Educational management and lifelong learning Essay

The models of theory which have been introduced into the educational sector are many, and while they have distinct names and functions, several have the tendency of overlapping with others. Six major models are presented here, in the orders of formal, collegial, political, subjective, ambiguity and cultural (Bush, 2003). These models complex constructs that are characterized and grouped into these clusters based on their relationships to different factors within the institution in which they are identified. Classification of these models is based on their agreement in such areas as the goals of the organization, their relationship to the dynamic of structure, as well as their orientation regarding an institution’s interaction with its environment (2003). Adult or lifelong learners are proliferating within today’s educational system and the posture of an institution’s management has the capacity to influence the experience of these types of students. Lifelong learners have needs and concerns that diverge from that of traditional students and the ability of teachers, administrators and principals (or deans) to cater to these non-traditional needs depends not only on their willingness to do so, but also on the type of managerial model that is present within the educational institution. The following paper discusses the principles of each of these managerial theories of education and relates each to the experience of the lifelong learner. Formal Models The formal models of theories of educational leadership and management emphasize the elements of educational institutions that might be considered official or structural (Bush, 2003). These models are based on the hierarchical envisioning of organizations and on the idea that the objectives pursued and achieved by managers are done using rational means. The form or structure of the organizations endows the organizational or departmental heads with their authority based on the positions to which they have been assigned. The formal model comprises five basic models, all of which to some degree contain the following seven features. The first feature is the tendency toward a systemic view of organizations, with each element of the system possessing an identifiable and demonstrable link with the other. Within an educational organization, this is represented by the different departments and elements (professors, secretaries, teachers and students) that make up these departments. The prominence of a given structure within the organization is another feature that defines such formal models. The flow of this structure is usually identifiable through organized patterns, and the usual pattern within educational organizations—that of hierarchy—defines the third feature. This hierarchy of the different departments as well as the order of authority possessed by the members within each defines this structure. Teachers are, for example, subordinate to heads of department, who are in turn subordinate to principals, and so forth (Bush, 2003). The formal models also render schools as organizations that seek out goals, and these official objectives are usually adopted by those who subscribe to the organization (Beare, Caldwell, & Millikan, 1989). The rationality of the processes that define managerial decisions within schools is also a feature adopted by the models within the locus of formal theories. Such decisions often involve the consideration of all alternatives before selecting the most feasible and profitable. Within these formal models, the authority granted to leaders and managers is considered to derive from the positions they hold. Therefore, their authority is only tenable as long as they remain within their position. Finally, formal models emphasize the role of the body that sponsors the organization (sponsoring body). This necessitates that the educational institution be accountable to this sponsoring body, which usually takes the form of governments. Formal Models and the Lifelong Learner Within the arena of lifelong learning, the normative and prescriptive nature of these theories possesses strengths and weaknesses. While the systemic and hierarchical nature of the models allow for adult learners to understand and follow the chain of command, the fact that students are often placed at the bottom of this chain proves problematic for the adult learner. A more collaborative and egalitarian setting would be more appropriate for an adult learner, as he or she is likely to possess authority in other areas of life and would be uncomfortable merely being submissive within this educational setting. Furthermore, since adult learners are more apt to take responsibility for their learning, their inclusion in the decision-making processes would be curtailed in a very rigidly structured model of education. The problems identified with the formal model address some of the issues that involve lifelong learners (Bush, 2003). The power distribution and structure denies the important role of the individual in making and influencing decisions. Adult learners are often consulted about programs that they are interested in pursuing, and often chart their own paths in the achievement of goals. Therefore, the goal-oriented nature of the formal model, while technically substantiated where lifelong learners are concerned, gives little acknowledgement to the relative autonomy of this type of student in formulating and achieving these goals. Much of the lifelong learning and continuing studies which takes place within this age does so via the internet. Within such an educational environment, the systemic and hierarchical nature of educational management is vastly altered. Classes are no longer taught by teachers in a teacher-student hierarchy. Rather, students involved in teaching themselves via materials merely uploaded by â€Å"teachers† or professors. Therefore, the idea that the power available within this organization resides at the top of the pyramid again is faulted. Also, the structure of the organization does appear to change into a more egalitarian one in order to accommodate the more responsible adult learner.

