The topic can be proposed by the writer Movie Review - 2

The topic can be proposed by the writer - Movie Review Example voices of peasants, students, political prisoners, and revolutionaries as they seek to air their grievances after the death of Mao Zedung (Lyman Film). Numerous student movements and party crackdown at Tiananmen Square defined resistance against the values of communism in China during this period. The film shows the dramatic flowering of the arts by campus students. Moreover, the civil movements resisted the inefficiencies of the Cultural Revolution and advocated for democratic reforms (Lyman Film). Clearly, the film defines China under Deng Xiaoping’s leadership. According to the film, China experienced fundamental economic and social changes within a controlled political environment established by the Communist party (Lyman Film). The Chinese government allowed its citizens to present their grievances but suppressed their quest to criticize the Communist Party. Moreover, China made peace with the Soviet Union when Mikhail Gorbachev visited Beijing (Lyman Film). The film adopts a clear footage, pictures, and references to the Chinese citizens who drove and witnessed the transformation. The radical redistribution of communal land and the definition of China as a special economic zone reflected the transformation in China. The film shows how China began to attract foreign direct investments from Japan and Hong Kong defining its economic transformation. The film shows the signing of an agreement by British and Chinese leaders that implied Chinese dominance over Hong Kong ( Lyman Film). Ideally, the film is the third part of a â€Å"China: A Century of Revolution† trilogy. Indeed, just like the previous parts of this trilogy, the film, â€Å"3 Born under the Red Flag 1976 1997† runs for 120 minutes (Lyman Film). The film defines a unique economic transformation of a nation. Indeed, it depicts modern China’s epic journey that defined its pursuit of economic growth and political control under the Communist Party. The narration introduces first hand experiences of the

Lower middle class Essay Example for Free

Lower middle class Essay This passage is an extract from M.T. Anderson’s dystopian novel of consumerism and corporate America. The passage is a dialogue between two key characters, Titus and Violet, who each represent contrasting views of the cyber mentality and advertising control. Unlike the passage the novel depicts humanities descent into a decaying society which has no redemption. This passage opens with a short, sharp dialogue between two characters, no names are mentioned and we really don’t know who they are. Yet we sense there must be a bond between them because of the acquiescence of the second character (eg. â€Å"I did†, â€Å"I listened†). We realise that the â€Å"chat† (Anderson, 2002, pp. 96-97) is between the two key characters, Titus and Violet, on their visit to a mall. Clearly the narrator is also the protagonist, Titus, teenager from an upper middle class family, who for the most part is content with his consumer lifestyle. In this conversation Violet is forcing him to question and â€Å"resist the feed† (Anderson, 2002, pp. 96-97) but he is clearly too entrenched within the program to resist. Although he helps her create wild consumer profiles while at the mall, his background helps him resist her strong push to break away from â€Å"those† (Anderson, 2002, pp. 96-97) people. Titus is brainwashed to accept the trademark marketing of the feed because he was â€Å"chipped† as an infant. Although he appears compliant in this passage, it is obvious that he is only doing it to please Violet, â€Å"alright†¦ok† (Anderson, 2002, pp. 96-97). Just like in the rest of the novel Titus is blind to Violet’s urgency in escaping the feed. It is clear he is unaware of the environmental disasters that are happening around him globally and as the passage suggests he is prepared to accept the status quo and conform because in his words â€Å"that’s the feed so what† (Anderson, 2002, pp. 96-97). He is so oblivious of the dangers around him, he doesn’t even realise that her resistance is causing her slow death. The â€Å"she† in the passage, is obviously Violet. She is the one directing and controlling the dialog between the two teenagers. It is clear that she has a sense of desperation and perhaps paranoia, because she recognizes that they are watching us â€Å"right now† (Anderson, 2002, pp. 96-97). Her ramblings sound ridiculous to Titus despite the fact that he does exactly as she says. Violet’s plan in this passage is to resist the feed by tricking them into thinking that she has a wide and random assortment of interests in advertising. The reader is reminded that Violet is not a mainstream teenager, she has been raised by an eccentric parent and was home schooled. Making her different to Titus and his friends, who got their implant at infancy she received hers at the age of seven. Violet views the feed negatively, different from Titus and his friends, perhaps because she comes from a lower middle class background. Anderson creates her to challenge the system she is living under, as she says in the passage â€Å"they tried to figure out who you are†¦make you conform†¦it’s like a spiral† (Anderson, 2002, pp. 96-97). Her disgust and her rebellion against this social norm that everybody else accepts will eventually shut down her body parts and because her father cannot afford repairs, her body will go into malfunction and she will eventually die. In fact the book ends with Violet dying and the feed saying â€Å"everything must go† (Anderson, 2002). This death creates a voice from Anderson suggesting a society of apathy and hopelessness. The narrative of this passage positions the reader to take sides. It is unclear just how contrasting the belief of the two characters is. The narrator is clearly submissive and the reader is eager to find out why. Why does he do as she asks? Why does he listen as she asks? One is keen to find out the reason behind her pushiness. The passage opens with â€Å"she said† (Anderson, 2002, pp. 96-97) and in the first two lines, he â€Å"looks around† (Anderson, 2002, pp. 96-97) as she tells him to, he â€Å"listens† (Anderson, 2002, pp. 96-97) as she instructs him, but it is clear at the end of the passage that he does not necessarily agree, as he says â€Å"so what?† (Anderson, 2002, pp. 96-97). The mall is used symbolically and metaphorically to represent the social demographic of these two teenager’s lives and it is here that Violet is trying to convince Titus to distance himself from the tentacles of the cyber octopus that is the feed. In fact, the telepathic closeness that this feednet creates between people is obvious in the first couple of lines of this passage, where one character agrees with the suggestions of the other. The passage is structured with a combination of sentence lengths, it opens and closes with very short sharp phrases, almost building up into a vortex of explanation. In the middle of the passage sentences are longer because there is so much more to explain, making meaning difficult to understand. There is a distinct pattern of alliteration used as a force of reinforcement, â€Å"she said† (Anderson, 2002, pp. 96-97) and â€Å"wanting, watching, waiting† (Anderson, 2002, pp. 96-97). The tone of the passage begins with a casual conversation between two teenagers and develops almost into a political rhetoric. The conversation is almost childlike, simple, about â€Å"toys† (Anderson, 2002, pp. 96-97), about â€Å"things† (Anderson, 2002, pp. 96-97), about â€Å"games† (Anderson, 2002, pp. 96-97), hiding a more sinister and psychological message. The passage replicates Anderson’s overall view of society. He uses the language of youth culture, presenting the novel/passage in the first person narrative through Titus who is often unlikeable and unpredictable. In the passage the reader is positioned to accept Violet’s (her) view of the world because we cannot trust Titus’ biased point of view. Nevertheless, Anderson has created authentic adolescent voices, sometimes humorous but always honest. Titus represents the apathetic accepting team and Violet of course incites the reader’s admiration for her challenge to a society, which is overlooking the dangers of overpowering consumerism. We cannot fail but see Anderson’s satire through Violet’s voice and his criticism of wealth, status, consumerism, corporate America, messaged advertising, conglomerates, and a society falling into a universal disaster of its own making. The passage is short but captures the essence of Anderson’s meaning and criticism of societies obsessed with consumerism.

Ellen Foster Essay -- Essays Papers

Ellen Foster "When I was little I would think of ways to kill my daddy." [P.1], says eleven-year-old Ellen. Thus the young narrator begins her life-story, in the process painting an extraordinary self-portrait. â€Å"Ellen Foster† is a powerful story of a young girl growing up in a burdensome world. As one reads this work presented by Kaye Gibbons, a chill runs down their back. Ellen, the main character is faced with a hard life dealing with endless losses, with the deaths of both her parents and her grandmother being included. Why would one get a chill you wonder? This individual has thoughts and feelings that many have never experienced and cannot express. Ellen is merely a child no older then the age of ten but if not knowing this fact, readers would think she was an aged woman who has lived their life sufficiently. In this book Ellen refers to herself many times as "Old Ellen." I believe that she uses this name because throughout the book Ellen is always taking care of someone beside herself: her colored friend, Starletta, and her dying mother. Ellen's parents die, and her grandmother dies, but this isn’t really a great loss for Ellen. Her mother was a frail and sick woman whom Ellen was constantly protecting from her drunken father. For a time, Ellen’s Art teacher, Julia, and her husband move Ellen into their home. She feels, for the first time, that she is apart of a loving family. She describes, in the book, â€Å" the three of us could pass for a family on the street...

