Technology Essay Example | Topics and Well Written Essays - 1000 words

Technology - Essay Example Before any kind of technology is released for use by humans, it is usually tested so as to make sure it has met the required criteria (Fazlollahi 203). 2. What Does Technology Entail? The word technology has been coined from the Greek word technikoes, which generally refers to an art which is related to skill. In other words, the term technology can be seen as applying art on science (Singh 1). This art is applied to create tools, develop skills and even collect materials that improve the quality of life of the human beings. Technology has really developed in many aspects over the years. For example, indigenous people used different ways of writing in order to store the information they collected using methods like writing on stones. With technology, writing has been made easy as papers and pens have been provided, and have made the work easy. In his work, ‘Writing is a Technology that Restructures Thought’, Ong says that â€Å"although we take writing so much for grant ed as to forget that it is a technology, writing is in a way the most drastic of the three technologies of the word† (30). It initiated printing and electronics came about. Human beings have really embraced technology from in all aspects of life; when it comes to religion, education, social, and even in the political issues, technology is in use. There are different tools of technology that have improved the lives of human beings. This essay will embark on giving an analytical perspective about the computers and the human beings. Computers have changed the way human beings by making learning easy. 3. Computers Computers, which are tools of technology, have brought changes to the lives of humans, and especially in the way they operate and think. For example, the thinking capacity of the people before technology, such as those that lived during stone-age is different from the thinking capacity of people today. In her review, ‘How Computers Change the Way We Think’, Turkle says that â€Å"the tools we use to think change the ways in which we think. The invention of written language brought about radical shift in how we process, organize, store, and transmit representations of the world† (1). A computer is an electronic device which is used in processing data. The data it processes gets in in form of input and it is then processed on the basis of a set of instructions that are supplied and stored in the memory, in order give the required results in form of output. Every computer comprises of two basic parts namely; the hardware and the software. Hard ware refers to the visible or physical parts of a computer, such as the processor, display or screen, keyboard, disk drive, and mouse among others. The software refers to the particular instructions that give directions to the components, so as to perform the required operations (Ravichandran 2). The two parts function hand in hand and thus the computer is not complete if one part is missing, or in other words, it is useless without the two parts. When I was in primary school, I only had a slight idea of what a computer is, and did not know that with it, learning could be easier. In primary school and part of my high school education, learning was not very easy as everything was done manually; that is, the teacher had to write all notes on the blackboard for the students to copy. The school on the other hand, provided very few books that were supposed to be shared among students, such that the ratio was one book

Attachment Styles and Relationships Essay Example for Free

Attachment Styles and Relationships Essay As human being there is the thought that love is difficult to understand. Why are some people attracted to the people that they are attracted to and what is it that draws them to each other? Understanding the dimensions of love and knowing attachment styles clear up some of the confusion. There are three dimensions of love: intimacy, passion, and commitment. These are known as the triangular theory of love (Sternberg, 1986, 1987). Intimacy refers to mutual understanding, warm affection, and mutual concern for the others welfare (Baumgardner, 2009). Intimacy is imperative to a relationship if it is going to last. With intimacy there is a bond or a closeness between a couple. If a couple has intimacy, they are connected on more of an emotional level than a couple who only experiences passion. Intimate couples have more of a chance to move on to commitment as well. While intimacy is a big step toward commitment, having intimacy does not necessarily mean that there will be commitment on anyone’s part. There may be nothing more to the relationship other than the passion and intimacy which is romantic love. As long as neither person plans to be with this person for a long time there is not a commitment. Passion means strong emotion, excitement, and physical arousal, often tied to sexual desire and attraction (Baumgardner, 2009). Passion can be lustful infatuation but is also an important element to a happy and strong relationship. A relationship without any of these components could be in danger of dissolving, however, in our society today, sex and passion is very important. The importance placed on sex by society is taught to children early in life, most before they know what it is. A couple without passion could lose the bond they have created through intimacy without any passion and risk them falling out of love. Commitment is the conscious decision to stay in a relationship for the long haul (Baumgardner, 2009). Being committed does not necessarily mean that there is intimacy and passion involved. Many couples decide to stay together for different reasons even though there is no love involved. Some couples stay together for the benefit of the children if there are any, others may be bused or have low self-esteem, or it may be ma simple matter of convenience. Consummate love combines high levels of all three dimensions to create a complete love. This is a love where some of the components may fade but are never completely gone. Intimacy, passion, and commitment may be stronger in some couples than others but they are happy and in tune with each other. These couples prefer the company of each other over going out with a group or crowd. They always touch or have some type of contact with each other and prefer to be close to each other most of the time. The attachment theory raises the intriguing possibility that some of our most basic, and perhaps unconscious, emotional responses to intimacy are shaped by the relationships we have with our parents (Baumgardner, 2009). Infant attachment styles look at the relationship between children and their caregivers. There is an assessment of attachment styles known as the strange situation test. This experiment involved an infant, the child’s mother, and a stranger in a room equipped with toys. The test involved seeing how the child would react when the mother left the room, then again when the stranger left and came back in a specific order. Most infants showed a secure attachment style. This style shows that the child is secure and confident while the mother is in the room, and as the mother leaves, shows some distress and plays with less of the toys. After the mother returns, so does the child’s confidence. Some of the children exhibited no signs of distress when their mothers left the room and even avoided the mother. This is avoidance attachment style. The anxious-ambivalent attachment style is the style used to describe the minority of children who both seek and avoid the mother’s attention. They played very little and showed great distress when the mother left the room. The parenting style of the mothers to these children were avoidant and almost neglectful, showing mixed feelings toward the child. There are four adult attachment styles also. Secure attachment, preoccupied attachment, fearful avoidant attachment, and dismissing avoidant attachment. Secure attachment style describes people who are confident in their relationship, with no anxiety or avoidance. A relationship of a couple with secure attachment style experiences positive emotions and sensitivity toward each other’s needs. The preoccupied attachment style represents people who want intimacy but have high levels of anxiety and low self-esteem. Their actions are centered more on themselves that those of the people they claim to love even though they may seem loving and caring. The fearful attachment style describes people who are high in avoidance and anxiety because of their low self-esteem and fear of being rejected. These people display a lack of love for themselves and therefore, feel they cannot be loved. These people show little to no trust toward people and may come off as hostile or distant. Dismissing avoidant attachment describes people who are high in avoidance and low anxiety. This type of people are usually self-reliant, independent, and confident. Basically their view is that they do not need other people because they, themselves, are all they need. Relationships with these people are usually without commitment and less intimacy than those of secure or preoccupied attachment styles (Baumgardner, 2009). People’s attachment styles define what their relationship will be like. For example, a person who exhibits the fearful avoidant attachment may be alone most of his or her life because they are too afraid of rejection to ask for or accept a date. People with secure attachment have healthy relationships and seem more satisfied with their lives. If a person is unhappy with themselves the idea that no one else could love them could destroy a relationship. To make sure both parties are equally happy, compromises and considerations need to be thought of. Getting to know all of the things a person likes and dislikes is the most exciting part of a new relationship. If done well, it will result in a well-rounded couple.

Citizen Kane By Orson Wells Essay examples -- essays research papers

Citizen Kane By many, Citizen Kane is one of the greatest films ever made. Orson Wells, at age 25, directed, produced, and starred in this film. Citizen Kane is a memorable film for countless reasons. The film brought about controversy because it fictionalized the life of William Randolph Hearst, a powerful newspaper publisher. The film draws remarkable parallels with his life and his relationship with his mistress. There is also speculation that the film is loosely based on Wells’ life as well. This movie tells the fascinating story of the life and death of Charles Foster Kane, a narcissistic newspaper runner, politician, and a wealthy millionaire. What makes this movie spectacular is not only the acting of the actors, but the symbolism and cinematic effects. The techniques used by the cinematographer brought this film to life. This is what sets Citizen Kane apart from other films.   Ã‚  Ã‚  Ã‚  Ã‚  Symbolism has an enormous role in this film. â€Å"Rosebud† is the last word uttered by Cane. He then dies and takes his secret to the death. The film follows one reporter on his search to the truth. Throughout the film, the tragical existence of powerful newspaper tycoon Charles Foster Kane, becomes apparent. He spends most of his life in solitude. Although he was married twice, he always stayed alone. This was because of his incapacity of felling love, which was caused by his insecure childhood. Kane was unwillingly taken away from his mother as a young child; this s...

