A Comparison of Two Advertisements Essay examples

A Comparison of Two Advertisements Advertising is a way of publicizing a product that you want to sell. There are many of different things to advertise, such as clothes, shoes, cars, watches etc. Advertising promotes the latest goods that are out in the shops. Advertising effects me everyday because every time I see a advertisement it attracts me to the product and I think about buying it or saving up to buy it. In this assignment, I will be talking about two different car advertisements; one car advertisement, the Fiat Stilo advert comes from FHM magazine, a publication aimed at young men aged sixteen and over. The other car, the Rover Streetwise advert comes from the Radio Times which is†¦show more content†¦The Rover streetwise advert has pictures of daily life things such as coffee, donuts, a football, children’s Wellingtons boots and a shopping trolley with groceries inside the trolley. This indicates that the car is a family car and is aimed at married women mainly but can also be used by a family man to drive to and from work. The slogan for the advert â€Å"shrugs of life’s little challenges† is related to the pictures for example the child’s muddy Wellington boot. The donut would represent the father who is hungry on the way home or to work, the shopping trolley would represent that the car is useful for a family shopping spree. The advert al so uses the word ‘Bump’ which is saying that even if a heavy load is in the car it can still go over speed bumps. I like the way the advert creates an image of characters in the readers mind, although you cannot see a physical person (image) but the pictures imply their existence. For example, like when I saw the picture of the Wellingtons, an image of a little boy was the first thing I thought of. The advert tells stories of different family lives because each picture relates to many things in everyday life. I wouldn’t buy this car because it’s Rover, and I don’t like rovers I don’t think they are good quality cars. However the way this car is designed is nice, it is an attractive car and I wouldn’t mind driving it. I appreciate thisShow MoreRelatedComparison of Two Advertisements1815 Words   |  8 PagesA Comparison of Two Advertisements The Oxford dictionary definition of ‘advertise’ is: â€Å"To promote (goods or services) publicly to increase sales.† But is it more than that? I think that the meaning of advertising is forever changing, as the consumer becomes more demanding and the producer becomes more ‘devious’ in the ways they promote the product they are trying to sell. Now, I believe that advertising means: trying to sell products to people whether or not they set out to buy them in the firstRead MoreA Comparison Of Two Advertisements890 Words   |  4 Pagesare exposed to on average over 5,000 advertisements a day. (Sheree) If that number seems high to you, just take a moment to think about how many times a day you see someone with Nike clothes on, or someone eating McDonalds for lunch. That’s all advertisements. Other countries have advertisements as well, but people from other countries find different things appealing in a product than someone from the United States . You can still see similarities in advertisements even though there are distinct differencesRead MoreA Comparison of Two Advertisements Essay708 Words   |  3 PagesA Comparison of Two Advertisements I have looked at 2 advertisements, one is from Sugar magazine and the other from Style magazine. The advertisement from Sugar, is for LOreal Paris Colour Pulse Hair Dye; the advertisement from Style is for Clinique Autumn 2004 close up on lips: modern metallics. All advertisements are aimed at specific target audiences and as such require different ideas, linguistic devices and presentational features to attract them. TheRead MoreA Comparison of Two Advertisements Essay2102 Words   |  9 PagesA Comparison of Two Advertisements I am going to compare two advertisements which I took from the magazine Marie Claire. Marie Claires target audience is young, sophisticated women, aged 18-30s. In the magazine, there is lots about fashion, beauty, relationships and general womens issues. I have chosen two different advertisements to compare. Both advertisements have very different, effective persuasive techniques which I am going to discuss. I am going toRead MoreEssay about Comparison of Two Advertisements719 Words   |  3 PagesComparison of Two Advertisements First of all, I will look at the history of advertising. Most historians believe that the first adverts were signs hung above shop doors in Babylon, now Iraq. This was as early as 3000 B.C. Many people could not read, so these early adverts were often symbols, for example a boot indicated a shoemakers shop. The first mass advertisement in Britain was in about 1472, after Johannes Gutenburg had invented movable type. It was a posterRead MoreEssay about A Comparison of Two Advertisements1239 Words   |  5 PagesA Comparison of Two Advertisements Advertising is a tool used by businesses to inform us about their products and to persuade us to buy them. Advertisements are all around us: on billboards, in magazines, in newspapers, on the Internet, on airplanes, in shop windows, on posters and banners, on leaflets and so on. Advertisements attempt to persuade the subconscious that our lives would be improved if we bought the product on offer. Advertisements affect our livesRead MoreEssay on A Comparison of Two Television Advertisements1065 Words   |  5 PagesA Comparison of Two Television Advertisements Television is the most important medium for advertising, and advertising is a vital component of traditional TV business models. It has always been difficult to assess the benefits of TV advertising as advertisers have traditionally had only a vague idea of who may have seen a particular advert and the actual impact on them. However, they can try and target an audience specifically e.g. time, channel of advert, etc. MostRead MoreA Comparison of Two Print Advertisements Essay2065 Words   |  9 PagesA Comparison of Two Print Advertisements For this advertisement I will be analyzing and comparing two recent advertisements selling similar products from the same company. They are both advertising Nokia mobile phones. The first advertisement I shall be analyzing appeared in November 2004 from a Campus a popular university newspaper. The commercial that I will be comparing the first one to, comes from a business magazine entitled Arabian Business and appeared in DecemberRead MoreAdvertising Analysis : The Pepsi Advertisement Essay903 Words   |  4 PagesMedia Essay Advertisements are among the most popular forms of media an ordinary person can consume. Due to their high prominence in consumers’ lives, brand competition through visual advertisements stands as no foreign matter to the majority of large companies. PepsiCo remain no strangers to commercial competition due to their flagship brand of soft drink: Pepsi. However, PepsiCo harbors a longstanding conflict in the soft drink market with rival product Coca-Cola. Logically, the conflict betweenRead MoreAdvertising Of The Same Media863 Words   |  4 PagesComparisons between advertisements of the same media take a specific skill, eye, and intellect to make these comparisons and contrasts. Comparisons can include the imagery, copy, and the campaign, these are up to debate for the viewer, to one an advertisement can be provocative, but to another the advertisement can simply be a form of bandwagon. Calvin Klein and Versace have two internet advertisements that I believe them to both be provocative in their own special ways, but share a form of bandwagon

Chronicle Of A Death Foretold Analysis - 794 Words

The Irreplaceable Loss of Honor in Gabriel Garcia Marquez’s novel Chronicle of a Death Foretold In the novel Chronicle of a Death Foretold by Gabriel Garcia Marquez, two of the main characters, Pablo and Pedro Vicario, committed a murder based on allegations presented by their sister Angela Vicario. Throughout the novel, the townspeople try to justify the brothers’ actions as a mechanism to restore their sister’s honor. Based on the novel honor was salient in determining a familys worth; reputation, honor and gender roles were predominant issues in Chronicle of a Death Foretold and Gabriel Garcia Marquez exemplifies them. Restoring honor is a prevalent topic in Chronicle of a Death Foretold. Society ignored all of the signs of†¦show more content†¦Marquez depicts this issue in the novel when Bayardo San Roman arrived in Sucre looking to court Angela. He was a mystery to the community, no one knew where he came from or why he was there but he was still re spected because he was financially affluent and â€Å"had access to endless resources† (Marquez 27). When Angela told her mother that she did not want to marry Bayardo because she did not love him, her mother said to her â€Å"love can be learned† (Marquez 35). Shortly after marriage Bayardo brutally beat Angela for not being a virgin then dragged her back to her house and returned her to her mother. He was never confronted for his actions, instead Angela was beaten by her mother for hers. This event illustrates how important reputation was in the novel, Marquez describes it as boys were brought up to be men but the girls had been â€Å"reared to get married† (Marquez 31). He used the word rear, which is usually used when discussing the training of an animal, to emphasize the importance of gender roles in the novel. Ultimately, Pedro and Pablo Vicario were victimized by their society and subsequently lost their honor and freedom. The loss of Angela Vicarioâ₠¬â„¢s virginity brought shame upon her family; especially her brothers because they were so respected in their community. The townspeople were informed of the brothers task but â€Å"most of those who could have done something to prevent the crime and did notShow MoreRelatedAnalysis Of Chronicle Of A Death Foretold1412 Words   |  6 PagesThe Power Struggle for Women in Chronicle of a Death Foretold Chronicle of a Death Foretold is a narrative that retells the events leading up to the death of Santiago Nasar. Throughout the novella, there are many instances in which a man is in a place of power, however, the female characters often are not given this opportunity. Power can be defined as having the ability to stand up for yourself or others, make your own decisions, and having an important role in society. It is the sole characteristicRead MoreAnalysis Of Chronicle Of A Death Foretold969 Words   |  4 Pages The Role of Women in Expressing and Critiquing Latin American Culture in â€Å"Chronicle of a Death Foretold† 10 February 2017 Word count: 1499 The characterization of females within Gabriel Garcà ­a Mà ¡rquez’s â€Å"Chronicles of a Death Foretold† brings to light the ways through which machismo is established and maintained within the novel’s Latin American culture. Such characters bring to light women s exploitation under the influence of this patriarchy, as well as the many ways in which theyRead MoreAnalysis of Cultural Flaw in Chronicle of a Death Foretold1485 Words   |  6 PagesAnalysis of Cultural Flaw in Chronicle of a Death Foretold Humanity has built grand and wondrous cultures and societies, for the better of mankind people have devoted themselves to a functional structured society. But have these creations become merely fabrications that hinder one’s true beliefs? Throughout the novel Chronicle of a Death Foretold, author Gabriel Garcia Marquez gives insight into Colombian society. As the story of a murder unravels Marquez projects the themes of honor and fateRead MoreA Comparative Analysis of Chronicle of a Death Foretold and The Metamorphosis957 Words   |  4 PagesMarquezs Chronicle of a Death Foretold and Franz Kafkas The Metamorphosis both show how the protagonist suffers because of a dysfunctional worldview. In Chronicle of a Death Foretold and in The Metamorphosis, identities and truth are malleable substances, obscuring the truth. Both these stories therefore have a strong existential component, but it is doubtful that their respective protagonists come to terms with or learns from his or her existential angst. In Chronicle of a Death Foretold, the titularRead MoreChronicle of a Death Foretold Chapter 1 Analysis993 Words   |  4 Pagesweather at various points throughout the novel. Some people recall that it was a bright and pleasant morning; however others remember that the weather was ‘funereal’. The poor weather conditions are closely linked with Santiago’s death; there is a strong sense that his death could have been prevented. The weather that day was just like the drizzle that featured in Santiago’s dream. 2. This passage refers to the actions of the narrator. He reveals that he spent the night of the wedding with a prostituteRead MoreAnalysis Of Chronicle Of A Death Foretold By Gabriel Marquez1482 Words   |  6 PagesIn Chronicle of a Death Foretold, Gabriel Marquez employs the motif of flowers within the novel to illustrate the role of women within a Latin American society; the cultural and symbolic implications of this associate flowers with purity, victimization, gender barriers, and deceit. In doing so, Marquez creates a microcosm of Latin America, exposing the core of Columbian culture and society with all its aspects such as ethnicity, and social norms and conventions that led to a series of insecuritiesRead MoreAnalysis Of Chronicle Of A Death Foretold By Gabriel Garcia Marquez1567 Words   |  7 Pagessay this perception of status has vanished and been interchanged by wealth, it is still an essential concept that differentiates one s superior qualities and character in society . This notion of honor is greatly portrayed in the novel Chronicle of a Death Foretold, by Gabriel Garcia Marquez, when Angelica’s brothers kill Santiago Nasar for taking her value as a woman. However, the nature of mystery in the novel also leaves many questions about Santiago s actual guilt in taking Angelica s virginityRead MoreAn analysis of communism and religion in Gabriel Garcia Marquezs Chronicle of a Death Foretold1508 Words   |  7 PagesCapitalist Congregation: Marxist Commentary on Hegemonic Powers in _Chronicle of a Death Foretold_ In the twentieth century, South Americans faced a dilemma: to succumb to the capitalist ideals of the western world or to surrender to the communist beliefs of Marx and Engels. Through symbol-laden texts, writers communicated their beliefs concerning the two economic ideologies. In his acclaimed novel _Chronicle of a Death Foretold_, Gabriel Garcà ­a Marquez vindicates Marxist ideals through his portrayalRead MoreWhere Does Ultimate Responsibility Lie for the Death of Santiago Nasar, in Chronicle of a Death Foretold?1733 Words   |  7 PagesWhere Does Ultimate Responsibility lie for the death of Santiago Nasar, in Chronicle of a Death Foretold? â€Å"On the day they were going to kill him†[1], is the opening to Chronicle of a Death Foretold, by Gabriel Marquez, is a novella written in the form of a pseudo-journalistic reconstruction;, in which the reader is told about the ‘murder death’ from the first line. Here comes the importance of the theme of responsibility; we, along with the narrator, work backwards to unravel the reasonsRead MoreMaria Alejandrina Cervantes in Chronicle of a Death Foretold1239 Words   |  5 PagesMaria Alejandrina Cervantes—Commentary—Chronicle of a Death Foretold â€Å"I dreamed that a woman was coming into the room with a little girl in her arms, and that the child was chewing without stopping to take a breath, and that half-chewed kernels of corn were falling into the woman’s brassiere. The woman said to me: ‘She crunches like a nutty nuthatch, kind of sloppy, kind of slurpy.’ Suddenly I felt the anxious fingers that were undoing the buttons of my shirt, and I caught the dangerous smell