The City and Its Workers

Chapter 19 The city and its workers (1870-1900) Jump Start: March 14, 2011 As the 19th century closes and the 20th century begins, different technologies help spur the many changes taking place. What symbolism can we take from the construction of the Brooklyn Bridge? It is a marker of time periods (separates this time period from that time period) March 16,2011Why did some immigrant groups decide to stay in the United States after arriving, while other groups only stayed long enough to make some money? March 17, 2011 What were Jim Crow Laws? Give an example of how they were applied. March 18, 2011 Who was Jacob Riis? What did he produce? Why was it important? March 21,2011 Explain the new emerging class systems, which were based upon occupation. White collar blue collar- largely unskilled( jobs require more physical than intellectual) United states emerged as a major industrial power by the end of the 19th century * Large scale immigration, urbanization, and technological innovation help out great promise for future, even as these dramatic changes led to social dislocation, urban squalor, labor strife, and death. * Constructed between 1869-1883, the Brooklyn bridge stood as a testament to the wonders and horrors of America at the close of the nineteenth and opening of the twentieth century * Its construction cost the lives of wenty men and it was considered both a work of art and an engineering marvel upon completion The rise of the city * By the end of the nineteenth century, the emergence of the modern city represented the most dramatic demographic development in the united states * From New york to Chicago to Los Angeles, cities exploded in size, fed in part by the rapid pace of global migrations, especially from southern and eastern Europe * BEFORE 1880 immigrants came from the northern and western Europe * AFTER 1880 immigrants came from southern and eastern Europe.Racism and the cry for Immigration Restriction * Workers often found themselves pitted again st one another, with ethnic rivalry dividing the skilled northern European workers and the unskilled southern and eastern European workers. * Even among educated people of the nineteenth century, the ethnic and religious differences of immigrants were perceived as racial characteristics. * The idea of social Darwinism further supported â€Å"white† society’s claim to racial superiority. African Americans in the North African Americans began their migration north in search of equality * In an effort to leave behind the segregation and Jim Crow Laws of the south, they found jobs on the bottoms rung of the occupational ladder. Asian Americans * Asians= scapegoats of the changing economy A new king of racism * Many Americans saw newcomers as impossible to assimilate * Trade Unions and old-stock aristocrats criticized America’s Immigration policies * A literacy test for new European immigrants passed through Congress but was vetoed by President Grover Cleveland.Jacob Riis * His How the Other Half Lives (1890) graphically showed the poverty of the ghettos * The nouveaux riches (new rich) provided the grandeur and splendor of the age with their magnificent mansions and ostentatious costume parties. * With 1% of the populations owning more than half of the property in America. Plessy v. Fergoson -Separate but equal is ok Brown v. Board of education Topeka, Kansas * Separate but equal is unconstitutional With industrialization and urbanization came both great poverty and great wealth within the cities. * In the outer circles of the cites, people had more money, lived in single family homes, and commuted to work on streetcars. What types of workers were there? * Workers in American industry in the late nineteenth century worked in a variety of settings , ranging from: * Skilled occupations in factories * Piecework that was contracted within the home * construction White-collar office work. * Backbone of the American labor force were the common labor ers. * These â€Å"human machines† stood at the bottom of the country’s economic ladder and generally am recent groups * At the opposite end of the labor spectrum were skilled craftsmen * Employers attempted to end the control that skilled works had ove their. work by bearjng slmalled oarts andtrokcadin the skiled workers with the unskilled * Women typically earned less money than their male counterparts, many oung worjubg men sought hear in dance halls, social clubs, and amusement park after exhausting. America’s diverse workers * Although such efficiencies meant that a greater variety of goods at lower * Boys who lived in the cites some as young as 6 years old, plied their trades as bootblacks and newsboys; Many of the boys were homeless, orphaned or cast off by their families The family economy : women and children * In new york city, the children’s aid societiey tried to better the situation of these, the city’s youngest works=er

Words of Encouragement

Patrick Draughn Words of Encouragment From the outgoing class of 2012 to the incoming class of 2013 we would like to say congratulations to you all, you made it. It has been a long and the finish line is gradually approaching. This upcoming year will be the best and worst time s of your high school experience. There will be times when you can’t wait to get to school to show off your new outfit or to attend homecoming week. There will also be times where school is just not where you want to be today and your body will go but your mind stays at home.These times will come and these times will go but the one thing you must remember is not to forget why you come to school. Do not forget why you are attending high school. Don’t forget about the test on Monday because you were out with your friends this weekend and didn’t feel like studying. Don’t forget about the paper due next week because you were too busy deciding what to get Brittany or bobby something for t heir birthday. Don’t be late to class because you couldn’t decide what to wear with your fresh outfit or what accessories will match your dress.No this is not the time to slack off now is not the time to conduct the infamous virus known as senioritis. Now is the time to focus on your studies, guide your way through the path to graduation, and if you decide start figuring out what college you would like to attend if you haven’t decided already. To the prospective college students now is definitely not the time to get behind on your studies but to get a study plan started. Trust me it will be a necessity. I know there will be times where you feel like giving up and wanting to quit.I’ve been there, I’ve been up all night typing papers and having to get up at the crack of dawn the next morning for class. I’ve been beaten up in practice and having to come home to chores, siblings, and homework. I had the job where you had to work on weekends and homework was due Mondays instead of Wednesdays. I never said the road to graduation was easy but I promise it will be worth it, and after that road ends many more roads will begin to form. It’s always wise to plan your next destination and whether it may be college, military, workforce, or etc. make sure you’re making the right decision for yourself and no one else.You have control of your own destiny. I remember my senior year I was commander of the entire ROTC at my high school, captain of two sports teams, and I also had a job. Although there were times when giving up felt like the easiest thing to do I had to sit back and think was it the RIGHT thing to do. I received many rewards; honor roll, medals, even a state championship ring so it’s say to say I have accomplished many things throughout my high school experience but my biggest achievement was walking across that stage looking my principal in his face and shaking his hand while he gave me my diploma.I k new that I was finally finished everything was complete. I remember sitting down with my grandmother who is is a big influence on my life. We sat down and talked about college she told me how no one in our family has ever been to college and if I decided to go id be the very first. That was more than enough motivation for me to choose the right path for me so hopefully the right path for you students will be easy as well. In choosing your path I want you to remember one thing that my grandmother always told me.My grandmother was a very wise woman and although we had many conversations I never remember them all but I do remember that specific conversation over the rest because she told me something that has been engraved in my mind ever since that night. She said people can take a lot of things from you money, cars, clothes, homes, even your life; but there’s one thing no one will never be able to take from you and that’s your education. So to the upcoming senior class of 2013 I say good luck congratulations and may your road or path guide you to your destiny.

Reasons for Women’s Vanity Essay Example

Reasons for Women’s Vanity Essay Example Reasons for Women’s Vanity Essay Reasons for Women’s Vanity Essay This seems to be the trend nowadays because of the role of women in the professional field which is continuously changing. Efforts to dismantle former barriers to opportunities and old misconceptions based on gender stereotypes give way to more objective and unbiased view of professional women. Yet the adage that women have to work twice as hard and perform twice as better than men in order to be accorded the same recognition and respect still holds true in several occasions.Just recently, academes and professionals alike observed the considerably low number of women relative to men in the areas of sciences and engineering. Studies regarding this disparity have been conducted, theories have been proposed. And in the end, everything is traced back to the old issues that have been plaguing aspiring and ambitious women. These issues emphasize women’s gender as a debilitating attribute not because women are inherently inferior but because the once male-dominated structural systems of education and workplace viewed them as such.Nevertheless, along with the realization of the remaining subtle inequality towards women comes the effort to finally close the gap and hence tap the promising talent and skills that women have to offer in the field of science and engineering. Women Power During Tough Times After World War II, particularly during the 60s and 70s, the women’s movement was revitalized. The National Organization for Women was formed in 1966. This organization fought not just for the equality of men and women in the fields of employment, education and others, but also a national change in gender thinking and gender roles.They lobbied and were successful in enacting laws that prohibited discrimination of any form to women in any field, especially that of education, employment and credit access. This movement coincided with the Afro-American race revolution that advocates the equality among men and women, with no discrimination between races or ethnic origins (Women’s Movement 386; Women’s Rights Movement 109; Feminism and Women’s Studies The Women’s Movement). In addition, the sexual revolution of the 60s fought for women’s reproductive rights.The Pill became available during this time. The Pill, though, wasn’t originally sold to single women, but was only sold to married women. There were issues of safe, accessible, and affordable contraception and women also voiced out these concerns (Dellolio ch 10; Feminism and Women’s Studies The Women’s Movement). In his administration, President Roosevelt created multiple programs to give relief, create jobs, and stimulate economic recovery for the U. S and labeled these programs alphabet soup as well as the New Deal (Gupta and Lee 1996 New Deal Programs).Roosevelt’s New Deal also refers to the first biggest government investment in cultural development (Adams and Goldbard 1986 New Deal Cultural Programs). He introduced this program in the 1930s in the hope of restoring cultural advancement in the country, and at the same time to ease unemployment during the Great Depression. One New Deal Program was the Civilian Conservation Corps (CCC) that funded environmental conservation work programs for 8,500 women. Many of his programs antagonized laissez faire groups, who believed that the market should freely operate on its own so that they will fully progress, without government intrusions.

Song of Soloman - Self Seeker essays

Song of Soloman - Self Seeker essays As shown in the novel Song of Solomon by Toni Morrison through the main character Milkman, some people spend their entire lives trying to figure out who they are. In Milkmans search for self-discovery, his thoughts and beliefs are clouded by societys expectations. The impact that civilization has on the way he acts or thinks is profound. By ignoring the strong hold of humanity and going on a quest for distinctiveness, he discovered the true implications of life. The discovery of the fact that what was once believed to be the impossible, is in actuality a capability if you believe it to be so, is empowering. This enlightenment is shown through Milkman at then end of the book. For the majority of Milkmans life, he has done what other people told him to do, and became what other people wanted him to become. However, he slowly comes to the realization that he has been letting all the stories he has heard shape his character. He immediately embarks on a trip to find out the truth about his past for himself, and accidentally finds out the truth about life. Milkman, who once let his past and the stories of the people around him create his character, rebirths into his own self after learning that his grandfather could fly. From an early age, Milkmans dreams have been placed out of reach by society. Like many children Milkmans age, Milkman had a curiosity with the thought of flying For Milkman, flying was a method of escape in which he could flee from his problems. He wanted to leave behind the people who labeled him from his previous actions. Morrison writes, When the little boy discovered at four, the same thing/ Mr. Smith had learned earlier- that only airplanes/ and birds could fly- he lost all interest in himself (Morrison pg 9) This quote shows how society can oppress peoples ideas and force them to conformity. Since Milkman thought that flight was the only was to ref ...

