a global market. Globalization has significant political, social and economic implications on sectional economies (AY-Roadman Stonemason, 2006: 5). Abraham (2005:1) emphasizes the role of globalization in enhancing global integration, in aspects such as trade, national economies and capital flows by creating an autonomous global production, distribution and consumption system. This has led to trade liberalizing in different national economies as governments acknowledge the significance of the global economic system in fast tracking national fiscal growth and development. Computer influenced globalization by facilitating easier global transport and communication. The air transport sector has significantly benefited from integration of computer technologies for improving communication and efficiency leading to improved quality of life, economy and environmental impacts (Bimodal, 2012: 26). Air transport has enhanced easier transport and communication thus facilitating market penetration, increased trade and competition which have amplified efficiency and specialization leading to economic growth (Crustaceans Boric 2007: 31). Crustaceans and Boric, emphasize the role of globalization as a key driver of growth in the air transport sector. Cross investment across countries has created the need for enhanced labor mobility which is provided by air transport with airports providing connectivity and accessibility necessary for the growth of the modern society and economy. Further, airports have far reaching social and economic impacts on the set up regions characterized with easier air service accessibility and promotion of regional business. Airports serve as commercial entities and generate returns through on site economic activities such as force exchange, duty free shops, Jewelry shops, banks and coffee shops among other economic activities (Crustaceans Boric 2007: 34). The Air Transport Action Group (2005: 2) emphasized the economic and social benefits of air transport. The task force viewed air transport as the only means of transport that efficiently provides a worldwide transportation network required for global business and tourism. The air transport sector transports annually transports an estimated 2 billion passengers, 40% interregional goods and accounts for 40% of the recorded international tourism. The sector further accounts for 29 million employment opportunities generated through direct, indirect, stimulated and catalytic impacts on other economic sectors. The social impacts associated with air transport include improvement of quality of life by broadening the scope of leisure activities and human cultural experiences. Air transport provides a wider choice of holiday destinations by serving as an affordable way of vacationing in distant places. Through tourism and related benefits air transport assists in improving the standards of living and poverty alleviation by enhancing the social inclusion of remote areas in the economic, social and political agenda. These factors further leads to sustainable development (The Air Transport Action Group 2005: 2). The industry has been in the forefront in championing and taking steps towards environmental conservation through noise reduction measures, adoption of fuel- efficient engines and reduction of carbon emissions (The Air Transport Group 2005: 3). 1. 2 Background of the Study The business environment continues to be more challenging with time as characterized by increased competition and economic downturns among others. Modern corporations are challenged by dynamic aspects of the business operational environment for example markets, tight schedules, risks and uncertainties, technology and task complexities (Dillon 2002; 12). The challenges in the business operating environment require organizations to enhance efficiency and operational effectiveness in order to survive harsh economic times. This is achieved through adoption of novel technology for transforming business operations and ensuring continuous innovations for influencing business operations holistically (Sheboygan organizational competitiveness and serves as a stimulant towards creation of global institutions, attracting best employees, reinforcing corporate ambition and fostering the implementation of new ideas in order to break existing or perceived boundaries. The challenges in the business environment further demand strategic management based on identification of organizational goals, formulation of strategic policies and plans and employment of sufficient resources towards meeting organizational goals and objectives (Radian, Jake, Hassling Alumina 2009:402). Airports are not excluded from the challenging business operational environment and therefore require proper leadership and operational efficiency and effectiveness for survival in the air transport industry. Lyons (2004: 490) emphasizes the need for strategies for overcoming the challenges faced in the transport sector through adoption of tragic transport policies in the new age. Lyons further calls for upholding the social agenda or social capital in the political and public agenda with regards to the transport sector. The author emphasizes the need for developing transport in a manner which supports the society as dictated by policy aspirations and fostering environmental conservation through proper precautionary measures for preventing environmental degradation. This calls for strategic and Joined-up thinking between governments and transport experts in order to effectively link the transport sector with the needs of the society (Lyons 2004: 490). Currie (2010; 31) emphasizes the need for proper governance and management of public transport systems through the involvement of key stakeholders in development of transport policy programs through a coordinated approach where decisions are based on scientific knowledge. The public sector serves as the central mode of providing services in developing and develops nations (Chickening, 2013: 1). However, the public sector is accused of deeply entrenched inefficiency which has led to increased vaporization of public corporations. Public corporations are associated with inefficiency due to failure in Eng term management, poor quality services and protection by governments (Barter Harrison 2005: 137). The inefficiencies associated with public entities emanate from lack of clearly defined performance measures, poor evaluations, deeply entrenched corruption practices resource limitations and complexities in identifying the effects of adopted institutional reforms (Christine, Linton Command 2007:32). Most nations are unable to finance, develop or maintain national airports and view vaporization as an effective strategy towards development of new airports and maintenance of old ones (Craig, 1999: 1). Researchers have called for improvement of efficiency in the public sector. Public organizations and service providers worldwide are under increased pressure to advance efficiency through provision of improved and integrated services (Chickening 2013; 3). Christine, Linton Command (2007: 2) calls for improvement of efficiency in the public sector by reforming key institutional arrangements through diverse approaches such as increased devolution and decentralization, enhancing competitive pressures, changing workforce structures and adopting result oriented measures. Infrastructural developments including development of airports have en the liability of public agencies whose funding results from capital funds collected through taxation, issuing of public bonds and the operational costs offset by collected revenues or through the taxation system (Chickening 2013: 3). Viability of financing major projects through tax revenues (Chickening 2013: 3). Moreover, the inefficiency in the government sector has led to vaporization of airports, globally. Countries such as the I-J, Australia, Columbia, and Thailand have privatized their airports. However, in some countries governments still own most airports. In 2006, private investors owned and m anaged only 2% of all commercial airports in the world (Frost Sullivan, 2006, Para. 5). In some countries such as Australia, the airports are sold on long-term leases of 50 years (Keynote Beck, 2009, p. 02). In other countries such as the I-J, the airports are fully privatized by being listed in the stock exchange market. The vaporization has increased the profits in most countries prompting vaporization of additional airports (Musketeer Aphids, 2013, Para. 9). Mum, Adler and You (2006: 126) emphasize the shift from government operated airports to vaporization as a wide world trend with the exception of airports in the United States. Most of the airports in different countries operate autonomously with more airports expected to be privatized in the future (Craig, 1999:2). Craig, perceived the involvement of the private sector in development and operation of airports as a commonly accepted concept. Governments therefore sign agreements with development consortia for construction and operation of airports for a mutually agreed time period (Craig, 1999: 2). Chickening (2013: 4) argue that tapping private sector capital resources provides a means of promoting development of public infrastructure and facilitating the implementation of required capital projects. Vaporization of public enterprises acts as a significant policy in developed and developing nations which is placed in the context of broad-based approach for achieving economic De-regulation together with other strategies such as trade liberalizing and enhancing market access. The airport vaporization debate is based on pure economic necessities and changes in perceptions towards development policies as the private sector is viewed as more efficient and profitable (Christine, Linton Command 2007:1). Airports are also privatized as a means of enhancing easier access to private sector financing and investment (Mum, Adler You 2006: 126). However, the motives for airport vaporization and centralization differ across countries depending on the adopted approach towards institutional restructuring (Mum, Adler You 2006: 126). 1. 