The History Of Gender Equality Education Essay Free Essays

string(111) " all the piece emphasizing on the importance of different races, ethnicities and cultural groups of the state\." Gender is the most basic and outstanding difference that exists among people, whether they are Latino, inkinesss, white, Asiatic, native or European. The heroic poem battle for gender equality in about all states of the universe is good recognized and acknowledged. For centuries, adult females were considered inferior to adult females or as second-class citizens until late. We will write a custom essay sample on The History Of Gender Equality Education Essay or any similar topic only for you Order Now Queerly adequate, really immature misss ne’er attended public simple schools and even when they admitted, they were made to go to a unintegrated school installation. The transition of 19th Amendment to the US Constitution guaranteed voting rights to US adult females. The famed, 1973 instance of Roe v. Wade in the US Supreme Court finally resulted in the granting of right to reproductive freedom. Essential Differences between work forces and adult females Physical differences between work forces and adult females are all good known. However, the most outstanding difference among work forces and adult females relates to the sensitive biological maps that are associated with childbearing, kid nursing, early oncoming of adulthood and the smaller physical size. If there are any other differences, they are due to differences and prejudices caused by the society. Anthropologically, immature male childs were ever considered as warriors, combatants and defenders of the society and household. A typical adult male was supposed to be full of energy and strength. He was besides supposed to be competitory and self-asserting. Work force were besides supposed to be passionless and reject empathy, understanding, fright and cargo. On the other manus, immature misss were supposed to be nurturing and inactive towards everyone in the household. Furthermore, they were expected to demo and exhibit emotions and sentiments. Development ensured that immature work forces and adult females adapted themselves to these typical and stereotyped sentiments and beliefs. They besides considered these beliefs to be the natural order of life. The consequences of these stereotypic beliefs were a deep unease of the society that finally resulted in gender prejudice and bitterness. Educational differences Early educational research conducted in the last century proposed that there are indispensable differences between male childs and misss, particularly in the sphere of math, verbal and spacial accomplishments. However, recent research findings suggest us that these perceived differences are false and at best biased. For illustration, there are non adequate differences on category trials between school traveling male childs and misss until the age of 10. Whatever the differences those exist is really infinitesimal. There was a perceptual experience that indicated that work forces do better in math trials in high school. However, those differences are get downing to vanish, as even adult females are making better in Math trials. In kernel, whatever the biological differences that exist between work forces and adult females, they are non wholly due to biological grounds. Methods to dispute female stereotypes Stereotypic thought is really common in our society. Gender prejudice, inequality and contempt for adult females ‘s authorization are some of the negative thought that runs even today. A typical illustration of this is the sensed alteration in the attitude about a female jock ‘s power and ability in the field and path events. In the early parts of the last century, females were discouraged from take parting in athletic plans. Athletic plans were non even listed in the athleticss meets, while the support for such plans was really light and rare. In fact, adult females seldom participated in athleticss activities. However, all these changed when the authorities proclaimed that adult females should have equal support under the Title IX of the educational amendment Acts of the Apostless of 1972. Due to the alterations in the jurisprudence, adult females could take part in athleticss and competitory activities conducted nationally and internationally. How should teacher act when there is gender pigeonholing? Struggle for gender equality is ongoing and every instructor is lending to guarantee gender equality. In the yesteryear, there were cases of instructors falling into trap of gender stereotypic believing inclinations that finally led them to believe that male childs were superior to girls in topics like math and scientific discipline. Such instructors used to name male childs to reply their inquiries in the category and they were encouraged to execute good in verbal and non-verbal trials. Similarly, girl pupils were either neglected or even ignored. As a dedicated instructor, you should non fall into the trap of gender stereotype ; instead, you should be a powerful instructor to deter such activities. This may advance and promote a typical schoolroom that provides encouragement for both male childs and misss to execute better in the category. More about Racial Prejudice and Discrimination Gender favoritism in our society ever depends on many factors like differences between work forces and adult females, presumed male high quality myth and the society ‘s general prejudice against weaker groups. Overall, the sensed bias against some groups in the society could be due to the construct of power relationship that arises as an indispensable portion of socialisation procedure. When immature people grow, they ever start seeking for their personal individuality. When you grow through your age, you may inquire these simple yet slippery inquiries: Who am I? Why am I here? However, it is really hard answer these inquiries by anyone. While it is really hard to reply these inquiries, you may be unconsciously larning about other intricate inquiries like ; Who are they? Who they are non To which race does he or she belong to What civilization does he or she belong to These simple inquiries may give rise to sense of ‘otherness † which may finally take to either domination by others or entry by ego. It may even ensue in the creative activity of pride or shame based on the prevailing stereotype and biass as projected by the society. To avoid all these unsavoury occurrences, you may necessitate to inform your kids about the rich cultural heritage of the state, all the piece emphasizing on the importance of different races, ethnicities and cultural groups of the state. You read "The History Of Gender Equality Education Essay" in category "Essay examples" The Great â€Å" Cycle of Poverty † Black to white relationship provides a really pertinent context for understanding how power relationships reinforce through legion social and cultural stereotypes and prejudice. Research findings suggest is that African American kids frequently accept the beliefs, patterns and built-in values of the dominant white social groups. This could be unsafe because kids may develop and propagate negative stereotype and sentiment about their ain race, civilization and beliefs. The 1944 authoritative written by Gunnar Myrdal ( An American Dilemma ) has provided us a great start to understand the practical theory of the now celebrated â€Å" The War on Poverty † . Focused specially on the racism in the US, the writer argued that African Americans frequently are trapped in a â€Å" rhythm of poorness † that may finally take to the development of unwanted stereotypes and prejudice. Harmonizing to the writer, a figure of African Americans have small entree to high quality instruction that may ensue in decreased employment options and eventual poorness and life of hopelessness. This general belief may hold led to the stereotypic thought that African Americans are lazy and that they can non work good for any occupations. This prejudice may besides ensue in a barbarous rhythm of poorness. Federal and province governmental plans like Head Start and Affirmative Action were successful in helping those people enrolled in public establishments. How to interrupt the barbarous cycle- Your Function White persons may reenforce the rhythm of poorness by believing in the usual stereotypic thought of Blacks, Hispanics, Asians and other cultural groups. Queerly, a figure of pupils are blissfully incognizant of their ain individuality as a portion of a racial group and this has led to the theory of â€Å" colour blind † . The consequence is that as they enter school, so get down believing that they are the portion of the â€Å" in group † that are wholly different from other pupils, who appear diverse in footings of their tegument colour, sunglassess, textures, linguistic communication, idiom and cultural upbringing. It could be a unsafe state of affairs for all kids. At this critical occasion, you may wish to work towards making a reciprocally contributing and across-the-board schoolroom. You may besides wish to develop a schoolroom that really believes in the rich civilization of America. It is your responsibility to work hard to make a democratic schoolroom by learning your pupils to esteem the cultural fortes of different groups. Nature helps kids to socialise and streamline their attitude to move in some specific manner towards others. Normally, they may ne’er seek to understand who they are, but they will decidedly get down specifying themselves by who they are non ; this attitude may take to incorrect self-perceptions. In life, all kids would wish to see themselves as either colored or non-colored, male or female, dark or just, immature or old or native English talkers or non. They may besides wish to acknowledge other differences between themselves and other people. These may include such things as caste, faith, civilization, ethnicity, regionalism or even sexual orientation. A multi-cultural schoolroom will assist you avoid developing such a negative inclination among your pupils. Supplying text editions that are positive in nature and that discuss about the benefits of life in a merely society may assist you plan and make a cultureless schoolroom. A good instructor will besides seek to make a schoolroom that exhibits tolerance, forbearance and credence of all cultural groups. It is possible to make a demographic schoolroom that is tolerant and sensitive towards all people. Classism – It is the Stain of Materialistic Culture As a kid starts turning into an grownup phase, he or she will observe the presence of important differences in the social place of their schoolmates. Some kids may be treated as being low in the category ; this may intend that they are really hapless. Traditionally talking, people consider stuffs wealth to be above everything in this universe. It is besides really common to see rich know aparting against working category or even in-between category households. Because of their inability to flash material wealth in forepart of others, they are considered as person who can non hold a position in the society. The media and society play an of import function in propagating this category difference. Media advertizement and selling publicity are the two of the most powerful tools that guide little and immature kids in believing that utilizing branded and dearly-won merchandises will heighten their societal position among their schoolmates. Most of the trade names that are promoted by Telev ision, cyberspace and wireless advertizements are premium and expensive. Happening of poorness in the United states On paper, the US is one of the wealthiest states in the universe. However, there are broad wrappings of population that are populating under poorness line ; most people populating under poorness line are frequently referred to as working hapless or working category. If you consider the authorities ‘s ain figure, the entire figure of people populating in poorness is a galvanizing 40 million or about 15 % of the full population. Harmonizing to the US Census Bureau ( U.S. Census Bureau, 2000a ) , approximately 30 % of all African Americans, 28 % of Hispanics and 31 % of Native Americans are populating below the poorness line. A state as rich and every bit affluent as the US has many traditional myths under its belly – myths refering the continuity of poorness and misery are common even today. One of the most important myths that exist today is that those people, who are populating below poorness line, do non really work. Most of the people, who are populating in poorness line do work for low paying and humble occupations that do non supply for the minimal amenitiess and populating necessities. Hence, these people are trapped in ageless poorness. Though they are willing to work, their low educational degree every bit good as dearth in accomplishments, impede them from acquiring better paying occupations. Recent research shows that about two million people, who are populating below the poorness line do work full clip. Another 7 million people, who are below the poorness line, really work portion clip. However, the most distressful fact about these set of statistics is the sensed Numberss of kids, who are populating under low poorness. They are the guiltless victims of a state of affairs that is non their mistake. With really few resources in their manus like books, computing machines, survey stuffs, you can non anticipate them to win in their category. Most of the parents, who live under the poorness line, are uneducated themselves and they may non be able to fix their kids for the schoolroom. As a instructor, you may necessitate to assist such parents and instructors to acquire an entree to liberate survey resources like books, computing machines, public libraries, in school plans and any other benevolent plans that can heighten their accomplishments and intelligence. Childs who live under poorness line – Comparison with other states A old survey by a US magazine called U. S. News and World Report, demonstrated that the entire Numberss of kids populating in our state is far more than those that live in other industrialised states. Even after, you consider all those public assistances and societal security plans, every bit many as one kid in every five live in poorness, which is a really high figure of about 21.5 % ! Just compare this statistics from other states – 6.8 % for Germany and France, 9.9 % for Great Britain and a really low rate of 2.75 for Sverige! This important study besides provides a revealing narrative of why affluent United states kids are wealthier than the richest kids anyplace in the universe – â€Å" Poor kids have less to populate on- than those in all [ industrialised states ] but Ireland and Israel † ( U. S. News and World Report, 1995, p. 24 ) . The available informations on those kids, who are stateless, are even more startling! Estimated figures suggest us that the entire Numberss of stateless kids in the United States range from 65000 to 500,000. When you add the about 14 million kids, who live in some type of Foster attention installations, you can conceive of the humungous nature of the job ( Jencks, 1994 ; Sandham, 2001 ) . Classroom classism could be one of the most barbarous and worst signifiers of favoritism. As a instructor, you may wish to eliminate this perfidy from your schoolroom. What can you make? As a dedicated American instructor, you can make many things to minimise and eliminate classism in your schoolrooms. Two illustrations of actions are as follows: Choosing good course of study stuffs that plan to minimise classism Choosing your ain actions that are good and merely for the full schoolroom Teaching about the achievements of working category and hapless people in the state edifice could assist you in minimising classism. Historical mentions about labour battle and racism could besides be your potent tools in this way. You may besides learn how foolhardy disbursement on stuffs that we do non necessitate, will take to material geting compulsion and uneconomical outgo. You must be a positive function theoretical account, who believes in high value public presentation, cooperation and indifferent and above all with a head to eschew philistinism. Make certain that you send out a positive signal to your kids. Journal Activity Make you hold with gender inequality? Why female stereotypic thought can harm the larger involvements of a society? Do you experience inordinate gender stereotyping will harm your learning? What is your sentiment on biass and favoritism practiced in a schoolroom? Pause and Reflect Invent a mechanism to contend the Great Cycle of Poverty. Write down notes on why this construct is so critical for guaranting learning success in a traditional schoolroom. If you want to win as a good instructor, how to you face assorted cases of gender race favoritism that are so common in a school. Internet Activity Collect more information on the Great Cycle of Poverty and happening of poorness among schoolchildren in the US. What is your sentiment on the Great War on Poverty? By utilizing the information, devise you ain function that will help you in interrupting down the barbarous rhythm of poorness. How to cite The History Of Gender Equality Education Essay, Essay examples