A Collection of Traditional and Literary Ballad Poems

A Collection of Traditional and Literary Ballad Poems The ballad is at the intersection of poetry and song, from traditional folk ballads crystallizing out of the mists of ancient oral traditions to modern literary ballads in which poets use the old narrative forms to retell traditional legends or to tell stories of their own.   The Evolution of Balladry A ballad is simply a narrative poem or song, and there are many variations on balladry. Traditional folk ballads began with the anonymous wandering minstrels of the Middle Ages, who handed down stories and legends in these poem-songs, using a structure of stanzas and repeated refrains to remember, retell, and embellish local tales. Many of these folk ballads were collected in the 17th and 18th centuries by scholars like Harvard professor Francis James Child and poets like  Robert Burns  and Sir Walter Scott. Two of the ballads in this collection are examples of this type of traditional ballad, anonymous retellings of local legends: the spooky fairy tale â€Å"Tam Lin† and â€Å"Lord Randall,† which reveals the story of a murder in the question-and-answer dialogue between a mother and son. Folk ballads also told love stories both tragic and happy, tales of religion and the supernatural, and recountings of historical events. After the 16th-century invention of inexpensive printing, ballads moved from the oral tradition onto newsprint.  Broadside ballads  were â€Å"poetry as news,† commenting on the events of the day- although many of the older traditional folk ballads were also distributed as broadsides in print. Literary Ballads by Known Poets In the 18th and 19th centuries, Romantic and Victorian poets took hold of this folk-song form and wrote literary ballads, telling their own stories, as Robert Burns did in â€Å"The Lass That Made the Bed to Me† and Christina Rossetti did in â€Å"Maude Clare†- or reimagining old legends, as Alfred, Lord Tennyson did with part of the Arthurian story in â€Å"The Lady of Shalott.† Ballads carry tales of tragic romance (Edgar Allan Poe’s â€Å"Annabel Lee†), of the honor of warriors (Rudyard Kipling’s â€Å"The Ballad of East and West†), of the despair of poverty (William Butler Yeats’ â€Å"The Ballad of Moll  Magee†), of the secrets of brewing (Robert Louis Stevenson’s â€Å"Heather Ale: A Galloway Legend†), and of conversations across the divide between life and death (Thomas Hardy’s â€Å"Her Immortality†). The ballads combination of narrative propulsion implied melody (ballads are often and very naturally set to music), and archetypal stories are irresistible.    The Varied Structures of Ballads Most ballads are structured in short stanzas, often the quatrain form that has come to be known as â€Å"ballad measure†- alternating lines of  iambic  tetrameter (four stressed beats, da DUM da DUM da DUM da DUM) and iambic trimeter (three stressed beats, da DUM da DUM da DUM), rhyming the second and fourth lines of each stanza. Other ballads combine the four lines into two, forming rhymed couplets of seven-stress lines that are sometimes called â€Å"fourteeners.† But the word â€Å"ballad† refers to a general type of poem, not necessarily a fixed poetic form, and many ballad poems take liberties with the ballad stanza or abandon it altogether. Examples of Ballads In chronological order, some classic ballads are as follows; Anonymous, â€Å"Tam Lin† (traditional folk ballad, written down by James Child in 1729)Anonymous, â€Å"Lord Randall† (traditional ballad published by Sir Walter Scott in 1803)Robert Burns, â€Å"John Barleycorn: A Ballad† (1782)Robert Burns,  Ã¢â‚¬Å"The Lass That Made the Bed to Me† (1795)Samuel Taylor Coleridge, â€Å"The Rime of the Ancient Mariner† (1798)William Wordsworth, â€Å"Lucy Gray, or Solitude† (1799)John Keats,  Ã¢â‚¬Å"La Belle Dame sans Merci† (1820)Samuel Taylor Coleridge, â€Å"The Ballad of the Dark Ladie† (1834)Alfred, Lord Tennyson, â€Å"The Lady of Shalott† (1842)Edgar Allan Poe, â€Å"Annabel Lee† (1849)Christina Rossetti, â€Å"Maude Clare† (1862)Algernon Charles Swinburne, â€Å"A Ballad of Burdens† (1866)Christina Rossetti,  Ã¢â‚¬Å"A Ballad of Boding† (1881)Rudyard Kipling, â€Å"The Ballad of East and West† (1889)William Butler Yeats, â€Å"The Ballad of M oll Magee† (1889)Robert Louis Stevenson, â€Å"Heather Ale: A Galloway Legend† (1890)Oscar Wilde, â€Å"The Ballad of Reading Gaol† (1898)Thomas Hardy, â€Å"Her Immortality† (1898)William Butler Yeats, â€Å"The Host of the Air† (1899) Ezra Pound, â€Å"Ballad of the Goodly Fere† (1909)

The traditional view of the legal supremacy of the UK Parliment Essay

The traditional view of the legal supremacy of the UK Parliment withstood all challenges to it. The UK's membership of the European Union has though finally ki - Essay Example on of the statute by both the Houses of Parliament and the grant of Royal Assent for those statutes, then the courts do not question the validity or legitimacy of the statutes; and only apply them. In Edinburgh & Dalkeith Railway Co. v Wauchope, the plaintiff railway company had obtained a private Act for its purposes. The defendant approached the court and argued that this private Act was detrimental to his interests and that it affected him unfavourably. He beseeched the court to examine the legitimacy of the Act. The court refused to intervene in the matter on the grounds that the Act had been passed in both the Houses of Parliament, and that it had also received the Royal Assent. Consequently, the court rejected the plea of the defendant. Thus, courts comply with statutes that have been properly enacted by Parliament (Edinburgh & Dalkeith Railway Co. v Wauchope). The tendency of courts in dealing with the legitimacy of statutes, enacted by Parliament was clearly exhibited in Ex Parte Canon Sewyn (Ex Parte Canon Sewyn) and Pickin v British Railways Board (Pickin v British Railways Board). The Factortame case challenged this sovereignty and compelled the English courts to suspend legislation that had been enacted by Parliament in due course. As such the Factortame case proved to be a major blow to the constitutional provisions of Parliamentary sovereignty. In R v. Secretary of State for Employment (R v Secretary of State for Employment, ex p. Equal Opportunities Commission); the House of Lords, on the basis of the Factortame decision, adopted a much more liberal approach. The Factortame decision had clearly demarcated the sovereignty of the Parliament; and this made it possible for their Lordships to bring about far reaching changes to the constitution. In this regard, their Lordships, refrained from instructing the Secretary of State and they also did not inform him that the EC law was being breached by him. The House of Lords restricted their intervention to

Wk 4 BA541 Asign Interacting with Customers Essay

Wk 4 BA541 Asign Interacting with Customers - Essay Example (Global Logistics, n.d.) Currently, the company offers business tips, recipes for diet enthusiasts, rebates, membership programs, etc. (Kraftfoodservice, n.d.) To gather data, the company checked sales of their different product lines, conducted customer interviews, used technology like the Internet, etc. Interactivity, email and wireless communication are greatly involved in their strategies as evidenced on their website. Kraft is very successful in being the premier relationship company in its industry with its superconsumers currently estimated at 2.4 million. (Yoon, E., Carlotti, S. & Moore, D., 2014) Ford Motors was able to become a premier relationship company by improving its image and products. The company gets feedback from blogs and chat rooms. It has also come up with several endeavors designed to increase the satisfaction and experience of its customers like setting up self-service websites for visitors and dealers and a direct dialogue channel for car owners. (Ford’s Innovative, n.d.) Interactivity, email and wireless communication also figure in a lot in Ford’s strategy as evidenced by the programs they have implemented. I can say they are successful in being the premiere relationship company in the automobile industry because they have been popular with customers even outside America. Anadarko has made itself closer to its customer by being very visible in their humanitarian endeavors. It supports Habitat for Humanity, Junior Achievement and United Way and has employed strategies that have allowed it to market around 3 billion cubic feet per day in North America. (Community Involvement, n.d.) On its website, Anadarko has provided links to make the reachable to investors and other queries. As with most companies nowadays, interactivity, email and wireless communication are involved in building their relationships with customers. The email addresses of the key people in their

The American people in the US-Led Afghanistan and Iraq War Essay

The American people in the US-Led Afghanistan and Iraq War - Essay Example in Smith 125). More than its military might, the real power of the US lies in its high moral ground in defending civil liberties and the rule of law at home and abroad. With this consistent posturing, the US government gets high support from the American public and the international community, cementing its appearance of invincibility and making its citizens feel secure against any external threat. However, this long-held belief was eroded when Osama Bin Laden’s Al-Qaeda unprecedentedly attacked the symbols of US power in New York City, Washington D.C. and Shanksville, Pennsylvania on September 11, 2001. This shocked the world and inflicted harm against the US far beyond its number of casualties and destroyed properties, as it had created deep fear of insecurity among Americans, exposing the vulnerability of the world’s super power. In reprisal, the Bush administration immediately launched its international war against terror not simply to expunge terrorism but most imp ortantly to pacify and bring back the myth of US invincibility to the American public that for many decades had made them feel secure and superior. Unfortunately, the result had been the opposite. In its war against terror, the US has unwittingly stripped off itself of its real hegemonic motives and exposed its total disregard to civil liberties, inevitably reversing the American public and international support into condemnation. Bush’s full military offensive against terrorism had been a backlash, not only against his administration but against America. II War Justification and Motives The 9/11terrorist attack on the US soil served the Bush administration in two important ways that would later unmask the US government to its own people and to the world. First, it served as warning that the American public is no longer safe in their own land, which created in them deep fear of insecurity to the point of paranoia. This called for a review on US foreign policy sharpening the v iew that US hegemony might have been creating and fuelling anti-US sentiments giving terrorists reason to attack America – a view that although not new was not given much thought before, much more by the American public. Second, this had become an opportunity to send America to war, as the fragile state of the American public was carefully manipulated to conveniently justify a war that Bush and his cowboys found decisive in insuring the strategic positioning and in imposing the US hegemonic interest in the Middle East. Never before had there been an attack attempted against the US on its own soil that was as bold and sophisticated as the bombing of the World Trade Center and Pentagon. This did not simply shock the world but had created in the American public the deep fear of insecurity, seeing that international terrorism had grown into a potent enemy capable of harming even the most formidable nation in the world. Meaning, nothing is seemingly safe against international terr orism and that America was no longer a safe place to live in. This thought sent a chilling effect on Americans, especially those living conveniently in their homes. Opportunely, too, the Al-Qaeda had been so easily transformed into a new enemy of the world replacing the collapsed communist Soviet Union. Thus the neo-conservatives in the Bush administration had created a convincing myth to push for their long desired war in the Middle East without much opposition. (Shah 6) The magnitude of the casualty and the sophistication of the tactic employed by Al-Qaeda in 9/11 attack had really shaken not only

