Do violent video games cause behavior problems? Essay

Violence in video games lead to violent outbreaks and bad behaviour in real life, many people believe so. Are these violent video games moulding and fuelling today’s generation of young minds to a more violent side, forgetting the idea that these games are solely for entertainment purposes. Many studies have taken place surrounding this idea, giving valid points to both sides of the topic. Video games are extremely popular all over the world, connecting people through the internet allowing them to interact with one another through a cyber-portal for entertainment, with varying genres of games from card games, first person shooter’s, racing or even 3D strategy games. These games connect millions of people all around the world, gamers spending countless hours glued to screens looking at a bunch of pixels. These games are evolving every year, as technology gets better so do the games, with more realistic graphics, sound effects and scenarios. So with this, the violent game s are also becoming far more realistic, violent and aggressive. Are these prolonged hours spent playing these games damaging these people’s minds? Many of the violent war games being released today have age restrictions on them, R16 or R18 warning people of the violent content the game has, however this does not stop underage people getting their hands on them. In the article â€Å"Video games and youth violence: A prospective Analysis in Adolescents† written by Christopher J Ferguson, it quotes â€Å"The potential influence of violent video games on youth violence remains an issue of concern for psychologists† , stating that this topic is widely concerning to many people. Many studies have taken place to look into whether or not these games are causing bad behaviour, but in this article Christopher J Ferguson states that none of these studies have developed well validated measures of youth violence caused by the games. This article also points out that having depressive symptoms can lead to violent outbreaks due to antisocial traits with the individual, and gaming is an antisocial activity, therefore these games attract to those who  already have these depressive symptoms and the potential to act out violently. And the violent game has nothing to do with making the person violent, as these potential issues are there prior t o the individual even playing the game. There have been many studies based around violence in video games, whether it is elevated blood pressure, aggressive behaviour or violent outbreaks. A study led by Brock University PhD student Paul Adachi has proved that yes these violent games are causing aggressive behaviour, but this is based on how competitive the game is and not due to the violence. Therefore a non-violent game that is equally competitive will lead the user to show similar aggressive behaviour. In many cases, like the 1999 Columbine High school massacre where Eric Harris and Dylan Klebold killed 12 students, one teacher, and injuring 21 other students before turning the guns on themselves. It was well known that the two teenagers who committed this extreme violent act were excessive players of the violent video game called â€Å"Doom 3D†, in which the player embarks on defending mars from aliens with large automatic weapons. A lot of people claim that this game caused the two to violently outbreak into the massacre, however there is no proof, and once again, the game has not caused anyone else, out of its millions of players over the years to commit t he same heinous crime, Eric and Dylan were capable of these crimes before playing the game, it is however a possibility that the game helped their psychopathic views to be glorified. Where normal people do not have these psychopathic traits in the first place and play games like this for entertainment only. Children failing in school can become violent or show aggressive behaviour due to the low academic marks and failing to achieve, and many studies state that video games cause children to fail school, thus leading to violent aggressive behaviour. This is falsely accusing video games based upon facts that can be associated with various other activities. Spending six hours a day watching TV, shopping, or sleeping will just as equally affect your school grades, it is down to the individual how they use their time effectively. In the article â€Å"Violent video games do not cause aggression† written by Lester Haines, it states that the university of Illinois carried out studies regarding the possible link between violent video games and real world aggression, concluding their findings from their first long term study to show that the violent games â€Å"did not cause any substantial increase in said aggression†. Violent video  games bring millions of people around the world entertainment, and social interaction through the internet connecting them with other gamers, who have similar interests. Allowing interaction through talking and playing the game, there are many people who believe that these violent video games are causing many people to act out violently, recreating what they see or play in these games. Blaming these games for people’s actions is obscured. If someone is capable of committing extreme violent acts, or acting in an aggressive manor, they were capable of it well before they took part in playing a computer game. It is down to the individual who plays these games to act responsible, know right from wrong, and play the games for entertainment only. Violence is not just in video games, it is everywhere and all around us. Works Cited Poole, S. (2000, Apr 26). Parents 2: Healthy living: Video games will make your kids violent and more likely to fail at school, according to new research. nothing could be further from the truth, says games junkie steven poole. The Guardian, pp. 16-2.16. Retrieved from http://ezproxy.aut.ac.nz/login?url=http://search.proquest.com/docview/245514814?accountid=8440Ferguson, C. J. (2011). Video games and youth violence: A prospective analysis in adolescents. Journal of Youth and Adolescence, 40(4), 377-377-391. Retrieved from http://ezproxy.aut.ac.nz/login?url=http://search.proquest.com/docview/858659823?accountid=8440Keenan, T. (2008, Apr 04). Do some video games encourage violence?; one former soldier thinks that this type of entertainment is teaching kids to kill. Nanaimo Daily News, pp. C.6. Retrieved from http://ezproxy.aut.ac.nz/login?url=http://search.proquest.com/docview/361607229?accountid=8440Study finds competition in video games, not violence, causes aggression. (2011, Sep 03 ). Daily Gleaner, pp. C.4. Retrieved from http://ezproxy.aut.ac.nz/login?url=http://search.proquest.com/docview/887134689?accountid=8440Grace Shin. (2008). Video Games. A Cause of Violence and Aggression.Retrieved from http://serendip.brynmawr.edu/exchange/node/1723Lester Haines, (2005, Aug 15), Violent video games do not cause aggression, retrieved fromhttp://www.theregister.co.uk/2005/08/15/video_games_and_aggression/