The Hukou System in China

No other creatures in the animal world form anything like cities. The closest resemblance would be a bee hive or an anthill, however in contrast to human agglomerations; they are closed to non-natives and not based on voluntary exchange (Bartlett, 1998, cited in O'Sullivan, 2009). The hukou (household registration) system, implemented in China in the late 1950's and still being enforced today, assigns a hukou location to every Chinese citizen that curtails self-initiated moves and limits migration from rural to urban areas (Fan 2005). These restrictions create agglomerations much ike those described by the hives and the hills of nature, and it is questioned whether such restrictions are preventing Chinese cities from obtaining a socially optimizing equilibrium. This essay looks to discuss the determinants of city size, the effects of the hukou system on these determinants and hence evaluate whether Chinese cities are induced to The size of a city can be distinguished between its size in terms of land mass and its size in terms of population. For this issue we shall mainly focus on population. Ravenstein's (1889, cited from Fan, 2005) laws f migration introduced the notion that people move in order to better themselves economically. In this view, migration is considered as the individual's response to regional differentials in economic development. Similarly, neoclassical theory views migration as an outcome of geographic differences in labor demand and supply (Sjaastad 1962, cited from Fan, Firms and hence labor force are attracted to cities as they provide agglomeration economies and economies of scale, efficiently concentrating infrastructure and other common resources via labor-pooling, knowledge pill-overs and economic competition, thus raising productivity, and hence wages (O'Sullivan, 2009). Ultimately it is a migrant's utility that influences their decision to migrate from place to place. O'Sullivan (2009) relates the utility of a worker with the total workforce within a city, From this example it can be shown that cities may be too large, but not too small. The utility curve reaches its maximum with 2 million workers in a city so a region with 6 million workers will maximize utility with 3 cities, where utility has adjusted until workers are indifferent between the two cities. If cities are too small, so for example if there are 6 small cities each with 1m workers, there is an unstable equilibrium because the utility curve is positively sloped at this point. If a worker moves from one small city to another they create a utility gap as the population in one has decreased – and hence utility – while the other increased. This gap encourages even more movement, and as self-reinforcing effects generate extreme outcomes, the extreme outcome is that everyone will move from one city to another, making the city ‘disappear'. However when you have two large cities, with m workers each, when a worker moves and a utility gap is created, utility is actually higher in the smaller city (perhaps due to congestion and overcrowding in the now larger city) making migration self-correcting rather than self-reinforcing. Migrants will then either move back to the smaller city, or existing inhabitants of the larger city will move to the smaller one until a stable equilibrium of 3 million workers. The hukou system's restrictions will limit worker's ability to migrate between cities and it is almost certain that an optimum equilibrium state will not being reached. Workers will be contained within the region they currently reside and while it may be possible for equilibrium to be reached within the region, it limits the probability of it being optimal dramatically. This reflects Andes'(1995) view that political forces, more so than economic ones, drive urban centralization, hence cities are induced While migration may be a major factor in the determination of city size, â€Å"cities are engines of economic growth† (Lucas, 2001, cited from O'Sullivan, 2009), regardless of migration restrictions. Krugman (1991) says that economic growth is induced through agglomeration economies, with lements of labor-pooling, knowledge spill-overs and technological innovation. With these elements, growth can be induced by increasing the productivity and income of human capital (O'Sullivan, 2009), learning and innovating production and management techniques from one another (Porter, 1990 cited from Glaeser, 1992) and hence as a result of a combination of the previous two, results in technological innovation, further increasing productivity and efficiency (Krugman, 1991). As a result of internal economic growth, O'Sullivan (2009) depicts this graphically again with respect to worker's utility and population, Figure 2. Growth induced by innovation shifts the utility curve outwards. People will then want to move to the innovative city and close the utility gap until a new equilibrium b and s. This however brings about an important point. The new equilibrium can only come about if labor migration exists. With the hukou system, migration is restricted which will result in innovative cities always having a higher utility than those who don't and hence because of such a disequilibrium, the majority of Chinese cities in effect are induced into being ‘too small'. The equilibrium j cannot be reached as nnovation cannot â€Å"become contagious† across cities, in which both cities will innovate at the same time. Jacobs (1969, cited from Glaeser, 1992) further supports the notion that internal economic growth alone is not sufficient as most important knowledge spill-overs come from outside the industry, and as a result of labor migration restrictions, such knowledge is limited to flourish growth. Scherer (1982, cited from Glaeser, 1992) presents evidence strengthening Jacob's view, indicating that around 70% of innovations in a given industry are used outside the industry. To summarize, labor mobility underpins the validity of O'Sullivan's theories on utility and population size within a city and the ideas of internally induced growth put forward by Lucas, Krugman, Glaeser and O'Sullivan. Without labor mobility, labor cannot close utility gaps, therefore not allowing the theoretical possibility for them to become too big, but not too small. A city's internal ability to induce growth is limited in Jacob's view if the majority of increases in productivity and innovation as a result of knowledge spill-overs arguably come from outside he industry, and hence city. The hukou system's power to restrict labor movement, restricts the possibility of â€Å"human containers shipping complex, uncodified information† (Storper, 2001) required for innovation from one interprovincial city to another, hence limiting the ability for growth. Chinese cities in effect, are forced into being ‘too small'. In conclusion, Myrdal (1957) argues a stable equilibrium assumption implies that a social process follows a direction, this in his view is wrong. It can be possible that some exogenous change has such strength and irection to bring the system to rest, however it is not a natural outcome and is furthermore unstable. Such a state can also be achieved through policy intervention – the hukou system in this case. Storper (1989) adds to this saying â€Å"growth is the pivot on which industrial geography turns, and change is the only constant in a world of persistent disequilibrium. Metaphorically, such an equilibrium (or disequilibrium relative to a less restricted system) resulting from the hukou system, contains provincial regions separately from one another rather than allowing a concoction give ise to a mass growing system. It can be argued however that smaller cities can be more desirable than those heavily under the influence of urban sprawl, exempting the dis-economies of increased congestion and commuting costs (Bruekner, 2000). But the strength and benefits of agglomeration economies in pushing cities to grow outweigh such by-products, as these can be addressed because of the innovation that is created. However, as discussed in this essay, there is much resentment against the hukou system. Huifeng (2010) presents a joint editorial in 13 Chinese mainland newspapers hat called on the nation's top legislative body to abolish the hukou system, as the strict population controls have split the country into rural and urban areas. He continues to say as the mainland has developed in recent decades, concerns have been expressed that the system may be doing more harm than good, with the divide between the urban and rural populations growing into a chasm. If the restrictions were lifted, a natural flow will be brought about onto the Chinese economy, allowing Chinese cities and regions to converge towards O'Sullivan's optimal equilibrium's, no longer rendering them ‘too small'.

Comparing Where the Scattering Began and Wherever I Hang

After analysing â€Å"Where the scattering began† by merle Collins and â€Å"Wherever I hang† by Grace Nichols, I found that both poets displayed the subject of adjusting to another culture effectively but, in very different ways. Grace Nichols used a very light hearted and simple style which I think reflected her relaxed attitude to life. This poem opens the reader’s eyes to her relaxed culture through the simple language. All though the poem is clear in its context, for some of the readers it can be quite hard to understand if the accent is not known. The dialect gives the readers an insight to the dialect of the poet herself and the Caribbean culture is also displayed in the warm inviting tone; this suggests that the culture is friendly and welcoming. I noticed that the poet included repetition of nouns to add emphasis at the beginning of the poem. Grace Nichols quotes: â€Å"I leave me people, me land, me home. † Perhaps the poet is generally conveying that she has come from a completely different world, and reveals to the readers that she regrets leaving her country because she includes specific happy memories of her home. The humming-bird could possibly be a metaphor of the beauty she sees within her country; this colourful, small, modest bird could essentially represent the country through the eyes of Grace Nichols. She Quotes: â€Å"I forsake the sun and the humming-bird splendour† But she sees England as a land of hope and possibility. Gradually as the poem progresses she â€Å"becomes accustomed to the English life† and â€Å"changes her calypso ways†. Cleverly as she becomes adjusted to the different culture, the poet’s language changes also, this is to emphasise the fact that her habits have changed. This poem illustrates the confusion of adjusting to another culture, even after many years, when she begins to become more accustomed to an English life, she still feels divided between her home and England. The confusion is displayed before the readers in one line: â€Å"To tell you the truth, I don’t really know where I belaang†

Essay on Frederick Douglass

Essay on Frederick Douglass Essay on Frederick Douglass Semester Project Narrative of the Life of Frederick Douglass Frederick Douglass was one of the most prominent figures of the abolitionist movement, a movement that fought to end slavery. A brilliant speaker, Douglass engaged in a tour of lectures, and became recognized as one of America’s first great black speakers. Douglass also wrote a personal narrative in 1845 titled Narrative of the Life of Frederick Douglass (Taylor 34). Through his book , Frederick Douglass aimed to educate the uninformed Northern audience of the time. Douglass writes that before his book, the only side being shown to the North was the Southern Slave Master's side. This biased point of view did not paint an accurate picture of life in the South. In the book's preface, William Lloyd Garrison and Wendell Phillips express that this book is unlike any other slave narrative that has been published to this point because this book has been written by an actual slave who escaped from the horrors of slavery and lived to tell his story. Amani 2 Frederick Douglass was born to an African American slave mother, Harriet Baily, and a white slaveholder (Douglass 12). Since childhood Douglass was enslaved by many different families including the Lloyds and the Aulds. While working for the Aulds the slavemasters wife Sophia taught young Douglass how to read. When the Slavemaster, Hugh Auld, found out that Douglass was learning to read he became furious because it was unlawful to teach a slave to read. Hugh Auld believed that if a slave knew how to read and write that this would make him unfit to be a slave(Douglass 52). Douglass learned from his master’s outburst that if learning how to read and write was his pathway to freedom, then gaining this knowledge was to become his goal. Douglass later had a ruthless master by the name of Covey who was also known as the â€Å"nigger-breaker†(Douglass 80). One day Covey began tying Douglass to a post in preparation for a whipping, Douglass said, â€Å"At that moment from whence came the spirit I don’t know, I resolved to fight (Douglass 81).† Covey and Frederick fought for almost two hours until Covey finally gave up. After this, Douglass was passed on to other slaveholders until eventually he was then sent again to Hugh Auld in Baltimore and was hired out to a local shipbuilder so that he could learn the trade. Within a year, he was an experienced caulker and was being paid wages, which he in turn gave to Hugh Auld (Douglass 15). Through this job Douglass managed to pull of a successful escape disguised as a sailor. Frederick Douglass was one of the most influential men of the anti-slavery movement, as well as being a supporter of woman’s rights. As great orator he often used his first hand experience as a slave to help build support for the abolitionist movement. After r eading the book I felt that Douglass’s purpose for this narrative was primarily to educate northerners about the reality of slave life. â€Å"You have seen how a man was made a slave; you shall see how a slave was made a man† was my favorite quote from the book (Douglass 53). This quote made the message of the book clear to me because the narrative is about all the hardships Douglass faces as a slave yet he still becomes a free man in the end. In 1845 when the book was published slavery was commonly practiced throughout the United States (Taylor 22). The publication of this narrative not only gave northerners a closer look at slavery, but also evidence to refute arguments made supporting slavery and it exposed the scenic picture of slavery painted by slaveholders. The narrative was mainly for the northerners to see the south for what it truly was, but the narrative had a world wide impact as it was translated into many languages such as French, German, Dutch, and Russian. In relation to the 19th century discourse on slavery, Douglass challenges many ideas throughout his narrative. For example, Douglass learned to