The Forest Act

INTRODUCTION the term forest is defined as an area of land with at least ten per cent (10%) of tree crown cover, naturally grown or planted and/or fifty per cent (50%) or more shrub and tree regeneration cover and includes all forest reserves of whatever kind declared or gazetted under this Act and all plantations. The Forest Ordinance of 1959, is the law which governs the Forest Law of 2002, having the objective to effect governmental control for economic gain rather than sustainable development, as the concept of environment is not been taken seriously.HISTORICAL BACKGROUND OF FORESTS IN TANZANIA Historically the forest act can be traced back as far as 1819 to 1919 whereby the state controlled forest estate was initially established under German colonial administration who were the first colonialist in Tanzania. The German’s administrator used different methods and tactics in preserving the forest such as forcing the residences near forest or in the forest places to evacuate d those places immediately and there were no remedies present for those who violated the decree intentionally.In 1921 after the Second World War Tanganyika was placed to the British Administration. The English supervision presented the Forest Ordinance which was based on that used in adjacent Kenya colony which placed restriction on access to and use of forest products. The spirit of the British colonialists to protect the forest and its resources were also seen in the Land Ordinance whereby it introduced protected areas; forests areas being part and parcel.Soon after independence, forests in Tanzania have been managed and controlled by the Forest and Beekeeping Division under the Ministry of Natural Resources and Tourism. This management has been characterized by extensive state control which does not involve the local community forests. The forest management was due to forest degradation and deforestation through illegal activities and increase of human pressure on natural resourc es. In Tanzania a vast forest area existed for instance in the 1990’s, the forested areas were ranging from 41-42 percent.It was observed that most of the forested areas were cleared for agricultural, overgrazing, wildfires, charcoal burning and overexploitation activities. During 1961-1997 it was discovered that over 10 million hectares of forest had been lost therefore in order to prevent this loss the Ministry of Natural Resources and Tourism made an effort and concentrated on active participation of the local community and stake holders. In 1990 the Forest Policy came into existence by virtue of the Forest and Beekeeping Division.Currently the Forest sector in Tanzania is controlled by three parallel structures which includes The Ministry of Natural Resources and Tourism, The Regional Secretariat and the Local Authority. NATIONAL FOREST POLICY, 1998 The Forest Policy (NFP) of 1998 in Tanzania was the result of reviewing its Forest Policy of 1953. Generally, the objective of this policy was to enhance the contribution of Forest sector to the sustainable development in Tanzania and conservation and management of her natural resources for the benefit of the present and the future generation.This means that forests have to be managed in terms of socio-economic, ecological and cultural sustainability and with the principle of multi-functionality and equitable benefit and responsibility sharing. Also the Forest Policy also recognizes the role of the private sector in management of forest resources and the policy responsibility of managing forest resources will be left in the hands of specialized agencies and the private sector, central government responsibility will be managed.The Policy promotes tools to implement different communities based management regimes, ranking from Joint Forest Management to community management (Community Based Forest Management, Village Forest Reserve). The objectives related to forest policy OTo ensure sustainable development and equitable use of resources for meeting the basic needs of present and future generation without degrading the environment or risking health or safety. OTo present and control degradation of land, water, vegetation and air which constitute our life support systems.OTo conserve and enhance our natural and man-made heritage, including the biological diversity of the unique ecosystem of Tanzania. OTo improve the condition and productivity of the degraded areas including rural and urban settlement in order that all Tanzanians may live in safe, healthy, productive and aesthetical pleasing surroundings. OTo raise public awareness and understanding of the essential linkages between environment and to promote individual and community participation in environmental action.OTo promote international cooperation on the environment agenda, and expand our participation and contribution to relevant bilateral, sub-regional, regional and global organizations and programs, including implementatio n of conventions. OTHER OBJECTIVES The National forest policy is based on macro-economic, environment framework and social framework. In microeconomic framework has the objective, which lifts the national economy and facilitate wholesome growth, the policy has stated the following objectives: OTo combat poverty and deprivation in order to improve people’s path.OTo ensure macro-economic stability. OTo create an enabling environment for a strong private sector. O To reduce government involvement in direct productive activities. OTo improve efficiency in the use of public resources. FOREST ACT, 2002 The objectives of the Forest Act, 2002 as analyzed under the provision of Part II of the Act are: OTo promote, to enhance the contribution of the forest sector to the sustainable development of Tanzania and the conservation and management of natural resources for the benefit of present and future generations.OTo encourage and facilitate the active participation of the citizen in the sustainable planning, management, use and conservation of forest resources through the development of individual and community rights, whether derived from customary law or under this Act, to use and manage forest resources; OTo ensure ecosystem stability through conservation of forest biodiversity, water catchments and soil fertility; OTo delegate responsibility for management of forest resources to the lowest possible level of local management consistent with the furtherance of national policies; OTo ensure the sustainable supply of forest products and ervices by maintaining sufficient forest area under efficient, effective and economical management; OTo enhance the quality and improve the marketability of forest products and regulate their export; OTo promote coordination and cooperation between the forest sector and other agencies and bodies in the public and private sectors in respect of the management of the natural resources of Tanzania; OTo facilitate greater public awarenes s of the cultural, economic and social benefits for conserving and increasing sustainable forest cover by developing programmes in training, research and public education; OTo enable Tanzania to pay, fully in contributing towards and benefiting from international efforts and measures to protect and enhance global bio-diversity.The Act enables the State to fulfill its obligation to meet the standards determined by international instruments to enhance and protect global bio-diversity. Section 5 provides for ministerial responsibility and function of the director, where as Section 6 provides for the appointment and function of the officer. ADMINISTRATION AND INSTITUTIONAL MECHANISM OF THE FOREST ACT, 2002. THE INSTITUTIONS MECHANISM ESTABLISHED UNDER THE FOREST ACT, there are three major institutions created by the Forest Act, which are, the forestry advisory committee, Community forest management group for managing forest reserves, and Tanzania forest fund. NATIONAL FORESTRY ADVISORY COMMITTEEThis is a committee established under Section 10 of the Act, and the minister appoints the committee members, who function to advise the minister on; OMatters relating to issuance of concession and conditions as provided for under Section 20(11) of this Act; OMatters relating to declaration of a forest reserve as provided under Section 23(6) of this Act; OMatters relating to the management of forest reserve as provided under Section 27(5) of this Act; review of the forest policy; and OAny other matter, which the Minister may specify. COMMUNITY FOREST MANAGEMENT GROUPS Community Forest management group may be formed by any group of persons who are members of a village living in or near to a forest or group of persons who are managing a forest or part thereof or who are desirous of managing a forest reserve or part thereof. TANZANIA FOREST FUNDThis is another institution established under the Act, which deals with financial matter, in which the funds and its resources consist of fee payable, royalty payable, grants donations and bequests, any sum realizes by the sale of forest produce and income generated by any project financed by the fund, and such funds are managed by forest fund trustee appointed by the minister. The object and purpose of the fund is to meet the objectives of the Act as analyzed in the provision of Section 3. ADMINISTRATION MECHANISMS Part III of the Forest Act provides for administrative and institutional mechanisms. To start with administration, the Act provides that there is a Minister responsible for forest matters and that the Minister is responsible for policy formulation and for ensuring execution by official in the ministry such functions connected with the implementation of this Act.Apart from that, there is a Director of the forestry who is appointed by the President and bears the function of advising the government on all matters of management of the forests. On top of that the Director is required and empowered by the Ac t to make a determination affecting or likely to affect the rights of any individuals and give reasons for the decisions. There are other Appointed Officers who have the duty to ensure the efficient, effective and economical management and supervisions of forests as directed by the Act. These officers appointed by the Director include, licensing and registration officers, enforcement officers, inspectors and all of them are answerable to the director. Furthermore, there exists a Local Authority and Forest Management Authority.Power to designate any person to be an Authorized Officer has been vested to the Director and he also has power to delegate to such public officers, a local authority officer to perform any work imposed on him by the Act. CREATION OF FOREST RESERVE The Act provides for the creation of forests reserves as analyzed under section 4, which include national forest reserves, local authority forest reserves, village forest and private forest. The Act goes further in p roviding for the guiding procedures in declaring an area to be a forest reserve under Section 23, and provision of compensation in case of claims arising out of an area, which is declared a forest reserve is provided under Section 24(1) PERMITS AND LICENSESUnder Part VI provides for specified activities to be carried in national or local authority forest reserve subject to conditions as prescribed in the permit, which is sought in respect of Section 50, and grant of permit, variation and modification of the same is provided for under Section 53, Section(s) 54 and 55, provide for Surrender of permit and Revocation or suspension of the permit. ENVIRONMENTAL PRINCIPLES UNDER THE FOREST ACT GENERAL PRINCIPLES ORight to information, meaning that the director and all officers are required to ensure that members of the public are equally and adequately given information and guidance in connection to implementation of this Act ORight to appeal, any individual aggrieved by a decision under t his Act has a right to appeal in the High court SPECIFIC PRINCIPLESOPrinciple of local level governance, meaning that the right and duties of which villagers have to respect village land reserves and function of local authority in respect of village land forest reserve OPrinciple of prevention action, restriction on boundary vegetation, inspection of forest produce by experts, prohibition of marking by unknown persons, prohibition of export of forest produce without certification OPrinciple of restrictive measures, the Act provides for the restriction in the creation of new rights for forest reserves, were as subsection 5 of section 25, an investigation process can be allowed to enquire in a matter that has been reported to the minister or chief executive officer.OPrinciple of sustainable development, which ensures the ecosystem stability through conservation of the forest biodiversity, water catchments and soil fertility and facilitating public awareness so as to increase sustainab le forest cover by developing training programmes and education, as well as sustainability in connection to harvest of forest products. OPrinciple of inter-generational equity, the Act encourages and facilitate active participation of the citizens in the sustainable planning of the environment and forest reserves through community out reach OThe Act further looks at the concept of Environmental Impact Assessment, and the provision binds both the public and private local authorities . OFFENCES AND PENALTIES The Act also provides for various offences and penalties in general. These offences have been provided for under part XI, Section 84-100.Section 84 generally provides offense relating to forest reserve which includes entrance into the forest reserve, performing any act contrary to section 26, obstruct roads path or water course, damage forest reserve, grazing of livestock shall be guilt of an offence upon conviction liable to a fine not less than thirty thousands (Tshs) and not ex ceeding one million or to imprisonment for a term not exceeding two years or to both such fine and imprisonment. Section 85 offences relating trees not in forest reserve. A person may be held liable for the following action felling trees, cuts trees, loops damage, remove or sell any reserved tree or any party thereof unreserved land shall be guilty of an offence and upon conviction shall be liable to a fine of not less than fifty thousands (Tshs) or imprisonment not exceeding one year or to both such fine and imprisonment.Section 86 relating to wild plants, any person without lawfully authority picks pluck takes sample any part or any way or by any way interferes with or willfully and intentionally poison damage or destroy in any way wild plants or expose for sell or purchase export or attempt to expose shall be guilt of an offence and upon conviction shall be liable to a fine not less than two hundred thousand (Tshs) and not exceeding one million shilling or to imprisonment for a t erm not less than six months and not exceeding two years or to both. Section 90 provides for counterfeiting and similar offences, any person who counterfeiting alters obliterates or defaces any stamp mark, sign, license permit, certificate authority or receipt used or issued under this act shall be guilty of an offence and upon conviction shall be liable to a fine not less than one million shilling and not exceeding three million or to imprisonment for not less one year and not exceeding two years or both. Section 91 on offences in connection with fires.Any person who without lawful authority lights or assists in lighting or uses rekindles or adds fuels or any fire or causes any of theses to fake place leaves an attended fires before such fire is thoroughly extinguished or fails to comply with lawfully order issued to him under and in connection with any of the provisions of part 9 of this act shall be guilt of an offence and upon conviction shall be liable to affine not less than f ifty thousands(Tshs) or not exceeding one million or to imprisonment not exceeding one year or both. Where any person is convicted of an offence against this act the Court may in addition to any other penalty provided for in this Act order cancellation of the permit for period that a forest reserve manager may see fit and upon damage of forest produce will pay compensation for the same subject to ten times the amount of royalties or fees which had the action constituting the offence. STRENGTHS OF THE FOREST ACTThe Act links the central government and the local community in the whole process of preservation and protection of the forest resources in order to ensure national development and this is done through public participation in decision making in forest management as portrayed under Section 42 through the Participatory Forest Management(PFM) and the Community Base Forest Management(CBFM) which involves village and local people of forest protection. also, the Act provides for Pri vate forests in which individuals who are the holders of the right of occupancy enter into covenants on land that without previous consent of the Director. The Act also establish the administration and institutional machinery in order to protect forest resources.Also it provides for Minister responsible for forest and Director of Forest Officers who are appointees of the Director and Forest Advisory Committee and the National Plants Protection Advisory Committee. The Act provides for participation of local communities in the management of their lands and, their rights on natural resources are clearly recognized as per Section 14, 32 and 40 of the Forest Act No. 14, 2002 which provides for village land forest management plans and rights and duties of villages in respect of village land forest reserve. never the less, the Act provides for trade on forest produce through establishing procedures necessary to conduct forests trade and forest produce.This led to ensure sustainable trade o f forest produce and forest conservation and a person need to have trade permit and license of conducting trade as stipulated under the Act. Moreover, the establishment of the Tanzania Forest Fund. The fund contributes towards on the conservation of the forest resources and the main purpose is to promote awareness and to ensure development and sustainable use of forest resources through public education and training and to promote the community forestry in the whole process of development through making grants and providing advice and assistance to group of persons. WEAKNESSES OF THE ACT There are some conflicts between the Forest Act and the Village Land Act regarding the procedures for the establishment of Village Forest Reserve.Section 32(2) and 33 of the Village Land Act provide for procedures such as application to the village council, signed by the party applying for the derivative right or his duly appointed agent or representative; accompanied by simple plan showing the loca tion and boundaries of the land and any other information which may be prescribed or which may be required by the village council, accompanied by any fees which may be prescribed; notified to the members of the village by any means of publicity which will bring the matter to their attention; whereas the Forest Act provide for concepts like private forests which includes forestry dedication covenants, application for concession, use of land as private forest land and concession. Also concepts such as forest reserves other than village and community forest reserve, village land forest reserves and community forest reserves which all provide for various procedures for each where in village land act it provides for the general procedures.Section 98 0f the Act provide that no matter or thing done by any authorized officer to perform any function under the Act, shall, if done in good faith in execution or purported execution of his function under this Act, render him personally liable for the matter or thing concerned. This means that the act did not provide protection to an individual member of the society rather it’s only the official who is protected. Also same section of the same act provide that any person is liable for any offence against the act but do not provide the meaning of any person and that makes authorities to become people who will be liable for any offence which will have unnecessary immunity. The director of the forestry has been vested with so much power which can make him abuse the power.Section 5(2) to (4) provide that director of the forest is appointed by the president whom will become an officer of public service, the director is to advise the government on all matters of management of forests and also to give reason to the person who is affected by the decisions of the director. Then if the director is the one to advice the government on matters relating to the forest then can give decisions which will be more favorable to the author ities and desire of the government regardless of what is really needed in forest development. The Forest Act empowered only the high court to have jurisdiction over the matters pertaining forest protection. ith the high court having the powers itself then there are some situations which people who affected by the acts done to the forest fail to submit their complaints to the court since they have no access to it. In Tanzania most regions have only one court; for instance in Iringa all district like Mafinga and Mufindi depends on the high court which is at Iringa municipal; With this regards then access to justice fails. CONCLUSION AND RECOMENDATIONS it is our recommendation that the law to relating to protection of the forest be modified so as to fit with the corent society were there defforestation of the lands is of great extend all over the world and Tanzania in Particular by imposing heavier punishment to those who harm the forests for the benefit of the current and coming gener ation.