Colleges should provide as much money for sports

In todays generation book is not the only knowledge which is enough for practical life, practical knowledge is equally important as the knowledge which we get from books. In context of Nepal schools and colleges don't seem to provide as much money for sports activities as they provide for libraries. Many people think that book gives us all the cognition but I disagree. We live in a generation filled with competing students. Yes, it is true that studies are the most important pillar for student's good uture but sports is equally important.Regular participation in sport activities will help a student to keep his/her body fit and mind fresh. If students are involved in sports then they will know what they're good at, because there is a very good career in sports too and they may even choose to follow that career. Colleges spend too much money for libraries but hesitate to spend money for sports but it is not healthy to do so even biologically because if a student only studies and doesn' t take part in ny sports activities then his mind automatically becomes dull and all that he has studied might not get inside his head, which will be useless.Its 21st century, a modernized time, where people are interested in people who are good at both education as well as sports. It isn't enough for people to be good Just studies; they should also be good at sports. As it is said â€Å"A sound soul dwells within a sound mind and a sound body', Just like that sports helps us our maintain our physical fitness nd mental abilities come to the conclusion that a good physical condition creates a strong mental power.Just studying makes people dull and Just sitting in one place for a long time makes us lazy and physically unfit. I know we students should study but we should also give our body some time to relax by playing games so that it can get some break by all that studying. Some parents might think sports are unnecessary but it is actually very important for a child to go out and pl ay and have some fun.