3 Problem Statement Vaporization of airports has significant operational and economic impacts. Studies have highlighted that government owned airports are less efficient as compared to privatized airports (Mum, Adler You 2006: 127). Cavalier and Corroborates (2008: 1) view vaporization as a means of reducing government budget deficits, fostering financial development and improving efficiency. It is agreed that privatized airports attain significantly higher operating profit margins as compared to government operated airports. This is attributed to engagement in non-aviation related activities and services which generate additional revenues. This is also associated with increased vaporization of government operated airports (Mum, Adler You 2006: 127). Mum, Adler and You (2006: 127) emphasize that government operated airports are run by bureaucrats with the aim of maximizing the objective function subjective to social welfare and personal agendas while privatized airports are strategically managed to enhance performance. This assertion has however been refuted by other researchers vaporization of airports in different areas of the globe (Christine, Linton Command, 2007:7). Cavalier and Corroborates (2008:2) attribute this to lack of conclusive empirical evidence on the impacts of change in ownership especially in relation to vaporization. Mum, Adler and You (2006: 128) assert the lack of conclusive research on the impacts of vaporization on airports. Cavalier and Corroborates (2008:1) further argue that improvement in productive efficiency does not imply improvements in locative efficiency. Moreover, complexities are experienced in disintegrating the effects of vaporization from the impacts of related fiscal policies such as liberalizing and regulatory changes (Cavalier Corroborates, 2008:2; Mum, Adler You 2006: 128). There is therefore need to close the research gap by investigating the impacts of vaporization on airports. 1. 4 Purpose of the Study Nations have adopted the trend of vaporization of airports with the aim of reducing government deficits, improving efficiency and fostering development (Cavalier Corroborates 2008:1; Christine, Linton Command, 2007:2; Mum, Adler You 2006: 128). The literature on impacts of vaporization on airports is however inconclusive (Cavalier Corroborates 2008:2; Christine, Linton Command, 2007:7; Mum, Adler You 2006; 128). This creates a need to explore the impacts of vaporization on airports. This study aimed to close the research gap by exploring the impacts of vaporization on airports. The study specifically focused on the impact of airport vaporization on the profit level, profitability, completion levels and aeronautical tariffs in the airline industry. 1. 5 Research Objectives To achieve the purpose highlighted above, the study was guided by the following pacific research objectives: 1 . To determine the impact of airport vaporization on the profit level of the airline industry. . To determine the effect of airport vaporization on the efficiency of the industry 3. To evaluate the impact of airport vaporization on the level of competition in the airline industry 4. To evaluate the effect of airport vaporization on the aeronautical tariffs 1. 6 Research Questions The study was guided by the following research questions: 1. What is the effect of the vaporization of airports on their profitability? 2 . How goes the vaporization of airports affect the operating efficiency of the airline industry? . How is the level of competition in the airline industry affected by the vaporization of airports? 4. What effect does the vaporization of airports have on the price of air travel paid by customers? 1. 7 Research Methodology The study adopted a mixed methods design incorporating both quantitative and qualitative designs. The quantitative design adopted an ex post facto research approach for examining the relationship between the vaporization of airports and the economic variables mentioned above. Quantitative data was collected from secondary sources such as books, Journals, newspaper articles, periodicals and web documents highlighting the performance of airports before and after vaporization. Government documents of countries which have done airport vaporization will also be used for the study. The ex facto research approach enabled the researcher to meet the study needs where accurate an experimental approach is not possible significant information on vaporization of airports and assist in establishing a simple cause-effect relationship between vaporization and the highlighted variables (p. 09). The ex factor research approach while non-experimental assisted the researcher to arrive at unbiased conclusions (Cottrell Mckenzie 2010: 9). The qualitative design was used to acquire primary data from 20 managers in the airline industry. The qualitative approach focused on acquiring the perspectives of managers within the industry on the impacts of vaporization on the mentioned study variables. The primary data was collected through a self administered semi-structured questionnaire. A qualitative design assists in capturing human feelings, attitudes and perspectives on the research phenomenon. The qualitative approach unlike the inattentive approach brought out the human feelings towards vaporization of airports. The mixed method design facilitated a holistic approach towards establishing the effects of vaporization of airports leading to balanced, unbiased and objective conclusions. 1. 8 Significance of the Study The research may be useful to policy makers in the government to determine whether it is economically advisable to privatized government owned airports. The research weighs on the costs and benefits that would result from such a move. The study may also inform strategic decision in the airline industry especially in nations which are anticipating vaporization of the airports by highlighting the effects of vaporization on profitability, competition, efficiency and flight prices. In addition, the research will assist private investors in knowing the impacts of vaporization on airline efficiency, competitiveness, profitability and cost of flight travel. The study may therefore inform the investment decisions of potential investors by informing them on the profitability of investment in airports. The study will also provide significant insights to students in management and especially aviation management on the effects of government vaporization policy on the airline industry. 2. 0 Literature Review Traditionally airports around the globe were managed and operated by governments as they form a significant part of the national aviation system and are perceive as public utilities (Marino 2008:5). Airport operation and handling activities were not traditionally perceived as above commercial activities (Marino 2008: 5). Airport operational activities were therefore under public authorities charged with the role of managing airport assets and property while other commercial aspect activities were outsourced to private entities. Although public ownership of airports is still being used in few parts of the world most airports around the globe have been privatized (Marino 2008: 5). Historically, governments around the globe are characterized with adoption of simple but revolutionary policy innovations. Airport vaporization is among such policies which have transformed the modulus operandi in airports around the globe. In 1987 Margaret Thatcher privatized the British Airports awakening the aviation industry to the idea that vaporization opened up the tremendous but untapped potential of revenue generation and efficiency gains in the here London Airports of Heathers, Catwalk and Standee, Southampton and three other airports in Scotland (Craig 1999:11). Since then British Aviation Authority has developed through investments in airports around the globe such as Ferrying airport, a major airport in Hungary and has also reflected on taking on trade agreements at Boston Logan International Airport and Baltimore-Washington International Airport through its subsidiary BAA USA (Boney 2007: 4). The vaporization of the British Airports Authority was sequenced by airport vaporization recess in other countries such as Austria whose Vienna Airport which entered the Vienna Stock Exchange in 1992 followed by other two Danish airports which were commercialese as Copenhagen Airports Ltd and entered the Copenhagen Stock Exchange by 1994 (Divan 1999:1). Belgium formed a corporation for owning the Brussels airport terminal while New Zealand privatized three international airports (Boney 2007: 4). The United Kingdoms Northern Ireland based Belfast International Airport was privatized while Australia privatized 22 airports to the countrys Federal Airport Corporation (FACE) in 1994. In Northern America, Canada created the Vancouver Airport Services (WARS) which is charged with the responsibility of managing 18 airports in the country, Dominican Republic, Greece Jamaica and Chile. By the year 2007, one or more of 39 countries airports had been privatized (Boney 2007: 5). In the United States airports are partially privatized as characterized by management and operation by local, federal or the central government corporations or independent airport authorities possessed by the local, federal and the central government. Airlines are highly involved in the management f airports within the United States, making the airports appear more privatized. Full vaporization is hindered by the dependence on federal grants emanating from the FAA airport improvement program. Full vaporization of airports within the United States can only occur where the private owners are willing and able to reimburse the federal grants (Boney 2007:5). 2. 2 Forms of Airport Vaporization Airport vaporization takes different forms such as direct control and management through civil aviation administration, through specific ministerial units, through congenial or municipal government levels, through specific and financially and operationally autonomous government bodies, through autonomous corporations established through special statutes and through companies established under company law (Marino 2008: 5). Vaporization of public airports to autonomous bodies is aided by sale of concessions to private sector entities such as developers, financiers or consortium of operators charged with the responsibility of operating or developing an airport for a pre-determined and mutually agreed number of years (Craig 1999; 4). Marino (2008: 6) characterize such as concessions as management entrants where the management of entire airport systems shifts to the private sector for a pre-determined period of time. The private sector corporations however pay a fee to the government through fixed professional fees, or percentages of the gross revenues or profits collected from the airports, proportions of savings resulting from use of the airports or from generated additional revenues (p. 6). Airports are also privatized through sale of concession to private sector entities charged with the role of developing and operating a system of several airports on behalf of stipulated