Orwellian - Definition and Examples

Orwellian s To describe something as Orwellian is to say that it brings to mind the fictional totalitarian society of Oceania described in George Orwells novel Nineteen Eighty-Four. In Orwells novel, all citizens of Oceania are monitored by cameras, are fed fabricated news stories by the government, are forced to worship a mythical government leader called Big Brother, are indoctrinated to believe nonsense statements (the mantra WAR IS PEACE, SLAVERY IS FREEDOM, IGNORANCE IS STRENGTH), and are subject to torture and execution if they question the order of things. The word is sometimes used to describe a particularly anti-libertarian government policy, but it is also sometimes used to describe the peculiar, nonsensical thought process behind Oceanias social structure- a thought process in which ideas that are obviously self-contradictory are accepted as true based on the fact that an authority figure is asserting them. Orwellian Policies The Bush administrations No Child Left Behind program (which is unfunded and therefore technically leaves children behind) and Clear Skies Initiative (which weakens anti-pollution regulations and therefore technically makes skies less clear) are often cited as examples of Orwellian policies, but so are Londons omnipresent surveillance cameras and North Koreas patriotism indoctrination camps. The best way to understand what does and does not constitute Orwellian policy is to read Nineteen Eighty-Four itself. Secondhand descriptions of Oceania do not do justice to the oppressive, mind-wracking atmosphere described in the novel.

Calcite and Aragonite in Earths Carbon Cycle

Calcite and Aragonite in Earth's Carbon Cycle You may think of carbon as an element that on Earth is found mainly in living things (that is, in organic matter) or in the atmosphere as carbon dioxide. Both of those geochemical reservoirs are important, of course, but the vast majority of carbon is locked up in carbonate minerals. These are led by calcium carbonate, which takes two mineral forms named calcite and aragonite. Calcium Carbonate Minerals in Rocks Aragonite and calcite have the same chemical formula, CaCO3, but their atoms are stacked in different configurations. That is, they are polymorphs. (Another example is the trio of kyanite, andalusite, and sillimanite.) Aragonite has an orthorhombic structure and calcite a trigonal structure. Our gallery of carbonate minerals covers the basics of both minerals from the rockhounds viewpoint: how to identify them, where theyre found, some of their peculiarities. Calcite is more stable in general than aragonite, although as temperatures and pressures change one of the two minerals may convert to the other. At surface conditions, aragonite spontaneously turns into calcite over geologic time, but at higher pressures aragonite, the denser of the two, is the preferred structure. High temperatures work in calcites favor. At surface pressure, aragonite cant endure temperatures above around 400Â °C for long. High-pressure, low-temperature rocks of the blueschist metamorphic facies often contain veins of aragonite instead of calcite. The process of turning back to calcite is slow enough that aragonite can persist in a metastable state, similar to diamond. Sometimes a crystal of one mineral converts to the other mineral while preserving its original shape as a pseudomorph: it may look like a typical calcite knob or aragonite needle, but the petrographic microscope shows its true nature. Many geologists, for most purposes, dont need to know the correct polymorph and just talk about carbonate. Most of the time, the carbonate in rocks is calcite. Calcium Carbonate Minerals in Water Calcium carbonate chemistry is more complicated when it comes to understanding which polymorph will crystallize out of solution. This process is common in nature, because neither mineral is highly soluble, and the presence of dissolved carbon dioxide (CO2) in water pushes them toward precipitating. In water, CO2 exists in balance with the bicarbonate ion, HCO3, and carbonic acid, H2CO3, all of which are highly soluble. Changing the level of CO2 affects the levels of these other compounds, but the CaCO3 in the middle of this chemical chain pretty much has no choice but to precipitate as a mineral that cant dissolve quickly and return to the water. This one-way process is a major driver of the geological carbon cycle. Which arrangement the calcium ions (Ca2) and carbonate ions (CO32–) will choose as they join into CaCO3 depends on conditions in the water. In clean fresh water (and in the laboratory), calcite predominates, especially in cool water. Cavestone formations are generally calcite. Mineral cements in many limestones and other sedimentary rocks are generally calcite. The ocean is the most important habitat in the geological record, and calcium carbonate mineralization is an important part of oceanic life and marine geochemistry. Calcium carbonate comes directly out of solution to form mineral layers on the tiny round particles called ooids and to form the cement of seafloor mud. Which mineral crystallizes, calcite or aragonite, depends on the water chemistry. Seawater is full of ions that compete with calcium and carbonate. Magnesium (Mg2) clings to the calcite structure, slowing down the growth of calcite and forcing itself into calcites molecular structure, but it doesnt interfere with aragonite. Sulfate ion (SO4–) also suppresses calcite growth. Warmer water and a larger supply of dissolved carbonate favor aragonite by encouraging it to grow faster than calcite can. Calcite and Aragonite Seas These things matter to the living things that build their shells and structures out of calcium carbonate. Shellfish, including bivalves and brachiopods, are familiar examples. Their shells are not pure mineral, but intricate mixtures of microscopic carbonate crystals bound together with proteins. The one-celled animals and plants classified as plankton make their shells, or tests, the same way. Another important factor appears to be that algae benefit from making carbonate by ensuring themselves a ready supply of CO2 to help with photosynthesis. All of these creatures use enzymes to construct the mineral they prefer. Aragonite makes needlelike crystals whereas calcite makes blocky ones, but many species can make use of either. Many mollusk shells use aragonite on the inside and calcite on the outside. Whatever they do uses energy, and when ocean conditions favor one carbonate or the other, the shell-building process takes extra energy to work against the dictates of pure chemistry. This means that changing the chemistry of a lake or the ocean penalizes some species and advantages others. Over geologic time the ocean has shifted between aragonite seas and calcite seas. Today were in an aragonite sea that is high in magnesium- it favors the precipitation of aragonite plus calcite thats high in magnesium. A calcite sea, lower in magnesium, favors low-magnesium calcite. The secret is fresh seafloor basalt, whose minerals react with magnesium in seawater and pull it out of circulation. When plate tectonic activity is vigorous, we get calcite seas. When its slower and spreading zones are shorter, we get aragonite seas. Theres more to it than that, of course. The important thing is that the two different regimes exist, and the boundary between them is roughly when magnesium is twice as abundant as calcium in seawater. The Earth has had an aragonite sea since roughly 40 million years ago (40 Ma). The most recent previous aragonite sea period was between late Mississippian and early Jurassic time (about 330 to 180 Ma), and next going back in time was the latest Precambrian, before 550 Ma. In between these periods, Earth had calcite seas. More aragonite and calcite periods are being mapped out farther back in time. Its thought that over geologic time, these large-scale patterns have made a difference in the mix of organisms that built reefs in the sea. The things we learn about carbonate mineralization and its response to ocean chemistry are also important to know as we try to figure out how the sea will respond to human-caused changes in the atmosphere and climate.

Using 3 carefully chosen, described and analysed illustrations, show Essay

Using 3 carefully chosen, described and analysed illustrations, show how images of success used in the contemporary labour market revolve around the themes of potentiality, performativity and perfection - Essay Example Given this â€Å"improved perspective† of the human resource, this paper will examine if such â€Å"improved perspective† of the workforce translates to better work life. This paper will also answer the new definition of success in the workplace, given the prevailing economic environment, and what it takes to succeed. As a business entity, companies are always driven by the profit motive. To paraphrase Radcliffe, â€Å"essentially, the main goal of all firms is to maximise and improve their bottom line† (2005 p.56). To improve this bottom line, companies had always sought new ways on how to improve its profitability that includes adoption of new processess and methodologies, as well as the usage of sophisticated technologies. It also realised that by maximising the potential of its human capital to perform, it would be able to enhanced its viability and competitiveness as a business entity in the market. Hence, there is the adage â€Å"our people is our most important asset† (Costea 2007 p.6), a slogan which is used by almost all companies in stressing the importance of human capital in their organisation. Frederick Winslow Taylor first thought that to motivate performance, employees has to be adequately paid (Jaffe 2008). It may have been a simplistic perspective about motivation, but it answers the economic needs of an enterprise’s employees and is even used until today. Mayo later expanded on this narrow perspective of Taylor about human resource and later included the social needs of its employees that needs to be satisfied for employees to be better motivated (Sarachek 1968). Perhaps it was Mayo who introduced the concept of Human Resource Management (HRM) when he introduced Human Relations department at the workplace who emphasized among its managers to treat its subordinates humanely (Smith 1987). Other organizational behaviorists and psychologists followed suit on how to better motivate employees by attending to their various