Business Environment

Purposes: mission; vision; aims; objectives; goals; values; profits; market share; growth; return on capital employed (ROCE); sales; service level; customer satisfaction; corporate responsibility; ethical issues Stakeholders: owners; customers; suppliers; employees; debtors; creditors; financial institutions (banks, mortgage lenders, credit factors); environmental groups; government agencies (central government, local authorities); trade unions Responsibilities of organizations: stakeholder interests; conflict of expectations; power- influence matrix; satisfying stakeholder objectives; legal responsibilities e. g. consumer legislation, employee legislation, equal opportunities and anti-discriminatory legislation, environmental legislation, health and safety legislation; ethical issues egg environment, fair trade, global warming, charter compliance e. g. Banking Code 2 Understand the nature of the national environment in which businesses operate Economic systems: the allocation of scarce resources; effective use of resources; type of economic system eg command, free enterprise, mixed, transitional The UK economy: size (gross domestic product, gross national product); structure; population; labour force; growth; inflation; balance of payments; balance of trade; exchange rates; trading partners; public finances (revenues, expenditure); taxation; government borrowing; business behaviour eg investment, objectives, risk awareness; cost of capital; consumer behaviour; propensity to save; propensity to spend; tastes and preferences Government policy: economic goals; fiscal policy: control of aggregate demand; central and local government spending; Public Sector Net Borrowing (PSNB) and Public Sector Net Cash Requirement (PSNCR); euro convergence criteria, monetary policy; interest rates; quantitative easing; private finance initiative (PFI); competition policy (up-to-date legislation including Competition Act 1998, Enterprise Act 2002); Competition Commission, Office of Fair Trading; Directorate General for Competition); European Commission); sector regulators eg Ofgem, Ofwat, Civil Aviation Authority; Companies Acts; regional policy; industrial policy; enterprise strategy; training and skills policy 3 Understand the behaviour of organisations in their market environment Market types: perfect competition, monopoly, monopolistic competition, oligopoly, duopoly; competitive advantage, strategies adopted by firms; regulation of competition Market forces and organisational responses: supply and demand, elasticity of demand; elasticity of supply; customer perceptions and actions, pricing decisions; cost and output decisions; economies of scale, the short run; the long run, multi-national and transnational corporations; joint ventures, outsourcing; core markets; labour market trends; employee skills, technology; innovation; research and development; core competencies; business environment (political, economic, social, technical, legal, environmental); cultural environment 4 Be able to assess the significance of the global factors that shape national business activities Global factors: international trade and the UK economy; market opportunities; global growth; protectionism; World Trade Organisation (WTO); emerging markets (BRIC economies – Brazil, Russia, India, China); EU membership; EU business regulations and their incorporation in to UK law; EU policies eg agriculture (CAP), business, competition, growth, employment, education, economics and finance, employment, environment, science and technology, regional); labour movement; workforce skills; exchange rates; trading blocs (eg monetary unions, common markets; customs unions, free trade areas); labour costs; trade duties; levies; tariffs; customs dues; taxation regimes; international competitiveness; international business environment (political, economic, social, technical, legal, environmental); investment incentives; cost of capital; commodity prices; intellectual property; climate change eg Kyoto Protocol, Rio Earth Summit; third world poverty; the group of 20 (G-20); global financia l stability Learning outcomes and assessment criteria Learning outcomesOn successful completion of this unit a learner will:| Assessment criteria for passThe learner can:| LO1 Understand the organizational purposes of businesses| 1. 1 identify the purposes of different types of organisation1. 2 describe the extent to which an organisation meets the objectives of different stakeholders1. explain the responsibilities of an organisation and strategies employed to meet them| LO2 Understand the nature of the national environment in which businesses operate| 2. 1 explain how economic systems attempt to allocate resources effectively2. 2 assess the impact of fiscal and monetary policy on business organizations and their activities2. 3 evaluate the impact of competition policy and other regulatory mechanisms on the activities of a selected organisation| LO3 Understand the behaviour of organizations in their market environment| 3. 1 explain how market structures determine the pricing and output decisions of businesses3. 2 illustrate the way in which market forces shape organizational responses using a range of examples3. judge how the business and cultural environments shape the behaviour of a selected organisation| LO4 Be able to assess the significance of the global factors that shape national business activities| 4. 1 discuss the significance of international trade to UK Business organisation4. 2 analyse the impact of global factors on UK business organizations4. 3 evaluate the impact of policies of the European Union on UK business organizations. | GRADE DESCRIPTORS Learners would be graded as ‘PASS, MERIT or DISTINCTION. The indicative characteristics for each grade are mentioned below: Pass grade:A pass grade is achieved by meeting all the requirements defined in the assessment criteria for pass for each unit. Merit grade: Merit descriptors| Indicative characteristics| In order to achieve a merit the learner must:| The learner’s evidence shows for example:| IdentifyandapplyStrategiestofind appropriate solutions| ? Effective judgments have been made? Complex problems with more than one variable have been explored? An effective approach to study and research has been applied| Select/design and apply appropriateMethods/techniques| ? Relevant theories and techniques have been applied? A range of methods and techniques have been applied? A range of sources of information has been used? The selection of methods and techniques/sources has been justified? The design of methods/techniques has been justified? Complex information/data has been synthesized and processed? Appropriate learning methods/techniques have been applied| Present and communicateappropriate findings| ? The appropriate structure and approach has been used? Coherent, logical development of principles/concepts for the intended audience? A range of methods of presentation have been used and technical language has been accurately used? Communication has taken place in familiar and unfamiliar contexts? The communication is appropriate for familiar and unfamiliar audiences and appropriate media have been used| Distinction grade: Distinction descriptors| Indicative characteristics| Inordertoachieveadistinctionthelearner must:| The learner’s evidence shows for example:| Use critical reflection to evaluate own work and justify valid conclusions| ? Conclusions have been arrived at through synthesis of ideas and have been justified? The validity of results has been evaluated using defined criteria? Self-criticism of approach has taken place? Realistic improvements have been proposed against defined characteristics for success| Take responsibility for managing and organizing activities| ? Autonomy/independence has been demonstrated? Substantial activities, projects or investigations have been planned, anaged and organized? Activities have been managed? The unforeseen has been accommodated? Theimportanceofinterdependencehasbeen recognized and achieved| DemonstrateConvergent/lateral/creative thinking| ? Ideas have been generated and decisions taken? Self-evaluation has taken place? Convergent and lateral thin king have been applied? Problems have been solved? Innovation and creative thought have been applied? Receptiveness to new ideas is evident? Effective thinking has taken place in unfamiliar contexts| Assignment Unit 1 McCain McCain is the worlds largest producer of chips. Its range includes other potato products like hash browns and waffles. It buys 12% of the UK potato crop. It is also one of the biggest suppliers of frozen light meals. External factors Businesses set themselves aims. These help them to be efficient. For instance, they may aim to increase sales or make more profit. It then plans to reach these aims. To do this it must look at its own strengths. These are called internal factors. It must also look at outside influences. These are called external factors. McCain looks at changes in these. This helps it to plan how to respond. SLEPT SLEPT is one tool that can be used to look at external factors. It can be used to measure their effect. The letters in SLEPT stand for five factors. These are * Social Legal * Environmental * Technological and * Political. McCain dealt with these factors as follows: Social and Legal factors Social A number of campaigns have told people to eat in a more healthy way. This led to falling sales for some McCain products. McCain responded by reducing the salt and oil in its potato pr oducts. It also sent out the message that its chips were not unhealthy. Legal Governments pass laws, and set standards. McCain has to obey the law or set its own, higher, standards. The Food Standards Agency has developed a system of traffic light labels. These are designed to help consumers see which products may be less healthy. The food industry uses a system based on Guideline Daily Amounts. These GDAs are what an average person should eat to stay healthy. McCain uses both of these. All of its potato products can display the green traffic light (low levels) for saturated fat. None of its products displays a red traffic light (for high levels) in any category. Economic, Political and Technological Factors Economics 100 Edition 12 This refers to changes in buying habits. Income is rising, but people have less time to spend it. This is called being cash-rich but time-poor. This leads to more demand for convenience foods. To meet this challenge McCain provides a range of products to suit different tastes. Political There is government pressure for suppliers to come up with healthier foods. McCain supports the government. It believes that the foods it provides are healthy when prepared properly. Technological The technology used to prepare food is fast moving. McCains food technologists have made its potato products more healthy. They have reduced levels of fat and salt but still maintained flavour. This was achieved through a switch to sunflower oils. This reduced saturated fats by 70%. Conclusion Businesses must take account of changes in external factors. Change comes from a number of sources. Each presents a challenge. McCain is a business focused on the market. It knows that it is vital to keep customers happy. It has listened to what customers want and made changes in response. It aims to give them the best value chips and other healthy food products. Task 1 1. 1 Using working example or the case the study indentify the purposes of different types of organisation. (Outcome 1. 1) 1. 2 Using an example of your choice illustrate how an organisation meets the objectives of different stakeholders. (Outcome 1. 2) 1. 3 Using the case study, explain the responsibilities of an organisation and the strategies employed to meet them. (Outcome 1. 3) Task 2 2. 1 Illustrate how economic systems attempt to allocate resources effectively. Use the case study to illustrate your answer. (Outcome 2. 1) 2. Fiscal and monetary policy affects business organisations and their activities, disucuss this with a working example of your choice. (Outcome 2. 2) 2. 3 Evaluate the impact of competition policy and other regulatory mechanisms on the activities of an organisation of your choice or that or the case study. (Out come 2. 3) Task 3 3. 1 Pricing and output decisions of an organisation are determined by market structures. In your opinion is this true. (Outcome 3. 1) 3. 2 Using a working example of your choice show how market forces shape organisational responses. (Outcome 3. 2) 3. 3 Using an example of your choice discuss how the business and cultural environment shape the organisations behaviour. (Outcome 3. 3) Task 4 4. What is the significance of international trade to the UK business organisation? (Outcome 4. 1) 4. 2 The impact of global factors on UK business organisations is quite variable, discuss. (Outcome 4. 2) 4. 3 Discuss the impact of policies of the European Union on the UK business organisations. (Outcome 4. 3) To achieve a Pass/Distinction or Merit student must address all the above criteria by producing a word processed report of 2500- 3500 words. Reports must be supported by appropriate referencing. The report must be submitted by the required formal submission date by 5pm at r eception where a receipt will be given. The Times 100 Edition 12