Teaching Conditional Forms to ESL Students

Teaching Conditional Forms to ESL Students Conditional forms should be introduced to students once they are familiar with the basic past, present and future tenses. While there are four conditional forms, it is best to start off with the first conditional focusing on real situations. To help students understand, I find it helpful to point out parallels in future time clauses: Ill discuss the plan if he comes to the meeting.Well discuss the issue when he arrives tomorrow. This will help students with the structure of using the if clause to begin the sentence, in parallel with the same structure for future time clauses. If we finish work early, well go out for a beer.When we visit our parents, we like to go to Bobs Burgers. Once students have understood this basic structural similarity, its easy to continue on with the zero conditional, as well as the other conditional forms. It is also helpful to use other conditional names such as real conditional for the first conditional, unreal conditional for the second conditional form, and past unreal conditional for the third conditional. I recommend introducing all three forms if students are comfortable with tenses as the similarities in structure will help them digest the information. Here are suggestions to teaching each conditional form in order. Zero Conditional I recommend teaching this form after you have taught the first conditional. Remind the students that the first conditional is similar in meaning to future time clauses. The main difference between the zero conditional and a future time clause with when is that the zero conditional is for situations which dont happen on a regular basis. In other words, use future time clauses for routines, but use the zero conditional for exceptional situations. Notice how the zero conditional is used to underline that a situation does not regularly occur in the examples below. Routines We discuss sales when we meet on Fridays.When she visits her father, she always brings a cake. Exceptional Situations If a problem occurs, we immediately send our repairman.She informs her director if she cant deal with the situation herself. First Conditional The focus in the first conditional is that it is used for realistic situations that will take place in the future. Make sure to point out that the first conditional is also called the real conditional. Here are the steps to teaching the first conditional form: Introduce the construction of the first conditional: If present simple, (then clause) future with willPoint out that the two clauses can be switched: (then clause) future with will if present simpleNote that a comma should be used when beginning the first conditional with the If clause.To help students with the form, use a first conditional grammar chant to repeat the construction.Use a first conditional worksheet to ask students to practice the form.Create a first conditional chain by asking each student to repeat the result of what the previous student has said in the if clause. For example:If he comes, we will have lunch.If we have lunch, well go to Riccardos pizzeria.If we go to Riccardos pizzeria, well see Sarah.etc. Second Conditional Stress that the second conditional form is used to imagine a different reality. In other words, the second conditional is an unreal conditional. Introduce the construction of the second conditional: If past simple, (then clause) would base form of verbPoint out that the two clauses can be switched: (then clause) would base form of verb if past simpleNote that a comma should be used when beginning the second conditional with the If clause.One problem with the second conditional is the use of were for all subjects. Cambridge University now also accepts was. However, many academic institutions still expect were. For example:If I were the teacher, Id do more grammar.If I was the teacher, Id do more grammar.I recommend using your best judgment based on your students objectives. In any case, point out the difference in common usage and academic expectations.To help students with the form, use a second conditional grammar chant to repeat the construction.Use a second conditional worksheet to ask students to practice the form.Create a second conditional chain by asking each student to repeat the result of what the previous stude nt has said in the if clause. For example:If I had $1,000,000, Id buy a new house.If I bought a new house, Id get a swimming pool, too.If I had a swimming pool, wed have lots of parties.etc. Discuss the differences in usage between the first and second conditional. You can also use this ready to go conditionals lesson plan to further help students with the two forms.Practice the differences between the first and second conditional forms with a comparative forms quiz. Third Conditional The third conditional can be challenging for students because of the long verb string in the result clause. Practicing the form repeatedly with the grammar chant and conditional chain exercise are especially useful for students when learning this complicated form. I suggest also teaching the similar form of expressing wishes with I wish I had done ... when teaching the third conditional. Introduce the construction of the first conditional: If past perfect, (then clause) would have past participle Point out that the two clauses can be switched: (then clause) would have past participle if past perfectNote that a comma should be used when beginning the third conditional with the If clause.To help students with the form, use a third conditional grammar chant to repeat the construction.Use a third conditional worksheet to ask students to practice the form.Create a third conditional chain by asking each student to repeat the result of what the previous student has said in the if clause. For example:If I had bought that car, I would have had an accident.If I had had an accident, I would have gone to the hospital.If I had gone to the hospital, I would have had an operation.etc.