Important Customer Relationship Management - Myassignmenthelp.Com

Question: Discuss about the ImportantCustomer Relationship Management. Answer: According to the article, the history and the theory of CRM stated that it is an important phenomenon that is being undertaken by the organizations for adding a value to the customer relations. It helps in retaining the brand loyalty among the consumers and thereby results to the progress made by the organizations in their respective line of business. The article also addresses the chief concept of the CRM, which is based on perfecting the relationship of the organization with their respective consumers for adding up value over time. It helps the organizations in making a note of the increasing requirements of the people and thereby brings in modifications in their respective systems to retain their consumers. The history of the evolution of the CRM dates back to the initiative that was undertaken by the organizations based on improving the status of their enterprise through the application of the Enterprise Resource Planning (ERP) in the year 1990. The concept has helped in undertaking the considerable changes in the structure of the organizations based on the requirements of the clients. The system has benefitted through the proper centralizing, standardizing and organizing information for the benefits of the organization. Supported by new and advanced tools, the CRM has enabled data management and the utilization of disparate sources of data work as in single integrated database. The field concerns and the data collection facilitated by the CRM is being introduced through the article. Customer Data Integration (CDI) helps in the perfect functioning of the CRM through the determination of the data based on the touch points of the customer information. It integrates the data for the better understanding of the requirements of the consumers, which helps the organizations in bringing in modifications based on the needs. the sales made by the organizations are facilitated by the numerous ways in which the data of the customer can be reviewed by the organization. The varied steps applied through the CDI, the organization understand the varied requirements of the people. The need for change that is being felt by the organizations based on the change of the requirements of the consumers has helped the organizations in making their progress in the market. it also helps in supplementing the consumers with their queries based on the price and the products that is being provided by the organization. Therefore, the proper functioning of the CRM is a necessity for the organizations for bringing in the required change in their systems. The article also takes steps to understand and determine the issues based on the utilization of the CRM. CRM is an useful tool in determining the information about the consumers. It helps the organizations in bringing in improvements in their respective systems based on the requirements of the people. However, there are cases where the consumer information might get compromised, to which the organizations are required to take steps based on the data safety and privacy measures. It helps in retaining the trust of the consumers towards the brand or the organization. The enhanced communication through the CRM helps the organizations in identifying the requirements of the consumers and thereby brings in modifications to their systems for reaching out to their consumers. The article through its critical discussion on the effectiveness of the CRM has also stated the future of the CRM and its sustenance in the market. The system related issues with the implementation of the CRM has affected the growth of most of the companies recently. Therefore, many companies feel unsafe with the usage of the CRM in their systems. On the other hand, the implementation of the CRM has not only affected the growth of the companies in the system related factors but also affected the revenues that are being created by the companies as a whole. The question of the survival of the system is based on the principles of the organizations and the objectives and goals of the companies.