Employee Relations System in Singapore and Eire Essay

Employee Relations System in Singapore and Eire - Essay Example In addition, it should also be flexible. (Schregle, 1981) There are certain theories that will act as a background and baseline for this comparative analysis. The first one was brought forward by a human resource management author called Douglas McGregor. This author strongly believed in the power that the human being has within an organisation. He claimed that management is dependent on its employees just as the latter need the former. McGregor believed that management have the ability to determine whether or not their organisation was a success depending on how they chose to carry forward their management practices. The author came up with a human relations theory called theory Y. In this theory, he asserted that all employees have the capacity to change. Consequently, management should endeavour to match employee goals and objectives to the organisation. Since these employees were able to grow in terms of their capacity to handle greater responsibility and to grow position wise, management should try its best to match their overall developmental activities within the organisation to individual ones. Indeed, theory Y forms one of the major guidelines for good employee-relations-systems in any country. We will therefore use this as a sort of barometer to check on the legitimacy and appropriateness of the employee relations between the two countries under study. Another theory that will also serve as a backbone in the essay is the theory of the three S's as postulated by Bartlett and Ghoshal; where the three S's are strategy, systems and structures. In this theory, the two authors believed that management had the distinct and fundamental responsibility to come up with organisational strategy. This would lay the foundation for organisational structures within any one organisation. In this management system, more emphasis is placed on the importance of aligning employees to organisational behaviour. Adherents to this theory assert that human beings can be replaced and must therefore not be the focus in human resource management. This is why most activities are seen as a form of control and enforcement of discipline by employers towards their employees. Organisations and countries adhering to this theory are quite hierarchal. Beside this, their structures precede their strategies. (Bartlett and Sumantra, 1994) The latter theory is slowly phasing out. This has come after the realisation that the most useful resource within any company is its human resource. Employees have the ability to be creative and to apply knowledge appropriately to suite any given organisation. Consequently, there is a need to adopt a totally different approach to management. Most developed countries realise that there are no returns when the organisation places too much emphasis on controlling its employees because this only serves as backbone for conflicts. The better approach is to try and create a rich corporate culture and clearly defined organisational objectives. Besides this, employee relation systems are moving way from the need to

Crisis Intervention Lesson Plan Essay Example | Topics and Well Written Essays - 7250 words

Crisis Intervention Lesson Plan - Essay Example 1). The primary goal of crisis intervention is to "help subjects in crisis defuse their emotions, lowering the potential for violence in an incident and buying time for better decision making and tactical preparations" (Regini, 2004, p. 1). Crisis negotiations is not a solution to ones problems rather it is a means to calm the subject enough to find other short term means of coping with their perceived stressors short term to end the current crisis situation with minimal force. Before discussing specific instances where crisis intervention is utilized, a brief understanding of the key skills involved in crisis intervention will be outlined as follows: empathy, active listening, being nonjudgmental, and setting of boundaries, the ability to restate the subject's often emotional ideas and thoughts, and problem solving skills. One of the basic tenets of crisis intervention understands and recognizing the range of motions involved in crisis situations. To one degree or another each of us has experienced fear, rejection anger, frustration and depression. This basic human understanding coupled with the skill set listed previously and a police officers tactical knowledge will enable him to effectively deal with a crisis situation. Em Empathy is not a static behavior nor is it merely showing sympathy or pity for the subject's actions or situation. Empathy involves both listening and understanding the subject's current situation. It does not mean that there is necessarily agreement or disagreement merely understanding. The goal of empathy is to develop a means of communicating which enables the subject to develop trust. According to Regini (2004) without some level of trust between the police officer and the subject there can be no peaceful resolution of the situation. To achieve this trust, it becomes obvious the empathy involves the use of active listening skills in order to facilitate the bond between the police officer and the subject. As the term implies, active listening is more than listening to the subject and nodding in approval. Active listening requires demonstrated behaviors by the officer. Without communication no trust can develop; therefore, active listening involves engaging the subject into communication and maintaining that communication. Allowing the subject to vent eases the emotions the situation and begins to allow him to focus on dealing with the short term problem, not escalating the current situation. One of the primary techniques of active listening is reflection - restating what the subject has said and the emotions that are interlaced with it. According to Regini (2004) the FBI has found eight strategies of active listening all of which involve reflection that have proven to be very effective in diffusing a highly charged, volatile situation. These include: Emotion Labeling Paraphrasing Reflecting/Mirroring Effective Pauses Minimal Encouragers 'I' Messages Summarization Open-ended questions/statements (p. 3). One of the most critical aspects of developing trust through empathy is the ability

Humans In Biological And Behavioral Continuum Essay

Humans In Biological And Behavioral Continuum - Essay Example In the behavioral and biological continuum, different animal species hold different positions. The determinant of this categorization based on a quantitative, rather than a qualitative approach. Humans rank as the most intelligent of all the other primates. This is the case if we define intelligence depending on thought patterns and ability to solve problems. Intelligence is a product of brain organ, which all primates own. The differences in intelligence level between human beings and other primates, therefore, rest on the differences in the capabilities of their brain matter. Human beings have a relatively larger brain as compared to chimpanzees and other primates, however, their brain processes and functions are the same (Lewis, Jurmain & Kilgore, 2010). Both human beings and other primates portray an array of related behavior. Parental love is vital for them all. The offspring of both humans and other primates need parental love, failure to which their growth will not be successful and whole, and will reflect in their adulthood years. All primate species show their need for bonding with others. In their early developmental years, young humans and other young primates depend on their older counterparts for general learning and adaptation to their new environment. Older members of human and other primates’ population are charged with the role of nurturing the young ones. All primates, including humans, react differently to different situations. The difference is that humans demonstrate a more adept degree of feelings and emotions such as cruelty, aggression, tenderness, altruism, and compassion. Humans can differentiate between ‘good’ and ‘evil’, unlike chimpanzees that do not even feel grief.

Poverty and Pollution Essay Example | Topics and Well Written Essays - 1750 words - 1

Poverty and Pollution - Essay Example This paper outlines that Cubatao in Brazil, which may be the most polluted area in the whole world, has about 100,000 people living in the valley. Inhabitants have refused to sell their land and resettle elsewhere because of the readily available jobs from the industries and the cheap life around. This paper will examine the ethical implications of pollution in the third world, pollution as the price for progress, moral right to human beings of a livable environment, and global pollution standards. Additionally, the paper will examine whether the wealthy nations have an obligation to provide poorer nations with resources to develop greener industries. Ethical implications of businesses polluting in a third world country are common. First, every animal, plant, and other living things have a right to a better environment. It is unfortunate that pollution destroys their habitat shortens their lives. Additionally, pollution causes the extinction of some animals resulting in an incomplete life cycle of such animals. Living things depends on one another for survival and human beings depend on them. It is unethical that a human decision can result in death and loss of livelihood. Although human beings are superior to other beings, they have an obligation to other human beings and nonhuman beings. Secondly, right to bodily security supersedes all another human right including the right to property. The health of the environment is more important than all other rights because they protect human life. Therefore, pollution is unethical as it undermines a basic human right. Some businesses may conduct operations in a third world country and disregard any standards of pollution control. To reap the benefit of cheap labor and circumvent the strict conditions of working, many companies have moved their factories to third world countries.  

Humans In Biological And Behavioral Continuum Essay

Humans In Biological And Behavioral Continuum - Essay Example In the behavioral and biological continuum, different animal species hold different positions. The determinant of this categorization based on a quantitative, rather than a qualitative approach. Humans rank as the most intelligent of all the other primates. This is the case if we define intelligence depending on thought patterns and ability to solve problems. Intelligence is a product of brain organ, which all primates own. The differences in intelligence level between human beings and other primates, therefore, rest on the differences in the capabilities of their brain matter. Human beings have a relatively larger brain as compared to chimpanzees and other primates, however, their brain processes and functions are the same (Lewis, Jurmain & Kilgore, 2010). Both human beings and other primates portray an array of related behavior. Parental love is vital for them all. The offspring of both humans and other primates need parental love, failure to which their growth will not be successful and whole, and will reflect in their adulthood years. All primate species show their need for bonding with others. In their early developmental years, young humans and other young primates depend on their older counterparts for general learning and adaptation to their new environment. Older members of human and other primates’ population are charged with the role of nurturing the young ones. All primates, including humans, react differently to different situations. The difference is that humans demonstrate a more adept degree of feelings and emotions such as cruelty, aggression, tenderness, altruism, and compassion. Humans can differentiate between ‘good’ and ‘evil’, unlike chimpanzees that do not even feel grief.

Our Biosphere, Our Future Essay Example | Topics and Well Written Essays - 250 words

Our Biosphere, Our Future - Essay Example This study outlines that the solution is reducing the amount of non-biodegradable materials we use like Styrofoam and plastics. Truly, it is often a difficult task to make such broad changes, but we must for future generations. It’s all about the Golden Rule: â€Å"And as ye would that men should do to you, do you also to them likewise†. If we would expect others to keep our air, food, and water clean for us, so should we do for them. To check our progress, we could measure the amount of non-renewable energy we use and the amount of non-biodegradable material in our landfills every year. We have specified the problem, offered solutions, considered ethics, and proposed measures. A concern for future generations should motive us against any future encroachments against nature. Hopefully, some of these ideas may be applied to help save nature for future generations of people.