Research Methodologies Applied To Evaluate The Impact Of Stimulant Assignment

Research Methodologies Applied To Evaluate The Impact Of Stimulant Energy Drink - Assignment Example Methodology Collection Of Data The first thing for any study is the process of data collection and the method of sampling. Data is collected on the basis of sampling which can be randomized, or purposive with respect to the variable that has to be analyzed. Randomized data means each individual will have equal probability to be included in the sample. Purposive data is considered by some criteria fixed by the experimenter (effects of a drug on diabetic patients).Sampling makes sure that the results are based on non biased assumptions and simply random sampling reduces the chance of bias. So in this study we will fix inclusion criteria with a purposive sampling- that means people who use computers whether desktops and laptops will be included and the others in the population will not be included- thus our purposive sampling will narrow it to population of computer users. The exclusion criteria would be non computer users and having vision problems other than technology related. Data will be collected through a set of questionnaire method:- a. Energy severity score: Rate your self energy on a scale of 1 to 10( more energy feeling more score) b. Rate your sleep scale from 1-1 0 ( more score more awake) We would see then whether our distribution obtained is symmetrical or asymmetrical and conform to normal distribution and whether undue weightage has been given to extreme values during data collection. Collected data can have a symmetrical representation and in that case mean, median and mode will be the same for a particular variable and when these value changes it is called asymmetrical and this measure is called skewness, On the other hand there can be incidences such the data is collected more on the upper and lower sides of a variable(tails) it will be called leptokurtic data and if the middle values of a variable are collected it is called platykurtic data. In the former the distribution looks pointed and in later it has a plateau shaped. Ideally if a data is ideally collected then the curve should look mesokurtic with frequency of the scores evenly distributed at upper and lower and middle limits. This is called a normal distribution. The normal distribution has a unit area of one and this is helpful to measure testing of hypothesis.(Chance,2005). Thus the need for data representation becomes important Analysis of Data Testing of Hypothesis: We will take the mean scores of sleepiness and energy in both the groups and go for a testing of hypothesis Data can be analyzed for statistical significance based on the normal distribution. This means if the computed probability value or p value as measured from t test or Anova is

Global marketing Assignment Example | Topics and Well Written Essays - 2000 words

Global marketing - Assignment Example The partnership with industry giants such as Toyota, Porsche, BMW and Mitsubishi will give the company a competitive advantage against American cars. The automobile industry in China is very competitive and this has necessitated the need to globalize the industry. Global market of automotive is characterized with numerous competitors, which has seen the market grow tremendous for the past decade. Jamaican consumers are becoming affluent, and this makes them to be specific in the type of cars that want to purchase. The factors that consumers will take into consideration before they purchase is price, performance, brand and economical aspect. The market segment in Jamaica can be divided according to commercial and private, private cars will be characterized with aspects such as luxury and sporty while commercial cars will be characterized by economical and capacity. In an industry that has intensive competition in Jamaica, and deterring factors such as shipping the cars from China to Jamaica, it will be prudent to market Brilliance Auto Group in a holistic manner in Jamaica. Brilliance Auto Group operates in a huge macro-environment of forces that shape chances and stance threats to the company. Competitors such as Toyota, BMW, Ford, Mercedes Benz, Porsche and VW which are all foreign in Jamaica. Jamaica don’t produce its own cars, and this levels the competition with other firms. Jamaica is a developing country, and this makes it middle earning country characterized by the majority of the population using public transport. However, the country can be said to be characterized by lifestyle that will make model such as FRV, H530, M2, M2 Wagon and V5 SUV have a greater demand for the majority of the population that is keen about lifestyle. There is a stiff competition in the market from other international companies in Jamaica that offer automotive industries. The sales figure of Jamaican

The thematic role of tradition in “Jude the Obscure” Essay Example for Free

The thematic role of tradition in â€Å"Jude the Obscure† Essay Hardy as a purely Victorian writer (Carpenter, 1964) felt, however, a degree of cognitive dissonance and inner inconsistence with the existing realities, in particular, with the social pressure and the dissolution of individuality in the countless traditions and rituals. The novel â€Å"Jude the Obscure† demonstrates the Victorian mores from a peculiar viewpoint, in terms of the opposition between the spiritual nature of the personality, their aspirations, ambitions and longings, and the clutches of tradition that encumber the characters in their self-actualization. In the present novel, the role of tradition is demonstration through the lens of family, cross-gender relationships and social class. Traditionalism seems to blossom in the realm of cross-gender relationships, as they are strongly regulated by the society. In order to illustrate this assumption, it is necessary to analyze the situation Jude encounters after having dated with Arabella for certain time. Due to the fact that their relationships implied no mutual responsibility, Jude decides to leave the girl after his infatuation decays: â€Å" â€Å" I am going away†, he said to her. â€Å"I think I ought to go. I think it will be better for you and for me. I wish some things had never begun! I was much so blame, I know. But it is never too late to mend† â€Å" (Hardy, Part 1, Ch. 9, 1994, at http://www. gutenberg. org). The young woman, in her turn, from the very beginning of their affair, dreams about the marriage to him, because of the persistent social tradition, which prescribes the only model of livelihood for women, which is marriage. Moreover, single women are always criticized and treated as â€Å"peculiar†, the Victorian tradition even attributes mental disorders to such individuals only for their marital status; due to the fact that the stereotypes associated with spinsters are very unattractive, Arabella is eager to observe the social tradition and create her family as early as possible. Women by the tradition are supposed to be more interested in marriage therefore. In terms of cross-gender relationships, it is also important to outline the development of the affection between Jude and Sue, his cousin. Jude gets attracted to the girl after seeing her portrait, but, being aware of his marital status, he doesn’t allows himself to approach the girl: â€Å"The first reason was that he was married, and it would be wrong. The second was that they were cousins. It was not well for cousins to fall in love even when circumstances seemed to favour the passion. The third, even were he free, in a family like his own where marriage usually meant a tragic sadness, marriage with a blood-relations would duplicate the adverse conditions† (Hardy, Part 2, Ch. 2, 1994 at http://www. gutenberg. org). As one can see, the most important reasons are close-knit to the socially imposed perspectives of cross-gender relationships: in order to avoid blaming rumors and gossips, Jude at first deliberately creates a barrier even to the friendship with Sue. The dominance of traditions, regulating and controlling family, are to great extent similar to the previous group, as any relationship between a man and a woman (except the cases of close kinship) are considered a potential family. The family should be officially registered and approved by both secular and clerical institutions – only in this case the children, born in this partnership, are legitimate. In this sense, even though Jude is unwilling to marry Arabella, he gives his complete consent after learning that his girlfriend is pregnant. Moreover, the family-oriented tradition of the epoch harshly discriminates these children, so that they bear the burden of their parents’ â€Å"social disobedience†. Consequently, the young woman’s pregnancy appears false, but Arabella’s manipulations seem partially justified by the society, as they are directed to the creation of family, a structural unit, which is easier to control in the macro- and mezzosocial levels. Arabella’s friend, Anne, even demonstrates childlike glee after learning about the method the young wife has lassoed Jude: â€Å"Mistaken! Well, that’s clever – it’s real stroke of genius! It is a thing I never thought o’ wi’ all my experience! † (Hardy, Part 1, Ch. 9, 1994). Another vital point of the depiction of the societal regulation in terms of family can be found in the beginning of Sue and Jude’s cohabitation and the subsequent scandal. It begins with the response of Mr. Gillingham, Phillotson’s friend, with who the man shares information that sue, his wife, intends to live with another man. Gillingham seems to speak in the name of the whole society, in the present dialogue he embodies the pressure of social tradition: â€Å" But- you see, there’s the question of neighbours and society – what will happen if everybody – [†¦] I am quite amazed, to tell the truth, that such a sedate, plodding fellow as you should have entertained such a craze for a moment, You said when I called that she was puzzling and peculiar: I think you are! † (Hardy, Part 4, Ch. 4, 1994). The responsibility for the wife’s adultery is traditionally placed to great extent upon her spouse; both this quotation and the fact that Phillotson is threatened with termination of his employment because of Sue’s behavior points to the idea that woman is not merely inferior, she is also viewed by society as an infantile create, who should be â€Å"reared† and â€Å"brought up† by her spouse. After Sue and Jude begin to live together, they become severely ostracized by the society. First of all, Jude becomes a stonemason, as no other work is available to him, whereas Sue works as a street seller. Learning that the couple are not married, all lodging owners refuse the take sue and Jude, even though they travel with young children and thus need an accommodation as soon as possible. Therefore, the scorn for the couple living without official registration of their partnership is even stronger than the pity for the infants, as the children ,born in such an affair, can not be equated to legitimate children; and the social tradition which normally prescribes that society take care about minors, ignores their needs. The tragic ending of the novel can also be interpreted as the victory of social tradition. In fact, Sue and Jude’s children are murdered by Jude and Arabella’s son; â€Å"He looked in bewilderment round the room. At the back of the door were fixed two hooks for hanging garments, and from these the form of the two youngest children were suspended, by a piece of box-cord round each of their necks†¦Ã¢â‚¬  (Hardy, Part 6, Ch. 2). Importantly, Little Father Time was born in the wedlock, i. e. he symbolically has more rights, freedoms and entitlements in the family, comparing to other children. His name also points to the fact that he represents the interests of the epoch as well as its social tradition. Thus, the deaths of the children are a symbolic punishment, imposed by the social tradition for committing adultery and not creating a full-fledged family. In terms of social class, tradition is represented, first and foremost, in the point of Jude’s efforts towards getting access to education. Due to the fact that his only caregiver, his aunt, is a baker, she would wish him to remain within the working class, and when young Jude asks her about Christminster and education, she responds that his future livelihood could not be combined with education, moreover, that their family has nothing in common with the intellectual circles form the city. The woman therefore refers to the Victorian tradition, which strictly determines interclass boundaries, stratifies individuals, and creates obstructions to their penetration to the higher class. To sum up, as depicted in the novel, social traditions regulate the most important areas of human life, including the relationships between genders, marriage and family as well as career and class behavior. As one can see from the novel, social traditions is extremely critical to any cross-gender relationships that do not imply official marriage, in which the man and woman, however, have disproportionate interest. Uniting into families is viewed as the most appropriate and traditionally approved way of social interaction, whereas individuals, living in an unregistered partnership, are marginalized. As for the social class, the tradition seeks to retain individual within their strata through regulating the access to education, training and employment. Due to the fact that the major plotline in â€Å"Jude the Obscure† is built upon the combination of these three representations, the role of social tradition is strong in the writing, moreover, with respect to the aforementioned obstructions and judgments the society develops in response to the characters’ actions, one can understand that Hardy addresses it in the negative, rather then positive or supportive tones. Works cited Carpenter, R. Thomas Hardy. Boston: Twayne Publishers, 1964. Hardy, T. Jude the Obscure. 23 September 1994, http://www. gutenberg. org/files/153/153-8. txt