Social Media and Its Impact Worldwide Essay Example | Topics and Well Written Essays - 1000 words

Social Media and Its Impact Worldwide - Essay Example Some of the websites include social bookmarking such as Blinklist; social news, e.g. Propeller; social networking e.g. Facebook; social photo and video sharing, e.g. YouTube; wikis, e.g. Wikipedia. Social media has both the negative and the positive impact on the users. However, as much as we criticize social media, the benefits outweigh the drawbacks. Social media connects people, allows them to interact with different people and hence exposes them to different opinions and ideas (Pernisco 5). People are also given an opportunity to share their opinions with a wide variety of social media users. This kind of interaction has made the world smaller. People can communicate with friends and beloved ones from any part of the world. Information is passed much faster compared to other media, and organizing events and workshops have been made easier especially for the young generation since it is easier to find them on social media than anywhere else. Businesses and individuals are using so cial media for advertising (Faraz and Zohaib 2). For companies to prosper in this generation, they must embrace social media. In social media, one is able to contact more friends than they would if they did it personally. Therefore, companies are taking advantage of this to advertise their products online. Zuckerberg's Facebook is the most successful social media with over 500 million users, and the number is still increasing. Many companies have turned to Facebook for their advertising by creating groups, pages, events, and social ads. These Facebook tools are used to promote a company’s product. Discussions about the products are generated, and the consumers are enlightened more about the product. Pictures, videos, and links are also shared (Faraz and Zohaib 3). In job hunting, the network is key, and hence, individuals are creating their profiles on various websites for the target employers to view them and offer them jobs. Children and adolescents have benefited a lot fro m social networking. They can connect with their mates and exchange notes on their school work.

Freedom Article Example | Topics and Well Written Essays - 500 words

Freedom - Article Example veloping informants is finding legal sophisticated ways and strategies to recruit counterspy rather than promising good incentive packages regarding the quantity and quality of information given by involuntary informants (Baumann 1). As the director of FBI, there is need of monitoring and promoting integrity of all law officers in order to curb cases of fraud and to ensure transparency of all activities within the FBI unit so as to earn public trust and enable citizens to facilitate the FBI with information against criminals and terrorist. Another method would be to deploy undercover officers to investigate about criminals and this ought to be the best measure in knowing about their planning activities and making it easy in tracking them down. When developing informants, the best method would be to carry out interviews, assessments and training to interested candidates so as to avoid forcing people to mole information against their will especially to their families and communities Naji Masour had legal rights to hire his own attorney and if not present, he would have been appointed one to represent him. He had a fundamental right to plea of his innocence until proven guilty by a court of law. The last legal right that he had was to be subjected to a public hearing unlike where he was being prosecuted in a private detention. The writ of habeas corpus would have been the best likelihood for the accused to state whether the incarceration was against the constitutional right and if found true, this would make Naji Masour to be released by court. Boumediene v. Bush would have been suitable to Naji Masour for him to get a fair hearing from courts of his home country. The accused would have been deported to his country to face trial and detention if proven guilty. Relationship spyware technologies are resulting into safe and easy methods of detecting spouse unfaithfulness in committing acts of adultery; the effect of this leads to domestic violence between couples,