Absence at school Essay

Students who arrive late for their first class period (7:25 am-8:11 am) DO NOT GO TO THE ATTENDANCE OFFICE. Go directly to class and present a note to your first period teacher signed by your parent/guardian; otherwise, late arrivals will be considered UNEXCUSED. ? Students who arrive late after the first period has concluded should GO DIRECTLY TO THE ATTENDANCE OFFICE. Present a note from your parent or guardian to the Attendance Office. Students who arrive late without a note from home will be marked as UNEXCUSED LATE. I HAVE TO GO TO THE DOCTOR/DENTIST/ORTHODONTIST: WHAT TO DO? ? When you have an early dismissal due to a medical appointment, you must present a signed note from your parent/guardian to the Attendance Office to receive an EARLY DISMISSAL PASS. Sign out at the Attendance Office prior to leaving the school building for your scheduled appointment. Students need to sign out at the Attendance Office for all appointments even if their departure time is during their lunch period. When you return to school from an appointment, you must sign-in at the Attendance Office. You will be issued an EXCUSED PASS to return to your next scheduled class period.? All medical appointments require a note from the doctor’s office when the student returns to school. I’M SICK/INJURED AND CAN’T COME TO SCHOOL: WHAT TO DO? ? When you’re absent from school due to illness or injury, you or your parent are not required to call the school. Instead, you must bring a note signed by your parent/guardian to the Attendance Office within three (3) days after returning to school. ? If you are absent for five or more (5) days due to illness or injury, you must submit a doctor’s note when you return to school. ? If you become ill at school, you must report to the Health Room. Ask a teacher or counselor for a note giving you approval to leave class and visit the Health Room. Students dismissed from school by the Health Room must sign out at the Attendance Office. The Health Room will issue an early dismissal pass to be presented to the Attendance Office. Within three (3) days of returning to school, you must bring a note signed by your parent or guardian to the Attendance Office. Whitman Tip Sheet #5 MY FAMILY WANTS TO TAKE A VACATION WHEN SCHOOL IS IN SESSION: WHAT TO DO? ? Absences due to family vacations are considered as UNEXCUSED unless school administration makes the determination to approve the absence. Your parents must request permission in writing at least one week (5 school days) prior to the anticipated absence. You must bring this written request from your parent/guardian to the Attendance Office. The Attendance Office will issue an approval form (attached to parental note) for you to present to each teacher to initial. The teachers’ initials indicate their agreement to allow you to make-up any assignments missed. The approval form and note then go to the assigned grade level administrator, who makes the final decision to approve or deny your absence. I NEED TO MISS SCHOOL TO VISIT COLLEGES. WHAT TO DO? ? You must present a note to the Attendance Office from a parent/guardian at least one week prior to the requested absence for college visits or participation in college orientation programs. The Attendance Office will issue an approval form for you to obtain each teacher’s approval. You then take this form and the parental note to your grade level administrator for approval. The approval form and parental note are returned to the Attendance Office. You need to limit your visits to colleges so you do not miss too much school. I NEED TO MISS SCHOOL DUE TO PARTICIPATION IN A NON-SCHOOL EVENT. WHAT TO DO? ? A note signed by your parent/guardian must be given to the Attendance Office at least 24 hours in advance. The Attendance Office will issue an approval form for you to obtain each teacher’s approval. You then take this form and the parental note to your grade level administrator for approval. The approval form and parental note are returned to the Attendance Office. WHAT TYPES OF ABSENCES ARE CONSIDERED EXCUSED? The State of Maryland regards the following as lawful absences from school*: ? Student illness ? Death in immediate family ? Court summons ? Religious observances ? Violent/hazardous weather ? Emergencies designated by the Superintendent of Schools ? State emergency ? Work or other activity accepted by school authorities. *Any absences not falling into these categories may or may not be approved. Approval is at the sole discretion of the grade level administrator taking many factors into consideration. Each situation will be reviewed on an individual basis. Whitman Tip Sheet #5 MAKING UP MISSED WORK ? It is the sole responsibility of each student to obtain from the teacher any work missed. The student should request from each teacher a date on which all make-up work for that class is due. Students will receive a zero for missed work if the absence is unexcused. TRUANCY ? Each teacher is responsible for taking attendance daily. At the end of each school day CONNECT ED (Automated Attendance System) will scan the Attendance database for ABSENCES. Any student with an ABSENCE that has not been excused will receive a call home via the automated Attendance system. The call is scheduled to contact parents each evening. AGE OF MAJORITY ? When students reach age 18, the law allows them to sign their own absence notes, but only if the parents agree and sign the required form, which is available from the Attendance Office. The school can rescind the Age of Majority status if the student has too many absences or tardies.

Workplace Climate Essay Example | Topics and Well Written Essays - 500 words

Workplace Climate - Essay Example However, professionalism also sets in since one must manage his/her temper when under stress. My co-workers were supportive and during break time, they would give practical tips in how to deal with an angry client or rebook a missed flight. Another characteristic of that workplace is that we were like a family. As a Chinese, we believe in team work and unity. Fortunately, my co-workers tolerate individual and cultural differences. Recognizing diversity in a company really contributes to a positive workplace. Employees do not feel discriminated and they work more productively since they are free to be themselves. Every morning, our boss calls in for a quick 15-minute meeting that reports the transactions done yesterday. We were constructively criticized and accepted the need to improve our behavior. This has greatly helped in creating a positive environment. If there was one department that needed some data or extra hand we immediately collaborated so that we can reach our goal for a certain day. I think that is the essence of team work. Because of the premise of recognizing individual differences, we tried to adjust our expectations from one another. One co-worker would state† this is not my forte, crunching numbers so If you need more clarification, just ask me†. In this manner, we admit our limitations and even find co-workers who would mentor us. Even our boss is not controlling. Perhaps, he really knows the true meaning of empowerment. There is a high degree of trust and responsibility bestowed on us which we try to achieve. If we need help, we do voice out our help by asking immediate superior so a concern can be addressed. Like any other organization, problems and conflicts arise. When there is a mistake committed, we evaluate on our meetings what went wrong. We identify people who are responsible with the task and analyze if procedures have been followed. It is

Literature Review Viability of Nuclear Power as an Alternate Power Essay

Literature Review Viability of Nuclear Power as an Alternate Power Source - Essay Example Climate change is usually recognized as one of the most critical issues for the international community as it is known to influence many aspects of the environment as well as the society, together with the health of humans, ecological units, cultivation and irrigation, local and universal economies, sea levels and extreme weather conditions. There do exist more than a few ways to generate electrical energy without discharging air pollution. The most practicable means is nuclear energy, which presents not only a harmless, uncontaminated, and inexpensive alternative to other methods of producing electricity but can additionally be reprocessed. In comparison to the electricity produced by the burning of fossil fuels, nuclear energy is known to be relatively clean because there is no generation of either air pollution or carbon dioxide from the nuclear power plants except some quantity of release as a of result uranium processing which is used in nuclear reactors. The issue of viability of nuclear plants in comparison to fossil fuels actually depends on the values that are placed on the wastes that each type of plant produces. Nuclear power supplies large environmental advantages by nearly completely eliminating airborne wastes because it emits nil combustion byproducts, no acid gases, absolutely no greenhouse gases and the particulates which are produced throughout the power generation.The diminution of costs in the production of nuclear power is triggered by the production of relatively lesser volumes of radioactive wastes, preceding the final disposal. Since the volume of waste from the nuclear plant is significantly smaller than the amount in fossil fuels, and are nearly in solid form, they are all held inside the reactor stations. Nuclear power stations necessitate very small quantity of fuel, approximately only 100 tonnes per year consequently producing very small volumes of waste. Because of the absolute control of its wastes, nuclear power is publicized to be one of the very few power sources which has all of its external costs paid for in the price of electricity sold to the consumer. But is nuclear power actually economically viable In the 1970's nuclear power charged half as much as electricity from coal burning. By 1990 nuclear power cost doubled to electricity from coal burning (Slingerland et al, 2004). Today the costs of nuclear power are estimated to be about $0.05-0.07/kWh making it, on average, between 2 and 4 times more costly than electricity generated by burning fossil fuels. For example, France, where nuclear power accounts for 75% of total electricity production, it has been confessed that nuclear power is far more expensive than electricity from efficient fossil fuel burning power plants (Makhijani,

How Interest Rates Affect the People Essay Example | Topics and Well Written Essays - 1250 words

How Interest Rates Affect the People - Essay Example An article was presented in the media by the Austin-American Statesman which is a part of the COX Newspapers group. The title of the Article was ‘Nasty surprise may await homeowners with adjustable mortgages’ and it was written by Susan Tompur. Basically, the article discusses how rising interest rates could negatively affect homeowners who have adjustable rate mortgages. If their interest rates rise high enough, they may not be able to make payments on their mortgages which could lead to a situation of foreclosures or for them seeking cheaper housing options. While the article considers the situation in a rather simplified manner, the real connection between interest rates and the housing market is quite complex since the setting of the interest rate is dependant on several things such as the monetary policies of the government and the direction of the economy. On the other hand, the housing market itself depends strongly on supply and demand as well as the relation to mortgage interest rates or housing finance products which are created by banks or offered by other lending associations that deal with the housing market.