Battle of Guilford Court House in the American Revolution

Battle of Guilford Court House in the American Revolution Battle of Guilford Courthouse - Conflict Date: The Battle of Guilford Court House occurred on March 15, 1781, and was part of the southern campaign of the American Revolution (1775-1783). Armies Commanders: Americans Major General Nathanael Greene4,400 men British Lieutenant General Lord Charles Cornwallis1,900 men Battle of Guilford Court House - Background: In the wake of Lieutenant Colonel Banastre Tarletons defeat at the Battle of Cowpens in January 1781, Lieutenant General Lord Charles Cornwallis turned his attention to pursuing Major General Nathanael Greenes small army. Racing through North Carolina, Greene was able to escape over the swollen Dan River before the British could bring him to battle. Making camp, Greene was reinforced by fresh troops and militia from North Carolina, Virginia, and Maryland. Pausing at Hillsborough, Cornwallis attempted to forage for supplies with little success before moving on to the forks of Deep River.   He also endeavored to recruit Loyalist troops from the region. While there on March 14, Cornwallis was informed that General Richard Butler was moving to assault his troops. In actuality, Butler had led the reinforcements that had joined Greene. The following night, he received reports that the Americans were near Guilford Court House. Despite only having 1,900 men on hand, Cornwallis resolved to take the offensive.   Detaching his baggage train, his army began marching that morning. Greene, having re-crossed the Dan, had established a position near Guilford Court House. Forming his 4,400 men in three lines, he loosely replicated the alignment used by Brigadier General Daniel Morgan at Cowpens. Battle of Guilford Court House - Greenes Plan: Unlike the previous battle, Greenes lines were several hundred yards apart and were unable to support each other. The first line was comprised of North Carolina militia and rifleman, while the second consisted of Virginia militia situated in a thick forest. Greenes final and strongest line was comprised of his Continental regulars and artillery. A road ran through the center of the American position. The fighting opened approximately four miles from the Court House when Tarletons Light Dragoons encountered Lieutenant Colonel Henry Light Horse Harry Lees men near Quaker New Garden Meeting House. Battle of Guilford Court House - Fighting Begins: After a  sharp fight which led the 23rd Regiment of Foot advancing to aid Tarleton, Lee withdrew back to the main American lines. Surveying Greenes lines, which were on rising ground, Cornwallis began advancing his men along the west side of the road around 1:30 PM. Moving forward, British troops began taking heavy fire from the North Carolina militia which was positioned behind a fence. The militia was supported by Lees men who had taken a position on their left flank. Taking casualties, the British officers urged their men forward, ultimately compelling the militia to break and flee into the nearby woods (Map). Battle of Guilford Court House - Cornwallis Bloodied: Advancing into the woods, the British quickly encountered the Virginia militia. On their right, a Hessian regiment pursued Lees men and Colonel William Campbells riflemen away from the main battle. In the woods, the Virginians offered stiff resistance and fighting often became hand-to-hand. After half and hour of bloody fighting which saw a number of disjointed British attacks, Cornwallis men were able to flank the Virginians and force them to retreat. Having fought two battles, the British emerged from the wood to find Greenes third line on high ground across an open field. Charging forward, British troops on the left, led by Lieutenant Colonel James Webster, received a disciplined volley from Greenes Continentals. Thrown back, with heavy casualties, including Webster, they regrouped for another attack. To the east of the road, British troops, led by Brigadier General Charles OHara, succeeded in breaking through the 2nd Maryland and turning Greenes left flank. To avert disaster, the 1st Maryland turned and counterattacked, while Lieutenant Colonel William Washingtons dragoons struck the British in the rear. In an effort to save his men, Cornwallis ordered his artillery to fire grapeshot into the melee. This desperate move killed as many of his own men as Americans, however it halted Greenes counterattack. Though the outcome was still in doubt, Greene was concerned about the gap in his lines. Judging it prudent to depart the field, he ordered a withdrawal up Reedy Creek Road towards Speedwell Ironworks on Troublesome Creek. Cornwallis attempted a pursuit, however his casualties were so high that it was quickly abandoned when Greenes Virginia Continentals offered resistance. Battle of Guilford Court House - Aftermath: The Battle of Guilford Court House cost Greene 79 killed and 185 wounded. For Cornwallis, the affair was much bloodier with losses numbering 93 dead and 413 wounded. These amounted to over a quarter of his force. While a tactical victory for the British, Guilford Court House cost the British losses they could ill-afford.   Though unhappy with the result of the engagement, Greene wrote to the Continental Congress and stated that the British have met with a defeat in a victory. Low on supplies and men, Cornwallis retired to Wilmington, NC to rest and refit. Shortly thereafter, he embarked on an invasion of Virginia. Freed from facing Cornwallis, Greene set about liberating much of South Carolina and Georgia from the British. Cornwallis campaign in Virginia would end that October with his surrender following the Battle of Yorktown. Selected Sources Guilford Court House National Military ParkBritish Battles: Battle of Guilford Court HouseUS Army Center for Military History: Battle of Guilford Courthouse

How to Say Any in Spanish

How to Say Any in Spanish The English word any has no single equivalent in Spanish, and when it is used to mean an uncountable noun or a plural noun, it is usually left out completely.  There are a few cases where you can use the word any to mean some, none or whatever, and in those cases, there is a translation for the word. When Any Can Be Omitted in Translation In many cases, any as an adjective is superfluous in Spanish, adding little independent meaning and can be omitted without much change in how the sentence is understood. Under those circumstances, and especially in questions, the word can usually be left untranslated in the Spanish equivalent.   English Sentence Spanish Translation If you have any additional questions about this product, you can check the label. Si tienes preguntas adicionales sobre este producto, puedes consultar la etiqueta. Are there any books about the National Museum in English?  ¿Hay libros sobre el Museo Nacional en inglà ©s? If we don't make any progress this week, a huge job will be left for us next week. Si no hacemos progresos esta semana, nos quedar una tarea monumental para la semana prà ³xima. Do you want any more carrots?  ¿Quieres ms zanahorias? I don't feel any pain. No siento dolor. Remember, there are times when any can or should be translated. There are a few ways to express the idea of any when it can mean some, none, whichever, or whatever in a sentence. When Any Means None Double negatives are common and acceptable in Spanish. In negative sentences, any can often be translated as ninguno, which varies according to number and gender. Note that ninguno is shortened to ningà ºn when it comes before a singular masculine noun. Like any, ninguno and its variations can function as both adjectives and pronouns. English Sentence Spanish Translation If you don't have any of these documents, you can submit one of the following. Si no tiene ninguno de estos documentos, puede someter uno de los siguientes. I don't see any advantages for the citizens. No veo ningunas ventajas para los ciudadanos. I don't feel any pain. No siento ningà ºn dolor. By using a double negative, in Spanish, it can allow the speaker to be emphatic. As is the case with the example, I dont feel  any  pain. The speaker can simple state,  No siento dolor.  However, when using the double negative and stating,  No siento  ningà ºn  dolor.  The speaker is emphasizing a state of being that is extremely pain free. It is similar to an English speaker saying, I dont feel any pain, not a one. When Any Means Some When any is used in a sentence and it stands in as a pronoun meaning some, it can be expressed in two ways as alguno  or algunos for the singular and plural masculine pronoun and  alguna or algunas  for the singular and plural feminine pronoun. An example of this would be,  I have two dogs. Do you have any? In the second sentence, you can replace the word any with alguno.  Tengo dos perros  ¿Tienes alguno? When Any Means Whatever or Whichever When any is used to mean that a variety of choices will do, such as whatever or whichever in English, you can use cualquiera, which is shortened to cualquier when used as an adjective before a masculine or feminine noun.   English Sentence Spanish Translation I am looking for any Harry Potter book. Busco cualquier libro de Harry Potter. Any mother can distinguish her child from all other children. Cualquier madre puede distinguir a su hijo de todos los dems nià ±os. "Which meal do you want to eat?" Any one. It doesn't matter." Cualquiera. No importa. It is absolutely prohibited to provide syringes or hypodermic needles in any way. Es absolutamente prohibido suministrar de cualquier modo jeringuillas o agujas hipodà ©rmicas.

Four Allied Leaders Essay Example | Topics and Well Written Essays - 750 words

Four Allied Leaders - Essay Example Only the strongest survived in the war, and for that reason most countries formed military units in used both their scientific, economic and industrial capability to rally behind their soldiers for support and defence. The principal antagonist were the Axis powers- Germany, Italy, and Japan- and the Allies- France, great Britain, the united states, the soviet union, and to a lesser extent china. A German dictator Adolf Hitler wanted to invade and occupy Poland. But Poland had been assured military support from French and British should it be attacked by Germany. Hitler therefore needed to neutralize the possibility of resistance from the Soviet Union (Laver & Matthews, 2008). They engaged in negotiations that led to the signing a treaty to divide Poland between them, with the western third of the country going to Germany and the two- thirds being taken by the U.S.S.R. he become sure to invade Poland without interference from soviet or British. Hitler ignored the diplomatic efforts th at were put to stop him, instead he ordered invasion. As a result, Great Britain and France declared war on Germany respectively. That marked the beginning of World War II that proclaimed lives, destruction and lose of property. Different Allies of World War II were formed by countries that were against to the Axis powers. Their main aim was to advance alliances as seeking to stop wars of aggression being waged by the Western and Eastern powers associated with the Axis (Laver & Matthews, 2008). The first one was anti-Germany coalition (France, Poland, United Kingdom, and British Commonwealth), â€Å"the big three â€Å"(Britain, the Soviet Union and United States) and the United Nations. These alliances had different leaders who contributed greatly to the World War II in a number of ways. In August 1940, Reinhardt Heydrich was appointed and served as president of Interpol. He was the one who was in charge of the Wannsee Conference, where all plans they come up with the idea of dep orting and excommunicating all Jews in Germany occupied territory therefore he was seen as the father of holocaust, and organized co-ordinate a number of attacks against the Jews (Ramen, 2001). He is regarded as the darkest figure within the Nazi elite; Adolf Hitler is remembered to have referred to him as ‘The man with the iron heart† because of his evil acts that only was aimed at loosing lives of innocent citizens. Heydrich is remembered to be the founding head of intelligence organization that was charged with the responsibility of seeking out and neutralizing resistance to the Nazi Party via arrests, detentions as well as killing. Heydrich acted as the protector of the industrial workers and farmers, whose productive capacity was necessary to the German war effort. This not only helped in the bid to win in an event of war, but also it ensured the Germany economy was boosted. Since the war, he was the man who felt it was his duty â€Å"to save the world from intelle ctual and moral decay†. After his assassination, his monument was erected in his owner. Another key personality in the World War II is Hideki Tojo. He was Japanese Prime Minister during the World War II; he led Japan through the war and was later executed as a war criminal. He was an esteemed administrator and skillful field commander and become noted as a stern disciplinarian. Hideki fought in the Sino-Japanese war, leading

Deconstruction of Robert Frost's The Road Not Taken Essay

Deconstruction of Robert Frost's The Road Not Taken - Essay Example The road truly taken is the most popular one, not the road less taken, because people have no autonomy. They cannot choose the road they want, when they grow up living that only one road is acceptable, the masculine road to severe individualism, rationalism, and domination of the American Dream. The masculine speaker pursues the rough road of individualism. Individualism follows the ideals of independence. The speaker of the poem observes the two roads: â€Å"TWO roads diverged in a yellow wood,/And sorry I could not travel both† (Frost 1-2). The word â€Å"I† indicates the individualistic voice, wherein he is sorry that he cannot travel both, which means he will make the decision on his own. He does not consider other people or consequences because he thinks that he can do everything on his own. Moreover, individualism emphasizes individual reflection. The speaker thinks about his decision: â€Å"And be one traveler, long I stood/And looked down one as far as I couldà ¢â‚¬  (Frost 3-4). He stood on his own, and this is not only individualism because he is alone, but because he thinks for his own interests. He looks as far as he can, but he does so using his own thoughts and ideas. He appears to be focused on his own interests only. Furthermore, the speaker sees the undergrowth depicts the masculine-feminine binary. He says: â€Å"To where it bent in the undergrowth† (Frost 5). The undergrowth or bushes stand for women, through symbolizing fertility because of its ability to give life through food, but it is described as â€Å"undergrowth,† inferior to other kinds of plants. The speaker’s individualism leads him to seeing the road in one way, instead of multiple ways. He does not open himself to the possibility that the undergrowth is more than what it appears to be, that it is in its development, or maybe even developed, but undeveloped to the eyes of the dominant group. Individualism takes away people’s ability to se e the strength of numbers, numbers of ideas and analyses. Aside from individualism, the speaker is masculine in that it emphasizes rationalism over emotions. Rationalism indicates finding the best way among all ways. The speaker describes one of the roads: â€Å"Then took the other, as just as fair,/And having perhaps the better claim† (Frost 6-7). The fair one is beautiful, so it is better to be walked on, but he chooses another side. But does he truly take the road less taken? He knows that the fair one is the better claim. It is what he wants to walk on, not the more difficult one. The word â€Å"Perhaps† does not show his reluctance for the easier road; it shows his hesitation for not taking the fairer road. Rationality emphasizes the better choice that gives the most rewards. The speaker depicts the beauty of this road: â€Å"Because it was grassy and wanted wear;/Though as for that the passing there/Had worn them really about the same† (Frost 8-10). The gr ass is inviting; it wants to be worn down. People are passing there, and it is the obvious choice with the least risks. Why would the speaker choose the other one, when people have passed one road and enjoyed it? It is irrational to not follow the road that the majority pursues. It is the best because it is the safest and most popular. Rationality judges this road as the winning road- the popular and convenient road of the American Dream. The rational speaker does not take the road les