Mavis Gallants Bernadette :: essays research papers

Mavis Gallant's Bernadette Fear, it has a way of controlling everything that it comes in contact with. As young children we are introduced to this intimidating desire with intrigue and suspicion. As we age, the thoughts of fears become more like realities, ideas of loneliness and death enter the picture as comprehensible thoughts and views of the future. These issues make up the foundation of the Mavis Gallant story "Bernadette". In this story we are presented with the image of a young French Canadian girl, who finds herself pregnant and without a husband. The context of the story explores the relationships between the members of the household in a fear associated manner. The relationship between the Knights and Bernadette is the base of the story. These three people relate to each other in an intimidating fashion and this is what makes Bernadette's predicament so difficult to overcome. As well, the family ties between Nora and Robbie are explored. Their family relationship is one based on dependence, and without this one factor the connection between the two results in fearfulness of being alone. Fear has a way of attacking our judgment and this is what makes associations between people an apprehensive and hard act. The story is set in Quebec during the 1940-1950, when what you were was the definition of who you were. As the story opens we are presented with the main character Bernadette, who is concluding that she is one hundred and twenty-six days pregnant. At this time in history it was quit common for young rural girls to bare children at a young age. However, Bernadette is a single French Canadian girl who is working and living in a urban community, where things like that do not take place. We are here introduced to the first fear presented in the story: --How will Bernadette tell the Knights that she is pregnant? -- The answer to the question is what haunts her, and the reaction of the Knights is the anxiety that builds up inside of her. These intimidating fears places Bernadette in a compromising situation, she is in a position of abandonment by her family and the shame she thinks she has brought on to the Knights. These fears have forced her to react in an unusual fashion. Bernadette is so fearful of what they might think that she tries to hide herself in her work so that she is not placed in the position where she will have to interact with the Knights. The fear of failure and disappointment took control over her mind. When around the Knights she worked as a robot in order not to arouse ideas of

