Primary Mission of Universities free essay sample

In contrast, other people may argue that college and universities should focus on academic material without thinking whether it is useful for the workforce or not. Students, after being employed the company, they have to work in their special field for about one to two years. So they must acquire not only theoretical knowledge but also practical knowledge and skills before graduating from the university. Hence, the main function of the university and college is to either deliver only academics or to prepare the students for future employment had become an argument for many parties like government, college management, employer as well as other scholar. Universities, indeed, teach students a lot of useful information regarding academic subjects but no one can deny that this knowledge is not valuable for their future working purpose. Initially the purpose of the student to get into the university is to acquire sufficient knowledge to find a better job in the future. We will write a custom essay sample on Primary Mission of Universities or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page However, if the universities only deliver academic knowledge such as theory to the student without any practical knowledge, this is not sufficient for the student to grant a better job opportunity in the future. It is necessary or the university and college to provide practical related knowledge to the student. While at the same time the importance of soft skills should not be neglected as well such as communication skill, decision making skill etc. Also the students should be responsible and be thorough in both academic knowledge and practical knowledge. In the dialogue from article of National education association web site (2009), Karen learner was asked that Is the purpose of college to make students employable? She answered Yes, as college instructors, our mission is to increase our students life opportunities. She although mentioned that My mission is to ensure that my students are prepared for the world beyond school. The free ride eventually ends. Being ready for life means getting a good solid education whether it is at a trade school, community college, or university.In school, the students need to learn whole subjects as much as they could from the basic academic matters to advanced practical subjects in special field. In college it is essential for them to be ready to become a qualified person to enter the company before graduating from the university. It is the duty and mission for all the universities to provide appropriate environments to help students to get enough skills. On the contrary, Daniel Rigger answered to the same question that No, higher education must have more of a purpose than making students employable.In addition he pointed out that Since we possess these capacities for a lifetime, the primary purpose of higher education must be to provide a foundation for educating the whole person; it must be geared to develop as fully as possible the whole of a students human potential. Developing workforce skills does not necessarily entail fostering inquiry, reflection, understanding, integration, or creative expression. Consequently, higher education must have more of a purpose than simply making students employable.Many of them appreciated his opinion as his thought seems idealistic. But as per the present world, it is very tough to the new comer who just graduated from college. If the people dont have necessary skill to their job they definitely encounter to the obstacle which need long term hard work to overcome. When asked to Ronald B. Stander(website(DODD)), Why Attend College? , He mentioned that I think the goals of education should be: To prepare students to learn on their own, by reading books and by doing experiments.Anyone with a bachelors degree should be able to teach themselves whatever technical skill(s) they may need. Every student should study not only on the desk but they also should study in another place, such as research laboratories, internships and workplaces. In addition, having technical skills that to be able to teach others are very important to students. If they were not taught the technical skills, its means he or she doesnt understand yet. In other words, they arent employable and are not yet ready to work in any company or organization. Internship is one of the good methods to get job skills before graduating from the university. By the internship work, student can gain real job experience. In Careerisms website, six Reasons Internships Are a Must in College (2012), we can know about useful reasons by doing internships. One of the reasons is Get the Experience Employers Want they describe that There are millions of job seekers nationwide, yet 52% of U. S. Companies report difficulty filling positions.