Hydraulic fracturing in the USA Essay Example | Topics and Well Written Essays - 500 words

Hydraulic fracturing in the USA - Essay Example Fracking open up fractures in the rocks allowing oil and gas to flow. Drilling alone cannot be used to extract trapped shale gas in thin layers between the rocks. Therefore, gas and oil producers in the United States have deployed hydraulic fracturing to facilitate the mining into large shale natural gas and oil deposits. The use of the hydraulic fracturing to extract natural gas and oil has ensured a long-term energy security outlook in the United States. This is due to the ability to exploit the shale. In this regard, the crude oil reserves have been bolstered by 11% and led to 47% surge in gas reserves across the United States. Fracking has reduced dependence on foreign energy sources, and as results the cost of energy has reduced helping to revive the economy. Therefore, there is a direct reduction of importation of natural gas. With hydraulic fracturing, there has been an expansion in the employment sector especially in the United States. The industry engaging on natural gas and oil production has employed more than 1.2 million people in the United States. Extracting underground minerals using hydraulic fracturing has some negative effect on water. The mining process requires millions of gallons of water. Therefore, water gets trucked around the shale and directed into the well; thus there is a diversion of water from other uses by the neighboring communities (Schultz, 2012). Moreover, some hazardous chemicals mixed with water may find the way into the fresh water aquifers especially if there exist poorly constructed wells. This endangers the health of organisms using such water. Hydraulic fracturing process together with the injection of wastewater into deep wells practice, cause minor earthquakes to shale exploitation areas. The survey of geologists of the United States has revealed that some tremors from hydraulic

Smart Growth Anthony Flint Essay Example | Topics and Well Written Essays - 1000 words

Smart Growth Anthony Flint - Essay Example Planning for the growth of contemporary towns entails early preparation of its entire infrastructure. Urban developers focus on the developments of their towns in aspects that will enhance growth. Sustainability is a significant element during planning for the growth of cities. This is because planners succeed when they ensure that their infrastructure is sustainable. This also implies that appropriate leadership ensures that planning of any project benefits several people. This kind of leadership is likely to establish several policies that facilitate development of practical procedures. For example, the political leadership of a state could create policies that encourage its entire citizenry to acknowledge the value of development. Such policies include the establishment of commissions that focus on developmental issues. The commissions also identify suitable human resources that will ensure the design of creative plans (Randall & Weber 78). There is need for proper legislation that will enable the entire planning of modern towns to be effective. Such legislation is effective because it passes Acts that tend to support the growth of infrastructure. The presence of growth management plans is an essential inclusion in planning strategies. This is because the plans help experts to ensure there is a systematic execution of appropriate strategies that enhance development. These strategies include intentional initiatives that attempt to assess the potential development of infrastructure in several places. Others include the preservation of landscapes that is funded by transfer of taxes from estates. The issue of taxes is fundamental because it helps planners have adequate funds for their various operations. Insufficient funds tend to derail all the procedures that attempt to grow modern towns (Williams 49). Incentives are fascinating ways of encouraging both experts and citizens to

Evaluation of a Website www.pbskids.org Essay Example | Topics and Well Written Essays - 750 words

Evaluation of a Website www.pbskids.org - Essay Example I am particularly attracted by the website www.pbskids.org. This website combines entertainment with education, and is very attractively designed. The main draw of the website is the great technical skill of its design, which facilitates its use by children. It is a great example of how learning can be made fun. By incorporating characters, such as Barney & Friends, Curious George, Sesame Street, and Thomas and Friends, into spelling, number and letter games, the website educates and entertains. The bright colors, and easily understandable links, are very child-friendly. With websites ranging from the institutional to the personal, it is essential to develop the skill of objectively evaluating a website. Obviously, a commercial website cannot serve as a source for academic purposes, and a website with links to a pharmaceutical firm cannot be cited for medical research. Several criteria, such as accuracy, authority, objectivity and currency, come into play in evaluating a website (Cor nell University Library, 1998). Evaluation of the website www.pbskids.org, based on the criteria of reliability of the source, the credentials of the author, and the information available, gives an accurate picture of the website. The reliability of the source is of paramount importance in evaluating a website. ... Virgin Islands, Guam and American Samoa. PBS reaches nearly 123 million television viewers and more than 21 million online visitors in a month. It is America’s largest public media enterprise. The organization’s mission statement clearly reflects its focus on education. It is a measure of the strength of its credentials that the website has a link to the home page of the PBS, where a detailed account of the organization, its mission statement, and terms of use are all clearly laid down. As the domain name is clearly preferred, the producer of the website is unequivocally stated, and the credentials of the organization are reliable, it may be accepted that www.pbskids.org is the product of a reliable source. The credentials of the author is the other strong criteria in the evaluation of a website. www.pbskids.org does not list any author. In this case, the absence of a single author is not relevant, as the domain name of the website indicates that the source is an organi zation. As the website is sponsored by an organization, and the credentials of this organization, PBS, are genuine, the authority of the website may be accepted. In the absence of an author, the credentials of the organization may be taken in its stead. PBS KIDS is the winner of several Daytime Emmy Awards and features on many reliable surveys, including Nielsen and Google Analytics. It is clear that PBS is a leading player in curriculum based media, and has the authority to deal with this content. The page gives a direct link to the home page of the organization, where detailed contact information, including e-mail id’s and telephone numbers, are provided. Again, it is evident that the organization is very transparent in stating the purpose and

Report about google analysis and PESTLE Assignment

Report about google analysis and PESTLE - Assignment Example So a PESTEL analysis has been undertaken here to show how macro factors affect a search engine like Google. These include political, social, economic, technological, environmental and legal concerns and all these help in shaping the organization its internal strategies and conform to them. Google, Inc Google Inc, the giant in internet browsing, has been founded in the year 1998. Larry Page and Sergey Brin are the founders of the revolutionary internet browser. Google’s objective was to provide its customers with a quick and easy accessible browser. Google follows the mission statement where they claim â€Å"to organize the world’s information and make it universally accessible and useful†. Their focus is to offer their users a high quality search engine. This enables Google to expand their market share and to become the most popular web browser in the world (Google, Company Overview, 2013). How Google grew in size Through its operation Google Inc became a dominan t player in the internet market by offering a simple web page crawling. Google has followed a method of excellence in whatsoever they performed which accounted for their overall success. Google always rendered their effort to provide customers with a better and a faster browser. They incorporated excess bytes to enhance the efficiency of the webpage offering their consumers with better delivery of service. Google has always given importance to the speed factor in every product they launch (Anthony, 2008). Google Inc had followed a massive growth and continued to expand through continuous acquisition. They strategized acquisition as an expansion strategy and went on adding resources towards their product line. Their acquisitions include YouTube, Google voice, blogger, Google analytics etc. Google expanded their user base and continued to absorb web developers and engineers in their team (Guglielmo, 2012). Another important expansion strategy undertaken by Google is that they have alw ays prioritized their user. With the changing time and demands of the customers, Google has always offered their customers with innovative products. They designed the new internet browser keeping in mind their targeted customer group. Their goal in this pretext is to keep on building new tool and application for the users. They always built their tools in a very simplified way keeping in mind that the user found it to be user friendly enough. Google till date had successfully catered the need of their customers