Models of Instructional Design

In the article, Reclaiming Instructional Design, Merrill et al. (1966) highlight the significant relationship between science of instruction and the technology of instructional design (ID). They argue that science and instructional design with the application and production of technology are closely associated with each other. They also highlight the role of instructional design in the development and improvement of the learning processes and outcomes since instructional design follows scientific bases and strategies found in the existing literature regarding technology and education.The International Board of Standards for Training, Performance and Instruction (IBSTPI; 2003) provides code of ethical standards for instructional designers in order to ensure a good working environment and condition with the company and other people in the workplace. This paper presents the concepts, theories, and components of instructional design, including its relationship with the learning theories, and the tasks and skills required for instructional designers as they contribute to the positive outcome of learning with the use of technology.Instructional design (ID) has been thought of as a variation or modification of the concept of educational technology which evolved in the United States in the 1950s (Peters, 1967). It is associated with modes of artistic production and it is considered as a mode of producing or developing instruction, specific means of cultural transmission, and a way of organizing learning processes in the educational arena (Dijkstra, Schott, Seel, & Tennyson, 1997, p. 27).Instructional design, as perceived by Dijkstra et al. (1997, p. 28) is in some ways different from educational technology because: (1) it involves different learning cultures from different â€Å"pedagogies† and sciences (Reigeluth, 1996); (2) â€Å"it reaches beyond the isolated ‘culture-free’ concepts by thoroughly analyzing the contexts into which the units are e mbedded (Jencks, 1975); and it integrates any of the different modes of production whose products are the outcome of open-ended structures that promote self-directed learning processes.It is assumed that instructional design involves the conditions of learning should be appropriate to the learning outcomes, problem-solving, and assessment activities (Jonassen, 2004, p. 146). Instructional design differentiates instructional design process from the production process. According to Gentry (1994), designing instruction is more important for it involves the identification and development of objectives, activities and evaluation protocols to promote learning while production process focuses on the creation and design of the tangible products such as videotapes, posters, booklets, worksheets as the outcome of the overall instructional design.Learning theories are often confused with Instructional design theories. However, the theory of learning can be differentiated from the instructional design theory in such a way that the former is descriptive – describes how learning occurs – while the latter offers direct guidance in effectively helping people in learning and development which may include cognitive, emotional, social, physical, and spiritual aspects (Reigeluth, 1983, p. 5).Contemporary theory of learning holds the view that â€Å"ideas have little, if any, meaning unless and until they are embedded in some authentic context† (Spiro et al., 1987 cited in Jonassen, 2004, p. 102). Instruction need to be clear, specific, and detailed in explaining particular contexts instead of teaching abstract rules and principles which are usually difficult to understand. This way, learning and understanding concepts would be easily retained, more generative and meaningful, and more broadly and more accurately be transferred.Schema theory, like the theory of human development, is one of the learning theories. It suggests that â€Å"new knowledge is acquired by accretion into an existing schema, by tuning that schema when minor inconsistencies emerge, and by restructuring that schema when major inconsistencies arise† (Rummelhart & Norman, 1978 cited in Reigeluth, 1983, p. 12). It means that the learner can better understand a concept when there is already an existing knowledge about a new concept.On the other hand, Instructional design does not describe what goes on inside a learner's head when learning occurs. Instead, they describe specific events outside of the learner which can be more directly and easily applied in solving problems. An important characteristic of Instructional design theories is that they are design or goal oriented. ID theories are not like descriptive theories, which are used for prediction or for explanation (Reigeluth, 1983, p. 7).Although instructional design theories are more effective, the theories of learning are still important in education since it is important foe instructional designers to also k now theories of learning and human development (Winn, 1997, p. 37) for they are the actually the foundation for understanding how Instructional design theory works to help educators invent new and efficient instructional methods (Reigeluth, 1983, p. 13; Dijkstra et al., 1997, pp. 55-56).Two components of instructional design theories include (1) methods of instruction, those that are used in facilitating human learning and development, and (2) situations (those aspects of the context that do influence selection of methods) that determine whether those methods are to be used or not. This component proposes that â€Å"one method may work best in one situation, while another may work best in a different situation† (Reigeluth, 1983, p. 8). ID methods are also considered componential because each of them has different components or features that can be used or done in different ways and in different time (Reigeluth, 1983, p. 10). It is therefore important to apply methods only whe n they are appropriate or needed in a particular instance.Instructional designers are called to use deductive method of instruction by analyzing and sequencing concepts based on importance, complexity or specificity. They should also integrate and review concepts since elaboration and repetition can help them understand better the lessons to be learned (Reigeluth, 1983; Reigeluth & Darwazeh, 1982 cited in Dijkstra et al., 1997, p. 9). They are also required to repeat the process of decontextualization of the knowledge resource and recontextualizion of the knowledge for the intended use (p. 24).Modern classroom teachers, as instructional designers (Dick & Carey,1978), should have at least a basic understanding of instructional media production in order to work effectively regardless of the extent or frequency of his/her participation (Brown, 2004, p. 265). Milheim & Osciak (2001, p. 355) contend that the instructional designers’ task is to use various instructional methods to achieve their instructional goals. Howard Gardner's Theory of Multiple Intelligences (Gardner, 1993) may be considered when planning specific instructional activities and the traditional instructional strategies may be integrated to effectively cater to the different learning environments, resources, and students.Zhang (2001) asserts that taking into considerations individual differences can make ID produce a desirable outcome. Thus, motivation and the recognition of psychological characteristics of each learner are also important. According to Winn (1987, pp. 39–41), instructional designers should focus their concentration on the mechanisms by means of which decisions are made instead of getting involved direct instructional decision-making. They are also required to use instructional strategies that mesh with cognitive theory and regularly track the students’ learning condition in all aspects of development.In conclusion, instructional design as a scientific process that involves the process and production of technology can be used to improve and develop learners to become more effective not only in understanding concepts but also in making-decisions logically, and applying things they have learned efficiently. Successful use and implementation of ID requires instructional designers’ or teachers’ capability to use teaching and assessment methods that are appropriate to the situation, time, resources, students’ abilities and individual differences.ReferencesBrown, A. (2004). Building Blocks for Information Architects: Teaching Digital Media Production within an Instructional Design Program. Journal of Educational Multimedia and Hypermedia 13(3), 265+.Dick, W. & Carey, L. (2001). The systematic design of instruction: Origins of systematically designed instruction. In Ely, D.P. & Plomp, T. (Eds.), Classic writings on instructional technology 2. (pp. 71-80) Englewood, CO: Libraries Unlimited.Dijkstra, S., Schott, F., Seel, N. M ., & Tennyson, R. D. (1997). Instructional Design: International Perspectives 1. Mahwah, NJ: Lawrence Erlbaum Associates.Gentry, C.G. (1994). Introduction to instructional development: Process and technique. In Brown, A. (2004). Building Blocks for Information Architects: Teaching Digital Media Production within an Instructional Design Program. Journal of Educational Multimedia and Hypermedia 13(3), 265.Jencks C. ( 1975). The rise of post-modern architecture. (17-34). In Dijkstra et al., (1997). Instructional Design: International Perspectives 1 (p. 28). Mahwah, NJ: Lawrence Erlbaum Associates.Jonassen, D. H. (Ed.) (2004). Learning to Solve Problems: An Instructional Design Guide. San Francisco: Pfeiffer.Milheim, W. D. & Osciak, S. Y. (2001). Multiple Intelligence and the Design of Web-Based Instruction. Journal Title: International Journal of Instructional Media 28(4), 355+.Peters O. ( 1967). Das Fernstudium an Università ¤ten und Hochschulen, didaktische Struktur und vergleichend e Interpretation. In Dijkstra et al., (1997). Instructional Design: International Perspectives 1 (p. 27). Mahwah, NJ: Lawrence Erlbaum Associates.Reigeluth, C. M. ( 1983). â€Å"Instructional design: What is it and why is it?† In C. M. Reigeluth (Ed.), Instructional design theories and models (pp. 279-333). Hillsdale, NJ: Lawrence Erlbaum Associates.Reigeluth, C. M. ( 1996). A new paradigm of ISD? Educational Technology (pp. 13-20). In Dijkstra et al., (1997). Instructional Design: International Perspectives 1 (p. 28). Mahwah, NJ: Lawrence Erlbaum Associates.Reigeluth, C. M., & Darwazeh, A. N. ( 1982). â€Å"The elaboration theory's procedures for designing instruction: A conceptual approach†. Journal of Instructional Development, 5, 22-32.Reigeluth, C. M. (Ed.) (1983). Instructional design Theories and Models: A New Paradigm of Instructional Theory 2. Hillsdale, NJ: Lawrence Erlbaum Associates.Spiro, R. J., et al., (1987). Knowledge Acquisition for Application: Cognit ive Flexibility and Transfer in Complex Content Domains. In Jonassen, D. H. (Ed.) (2004). Learning to Solve Problems: An Instructional Design Guide. San Francisco: Pfeiffer, p. 102.Winn, W. (1997). Advantages of a theory-building curriculum in instructional technology. Educational Technology, 37(1), 34–41.Zhang, J. X. (2001). Cultural Diversity in Instructional Design. Journal Title: International Journal of Instructional Media 28(3), 299.