Situating the Situationist International Essay Example | Topics and Well Written Essays - 1000 words - 1

Situating the Situationist International - Essay Example ench faction started to adopt the concept of â€Å"constructed situation.† The members of the S.I were outraged by cultural capitalizations and economic markets. These were perceived to be the hijackers of aesthetic experience. In 1958, S.I co-founder Guy Debord and a section of the rest of the group decided to sabotage the International Assembly of Art Critics which was taking place in Belgium. They condemned the commercialization and institutionalization of art by the event, and called for subversive and new aesthetic ideologies. The approaches used by the S.I included the use of protesting text, hand-out copies, forcing themselves into press meetings and clubs, and throwing of pamphlets into crowds. They also used to throw leaflets from buildings into cars and over windows. These approaches still live with the present day representation and politics. Situationism has, however, evolved. In the middle of the 20th Century, situationism aimed at redesigning its context and the attitude of the public with the purpose of achieving integration and to have anyone enjoy the art world. Newer methods and re-appropriations of situationist methods are both aesthetically and politically successful. The devised methods have been more successful in exposing or opposing deceptions of capitalism than the ill-fated earlier methods where artists found themselves ignored, crushed or scorned. The interventions of the Situationist international have a mild impact both aesthetically and politically. Newer methods and re-appropriations have been, however, more successful than the historically devised ones. The author of this anthology seeks to emphasize on the S.I’s engagement with cultural politics and art of their time during the 20th Century. He builds majorly on their activist and political stance and the interaction of Guy Debord with other members of the group. Published in 2004, this book supplements both political and aesthetic sections. It also provides some hard-to-find