Translation of dracula Essay Example

Translation of dracula Essay Example Translation of dracula Essay Translation of dracula Essay history remains the most valuable and sacred bequest of a state and therefore it should non be, by any agencies, profaned. The chosen text was written by Professor Ioan Prahoveanu in the signifier of historical essay, framed by popular beliefs sing the unusual nature of the Un-dead ( lamias ) that have Dracula as cardinal representative. Although publicizer in nature, the text ( posted on a touristry website advertisement the Bran Castle in Romania ) , is non at all commercial in content, since the message it conveys is non taking to increase the popularity of the palace by concentrating on Count Dracula as a touristic icon. On the contrary, Prof. Prahoveanu intends to unveil the manner Draculea decayed, rendering from the position of greatest, yet most ill-famed Rumanian voivode Vlad the Impaler to the disused image of a touristically exploited character,count Dracula. Furthermore, the writer h3ly accuses Stoker for the black degeneracy he has projected over the mediaeval voievode, for he has wholly ignored the effects of weighing the character s historical ground tackles ; his careless act resulted into Draculea s random float towards future, with nil but a label on that said Vampire watch out! Not to advert the laziness of making research for his novel merely in British libraries and museums ( where old maps and German histories were at disposal ) , alternatively of really prosecuting in a trip to Transylvania, for the exclusive intent of placing his character s reliable beginnings. These are the grounds why Prahoveanu had chosen to stress historical truth over phantasy, an attack meant to mirror discontent towards Stoker s insanity of falsifying history in favor of his much profitable vampire-story of which 90 % is fiction. Purportedly, the text in treatment was originally written in English, since it is presented like a complex and well-referenced essay, whereas its Rumanian version played the function of a summary-translation ( whole paragraphs of the ST are here omitted ) , adapted to the original. Possibly, the transcriber s scheme was to supply a shorter TT for the readership, in order to avoid their deficiency of involvement in the topic, for the ST is, as you may see, so excessively long for an online text. To some extent, this attack may be acceptable, due to the fact that the TL is Rumanian and so is the nationality of the mark readership ; in this context, a summary-translation of the original text is non unconventional, since the enlargement ( dwelling in elaborate historical facts ) provided for an English speech production populace would be excess to the Rumanian readership, already familiarized to the scenes depicted. On the contrary, our pick to this respect was to supply the readership with a full interlingual rendition of the ST, since it presents the couple Draculea-Dracula in an outstanding comparative mode, supported by rich mentions to popular beliefs and patterns that mirror the barbarian dimension of the world. We have considered the human-faced devil ( the motivation of the ST ) , presented in the cases of autocratic voivode and immortal count, the really look of adult male s double nature ( societal animate being and animate being ) , therefore supplying the full interlingual rendition of the ST for a better apprehension of the myth, as karyon of historical truth. In regard to the TT length, a solution in showing the whole interlingual rendition, without losing the readership s involvement in the events depicted, is suggested: a different format of the text. So as to continue the same sober and cryptic tone induced by the web page design, the TT presentation might take the form of a dust-covered manuscript, waiting to be opened by the reader. Furthermore, the text, written with Gothic characters, could be divided in two subdivisions entitledDraculea s Historic TruthandThe Legend of Dracula, each structured on conclusive episodes, easy to be accessed by the reader with a individual mouse-click on the page. In this manner, the lector may jump whatever portion he is non interested in, he will be able to read faster and understand better the TT due to its clear construction and page layout. Translation Commentary Purposesand schemes in the interlingual rendition procedure The cardinal intent of this interlingual rendition is to supply our readership with a transparent TT, for we aim at doing our reader perceive the text as an original and non as a interlingual rendition. Consequently, the TT was born in conformance with the norms imposed by the Rumanian linguistic communication, with regard to all lingual degrees. Furthermore, we desire to maintain Prof. Prahoveanu s discontent towards Stoker s attitude emphasized and integral all the manner through, in the sense of carefully continuing the writer s irony and lasting tone of dissatisfaction in all lingual facets. This step needs to be taken for we portion the writer s reaction to Stoker s insanity and by protecting his place, we really strengthen ours. In this sense, the interlingual renditionis non so much concerned with giving information as with making in the reader something of the same temper as was conveyed by the original.( Venuti, 2004: 154 ) With respect to the scheme adopted in the TT, the one to match wholly to our ends wasdomestication, as: a ) It is non practical to enforce the SL norms on the TL ; B ) To interpret is to pass on ;hence,while transfering a text into another civilization, a transcriber must consider over the cultural intension ; degree Celsius ) Readers may hold a better apprehension if the content and signifier of the version are within their easy range, so a transcriber should seek his best to subject the beginning civilization to the mark civilization ; vitamin D ) A transcriber should non be so demanding on readers intelligence and imaginativeness as to go forth them in a battle in understanding the different universe reflected in another linguistic communication.( Guo, 1998: 13 qtd. in Preliminary Literature Review on Domestication and Foreignisation ) . Furthermore, the type of equality adopted wasdynamic equality( Nida qtd. in Venuti, 2004:156 ) , since wepurpose at complete naturalness of look( Venuti, 2004:156 ) . Further, we would prefer to allow the TT speak for itself. Text Analysis In the first paragraph, the auctorial dissension is mirrored in buildings such asdramatically accentuated by the Irishman Bram Stoker interpretate dramatic? n viziunea irlandezului Bram Stoker orfictional character, Dracula personajul fictiv, contele Dracula , as opposed tothe consequence of legendary yet, echt historical facts of Vlad the Impaler s reign rezultatul interferen? ei unor fapte istorice legendare, definitorii pentru domnia voievodului Vlad? epe? , buildings that build a h3 antithesis betweenthe voivode Dracula, symbol of historic truth, andcount Dracula, symbol of fable, subjectivism and wildly irresponsible imaginativeness. Furthermore, the dualityvoivode-countwas intentionally stressed within the interlingual rendition with the clear intent of indicating out the historical complexness of the former character compared to the ordinary simpleness of the latter. As one may detect the wordcountis non mentioned by the writer in the ST ; still, it was added in the TT in order to kill the count s shadow over the voivode s aureate yesteryear. Furthermore, the wordcountwas consciously non-capitalised, for obtaining a minimisation consequence of the character, by contrast to Stoker s original spelling,Count ( Dracula ). Another manner used in accomplishing minimisation is expressed in the phraseby the Irishman,replacement for Irish writer in order to cut down Stoker properties as a author. The same sarcastic tone was dependably preserved within the interlingual rendition by the lexical attacks mentioned above. The writer adopts a somewhat different agencies in laudingWallachia s swayer domnitorul? arii Rom A ; acirc ; ne? Ti during the following textual sequence: he does non showthe voivodeandthe countrelatively any longer, but refers toVlad the Impaler„Vlad? epe? entirely. As a maestro of words, Prahoveanu designates an highly powerful vocalization for the beginning of this paragraph, which sinks the portrayal of the count in an ocean of limbo, without even adverting his presence:The truth about Wallachia s swayer, Vlad the Impaler ( 1456-1462, 1476 ) is known from infinite academic documents written by both Romanian and foreign historians Adevarul despre domnitorul? arii Rom A ; acirc ; ne? Ti, Vlad? epe? ( 1456-1462, 1476 ) , este consemnat A ; icirc ; n numeroase lucrari autentice, scrise de istorici read-only memory A ; acirc ; ni? one straini deopotriva. Appositions such asWallachia s swayer, Vlad the Impaleror word associations likeinfinite academic documentsandboth Romanian and foreign historiansexemplify the popularity and acknowledgment of the voivode at national and international graduated table likewise. Furthermore, the auctorial esteem for Vlad the Impaler is highlighted by looks such ash3 leading domnie autoritara , h3 defense mechani sm defensiva puternica orlaudably encompassed ? nglobate admirabil . Notable is the fact that this paragraph is the first of a series in which quotation marks arelaudably encompassedwithin the ST. The inquiry is whether to interpret these quotation marks or look for their original signifier in mention plants ; the pick was to supply the readership with the original quotation marks, as they occur in histories or history books, since their sacred kernel is non to be profaned by the lexical intervention of an foreigner. Consequently,When a adult male or Godhead is h3 and powerful he can do peace whichever manner he wishes yet, when he is weak, person h3er will come onto him and submit him to his clemency, the message addressed to the people of Bra? Orange Group in the missive of September tenth 1456, was translated with the original quotation mark Atunci degree Celsius A ; acirc ; nd un om sau un domn este tare Si puternic A ; icirc ; n interior, atunci poate face pacea cum vrea ; iar c amp ; acirc ; nd este fara putere, unul mai tare Virginia veni asupra lui Si Virginia face copper vitamin D A ; acirc ; nsul ce va vrea. The ground for this pick, which applies with no exclusion to all similar state of affairss, consists in the desire of non losing the historical burden of these great words, placed in a peculiar context and era and carefully interpreted by the historiographers of the clip. Further conclusive illustrations in this sense will be provided for the reader in the undermentioned heroic poem sequences. The specificity of this interlingual rendition is outlined non merely by the fidelity shown to the ST with respect to the lasting show of 3Dimensional irony, but besides by several imposed TT attacks, distinctive from the writer s initial preparations, needed in the building of TT transparence. As one may detect in the 3rd paragraph, the interlingual rendition ofVlad the Impaleris non Vlad? epe? any longer, like in the first transition of the essay ( where the full interlingual rendition of the name is used for mirroring the magnificence of the historic figure it denotes ) , but ? epe? the appellative recounted in histories every bit good as in the corporate memory of the Rumanian people, given after the cold penalty he practiced. The thought is that in a Rumanian historical text, the frequent usage of the signifier Vlad? epe? would be unusual and excess, as if decreasing the impact of this name on the readership, whereas in a similar English text, the writer would hold no oth er alternate than composing the swayer s full name, otherwise put on the lining to destruct the integrity of the appellative and go forth it nonmeaningful: merely note the difference in sense and stylistic consequence for Vlad the Impaler and ( the ) Impaler . A similar instance would be the one ofWallachia, the feudal district situated north from the Danube and south from the Carpatians, the external mention for ? Ara Rom A ; acirc ; neasca or Zemli Ungrovlahiscoi , as counted in Slavic paperss. For an English reader,Wallachiais the widely recognized name given to the feudal state in histories ; replacingWallachiabythe Rumanian Statewould be a cultural catastrophe, since no 1 is familiar to this version of the name. In a Rumanian interlingual rendition ofWallachianevertheless, the phrase ? Ara Rom A ; acirc ; neasca should be introduced at all times, since this is the official name counted in Slavic paperss and histories. TranslatingWallachiaby Valahia , a coined hist orical term, is non incorrect, but the phrase ? Ara Rom A ; acirc ; neasca would be more appropriate. In add-on, there would be the slippery interlingual rendition ofTurkish soldiers = soldati turcithat appears as soldati otomani in the TT. The debate of this pick would be that the type text, i.e. historical essay, should under no fortunes be ignored. If mentioning toTurkish soldierspresents, the Rumanian interlingual rendition of the adjectivalTurkishwould decidedly be turci , but since a historical essay is in treatment, the transcriber must follow the manner and esteem the norms of history authorship. Merely by look intoing the nomenclature used in history books for case, one would detect the presence of otomani as adjectival or nominal signifier forTurkish/Turks. Another observation regards the phraselocallandowners ( boyars ), translated by one word boier , the singular forboyars.A native Rumanian with common history cognition would easy calculate out the ground for this pick in the Terrestrial time: the fact that back in feudal times there were no other landholders in t he state but the boyars ( and the voivode ) is really good known among the Rumanian people ; consequently, interpretinglandholdersby proprietari de pam A ; acirc ; nt and so adding in brackets the interlingual rendition ofboyars boieri would hold been pointless. Alternatively, merely the wordboyarswas translated for a natural, even simplistic consequence in the TT. As mentioned above, the remarkable signifier of the nounboyarsappears in the TT ; the ground for this pick is imposed by grammar norms, since the sentence was reinterpreted and given a general tone, like in No affair who,Transylvanianbargainer,Turkishsoldier orlocalboyar, was to be punished if found guilty of such a offense and so the understanding between a remarkable topic and its predicate needed to be decently identified. In the same paragraph, the phraseenforcing honestness and difficult work as virtuousnesss to be hadis translated by utilizing a displacement order of the wordshonestnessandworkin order to avoid the blare munca ca ; hence, the interlingual rendition would be impune munca? I cinstea ca virtuti . The interlingual rendition of the 5th transition may be regarded as debatable because of the wrong information provided by Prahoveanu with respect to the focalised historical eventthe retaliation of his male parent and brother s killing right on Easter Day when he proceeded to transfix the full aged population of T A ; acirc ; rgovi? Te while saving the younger 1s merely to reprobate them to hard labor to raise the Poienari bastion.The manner it appears, this text contains one incompatibility between the message conveyed in the ST and historyhe proceeded to transfix the full aged population of T A ; acirc ; rgovi? Te; Vlad the Impaler did non transfix the full aged population of T A ; acirc ; rgovi? Te, but the senior boyars involved in the deceases of his male parent and brother. The TT clarifies this facet for the reader O alta fapta plina de cruzime ( ) este razbunarea pentru uciderea tatalui? i a fratelui sau chiar? n ziua de Pa? Ti, degree Celsius A ; acirc ; nd ordona tra gerea A ; icirc ; n? eapa a tuturor boierilor V A ; acirc ; rstnici blare T A ; acirc ; rgovi? Te. Another specialness in the ST is the abbreviationHormone replacement therapy, which stands for Hormone Replacement Therapy, besides known as theFountain of Youth.The interlingual rendition of this abbreviation is THS ( Terapia de Substitu? Internet Explorer Hormonala ) . Unlike the ST which usesHormone replacement therapymerely, without supplying accounts of its significance, the TT refers to both the abbreviation and the complete interlingual rendition in brackets, out of two grounds: foremost, this medical pattern is non as common in Romania as it is in the western states and secondly the supplimentary account topographic points accent on the auctorial irony and sarcasm towards Countess Elisabeth BathorySince HRT was some five centuries off, the Countess ( ) was reputedly to bathe in maiden s blood in order that she could continue her vernal expressions„Cum THS ( Terapia de Substitu? Internet Explorer Hormonala ) avea sa apara peste nu mai plutonium? in de cinci sute de an i, Contesa aplica propria sa terapie de A ; icirc ; nfrumuse? are ( ) A ; icirc ; mbaierea A ; icirc ; n s amp ; acirc ; nge de fecioara, tratament menit SA A ; icirc ; i ofere tinere? ea ve? nica. The following TT paragraph outlines another domestication grade: the usage of Roman figures for denoting centuries ; therefore, the phraseSeventeenth centurywill be translated by secolul Seventeen and non by secolul? aptesprezece ; even though the latter attack is besides right, the former is preferred in the context of historical texts. This transition dares the transcriber s accomplishments with the presence of an old English lookBar for the malodor, which may be attributed the much recent equivalentIn malice of the odor Trec A ; acirc ; ndpeste mirosul de cadavru? n putrefactie , mentioning to the malodor of exhumed organic structures. Since adverting the footings historical , history or historic so often, an inexplicit tense pick should be desirably used in Prahoveanu s essay interlingual rendition: the historical nowadays tense, which harmonizing toliterary critics and syntacticians has the consequence of doing past events more vivid ( Encarta.msn.com ) . Furthermore, omission is necessary in illustrations such asKing Matias Corvin, translated merely by Matei Corvin , since the Rumanian readership is cognizant of this character s political position and an enlargement such as regele Ungariei Matei Corvin , would hold been adrift. Another facet which needs to be taken into history is the appellative used by the writer to mention to Vlad the Impaler: Prahoveanu calls himKing, which is non peculiarly right since He was a voivode ; hence, the interlingual rendition ofKingwill ever be voievod or domnitor . Particular attention should be taken to the registry used in the TT. Since this is a historical essay, specific footings are to happen in the interlingual rendition, as to make a kind of feudal ambiance. In conformity, one should neer interpretoffendersorviolatorsby infractori in the present context, since this is a modern-day lexeme ; alternatively, nelegiuiti or raufacatori would be the right picks. Other illustrations in this sense would belarceny and sloth, translated by punga? Iowa? I tr amp ; acirc ; ndavia , and non interpreted as hotia? one lenea . All these considered, one may province that the provided interlingual rendition isthe closest natural equivalent to the source-language message( Nida qtd. in Venuti, 2004:163 ) , where equivalent points toward the beginning linguistic communication message, natural points toward the receptor linguistic communication and closest binds the two orientations together on the footing of the higher grade of estimate.( Venuti, 2004:163 ) ( Venuti, 2004:163 ) Furthermore, the TT isa reproduction of the original( ) ( G.A. Black, 1936:50 qtd. in Venuti, 2004:163 ) , a interlingual renditionthat bears no obvious hint of foreign beginning( Venuti, 2004:163 ) , a text in whichthe linguistic communication if interlingual rendition ought, we think, be a pure, intangible and unseeable component, the medium of idea and feeling and nil more ; it ought neer to pull attending to itself( J.H. Frere, 1820:481 qtd. in Venuti, 2004:163 ) . As farther demonstrated, the TT places great accent on the writer s irony and sarcasm in response to Stoker s cowardly attack to authorship, sinceit is indispensable that a interlingual rendition incorporate certain positive elements of manner which provide the proper emotional tone for the discourse. This emotional tone must accurately reflect the point of position of the writer( Venuti, 2004:165 ) . The elements Venuti alludes to are irony, irony and capricious, all of which have been carefully preserved within the TT. Furthermore, the technique of replacing, non interpreting, quotation marks by their Rumanian original equivalents has a major impact on the TT, since it transfers the alive characters in the ST, together with their concise representations, within the kingdom of interlingual rendition. Here, every bit good as in the ST, those characters arepermitted to hold the same sort of individualism and personality as the writer himself gave them in the original message.( Venuti, 2004:166 ) . As farther mentioned by the same writer,persons must be decently characterized by the appropriate choice and agreement of words, so that such characteristics as societal category or geographical idiom will be instantly apparent. In add-on, great attending is paid to the registry in the ST ; since the nature of the text is historical, it imposes particular attention to the usage of linguistic communication ( slangs ) , that the interlingual rendition has managed to continue, as demonstrated in the analysis. At the same clip, although there is greater importance given to the writer s place within the ST, the historical class of events should non be less considerate. If this had happened in the TT, so the transparence of the interlingual rendition would hold been interrupted and a untrue information sent to the readership ( with respect to the impalement of the full aged population in T A ; acirc ; rgovi? Te ) . The success of text domestication is mirrored in TT natural texture, indistinguishable to that of texts originally written in Romanian and characterized by eloquence, consistence, coherency and coherence. As demonstrated, all our intents have been achieved.