Bretagne France Essay Example for Free

Bretagne France Essay Bretagne is found along Frances northern shore. Bretagne is also called Brittany and sometimes referred to as little Britain. It is a land of enchantment and wonders. It features rugged coastlines with some of the worlds most breathtaking views. It features more than 4,000 castles and medieval homes. Its an ideal destination for water sports enthusiasts, lovers of fine cuisine and seafood, and anyone fascinated by legends and history. The attractions, weather and scenery, and the festivals are what attract people the most. This region is full of numerous world-class museums and historic attractions. One of the best places to visit while in Brittany is Oceanopolis. It features 50 aquariums from tropical and polar species. The cathedral of St. Pierre and St. Paul is one of the last Gothic French cathedrals. The chateau de Combourg is a beautiful castle surrounded by greenery and water. The Grand Phare or Great Lighthouse is also a great place to visit, being 300 feet high. And finally the musee de la Faience is devoted to the famous pottery. Other fun things to do are outdoor water sports, including sailing, kayaking, surfing and scuba diving. Spa seawater treatments are also available for relaxing purposes. Being close to the ocean, the weather is fairly nice and warm year round. Rain occurs regularly which keeps the countryside green and wooded. Although it rains often, cloudless days are common and sunny in Brittany. In Brittany a common expression and response to people complaining about the rain is En Bretagne, il ne pleut que sur les cons, which literally translates as In Brittany, it only rains on the idiots. This means that if you don’t like Brittany, you should leave. Brittany has many festivals and events. They reflect Brittany’s culture and energetic music and dance. Some cultural festivals include the festival de Cornouaille, which is a festival that displays Brittany’s cultural diversity. Les Filets Bleus celebrates fishing traditions and the Festival du Film Britanniqu previews British films in France. Music festivals are also popular in France. Astropolis is a techno music themed festival celebrated in July. La Route du Rock plays pop and rock music. Les Transmusicales is known for showing brand new acts for undiscovered bands. They also have a festival all about activities dealing with the sea. The Fetes Maritimes de Brest is a sailing event that takes place every four years. The next race happens in July of 2012. La Route du Rhum is a transatlantic yacht race which also takes place every four years. The next race will be in November of 2014. Bretagne is a beautiful, fascinating mix of spectacular coastlines, ancient towns, magical islands and inland woods. With so many attractions and activities you will never get bored. The scenery and weather is unforgettably amazing. The festivals attract many tourists and French people to the area.