Economic Growth Determinants And Models | Literature Review

Economic Growth Determinants And Models | Literature Review Introduction Economic growth is one of the most important fields in economics. Since sustained economic growth is the most important determinant of living standards, there is no more important issue challenging the research efforts of economists than to understand the causes of economic growth. Human capital has been identified as a key stimulus of economic growth. In fact, it can never be overemphasized that human capital is the engine of growth of an economy. No nation can develop beyond its investment in education in particular. Growth economists in affirmation have explained that the differences in the per capita income of countries cannot be explained in isolation from the differences in human capital development. Health and education are both components of human capital and contributors of human welfare. Numerous economists research their relevance in the economic growth and tried to incorporate human capital in the growth model. While some researchers take a Keynesian route and stress on the demand factors, other researchers follow the neoclassical route and emphasis the role of factor supplies in growth. Human Capital in the form of education It is equally important to effectively and efficiently measure the human capital with the perceiving importance of human capital. Since, human capital is considered as a synonym of knowledge embedded in all levels such as an individual, an organizations and a nation, education is the primary element in the measurement of human capital. Some economists attempted to measure the stock of human capital utilizing â€Å"school enrollment rates† as a proxy of human capital. Through the study of 129 countries for a time period 1960 to 1985, Barro and Lee, 1993 concluded that female education stimulates the acquisition of human capital through children. A fact is in accordance with the findings of De Tray, 1773 and Becker and Lewis, 1973. Barro and Lee reconcile their findings with the conclusion of De Long and Summers (1992) with the belief that â€Å"perhaps the true key is to have educated women working with machines†. (Barro and Lee, 1991, p29). However, the study of Kyriacou in 1991 concluded a negative and insignificant correlation between years of schooling in labour force and future growth. One of the possible explanations for this result is the link between human capital and subsequent growth of technology was ignored. The method of using school enrollment rates is criticized as student’s effec tiveness can be recognized after participating in production activities. Nehru, Swanson, and Dubey (1993) attempted to measure relationship between human capital and studentsà ¢Ã¢â€š ¬Ã… ¸ â€Å"accumulated years of schooling† in the employable age as educational attainment. Their approach to measure human capital is similar to that of Lau, Jairison, and Louat( 1991), Psacharopolous and Arriagada (1986,1992). The results show a positive relationship between education stock and its influence on income per capita. They also concluded that there is a high correlation between education stock and other human capital indicators and hence justify the usage of this variable as a proxy for human capital. Nevertheless, they note that there is a problem with the estimates of education stock due to repeaters and dropout rates. The weakness in the study pertains to education stock estimation as they are â€Å"based on sparse data of uneven quality†( Nehru, Swanson, and Dubey,1993, p8). Romer (1990) suggested the ratio between skilled-adults and total ad ults to measure the stock of human capital in the national economy. Another approach to measure human capital is through the returns which an individual obtains from a labour market throughout education investment. Mulligan and Sala-i-Martin (1995) defines that aggregate human capital is the sum of quality adjustment of each individual’s labor force, and presents the stock of human capital utilizing an individual’s income. Their belief was that the â€Å"quality of a person would be related to the wage rate he receives in the marketplace†( Mulligan and Sala-i-Martin, 1995, p.2). This measure called the Labour –Income –Based is a measurement of human capital calculated through wage rate. Though this study, it was noted that the usage of average years of schooling as a measurement could be misleading since economists could interpret the increase in income in 1980s independent of human capital accumulation due to the dispersion of average years of schooling. Human capital in the form of Health A large body of literature has established that investment in education pay off in the form of higher future earnings. However, the demerit of the conventional measurement of the human capital is the disregard to qualitative benefits of human capital such as health, fertility rate, child mortality. Given the importance of â€Å"health capital† for education and earnings (Grossman, 2000; Case, Fertig, and Paxson, 2005; Currie and Madrian, 1999; Smith, 1999), it is possible that poor health has an impact on education and hence on economic status. Many health shocks can affect human capital and productivity, both in the short-run (Strauss and Thomas, 1998; Currie and Stabile, 2006) and the long-run (Cunha and Heckman, 2007; Currie and Hyson, 1999)( Joshua Graff Zivin and Matthew Neidell, 2013). The World Health Organization’s Commission on Macroeconomics and Health (2001) claims the following. â€Å"Improving the health and longevity of the poor is an end in itself, a fun damental goal of economic development. But it is also a means to achieving the other development goals relating to poverty reduction. The linkages of health to poverty reduction and long-term economic growth are powerful, much stronger than is generally understood.† Despite the importance of health capital, the empirical literature of the effects of health on economic growth is relatively thin. Recent experimental or quasi-experimental studies, such as Thomas and Frankeberg (2002) and Thomas et al. (2003) have found that specific health sector interventions help recipients raise earnings significantly, and general indicators of health and nutrition status are significant predictors of economic success. At macroeconomic level, several researches support the positive contribution of health on economic growth. Barro (1996b), Bloom and Canning (2003), Bloom, Canning, and Sevilla (2004) and Gyimah-Brempong and Wilson (2004) find that health capital indicators have desirable influence on aggregate output. For the countries in their sample, about one-fourth of economic growth was attributable to improvements in health capital, and improvements in health conditions equivalent to one more year of life expectancy are associated with higher growth of up to 4 percentage points per year. The following table summarises the finding of macroeconomic studies with health. Source: J. Hartwig / Journal of Macroeconomics 32 (2010) 314–325 According to Weil (2007, p. 1295 and 2005, pp. 153–161), health’s positive effect on GDP is strongest among poor countries. The existing evidence on whether health capital formation has an impact on economic growth gives a mixed response. Some papers such as Heshmati (2001), Rivera and Currais (1999a, 1999b, 2003, 2004) accept the significance of health capital formation for economic growth in OECD countries. However, Knowles and Owen (1995, 1997) as well as McDonald and Roberts (2002) reject the hypothesis that life expectancy is a statistically significant explanatory variable for productivity growth in high income countries. IN fact, Bhargava et al. (2001) and Acemoglu and Johnson (2007) estimated a negative effect of adult survival rate on economic growth for US, France and Switzerland. Some studies have associated fertility rate and child mortality with human capital. The best known study between population growth and development is Kuznets (1967). His study found a positive correlation between growth rates of population and income per capita within broad country groupings, which he interpreted as evidence of a lack of a negative causal effect of population growth on income growth. However, Kelley (1988) found no correlation between population growth and growth of income per capita, and similarly no relationship between population growth and saving rates. Summarizing many other studies, he concluded that the evidence documenting a negative effect of population growth on economic development was weak or nonexistent. Becker et al. (1990) associated endogenous fertility and a rising rate of return on human capital as the stock of human capital increases. Their analysis discusses the importance of investment of human capital and the impact of family sizes and birth rates. They concluded that â€Å"societies with limited human capital choose large families and invest little in each member; those with abundant human capital do the opposite † ( Becker et al., 1990, p.35). Weil et al.(2012) found that a reduction in fertility rate will increase GDP per capita income by an economically significant amount. This result is similar to the findings of Bloom and Canning (2008) who have regressed the growth rate of income per capita on the growth rate of the working-age fraction of the population, and have gotten a positive and significant coefficient. The high growth of working age fraction is the result of fertility reductions; it can be seen as showing the economic benefits of reduced fertility. Growth Models Being one of the most important determinants of living standards, economic growth is among the most important issue challenging the research efforts of economists. Many adopted the neoclassical growth approach to study economic growth. The neoclassical growth model emphasizes the role of factor supplies in growth as it seeks to undermine the long-run economic growth rate determinant through the accumulation of factor inputs such as physical capital and labour. Over time, human capital was introduced in the growth model. The concept of capital in the neoclassical model has been broadened from physical goods to include human capital in the form of education, training and experience. In the early 1960s, Schultz initiated the human capital revolution in economic thought. He claimed that â€Å"This knowledge and skill are in great part the product of investment and, combined with other human investment, predominantly account for the productive superiority of the technically advanced countries. To omit them in studying economic growth is like trying to explain Soviet ideology without Marx.†(Schultz, 1961, p.3). Exogenous growth model In general, there are two basic frameworks that seek to understand the relationship between human capital and economic growth. The first approach is through the exogenous growth model adopted by Nelson and Phelps (1966). The exogenous growth model has its origin form the Solow growth model. The crux of this model is the aggregate production function written in the general form: Y = F (A, K, L), Where output is explained as being a function of technology, A in addition to capital (K) and labour (L). In 1957, after a study of 40 years of growth, Robert Solow concluded that â€Å"it is possible to argue that about one-eighth of the total increase is traceable to increased capital per man hour, and the remaining seven-eighths to technical change† (Solow 1957, p316). The Solow growth model assumes a constant growth rate of productivity, g Y = A0 egt KÃŽ ± L1-ÃŽ ±. This implies that the growth in income in income is determined by productivity growth, g and growth of capital per worker. However, Solow left technological progress unspecified. Moreover, the model assumption of market competitiveness, constant returns to scale lead to further study of the model. In his seminal paper, Nelson and Phelps (1966) related how level of human capital stock is an indirect determinant of economic growth. They concluded that â€Å"the usual, straightforward insertion of some index of educational attainment in the production function may constitute a gross misspecification of the relation between education and the dynamics of production.† (Nelson and Phelps, 1966, p.75) They believe that stock of human capital determines the economic capacity of a nation to innovate, which in turn lead to economic growth. Education and training facilitate the implementation and usage of new techniques makes an economy technologically progressive and more productive. Henceforth, incentives to innovate and market structures necessary for research and development have become important in theories for growth. The Schumpeterian growth literature revived this doctrine. The Schumpeterian theory explains that â€Å"current innovators exert positive knowledge spillovers on subsequent innovators as in other innovation-based models, but where current innovators also drive out previous technologies-, generates predictions and explains facts about the growth process that could not be accounted for by other theories.†(Aghion et al, 2013, p.35) The empirical literature on technical diffusion has been growing. The role of human capital in facilitating technological is supported by Welch (1975), Bartel and Lichtenberg (1987) and Foster and Rosenzweig (1995). The significant spill-overs are documented by the survey of Griliches (1992). Benhabib and Spiegel (1994), using cross-country data, investigate the Nelson-Phelps hypothesis and conclude that technology spillovers flow from leaders to followers, and that the rate of the flow depends on levels of education. As a matter of fact, a great deal of study seeks to analyse the relationship between level of education and technological diffusion and this affects economic growth. Some examples will be Islam (1995), Temple (1999), Krueger and Lindahl (2001), Pritchett, Klenow and Rodriguez-Clare (1997), Hall and Jones (1999), Bils and Klenow (2000), Duffy and Papageorgiou (2000), and Hanushek and Kimko (2000). (Jess Benhabib and Mark M. Spiegel, 2002) Endogenous growth model The second approach is the endogenous growth model inspired by Gary Becker’s human capital theory (1964) which directly links human capital to economic growth. The basic idea behind Becker’s view is that growth is driven by human capital accumulation. Nobel laureate Robert Lucas presented an endogenous growth model in which the engine of growth is the human capital. He added â€Å"what Schultz (1963) and Becker (1964) call human capital to the model, doing so in a way that is very close technically lo similarly motivated models of Arrow (1962), Uzawa (1965)and Romer (1986)† ( Lucas, 1988. p.17). He assumed that individuals choose to allocate time to current production or schooling based on increases in productivity and wages in the future due to the current investment of time in education. Lucas model can be summarized in Y = Kß(UH)1-ß, Where H represents the current human capital stock of the individual and U is the fraction of time allocated to current production and K is the per capita stock of physical capital. Human capital growth model Over time, with numerous studies on human capital, different variables were included in the growth equation as a measurement of human capital. Drawing upon Mankiw et al. (1992), Barro (1996a, 1996b), Bassanini and Scarpetta (2001), Bloom et al. (2004) and Gyimah-Brempong and Wilson (2004), the following growth equation was modelled in the Baldacci, Clements, Gupta and Cui (2008) paper on Social Spending, Human Capital, and Growth in Developing Countries. The growth equation is based on the framework of neoclassical growth augmented by the inclusion of education capital, ed, health capital, he, investment ratio, sk and denotes the set of macro and institutional control variable such as the fiscal balance, inflation rate, trade openness, and governance that augment the baseline specification of the model. Moreover, it is assumed that there is a relationship between the initial stock and increment in human capital with per capita GDP growth, g. The baseline growth model was as follows: Where git is real capita per income growth, 1i and 1t denote the country-specific effect and period-specific effect, respectively, Ln (yit-1) is the lagged logarithm of per capita income to control for the expected reduction in growth rates as per capita incomes rise and there is convergence to steady growth rates; Skit denotes the investment ratio, Edit refers to the stock of education capital, which is proxy by the sum of the gross primary and secondary enrollment rate, Ed refers to changes in education capital, Heit refers to the stock of health capital, and he refers to changes in health capital, mit consists of control variables and uit is the error term.   Ã‚   Japanese in Brazil: Asian-zing Brazil Japanese in Brazil: Asian-zing Brazil Wendy Do   As a country of a very diverse population, Brazil has experienced the influx of a variety of races and ethnicities throughout the course of history. As a result, Brazil continues to experience extreme cultural syncretism and assimilation. Nearing the end of the nineteenth century, the world saw Brazil as a country with a high degree of miscegenation (Schwarcz 3); immigration is one of the major cause for this. From the discovery of Brazil in the 16th century to its colonization by Pedro Alvares Cabral and onward, Brazil has been a country of immigrants. One country in particular, Japan, started emigration to Brazil in the early 20th century. Most people would not expect Brazil to contain the largest Japanese immigration population. My thesis is that: Japanese immigrations initially sought relief from the Meiji Restoration and chose Brazil due to their increasing demand for laborers, but over time established a huge community which to their settlement. In this essay, I will discuss th e initial reason for the Japaneses immigration to Brazil, the impacts of these migrants, and the reaction of the Brazilians and Japanese to the migrants. This will demonstrate the impact of an Asian immigration society in Brazil and how it contributed to the diverse population due to racial formation. Before the Portuguese settled in Brazil, the majority of the population was of indigenous groups. As described in detail in Schwartzs work, when the Portuguese first arrived, they encountered various Indian groups and made an agreement where they decided that they needed to civilize the indigenous (Graham, W1D2). While the two groups of the Jesuits and the Portuguese settlers disagreed in ways to civilize the indigenous, they both believed in slavery. As indigenous groups were forced into slavery, they faced many risks including, overcrowding in their communities called aldeais and diseases that killed them at alarming rates (Graham, W1D2). Before the Portuguese arrived, the population of Indians capped around five million but by the 1950s, the population decreased to one hundred twenty thousand (Graham, W1D2). This not only led the devastation of the ingenious population, but increased the demand for labor. This trend would later contribute to the Japanese immigration to Brazil. How ever, before the Japanese, the substitution of indigenous slavery with African slave labor made its way. Brazil had a slave economy where one product dominated Brazils export for most of the slave period from 1550-1888 (Graham, W2D2). This began with the Donatorio Captaincies which were awarded by the crown in Portugal in order to protect interests in Brazil. The awards gave the Portuguese courtiers and soldiers, who bore the title of captain, to have the right of taxation, justice, administration, and the privileges to promote settlement and economic development (Schwartz 13) in Brazil. This marked the beginning of the Portuguese settlement which would evolve into plantations. The Coffee Cycle, is the period we will be focusing on, which took place from the 1830s to the 20th century. Coffee was expanding and slavery was abolished in the 1880s (Graham, W2D2) which led to a need for laborers. According to Schwarcz, from the beginning of the coffee plantations, the owners have contracted with workers in their home countries and engaging in acts such as loaning them money for travel costs, housing, or other expenses (8). With this being said, it can be noted that the Japanese were viewed more as an indentured servant, but eventually grew in status and recognition. The previous events mentioned have contributed to the diverse population in Brazil through: the indigenous already living there, the settlement of the Portuguese, the African slavery, and immigration from other countries. Many intellectuals, politicians, and cultural and economic leaders saw [] immigration as improving an imperfect nation that has been tainted by the history of Portuguese colonialism and African slavery (Lesser, 2013, 2). With the end of slavery, planters have encouraged their state and federal government to seek Europeans in order to replace their slaves in the massive coffee economy. By 1888, thousands of immigrants poured into Sao Paul (the largest group being the Italians); however, these white immigrants believed the elites of Brazil had created a system that gave them an inability to move out of low status. This created immigrant-led protests against labor and social conditions and the deportation of Italian for anarchism (Lesser, 1999, 82), so Brazil sought fo r a more submissive group. Japanese diplomat, Sho Nemoto mentioned in a later signed treaty that Brazil would be a country where Japanese immigrants could be perfectly settled and we could improve our standard of living, buy property, educate our children, and live happily' (Lesser, 1999, 82). Correlating with the Meiji governments interest in emigration of Japan, this seemed like the perfect option for the Japanese to immigrate to Brazil. The reasons for Japaneses immigration are laid out as: Brazilians needed more labor due to the abolishment of slavery, Japans Meiji government created a period of modernization where peasants become hungry and restless; the encouraged emigration in Japan, and the establishment of colonies by previous Japanese. The first reason why the Japanese migrated to Brazil was because Brazil was seeking a new labor group to fill in as laborers. They saw Japanese immigrants as a ready solution from their previous disappointment with the European replacements; in addition, this could also help foster a relationship between Japan and Brazil in relation to trading. The first Brazil-Japanese treaty was then signed in 1895, where Brazil would see a rapid increase in Japanese labor (Lesser 84). In addition between 1908 and 1941, about one-hundred ninety thousand Japanese immigrants would settle in Brazil (Lesser, 1999, 83). A ship containing the first 781 members of the newly founded Japanese community called the Kasato-Maru arrived after its fifty-one day journey from Japan in June 1908 (Lesser, 2012, 153). The results of the Japanese led the Brazilian government to later promote immigration to other Asian countries, such as China. The Japanese were described as an intelligent and energetic force and this people is amazing us with their power to assimilate everything from European civilization in letters, in science, in art, in industry and even in political institutions (Lesser, 1999, 83). The expectations of the Japanese to the Brazilians were very low, but what the Japanese contributed to this society made them realize that they were definitely not inferior. The second reason for Japanese migration was due to their expectations of Brazil. The Japanese workers felt tricked due to the belief that they would become rich. In turned, similar to previous immigrants, the Japanese revolted against the Brazilian elites. Some of them fled to Argentina, where the salary was higher; or other urban areas such as Minas-Gerais, Parana, and Sao Paulo (Lesser, 2012, 155). One Japanese boy, Riukiti Yamashiro summarized his experience in Brazil as the following: It was a lie when they said Brazil was good the emigration company lied (Lesser, 2012, 156). Japanese propaganda had led the Japanese to believe that Brazil would rich in five years and that they would be able to return home wealthy. However, this was just a proportion of the feelings that Japanese had of Brazil. The Japanese also faced a problem from their home country due to the modernization and industrialization of the Meiji period from 1868 to 1912 (Carvalho 3). Japanese sought escape from poverty, overpopulation, heavy taxes and numerous socioeconomic problems. While some Japanese immigrated to Manchuria or Korea, other fled to Australia or Hawaii. Emigration that was prohibited during the Tokugawa period (1603 1867) was solved when Japan faced these economic problems. The Japanese government gave permission to emigration companies to recruit emigrants, Brazil being the primary destination as immigrants faced strong resistance from other countries (Carvalho 4). The first group of immigrants was a failure because the Japanese rebelled against the emigration companies and deserted the population due to poor treatment and no form of payment. In addition, most had no experience in farming. However, all hope was not lost for the Japanese in Brazilians, because the Japanese would continue to enter the country for the next fifty years (Carvalho 7). The third reason was that Japanese were able to create a community within Brazil. In order to create solutions to the land and labor problems, law were established which required immigrants to come as family units (Carvalho 7) and Japanese-run colonies were allowed to be established. In addition, the Japanese did hold a more powerful protector regime than other immigrants since they were able to establish regular school schedules for children and allow adults to participate in various every day activities such as gymnastics and moral boosting (Lesser 2012 156). Schooling allowed children of the immigrants to move up into more dominant positions in Brazilian societies. In addition, foreign government-sponsored colonies allowed Japanese to be relived from the worry of landowners which allowed them to focus on settlement. This discouraged them from returning to Japan and encouraging more emigration as the success in Brazil news spread back to their home country (Lesser, 2012, 157). There were many opportunities for the Japanese to assimilate into Brazilian culture. Most Japanese arrived at a time where the acquisition of land was easy, allowing them to produce new crops such as cotton, rice and potatoes (Carvalho 8). The social structure of Japanese communities mirrored those of traditional Japanese communities where the social order also followed traditional Japanese patterns. If a Japanese were to disturb the social order, they would be [ostracized] (Carvalho 10). The Japaneses primary goal was to accumulate as much capital as possible in order to return to their country of origin, so they worked hard and saved; however, the years they spend on Brazilian soil allowed them to bring their traditions and customs. This included their practices of incense money, gosembetsu (farewell gifts), and emphasis on social relationships between children and parent and society in addition to holidays as well (Carvalho 11). Their economic and cultural success allowed them to negotiate a position in the Brazilian society to the extent where Brazilian Indians and Japanese immigrants were of the same biological stock (Lesser, 2012, 160). Japanese immigration has contributed a great deal to Brazils national identity. The Meiji era created changes in the economic structure of Japan which led to relief through emigration. At the same time, Brazilians believed that Japanese immigrations would solve the problem of rural work, yet the same result due to poor treatment led to the revolt. However, the difference of the Japanese lied in the fact that they were able to form their own communities. This led to the population being able to culturally sustain themselves in Brazil. Currently, about 1.5 million Brazilians claim Japanese descent (Lesser, 1999, 174). The Japanese migration highlights the differences in immigration to Brazil. The Japanese and their descendants are among some of the best Brazilians and the cultural attitude they developed has allowed them to move into the upper-class of society. Today, Japanese-Brazilians can be found amongst every area of Brazilian society, from politics to economy to arts and industry (Lesser, 1999, 174). Even so, the pattern of emigration and immigration differ according to the economy of Brazil. For most of the last two hundred years, Brazil has been a destination for immigration (Lesser, 1999, 190). However, even with an improved economy, Brazil has been faced with the problem of emigration rather than immigration. A statistic from 2010 shows that about four million Brazilians live abroad which means the population is slowly decreasing. Many Japanese are involved in a phenomenon called dekasegui which means working away from home which is used to those who are descendants of Japanese who migrated to Japan (Lesser,2012, 191). With the amendment to Japans Immigration Control and Refugee Recognition Law in 1990, the Japanese were allows to have work visas up to the generation (Lesser, 2012, 191). This trend fluctuated for various years, for example, when Brazils economy grew strong in the 2000s and the Japanese economy weakened, the migratory trends reversed. As opposed to in the 19th century, Brazilian-Japanese immigrants believed they were temporarily migrating to Brazil to become wealthy (Lesser, 1999, 192). In conclusion, Brazil has and still is a country of immigration. Despite traditional views of Brazil as a country of mestizo and African slavery, the Japanese population outside of Japan is highest in Brazil. I chose to write this essay on the reason for Japanese immigration to Brazil because Asian immigration is typically viewed as the Chinese immigration to America in the 1800s. However, the Japanese is not a country that is really talked about. This relates to the course theme of the Racial Formation of Brazil because it discusses the reasons for the Japanese immigration and how it contributed to Brazils diverse population. Initially, the Japanese immigrations initially sought relief from the Meiji Restoration which paralleled the Brazilian need for laborers. However, the Japanese were allowed to create a settlement and community which in turned allowed for the mass emigration from Japan to Brazil. This contributed to the existing community today and despite reverse changes, Brazi l is able to add onto its extremely diverse and vast culture. Works Cited Carvalho, Daniela De. Migrants and Identity in Japan and Brazil: The Nikkeijin. 1st ed. Place of Publication Not Identified: Routledge, 2015. Print. Graham, Jessica. Arrival of Enslaved Africans. HILA 121A W1D2. Warren Lecture Hall, Rm. 2115, La Jolla. 19 Jan. 2017. Lecture. Graham, Jessica. History of Brazilian Indios. HILA 121A W2D2. Warren Lecture Hall, Rm. 2115, La Jolla. 12 Jan. 2017. Lecture. Lesser, Jeffrey. Immigration, Ethnicity, and National Identity in Brazil, 1808 to the Present. Cambridge: Cambridge UP, 2013. Print. Lesser, Jeffrey. Negotiating National Identity: Immigrants, Minorities, and the Struggle for Ethnicity in Brazil. (1999): Pp. 13-39 (Chapter Two); Pp. 81-94 (part of Chapter Four); Pp. 147-57 (Chapter Six).+. Duke University Press. Web. 21 Mar. 2017. Schwarcz, Lilia Moritz. Introduction. The Spectacle of the Races: Scientists, Institutions and the Race Question in Brazil, 1870-1930. New York: Hill and Wang, 1999. 3-20. Print. Schwartz, Stuart. Early Brazil: A Documentary Collection to 1700. (2010): 117-40. TED. Cambridge University Press. Web. 21 Mar. 2017.