Testing Research Paper Example | Topics and Well Written Essays - 2000 words

Testing - Research Paper Example Test methods include, but are not restricted to, the process of using an application or program with the aim of finding software errors, bugs or other defects (Humble & Farley, 2010). Testing begins the same time as the system design. Test groundwork is carried out by a unique group to make sure that each and every element is correctly handled. Unit test is managed by the programmer who creates the code. Every programmer tests their own code. Any bug found is rectified by the programmer, and the programs are reevaluated till clean (Humble & Farley, 2010). When testing has been done to all the programs, and no error has been found, the test begins. The division of debugging from testing was originally introduced, in 1979, by Glenford Myers (Ammann & Offutt, 2008). Even if, his goal was on breakage testing ("an effective test is one that locates a bug") it demonstrates the need of the software engineering society to divide fundamental development actions, such as repairing, from that o f authentication. Concerning the periods and the diverse objectives in software testing, diverse roles have been set: manager, test lead, test designer, test analyst, tester, test administrator and automation developer. Ammann & Offutt (2008) classified the goals and phases in software testing in the following stages: Debugging oriented (1956) Demonstration oriented (1957–1978) Destruction oriented (1979–1982) Evaluation oriented (1983–1987) Prevention oriented (1988–2000) How Testing is Controlled Test control can be considered as the test management tasks needed throughout the test procedure so as to keep the testing aligned to the software development procedure, the requirements of the project, and the requirements of the firm wanting to use the software (Miller, DeCarlo & Mathur, 2004). These tasks take place as stipulated, based on the decision of the test manager, as well as other associates of the project team, and can also occur on a premeditated basis (Miller, DeCarlo & Mathur, 2004). Testing is controlled by ensuring that Software Quality Control is set up. Software Quality Control refers to a set of protocols used by companies to make sure that a software product will fulfill its quality objectives at the best value to the client, and frequently to improve the firm’s capacity to produce more software products in the future. Software quality controls are specified requirements, both functional and non-functional, such as supportability, usability and performance (Cangussu, DeCarlo & Mathur, 2002). It also refers to the capacity for software to perform effectively in unpredictable scenarios and maintain a fairly low fault rate. These premeditated procedures and requirements bring about the idea of software testing, Validation and Verification It is different from software quality assurance, which incorporates reviews of the quality management system alongside a standard. While software quality control refers to contr ol or management of products, software quality assurance, on the other hand, is a control of processes. This function checks whether or not a software project follows its premeditated procedures and processes, and that the project brings out the anticipated internal and external products (output) (Miller, DeCarlo & Mathur, 2004). Managing Creativity When managing creativity with regards to software management, it is vital to differentiate two main viewpoints: activity-level (or task-level) analysis, as well as process-level analysis. The activity-level viewpoint pertains to the issues of how pockets of creativity are typified and how they can be endorsed (Sommerville, 2006). The process-level

Different subject Essay Example | Topics and Well Written Essays - 2000 words

Different subject - Essay Example The working of Electricity generators is based on the principle of electromagnetic induction. The principle can be illustrated as induction of flow of electrons by a moving conductor in a field influenced by magnet. This it is a simple principle that leads to major achievements in the spectrum of development and growth of industries. It is the principle that Faraday succeeded to prove that a rotary mechanical motion can induce or generate electricity. Devices that produce electricity with the help of mechanical motion are termed as electric generators. The mechanical motion can be assisted in many ways it can be pressurized water moving water wheel, steam engine, wind turbine, and internal combustion engine etc but the basic principle is same in all the cases. With the evolution of electric generators and electrical field, many areas of human life are optimized in best manner; anything can be powered anytime with utmost customization potential. The reverse process of converting elect rical energy into mechanical energy is achieved through motors that have similar components as in electric generators. Mechanism and Principle of Working All elements are composed of atoms. ... If the same metallic wire is placed around a magnetic field and the magnetic field is subjected to motional variation then some amount of voltage appear across the wire that causes the electric charges to flow through the passage. The faster the field is subjected to change the higher the voltage produced and higher the charges flow. This means a moving magnetic field drives the electrons present in the metallic wire. However there is a requirement that the circuit of the wire remains closed if incase the circuit is open the motion of magnetic field will not affect the charges and charges will remain static. This simply means that a moving magnetic field can induce current in a closed circuit, and this is the basic principle of physics that is discussed earlier as electromagnetic induction. In the case of generators there is not a single wire but there are bunch of wires all connected in series with each other so that the total potential difference induced in a generator is the sum o f all potential differences induced in each single wire and so on. It actually explains that if there are thousand windings this means the magnitude of potential difference of a generator is thousand times than that of a single wire in that varying magnetic field. The above discussed mechanism is of popular and known generators, which are based on electromagnetic induction, however before that there were generators that deliver electric charges but they work on the principle of electrostatic induction, but since the magnitude of such electrostatic generators were minimal and ineffective therefore the usage of such generators are now obsolete. Electrostatic induction is about generating static charge in a conductor by bringing it