Microsoft Word Tips Comparing Two Documents - Proofed

Microsoft Word Tips Comparing Two Documents - Proofed Microsoft Word Tips: Comparing Two Documents When editing a document, it is easy to lose track of what you’ve changed between drafts. Wouldn’t it be useful, then, if you had a quick and easy way of comparing two documents? Good news! There is one! Say â€Å"hello† to the Compare function in Microsoft Word and read on below to find out how this works. What Is the â€Å"Compare† Function? Comparing two documents produces a document with all of the differences between the original and revised version shown as tracked changes. Tracked changes being shown in a document. As well as edits to the text itself, you can use this function to look for differences in formatting or comments that have been added between drafts. This is especially useful when a document has been edited by a third party (e.g., a colleague or friend). Comparing Two Documents To compare two documents in Microsoft Word, all you need to do is: Go to Review Compare on the main ribbon Select Compare from the dropdown menu The Compare function. Choose the original version of the document in the Original document section of the menu (click the file symbol or pick Browse from the dropdown if you cannot see the required document in the list) Select the edited version from the Revised document menu Select which changes you want to highlight and how you want them to be shown (we recommend displaying changes in a new document) Click OK to compare the documents and see the differences The Compare menu. You can then use the options under Review Changes on the ribbon to review each edit. If you then make further changes to the revised version, you may want to save it as a fresh draft. The â€Å"Combine† Function Microsoft Word also offers the option to Combine documents. This is very similar to Compare, but it is designed for use with documents that already contain tracked changes. The Combine function. For example, imagine you have a press release draft that has been redrafted by two colleagues in your office using the Track Changes option in Microsoft Word. You could then use Combine to merge the different drafts of the document into one, while still being able to see who made each edit. This option is therefore useful if you have a document that has been edited by several reviewers. However, for situations involving only two versions of a document, Compare is fine.

Re sit assessment Essay Example | Topics and Well Written Essays - 1000 words

Re sit assessment - Essay Example This issue can be resolved by an examination of the intention of the parties to the contract. Through the landmark case of Heilbut, Symons & Co v Buckleton,1 the House of Lords had established that whether or not a statement is a term of the contract shall be decided by employing the intention of the parties as the overall guide. This intention shall be ascertained under the four tests of timing, importance of the statement, reduction of terms to writing, and possession of special knowledge or skills. First, under the test of timing, the use of cream Welsh slate can be considered as a term of the contract if the reverend’s statement was made within a short interval of time from the writing of the contract. Otherwise, if there was a long lapse of time, then it is a mere representation and not part of the terms of the contract.2 The second test that could be used to determine the true intention of the parties is the importance of the statement. If the court determines that the s tatement was the principal reason for the aggrieved party to enter into the contract in question, then it is a term. Otherwise, if it was not the essential cause for the conclusion of the contract, then it is a mere representation. ... It is established that when a contract is reduced into writing, it contains all the stipulations agreed by the parties and all those not mentioned on paper are deemed not part of the contract. However this rule admits of some exceptions where statements were considered as part of the terms of the contract although they were omitted in the written contract.4 The final test for the intentions of the parties is the possession of special knowledge or skills. If the person who made the disputed statement has special knowledge or skills thus placing him in a better position to know the truth or validity of his claim than the other party, then the statement is a term of the contract. For example, between a veteran car dealer and a first-time car owner, the statements made by the former about the conditions of the car shall be considered as part of the terms of the contract.5 If after applying the foregoing tests it shall be found that the statement about the use of cream Welsh slate is a te rm of contract, it shall then be determined whether the term is one of condition or warranty. A condition is a key term of the contract which is important to its very existence while a warranty is a minor term which does not affect the main purpose for the contract. In addition, a breach of condition entitles the injured party to repudiate the contract and to claim damages6 while a breach of warranty only entitles the injured party to a claim for damages without the remedy of repudiation.7 Moreover, despite the breach of condition, the aggrieved party has the option to simply demand for damages and just proceed with the execution of the contract. Finally, a breach of condition gives rise to a remedy for