Culture of the Near East :: Ancient World Culture

From the Near East comes the Old Babylonian account of the life and death of GILGAMESH. There was a real Gilgamesh, a king who ruled some 2700 years before Christ lived and the Romans consolidated their vast empire. The character and the exploits of this king were preserved in the form of stories that circulated for many years after the king's death. Some of these tales -- more than 600 years after Gilgamesh's rule -- were collected by a story teller and were put down in the form of an epic poem. This poem is what we know today as The Epic of Gilgamesh. Who knows how many versions The Epic of Gilgamesh went through before consolidation in its written form? Who knows how many translations the stories underwent before their reworking in the Babylonian language? Who knows how many parts of the story might have offended or misrepresented the eponymous king? Who knows how many story-tellers made more (or less) of Mashu, the mountainous gateway to the other world, as they kept their audiences spellbound with fantastical details of this greatest of human adventures -- the struggle to find (and retain) eternal life? What is known is no less intriguing. How curious is the parallel between the story of Utnapishtim and the Hebrew account of Noah. How symbolic is the description of Enkidu, the prototypical natural man, as he sheds his animalistic behaviors in preference for the pleasures of human society. How extraordinary is the description of the snake, whose stealing of the essence of immortality from Gilgamesh results in the snake's rebirth each time it sheds its skin. Of course the Hebrew iteration of the Flood story is not coincidence. For a time, the HEBREWS lived in SUMER, home to Abraham's people. Nomadic people, they left the fertile river valleys and headed for CANAAN and later EGYPT, taking with them ancient accounts of floods and righteous people whose obedience and wisdom helped them to survive the consuming waters.