Coney Island Questions Essay Example | Topics and Well Written Essays - 1000 words

Coney Island Questions - Essay Example He contends that, amusement parks provided relief and respite at the turn of the century for the socio-economic groups striving for ethical and societal status in America. During the nineteenth century, Victorian public order and conventions governed the American society. Kasson quotes, â€Å"Nineteenth-century American was governed by a strikingly coherent set of values, a culture in many respects more thoroughly Victorian than the England over which Victoria reigned† (Kasson, 1978, p. 1). New York presented a sharp contrast due to the socio-economic disparities between the affluent, Park-Ave mansion owners, and poor working families in the slums. Coney Island was the first platform, which brought the economically disparate segments together by providing entertainment for all. Hence, it helped the culture to evolve at the turn of the century. This cultural transition move assisted people in forming their own unique identity. This book enlightens the readers about the emergenc e of a novel culture by portraying the clash between the genteel values and the emerging identities that ensued from industrialization. â€Å"Moral, integrity, self-control, sober earnestness, industriousness- among the citizenry at large† (Kasson, 1978, p. 1) characterized the pre-Coney Island as Kasson wrote. Unfortunately, the vast majority of New Yorkers found it impossible to attain these virtues and consequently, lived in sub-human circumstances. Leisure time was a privilege enjoyed by only the affluent and elite; even though, Victorian values advocated that this time was integral for edifying and informative activities. Such genteel cultural norms encouraged the establishment of parks like the Central Park in New York to provide a retreat to both, the industrial class and elites. Unfortunately, the working class lacked the time or financial resources to benefit from the Central Park; hence, the genteel class primarily benefited from it. However, unlike the Central Park , Coney Island aimed at providing entertainment. Coney Island that constituted of three inter-connected parks, namely, Steeplechase Park, Luna Park, and Dreamland ended up offering categorically different form of entertainment than ever witnessed before as Kasson terms it â€Å"architecture of pleasure† (Kasson, 1978, p. 63). Built on the ideas of Chicago’s Midway, Coney Island provided an opportunity to see the unusual, unheard characters as Kasson writes, â€Å"Midgets, giants, fat ladies and ape-men were both stigmatized and honored as freaks† (Kasson, 1978, p. 50). The illustration of the Streets of Cairo demonstrates that people had the extraordinary opportunity to see a glimpse of the lives of people around the world. Additionally, novel amusement rides like the Ferris wheel provided thrill and adventure; hence, they added color to the mundane working lives of the industrial class. For the first time, men and women were relieved of societal pressure and ha d the opportunity to come together. Not astoundingly, the novel emerging culture was dramatically opposed to the genteel cultural values as Kasson quotes, â€Å"Coney Island in effect declared a moral holiday for all who entered its gates† (Kasson, 1978, p. 50). Thus, Coney Island depicted the cultural transition in the masses from the Victorian values towards the emerging culture. Consumption formed the cornerstone of this novel mass culture. No longer were the working class limited to working and sleeping. Instead, they now had time and money at

Hunger in Nigeria, Africa Research Paper Example | Topics and Well Written Essays - 750 words

Hunger in Nigeria, Africa - Research Paper Example While population growth may be a contributing factor to modern hunger in Nigeria, there are other causes that relate more directly. The biggest cause of childhood hunger and malnutrition in Nigeria can be traced to the over reliance on oil exports for income. In the early 1980’s, Nigeria began to develop oil reserves in the Niger Delta. The booming oil prices at the time convinced the government that the best path to prosperity for the nation was to focus on oil exports as a source of revenue. As a result, plantations and the entire agricultural sector became antiquated. Farmers actually became less productive over time period when the government was only focusing on oil production. This approach would have worked for Nigeria if the government and business leaders were people of integrity. Unfortunately, much of Nigeria’s oil wealth ends up in the pockets of corrupt government officials and those that are already wealthy. The entire nation has not benefited from the exp loitation of natural resources so hunger has increased over the past several decades. Another cause of hunger in Nigeria is natural disasters such as droughts. Nigeria is susceptible to fluctuations in seasonal rainfall, especially in the north. Droughts have cause acute famine in some parts of the country. A final cause of hunger in Nigeria is social and political unrest. Tensions between Muslim Nigerians in the north and traditional Christian beliefs in the south have resulted in fighting that disrupts food supplies. There has also been unrest in the Niger Delta region by factions working to disrupt the flow of oil. These groups seek a larger share of oil profits for their communities. As a nation, Nigeria is trying to overcome some of these obstacles to food production. One of the efforts is centered on making Nigerian farms more productive so the nation does not need to depend on imports for feeding their population. Nigeria has a proud heritage of agricultural independence and some feel that modernizing the agricultural sector will alleviate much of the suffering. Domestically produced food will be less susceptible to fluctuations in commodity prices that agricultural products bought from abroad. Upgrading and modernizing agricultural processes in Nigeria will take a lot of money. Most of the remaining farmers do not have money to buy equipment or more land. One suggestion from opposition groups in the government is to create a fund from oil revenue that gives grants to small farmers wanting to increase productivity. Some feel that this could only be overseen by an international agency because of the high levels of corruption in the Nigerian government. A final effort being used by the government is coordinating emergency relief efforts more closely with NGO’s such as Save the Children, that specialize in alleviating child hunger all over the world. In recent years, the number of children suffering from malnutrition in the whole of Africa has incre ased. There are nearly 15 million more hungry children in Africa now than there were ten years ago. The greatest numbers of these children can be found in Nigeria and Kenya. In these places, many children subsist on diets that have low nutritional vale, featuring foods such as cassava, white rice and maize. Conditions that have contributed to the increase in hungry

Coney Island Questions Essay Example | Topics and Well Written Essays - 1000 words

Coney Island Questions - Essay Example He contends that, amusement parks provided relief and respite at the turn of the century for the socio-economic groups striving for ethical and societal status in America. During the nineteenth century, Victorian public order and conventions governed the American society. Kasson quotes, â€Å"Nineteenth-century American was governed by a strikingly coherent set of values, a culture in many respects more thoroughly Victorian than the England over which Victoria reigned† (Kasson, 1978, p. 1). New York presented a sharp contrast due to the socio-economic disparities between the affluent, Park-Ave mansion owners, and poor working families in the slums. Coney Island was the first platform, which brought the economically disparate segments together by providing entertainment for all. Hence, it helped the culture to evolve at the turn of the century. This cultural transition move assisted people in forming their own unique identity. This book enlightens the readers about the emergenc e of a novel culture by portraying the clash between the genteel values and the emerging identities that ensued from industrialization. â€Å"Moral, integrity, self-control, sober earnestness, industriousness- among the citizenry at large† (Kasson, 1978, p. 1) characterized the pre-Coney Island as Kasson wrote. Unfortunately, the vast majority of New Yorkers found it impossible to attain these virtues and consequently, lived in sub-human circumstances. Leisure time was a privilege enjoyed by only the affluent and elite; even though, Victorian values advocated that this time was integral for edifying and informative activities. Such genteel cultural norms encouraged the establishment of parks like the Central Park in New York to provide a retreat to both, the industrial class and elites. Unfortunately, the working class lacked the time or financial resources to benefit from the Central Park; hence, the genteel class primarily benefited from it. However, unlike the Central Park , Coney Island aimed at providing entertainment. Coney Island that constituted of three inter-connected parks, namely, Steeplechase Park, Luna Park, and Dreamland ended up offering categorically different form of entertainment than ever witnessed before as Kasson terms it â€Å"architecture of pleasure† (Kasson, 1978, p. 63). Built on the ideas of Chicago’s Midway, Coney Island provided an opportunity to see the unusual, unheard characters as Kasson writes, â€Å"Midgets, giants, fat ladies and ape-men were both stigmatized and honored as freaks† (Kasson, 1978, p. 50). The illustration of the Streets of Cairo demonstrates that people had the extraordinary opportunity to see a glimpse of the lives of people around the world. Additionally, novel amusement rides like the Ferris wheel provided thrill and adventure; hence, they added color to the mundane working lives of the industrial class. For the first time, men and women were relieved of societal pressure and ha d the opportunity to come together. Not astoundingly, the novel emerging culture was dramatically opposed to the genteel cultural values as Kasson quotes, â€Å"Coney Island in effect declared a moral holiday for all who entered its gates† (Kasson, 1978, p. 50). Thus, Coney Island depicted the cultural transition in the masses from the Victorian values towards the emerging culture. Consumption formed the cornerstone of this novel mass culture. No longer were the working class limited to working and sleeping. Instead, they now had time and money at