The Green Light in The Great Gatsby Essay Essay Example for Free

The Green Light in The Great Gatsby Essay Essay Key Factors * 1920’s America â€Å"the Jazz era† – America had a soaring economy – Set in the summer of 1922. * Wealth, class, social status, love, materialism and the decline of theâ€Å"American Dream† (caused by a dizzy rise in the stock markets after WW1) are all major themes * Narrated through the eyes of character Nick Carraway – educated at Yale, moves to New York from Minnesota – presumably searching for success i.e. the American Dream * The storyline is very similar to Francis Scott Key Fitzgerald’s own life events. * Prohibition of alcohol in America (1920-1933) meant that bootlegging/rum-running was big business. This was how Gatsby made his fortune. * Every character appears to be something they’re not. * Fitzgerald portrays the 1920s as an era of decayed social and moral values, evidenced in its overarching cynicism, greed, and empty pursuit of pleasure * As Fitzgerald saw it (and as Nick explains in Chapter 9), the American dream was originally about discovery, individualism, and the pursuit of happiness. In the 1920s depicted in the novel, however, easy money and relaxed social values have corrupted this dream, especially on the East Coast. Essay Question Analysis Explore the ways in which Fitzgerald presents contrast between the characters of Daisy and Myrtle in The Great Gatsby? Daisy Buchanan: Her name symbolises a flower: White on the outside and yellow on this inside, this is in keeping with Fitzgerald’s use of colours/symbolism. Although white may be used throughout the novel to symbolise purity, innocence and honesty, could it be that white could mean blank, void, empty? * â€Å"The exhilarating ripple of her voice was a wild tonic in the rain† * â€Å"Her voice is full of money† couldnt be over-dreamed Metaphor * â€Å"Daisy’s murmur was only to make people lean towards her, an irrelevant criticism that made it no less charming† * â€Å"She dressed in white, and had a little white roadster† – â€Å"white girlhood† * It makes me sad because Ive never seen such such beautiful shirts before. – Materialism * Daisy and Jordan lay upon an enormous couch, like silver idols weig hing down their own white dresses against the singing breeze of the fans. * I hope shell be a  foolthats the best thing a girl can be in this world, a beautiful little fool You see, I think everythings terrible anyhow And I know. Ive been everywhere and seen everything and done everything. – Materialism If her daughter is a fool, then shell never get hurt. Shell never realize that she married for money and status instead of real love, that her husband is having an affair right under her nose, that everyone sees her as silly, stupid, naive, and pitiful. If shes a fool, shell never have an opinion that can be dismissed by the men in her life, and shell never care about anything except dresses and flowers and all the pretty things in life. Shell be pretty enough to find a husband who can support her financially, and dumb enough never to realize how tragic life actually is. * Nicks second cousin, once removed. * â€Å"The most popular young girl in Louisville† * Daughter â€Å"Pammy† is rarely seen throughout the book. Though when company is over she is beckoned to perform an act. Much like Daisy. Daisy’s Location and descriptions * East Egg, Long Island, New York. – home to â€Å"old money†, wealthy aristocracy, tradition, old ideals and ideas * Comes from a wealthy family in Louisville, Kentucky * The significance of East Egg and West Egg is the social divide between new money and old money. Daisy and Tom Buchanan are old money (their families have been rich for many generations) and so they live on East Egg island. Gatsby and Nick are new money (theyve earned it themselves or their parents earned it through work) so they live on West Egg island. It also represents the ideas of living in the past and present. East Egg represents how Daisy and Tom both live with old world ideals and ideas, and refusing to move on into the west where new things await. West Egg represents how Gatsby and Nick are living in the present and they try to move out of the past life and ideals. They are able to look to the future instead of being held back in the past. They are unafraid to try new things. NICKS QUOTE ABOUT THE AMERICAN DREAM â€Å"the green light, the orgiastic future  that year by year recedes before us. It eluded us then, but thats no mattertomorrow we will run faster, stretch out our arms farther. And one fine morning So we beat on, boats against the current, borne back ceaselessly into the past. TOM AND DAISY QUOTE – â€Å"They were careless people, Tom and Daisy they smashed up things and creatures and then retreated back into their money of their vast carelessness, or whatever it was that kept them together and let other people clean up the mess they had made.† Myrtle Wilson – Much like Daisy, Myrtle also symbolises a plant, however, Myrtle (translated from old English) means evergreen shrub, which is a very common plant. This is a valley of ashesa fantastic farm where ashes grow like wheat into ridges and hills and grotesque gardens; where ashes take the forms of houses and chimneys and rising smoke and, finally, with a transcendent effort, of men who move dimly and already crumbling through the powdery air. Occasionally a line of gray cars crawls along an invisible track, gives out a ghastly creak, and comes to rest, and immediately the ash-gray men swarm up with leaden spades and stir up an impenetrable cloud, which screens their obscure operations from your sight. He thinks she goes to see her sister in New York. Hes so dumb he doesnt know hes alive. I married him because I thought he was a gentlemanI thought he knew something about breeding, but he wasnt fit to lick my shoe. Colors Symbolism, Imagery, Allegory Sometimes we sound like art snobs when we talk about The Great Gatsby (Look at the use of green! Such marvelous blues, and so forth). Honestly, it seems like there’s a little too much color stuff going on here to be coincidental. Yellow and Gold: Money, Money, Money. Oh, and Death. First off, we’ve got yellows and golds, which we’re thinking has something to  do with†¦gold (in the cash money sense). Why gold and not green? Because we’re talking about the real stuff, the authentic, traditional, old money – not these new-fangled dollar bills. So you’ve got your yellow cocktail music playing at Gatsby’s party where the turkeys are bewitched to dark gold and Jordan and Nick sit with two girls in yellow. It seems clear, then, that Gatsby is using these parties to try to fit in with the old money crowd. And it doesn’t stop there; when Gatsby is finally going to see Daisy again at Nick’s house, he wears a gold tie. Nick later mentions the pale gold odor of kiss-me-at-the-gate, which may seem weird (since last we checked, colors didn’t have a smell) until we remember Nick’s description of New York as a wish out of non-olfactory money. Odor then is associated with gold, and non-odor with money. The difference? Perhaps the same distinction as Daisy’s upper class world and Gatsby’s new-found wealth. While Gatsby buys a yellow car to further promote his facade, he’s really not fooling anyone. Lastly, we’ve got Daisy, who is only called the golden girl once Gatsby realizes that her voice, her main feature, is full of money. Yellow is not just the color of money, but also of destruction. Yellow is the color of the car that runs down Myrtle. The glasses of Eckleburg, looking over the wasteland of America, are yellow. This dual symbolism clearly associates money with destruction; the ash heaps are the filthy result of the decadent lifestyle led by the rich. White: Innocence and Femininity. Maybe. While we’re looking at cars, notice that Daisy’s car (back before she was married) was white. So are her clothes, the rooms of her house, and about half the adjectives used to describe her (her white neck, white girlhood, the king’s daughter high in a white palace). Everyone likes to say that white in The Great Gatsby means innocence, probably because 1) that’s easy to say and 2) everyone else is saying it. But come on – Daisy is hardly the picture of girlish innocence. At the end of the novel, she is described as selfish, careless, and destructive. Does this make the point that even the purest characters in Gatsby have been corrupted? Did Daisy start off all innocent and fall along the way, or was there no such purity to begin with? Or, in some way, does Daisy’s decision to remain with Tom allow her to keep her innocence? We’ll keep thinking about that one.  Blue: This One’s Up For Grabs Then there’s the color blue, which we think represents Gatsby’s illusions his deeply romantic dreams of unreality. We did notice that the color blue is present around Gatsby more so than any other character. His gardens are blue, his chauffeur wears blue, the water separating him from Daisy is his blue lawn, mingled with the blue smoke of brittle leaves in his yard. His transformation into Jay Gatsby is sparked by Cody, who buys him, among other things, a blue coat. Before you tie this up under one simple label, keep in mind that the eyes of T.J. Eckleburg are also blue, and so is Tom’s car. If blue represents illusions and alternatives to reality, God may be seen as a non-existent dream. As for Tom’s car†¦well, you can field that one. Grey and a General Lack of Color: Lifelessness (no surprise there) Then there is the lack of color presented in the grey ash heaps. If the ash heaps are associated with lifelessness and barrenness, and grey is associated with the ash heaps, anyone described as grey is going to be connected to barren lifelessness. Our main contender is Wilson: When anyone spoke to him he invariably laughed in an agreeable colorless way. Wilson’s face is ashen. His eyes are described as pale and glazed. It is then no coincidence that Wilson is the bearer of lifelessness, killing Gatsby among yellow leaved trees, which we already decided had something to do with destruction. Green: Life, Vitality, The Future, Exploration Last one. We’re thinking green = plants and trees and stuff, so life and springtime and other happy things. Do we see this in The Great Gatsby? The most noticeable image is that green light we seem to see over and over. You know, the green light of the orgastic future that we stretch our hands towards, etc. etc. We can definitely see green as being hopeful, as being the future, as being vitality and freshness. Right before these famous last lines, Nick also describes the fresh, green breast of the new world, the new world being this land as Nick imagines it existed hundreds of years before. The new world might be green, but when Nick imagines Gatsby’s future without Daisy, he sees a new world, material without being real, where poor ghosts, breathing dreams like air, drifted fortuitously aboutlike that ashen fantastic figure gliding toward him through the amorphous trees. Nick  struggles to define what the future really means, especially as he faces the new decade before him (the dreaded thirties). Is he driving on toward grey, ashen death through the twilight, or reaching out for a bright, fresh green future across the water?