Cultural Artifact Essay Example | Topics and Well Written Essays - 1500 words

Cultural Artifact - Essay Example Both of the abovementioned countries have Muslim population in abundance (Murayama and Murayama pp.75). The Muslims on the other hand, constitute more than half of the total workforce of the entire world. The cultural and normative outlook of Muslims is significantly different and divergent from the population of developed nations. The culture of South Asia is strictly based on collectivism while, the individuals are bounded to fulfill the expectations of others. The code of honor is severely rigid when it comes to dealing with the females. The companies that are operating in the featured part of the world are strongly suggested to uphold cultural realities by modifying their practices (Stern 120). The companies are required to hire the male professionals for the leading jobs whereas; the females’ participation should be kept limited to subordination. The people of South Asia are not accustomed to seeing a female as a leader and therefore, she will not be able to exercise cont rol and assertiveness that are essence of leadership. The basic and fundamental purpose of this study is to highlight and advocate the role and value of hijab in the aforementioned cultures and societies. In short, hijab is the license for females to work. The senior citizens of the area need their girls to be covered before leaving the homes. The instrument of hijab is the essence of providing freedom to the females. Additionally, it is important to note that hijab has served as a means for supporting female participation in the societies. The male population was outnumbered and outgunned by the available corporate opportunities in the form of foreign production facilities. The Islamic scholars were contacted and asked to help stimulate the societal and corporate participation of females (Spivak pp.261). The move was a strategic one as it was designed to increase professional and labor supply. The Islamic scholars of the area had conducted a detailed research and found that Prophet Mohammad requested females to play a supportive role in the battles. The females at that time were responsible for taking care of the injured. This event provided the Islamic scholars with a vital argument that they have used to convince people that Islam permits females to participate in the society. However, the core Islamic order that requires females to cover themselves while getting out of their homes created a conflict in conventional religious scholars and modern ones. The debate carried out for number of years before it is observed that Iranian females use scarf in order to cover themselves. The scarf is the ultimate source of engaging females in the society. The use of scarf bridged the conflict and then, both schools of thought agreed upon that a female wearing a scarf meets the minimum hijab requirement and therefore, it is acceptable for the females to wear scarf that helps them in covering their hair and breasts. According to psychology males are attracted to femalesâ €™ physical attributes such as breasts and hair (Chew-Graham, Bashir and Chantler pp. 336). The Islamic law purposely ordered the females to take concrete measures towards ensuring that their sexual centers are appropriately covered before they leave for work. The females are known to wear gowns on the streets. They prefer to wear scarf in the offices. The scarf is a piece of cloth weaved in such a way that it assists females in covering their

"story of an hour "response Assignment

"story of an hour "response - Assignment Example Mallard who is free of her. The story ends with her death in a shock, seeing her living husband standing in the doorway (Chopin, Kate and Chopin 10). In the story, the writer employs specific structural techniques to heighten the drama. As the title suggests, the story is short. The structure used fits the subject matter quite well. The short story is made up of short paragraphs, consisting of two to three sentences. The story only covers an hour in the life of the protagonist, Mrs. Mallard. The time coverage runs from when she learns of her husband’s death and the time the husband unexpectedly returns home. The story makes a great impact, and one can quickly read it. The message is direct. The short story gives Louise an intense hour that she spends contemplating her independence. We immerse ourselves in her wild thoughts. The ‘heart disease’ echoed at the end of the story refers to the ‘heart trouble’ introduced at the beginning of the story. The structure intensifies the twist ending of the story (Chopin, Kate, and Chopin 9). The writer brings out the theme of the forbidden joy of independence. After Richards and Josephine shared the news of Bentleys death, Mrs. Mallard frequently grieves, although her reaction is more violent than other women. She realizes that she is an independent woman now that the husband had left her alone. The realization excites and enlivens her. Though, these are her private thoughts; she tries to squelch the feeling of joy she had. The word â€Å"free† escaped her lips. She sees her new independence as the center of her being. She even turns to prayers in hoping for a longer life to enjoy the freedom. The return of Bentley unwillingly yanks her independence to a level of killing her (Chopin, Kate, and Chopin 15). Another theme we find in the story is the inherent oppressiveness of marriage. The writer identifies that all marriages are