Nursing Essay Example | Topics and Well Written Essays - 1000 words - 3

Nursing - Essay Example It is necessary that every member of an organization must be involved in dealing with the problem of absenteeism. Nyathi and , Jooste ( 2008) point out that, if absenteeism among nursing staff occurs, this puts a greater workload on the staff who do turn up, and so this leads to a downward spiral of stress on staff, and eventually even more absenteeism. The authors mention factors such as† work attitudes (job satisfaction, organizational commitment and work/job involvement) and retention factors,† but admit that in many cases reasons behind absenteeism are poorly understood. Managers, especially those who see staff every day such as ward managers, should know their staff so well that they are aware when any members of staff feel themselves to be under stress at work, as this which is identified as being a major factor in absenteeism. . Communication is important. Staff need to hear and understand the organization’s plans, goals, and objectives in order that they can uphold and protect them. The executive team is charged with the mandate of ensuring that when a new employee is hired, they are taken through the organization’s corporate vision. This will ensure that that person understands what the institution is like and its ethos. If everyone is told and understands fully what is expected of him or her, it is easier in the course of business to remind them of what is expected of them, whether with regard to being available when required, or with regard to some other matter. Slater and William (1996) describe how letting staff have a greater larger degree of control of rotas led to better communications between management and staff. It was also discovered that many nurses had not realized the impact their negative behavior was having both on the organization and their colleagues. It was also felt that if mention was made of absenteeism staff might feel that they

Motifs in Bless Me, Ultima Essay Example for Free

Motifs in Bless Me, Ultima Essay The novel Bless Me, Ultima by Rudolfo Anaya describes the maturation of a boy named Antonio, who witnesses more than his fair share of deaths at a young age. He struggles with the injustices of these deaths and thus begins to question his once-solid religious beliefs. During the conflict Antonio experiences many vivid dreams, which are considered motifs in the work. The dream motif is a catalyst for the theme of the importance of independent thinking to maturation, because through his subconscious Antonio finds the understanding he craves by facing his fears and questioning his future. In many of Tony’s dreams he encounters his fears. One of these fears is that his three older brothers will go to hell, because they gamble and spend their time at Rosie’s, which is considered the whore house. In his dreams, Tony tries to protect their innocence: â€Å"Do not enter [Rosie’s], I cried. It is written on the waters of the river that you shall lose your souls to hell if you enter† (70). He is terrified that they will go to hell and be punished for eternity. Tony’s begging is to no avail; his brothers enter anyway. His troubled thoughts then turn to his own innocence: â€Å"Oh, where is the innocence I must never lose† (71). He struggles with the concept of maturing and losing the innocence he feels he needs to become a priest. As the novel progresses, however, Tony loses his innocence because of the many deaths he sees. He realizes that this is a given part of maturation, and that he can still hold integrity without innocence. Another struggle of Tony’s is the fact that he is caught in the middle of his parents’ dreams. His mother wants him to become a farmer-priest, and his father wants him to become a vaquero. In his sleep he struggles with which dream he will follow, and often see his parents arguing about it: â€Å"Oh please tell me which is the water that runs through my veins, I moaned my mother crooned softly, it is the water the Church chooses to make holy and place in its front. It is the water of your baptism Lies, lies, my father laughed, through your body runs the salt water of the oceans. It is that water which makes you Marez and not Luna† (120). Tony cannot understand which parent’s blood runs in his veins, and becomes more confused when they argue over it. However, in his dreams Tony most often sees himself as a priest: â€Å"I swung the dark robe of the priest over my shoulders then lifted my hands in the air† (26). It seems like this is the profession he will most likely choose. Throughout the novel Antonio yearns for understanding. He wants to know why God allows evil o triumph over good, and why the innocent sometimes die. In waking he cannot find the answers, but in dreams they come to him. When he questions in his sleep where his innocence is, Ultima appears in the dream and tells him, â€Å"There in the land of the dancing plains and rolling hills, there in the land which is the eagle’s by day and the owl’s by night is innocence. There where the lonely wind of the llano sang to the lovers’ feat of your birth, there in those hills is your innocence† (71). This shows Tony that he can always find innocence in nature. When Tony cannot decide which parent’s water runs in his veins, Ultima tells him, â€Å"The waters are one, Antonio† (121). He realizes that Luna blood and Marez blood mix in his veins. The answers in his dreams allow Tony to lessen his questioning in his waking world. Antonio’s dreams allow him to face his fears and think them through, which helps to eventually resolve them. Letting go of certain problems, such as his loss of innocence, helps him to mature. He discovers through his dreams that he does not have the blood of a Luna or a Marez; he has the blood of both. He also realizes that it is more likely that he will become a priest than a vaquero. With this understanding he settles on his future and makes his own decisions rather than being torn between those of his mother and father. When he learns to make his own decisions he matures into a man. Tony’s dreams guide him towards the theme of the importance of independent thinking to maturation.