The Modernization and Dependency Theories of Development Essay

The Modernization and Dependency Theories of Development - Essay Example the United States and the United Kingdom) and the less developed countries found in Asia, Africa, and Latin America.This paper aims to present a comparative analysis between the modernization theory and the dependency theory; as such our aim is to highlight the differences in assumption and arguments of both theories that renders them to be of two opposing poles. We shall also attempt to investigate the points in which these frameworks meet and the issues they can find agreement on. It is imperative to first give a brief overview of the contents of both theories in order for as to clearly see the borders in which they work.Modernization as used in social sciences and in this case is defined as the transformation from a traditional, bucolic, and agrarian society into an urbanized and industrialized one (Johnson, 2005a). The social changes that constitute and results from such shift affects the society in which it is occurring entirely, a forward looking development in the lives of its constituents, and also deemed to be irreversible by modernist theorists.Modernization theory placed this concept as an overriding notion for its framework, initially putting emphasis and being born out of the rapid advancement of technology and the mass media during the 1950's and 60's (Johnson, 2005a). It can be recognized as having adapted features from the classic evolutionary theory as well as the functionalist theory. In terms of its evolutionary aspects, modernization theory is a process, literally a social and economic evolution, whereby it claims that all states go through various phases of development in a unidirectional/linear way. The most adopted formulation of such a view, is that of Walter Rostow's Stages of modernization: a.) the traditional (non-modern society that is still agriculturally based, and whose social structure is values and kinship oriented); b.) the takeoff stage can be triggered by natural, rapid climb to modernity because of the set of ideas of indivi dualism, democracy and economic opportunity or pressure to adapt in the rise of other developing countries (this phase may be further characterized by a rise in investment and entrepreneurship, transportation and communications, economic shifts being technological shifts); c.) Drive to technological maturity (marked by the flourishing of national economy and dependence on foreign trade links is dictated by economic calculations and political priorities, not by technical and institutional necessities etc.); and the last stage would be the d.) mass-consumption marked by increase income thus rendering mas consumption possible, consumer goods and services centered production, and an investment in the welfare state (Julkunen, 2006). The modernization theory asserts that the well developed countries have reached the advance stages if not the epitome of development and are at a position that could provide aide and role-modelling for the less developed states. One of the controversial claims of modernization is its appeal to homogenize society, by proposing that third world countries mimic/emulate the example of those in the western world. Dependency in itself refers to the over reliance of one nation on another. Dependency theory arised as a response to the modernization theory; it's core principles and assumptions can be considered to be opposite to those upheld by the latter mentioned. The central claim of this theory is that there exist a highly unequal distribution of Power and resources in the world economic system, and places less developed countries (LCDs) in a dependent position in relation to the industrial powers (Johnson, 2005b). Being one of the many