ESP Methodology And Syllabus

ESP Methodology And Syllabus It is debatable whether ESP has a distinctive methodology and syllabus. This paper argues that methodology and syllabus design in English Language Teaching (ELT) andESP differ little and that it is not possible to say whether general ELT has borrowed ideas for methodology from ESP or whether ESP has borrowed ideas from general ELT. two characteristic features of ESP methodology are identified: ESP can base activities on students specialism, and ESP activities can have a truly authentic purpose derived from students target needs. Dudley-Evans and St. John(1998) maintain that what characterizes ESP methodology is the use of tasks and activities reflecting the students specialist area Introduction In the 1970s, EFL teachers first ventured out of the Arts Faculty and the gentle landscape of language and literature into the land beyond the mountains inhabited by illiterate and savage tribes called scientists, businessmen and engineers, wrote Ramsden (2002). In the light of this quotation, Ramsden pours his scorn over the turning point in the history of language teaching from art to science; and from English for general purposes(EGP) to English for specific purposes(ESP) . Though ESP emanates from EGP, it has established itself as a distinct trend. The distinctions between ESP and EGP are quite fuzzy. To clarify the issue, Hutchinson and Waters (1987) pointed out that there is no difference in theory, but in practice, there is a great deal. This paper delves deeply into the literature of ESP and EGP to uncover their points of similarities and differences, chiefly at the level of syllabus design , methodology and instructional materials. For the sake of clarification, theoretical preliminaries will be provided from the outset. As expected, the current paper is comparative in nature and selective in illustration. Theoretical Preliminaries: Definitions of: EGP: According to Blackwell, EGP is polarized with ESP ( English for specific purposes) to refer to contexts such as the school where needs cannot readily be specified. This view is misleading, since purpose is always inherent. EGP is more usefully considered as providing a broad foundation rather than a detailed and selective specification of goals. EGP, then, refers to that basic linguistic code that could be used in larger context and in everyday conversation. It does not take into account neither the requirements of a workplace nor needs of learners. Being general in its nature, EGP holds a sway at the core level of language instruction. ESP According to Longman dictionary of applied linguistics, ESP refers to the role of English in a language course or program of instruction in which the content and aims of the course are fixed by the specific needs of a particular group of learners. For example courses in English for academic purposes, English for science and technology, and English for Nursing. In this regards, ESP is chiefly associated with special language or register. However, Hutchinson and Waters )1987, p.19) claimed that ESP is not a particular kind of language or methodology, nor does it consist of a particular type of teaching material. Understood properly, it is an approach to language teaching. From the above definitions, one can notice that there is no absolute clear cut between ESP and EGP. To ask which one embraces the other is likely to generate divergent views. In an attempt to answer this question, Hutchinson and waters ) 1987.p.18) have drawn a tree of ELT where the ESP is just one branch of EFL/ESL, which are themselves the main branches of English Language teaching in general.. However, A closer gaze at the tree and to the ramifications of ESP and EGP uncovers the distinctive features of each. These features will be tackled in subsequent section. Distinctive features of ESP and EGP: Despite the overlapping connections between EGP and ESP, there are several differences at the level of their concerns and practices. First, the focus in ESP is on training students to conform well to the requirements of the workplace; whereas, in EGP, the main focus is on education. Widdowson( 1983) sees the difference between Education and Training as that of creativity versus conformity (in White, 1988: p.18). Second, Designing a course content in EGP is much more difficult than in ESP for the difficulty of predicting the future needs of EGP students. Knowing about only learners survival needs is quite unbeneficial because it may lead to an oversimplified language, unauthentic communicative structure and unrealistic situational content. Third, ESP learners are usually adults with an average mastery of English language. Their main purpose is to communicate and learn a set of professional skills. In EGP, the age of learners , however, varies from childhood to adulthood. Their chief purpose behind learning English is to achieve communication in the basic everyday communication. At the level of macro-skills, the four language skills are integrated and reinforced in EGP instruction, while in ESP the selection of language skills is based on needs analysis. For instance, in studying English for science and technology, the emphasis is on context and subject of the course. At the level of micro skills, EGP has shed too much attention to teaching of grammar and language structure; yet the focus in ESP is on the context and subject of the course. Finally, a distinctive feature of ESP classroom is team- teaching, where the teacher of language collaborates with subject teacher in the delivery of the lesson. This feature is , however, absent in EGP classroom where the language teacher seems sufficient to instruct broad themes. To sum up, though ESP stems from EGP, it has preserved for itself distinctive characteristics as outlined before. To sum up, Stevens states that ESP has four absolute characteristics: 1. Is designed to meet specific needs. 2. Is related to themes and topics particular to occupation. 3. Is centered on language appropriate to those activities, in terms of lexis, syntax, discourse pragmatics, semantics and so on. 4. The above is in contrast to General English (Stevens 1988 in Dudley-Evans St. John 1998: p.4). In the subsequent section, the paper will take both EGP and ESP a stage further to list the similarities and differences at the level of syllabus design. To facilitate the process of comparing and contrasting, an example of each course content will be highlighted. Syllabus design in EGP A syllabus refers to a particular plan of a course. It is a document that details the structure and operation of ones class. It can also be called the basic reference document that guides students and the instructor through a course (Breen 1984). In the current section, this section aims to uncover the salient types of syllabus adopted in EGP and ESP based on contents of two textbooks: Natural English( EGP textbook) and English for Careers: Tourism, (ESP textbook) Based on their observations of general English language courses, Brown (1995) and Richards (1990) list the following types of syllabuses. They also point out that courses are often based on a combination of: Structural (organized primarily around grammar and sentence patterns). Functional (organized around communicative functions, such as identifying, reporting, correcting, describing). Notional (organized around conceptual categories, such as duration, quantity, location). Topical (organized around themes or topics, such as health, food, clothing). Situational (organized around speech settings and the transactions associated with them, such as shopping, at the bank, at the supermarket). Skills (organized around microskills, such as listening for gist, listening for specifi c information, listening for inferences). Task- or activity-based (organized around activities, such as drawing maps, following directions, following instructions). Extract.1: Contents of Natural English , As can be observed in the content of Natural English, one of the main aims of the textbook is to enable General English learners to improve the four language skills, especially speaking and listening to everyday English. Yet, the integration of the four language skills is not the sole distinctive feature of the textbook. The contents of course book also seem to respond to the general wants of GE learners in that it all covers functions, notions, vocabulary and grammar. Each unit introduces GE learners to notions, functions and grammatical structures in an equal weight of emphasis. Thus, a point that one can infer is that EGP syllabus is integrative. Language skills as well as functions, notions, forms and semantic entries are all fused together. For example, in unit 2, the book introduces notions such as shopping and work. Concerning functions, expressing request and responding with sympathy are the main functions found in unite 1. The grammatical forms are so varied from using the present continuous to passive voice. What is so remarkable is that the communication of a notion entails the use of adequate target functions. From the design of Natural English, it is evident that the units are organized on topics. Unit one is on Cartoon Mobile Invasion, unit two on Joke lost in desert, and three on Cartoon Perfect Day. However, a striking existence of situations looms chiefly in extended speaking. Students are in front several situations, such as on train , on holiday, and are encouraged to interact , following the necessities of imagined communicative setting. To conclude, the pertinent remark we can deduce from the course content of EGP is that its syllabus is integrative and synthetic in nature. Functions, notions , forms, situations and skills gain enough space in the EGP syllabus. Nevertheless, these elements are tackled more broadly. For instance, It seems that the subjects are too general, the functions and notions are recurrent in daily life issues, and language skills are not relevant to any professional field. Now , ESP makes extensive use of content-based approaches. According to Master and Brinton (1998), CBI has the following features. The syllabus is organized around subject content; for example, in English for Careers: Tourism, an ESP textbook, the subject matter is on a number of topics from tourism, such Registration Client perceptions and supply and demand. Teaching activities are specific to the subject matter being taught and are geared to stimulate students to think and learn through the use of the target language. Language is viewed holistically, and learners learn from working with whole chunks of language and multiple skills. Content-based approaches reject synthetic approaches to course design-the idea that language or skills can be atomized into discrete items to be presented and practiced by learners one at a time. The approach makes use of authentic texts to which learners are expected primarily to respond in relation to the content. It has been argued (Hutchinson Waters, 1987) that once we remove the text from its original context, it loses some of its authenticity. For example, the intended audience is changed once the authentic text is imported into the classroom. Authenticity also relates also to the readers purpose in reading the text. For example, recommendation reports for the purchase of technical equipment are, in their original context of use, devised for the purpose of helping the reader decide which of two or more items of equipment to buy. If, however, a recommendation report is transported into a language teaching classroom and students are given an activity whose purpose is to answer c omprehension questions on it, the match between text and task is artificial. Content-based instruction tries to avoid some of these potential problems by using content (authentic texts) in ways that were similar to those in real life. Content-based approaches involve also the integration of skills. Writing often follows on from listening and reading, and students are often required to synthesize facts and ideas from multiple sources as preparation for writing (Brinton et al., 1989). In fact, ESP syllabi (in this case an English Vocational Purposes syllabus) differ from English General Purposes (EGP) syllabi, both in goals and content. Below is an outline of some major differences adapted from Widdowson (1983 in White 1988: pp.18 26), Hutchinson Waters (1987) and Stevens (1988) (both in Dudley-Evans St. John 1998: pp. 2-4). The ESP syllabus must be based on a previous analysis of the students needs, which includes not only an analysis of the situations in which the language will be used and of the language appropriate in these situations, but also an analysis of the students wants and subjective needs. The whole business of the management of language learning is far too complex to be satisfactorily catered for by a pre-packaged set of decisions embodied in teaching materials. Quite simply, even with the best intentions no single textbook can possibly work in all situations.(Sheldon, 1987: 1)If we are to prescribe content, we need to ask, whose content? Methodology Having uncovered the nuances existing between ESP and EGP syllabi, This current chapter will move a stage further to draw a comparison and contrast at level of methodology, chiefly at the types of techniques employed by each and the roles they played in serving the students needs. As defined by Robinson (1991), methodology refers to what goes on in the classroom and to what students have to do. Using technical terms, it refers to classroom activities and techniques. There are too many techniques which largely emerged in EGP classroom such as tasks, role play, simulations, and so on and so forth. These techniques soon adopted by ESP practitioners . Concerning tasks, Little John and Hicks ( ) noticed that valuable tasks in EGP have certain characteristics: they should be motivating and absorbing; and exploit learners prior knowledge. In ESP, the above criteria are also predominant, but what is specific here is that ESP tasks comprise linguistic and professional skills. For instance, medical students studying English may be assigned to carry out a series of operations as outlined below: Moreover, the role play and simulations are used differently in ESP and EGP. While dealing with simulatons in ESP, Strutridge() noticed that they were originally used in business and military training with focus on outcome rather than the means -language- of training. In EGP, the outcome was ,however, less important than the means used to achieve fluency. One should not perceive hastily that means in esp have no disregarded. Stutridge concludes that in ESP end is as important as the means. Taking case studies into account, Nunan in an outsanding research tested the validity of the technique to ESP course. He found out that it helps ESP students to draw upon their professional skills, utilizing the cognitive and behavioral styles of their work rather than of traditional language classroom. Case studies may prove difficult to be conducted by EGP learners if we take into consideration their younger age and Worse of al their professional immaturity. For ESP students who are not fully qualified in their profession, the use of case studies help to induct them into some aspects of professional culture ( Charles 337,pp.28-31) Project work is out-of-class activity used in both ESP and EGP classroom. However, Fried() observed the more advanced examples of project work would be appropriate for ESP. A final technique which is common in ESP and EGP as well is the oral presentations. Usually, they are the culmination of project or case studies conducted outside the threshold of classroom. The utility of such activity is that it trains students to develop their self autonomy and master the four skills of the target language. Word processor and PowerPoint become familiar means for presentations, Succinctly, the methodology endorsed by ESP is quite similar to that of EGP chiefly if we consider the types of techniques and activities .Yet, the ways in which techniques are employed in ESP differ a lot from that in EGP. the next chapter will attempt to decipher how material design becomes a site of innovation after the emergence of ESP. Being in its heyday, ESP materials assume a divergent way from EGP. ESP designers come up with in-house materials quite plausible to the students needs more than the General ready-made textbooks which hold their strength in EGP classrooms. Materials Design One of the common characteristics of of material design in ESP is the existence of an established tradition of ESP teachers producing in-house materials. These materials are the outcome of needs analysis. the tailor made material accounts to the learners needs more than a general textbook can do., However, several questions may emerge to the surface: What are the major factors behind the over-existence of in-house materials in ESP in contrast to its acute shortage in EGP? -what are the key features that distinguish ESP materials from EGP? One of the key factors behind the profusion of in-house materials in ESP is because of its reliance on needs analysis. Need analysis is rarely carried out in GL classroom. This is partly because of the difficulty of specifying GL learners and partly because of a lack of literature on the particularities of analyzing needs data. Needs analysis tends to be associated with ESP and is neglected in GE classroom. Hutchinson and Waters(1987,p.53-54) say that what distinguishes ESP from GE is not the existence of a need as such but rather an awareness of the needà ¢Ã¢â€š ¬Ã‚ ¦ for the time being, the tradition persists in GE that learners needs cannot be specified and as a result no attempt is usually made to discover learners true needs. Secondly, The fact that ESP materials are tailored to the needs of specific group of learners makes its absolute adoption by other ESP teachers futile. Even when suitable materials are available, it may not be possible to buy them because of import restric tions pointed out Hutchinson and Waters (1987,p.). If textbooks are more available in EGP than in ESP,ESP textbooks have not been immune from criticism. Ever and Boys(p.57) mount a strong a attack on the EST textbooks suggesting that most of them are designed for, or are the outcome of, remedial or supplementary courses and assume that students already possess a knowledge of Englishà ¢Ã¢â€š ¬Ã‚ ¦.unhappily, this is not at all understood by potential users, especially in developing countries abroad where the greatest demand for EST exists. Another strongly worded attack was that the heavy concern of ESP practitioners with methodology and approach leads them to ignore issues such the accuracy of explanations ,validity of examples and suitability of linguistic content. Because ESP materials are relevanct to target needs, This may increase the motivation of ESP students, but there are other aspects which are also highly important, such as Waters (1987: 48) put it, ESP, as much as any good teaching, needs to be intrinsically motivating. () Students should get satisfaction from the actual experience of learning, not just from the prospect of eventually using what they have learnt. The following task, for instance, could be interesting for Engineering students:. Another characteristic of ESP materials is that it is more authentic than EGP materials. The latter might be produced for the purpose of teaching language, while in ESP authenticity refers to the materials used in the students specialist workplace or study institution. Additionally, for ESP authentic text selection usually follow the needs analysis. To conclude, the whole business of language learning management is far too complex to be satisfactorily catered for by a pre-packaged set of decisions embodied in teaching materials. Quite simply, even with the best intentions no single textbook can possibly work in all situations.(Sheldon, 1987: 1). However, designing tailor made materials would in principle be motivating, authentic and innovative. Conclusion This paper has highlighted some of the issues involved in ESP curriculum development. It can be argued that language varieties are based in and extend from a common core of language. Or it can be argued that language varieties are self-contained entities. Needs analysis can be seen as an entirely pragmatic and objective endeavour to help course developers identify course content that is truly relevant to the learners, or it can be argued to have a bias in favour of the institutions and may overemphasize objective needs at the cost of subjective needs. It can be argued that syllabuses should specify content (what is to be taught). Or it can be argued that they should specify method (how language is to be taught). Some argue that the ESP courses should be as narrow-angled as possible. Others argue that this is not practica EST is in a parlous state and is being abandoned by many tertiary institutions who, like Sultan Qaboos University, found that the English teachers seemed to learn a lot of science, but the students didnt seem to learn much English