Lord of the Flies Essay

Statement Ladies and gentlemen of the jury, the prosecution will prove beyond the shadow of a doubt that the defendant, Jack Merridew, is guilty of two counts of murder. We will show that Mr. Merridew was fully responsible for the deaths of Simon and Piggy when the boys were stranded on an island without adult supervision. We will show that Jack quickly became a sadistic savage who believed that the rules and laws of civilization did not apply to him. He constantly fought against and disobeyed Ralph who was the democratically elected leader of the boys. He valued killing above all other activities and constantly tried to convince the other boys to follow him and not listen to Ralph. Although the circumstances surrounding Simon’s death were accidental, the prosecution will show that Jack’s behavior caused the boys to act as killers. Jack ruled his boys through fear and he made them follow him because they believed that he could protect them. We will show that Jack knew that the beast was not real but he pretended it was so that all the boys would continue to be afraid. One of Jack’s strategies to make the boys feel braver was that he created the death chant, â€Å"kill the beast, cut his throat, spill his blood. † Also Jack created the dance where a boy pretended to be a pig while all the other boys stood around him and pretended to spear him to death. It was in the middle of this crazed dance that Simon stumbled out from the jungle and all the boys fell upon him and killed him. The prosecution will also present evidence that shows that Jack was responsible for Piggy’s death. Shortly after the boys crashed, Jack broke Piggy’s glasses making Piggy even more helpless than he already was. Then Jack raided Ralph’s camp and stole Piggy’s glasses. This final act was a death sentence for Piggy because without his specs he could not see the rock tumbling down the mountain towards him that killed him. The prosecution will also show that from the very beginning Jack’s hatred of Piggy influenced all the boys. Jack hated Piggy because Piggy was fat and physically weak. Jack believed in the law of the jungle, which states that only the strong survive. Jack makes up the chant â€Å"kill the pig† and this chant always causes the boys to be frenzied, crazed, unthinking savages. â€Å"Kill the pig† could be seen as being close to â€Å"kill the piggy† so it’s not a surprise when Piggy is finally killed. Piggy wants Ralph to remain the leader because he knows that he is protected and won’t be hurt by Jack as long as Ralph is the leader. When Piggy is killed, Ralph is no longer the leader and after Piggy dies Jack screams â€Å"that’s what you’ll get† and he throws his spear at Ralph. Questions for Witnesses Ralph 1. When Jack threw his spear at you and then hunted you, did you think that he was going to kill you? 2. Were you afraid of Jack? 3. Was Jack a bully? Sam and Eric 1. Did Jack’s boys ever hurt you? 2. Were you afraid of Jack? 3. When Jack kidnapped you and tied you up did you want to be part of his tribe? Piggy’s Auntie 1. How well could Piggy see without his glasses? 2. If Piggy had been wearing his specs could he have seen the rock coming towards him and gotten out of the way? 3. Since Jack stole his glasses do you believe that Jack is responsible for Piggy’s death? Naval Officer 1. When you arrived on the beach what was Ralph doing? 2. How did all the boys look? 3. Do you think that they were playing a game or was the hunt real? Roger 1. What do you admire about Jack? 2. When you pushed the rock down the mountain and killed Piggy how did you feel? 3. When you were torturing Wilfred and Sam and Eric did you believe that this was wrong? Jack’s Parents 1. Did Jack ever get in trouble at school for being a bully? 2. When Jack played with other boys what kinds of games did he like to play? 3. Did Jack ever steal anything? Percival 1. Were you afraid of Jack? 2. Why did you choose to join Jack’s tribe? 3. Do you think that Ralph or Jack was the better leader? Maurice 1. Why did you choose to go with Jack to steal Piggy’s glasses? 2. Why didn’t you just ask Piggy if you could borrow his glasses? How did you feel when you knocked over the littluns’ sandcastles? Robert 1. When you pretended to be the pig, were you hurt? 2. Were you afraid during this activity? 3. Were you afraid of Jack? Closing Statement Ladies and Gentlemen of the jury, we believe that the constitution has proven beyond a shadow of a doubt that the defendant, Jack Merridew, is a sadistic bully without conscience or regard for the laws and appropriate behavior that are part of civilized society. Jack chose to be a savage criminal on this island. He disobeyed Ralph’s rules that provided structure and order. Ralph was the elected leader and Jack intentionally broke away from this group and formed his own tribe of savage hunters. He ruled this group through fear and physical violence. The boys of Jack’s tribe paid no attention to morals or good behavior. They simply did what they wanted to do and never stopped to say to themselves, â€Å"Is this a good way to behave? † or â€Å"is this right? † From the beginning Jack was a boy who was obsessed with hunting and killing pigs. Then he became a complete savage and the sport of hunting pigs became boring. He needed more excitement so he invented the sport of hunting and killing human beings. You the jury have the responsibility to render a verdict of guilty for two counts of murder. Jack is responsible for the deaths of Simon and Piggy. It is true that he did not push the rock down the mountain that killed Piggy. But he was responsible for creating a tribe of boys who no longer had good moral behavior and who didn’t value human life. It is true that Jack alone that Jack did not kill Simon. But he was responsible for creating the frenzied crazed behavior through his chant and dance that led to Simon’s death. Jack is guilty of murder. The prosecution rests.

Explain the different data structures that are avaliable to computer programmers, giving examples of their use, and reasons why they would be chosen instead of others Essay Example

Explain the different data structures that are avaliable to computer programmers, giving examples of their use, and reasons why they would be chosen instead of others Essay Example Explain the different data structures that are avaliable to computer programmers, giving examples of their use, and reasons why they would be chosen instead of others Essay Explain the different data structures that are avaliable to computer programmers, giving examples of their use, and reasons why they would be chosen instead of others Essay Essay Topic: The Chosen Dats structures are one of the most common principles computer operation, the ability to locate, add or delete data is common and used as soon as you turn on your computer system. The fundamental reason for using data structures is that it uses efficient ways of carrying out the above operations when large amounts of data are involved in the calculations. Lists, string, stacks, queues, arrays trees are some of the most common data structures. They have been adapted from many pre-computing methods, as a queue in its principal is exactly the same as a queue in a shop for items, for example. Linear List A linear list could be considered a one-dimensional array. The list of numbers form what is called a linear list, ie. 5.1, 1.2, .5.9, .3.6, .4.7. Those numbers on themselves are meaningless data, however with a context it becomes information, for example 5.1 is the 0-60 time of a car would be a suitable context. The data in the list has to have a numeric amount of =0. Data can be stored inside computers as a linear list. If an item has to be added, then the item of data in the middle of the list, then all the data after the item needs to be inserted after the item to make way for the new item of data. Algorithms could be developed to do this, however in reality they would not be used, and would prove to be not efficient if large amounts of data were involved. The pointer system is the preffered system to be used, which shows how newer data structures enable the user to insert and delete items of data without having to move any existing data. However this is not the most efficient way of dealing with large amounts of data. Stacks A stack is a method used to insert and delete items from a linear list. The concept of a stack is of fundamental importance in computing as it is used in so many different applications, adnt hius principle of a stack is illustrated. E.g. The numbers in the list: 23, 54, 10 90. If the numbers were set out vertically, the list would look like: 23 54 10 90 If 77 was added to the stack when it is pushed on top of the stack. The stack now looks like this: 77 23 54 10 90 If an item is to be removed, is it said to be popped off the stack in the last number in first number out (LIFO last in first out). Often machine code programming involved push and pop as mnemonics for the same purpose. In reality this system works within a computer memory using a pointer system, so that is points to a memory location inside the computer that indicates the top of the stack. If the pointer is ued iin this way then it gains the name stack pointer. Queues A queue is very simmilar I principle to how a stack operates. A queue is often called a FIFO stack (First in First out). The operation of the queue is the same as the operation of a normal queue. (if you were first into a shop you would get server first). When the data has been processed and the first operation has been used (start pointer) the stack does not shift up, just the pointers are moved. This therefore acts as a circular list, so when all the items have been popped and some more pushed on, the procedure is started again from the top using three pointers. The pseudocode to delete some data from a queue could be shown as the following: PROCEDURE INSERT(Size, Start_Pointer, Stop_pointer, Data) (*is queue full?*) IF start_pointer = 1 AND Stop_Pointer = Size OR Start_Pointer = Stop_Pointer + 1 THEN PRINT Queue is already full EXIT PROCEDURE ENDIF (*Check to see if queue is empty*) IF Start_pointer = 0 THEN (*initialise queue*) SET Start_pointer = 1 and SET Stop_pointer = 1 (*Queue not empty, update pointers*) ELSE IF Stop_pointer = Size THEN SET Stop_pointer = 1 (*Put stop_pointer back to beginning*) ELSE SET Stop_pointer = Stop_pointer + 1 (*Update stop_pointer*) ENDIF ENDIF QUEUE(Stop_pointer) = Data (*Store data in queue*) END PROCEDURE Arrays An array is ordering of data elements so that information can be extracted from them. The size of an array depends on the number of rows and columns. Most high level languages allow many more than two or three dimensional arrays, however much memory is consumed for multi-dimensional arrays. Eg. A 5-D array containing 10 elements in each D would require: 10 X 10 X 10 X 10 X 10 = 100,000 locations. (if each number could be scored in one location). Arrays must be represented in computers as a linear list ( a 1-D array). To represent an array in a computers memory requires mapping of each element of the array to the corresponding locations that will score the array. The 3 X 4 array with an identifies, T. eg. 10 21 37 31 T = 35 22 14 66 13 82 26 94 Using row-by-row mapping, this array is shown as: (1,1) (1,2) (1,3) (1,4) (2,1) (2,2) (2,3) (2,4) (3,1) (3,2) (3,3) (3,4) T 10, 21, 37, 31, 35, 22, 14, 66, 13, 82, 26, 94 Linked Lists In a linked list the structure of the data does not necessarily reflect the way in which the data is stored in the computers memory locations. A linked list uses pointers, where a pointer is simply a number stored in memory which points to another locations where another item of data can be located. When data is required to be added or deleted to a list, it becomes a valuable function of a linked list that additions or deletions can be operated without having to move other items of data. The only parts which actually change are the pointers within the list. The end pointer is usual to be known as a free space pointer at at least one location, which will be where new data is added in the list. The deletion of an item of data will cause a change of pointer location, not of the actual data itself. The procedure for adding a new node. The process for this is shown in five simplied steps below: 1. Determine where in the list the node is to be inserted 2. Store data at the position indicated by free storage pointer 3. Alter free storage pointer to point to the next free location. 4. Alter the files on either side. Eg. 1-2-3 (with 2 being the new node, 1 is linked to 2 and 2 to 3 via changing the current 13 pointer locations. The same principal can be used for circular (ring) lists with the start and end pointer being attached to the same node. Tree Structures Data can not exactly fit into a list structure, and other structures (eg hierarchial data structure) are used. Such a data structure is useful for a related objects, for example a vehicle parts list with the car as a whole taking the primary hierarchial postion. At the bottom of the tree there is a child node which is said to have no children (most commonly called a leaf node or terminal node). Although this is easier to quickly locate data in this way, it is more difficult to add and delete nodes compared with that of linear lists. It is usual to use some form of stack, so that the route though the tree can be tracked to the previously visited nodes. Binary Trees These are a kind of the parent node is only allowed two terminal nodes. Binary tree structures are implemented using pointer systems in similar ways to the node pointers used with linked lists. Once the child node from the parent node is chosen, the further choices exist in a sub-tree because the root node is no longer entirely accessible. Hash tables A hash funtion is a set of rules when applied to a five digit key field creates a suitable address in the table. The has function is simmialr to a pointer that is used to point to a location where the necessary data is located. A generalised has function is used simmialry to the following example Address = Hash function (key field) Hash function = key field is squared, then taken right- hand digits and finally add 1. Using the hashing function for the following number: (12345) we get: Original Number|Number squared|Right-hand three digits|Right-hand three digits ADD 1 12345 152399025 025 26 One disadvantage of the hashing function is their ability to create the same address within the table for different key fields. This is known as a collision.