Abstract Globalization Essay Example for Free

Abstract Globalization Essay Abstract Globalization is a term now circulating frequently in both popular media as well as formal academic disciplines. It has many meanings, some of which are contestable, others simply descriptive. This work attempts to explore some implications of globalization for the field of curriculum studies. This paper is an attempt to explore some of the symbols of nationality that are embedded in, or associated with, our curriculum, and to suggest that these may present some problems in terms of values and of equality. The work will explore the hegemonic relationship exerted by culture through the curriculum, relating this particularly to the ways in which a curriculum might be assessed. The particular curricular examination suggests that African-American life and history are reflected in various conceptions of the curriculum. Therefore the study will also consider how functional approach to teaching social skills to African American students is infused throughout the curriculum. Curriculum Development Introduction A vague presumption has come to pervade the publics understanding of education, namely that its content should somehow be apolitical and value-free. If values are not explicitly addressed in the classroom then what is taught are simple â€Å"facts† unadulterated and value-neutral. Values, however, are not a separate category of the mind, but arise, part and parcel, out of our total understanding of reality, our worldview. It is this realization that three of our contributors bring to bear, each in a different way, on the problems of the contemporary curriculum. James B. Macdonald (1971) asserts: The process of curriculum development includes selection from the total culture and the creation of a pattern of encounter that will maximize the authenticity of the material and the probability of its being internalized by learners. As a system of ideas and beliefs, it includes aspects of the cognitive world isolated by disciplines and/or subjects in terms of facts, information, generalization, principles, laws, and the like. It also includes awareness of and facility in the use of expressive symbols such as art, music and language. Further, it includes systems of value orientation for action in the form of such things as modes of inquiry, seeking new knowledge, respecting the integrity and worth of individuals, being concerned for other peoples, using democratic procedures , and so forth (pp. 97-98). Macdonald takes issue with the attempt of all scholars to mimic science as the only reliable path to â€Å"truth. † For him, restructuring the curriculum does not mean trying to integrate the disciplines as they now exist, but rather, seeking an altogether new worldview -what he calls a new â€Å"anthropology. † His point is that we need to consider values, meaning, and purpose in the curriculum in order to create a more adaptive and accurate vision of the world. A balance must be maintained between local culture and global culture. Thanks to that balance, groups win be able to develop or reinforce local cultures, and at the same time will be able to communicate with the main global culture in a mutually reinforcing relationship. We must of course agree as to what language to use to communicate throughout the global network. The problem is not very different from what we do for instance in air traffic control. At a certain moment we must accept that in order to communicate we must have a common global language. This does not negate local languages and cultures on the contrary. The fact that one speaks English does not prevent him/her from communicating in his/her native Italian, nor does it reduce his/her pride in Italian culture. By speaking English, he/she is able to communicate that culture to other cultures, and vice versa. The â€Å"Global Education† mentioned in the abstract might be understood as the universal education of humankind a worthy goal. But we first have to ask: what will we teach? There are too many facts to be taught, yet they are insufficient. We need instead to exercise our intelligence to grasp and teach what is best namely the promotion of our well-being. The cultural/historical dimension, whereby students are stimulated to broaden their perspective on life, is already being addressed in some programs of curriculum reform. At my home institution, Temple University, for example, a two semester course entitled â€Å"The Intellectual Heritage† is required for all undergraduate students. This course introduces seminal texts and ideas from Western, African, and Asian traditional intellectual histories and cultures. Through classic works such as the Tao Te Ching, the Koran, and the Analects, the heritage of all humankind, students are able to enlarge their intellectual and historical vision, while becoming sensitized to the values of their own, often unexplored, roots. This suggests that curriculum must include voices, visions, and perspectives of people of color and other marginalized groups. Literature Review Henderson noted in her paper that conventional economic theory is based more on the values of economic theorists and their wealthy sponsors than on actual observation of real economies (Davis 1988). Not only economics, but everything that is taught bears the stamp of someones values whether those of a legislator, a teacher, a textbook writer, or a group of academic theorists. Value-neutrality is one of the most pervasive misconceptions of modern education. The curriculum is not unbiased, and students are not left to form their own opinions. Whatever is taught bears the imprint of the values implicit in society, and if by chance those values are part of the cause of a societys problems, then it becomes necessary to address them openly and critically in the educational curriculum. This, of course, is the real meaning of â€Å"academic freedom,† something that the American public has yet to accept. The problem of what set of values, what sort of vision of humankind, we could put in place of or at least use to modify our present faulty vision is taken up by Charles Weihsun Fu in a brilliant analysis of the distinctions between two of the worlds dominant worldviews: the Eastasian and the modern Western. Fu skillfully juxtaposes the Confucian and Judeo-Christian understandings, pointing out the social and political consequences of each, and especially their inherent weaknesses. More specifically, he contrasts their respective bases in personal morality and social responsibility on the one hand and in law and contractual relationships on the other. Fu concludes with a proposal for interweaving these two approaches which, if introduced into the Western curriculum, could serve simultaneously to correct our destructive tendencies toward alienation while softening our pretensions of moral superiority. His arguments seem to us to feed well into those of Johan Galtung, who discusses the path to global peace under the next theme. The process by which change is to be accomplished likewise is addressed by Frances Moore Lappe, as she critiques our political value system. Too often, Lappe argues, the curriculum teaches only superficial explanations for societys problems, relying upon the unexamined assumptions of single disciplines, which are often graced with the label of common sense. She calls for the introduction of dialogue into the curriculum to force us to delve deeper into the underlying causes of problems, thus revealing their true complexity. Such dialogue ultimately demands the critical self-evaluation of values and a sense of political engagement that she believes are essential for an active, informed, truly democratic citizenry. If they are to achieve a productive dialogue rather than a polarizing debate, both Western traditionalists and the multiculturalists must face some facts. The growing number of people of color in our society and schools constitutes a demographic imperative educators must hear and respond to. The 1999 Census indicated that one of every four Americans is a person of color. By the turn of the century, one of every three will be of color. Nearly half of the nations students will be of color by 2020 (Council for Exceptional Children 2002). Although the school and university curriculums remain Western-oriented, this growing number of people of color will increasingly demand to share power in curriculum decision making and in shaping a curriculum canon that reflects their experiences, histories, struggles, and victories. People of color, women, and other marginalized groups are demanding that their voices, visions, and perspectives be included in the curriculum. They ask that the debt Western civilization owes to Africa, Asia, and indigenous America be acknowledged (Grossman 1998). The advocates of the Afro centric curriculum, in sometimes passionate language that reflects a dream long deferred, are merely asking that the cultures of Africa and African-American people be legitimized in the curriculum and that the African contributions to European civilization be acknowledged. People of color and women are also demanding that the facts about their victimization be told, for truths sake, but also because they need to better understand their conditions so that they and others can work to reform society. The significance of culture in curriculum implementation is supported by Michaels (1981) study of differences in narrative styles used by African American children and their European-American teacher. In Michaels study, a European-American teacher did not make explicit the literate narrative style employed in school learning and, thus, African-American children did not acquire a prerequisite skill for reading acquisition. Narrative styles are culturally acquired. The narrative style employed in school is based on the European-American culture and does not need to be made explicit to most members of that culture. Schools and the curriculum are often portrayed as culturally neutral and, because the practice of schooling has become traditional, it is difficult to identify the specific aspects of culture that are present. A more specific example of teachers response to students cultural or ethnic background is found in a research study reported by Perry Gilmore (1985) in which African-American childrens access to advanced literacy is denied on the basis of their level of acculturation rather than acquisition of prerequisite skills. Creators of the standard curriculum as members, of the society, function in multiple settings (e. g. , systems) and, as a result, are socialized by many agents. Attitudes about what children should be taught and how they should be taught are shaped. Likewise, attitudes about social issues such as race and ethnicity are also influenced heavily by multiple systems-giving messages, sometimes conflicting messages, about the importance of these factors. Branch (1993) suggested that the ethnicity and race of the teachers/educators and learners figure prominently in the learning equation. He posits that the attribution of characteristics to learners influences how they perform in the classroom, perhaps as much as their abilities. Frequently, teachers view African-American childrens academic performance as a function of their race and ethnicity and the children themselves may develop limiting self-perceptions as a consequence of their interactions within the ecosystem. For example, Fordham and Ogbu (1986) reported that some African-American high school students perceive academic excellence as an instance of â€Å"acting White. † Background It was not easy, even in the heyday of nineteenth-century nationalism, to define what was meant by national identity. Nations were often based on some notion of unity, or of consanguinity, or of some shared culture, or appearance, or language. None of these seems to be either a necessary or a sufficient condition, however. The United States manages without consanguinity, for example—though it currently seems to see language as a defining issue, as can be seen in the moral panic about the possibility of non-English speakers forming a majority. The pedagogic will seek to produce structures and curricula that are designed to maintain national identity, particularly at moments when national authority might seem to be in question. Bernstein (1971) expressed part of this when he wrote that â€Å"how a society selects, classifies, distributes, transmits and evaluates the educational knowledge that it considers to be public reflects both the distribution of power and the principles of social control†. If existing power structures and distribution are to be maintained, knowledge, and the particular kinds of knowledge that constitute cultural capital, must be selected and transmitted to particular groups. Such cultural capital must be identified, protected and valued over other cultural phenomena. Authorities need to assert their identity and control, and, in the context of the arguments presented in this paper, they need national and cultural symbols to do this, and they need control over the way in which they are transmitted. Some of the unhappy facts of our condition are being disseminated through the media, but in spite of this we still suffer from serious misunderstandings about the nature of global problems. While we have all been told that there are environmental, economic, and political crises the greenhouse effect, species extinction, the hole in the ozone layer, the Third World debt, the instability of political institutions and have been informed that there are some causative agents such as carbon dioxide emissions, deforestation, poverty, and a dearth of the appropriate sustainable development, we clearly do not comprehend. We misunderstand precisely because an insistence on the facts alone constitutes that little bit of knowledge that is a dangerous thing. Western traditionalists and multiculturalists must realize that they are entering into debate from different power positions. Western traditionalists hold the balance of power, financial resources, and the top positions in the mass media, in schools, colleges and universities, government, and in the publishing industry (Duckworth 1996). Genuine discussion between the traditionalists and the multiculturalists can take place only when power is placed on the table, negotiated, and shared. However, multiculturalists must acknowledge that they do not want to eliminate Aristotle and Shakespeare, or Western civilization, from the school curriculum. To reject the West would be to reject important aspects of their own cultural heritages, experiences, and identities. The most important scholarly and literary works written by African-Americans, such as works by W. E. B. DuBois, Carter G. Woodson, and Zora Neale Hurston, are expressions of Western cultural experiences. African-American culture resulted from a blending of African cultural characteristics with those of African peoples in the United States (Wald 1996). Rather than excluding Western civilization from the curriculum, multiculturalists want a more truthful, complex, and diverse version of the West taught in the schools. They want the curriculum to describe the ways in which African, Asian, and indigenous American cultures have influenced and interacted with Western civilization (Combleth 1988). They also want schools to discuss not only the diversity and democratic ideals of Western civilization, but also its failures, tensions, dilemmas, and the struggles by various groups in Western societies to realize their dreams against great odds. The inclusion of African-American literature (a) clearly reveals the conflicts and contradictions of class, race, and gender bias in a democratic society, (b) puts students in touch with their own bias and that of their peers, and (c) helps students learn to challenge bias in themselves, their peers, and the larger society, and in the literature they read. The teachers personal commitment allows to overcome aspects of the school culture and resistance and racial conflict among students to reach a point of shared understanding and experience for students. The racial conflict clearly raises the issue of personal and group identity, however. Method Curriculum development is designed to reflect the course of study in schools. It is intended to present information to students in an organized manner through various instructional methods and strategies. Teachers must be cognizant of creative and innovative ways to individualize and maximize learning for pupils by providing practical learning activities. Designing curriculum involves two major methodologies (Grossman 1998). The first methodology is experimental instruction. Experimental instruction is designed to intrinsically motivate student interests inside and outside of the classroom. The second approach, systematic instruction, involves teacher/student interaction. The major purpose of systematic instruction is to develop a skill or concept and design materials and activities that enable students to achieve the selected objectives. Curriculum development in most school districts is concerned with developing academics in order to equip pupils to master the complex tasks presented by our society. This approach is valid for most pupils. However, due to poor social and interpersonal skills development of many minority and young African-American students, social skill development may be necessary before academic skills can be mastered. It is generally agreed by most professionals in the field of education that schools should be involved in teaching social and interpersonal skills. For example, social skills education and interpersonal skills development are ideal ways to teach responsibility for self and others and for exploring the meaning of human interaction and relationships. A social skills curriculum can also help students understand: (1) how to develop self-esteem along with their emotions and how their emotions affects others; (2) how to develop positive social relationships; (3) respect for others; (4) respect for rules and regulations; (5) ways to develop moral and character; (6) ways to examine ones values; (7) ways to make responsible choices; (8) their potential and worth as human beings; (9) How to develop a sense of responsibility toward others and ways of behaving appropriately in public places; (10) the role and duty of responsible citizens; and (11) how to develop effective communication skills. Curriculum strategies outlined in this text are designed to address the social skills and others as they relate specifically to African American students. Experimental, direct, and systematic curriculum methodologies were employed. The phenomenon of educating African-American students has been studied and investigated extensively, resulting in numerous educators advocating that these â€Å"special† students demonstrate inappropriate social skills/ behaviors inside as well as outside the classroom. Developing the appropriate social skills for successful interaction with peers and significant adults (teachers, parents) can be considered one of the most important accomplishments of childhood and early adolescence should be addressed as soon as possible. This is particularly true in the area of establishing and maintaining relations with peers and authority figures. Not only can social skills deficits have a negative impact on future interpersonal functioning, it may also affect current functioning, reducing the quality and quantity of the learning experiences to which students are exposed in their educational settings. Social skills have been defined as goal-oriented, rule-governed, situation-specific learned behaviors that vary according to social context. Social skills involving both observable and nonobservable cognitive and affective elements that help elicit positive or neutral responses and avoid negative responses from others. As such, social behavior constitutes an intricate interfactional process. As a result, the behavior of school-age children influences and is influenced by that of their partners (e. g. , teachers, mentors, tutors, and peers) within the interaction. Society expects that when children reach various developmental stages, they will demonstrate greater foresight and more controlled behaviors. Society also expects that children will be capable, not only of meeting increased demands within learning tasks, but also more complex, subtle social situations. Failure to meet these expectations may increase their sense of social alienation and helplessness. The curriculum presented here is designed to enable African American students to become socially contributing members of society by meeting expected standards. Strategies have been developed to assist educators in providing these students appropriate social skills training to enable them to operate successfully in the schools and society. Intervention techniques have been selected based upon research techniques to assist young Black students in controlling aggression, assuming responsibility, and becoming productive members of the group. The author highly endorses that proactive approach be employed when teaching social skills to African-American students. Since proactive instruction provides children with social intervention before negative behaviors occur, this approach is preferable to reactive teaching. Whereas proactive instruction teaches social skills before social rejection is experienced, reactive instruction waits for the individual to fail and then applies intervention strategies. Many African-American students have problems developing appropriate social skills due to the problems outlined throughout the text. Proactive instruction will prevent many of the negative consequences of inappropriate social skills, as well as improve the self-image of young African-American males. Recommended strategies for proactive instruction may assist the boys in: 1. dealing positively with accusations 2. accepting the feelings of others in a nonthreatening manner 3. respecting the feelings of others 4. avoiding fights and conflicts 5. dealing effectively with teasing 6. giving praise or compliments to others 7. accepting compliments from others 8. apologizing for inappropriate behavior 9. expressing anger in a positive way 10. showing affection and appreciation toward others 11. practicing self-control These instructional activities may be expanded or modified as needed. As indicated, African-American students must be taught appropriate social skills if they are going to be contributing members of society. The social skills outlined here should be infused throughout the curriculum and integrated as needed by the teacher. These strategies are seen as immediate, useful sources for teaching pro-social skills to African-American students. Additionally, the curriculum is based upon in-depth research and years of teaching and observing the social skills development of African-American students. Results The initial step in developing a social skills curriculum is to identify those general social behaviors that are critical to successful social functioning. These general social behaviors are then rewritten as general objectives, which provide the framework for constructing other components of the curriculum. The second stage is to sequence specific objectives as they relate to the general objectives. All specific objectives are designed to achieve the general objectives. Specific objectives are stated in behavioral and measurable terms. The third step is to identify activities and resources that can achieve the stated objectives. Activities should be functional and reflect real life experiences that African-American students are exposed to. As much as possible, parents should be involved in reinforcing the social skills taught. Parents may be used as resource individuals and may offer suggestions relative to material and activities. The fourth step is to include cultural, ethnic, and racial diversity into the curriculum. This approach affords young African-American males the opportunity to appreciate and understand their own self-worth and sense of importance and belonging as well as identify Blacks and other minorities who have made significant contributions in several fields. An additional benefit is that the young Black males can identify and associate with appropriate role models. A curriculum that does not highlight the contributions of Blacks and minorities gives an inaccurate and distorted view of the many significant contributions made by them. Multicultural activities and strategies enrich the curriculum by showing differences in cultural styles, patterns, and interests of diverse groups. Conclusions and Recommendations A social skills curriculum should be based upon those social skills needed to function successfully in ones society. Much of the research reviewed indicates that a significant number of y African American students have not mastered the social skills needed to function successfully in our society. A functional approach involves exposing the learner to real-life situations, concepts, and activities such as self-identity, acquiring self-concept, achieving socially acceptable behavior, bonding, respecting the rights of others, maintaining good interpersonal skills, achieving independence, employing problem-solving skills, taking turns, and communicating appropriately with others. It is language the exquisite use of symbols that makes us truly human, and I would like to see a core curriculum in which students study the origins of language not just parts of speech (Frisby 1993). I would also like to see students consider how symbol systems vary from one culture to another, how language can be shared, and perhaps all students should become familiar with a language other than their own, so they can step outside their own language skin to understand better the nature of communication. And surely a course of study on the centrality of language would include mathematics, which is a universal symbol system. All human beings respond to the aesthetic. This condition is found in all cultures on the planet, and students, in the new core curriculum, should study the universal language we call art. When Picasso confronts the unspeakable agonies of war, the dismembered child, the scream of a bereft mother, the shattered home, and puts them on a huge canvas called â€Å"Guernica,† he makes a universal statement about destruction that can be felt in the heart of every human being (Spears-Bunton 1990). I am suggesting that for the most intimate, most profound, most moving experiences, we need subtle symbols, and students should learn how different cultures express themselves through the universal language of the arts. Bibliography Bankee N. C. Obiakor F. E. (1992). â€Å"Educating the Black male: Renewed imperatives for Black and white communities. † Scholar and Educator: The Journal of the Society of Educators and Scholars, 15, 2:16-31. Bernstein, B. (1971). â€Å"On the Classification and Framing of Educational Knowledge†, in Young, M. F. D. (ed. ) Knowledge and Control: New Directions for the Sociology of Education, London: Collier-Macmillan. Bok, Derek. Higher Learning. Cambridge, Mass. : Harvard University Press, 1986. Branch C. (1993). â€Å"Ethnic identity as a variable in the learning equation. † In E. Hollins, J. King, W. Hayman (Eds. ), Teaching diverse populations. Albany: State University of New York Press. Combleth, Catherine. (1988). â€Å"Curriculum In and Out of Context,† Journal of Curriculum and Supervision, 3:2, pp. 85-96. Council for Exceptional Children (CEC). (2002). Addressing over representation of African American students in special education: The prereferral intervention process An administrators guide. Washington, DC: National Alliance of Black Schools Educators. Davis, Allen J. (1988). â€Å"Education for Citizenship: The Role of Progressive Education and Interdisciplinary Studies,† Innovative Education 13, 1. Duckworth E. (1996). The having of wonderful ideas and other essays on teaching and learning. New York: Teachers College Press. Falvey, M. A. (Ed. ). (1995). Inclusive and heterogeneous schooling: Assessment, curriculum, and instruction. Baltimore: Brookes. Frisby C. (1993). â€Å"One giant step backward: Myths of Black cultural learning styles. † School Psychology; Review, 22(3), 535-557. Fu Charles Wei-hsun. (1988). On the Task of Constructive Modernization of Confucian Ethics and Morality, Taipei: Universitas (Philosophy and Culture) Monthly. Fordham S. Ogbu J. U. (1986). â€Å"Black students school success: Coping with the burden of acting white. † The Urban Review, 18(3), 176-205. Grossman, H. (1998). Ending discrimination in special education. Springfield, IL: Charles C. Thomas. Hirsch E. D. , Jr. , (1993). â€Å"The core knowledge curriculum Whats behind its success? † Educational Leadership, 50, 23-30. Macdonald, James B. (1971). `Curriculum Development in Relation to Social and Intellectual Systems. In The curriculum: Retrospect and Prospect, part I, pp. 97-112. Seventeenth Yearbook of the National Society for the Study of Education. Chicago: University of Chicago press, 1971. Michaels S. (1981). â€Å"Sharing time: Childrens narrative styles and differential access to literacy. † Language in Society, 10, 423-442. Obiakor, F. E. (1994). The eight-step multicultural approach: Learning and teaching with a smile. Dubuque, IA: Kendall/Hunt. Obiakor, F. E. (1999). Beyond the steps: Multicultural study guide. Dubuque, IA: Kendall/Hunt. Obiakor, F. E. , Schwenn, J. O. (1996). Assessment of culturally diverse students with behavior disorders. In A. F. Rotatori, J. O. Schwenn, S. Burkhardt (Eds. ), â€Å"Advances in Special Education: Assessment and Psychopathology Issues in Special Education† (Vol. 10, pp. 37-57). Greenwich, CT: JAI Press. Spears-Bunton, Linda A. (1990). â€Å"Welcome to My House: African American and European American Students Responses to Virginia Hamiltons House of Dies Drear,† The Journal of Negro Education, 59:4, pp. 566-576. Wald, J. L. (1996). â€Å"Diversity in the special education training force. † NCPSE News, 1, l6.