of mice and men Essay -- essays research papers

Does Steinbeck reflect a desperate society or does he offer some hope and optimism in his novel "Of Mice and Men" In Steinbeck's novel " Of Mice and Men" there are many different characters each expressing there own opinion on whether they are living in a desperate society or that there is indeed some hope and optimism in the world around them. At the time the book was set, which is in the 1930's great American depression, many people were unemployed and jobs were hard to come by. Steinbeck's novel centres around the exploits and happenings of a few men, and one women, at the time of this great depression. Steinbeck shows how the most unusual friendships can be created in the mist of this depression and sadness. Such as the strong friendship between Lennie and George. Which in the end, drove George to kill Lennie for his own good. Some characters such as Lennie show how many people at this time had dreams of owning there own piece of land and being able to retire in peace with no one to tell them what to do. This reflects the view of optimism and hope in the book. However some characte rs such as Crooks see the world around them as desperate and solitary. Crooks believes that no ones dream will come true and that nothing will ever get better, this is shown in the line, " Nobody ever gets to heaven, and nobody never gets no land." (page 106) He also says that Lennie's dream will always stay as a dream and will never come true. The novel " Of Mice and Men" on the whole gives many views of hope and optimism and many views of the characters in the book living in a desperate society. I believe that the book balances itself out and that there are equal amounts of each view. The book being as equally optimistic as it is pessimistic. I will discuss how Steinbeck shows these views through his selection of characters and scene settings over the next few paragraphs. At the time the book Of Mice and Men is set many people in America and other countries had a very pessimistic outlook on life. The book reflects this view in its character opinions and scene settings. From 1929 to 1939 there were failed businesses, harsh poverty and many people were in long term unemployment. Many people made the migration to California looking for work. Most travelled alone, however, in the case of Lennie and George t... ...9) Curley,Slim or Carlson do not seem to show any dreams in the book and this could be counted as optamistic and hopeful in nothing will ever get worse or it coould be counted as a symbol of a desperate society in that nothing will ever get better. Curley's wife has two dreams. These being that she wants to talk to otheres, most probably women as she has lacked talking to another woman for a long time, this is shown in the line, "passion of communication" (page ??). Curley's wifes other dream is to be a star in Hollywood. Her dreams are mainly optamistic in that she believes in themm fully. This is shown in the line, "Maybe I will" (page ??). This is when she is talking to Lennie about her dream of being a movie star and she says that maybe she will be a movie star yet. This shows great optamism and hope in Curley's wife's character. The surroundings in Of Mice and Men are constant throughout. This shows how although the characters change dramaticly throught the course of the book nature always stays the same. Many thing which are at the start of the book such as, " of mice and men Essay -- essays research papers Does Steinbeck reflect a desperate society or does he offer some hope and optimism in his novel "Of Mice and Men" In Steinbeck's novel " Of Mice and Men" there are many different characters each expressing there own opinion on whether they are living in a desperate society or that there is indeed some hope and optimism in the world around them. At the time the book was set, which is in the 1930's great American depression, many people were unemployed and jobs were hard to come by. Steinbeck's novel centres around the exploits and happenings of a few men, and one women, at the time of this great depression. Steinbeck shows how the most unusual friendships can be created in the mist of this depression and sadness. Such as the strong friendship between Lennie and George. Which in the end, drove George to kill Lennie for his own good. Some characters such as Lennie show how many people at this time had dreams of owning there own piece of land and being able to retire in peace with no one to tell them what to do. This reflects the view of optimism and hope in the book. However some characte rs such as Crooks see the world around them as desperate and solitary. Crooks believes that no ones dream will come true and that nothing will ever get better, this is shown in the line, " Nobody ever gets to heaven, and nobody never gets no land." (page 106) He also says that Lennie's dream will always stay as a dream and will never come true. The novel " Of Mice and Men" on the whole gives many views of hope and optimism and many views of the characters in the book living in a desperate society. I believe that the book balances itself out and that there are equal amounts of each view. The book being as equally optimistic as it is pessimistic. I will discuss how Steinbeck shows these views through his selection of characters and scene settings over the next few paragraphs. At the time the book Of Mice and Men is set many people in America and other countries had a very pessimistic outlook on life. The book reflects this view in its character opinions and scene settings. From 1929 to 1939 there were failed businesses, harsh poverty and many people were in long term unemployment. Many people made the migration to California looking for work. Most travelled alone, however, in the case of Lennie and George t... ...9) Curley,Slim or Carlson do not seem to show any dreams in the book and this could be counted as optamistic and hopeful in nothing will ever get worse or it coould be counted as a symbol of a desperate society in that nothing will ever get better. Curley's wife has two dreams. These being that she wants to talk to otheres, most probably women as she has lacked talking to another woman for a long time, this is shown in the line, "passion of communication" (page ??). Curley's wifes other dream is to be a star in Hollywood. Her dreams are mainly optamistic in that she believes in themm fully. This is shown in the line, "Maybe I will" (page ??). This is when she is talking to Lennie about her dream of being a movie star and she says that maybe she will be a movie star yet. This shows great optamism and hope in Curley's wife's character. The surroundings in Of Mice and Men are constant throughout. This shows how although the characters change dramaticly throught the course of the book nature always stays the same. Many thing which are at the start of the book such as, "

The Importance of Having Dreams

Dreams! Goals! Ideals! They all mean the same. These things are what fill every human alive. They are part of life and human nature. We all have the inbred desire for a good life. Dreams are vital to the life of every person. Without dreams, there is nothing to plan or look forward to; therefore, no reason to live. Dreams are what keep each and every one of us going. The definition of a dream is ‘hope’; an inspiration; an aim. Every human being dreams, the dreams differ greatly from person to person, some being small while others unrealistically large. But why is it important?Dreams keep us going – motivating us to never give up on life. You may say you don’t have a dream, however, that’s impossible – just by wanting to have something can also be considered as a chimera. Whenever you start to give up on life your dreams will become your energy drink that will keep you going. Living a life is like running a marathon. You run halfway and start t o feel your muscles tensing then after a few runs you start to give up – exactly how life works. Life isn’t just filled with rainbows and gumdrops; it will never be filled with just happiness.Like in a marathon you will experience some bumpy rounds that will pulls you down, the bumpy roads that will cause you to think of giving up. However, in running a long distance race there will always be a place to get some refreshments, refreshments that will give you a boost [ think of Popeye when he eats spinach, he becomes macho and starts to save the damsel in distress ]. If you relate it with life, those refreshments are represented by your dreams – chimeras that power you up to never be trampled down by despair and urge to give up.Dreams give meaning to our lives and making us who we are. Have you ever felt so lifeless as if nothing around you ever mattered? Or the feeling of boredom and uselessness that questions you at the back of your mind about your existence? We ll I did, and it wasn’t a pleasant feeling. I felt as if I was being sucked in a pit of emptiness. I felt so empty, alone and weak. I even questioned myself why I was alive and it even came to the point when it didn’t matter to me if I die. Fortunately, does days didn’t last long.When the thought of my dreams came to mind I realized what life actually means to me. It gave me a different view of life; telling me that I can’t die not until I achieve my dreams. Furthermore, our chimera makes us who we are. Everyone has a different dream and these dreams are what influence our whole lives. Without dreams a person has no motivation – there would be no point in going to school or getting a job, since no one would dream of having a career or family. Dreams are what motivates us and keeps us going through the hard times.We dream of something better than we presently have and it is a dream like having a successful job and a family; that motivate us to succe ed in achieving our goals. â€Å"Men are born to succeed, not fail. â€Å", said by Henry David Thoreau. Our chimeras are there to make sure that we succeed in life. We created them to give us hope and to aim for a better life in the future. We strive harder each day for the sake of fulfilling our dreams so that one day we can proudly tell ourselves that we have no more regrets in life. You wouldn’t want to die with regrets right?Since you might not be happy in your next life filled with regrets in not being able to achieve any of your dreams. Did you know that dreams can turn a lifeless criminal into one of the most hardworking man that you’ve ever met? Dreams are powerful things, especially when you believe and put your heart in them. Dreams change as we get older and some are less important than others, but no matter how trivial or small the dreams are, they are still important since it brings some sense into our lives, giving it some sort of purpose. Without thes e dreams our lives would be empty and meaningless.

Meat Science and Animal Nutrition

I want to get a masters degree in animal industries in order to prepare for my future career. There were two options I’ve been considering, consisting of meat science and animal nutrition. Both options, I believe, would help me land a career in concerned government agencies. It would also open the doors to further studies, such as veterinary medicine, should I decide to pursue it.From the two options I am leaning more in favor of taking up meat science, as it is more concerned with food safety and nutrition. I am interested in understanding factors that affect the nutritional value and consumer acceptability of meat, which eventually lead to consumer health and satisfaction.I believe that meat science is not a popular choice for people, but it is equally important to ensure the health of the public. I could gain knowledge that should be shared and disseminated to people.Thus, this course could equip me with the knowledge I need to serve in government agencies such as the Unite d States Department of Agriculture Food Safety and Inspection Service, and be a food safety specialist who answers questions of consumers regarding food preparation, storage, and handling. The importance of the role I could play towards protecting the health and safety of the public is a good reason for me to pursue this course.