Numerical Differential Equation Analysis Package

Numerical Differential Equation Analysis Package The Numerical Differential Equation Analysis package combines functionality for analyzing differential equations using Butcher trees, Gaussian quadrature, and Newton-Cotes quadrature. Butcher Runge-Kutta methods are useful for numerically solving certain types of ordinary differential equations. Deriving high-order Runge-Kutta methods is no easy task, however. There are several reasons for this. The first difficulty is in finding the so-called order conditions. These are nonlinear equations in the coefficients for the method that must be satisfied to make the error in the method of order O (hn) for some integer n where h is the step size. The second difficulty is in solving these equations. Besides being nonlinear, there is generally no unique solution, and many heuristics and simplifying assumptions are usually made. Finally, there is the problem of combinatorial explosion. For a twelfth-order method there are 7813 order conditions! This package performs the first task: finding the order conditions that must be satisfied. The result is expressed in terms of unknown coefficients aij, bj, and ci. The s-stage Runge-Kutta method to advance from x to x+h is then where Sums of the elements in the rows of the matrix [aij] occur repeatedly in the conditions imposed on aij and bj. In recognition of this and as a notational convenience it is usual to introduce the coefficients ci and the definition This definition is referred to as the row-sum condition and is the first in a sequence of row-simplifying conditions. If aij=0 for all i≠¤j the method is explicit; that is, each of the Yi (x+h) is defined in terms of previously computed values. If the matrix [aij] is not strictly lower triangular, the method is implicit and requires the solution of a (generally nonlinear) system of equations for each timestep. A diagonally implicit method has aij=0 for all i There are several ways to express the order conditions. If the number of stages s is specified as a positive integer, the order conditions are expressed in terms of sums of explicit terms. If the number of stages is specified as a symbol, the order conditions will involve symbolic sums. If the number of stages is not specified at all, the order conditions will be expressed in stage-independent tensor notation. In addition to the matrix a and the vectors b and c, this notation involves the vector e, which is composed of all ones. This notation has two distinct advantages: it is independent of the number of stages s and it is independent of the particular Runge-Kutta method. For further details of the theory see the references. ai,j the coefficient of f(Yj(x)) in the formula for Yi(x) of the method bj the coefficient of f(Yj(x)) in the formula for Y(x) of the method ci a notational convenience for aij e a notational convenience for the vector (1, 1, 1, ) Notation used by functions for Butcher. RungeKuttaOrderConditions[p,s] give a list of the order conditions that any s-stage Runge-Kutta method of order p must satisfy ButcherPrincipalError[p,s] give a list of the order p+1 terms appearing in the Taylor series expansion of the error for an order-p, s-stage Runge-Kutta method RungeKuttaOrderConditions[p], ButcherPrincipalError[p] give the result in stage-independent tensor notation Functions associated with the order conditions of Runge-Kutta methods. ButcherRowSum specify whether the row-sum conditions for the ci should be explicitly included in the list of order conditions ButcherSimplify specify whether to apply Butchers row and column simplifying assumptions Some options for RungeKuttaOrderConditions. This gives the number of order conditions for each order up through order 10. Notice the combinatorial explosion. In[2]:= Out[2]= This gives the order conditions that must be satisfied by any first-order, 3-stage Runge-Kutta method, explicitly including the row-sum conditions. In[3]:= Out[3]= These are the order conditions that must be satisfied by any second-order, 3-stage Runge-Kutta method. Here the row-sum conditions are not included. In[4]:= Out[4]= It should be noted that the sums involved on the left-hand sides of the order conditions will be left in symbolic form and not expanded if the number of stages is left as a symbolic argument. This will greatly simplify the results for high-order, many-stage methods. An even more compact form results if you do not specify the number of stages at all and the answer is given in tensor form. These are the order conditions that must be satisfied by any second-order, s-stage method. In[5]:= Out[5]= Replacing s by 3 gives the same result asRungeKuttaOrderConditions. In[6]:= Out[6]= These are the order conditions that must be satisfied by any second-order method. This uses tensor notation. The vector e is a vector of ones whose length is the number of stages. In[7]:= Out[7]= The tensor notation can likewise be expanded to give the conditions in full. In[8]:= Out[8]= These are the principal error coefficients for any third-order method. In[9]:= Out[9]= This is a bound on the local error of any third-order method in the limit as h approaches 0, normalized to eliminate the effects of the ODE. In[10]:= Out[10]= Here are the order conditions that must be satisfied by any fourth-order, 1-stage Runge-Kutta method. Note that there is no possible way for these order conditions to be satisfied; there need to be more stages (the second argument must be larger) for there to be sufficiently many unknowns to satisfy all of the conditions. In[11]:= Out[11]= RungeKuttaMethod specify the type of Runge-Kutta method for which order conditions are being sought Explicit a setting for the option RungeKuttaMethod specifying that the order conditions are to be for an explicit Runge-Kutta method DiagonallyImplicit a setting for the option RungeKuttaMethod specifying that the order conditions are to be for a diagonally implicit Runge-Kutta method Implicit a setting for the option RungeKuttaMethod specifying that the order conditions are to be for an implicit Runge-Kutta method $RungeKuttaMethod a global variable whose value can be set to Explicit, DiagonallyImplicit, or Implicit Controlling the type of Runge-Kutta method in RungeKuttaOrderConditions and related functions. RungeKuttaOrderConditions and certain related functions have the option RungeKuttaMethod with default setting $RungeKuttaMethod. Normally you will want to determine the Runge-Kutta method being considered by setting $RungeKuttaMethod to one of Implicit, DiagonallyImplicit, and Explicit, but you can specify an option setting or even change the default for an individual function. These are the order conditions that must be satisfied by any second-order, 3-stage diagonally implicit Runge-Kutta method. In[12]:= Out[12]= An alternative (but less efficient) way to get a diagonally implicit method is to force a to be lower triangular by replacing upper-triangular elements with 0. In[13]:= Out[13]= These are the order conditions that must be satisfied by any third-order, 2-stage explicit Runge-Kutta method. The contradiction in the order conditions indicates that no such method is possible, a result which holds for any explicit Runge-Kutta method when the number of stages is less than the order. In[14]:= Out[14]= ButcherColumnConditions[p,s] give the column simplifying conditions up to and including order p for s stages ButcherRowConditions[p,s] give the row simplifying conditions up to and including order p for s stages ButcherQuadratureConditions[p,s] give the quadrature conditions up to and including order p for s stages ButcherColumnConditions[p], ButcherRowConditions[p], etc. give the result in stage-independent tensor notation More functions associated with the order conditions of Runge-Kutta methods. Butcher showed that the number and complexity of the order conditions can be reduced considerably at high orders by the adoption of so-called simplifying assumptions. For example, this reduction can be accomplished by adopting sufficient row and column simplifying assumptions and quadrature-type order conditions. The option ButcherSimplify in RungeKuttaOrderConditions can be used to determine these automatically. These are the column simplifying conditions up to order 4. In[15]:= Out[15]= These are the row simplifying conditions up to order 4. In[16]:= Out[16]= These are the quadrature conditions up to order 4. In[17]:= Out[17]= Trees are fundamental objects in Butchers formalism. They yield both the derivative in a power series expansion of a Runge-Kutta method and the related order constraint on the coefficients. This package provides a number of functions related to Butcher trees. f the elementary symbol used in the representation of Butcher trees ButcherTrees[p] give a list, partitioned by order, of the trees for any Runge-Kutta method of order p ButcherTreeSimplify[p,,] give the set of trees through order p that are not reduced by Butchers simplifying assumptions, assuming that the quadrature conditions through order p, the row simplifying conditions through order , and the column simplifying conditions through order all hold. The result is grouped by order, starting with the first nonvanishing trees ButcherTreeCount[p] give a list of the number of trees through order p ButcherTreeQ[tree] give True if the tree or list of trees tree is valid functional syntax, and False otherwise Constructing and enumerating Butcher trees. This gives the trees that are needed for any third-order method. The trees are represented in a functional form in terms of the elementary symbol f. In[18]:= Out[18]= This tests the validity of the syntax of two trees. Butcher trees must be constructed using multiplication, exponentiation or application of the function f. In[19]:= Out[19]= This evaluates the number of trees at each order through order 10. The result is equivalent to Out[2] but the calculation is much more efficient since it does not actually involve constructing order conditions or trees. In[20]:= Out[20]= The previous result can be used to calculate the total number of trees required at each order through order10. In[21]:= Out[21]= The number of constraints for a method using row and column simplifying assumptions depends upon the number of stages. ButcherTreeSimplify gives the Butcher trees that are not reduced assuming that these assumptions hold. This gives the additional trees that are necessary for a fourth-order method assuming that the quadrature conditions through order 4 and the row and column simplifying assumptions of order 1 hold. The result is a single tree of order 4 (which corresponds to a single fourth-order condition). In[22]:= Out[22]= It is often useful to be able to visualize a tree or forest of trees graphically. For example, depicting trees yields insight, which can in turn be used to aid in the construction of Runge-Kutta methods. ButcherPlot[tree] give a plot of the tree tree ButcherPlot[{tree1,tree2,}] give an array of plots of the trees in the forest {tree1, tree2,} Drawing Butcher trees. ButcherPlotColumns specify the number of columns in the GraphicsGrid plot of a list of trees ButcherPlotLabel specify a list of plot labels to be used to label the nodes of the plot ButcherPlotNodeSize specify a scaling factor for the nodes of the trees in the plot ButcherPlotRootSize specify a scaling factor for the highlighting of the root of each tree in the plot; a zero value does not highlight roots Options to ButcherPlot. This plots and labels the trees through order 4. In[23]:= Out[23]= In addition to generating and drawing Butcher trees, many functions are provided for measuring and manipulating them. For a complete description of the importance of these functions, see Butcher. ButcherHeight[tree] give the height of the tree tree ButcherWidth[tree] give the width of the tree tree ButcherOrder[tree] give the order, or number of vertices, of the tree tree ButcherAlpha[tree] give the number of ways of labeling the vertices of the tree tree with a totally ordered set of labels such that if (m, n) is an edge, then m ButcherBeta[tree] give the number of ways of labeling the tree tree with ButcherOrder[tree]-1 distinct labels such that the root is not labeled, but every other vertex is labeled ButcherBeta[n,tree] give the number of ways of labeling n of the vertices of the tree with n distinct labels such that every leaf is labeled and the root is not labeled ButcherBetaBar[tree] give the number of ways of labeling the tree tree with ButcherOrder[tree] distinct labels such that every node, including the root, is labeled ButcherBetaBar[n,tree] give the number of ways of labeling n of the vertices of the tree with n distinct labels such that every leaf is labeled ButcherGamma[tree] give the density of the tree tree; the reciprocal of the density is the right-hand side of the order condition imposed by tree ButcherPhi[tree,s] give the weight of the tree tree; the weight (tree) is the left-hand side of the order condition imposed by tree ButcherPhi[tree] give (tree) using tensor notation ButcherSigma[tree] give the order of the symmetry group of isomorphisms of the tree tree with itself Other functions associated with Butcher trees. This gives the order of the tree f[f[f[f] f^2]]. In[24]:= Out[24]= This gives the density of the tree f[f[f[f] f^2]]. In[25]:= Out[25]= This gives the elementary weight function imposed by f[f[f[f] f^2]] for an s-stage method. In[26]:= Out[26]= The subscript notation is a formatting device and the subscripts are really just the indexed variable NumericalDifferentialEquationAnalysis`Private`$i. In[27]:= Out[27]//FullForm= It is also possible to obtain solutions to the order conditions using Solve and related functions. Many issues related to the construction Runge-Kutta methods using this package can be found in Sofroniou. The article also contains details concerning algorithms used in Butcher.m and discusses applications. Gaussian Quadrature As one of its methods, the Mathematica function NIntegrate uses a fairly sophisticated Gauss-Kronrod-based algorithm. The Gaussian quadrature functionality provided in Numerical Differential Equation Analysis allows you to easily study some of the theory behind ordinary Gaussian quadrature which is a little less sophisticated. The basic idea behind Gaussian quadrature is to approximate the value if an integral as a linear combination of values of the integrand evaluated at specific points: Since there are 2n free parameters to be chosen (both the abscissas xi and the weights wi) and since both integration and the sum are linear operations, you can expect to be able to make the formula correct for all polynomials of degree less than about 2n. In addition to knowing what the optimal abscissas and weights are, it is often desirable to know how large the error in the approximation will be. This package allows you to answer both of these questions. GaussianQuadratureWeights[n,a,b] give a list of the pairs (xi, wi) to machine precision for quadrature on the interval a to b GaussianQuadratureError[n,f,a,b] give the error to machine precision GaussianQuadratureWeights[n,a,b,prec] give a list of the pairs (xi, wi) to precision prec GaussianQuadratureError[n,f,a,b,prec] give the error to precision prec Finding formulas for Gaussian quadrature. This gives the abscissas and weights for the five-point Gaussian quadrature formula on the interval (-3, 7). In[2]:= Out[2]= Here is the error in that formula. Unfortunately it involves the tenth derivative of f at an unknown point so you dont really know what the error itself is. In[3]:= Out[3]= You can see that the error decreases rapidly with the length of the interval. In[4]:= Out[4]= Newton-Cotes As one of its methods, the Mathematica function NIntegrate uses a fairly sophisticated Gauss-Kronrod based algorithm. Other types of quadrature formulas exist, each with their own advantages. For example, Gaussian quadrature uses values of the integrand at oddly spaced abscissas. If you want to integrate a function presented in tabular form at equally spaced abscissas, it wont work very well. An alternative is to use Newton-Cotes quadrature. The basic idea behind Newton-Cotes quadrature is to approximate the value of an integral as a linear combination of values of the integrand evaluated at equally spaced points: In addition, there is the question of whether or not to include the end points in the sum. If they are included, the quadrature formula is referred to as a closed formula. If not, it is an open formula. If the formula is open there is some ambiguity as to where the first abscissa is to be placed. The open formulas given in this package have the first abscissa one half step from the lower end point. Since there are n free parameters to be chosen (the weights) and since both integration and the sum are linear operations, you can expect to be able to make the formula correct for all polynomials of degree less than about n. In addition to knowing what the weights are, it is often desi