The Many Uses of Computers :: Expository Essays

The Many Uses of Computers Computers are helpful because they offer a wide range of functions and services that are not available anywhere else. There are four main uses: word processing, internet/communications, digital video/audio composition, and desktop publishing. Although one can create a typed paper with a typewriter, the computer has more features to do it with. Internet and communications, digital video and audio composition, and desktop publishing are all features that are only offered on computers. With these tools human society has progressed exponentially. The word processing capabilities of computers are amazing. They can automatically correct your spelling and grammar mistakes. The cutting and pasting features are incredibly simple and very useful for revision. Plus it is easier to read a word-processed document than one written by hand. Having a digital backup is an added benefit. All of these things help writers get the job done. If you want to add pictures to your writing, numerous software titles are available for desktop publishing. With desktop publishing, you can create page layouts for entire books on your home computer. For example, high school yearbook classes now use desktop publishing software for the creation and design of their yearbooks. Most of this cannot be done by hand, and if so, then it is painstakingly laborious. The Internet is one of the greatest inventions of humanity. It is a massive network of computers, each with the ability to access any of the others. Ungodly amounts of information can be found on the Internet. It is the ultimate form of media, a combination of newspaper, radio, and as the average bandwidth is increasing, television. Using the Internet, any two people anywhere can communicate for free, whether it is with text or voice. Video conferencing tools are becoming readily available to the public. New uses are being found for the Internet every day. Audio/video editing and composition have been made much easier by computers. Cutting and pasting is no longer comprised of using scissors and tape on large reels of film. It no longer costs thousands of dollars of equipment to make a film or to compose music. Now emerging musicians have the ability to compose their own songs and publish them without having to obtain a record contract. Amateur filmmakers can produce work from their own homes. Graphics engineers can use computers to create three-dimensional models, or even to generate short or full-length films.