Travelling

Because it was located at the tip of a productive elevated region, and because it was ear the sea, settlers from Papaya, ‘locos Norte came here by sailboat in 1883 to farm, hunt and fish. They were the Negro, McKay, Sciatica, Merman and Vacation families. Other immigrants followed but only after they heard of the easy life these settlers enjoyed within so short of time. The present day inhabitants are also a conglomeration of natives, so with their occupation, distinct characteristics and outlook towards life.What makes them a bit different is their outward hospitality. Guests are usually served with â€Å"bandanna†(ark it nip wine), â€Å"Killeen† roasted chicken and barbeques fish. Their chief products are coffee, rice, lumber and coconuts. The official founding of Sanchez Mira was August 20, 1894,a day after the fiesta of Maillot, a barrio of Pomona. The town was named in honor of Manuel Sanchez Mira, a Spanish Brigadier General assigned in the Canaan Valley, u pon a strong recommendation of Hilarious Pulled and Fray Santiago Jugular.Actually, Maillot (Now Sanchez Mira) was declared a town by virtue of Royal Decree on September 14, 1894. For his civic spirit, Hilarious Pulled was appointed gubernatorial. He effected many reforms in the newly created municipality, inning for him and his office the people's esteem for General beautification of Sanchez Mira was also credited to him. In 1895, he was succeeded by Boliviano Irrational whose administration was characterized by unrest because of the Philippine Revolution against America.Captain Catalina Pulled, son of Hilarious Pulled, took over the reigns of the town government sometime in 1898. Among his achievements was the maintenance of peace and order because the people were still cold and unresponsive to the policies introduced by the newly arrived Americans. Also worthy in mentioning in this regard ere the men who followed after Captain Catatonia's term. They were municipal presidents Vick ie Aquinas (1901), Circle Bengal, Corsair Vacation and Salvation Pulled (1904). It was during the Polio's term that the town hall and church were burned.In spite of this unfortunate incidents, the town progressed steadily under him. Also the townspeople remembered him for his sound Judgment. Sometime in 1910, Don Paulo Galatia, an energetic administrator, had his term too. It was through his untiring efforts that all barrios under Sanchez Mira were raised a bit room the equal and filth they suffered since the early Spanish regime. Another stand out leader was Don Eastern Negro, elected in the 1929 elections. His administration built a semi-concrete school building, which he dedicated on August 30, 1930. T was also through him that the monument of Dry. Jose Racial was erected in the town plaza. The rest of the towns leader who did their share for the towns people's good are as follows: Antonio Chaperon, (1932); Eastern Sciatica (1935), Haploid Valuable (1936); Juan Argonne (appointed military mayor by the late President Manuel Rosa on June 15, 1946). Don Cosmos Merman, ex- representative, was mayor when the war broke out on December 5, 1941. Last but not the least was Mayor Ambrosia Brain, another outstanding leader.During his term, the town saw the rise of a prefecture center and the digging of artesian wells. Sanchez Mira was one of the first towns to be liberated after World War II. No incident of note place here during the Japanese occupation except for the execution of acting Mayor Venation Cigarillo who collaborated with the enemy. 2. GEOGRAPHY 2. 1 LOCATION; The Municipality of Sanchez Mira is situated in the northwestern part of the province f Canaan. It approximately 1 57 kilometers from Autograph, the capital town.

The Holocaust Essay Example | Topics and Well Written Essays - 750 words - 1

The Holocaust - Essay Example The horrific actions of the Third Reich are well documented. The end result of the Nazi’s evil ideologies included the occupation of most European nations and the ‘final solution,’ the annihilation of over six million Jews (Dawidowicz, 1986: 3). Throughout history, many nations have conquered others for various reasons while oppressing its people but why were a particular race of people systematically killed? How could such a fervent hatred of Jews infect an entire national conscience causing such unconscionable acts to be perpetrated? In spite of popular opinion, it didn’t happen because the people of Germany fell into a hypnotic trance and all of a sudden felt compelled to murder innocents simply from hearing Hitler’s speeches.Many citizens of Germany were unaware of the Concentration Camps, including the residents of the towns where the camps were located. The executions were carried out by the German army with SS troops in charge of the operation s. The unknowing German people and the most fervent of Nazi’s did have a nationalistic idealism in common, however, which was the underlying reason for the extermination of the Jewish race. This common idealism was developed from the culmination of centuries of German cultural bonding through the ideas of Volkism, with roots that had begun the century before.

Google's Mission, Ethical Principles and Involvement in China Case Study

Google's Mission, Ethical Principles and Involvement in China - Case Study Example all, referring to the censorship imposed by the Chinese authorities on Google search engine that were deemed subversive and politically sensitive particularly crackdown of demonstrators in Tiananmen Square (Levin, 2014). This mission has also influenced Google’s strategy to work against censorship and to obey the laws and regulations of the country they are operating in. Such that in 2010, Google became exasperated with China’s censorship policies that it pulled out its operation out of China (Goldman, 2015). Google’s co-founder Sergei Brin even announced that "our own websites and for the Internet as a whole we have worked tirelessly to combat internet censorship around the world"(Goldman, 2015). The Chinese market however just proved to be too important for Google to ignore that in May of 2012, the company announced â€Å"an anti-censorship feature – under the pretext of improving search quality† (Wright, 2013) which is an indication that the company is yielding to the censorship demands of the Chinese authority. During those times of censorship of the Chinese government against Google, the service of Google deteriorated that it preferred self-censorship over bad and no business and be able to provide more information than no information at all. Self-censorship is Google’s compromise to be able to operate in China that it would be â€Å"better to give Chinese users access to a limited amount of information, than to none at all†. This may not be the ideal way for Google to operate in China but it also has to follow the laws and regulation of the country that it is operating in. Self-censorship to follow the laws and regulations of the host country does not mean that Google is already being evil. It may be a compromise but it is still consistent with Google’s mission. The censorship in the Chinese market is no longer new to Google also. Google also had practiced self-censorship in France, Germany and Poland to ban pro-Nazi information as it is

Strategic management of Nokia India Assignment Example | Topics and Well Written Essays - 2500 words

Strategic management of Nokia India - Assignment Example It is now facing the dilemma of introducing Nokia Life Tools services for the rural population; the main services that will be offered are Education, Entertainment and Agricultural services. In order to have complete roll out in India, the company will have to implement systems that will help it in offering consistent services to the customers along with up-to-date information so that the users can benefit from such valuable source of information. The company will have to develop the system that will ensure that every customer in India is given proper services; it has been successful in meeting the demands of urban population and it will definitely capture the rural market share. Introduction to Nokia and Nokia India Nokia Corporation is a multinational company of the telecommunication sector that has its headquarters in Keilaniemi, Espoo which is a city near Finland. Nokia has been present in the market for almost a decade and has been developing extraordinary, high quality and inno vative mobile devices. The company has even entered into Internet and communication sectors; it has its roots in four distinct segments i.e. Mobile Devices, Enterprise Solutions, Networks and Multimedia. In the case study, it is mentioned that as of 2009, Nokia Corporation is present in more than one hundred and fifty countries and is earning global revenue of EUR 4.1 billion. Nokia Corporation is considered to be the leading manufacturer of mobile devices as it has the latest technologies and its workforce comprises of well-qualified and highly trained employees. For every major segment and its ethical practices, the company is producing mobile devices that have additional features such as Code Division Multiple Access (CDMA), W-CDMA and Global System for Mobile Communications (GSM). It is also offering various Internet services like music, maps, media, applications, games and text messages via its Ovi platform. Nokia Corporation has entered into various partnership agreements like Nokia Siemens Network that produces equipment, services and solutions for the telecommunication network. Hence, it is the best company in the telecommunication industry that has been serving customers by exceeding their expectations level (Aspara et al., 2011). In India, Nokia Corporation started its operations in 1995 and it played a revolutionary role in the cellular technology’s robust growth. Currently, Nokia has its operations in five major cities of India i.e. Mumbai, Bangalore, Ahmadabad, New Delhi and Kolkata. The operations of the company comprise of the handsets and network infrastructure businesses like Nokia Siemens (both companies merged to share the telecom network operations and equipment division) so that it can take advantage of business opportunities in the market. This strategic alliance has helped the companies in becoming the main supplier to all top

Laws of Blasphemy and Human Rights Is there a modern connection Essay

Laws of Blasphemy and Human Rights Is there a modern connection - Essay Example At a point when legal developments have come to focus on the excitement created by renewed controversy, the social and cultural significance of the offence and the legal strategies have been questioned. In the course of this paper, I have attempted to examine the law of blasphemy in uncertainties surrounding the impact of secularization and cultural pluralism, which invest it with considerable symbolic consequence. This brings to the fore the recent revival of blasphemy laws through an assessment of the paradoxical nature of its effects, with particular emphasis on those difficulties that have been posed for liberalism as a political philosophy that tries to steer through an era of plurality and harmonious co - existence. In this way, the significance of blasphemy is related to the question of the status of religion in contemporary western societies in context of the appropriate response of the legal machinery of various countries, as well as the conflict that exists between the desire to rationalize the offence and the desire to equalize the protection it affords. Further, in recent times, there have been numerous accounts of the parameters of the law which has sparked a critical analysis of its relationship to laws dealing with the adjacent areas of sedition, obscenity, outrage to public decency and offences against public order. Therefore, dissension over the future of the blasphemy law arises at the intersection of a cluster of intractable debates which have rendered the topic as extremely sensitive and hard to judge. It is now imperative to chart a brief history and evolution of blasphemy to understand the journey of its evolution and how it has come about to be associated with Human Rights in the present day. Having originally been a part of canon law, in the 17th century the offence of blasphemy was declared a common law offence by the Court of King's Bench, punishable by the common law courts. From the 16th century to the mid-19th century, blasphemy against Christianity was held as an offence against common law, apart from being used a legal instrument to persecute atheists, Unitarians, and others. All contumelious reproaches of Jesus Christ, all profane scoffing at the Holy Scriptures, and exposing any part thereof to contempt or ridicule, and finally all blasphemies against God, including denying His being or providence, were punishable by the temporal courts with fine, imprisonment, and corporal punishment. In 1656, the Quaker James Naylor suffered flogging, branding and the piercing of his tongue by a red-hot poker. An act of Edward VI (repealed 1553 and revived 1558) set a punishment of imprisonment for reviling the sacrament of the Last Supper. Further, it was in the 1676 case of Rex v Taylor, when the Lord Chief Justice Sir Matthew Hale stated that "Such kinds of blasphemous words were not only an offence to God and religion, but a crime against the laws, State and Government, and therefore punishable in that Court.... Christianity is parcel of the laws of England and therefore to reproach the Christian religion is to speak in subversion of the law." (www.google.com) Those denying the Trinity were deprived of the benefit of the Act of Toleration by an act of 1688. Commonly called the Blasphemy Act, an act of 1697-1698, stated that if any person, educated in or having