Grimm Fairy Tales vs Disney Stories

Grimm vs. Disney: The Making of a Fairy Tale Amber Brandenburg English 121 Proffessor Kari Lomanno 8/13/2012 The fairy tales that we grew up with are not the originals. Disney and the brothers Grimm had two very different versions. While many of us grew up watching cute birds and mice following the woe begotten princess, the original stories were forgotten by most. These stories were far darker, ending in cruel justice for a stepsister or worse. The difference between aspects of the two tales discussed, in some instances, is the difference between night and day. Grimm fairy tales contain more violence, harsher villains, and swifter justice.The first example of this can be seen in the difference between Disney’s and Grimm’s versions of Cinderella. In the Disney version of the story, Cinderella is a poor girl who lives with her stepmother and sisters. She wishes to go to the ball and she falls in love with him before running off to make her curfew. Then of course, he come s to her rescue and everything ends happily ever after. The good characters are good and the bad characters are bad. There is a happy ending and no one really gets hurt in the end. Grimm’s Cinderella is a similar tale with some fiercer consequences to the villains.The Grimm version has many of the same plot elements and devices as the story we all know and love. In this version her father is still alive and still lets the rest of the family treat her like a slave. Instead of a fairy godmother granting her wish it is a tree she planted on her mother’s grave and some birds. When the sisters try on the golden shoe one cuts off her toes, while the other cuts off her heels and the birds chant that neither could be the prince’s proper bride. Finally, the sisters are punished at Cinderella’s wedding by birds who peck their eyes out, leaving them forever blind.Snow white, another acclaimed Disney tale, also contains plot devices and ending punishments that are ve ry different from the cookie cutter nice endings of Disney. Everyone knows that Snow white is the daughter of a King who remarries an evil stepmother. Everyone knows that when the queen discovers that Snow White’s beauty is greater than hers, she asks the huntsman to kill her. Finally, we all know that the dwarves take care of her until her death, at which point the prince comes to the rescue and awakens her with a kiss. These are all elements of the story that we come to expect when we hear the name Snow White.In the brothers Grimm version, the queen still demands the death of Snow White and the Huntsman still lets her go. Only this time he kills a boar and brings the queen back its lungs and liver and she eats them, thinking that they are from Snow White’s body. Snow White still meets the dwarves in the woods, but their introduction to her was more akin to that of goldilocks and the three bears. Then, when she is poisoned by the apple, the kiss of the prince is not w hat awakens her. Instead the prince begs the dwarves to have her dead body and the trip to the castle dislodges the apple bite caught in her throat.Finally, at the marriage of the happy couple, the queen arrives and is forced to dance in red hot iron shoes until she dies. Definitely not what one would remember from the Disney adaptation. These are just two examples out of many. The versions of fairy tales by Grimm and Disney are always similar in nature and moral. The differences in the details of the story range from minute to highly significant. The punishments placed upon the villains are always more severe than those placed upon the villains in the tales spun by Disney.The older Grimm stories definitely place a higher importance on the eye for an eye methodology of punishment than its newer Disney counterpart. The morals are the same, just the details and severities of the punishments differ. References Jacob and Wilhelm Grimm,  Sneewittchen, Kinder- und Hausmarchen, (Children 's and Household Tales — Grimms' Fairy Tales), final edition (Berlin, 1857), no. 53 Jacob and Wilhelm Grimm, Cinderella (Children's and Household Tales — Grimms' Fairy Tales), final edition (Berlin, 1857), no. 21

Free Essays on Saxophone First Lesson

Saxophone First Lesson Plan: Introduce yourself to the student, and learn their name. „P First, show the student how to put the saxophone together: 1. Attach neck to the saxophone body 2. Then, attach mouthpiece to neck 3. Finally, attach the neck strap to saxophone 4. Tell them that it is a good idea to put the reed in their mouth while they put their instruments together, so it will be moist and ready for play by the time the clarinet is assembled. „P Next, you show them the correct posture: 5. Get them to sit straight up in their chair 6. Get their backs off of the back of the chair. (You can tell them to sit up as straight as they can in the chair. 7. Tell them to put their feet flat on the floor. 8. Finally, get them to relax their shoulders. „P Second, you should show them how to breathe properly: „P Do breathing exercises with the student. (Have the student take deep breaths, with the whole torso.) 9. The Belt Test: If the student ¡Ã‚ ¦s belt of waistline moves when they take a breath, then they are breathing properly. 10. The Straw Exercise: Give the student a straw. Tape a piece of paper to the bottom of a music stand. The student should blow through the straw onto the piece of paper, thus moving the paper. This exercise allows the student to develop breathing skills. 11. The Yawn Exercise: Have the student yawn, so they can see what it truly feels like to have a torso full of air. „P Next, you should do some mouthpiece exercises. Get the student to produce a nice steady sound without squeaking. 12. Work on dynamics with the mouthpiece, get the student to produce a clean loud sound, followed with a clean soft sound. „P Finally, you should explain proper instrument care to the student. 13. An instrument is not safe unless it is in the hands or in the case. 14. Make sure that you put your reeds back in the reed holder when you are finished using them, so you are sure to avoid breakage. ... Free Essays on Saxophone First Lesson Free Essays on Saxophone First Lesson Saxophone First Lesson Plan: Introduce yourself to the student, and learn their name. „P First, show the student how to put the saxophone together: 1. Attach neck to the saxophone body 2. Then, attach mouthpiece to neck 3. Finally, attach the neck strap to saxophone 4. Tell them that it is a good idea to put the reed in their mouth while they put their instruments together, so it will be moist and ready for play by the time the clarinet is assembled. „P Next, you show them the correct posture: 5. Get them to sit straight up in their chair 6. Get their backs off of the back of the chair. (You can tell them to sit up as straight as they can in the chair. 7. Tell them to put their feet flat on the floor. 8. Finally, get them to relax their shoulders. „P Second, you should show them how to breathe properly: „P Do breathing exercises with the student. (Have the student take deep breaths, with the whole torso.) 9. The Belt Test: If the student ¡Ã‚ ¦s belt of waistline moves when they take a breath, then they are breathing properly. 10. The Straw Exercise: Give the student a straw. Tape a piece of paper to the bottom of a music stand. The student should blow through the straw onto the piece of paper, thus moving the paper. This exercise allows the student to develop breathing skills. 11. The Yawn Exercise: Have the student yawn, so they can see what it truly feels like to have a torso full of air. „P Next, you should do some mouthpiece exercises. Get the student to produce a nice steady sound without squeaking. 12. Work on dynamics with the mouthpiece, get the student to produce a clean loud sound, followed with a clean soft sound. „P Finally, you should explain proper instrument care to the student. 13. An instrument is not safe unless it is in the hands or in the case. 14. Make sure that you put your reeds back in the reed holder when you are finished using them, so you are sure to avoid breakage. ...