E-Learning Sites Essay Example for Free

E-Learning Sites Essay E-learning has emerged as a revolutionizing concept in 21st century. It has given numerous opportunities to educational institutes and students in the form of flexibility, construction of knowledge and knowledge transfer using electronic media components. Contemporary services are more in need of e-learning facilities especially for educational institutes that aim at providing convenience and flexibility to students with better accessibility to course material/information content. E-learning websites have popularity due to its enormous benefits to individuals; however, raised several ethical and social issues that need to be addressed. E-Learning Sites Growth of internet and advancement in technology integration for supporting application processes has provided an opportunity to educational institutes to move towards e-learning educational facilities. E-learning sites provide user accessibility to course material from diverse places that increases the flexibility and information sharing capabilities of system. Majority of universities have developed e-learning management systems for its students that have multiple advantages both to university and students (Stair, 2008). These learning management systems involve the integration of technology and communication medium to enhance learning processes. Students have access to electronic features routing them to information sharing, customizability of information, presence of electronic contents and downloading features for supporting advance and better learning processes. Considering the advantages of e-learning sites several issues in dimensions of ethics, social, and professional principles arise that require evaluating the functionality and viability of e-learning sites. These issues place consideration on information system developers for proper analyzability and management to restrain the system effectiveness from potential risks associated with such issues. A number of social, ethical and professional issues have arisen concerning the development of e-learning sites for a university. These issues include the exercise of power, data quality, access to data and system, privacy and data protection, intellectual property rights of material available on website, plagiarism and copyright policy, prevention of fraudulent actions by users, equity for users, and impact of such information and communication system on the perception of individuals (Weert, 2003). E-learning Sites and Ethical Issues Electronic data is accessible to users irrespective of geographical boundaries. However, certain restrictions by regulatory authority may restrict the flow of traffic from specific IP locations. Development of e-learning sites although provided many benefits to individuals but also resulted in certain ethical implications for a professional. These ethical issues require proper management in order to maintain the practicability of system. It is essential for professional to analyze the component system of e-learning sites. Site should provide quality data to students based on their educational standard and need; such as availability of research papers and reference sections is being provided to university students. Data quality available on site must be proven for effective information and knowledge transfer ability to users that increase the understanding and enhance the knowledge level at better rate (Azari, 2003). Material available on e-learning websites is exposed to certain ethical challenges which include intellectual property rights; copy/pasting of text highlighting the principles of plagiarism, and use of owner’s content without his prior permission which directly affects the legal procedure for cyber theft crime (Azari, 2003). Such issues require maintaining the content material ownership rights and copyright policy in compliance with legal code of conduct. Students are given access to wider range of information and material content uploaded by teachers, and university management for students’ flexibility; such material content can be downloaded, easily transformed and integrated into other piece of content. This raises question on ethical responsibility of students for preserving the rights of material available on e-learning site and require considering it as theft, and cheating in case of plagiarised material (Weert, 2003). Cyber-technology provides accessibility to system development content which is exposed to serious threats for modification and alteration that reduces the effective functionality of such e-learning websites (Azari, 2003). Considering the role of e-learning sites in providing rich information benefit to students; viability issues raised on the ethical principles of information issue and subsequent loss risk for other student associated with such malpractices. E-learning Sites and Social Issues E-learning site development also encompasses certain social issues in relation to subjecting ethical obligations. System development professional must ensure that e-learning site for university does not result in discrimination at operative level. At some places, racial and cultural discrimination is observed by restricting the right of specific group to e-learning site (Adams McCrindle, 2008). This results in serious destructive behaviour by students affecting the reputation of university. Focus must be given to equity principles for users to e-learning site functions and materials irrespective of gender, racial or cultural differences. E-learning sites now offer advantages to student to share their views in blog’s section page on e-learning site. Such functionality components although are encouraging students to be productive in information and views sharing, but in some cases it create discrepancies among students behaviour which results in destructive behaviour action by students (Weert, 2003). It must be ensured that such blog section provides access to students only to filtered blog content. Perception of student is also influenced greatly by the information available on website and communication system that directly impact their behaviour and constructive attitude building. However, in consideration to that social issues strengthen concerning e-learning site; therefore, greater emphasis should be on formal aspects of education. Discriminatory behaviour must be restricted and equitable social practices must be adopted towards providing facility to students irrespective of their social class (Cross et al. , 2002). This would enhance the equity principle for learning and enhance the effectiveness of system. E-learning Sites and Professional Issues A number of professional issues are associated with e-learning sites development. First of all, security concern of sites must be addressed. Plagiarism, data theft, and unauthorized accessed to secure and restricted contents by users must be prevented through proper security system management (Bullen Janes, 2007). Professional issues enlarge concerning the prevention of fraudulent actions by users, and managing the access rights for specific group. Such as teachers panel must not be viewable to students, and students must have access to material only related their subjects. Customizability of features and privacy in relation to intellectual property rights advances the responsibility of professional towards addressing the ethical issues. E-learning sites encompass application system to foster easy access to information content for students. Professional must ensure that system procedure manual is easily conveyable to students and users while maintaining their privacy rights. Copyright policy must need to be formed to address the potential risk of plagiarism and copy/pasting of material irrespective of owner’s consent (Adams McCrindle, 2008). Related to this site security and content access must be proactive to potential harms and risks of modification by unidentified identity. Students are more oriented towards cracking the shortcut methods for doing their academic works especially assignments. Hence they prefer copying it from source that can not be detected from plagiarism detection software (Khan, 2005). Including to this, material available on e-learning sites can be changed and uploaded on other e-learning sites without consent of actual teacher especially presentation files. Professionals criticize this activity by claiming it as malpractices and direct theft on the intellectual property of teacher. Hence cyber crime act protect individuals (owners) from such activities and enforce legislations for preventing issues like unauthorized access to e-learning site material resources, protect intellectual property owner rights, and specifies code line for legal obligations on e-learning sites (Cross et al. , 2002). RECOMMENDATIONS Considering the issues specified in the above text following recommendation will enable managing the issues effectively. First of all, a specific user id and password must be assigned to all individuals on equality basis. To limit the unauthorized access student must be allowed to view only contents of courses in which he is registered. To protect the unauthorized use of owners’ material downloading option must be removed; only view feature for specific files will allow university to protect intellectual property rights and avoid plagiarism cases (Khan, 2005). Access to data can be secured through encryption of data content which will enable to access only limited feature and restrict the unwanted users to decrypt the high quality data content. In order to effectively manage the social issues associated with e-learning sites complete freedom must be given to students irrespective of their cultural/racial differences. E-learning site should encompass a protection feature to avoid fraudulent actions by users; document sharing feature by students must be refine and only approved featured responses/sharing documents by students must be allowed to visible on e-learning site for user flexibility (Adams McCrindle, 2008). CONCLUSION E-learning sites are attractive solutions for university to manage its need for information and learning material sharing with students. However, certain issues related to security, fraudulent actions, and malpractices by students such as plagiarism content reduce the effectiveness of such system. In order to effectively manage the ethical, professional and social issues for e-learning sites system developer must use contemporary techniques being used by other e-learning sites developers that not only maintains system security but also provides flexibility and customization feature to both students and faculty members while managing the issues related to intellectual property rights, plagiarism, and quality of data availability including accessibility based on equity rights. REFERENCES Adams, Andrew A. McCrindle, Rachel. (2008). Pandoras box: social and professional issues of the information age. Edition: 1. John Wiley and Sons Azari, Rasool. (2003). Current security management ethical issues of information technology. Edition: 1. Idea Group Inc. Bullen, Mark. Janes, Diane P. (2007). Making the transition to E-learning: strategies and issues. Edition: 1. Idea Group Inc. Cross, John A. et al. (2002). Implementing e-learning. Edition: 1. American Society for Training and Development Khan, Badrul Huda. (2005). Managing e-learning: design, delivery, implementation, and evaluation. Edition: 1. Idea Group Inc. Stair, Ralph M. (2008). Principles of Information Systems. Edition: 9. Cengage Learning Weert, Tom J. Munro, Robert K. (2003). Informatics and the digital society: social, ethical, and cognitive issues. Edition: 1. Springerlink