My Philosophy of Education :: Philosophy on Teaching Teachers Essays

My Philosophy of Education My philosophy of teaching is based on theories or ideas of philosophers and psychologists such as the Sophists, Plato/Socrates, Functionalists, Rousseau, Experimentalists, and Piaget as well as others. I will discuss my views on the nature of humans, the nature of knowledge, the purpose of education, the method in which I intend to conduct my classroom, the importance of library media in schools, as well as my plans of professional development. The nature of humans is a combination of both heredity and environment. Everyone has the ability to learn to some degree (Sophists). Piaget’s stages of cognitive development are to be considered when selecting materials for students of respective age groups. However, there are exceptions to the age ranges provided in Piaget’s stages. The Functionalists’ idea of one’s own choices, efforts, and merits directly effecting one’s success is good, but I feel other factors such as economic conditions, contribute to the outcome. As for the nature of knowledge, it is both relative and absolute. Knowledge is relative because views change, for example the concept that the Earth was the center of the universe was believed as fact at a particular time, but was disproved later. Mathematics is an example of absolute knowledge, because anytime you add the same numbers the answer is the same. I feel the purpose of education is to improve society by helping every individual reach his or her potential. I believe that every child is capable of success. As a teacher it will be my responsibility to find ways to help each child in my class achieve his or her greatest potential. I want to encourage my students, and instill a feeling of accomplishment and self-satisfaction. I hope my students will realize the untapped possibility of human potential. In my classroom, my teaching method will consist of hands-on activities, as I feel from personal experience that this is the most effective way to learn. I also know from personal experience that learning must be applicable to real life, so I intend show as much as possible the relationships between lessons and life. Some lecture will be required, but I intend to keep lecturing minimal and use the Socratic method of questioning. Discipline is essential in the classroom and in life. Discipline starts with rules, which should be reflective of the students’ input as well as any necessary regulations not covered by the students.

Enhancing Efl Learners Writing Skill Via Journal Writing Education Essay

The accomplishment of authorship has been for old ages considered to be of import, but besides demanding and disputing for foreign linguistic communication scholars. In Enhancing EFL Learners ‘ Writing Skill via Journal Writing, Tuan points out that pupils ‘ advancement in authorship is hindered by uninteresting nature of the accomplishment itself ( Hedge, 1991: 6 ) , fright of rectification and clip force per unit area ( Weir, 1990: 61 ) . In his research, he aims at set uping whether the acquisition of composing accomplishments can be facilitated and advanced by the usage of diary authorship. The experiment took topographic point amongst 85 Vietnamese sophomore pupils of English of similar authorship proficiency. The topics, divided into Control ( CG ) and Experimental Group ( EG ) , were assigned assorted in-class authorship activities. Members of the latter were besides required to carry on a personal diary for a period of 13 hebdomads. The consequences were analysed and compared harmonizing to quantitative ( figure of words produced, figure of unfinished essays, figure of errors and mean tonss ) and qualitative methods ( questionnaire study ) . The findings province that participants from the Experimental Group produced more words, made less errors and received better tonss. Their motive has besides increased as they found the activity utile and enjoyable. It is undeniable that the pattern of composing diaries helped Experimental Group scholars develop their general composition accomplishments, nevertheless, carry oning the research in an academic environment seems slightly unequal, peculiarly when one takes into consideration Tuan ‘s motivations behind the survey and the fact that academic authorship is well different from that found in a typical foreign linguistic communication schoolroom. Britton ( 1972: 93 ) , in his acknowledged taxonomy, divided composing into three types: expressive ( exploratory ) , transactional ( explanatory ) , and poetic. This differentiation has been since supported by legion bookmans, including Phenix ( 2002: 50-52 ) and Browne ( 1999: 8-9 ) . Transactional authorship is related to academia, as it â€Å" prepares authors for engagement in their academic or professional discourse community † ( Babin and Harrison, 1999: 258 ) , while private diaries are classified as expressive composing seeing that they involve â€Å" linguistic communication near to the ego, uncovering the talker, verbalising his consciousness, exposing his stopping point relationship with the reader † ( Britton et al. , 1975: 88 ) . White ( 1995: 201 ) placed journal authorship amongst those techniques that help develop expressive, non explanatory composing accomplishments. On this footing serious uncertainties can be raised against the value of diary authors hip in developing academic authorship accomplishments. White proposes that the advancement in scholarly authorship should non be achieved by agencies of authorship, but reading: Within academic authorship, the nexus between reading and composing is extremely of import. Reading provides content every bit good as theoretical accounts. Students need developing in sum uping and rephrasing so that they can abstract thoughts from beginnings and present them within the context of their ain authorship ( White, 1995: 59 ) . It is extremely likely that by composing diaries pupils were forced to look for certain words and forms in order to convey their ideas and feelings, which developed their general authorship accomplishments and improved foreign linguistic communication competency. It is nevertheless undeniable that such development is limited to specific, repetitive set phrases and discourse ( e.g. day-to-day modus operandis ) and does non enable pupils to compose in a broad spectrum of subjects. One of the standards taken into history by the writer when measuring findings was figure of words produced. This benchmark seems nevertheless by no agencies related to truth and eloquence – standards of judgement. Undoubtedly, a greater figure of words does non guarantee the meaningfulness of vocalizations. It can, on the contrary, cause prolixity as the participants use constructions that are typical for this peculiar discourse ( e.g. disjunct adverbials ) . With mention to the statements that supported set abouting the research, one averment stated that pupils feel â€Å" uncomfortable about being corrected † and are hence afraid of perpetrating mistakes. The conversations nevertheless revealed that the pupils felt that they can larn and profit from doing mistakes, even if they encounter jobs with showing thoughts and feelings over a limited linguistics repertory. Another disagreement between the concluding behind the research and the existent results is that the challenge of developing the wont of â€Å" believing on paper † was non met by diary authorship. Despite bring forthing more words and doing less errors, huge bulk of Experimental Group pupils kept interpreting their thoughts from the First to the Second Language. Although the research has emphasised truth, instead less attending has been paid to fluency in footings of functional rightness. The interviews conducted by the research worker expose great diverseness in discourse used by the participants. The linguistic communication of the pupil who liked diary authorship appears comparatively right, but sounds unnatural and awkward. Conversely, the pupil who did non like the activity, makes a few errors, but his address comes across every bit much more natural and unschooled. On the whole, the extracts from pupils entries presented in the article are a mixture of formal and informal authorship, with phrases like â€Å" I feel like composing diaries † in one sentence, and â€Å" hence † or â€Å" a meaningful nowadays † in another. As a consequence, the concluding lingual merchandise sounds inelegant and unreal. One advantage of diary authorship is the development of certain, general authorship accomplishments. However, the virtues of diary authorship in developing academic authorship accomplishments remained unaddressed by the research. In the instance of the probe, it seems that pupils gained accomplishments they should already possess or at least pattern at the academic degree: summarising, rephrasing, critical thought, and doing their authorship cohesive.

Why Mlb Should Have Instant Replay

Installing Instant Replay in Major League Baseball Purpose: The purpose of this speech is to persuade my audience and MLB to install instant replay in the game of baseball. I. Introduction *Introduce Self* A. Attention- First I am going to start off with a video of a prime example of why they should have instant replay in baseball( the replay is of a blown call by Jim Joyce that would have ended the game and preserved the 21st perfect game in baseball which major league baseball was founded in 1869 so it doesn’t happen that often B.Purpose: To persuade my audience to agree that if instant replay was in baseball that baseball would be a better sport. C. Main Points- In my speech I will be talking about what is instant replay, different ways major league baseball can use instant replay and then why Major league baseball needs instant replay. Transition: Some of you maybe asking to yourself what is instant replay and I am about to tell you. II. Body A. What is instant replay? 1. Instant replay is the replaying of video footage of an event very soon after it has occurred. 2.There are different forms of replay including slow motion, multiple camera angles, freeze frame and frame by frame review. 3. The invention of instant replay is credited to Tony Verna Transition: The one major reason why people are against using instant replay is that they say it will slow down the game of baseball and it is already slow. B. How baseball could have instant replay without slowing the game down sufficiently? 1. Such like college football where they have an official that sits in a booth and looks at every play after it is played that looks for any error that is made by an official well they could have this in MLB . Just like the NFL, where the head coaches get a red challenge flag that is good for one challenge of a play well they could have this in baseball too 3. Both of those ways have worked in football and they wouldn’t take that long so I feel baseball should us e it too.Transition: After telling you ways that they could do instant replay in MLB I am going to tell you why MLB should have instant replay. C. Why MLB should have instant replay? 1. I feel like the most important thing in baseball would be to get the call right on each and other play. . I feel like it would make baseball a better sport to watch 3. Finally I feel like baseball is the last sport not to have instant replay so baseball should join the 21st century and have instant replay too. III. Conclusion A. During my speech I told what instant replay is, how they could use instant replay to not slow the game down even more and why MLB should use instant replay in the game of baseball. B. I am going to conclude with a memorable quote â€Å" Hindsight is 20/20†. * Thank Audience*