Factors that affect the communication process Essay Example for Free

Factors that affect the communication process Essay There are various factors that affect the communication process. Among many of the factors some are very important and play a very important role throughout society, cultural, ethical and individual ways of perspective and communication. Throughout life people have and/or will be faced with the challenge of playing out these roles in society. For example, there are different cultures around the world. In some culture women are to be covered up at all times and are married off to as trade for cattle or money to their father. Where in cultures women are free to dress and marry by there choice. These two women will experience culture shock while communicating with each other. Culture is the values, attitudes and morals, someone is thought that carry over into their social lives. By taken the time to make sure we as people can cultural communication it can keep down most of the confusing in workplace, school and just maybe the world. Ethnical identify also is an important factor that affects the communication process, because of what is taught cultural and/or in people homes. The ethnicity plays in how two co-workers from different and same cultures interact with one another. For example, in the United States of America during slavery most White Americans where taught and believed they were superior when communicating with African-Americans so the communication was only a one direction channel. When African-American communication between each other back then where thru songs and marking. Ethnical identify is a very touchy subject all over the world and causes  racial profiling among all Ethnical groups. The most important factor that these minority races consider are their backgrounds. Ethnical issues can arise due to terminations, promotions, and bonuses. The individual identity is also an important factor that impacts communication. An individual communicates with others depended upon their own social imagination. This can play a role in which supervisor is admired in the workplace and willing to work with you, or who is most resented. Once others realize this they accept it, and find ways to work around with but  remove themselves from the person outside of a work environment. This includes someone’s own personality traits and how they esteem themselves. Finally the last factor to be discussed is societal identity. This references the roles others play in society. Some people may object to others actions, because they have different backgrounds. In the workplace younger works are said to be better at handle the rapid pace of how things change with technology in the workplace than older worker. This is not a true statement; however this is the depiction of society. The roles people paly such as a supervisor. It allows us to present ourselves a certain way towards our supervisors. I for one have taught and seen older coworkers take the time to learn and catch up with the pace of the change in the workplace.