Impact of Poverty on Economic and Social Issues

Impact of Poverty on Economic and Social Issues Inequality is a matter for concern for every society. Using this statement discuss the uneven spatial access of resources to alleviate poverty Introduction Inequality is a topic that has been increasingly dismissed by many in power for a substantial period of time. Jones (2012) talks of how it has been thought of as an ‘airy- fairy irrelevance’: all that matters is that the living standards of all were improving; this has not been the case though, especially in Britain. This essay will focus on Britain arguing that unless inequality is urgently addressed, it will lead to a large range of economic and social issues. From this the uneven spatial access of resources shall be looked at with a specific focus on opportunity and trust, two issues which are in vital need of attention if poverty is to be alleviated. Politicians need to take a central role in attempting to eradicate inequality; Jackson and Segal (2004) argue that many people, including some on the Left express doubts about whether economic inequality matters to public policy. Wilkinson and Pickett (2009) in their book, The Spirit Level: Why Equal Societies Almost Alw ays Do Better, highlight that less equal societies tend to do worse when it comes to health, education and general well-being. This has been echoed by many others (Brandolini, 2007; Jackson and Segal, 2004; Jones, 2012; Smeeding, 2004, 2005, 2006) yet the government has done very little resulting in inequality in Britain being the fourth highest in the developing world (Wilkinson and Pickett, 2009). Opponents of inequality will argue that if most of us are better off than we used to be, does it matter if some are much, much better off than most? This is a question that shall be addressed as it is central to promoting the argument that inequality is a matter of concern for us all. Defining Poverty Before continuing it is important to define what poverty is. The Oxford Handbook of Economic Inequality (2009) definition is: ‘Living in poverty shall be taken to mean persons, families and groups of persons whose resources (material, cultural and social) are so limited as to exclude them from the minimum acceptable way of life in the Member State in which they live.’ The second definition is from Townsend (1997): ‘The definition of poverty most commonly applied in economically advanced societies is the exclusion from the life of the society due to lack of resources’ Two definitions from different time periods have been used as it is important to get a perspective from different years to see if the definition has changed. As you can see both definition are similar with the exception that the Oxford Handbook (2009) definition is far broader that Townsends’ (1997) definition which focuses on economically developed countries. These two definitions shall be used as the platform when discussing poverty further into this essay and so as such inclusion and exclusion as a form of poverty are the main focus of this essay. Why we should Care about Inequality Since the Coalition came into power in 2010, they have promoted their key phrase of ‘We’re all in it together.’ Jones (2012) sees this as a ludicrous statement because while the average Briton faces the most protracted squeeze in living standards since the 1920s, the Sunday Times Rich List reveals an ever-booming elite. In the developed world there is an obsession with gazing upon those richer than us, peering into their ludicrously privileged lives to see how they function. This can be seen with the rising popularity of shows such as Channel 4’s Made in Chelsea, the show capturing the lives of London’s elite living in Chelsea. Wollaston (2013) describes the show and its main characters very well: ‘these are ghastly, ghastly people – vacuous, petty, dull, and offensive. But there is kind of open-mouthed fascination in watching Made in Chelsea. Its about incredulity more than anything else, tinged with just a hint of jealousy and lechery. Well, they are rather splendid to look at.’ Made in Chelsea is a fitting example to use when looking at how people think about inequality. The vast majority of viewers for the show will look enviously at the characters but would take little if any time at all to consider how and why they are so wealthy considering they seem to do so little. They just want to live their lavish lifestyles; Krugman (2007) notes how this pattern of the wealthy spending more leads to others attempting to do the same. This has led to household debt and inequality rising in both the USA and UK, especially in the run up to the financial crisis in 2008. Krugman (2007) highlights that there is a link between inequality and the financial crises that occurred in 1929 and 2008- both coincided with historic levels of inequality. It should not take financial meltdown to get people talking and thinking about inequality. Shows like Made in Chelsea act as tools to make the general population forget about ineq uality when in fact they should be highlighting it; when this begins to happen inequality will be taken far more seriously by both those in power and the general population. In the introduction the question was posed that if most of us are better off than we used to be, does it matter if some are much, much better off than most? Mandelson (1998) said that the New Labour government was, â€Å"Intensely relaxed about people getting filthy rich.† With politicians having so much power it is imperative that inequality is a matter of concern for them as they can attempt to implement changes needed. This has not and still is not the case though, Jackson and Segal (2004) argue that governments could fix inequality but chose not to and put the recent growth in inequality down to policy decisions taken by the government in the 1980’s and 90’s. During this period Labour ideology and policy was revised, inequality became a taboo subject, something that members of the Labour party seemed to be almost embarrassed about as they potentially thought it may revert back to Old Labour ideals. Jackson and Segal (2004) talk of how the anti-egalitarian thr ust of Thatcherism and the enthusiasm of members to secure the support of affluent floating voters meant that the Labour leadership was transformed. Hattersley (1997) notes the party leadership believed the pursuit of greater equality was an objective that put an arbitrary cap on individuals’ aspirations. Equality does not cap individuals’ aspirations; it just gives everyone a fair platform on which to start. This point was outlined by Kinnock (1987) where he attacked the ‘savage unfairness of the Conservative policy,’ and talked of how if people had a platform on which to stand and build their business or reputation they would flourish. From this point we can move on to talk about opportunity, a resource that must be utilised to move forward as a country and alleviate poverty. The Uneven Access of Opportunity â€Å"For me, the goal of social democracy is to create the sort of society in which the daughter of a Hartlepool shop assistant has as much chance of becoming a High Court judge as the daughter of a Harley Street doctor.† Peter Mandelson, 1998. The statement above from Peter Mandelson is a point which the UK should strive to work towards. Jackson and Segal (2004) note that the richer you are the greater ability you have to do as you want without interference from others. Using the example from above, the daughter of a Harley Street doctor would most likely get a good education and progress onto university if she wanted. The daughter of a Hartlepool shop assistant could have the exact same wants but economically it may not be possible to do as she wants. Table showing correlation between father’s quartile and son’s quartile Source: Dearden, Machin and Reed, 1997, p62 The table above strengthens the argument that there is a connection between class origins and destinations and truly highlights how levels of opportunity are very low for a child born into the lowest level. Britain has to improve the figures shown above to stop the prospect of there being a generation of children born into poverty with no hope, few aspirations and no platform on which to start. Rawls (1999) notes that while a meritocratic might argue that an individual deserves to be able to eat in fine restaurants or own a new car as a result of her superior productive contribution, it is harder to claim that an individual deserves to be healthier or to be better educated simply as a result of his/her (or his/her parents’) talents. Being born into a poorer family should not impact your opportunities, but unfortunately this seems to be the case in many places. This essay has argued that equality in opportunity needs to be achieved in the attempt to alleviate poverty. Brooks (2008) has argued though that what people really need is neither material equality nor equality of opportunity but simply good access to economic opportunity. This point of view is one that many would see as a better solution, if everyone had better access to money then surely the playing field would be a more level one? Wilkinson and Pickett (2009) use the example of London, one of the most unequal cities on Earth, where the top 10% receive 273 times more than the bottom 10% (IFS, 2010). This essay would argue that although economic opportunity is an important factor, on its own it would solve nothing. Increasing economic opportunity would do very little in such an unequal place; improving equality of opportunity would allow people to truly strive towards their goals without being stopped due to lack of money ,being born in the wrong part of the country or being born i nto a lower class family. Wilkinson and Pickett (2009) highlight that in London there are those who feel excluded and can see what they are denied on an almost daily basis. This was the main reasons for the summer riots in 2011. Jackson and Segal (2004) note that beyond a certain point money does not improve the quality of life in a society but greater equality and opportunity does. Reducing this gap in Britain would facilitate a happier, healthier and more successful population. The most unequal countries, the US, the UK, Portugal and Singapore have much worse social problems than the most equal countries of Japan, Sweden and Norway (Wilkinson and Pickett, 2009). Effects of Low Levels of Trust Another significant factor in trying to alleviate poverty is increasing the levels of trust in Britain. Uslaner (2002) argues that to maintain trust between members of a community, ‘what matters is not how rich a country is, but how equitable the dispersion of income is.’ In unequal communities members trust one another less; Hsieh and Pugh (1993) highlight that these more unequal societies suffer from higher crime rates, health and education issues and, in particular higher homicide rates. Putnam (2000) argues that growing inequality has coincided with a decline in social cohesion and goes on to say how more detailed empirical studies have shown that tangible social fragmentation is indeed associated with rising inequality. Jackson and Segal (2004) note that in more unequal societies people trust each other less. Inequality undermines the sense of community- as a result of people’s lives being so different the feeling of common citizenship becomes more and more d ifficult. Lansley (2011) talks of how, ‘greater inequality increases status competition and provides fertile soil for the growth of mistrust and isolation.’ These factors aren’t a good platform for a country to grow from and attempt to create a society that tries to include people who want to work. Kawachi (1997) notes how economic efficiency can be enhanced if there is greater interpersonal trust among communities, this would mean a greater number of people being prepared to work with one another creating the potential for a variety of new products and services. Continuing on the subject of trust levels decreasing in Britain, residential segregation depending on social class has increased as people move away from less desirable areas partly as a consequence of spiralling inequality. Hutton (1996) describes residential segregation as, ‘the drawbridge community for the rich and the decaying housing estates locked in viscous circles of depopulation and poverty for the poor.’ With the rich increasingly excluding themselves from others it has serious consequences for attempts to guarantee adequate funding for public services which could then fall into decline leading to those at the bottom losing out. Jackson and Segal (2004) note that shared public services have an important role in social democratic thought: certain goods essential to the health and well-being of citizens are decommodified in order to equalise access of such goods relative to market distribution. These services should be in a space, in which all members of the comm unity are welcome equally, Hutton (1999) highlights that this mixing together of individuals from different backgrounds who would never usually meet is the end goal and helps to keep the services running. However, in a country where levels of inequality are high and trust is low, the wealthy can buy their way out of these services. If the rich are not included in the public system they are likely to be far less supportive of efforts to improve them, and very unhappy at the prospect of having to pay higher taxes needed to fund them. Titmuss (1968) argued that, ‘services for poor people have always tended to be poor quality services.’ If trust was higher the different social classes would mix and we would not have services labelled as rich or poor; services for those at the bottom are so poor it is incredibly difficult for them to get themselves out of poverty and engage with the economy. Britain has the lowest life expectancy out of the 23 most developed countries (Wilki nson and Pickett, 2009) despite spending vast sums of money on healthcare. This is because large amounts of money are going to the wealthy while those at the bottom struggle to survive on what little they are given. Following on from the previous section, we can look at how inequality and trust have led to services for the least well of declining. Schwabish, Smeeding and Osberg (2003) found that countries such as Britain with large levels of economic inequality had lower levels of spending on public programmes that provide goods or income and services to households. This occurs because the rich become more distant from the other classes leading to them finding it easy to opt out of public programmes and convert to private services. This may not seem like a problem at first, but because the rich exert a greater influence over decision and policy making than the other groups political support for these goods and services is eroded. People not only at the bottom, but also in the middle therefore have services that could be far better. Conclusion â€Å"If you are born poor in a more equal society like Finland, Norway or Denmark then you have a better chance of moving into a good job than if you are born in the United States. If you want the American dream – go to Finland.† Ed Miliband, speech to the Sutton Trust 21 May 2012 This essay has shown how two untraditional resources of opportunity and trust can have a huge impact on how we can deal with poverty in Britain. The current and future governments have a huge task ahead of them if they are to reduce poverty and to promote social mobility. Jackson and Segal (2004) highlight the need for policy changes and public attitude changes. For policy changes there is no set rule on how to tackle inequality and poverty, which we have seen throughout this essay are linked very closely. It is clear that policy- makers need to think creatively and broaden their ambitions to forge a strategy for Britain. For public attitude changes Jackson and Segal Jones (2012) note that, ‘a large majority agree with the proposition that the gap between the rich and the poor is too large.’ A large majority agree that the gap between rich and poor is too large, with over 80% agreeing with this statement from the early 1990’s onwards (Hills, 2001). Most will recog nise that the low paid make a huge contribution to society and the economy and thus deserve more than they are getting at present. Once policy and attitudes have changed, as it has been shown in this essay the economy will prosper, society will function more efficiently and this should reduce poverty levels in Britain. References Brooks, A (2008). Gross National Happiness. Why Happiness Matters for America – and How We Can get More of It. New York: Basic Books. Dearden, L, Machin, S and Reed, H, (1997) ‘Intergenerational Mobility in Britain’, Economic Journal, 107, pp47-66. Greenspan, A (2007), The Age of Turbulence, Penguin. Hattersley, R, (1997) ‘Why I’m No Longer Loyal to Labour’, The Guardian, 26 July; Brown, G, (1997) ‘Why Labour is Still Loyal to the Poor’, The Guardian, 2 August Hills, J. (2001) ‘Poverty and Social Security: What Rights? Whose Responsibilities?’ in Park, Curtice, Thompson, Jarvis and Bromley (eds), (2001) British Social Attitudes: The 18th Report – Public Policy, Social Ties, London, Sage, pp8-9; Hsieh, C and Pugh, M, (1993) ‘Poverty, Income Inequality, and Violent Crime: a Meta-analysis of Recent Aggregate Data Studies’, Criminal Justice Review, 18, pp182-202. Hutton, W, (1999) ‘Real Cost of the Property Boom’, The Observer, 15 August. Marshall, TH, (1950) Andersen, G, (1990) Citizenship and Social Class, Cambridge, CUP; Esping- The Three Worlds of Welfare Capitalism, Cambridge, Polity, pp35-54. Jackson, B and Segal, P. (2004). Why Inequality Matters. Catalyst Working Paper. Jones, O. (2012). Why Inequality Matters. Centre of Labour and Social Studies Kawachi, I, Kennedy, B, Lochner, K and Prothrow-Stith, D, (1997) ‘Social capital, Income Inequality and Mortality’, American Journal of Public Health, 87, pp1493-4 Kinnock, N, (1987) The Biography, London, Little, Brown Co., p406. Krugman, P. 2003 The Great Unraveling: Losing Our Way in the New Century Krugman, P. 2007. The Conscience of a Liberal Lansley, S (2011) The Costs of Inequality Three Decades of the Super Rich and the Economy, Gibson Square. London Institute for Fiscal Studies (2010). Poverty and Inequality in the UK: 2010. Available at: http://www.ifs.org.uk/publications/4877.11 Mandelson, P. (1998) ‘New Labour: The Challenge of Becoming New Labour’, at http://www.petermandelson.com/newlabour.shtml. Mandelson, P.1998. Report for the Financial Times by David Wighton on 23 October 1998 Miliband,E. (2012) Speech to the Sutton Trust 21 May 2012 Putnam, R, (2000) Bowling Alone, New York, Simon Schuster, pp358-9 Rawls, J, (1999) [1971] A Theory of Justice, Oxford, OUP, pp63-4. See also Dworkin, R, (2000) Sovereign Virtue: The Theory and Practice of Equality, Cambridge MA, Harvard UP Salverda, W, Nolan, B and Smeeding, T. (2009) The Oxford Handbook of Economic Inequality. Oxford University Press Schwabish, J, Smeeding, T and Osberg, L, (2003) ‘Income Distribution and Social Expenditures: A Cross-National Perspective’, Luxembourg Income Series Working Paper No. 350, Syracuse University, p35. Townsend, P, 1979. Poverty in the United Kingdom. Harmondsworth: Penguin Titmuss, RM, (1968) Commitment to Welfare, London, Allen Unwin, p134. Uslaner, E M, (2002) The Moral Foundations of Trust, Cambridge, CUP, pp230- 42, p181. We are grateful to Patti Lenard for guiding us through the literature on trust and inequality. Wilkinson, R and Pickett, K (2009). The Spirit Level: Why More Equal Societies Almost Always Do Better. London: Allen Lane. Wilkinson (2009), op.cit., p. 23 Wollaston, S. 2013. http://www.guardian.co.uk/tv-and-radio/2013/apr/09/made-in-chelsea-tv-review