Orang Asli Customary Law Essay

Orang Asli is a Malay term for natives. Traditionally, natives make decisions and settle disputes by achieving consensus through processes like negotiation and consultation. These customary practices had become adat (customs) that governed indigenous communities in Sabah and Sarawak for generations, existed only in oral form. In Sabah, efforts were made to codify adat but all these attempts fell short of having these customs codified and made legally binding. Instead, they remained merely as guides to native chiefs and court officials. Among all, only the efforts of George Cathcart Woolley (Commissioner of Lands, North Borneo Company) have successfully printed the compiled customs as codes. These codes were published by government printing office in 1953 and reprinted in 1962 as Native Affairs Bulletins No. 1 to 7. The 7 Natives Affairs Bulletins published by the North Borneo Company, 1936 –1939 1. The Timoguns: A Murut Tribe of the Interior, North Borneo Native Affairs Bulletin No. 1, Sandakan: Government Printing Office, 1936 (Reprinted by the North Borneo Government Printing Office, 1962.32 p). 2. Tuaran Adat: Some Customs of the Dusun, North Borneo, Native Affairs Bulletin No. 2, Sandakan: Government Printing Office, 1937. (Reprinted by the North Borneo Government Printing Office, 1953). 3. Murut Adat: Customs Regulating Inheritance amongst the Nabai Tribe of Keningau and the Timogun Tribe of Tenom, Native Affairs Bulletin No. 3, Sandakan: Government Printing Office, 1939, 27 p. 4. Dusun Adat: Customs Re gulating Inheritance amongst the Dusun Tribes in the Coastal Plains of Putatan and Papar, Native Affairs Bulletin No. Below are distinct types of compensation for injuries stated in this Rule: Types of compensation Interpretation 1. Babas any customary conciliatory gift to an aggrieved party designed to preserve the bonds of friendship. 2. Denda Malu a customary compensation in respect of any breach of native customary law which exposes the aggrieved party to the possibility of disgrace before the relatives or community to whom or which such aggrieved party belongs. 3. Kepanasan kampung a customary fine in respect of an offence against the general virtues and dignity of a village. 4. Sogit Customary haematic penalty. All these compensation for injuries comes in the form of fine, adat fine and restorative justice. Restorative justice is an approach to justice  that focuses on the needs of the victims and the offenders, as well as the involved community, instead of satisfying abstract legal principles or punishing the offender. Usually, the offenders have to compensate the aggrieved party with livestock or other things of equivalent value in accordance with adat fine. Mr Anthony  John Noel  Richards must be mentioned in the codification of Dayak customary laws in Sarawak. After graduating from college, he entered the Sarawak civil service as a  Brooke  cadet officer  in September  1938. His first posting was to the  Secretariat  where he worked under Mr Andrew MacPherson, then Secretary for Native Affairs. Here, he rapidly gained  fluency  in both Iban and Malay. In the year 1961, he published: Dayak Adat Law in the Second Division (in Iban and English, 1963, Kuching: Government Printer), and Dayak Adat Law in the First Division-Bidayuh (in English, 1964, Kuching: Government Printer). In Sarawak, the Sea-Dayaks (Iban) are the largest indigenous group. They are animists who believe in various deities. Legends say that these deities gave the Sea-Dayaks’ ancestors natural law which has become the customary law. These customary laws became the basis on settling disputes and cases. The very first codification of Sea-Dayak law has started with Mr A. B. Ward in the year 1907. He was the Resident of the Second Division at Simanggang. His code was successfully published in Sarawak Museum Journal. A conference took place in the Third Division, year 1932 to record these customary laws.

Victorias Secret

Store location is an important decision for retailers because location is â€Å"typically one of the most influential considerations in a customer’s store-choice decision† (Retailing, 167). Most consumers choose which store to visit based on close proximity to home or work, comfort level, and other surrounding retailers so shopping stays relaxing and a lot of driving isn’t needed. Victoria’s Secret in the Beverly Center is in a shopping mall. Reasoning behind the store being placed in the mall across from the elevators in the center is because malls have high amounts of traffic.Another reason why a mall location has its advantages, because malls provide the chance to combine shopping with entertainment, a great place to walk around catch up with friends while getting your shopping done, bringing in large numbers of people a day. Victoria’s Secret in the Beverly Center is a leader in lingerie, with Fredrick’s of Hollywood as their largest comp etitor is far from this location. Therefore shoppers at the Beverly Center who are looking for affordable lingerie will venture in to Victoria’s Secret. Victoria’s Secret is a multi-channel retailer, from stores, to online, to catalogs.This an advantage to the company because if a customer cannot find an item, or color they are looking for in the store, they have two other methods of how to purchase that item, still making Victoria’s Secret a profit and keeping the loyalty of the consumer. Victoria’s Secret is a leader in the retail industry not only because of the products they put out but because they understand the â€Å"3 most important things of a retail chain, location, location, location†(Retailing, 167). Work Citied Levy, Michael, and Barton A. Weitz. Retailing Management. Boston: McGraw-Hill Irwin, 2009. Print.

Abortion Essays (1661 words) - Abortion, Free Essays, Term Papers

Abortion Essays (1661 words) - Abortion, Free Essays, Term Papers Abortion Abortion is the ending of pregnancy before birth and is morally wrong. An abortion results in the death of an embryo or a foetus. Abortion destroys the lives of helpless, innocent children and illegal in many countries. By aborting these unborn infants, humans are hurting themselves; they are not allowing themselves to meet these new identities and unique personalities. Abortion is very simply wrong. Everyone is raised knowing the difference between right and wrong. Murder is wrong, so why is not abortion? People argue that it is not murder if the child is unborn. Abortion is murder since the foetus being destroyed is living, breathing and moving. Why is it that if an infant is destroyed a month before the birth, there is no problem, but if killed a month after birth, this is inhumane murder? It is morally and strategically foolish, because we lose the middle when we talk about reproductive rights without reference to a larger moral and spiritual dimension, and we are unwilling to use language like transgression and redemption, or right and wrong. -Wolf p54 The main purpose abortions are immoral is how they are so viciously done. Everyday, innocent, harmless foetuses that could soon be laughing children are being brutally destroyed. One form of abortion is to cut the foetus into pieces with serrated forceps before being removed, piece by piece from the uterus by suction with a vacuum aspirator. Another form consists of bringing the foetus feet first into the birth canal, puncturing its skull with a sharp instrument and sucking out the brain tissue. The body parts, such as the head, are given letters, rather than refer to the parts as what they are. In my opinion this is for the doctors who cannot face the reality of what they are doing. The remains of the foetus or embryo, as the case may be, are put into everyday, plastic buckets and then sent to a dumpster where these precious bones and limbs are disposed. However, how and when an abortion takes place are matters of little importance to pro- abortionists and other defenders. Even former abortion practitioners from varying backgrounds and religions have a new view on abortion. These changes of heart were caused by psychological, religious and scientific reasons. One doctor, Dr. Bernard Nathanson, performed 60,000 abortions and supervised 10,000, before scientific evidence and the use of an ultrasound, convinced him he was promoting and participating what he now calls the most atrocious holocaust in the history of the United States. Other doctors refuse to perform legal abortions, saying they should save lives rather than destroy them. Many argue is it the women's or the foetus' rights and values that are being trampled on? Pro-choice movements sometimes fall back on an abortion rhetoric that seems to dehumanize and trivialize the death of a foetus as a way to humanize and make important the reproductive rights of women. (Wolf p54) Women can treat an unwanted foetus as a violation of her civil rights and is therefor justified tin using force to expel it (McMillan pA12) The decision is not up to the mother because she is not God. Only God, the ultimate creator has the right to choose who may live and who shall die. Humans do not have the right or the power to control the quality of life and to avoid suffering. The issue of abortion is not just life, but how life is created and the extent to which human intention and control the process, both before and after birth. All humans inventions and interventions may give us a world to regret. (Clark p3) With abortion, we humans give ourselves dominion over a large part of God's plans and our destiny. Abortion becomes especially evil when the bond between mother and child is broken and it is being used as an alternative birth control when humans cannot control their irresponsible sexual hungers. If beings are responsible enough to be sexually active, they should also be responsible enough to accept consequences, and if that means becoming pregnant and creating a life, then that life should have the opportunity to live. There should be a bond or relationship between a mother and child, whether born or unborn. Mothers and her children form a bond unlike any other felling of love; when a child is aborted, before given the right to grow in the bond, does the mother feel the connection with her child or is it just uterine material. Abortion is never about just abortion. It is