Ambitious Effects In Frankenstein English Literature Essay

Ambitious Effects In Frankenstein English Literature Essay In Mary Shelleys novel, Frankenstein, the book examines a variety of aspects of ambitionfor instance, with Victor, ambition proves to be his undoing, and, in turn, Victors example becomes a forewarning for Robert Walton; meanwhile, the Creature is, in a sense, Victors child and thus inherits facets of Victors ambitionbut because the Creature is also a conglomerate of all the humans who embody him, he is thereby also symbolic of Mankinds ambitions that do not fully come to realization nor fulfillment, which is why readers can identify with the Creatures tragic elements. Frankenstein explores the repercussion of man and monster chasing ambition blindly. Victor Frankenstein discovered the obscure secret that allowed him to create life. And after Frankenstein discovered the source of human life, he became utterly absorbed in his experimental creation of a human being and it consumed his life completely. Victors boundless ambition and his yearning to succeed in his efforts to create life, and to have his creation praise him as his creator for the life he gave it led him to find ruin and anguish at the end of his ambition. For this I had deprived myself of rest and health. I had desired it with an ardor that far exceeded moderation; but now that I had finished, the beauty of the dream vanished, and breathless horror and disgust filled my heart. (P. 42) Walton wanted to sail to the arctic because no other sailor had ever reached it or discovered its secrets. The monster was created against his will; his ambition was to requite his creation as an appalling outcast and to attain some satisfaction for crumbling the world around Victor. These three characters all acted upon the same blind ambition. Modern man is the monster, estranged from his creator-sometimes believing his own origins to be meaningless and accidental and full of rage at the conditions of his existence. Since the monster has no name of his own, hes not quite an autonomous fellow. Instead, he is bound to his creator. He is naught without Victor. He is as much a part of Frankenstein as he is his own self. The monster comes into the world by a pretty horrendous set of circumstances. He has the physique of a giant, yet a puerile mind. He has an amiable nature, yet his physical deformity hides his benevolence and makes everyone fear and abuse him. His own creator even rejected him because of his hideous looks. His feelings are the most deep and poignant of any characters in this novel, as well as the most conflicted. When I looked around I saw and heard of none like me. Was I, the, a monster, a blot upon the earth from which all men fled and whom all men disowned? (P. 105) To make matters more complicated, the mons ter is correlated to both Adam and Satan in Paradise Lost. This may seem slightly nebulous. The thing to keep in mind is that the idea at the heart of the monster is his duality. He has a very abstruse duality. He is at once man in his immaculate state before the Fall (the Fall = evil), and yet the manifestation of evil itself. This is starting to sound like Victor Frankenstein. Abstruse dualityà ¢Ã¢â€š ¬Ã‚ ¦conflicting characterizationà ¢Ã¢â€š ¬Ã‚ ¦could it be that the monster mirrors his maker in his duality? Of course, the other reason the monster turns on humans is because Victor was his last tie to humanity. The monster is one of many people in this text that is affected by loneliness, isolation, and an all around desire for companionship. Victor may have scorned him, resented him, and tried repeatedly to eradicate him, but at least he talked to the monster. At least he recognized the monsters existence. And for a creature that spent most of his wretched life in hiding and ex ile, alone without anyone there for him, this can be pretty good reason to pursue Victor. Good or bad, Victor is the only relation hes ever had and he tries desperately to cling to this relationship. Do we accuse him? Do we spite him? Do we adore him? Hes tenderhearted. He articulates well with others and he even rescues a little girl from a river. He just gets the cruelty and hatred because hes ugly. Can we blame him if he lashes out in abrupt and absurdly violent ways? From that moment he declared everlasting war against the species, and more than all, against Frankenstein who had formed him and sent him forth to this insupportable misery. (P. 99) This sounds like more clashing emotions. Could it be that we, the reader, feel the equivalent duality of emotions that the monster and Victor feel for each other? One more thing, what does it mean that the monster is made out of dead-person pieces? If hes made up out of people, then hes essentially a person himself. But if theyre inert, then hes never really extant in the first place. You could also say that, since hes an aggregate of human parts, hes also a conglomerate of human traits. This might show us the nature of his complex duality. Modern man is also Frankenstein, furthermore estranged from his creator-usurping the powers of God and irresponsibly tinkering with nature, full of benign purpose and malignant results. Both Frankenstein and the monster begin with affable intentions and become murderers. The monster may seem more softhearted because he is by nature an outsider, whereas Frankenstein purposely removes himself from human society. When Frankenstein first becomes enthralled in his efforts to create life, collecting materials from the dissecting room and slaughterhouse, he breaks his ties with friends and family, becoming increasingly confined. His father reproaches him for this; eliciting Frankenstein to ask himself what his single-minded quest for knowledge has cost him, and whether or not it is morally acceptable. Looking back, he concludes that it is not, contrary to his credence at the time, If no man allowed any pursuit whatsoever to interfere with the tranquility of his domestic affections, Greece h ad not been enslaved; Caesar would have spared his country; America would have been discovered more gradually; and the empires of Mexico and Peru had not been destroyed. (p. 35). Natural world is like Eden and will be corrupted through too much knowledge (science). [ProofBiblical Conception of Knowledge; man evicted from paradise for knowing too much; Prometheus reined in by Gods; novel written in Romantic era which upholds the values that Progress is Dangerous and that there must be a return to Idealized Past]. Through Victor and Walton, Frankenstein represents human beings as deeply ambitious, and yet also deeply erroneous. The labors of men of genius, however erroneously directed, scarcely ever fail in ultimately turning to the solid advantage of mankind. (P. 29) Both Victor and Walton fantasize of transforming society and bringing prestige to themselves through their scientific conquests. Yet their ambitions also make them ignorant. Blinded by dreams of glory, they fail to consider the repercussions of their actions. So while Victor turns himself into a god, a creator, by bringing his monster to life, this only highlights his fallibility when he is ultima tely inept of fulfilling the obligation that a creator has to its creation. Victor thinks he will be like a god, but ends up the progenitor of a devil. Walton, at least, turns back from his quest to the North Pole before getting himself and his crew annihilated, after hearing Victors tale about the devastating aftermath of pushing the boundaries of exploration. I will not lead you on, unguarded and ardent as I then was, to your destruction and infallible misery. Learn from me, if not by my precepts, at least by my example, how dangerous is the acquirement of knowledge, and how much happier that man is who believes his native town to be the world, than he who aspires to become greater than his nature will allow. (P. 33) He learns from Victors tragedy. After Victor dies, he turns the ship back to England, trying not to make the same mistakes that Victor made in the obsessive compulsion that destroyed his life, but he does so with the resentful conclusion that he has been deprived of t he glory he originally sought. Frankenstein is an expostulation of humanity, specifically of the human concept of technical progress, science, and enlightenment, and a deeply humanistic effort full of empathy for the human state of our own condition. Victor is a brilliant, sentimental, visionary, and accomplished young man whose studies in natural philosophy (p. 31) and chemistry evolve from A fervent longing to penetrate the secrets of nature. (p. 22). As the novel develops and the plot thickens, Frankenstein and his monster oppose each other and fight one another for the portrayal of the main protagonist of the story. We are inclined to identify with Frankenstein, whose character is admired by his immaculate friends and family and even by the ship captain, who saves him, berserk by his pursuit for vengeance, from the ice floe. He is a human being, nevertheless. Notwithstanding, regardless of his humanitarian ambition to Banish disease from the human frame and render man invulnerable to any but a violent death! ( p. 43), Frankenstein becomes tangled in a hostile pursuit that causes him to destroy his own well-being and shun his fellow-creatures as ifguilty of a crime (p. 35). His irresponsibility is the stimulant, the foundation of what causes the death of those he loves most, and he falls under the ascendancy of his own creation and fails to break free from the chains that bind him. Neither Victor nor Walton could liberate themselves from their blinding ambitions, they made it seem that all men, and notably those who pursue to raise themselves up in renown above the rest of society and even god, are in fact impetuous and imperfect creatures with feeble and defective natures. We can all learn from Victors last words to Walton, Seek happiness in tranquility and avoid ambition, even if it be only the apparently innocent one of distinguishing yourself in science and discoveries. (P. 162)