Cipp Model of Evaluating a Curriculum

CIPP Model of Evaluation The CIPP model was developed by Stufflebeam (1983) to evaluate curriculums through Context, Input, Process, and Product. The Context defines the operation within which the curriculum will be delivered. It determines the specific characteristics of the learners. Most importantly, it helps to establish a rationale for the determination of the curriculum objectives. In evaluation the context is used to define the environment relevant to the curriculum, describing the actual and intended conditions of the program, identifying unmet needs, and diagnosing barriers that prevent needs from being met.Input identifies and assesses the capabilities, strategies, and designs available for implementing the curriculum as related to the curriculum’s objectives. It determines what internal resources are needed to enable achievement of the objectives and to search for external resources when required. Also, the input phase considers the cost to implement the curriculum. In evaluation the input determines to what extent available resources were used to achieve the curriculum objectives. Process identifies the procedural design that will be used to implement the curriculum.The curriculum objectives are translated in specific activities that constitute the instructional design. In evaluation the process is used to identify deficiencies in the procedural design or in the implementation of the curriculum, i. e. , what actually took place during instruction. To provide information necessary to make modifications to the implementation strategies used during instruction. Product defines the measurable outcomes of the curriculum both during and at the completion of instruction. These outcomes are directly related to the curriculum objectives.In evaluation the product is used to compare actual outcomes against a standard of what is acceptable to make judgments to continue, terminate, modify, or refocus an activity. Evaluation of the Primary Science Curricul um (Levels Infants-Standard5) using the CIPP Model. This curriculum is sequenced into six (6) strands per level of the seven (7) syllabi in which it aids teachers in producing a lesson which helps pupils to develop important concepts in primary science. They help the pupil develop a sound understanding of the living and material world. The strands are: 1) Living things 2) Ecosystems 3) Matter and Materials ) Structures and Mechanisms 5) Energy 6) Earth and Space Context The relation of these courses to the other courses from level infants to standard 5 is the dept in which the topics have evolved in order for the students to gain a deeper understanding of the scientific method and broaden their minds. It is time adequate because it is spread throughout the three terms and is continued to a higher extent every level change. The critical/ important external factor is the ministry of education in which they develop the curriculum to host particular outcomes specific for the exams which follow these lessons at the end of each term.The courses can be integrated into each other for students to grasp knowledge of the methods used in understanding science as well as some of the courses implementing more hands on activities to further the learning process of each student. The links between the courses and research/extension activities are grounds in which the students gain more understanding of each topic through a combination of the new information to the already learnt knowledge from ideas like experiments and projects which help each student understand the content of the course.The course is needed for the students to develop skills in inquiry and the scientific method of investigation to boost the capacity of their learning abilities and will be very useful in society as employers are in need of employees with the ability to think critically and problem solve through the scientific method of investigation. Inputs The students enter with the ability of competence, c uriosity, understanding, creativity, and sensitivity in the event of new knowledge within the science program.The learning styles of each student will differ but from the activities preformed by the teacher and fellow students to further understand the content the students will grasp the new information than if it were just â€Å"wrote learning†. The students become motivated when activities are introduced to the lesson. Some students may live in homes where they are not able to get information for projects which pertain to the lesson and the teachers make arrangements to accommodate these students.The student’s existing knowledge is that of life experience and when they are explained in class the students not have the capability to take the new knowledge and assimilate it with the old knowledge to form new schemes. The aims of the lessons are suitable to the levels in which they are specifically proposed. The objectives, specific to the lesson whether it be senses or space and time or enquiries, are derived from and complement these aims effectively. The course is very clearly defined and the knowledge skills and attitudes match each student’s ability to cope with the content of the lesson.The content of the lesson is appropriate to the age group in which it will be taught and is relevant to real life situations and experiences which makes it easier for the students to develop problem solving skills. The resources and equipment needed will be to further impart knowledge on the students such as field trips, charts, pictures, and experiments. The teachers and the students each have the specific texts books are the ministry provides these books for the schools.The teachers should have the ability to develop new methods in which to teach these lessons to the students as it centers on discovery by the students guided by the teachers. The time available is very different compared to the workload that must be done to accomplish the tasks set for ward by the aims and objectives as the preparation for the lesson takes more time that other lessons due to the fact that the teach now has to facilitate and guide the learning rather than teach the content.Process The workload of students is now broaden as the students have more to accomplish on their own with the other subject areas to take into consideration as these science lessons require more from students. Students will participate in these types of lessons more than the others because it centers on students discovering their potential to investigate and acquire new information on their own with guidance from their teachers. There are little to no problems related to teaching and learning.Also there is an effective two way communication in which the teachers as specific question to arrive at the answer that facilitate critical thinking and problem solving in each student. The students use the knowledge transferred to them to further their understanding of the real world and a pply this knowledge to new situations that arise. The students have no issues with using/applying/analyzing the knowledge and skills being learnt as they understand that it is present in everyday experiences. The teaching and learning process is continuously evaluated in the form of activities and written assignments such as projects and portfolios.The teachings of these lessons are not affected by practical/institutional problems because the teachers teach to one particular syllabus which can fit into any program whether different in terms of culture or religion. The students and teachers need to be very understanding to each student for the duration of imparting knowledge as it develops interpersonal skills. The discipline is maintained by the teacher who asserts the time in which each student must speak and quickly disciplines while teaching the class.Unknown to the class the teacher controls the level of noise through transitional methods which grasp the attention of each studen t. Product At the end of each term an examination is conducted to evaluate the content taught during the course. There is no information on the final assessment of the science curriculum but there are assessments at the end of each lesson. The assessments of the lessons are designed toward the KSA (Knowledge, Skills, and Attitudes) of each student towards the content of the lesson.The KSA after a course was reported as improved as each child developed new skills in which they can process new information and investigate new ways in which to respond to questions. Students use what they have learnt to develop new skills in the simple processes like play. Each student has developed an understanding of the overall experience during each lesson and has developed new skills of deduction. The main lessons learned were to stimulate curiosity and creativity, develop competence in the use of knowledge and scientific method, and develop a critical awareness of the role of science in everyday li ving.The official report is done and sent to the ministry to further evaluate the determine the effectiveness of the curriculum and to alter what may be needed to change. Teachers whom have the ability to successfully teach the science curriculum will have an added merit to their reputation and the ministry will see no need to change the curriculum while if there were more teachers that have failed to effectively teach the science curriculum the ministry will reevaluate the content make amendments to the curriculum.

Ensuring Social Responsibility in Entreoreneurial Ventures Essay

Ensuring Social Responsibility in Entreoreneurial Ventures - Essay Example In fact, lately, the corporate world has been under so much pressure, criticism and scrutiny that being socially responsible, at least on paper, has become vital for the survival of almost all large and medium sized corporations. On the other hand, entrepreneurs who start a new company are less likely to have role models, well-defined principles, historical stories, and other such elements, which could help them, determine the ethical courses of action (Steyaert & Hjorth, 2004). It would be a huge mistake for the entrepreneur to assume that his or her social responsibility only is to maximize his or her own profits to the utmost level as dictated by Milton Freidman, Adam Smith and others. By focusing on the business, the entrepreneur would be able to produce more and sell more thus stimulating the local economy (Ziegler, 2011). The basic concepts of economics dictate that this will gradually increase the employment opportunities and any excess cash in the hands of the entrepreneur or its employees would be used for investment thus creating an upwards spiral of growth (Steyaert & Hjorth, 2006). ... The entire premise of entrepreneurial ventures is because entrepreneurs always find their window of opportunity when they fell that some stakeholder of the existing company is being exploited by the existing businesses (London & Morfopoulos, 2009; Ziegler, 2011). Therefore, the entrepreneur would decide to fill in gap to provide value and relief to those stakeholders and would make that particular aspect the competitive advantage of the business. The point here is that by having an unethical conduct or exploitation by the entrepreneur of any of the stakeholders of the business, whether its investors, suppliers, customers, distributors or others, the entrepreneur himself or herself will open up an opportunity for other risk takers to step up and fill that gap (Davidsson, 2005). For example, if an entrepreneur’s production and packaging of the product were harmful to the environment then it would be exploitation of the customers and the society. A bold risk taker who witnesses t he same will see this as on opportunity and jump in the business with the logo and mission of being more environmentally responsible and green (Steyaert & Hjorth, 2004). Obviously, he would charge a little premium for the same and take away all the customers, which are concerned with the environment thus putting a serious dent on the business of the first entrepreneur. Therefore, the point here is that any attempt towards being socially irresponsible or of the exploitation of the stakeholders will appear as an opportunity for other entrepreneurs who would quickly jump in and fill in the gap (Nicholls, 2006). As mentioned earlier that entrepreneurs usually operate under great stress and

Planning and Operational Processes of Apple Company Essay

Planning and Operational Processes of Apple Company - Essay Example Yet, as we look forward to a happy ending, earnings taper off and it appears as though the saga may be over after all. However, a feeling of quiet confidence gradually takes over the observer, as both Apple Computers and Jobs negotiate through each downturn with aplomb. Must a company’s journey through time be so turbulent? This document tries to draw lessons from the Apple experience and to suggest stable ways for commercial firms to manage their planning and operational processes. There are two overreaching factors that seem to have influenced strategic change at Apple Computers. The first is the frenetic pace of technological change. No other industrial sector has witnessed the continuous and rapid improvements in processor speeds, storage capacity, transmission options and software development. This has been a source of strength and an opportunity for the entrepreneurial culture of Apple Computers, but it has proved to be a handful for people such as Sculley who laboured so hard to bring a semblance of order and discipline to the highly individualistic style of functioning to which die-hard company employees have become accustomed. A second factor which has affected strategy in this company has been the tumultuous and disorderly change of guard at the top. There is no precedent for such a striking founder to leave his creation while remaining in the business. Even more unusual has been the return of Jobs as a mere consultant to the company which he once owned. These moves, and indeed the manner of Sculley’s departure has posed special challenges for the company. Systematic and regular environmental scanning seems to be a lacuna in the planning process at Apple Computers. Every enterprise needs a deep understanding of the values that its products and services delivered in an environment of global competitiveness (Ohmae, 1991, 61-74). The success of Jobs to see the opportunity in the graphic user interface which Xerox apparently missed, did not repeat itself when the company invested resources in Newton.