Expository Essay on Texting While Driving

Expository Essay on Texting While Driving Expository Essay on Texting While Driving In today’s world, cell phones play a central part in the lives of many people around the world. Tasks such as making calls, texting, taking photos and even surfing the Internet have not only been made easier but have also been made more possible for many more people. As a result, cell phone subscriptions continue to increase globally, As people continue to depend on cell phones for their communication needs, these devices not only become more useful but also more dangerous, especially when used at inappropriate times. One of the most dangerous ways to use cell phones is to text while driving. The available statistics sadly indicate that the number of the people who are engaged in accidents or even lose their lives because of texting while driving is on the increase. This can either mean that people do not really know the kind of danger that they place themselves in when they decide to text while driving or that they actually know the dangers but have chosen to ignore the w arnings. The action of many countries around the world to ban the use of cell phones while driving may have served to deter drivers from using their phones as they drive, but the increased number of causalities clearly demonstrates that there is still a lot more that needs to be done. One of the main reasons that make texting while driving very dangerous is that using the phone reduces a driver’s reaction time in traffic. on busy roads, the amount of time that one talks before reacting to a situation, in most cases, determines whether one gets to continue living. As much as it is both dangerous to call and text while driving, texting while driving is actually more dangerous because one has to constantly look at the screen of the phone in order to type or to read messages. The reduced attention on the road increases the chances that the driver will cause an accident because it reduces the time he has to react to traffic situations. Moreover, studies show that people who text while driving tend to accelerate more slowly after stepping on their brakes. This can cause irregularities for other drivers, leading to possible accidents. Also, since their eyes are more on the text than on the road, drivers who choose to text while driving have a much higher chance of hitting a pedestrian than those not distracted in driving. A large number of accidents, whether severe or not, usually occur within a twinkle of an eye. This means that just a moment of distraction is enough for a driver to cause a serious road accident. Given the many concerns, it is best if drivers were not only banned from texting but banned from using their phones in any way at all as they drive. Feel free to visit to order a custom expository essay about Texting While Driving written by certified academic writers.

Memoirs of a Geisha (the book) Essay Example | Topics and Well Written Essays - 1250 words

Memoirs of a Geisha (the book) - Essay Example Despite the destruction during the war, the country is rebuilt into a modern country under Western influence after the defeat of the Japanese empire. During this period of transformation, Siyura is also transformed, although her own transformation lags behind the changes happening in Japanese society. Siyura watches the modernization of Japan unfold through the changing home front during the war, increasing Western cultural influence, and the presence of American soldiers in a globalized world. Following the Meiji Restoration, Japan had undergone a dramatic transformation from a feudal society to an industrialized nation. Unable to protect itself from the European colonial powers, Japan was forced to abandon its agrarian society and industrialize (Swale 2009, 6). Although a great deal of focus was placed on modernizing the military, the cities in Japan changed as well to support this effort. Trains and motor vehicles were introduced to Japan in order to improve travel and the transportation of goods. Siyura even had the chance to travel by airplane (Golden 1997, 392), although the experience was not common at the time for Japanese citizens until later. Factories were built to produce manufactured goods. Being born in a small fishing village, Siyuras first introduction to the coming modern world is through her arrival in Kyoto. Arriving in the Gion quarter of Kyoto, Siyura can "hardly see the other side for all the people, bicycles, cars, and trucks" (Golden 1997, 35). The large crowded cities epitomized the entrance into the modern age. It was necessary to concentrate the populace in the cities in order to provide a workforce for the factories (Wilkinson 1962, 679). In contrast, it was necessary for people to be dispersed under the old agriculturally-based economy. The whole experience of seeing a large city for the first time was both shocking and frightening to Siyura (Golden 1997, 35). Through the process of

(Postmodernism) Realities and identities in motion Essay

(Postmodernism) Realities and identities in motion - Essay Example When a society acquires being modified as such, in the process, a number of possibilities are generated, of which one leads to theory, the other to commodity and this is exactly how ‘postmodernism’ and its concept were granted coexistence with humanity. Due to the extensive width or range of application and forms which postmodernism may assume, prominent theorists had each provided a description which is unique on its own and the term has by far not been taken with a single, fixed definition. By research, one may recognize a point of convergence to an idea that readily sticks to mind. It has been claimed with frequency that postmodernism, or pomo for short, is identified with a peculiarly dramatic shift from the contemporary or a radical breaking off the mainstream and ending modernistic convention so as to constitute an entirely new approach on building layers of revolution out of such movement that was highly critical toward modernism. It is a dimension where one could witness nature evolving upon nature in a series of transition rising from competing ways of thought which the society has decided to take to a flexibly sophisticated level in shaping its culture. Not only does postmodernism establishes its presence in art and fashion, but it also extends to a variable degree of influence onto literature, film, architecture, philosophy (Postmodernism – Definition) and several other fields that, in a way or another, are inevitably affected by its collective impact. As postmodernism proceeds to set up a bulk of challenges along the path of modernization, it enables each individual to possess a forward-looking perspective and consequently execute around a sharp attitude for reform of style. With a transforming culture, as one becomes increasingly prone to crises in identity, the person attempts to borrow strength from a character disposed to ‘postmodernity’ in speech, act, and choice of clothing most commonly. Such occasion may vividly reflect the ultimate outcome of postmodernism, through the response of those who have imposed its effect upon themselves. Equivalently, since this truth expands to beyond a region, the postmodern notion of reality all the more affirms the essence of going after modifications by individual pursuit, noting that the materialized concept of postmodernism is well about a multitude who see, hear, and feel each other react differently and take advantage of situations or commodities that they have been accust omed to naturally buy into. At present, people have manifested such truth in reality as they customize preference of films and film types to be watched. ‘The Matrix Trilogy’, for instance, managed to have adjusted to some extent a viewer’s level of thought about a computer system which, beyond logic, rational space, and imagination, has appeared to invade the human world the human world instead of the reverse the nature often times is. It seemingly offers a conditioning for the audience to suppose at random the subtle possibility of being controlled and programmed by a man’s technological creation whose ultimate advanced state is invisibly larger that it reaches the capacity of executing within psychological bounds that projects how humans could