Some Esential Points in Reading The Critique of Pure Reason :: Modern Philosophy Research Papers

Some Esential Points in Reading The Critique of Pure Reason ABSTRACT: (1) Things are not to be found in the Critique (real things also called physical objects-an epochà © 'avant la lettre' as in Husserl). The things as appearances are only Vorstellungen (representatio, B376). Confusion arrives because Kant calls these objects with the same names employed in the language of common sense for designating the things. (2) Due to the absence of these things, nothing is said concerning the relation between things and empirical objects (things as appearances, Erscheinungen). (3) Things in themselves, considered in the abstraction of sensible receptivity, are for this very abstraction, unknowable. Consequently, they cannot be considered as the origin of appearances. (4) I propose an explanation of the relation mentioned in (2). (5) What is the use of the Critique of so strange a conception as the thing in itself instead of simply mentioning real things and their representations in the subject? (6) Mind is not an adequate translation of the German gem à ¼t. I think subject is better. At this paper I shall limit myself to expose only two items as possible themes of an adequate reading of the Critique. (1a) According to the imposed extension of the paper a detailed treatment is not to be found here. These two themes are: the first one, things and things in themselves. The other one, the translation of the German word Gemà ¼t as subject and not as mind or spirit. Previous Definitions Two languages will be used: one of them it's Kant's exposition of his sistem, the transcendental idealism (TI) and the other one, designated as the common sense language (CSL), the colloquial language concerning Husserl's natural actitude. (1) In this later one, the things are the so called real things or physical objects, things we can see, touch and handle and modify them according to determinate purposes In this paper I shall refer only to this kind of things, simply calling them things. It is no necessary, I think to mention each time that Aristoteles defines these things as being in the mode of fusis and techne. (2) Heidegger also defines them as the natural things (3) When we are looking at something — a state of things — in this same action a representation appears in conscience of that we are looking at. We erroneously believe that we truly see things directly, but instead what we really do is to become conscious of the representation of the thing.

Changes in Rita and Frank in Acts One and Two Essay -- Educating Rita

Changes in Rita and Frank in Acts One and Two Nicola White The ways in which Russell portrays the changes and developments in the characters of Rita and Frank in Act 1 scene 1 and Act 2 scene 1 of Educating Rita The play ‘Educating Rita’ written by Willy Russell explores the life of Rita, a twenty-six year old woman from a working class background, who is trying to find a new identity by becoming more independent, educated and cultured. Rita goes to the Open University and meets her tutor Frank. She is determined to learn from him and will not let anything step in her way. On closer analysis of Act 1 scene 1 and Act 2 scene 2 of this play and the changes in the relationship between Frank and Rita in these two scenes. When Rita enters Frank’s office at the beginning of Act 1 she is very talkative and excited. Frank is having problems with his life but he makes an obvious connection with Rita. In Act 2 scene 1 Rita returns from her holiday she is more mature and also widely educated and does not have to completely rely on Frank anymore. He does not approve of this and tries to become very controlling over Rita. In ‘Educating Rita’ there are two acts. In the first act there are eight scenes and there are seven scenes in the second, fifteen altogether. This whole book is over a one year period and Frank and Rita are the only two spoken characters in the play. The scene is set at the Open University inside Frank’s office in England. This is effective because it shows you how the characters change but the setting will always stay the same. It shows the change more effectively. Frank’s office is very dark, there are a lot of books against the wall, a large bay window and a large painting Rita describes a... ...en in a dark office for so long. â€Å"It hasn’t been opened for generations,† Frank explains to Rita. At the end of Act 2 scene 1 Rita uses higher vocabulary words and recites a poem by William Blake. She explains the Frank how they covered Blake at summer school and Frank is a bit shocked but also disappointed that he cannot teach her Blake. Frank thinks more of Rita than just her tutor and friend, he has stronger feelings for Rita but she does not notice at all. Rita and Frank have become closer; the audience knows Frank has feelings for Rita although she does not. Rita’s change in Character makes her more exciting and willing, but Frank seemed to like her better in Act 1 scene 1. Rita sees Frank as someone she an share things with in Act 1 but in Act 2 scene 1 she does not tell him she has a new flat mate or some other new things happening in her life.

England in 1819 Essay -- essays papers

England in 1819 Great poetry is great not because of what it says but because of how it is phrased. Few poems say anything that is very profound; instead, the best of them use language in novel, memorable, and effective ways. Certainly this is true of Percy Bysshe Shelley's famous sonnet "England in 1819." In this poem Shelley describes the depressing, dark, and dirty state of affairs caused in Britain by political, social, and spiritual corruption. However, this poem would not be nearly as effective if it were not for Shelley's powerful use of such classic rhetorical devices as adjectives, alliteration, assonance, imagery, irony, lists, themes, and verbs. One device that Shelley employs very potently is the use of adjectives. The sonnet is full of vivid descriptive words. Such words include "old," "mad," "blind," "despised," "dying" (l. 1), "dull" (l. 2), "muddy" (l. 3), "leech-like" (l. 5), "Golden," "sanguine" (l. 10), "Christless," "Godless" (l. 11), "glorious" (l. 13) and "tempestuous" (l.14). All these adjectives are obviously strong, memorable, and effective. A second technique that Shelley utilizes quite skillfully is alliteration. The poem is filled with the repetition of consonant sounds. For example, alliteration is apparent in such words as "despised and dying" (l. 1), "dregs" and "dull" (l. 2), "mud" and "muddy" (l. 3), "blind," "blood," and "blow" (l. 6), and "starved and stabbed" (l. 7). Shelley's use of this kind of emphasis on consonants makes his phrasing linger in one's ears. A third tactic that Shelley uses very strongly is the use of assonance. The poem includes several repetitions of vowel sound in stressed syllables. Examples of such as... ...empt" (l. 10), "slay" (l. 10), "burst" (l. 14), and "illumine" (l. 14) are used to describe the terrible situation the country was in. Because verbs are stronger and clearer than adjectives, they make the poem more effective. The choice of depressing verbs gives the intended dark atmosphere of the setting. In this poem Shelley uses rhetorical devices such as adjectives, alliteration, assonance, imagery, irony, listing, repetition, theme, and verb to make his poem memorable and effective. These rhetorical devices make the poem memorable and effective. It is through such techniques that a good poet like Shelley makes his poem powerful. "England in 1918" is a superb example of how it is possible to express one's views effectively through a poem. The reason the poem is effective is not because of what it says but because of how it is phrased. England in 1819 Essay -- essays papers England in 1819 Great poetry is great not because of what it says but because of how it is phrased. Few poems say anything that is very profound; instead, the best of them use language in novel, memorable, and effective ways. Certainly this is true of Percy Bysshe Shelley's famous sonnet "England in 1819." In this poem Shelley describes the depressing, dark, and dirty state of affairs caused in Britain by political, social, and spiritual corruption. However, this poem would not be nearly as effective if it were not for Shelley's powerful use of such classic rhetorical devices as adjectives, alliteration, assonance, imagery, irony, lists, themes, and verbs. One device that Shelley employs very potently is the use of adjectives. The sonnet is full of vivid descriptive words. Such words include "old," "mad," "blind," "despised," "dying" (l. 1), "dull" (l. 2), "muddy" (l. 3), "leech-like" (l. 5), "Golden," "sanguine" (l. 10), "Christless," "Godless" (l. 11), "glorious" (l. 13) and "tempestuous" (l.14). All these adjectives are obviously strong, memorable, and effective. A second technique that Shelley utilizes quite skillfully is alliteration. The poem is filled with the repetition of consonant sounds. For example, alliteration is apparent in such words as "despised and dying" (l. 1), "dregs" and "dull" (l. 2), "mud" and "muddy" (l. 3), "blind," "blood," and "blow" (l. 6), and "starved and stabbed" (l. 7). Shelley's use of this kind of emphasis on consonants makes his phrasing linger in one's ears. A third tactic that Shelley uses very strongly is the use of assonance. The poem includes several repetitions of vowel sound in stressed syllables. Examples of such as... ...empt" (l. 10), "slay" (l. 10), "burst" (l. 14), and "illumine" (l. 14) are used to describe the terrible situation the country was in. Because verbs are stronger and clearer than adjectives, they make the poem more effective. The choice of depressing verbs gives the intended dark atmosphere of the setting. In this poem Shelley uses rhetorical devices such as adjectives, alliteration, assonance, imagery, irony, listing, repetition, theme, and verb to make his poem memorable and effective. These rhetorical devices make the poem memorable and effective. It is through such techniques that a good poet like Shelley makes his poem powerful. "England in 1918" is a superb example of how it is possible to express one's views effectively through a poem. The reason the poem is effective is not because of what it says but because of how it is phrased.