Aristotle

The virtuous person always exhibits an affectation in the appropriate amount. -for ex. Truthfulness: virtue regarding telling the truth about oneself? Defect: self-depreciating Excess: phony omnipotence- all power and unlimited power †¢Distinguish goods that are, according to Aristotle, valued for the sake of other things, valued for their own sake, and valued for their own sake and for the sake of other things you want some things that gets you other stuff. or example money so its a sake for other things. valued for own sake-having a yacht gives you pleasure but then enjoying it with more friends and travel the world and give you more pleasure. the one good. happiness is the one thing that every one wants and is valued for its own sake. That which is valued only for its own sake and for whose sake everything else is desired †¢That which is valued for its own sake and for the sake of other things †¢That which is valued only for the sake of other things Discuss why Aristotle rejects conventional views that identify happiness with pleasure, honor, and virtue, and what he thinks this tells us about the nature of happiness Aristotle rejects three common conceptions of happiness—pleasure, honor, and wealth. Happiness, he says, cannot be identified with any of these things (even though all three may be part of an overall happy life). Pleasure, he says, is found in satisfying desires—but whether or not we can satisfy our desires is as much up to chance as it is up to us. †¢The life of pleasure. Problem: the life fit for a pig †¢The life of honor. Problem: not under our control †¢The life of virtue. Problem: compatible with inaction †¢Distinguish between psychological, somatic, and external goods, explaining how they contribute to Aristotle’s conception of happiness External goods- attractiveness, wealth.. Psychological Goods- mental health.. Somatic goods- â€Å"Nonetheless, happiness evidently needs external goods to be added, as we said, since we cannot, or cannot easily, do fine actions if we lack the resources. For, first of all, in many actions we use friends, wealth, and political power just as we use instruments. Further, deprivation of certain things —for instance, good birth, good children, beauty— mars our blessedness. For we do not altogether have the character of happiness if we look utterly repulsive or are ill-born, solitary, or childless; and we have it even less, presumably, if our children or friends are totally bad, or were good but have died †¢Discuss the roles of habituation and right reason in Aristotle’s analysis of virtuous action function of human beings is knowledge and it what eparates from animals. virtuous action is what a rational person who acts for the right reason. but you also have to feel the correct emotions and feelings to do virtuous actions and be properly affected which means that you find the right things pleasant. and wants to do the right thing. so if you dont feel like you want to give money to homeless and still give it it do es not count as a virtous thing. the teachers ice cream technique- dont want to do it but do it for ice cream but over time the kids want to do it because it is the virtuous thing to do. Identify and describe Aristotle’s three requirements for friendship and his three different kinds of friendship Pleasure-friendships- Most common among theyoung, fades easily utility-friendships,- most common among the old and also fades easily. character-friendships- You love a person because of the good qualities she or he possesses. genuine friendship. †¢Explain what Aristotle means when he claims that friends are â€Å"second selves† â€Å"A friend is a second self, so that our consciousness of a friends existence makes us more fully conscious of our own existence. and Friendly relations with one’s neighbors, and the marks by which friendships are defined, seem to have proceeded from a man’s relation with himself. For men think a friend is one who wishes well and does what is good, or seems so, for the sake of his friend, or one who wishes his friend to exist and live, for his sake† †¢Explain why Aquinas thinks God’s existence is self-evident, why it nonetheless may not be evident to us, and how Aquinas thinks God’s existence can be made evident Not every human realizes the existence of god. †¢Examples of self-evident propositions: A pig is an animal; a bachelor is an unmarried male †¢Being self-evident in itself versus self-evident to us †¢Aquinas: â€Å"I maintain that God exists is self-evident in itself since its subject and predicate are identical†¦[but] the proposition is not self-evident to us† (197). †¢Question 02: can God’s existence be made evident? †¢Perhaps God’s existence is an article of faith, not of reason †¢Ã¢â‚¬Å"There are two types of demonstration: those that argue from cause to effect†¦and those that argue from effect to cause† (198). †¢Hitting a pool ball, pressing the ‘on’ button, hand on the stove So, from what effects do we infer God’s existence? †¢God’s effects in the world, Mozart and his music †¢Understand Aquinas’ ‘unmoved mover’ and ‘teleological’ arguments for the existence of God and articulate at least one objection to each Argument one of five : the unmoved mover (200). Everything has a cause, but causes can’t go on infinitely. The first uncaused cause is God. Objections: why must it be God? Maybe time is infinite? Telos: the end toward which a thing strives. Everything in nature has a telos. If a thing is non-intelligent, some intelligence must give it its telos. Objection: nature is not telonic in this way †¢Discuss why the question ‘can God create a stone that God cannot lift? ’ is said to be paradoxical and how Aquinas tries to resolve the paradox †¢The paradox of omnipotence: can God create a stone he cannot lift? †¢If God can, there is something God cannot do, i. e. , lift the stone †¢If God cannot, there is something God cannot do, i. e. , create the stone †¢If there is something God cannot do, God is not omnipotent †¢Therefore, God is not omnipotent †¢Ã¢â‚¬Å"So we conclude that God’s power extends to anything possible in itself and not implying contradiction. Clearly then God is called omnipotent because he can do everything possible in itself. † (p. 249). because if god cannot lift the the stone he created, he is not omintipitent and also if he cannot create that he cannot lift therefore he is not omnipotent so either way god is not omnipotent so aquinas says that god creates certain laws in the universe that he himself cannot break which is considered absolute possibility and relativee possibility is what he can change. †¢Explain what Aquinas means when he claims evil does not exist because evil does not exit because evil is absence of happiness Understand the weak and strong versions of the problem of evil and discuss Aquinas’ solution to the problem Strong version of the problem †¢If an omnipotent, omniscient, perfectly good God exists, then evil does not exist †¢Evil exists †¢ Therefore, an omnipotent, omniscient, perfectly good God does not exist Weak version of the problem †¢Evil exists †¢The non-existence of God is a more plausible explanation of evil than is the existence of an omnipotent, omniscient, perfectly good God †¢Therefore, it’s more plausible that God does not exist If an omnipotent, omniscient, perfectly good God exists, then evil does not exist Aquinas’ answer to the problem of evil †¢Why is there evil and sin in thet world? †¢Evil is the necessary result of freedom of the will †¢Thus, God does not command sin, God permits sin †¢Does God cause evil and sin? †¢Ã¢â‚¬Å"God is responsible for sinful actions but not for sins† 296 †¢Distinguish Aquinas’ conceptions of eternal, natural, and human law †¢Human law †¢ Quoting Cicero: â€Å"laws start with what nature produces, then by use of reason certain things become customs, and finally things produced by nature and tested by custom are sanctified with†¦the weight of laws† (420). Eternal law †¢God as divine legislator: â€Å"Clearly†¦the entire community of the universe is governed by God’s reason† (417). †¢Divine providence: ordering of the universe toward good †¢Natural law †¢Non-moral sense: laws of nature. †¢Moral sense: guides the actions of animals †¢Ã¢â‚¬Å"Since everything subjected to God’s providence is measured by the standards of his eternal law, as we have said, everything shares in some way in the eternal law, bearing its imprint in the form of a natural tendency to pursue the behavior and goals appropriate to it. Reasoning creatures are subject to God’s providence is a special, more profound way than others by themselves sharing in the planning† (418). Eternal law is identical to the mind of God as seen by God himself. It can be called law because God stands to the universe which he creates as a ruler does to a community which he rules. When Gods reason is considered as it is understood by God.

Software Engineering Assignment Example | Topics and Well Written Essays - 3000 words

Software Engineering - Assignment Example At this second level, organizations depend mainly on policies for managing a software project and measures to apply those policies are established. These measures help the organizations to repeat successfully the previously mastered tasks and avoid the repetition of failures. The major chunk of an organizations processes at this level stays institutionalized, through staff experience instead of detailed documentation procedures. The various engineering activities and the processes of management at this level is formally defined, documented and integrated. In the process of development and maintenance of software, the organizations staff follows this defined standard process. At this third level, newer methods and tools can be added, and it becomes easier to train new staff to adapt according to the requirement of the organization. At this level, organizations stress the importance of quantitatively measuring the quality of the products delivered by each process. Detailed measures of the software process and product quality are collected and used to identify and correct issues with process performances. Organizations set quantitative goals for both software products as well as processes. As part of the organizations measurement program, productivity and quality of all software process activities and its supporting activities are measured. As new sets of tools or processes are added, or adjustments are made to already existing processes, measurement data enables the organization to access the success of the adjustment as well as prevent the recurrence of defects. At level 5, focus is on the continuous process improvement. The organization proactively identifies strengths and weakness in process, with the aim of preventing the occurrence of defects. Here continuous improvement becomes institutionalized into the development process. Instead of merely