Harmonizing Research, Practice Essay Example

Harmonizing Research, Practice Essay Harmonizing Research, Practice, and Policy in Early Childhood Music: A Chorus of International Voices (Part 2) Lori A. Custodero Lily Chen-Hafteck a b a b Music and Music Education program at Teachers College, Columbia University Music Department, Kean University, New Jersey Version of record first published: 07 Aug 2010. To cite this article: Lori A. Custodero Lily Chen-Hafteck (2008): Harmonizing Research, Practice, and Policy in Early Childhood Music: A Chorus of International Voices (Part 2), Arts Education Policy Review, 109:3, 3-8 To link to this article: http://dx. doi. org/10. 3200/AEPR. 109. 3. 3-8 PLEASE SCROLL DOWN FOR ARTICLE Full terms and conditions of use: http://www. tandfonline. com/page/terms-and-conditions This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae, and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. Copyright  © 2008 Heldref Publications Harmonizing Research, Practice, and Policy in Early Childhood Music: A Chorus of International Voices (Part 2) LORI A. CUSTODERO and LILY CHEN-HAFTECK Editor’s note. Lori A. Custodero and Lily Chen-Hafteck served as guest editors for both Part 1 and Part 2 of the special issue International Policies on Early Childhood Music Education: Local and Global Issues We will write a custom essay sample on Harmonizing Research, Practice specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Harmonizing Research, Practice specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Harmonizing Research, Practice specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Revealed. n the November/December 2007 issue of Arts Education Policy Review, readers were introduced to early childhood music policies in Brazil, England, Kenya, Puerto Rico, South Africa, and the United States. In this collection, a second ensemble of experts from Australia, China, Denmark, Korea, Israel, and Taiwan joins them. Like the previous issue, these authors presented papers or workshops at an International Society for Music Education, Early Childhood Music Education Seminar in Taipei in 2006 and wrote new articles for inclusion here. They responded to the same charge as the previous authors to answer the following questions: †¢ What policies currently exist in your country for early childhood music education? †¢ To what extent do these policies meet the needs of children in your country? †¢ How are teachers prepared to teach early childhood music in your country? †¢ In what ways do local and global cultures figure into the policies and practices of early childhood music in your country? Additionally, we offered the following questions, to be addressed at the author’s discretion: †¢ Do different musical cultures require different instructional approaches? And, conversely, are certain music instructional approaches culture specific? How does this impact policy and practice of early childhood music in your country? †¢ What are the potential risks and rewards of mandating multicultural musical experiences for young children? Finally, we asked authors to address any issues specific to their regions and to make concrete suggestions regarding policy for their countries. Salient themes emerged addressing what was taught and who was responsible for that content. In many ways these two conditions are inseparable, interrelated through the social nature of musical experiences. In these accounts, we also see ways in which content and delivery shape reception and how that process, in turn, defines and is defined by culture. Examining these geographical contexts raises questions about atti- I tudes, practices, and policies concerning early childhood music education that have significance for many of us. We chose three threads of inquiry from the many that weave these single texts into a textual fugue: (a) ensions between child and adult culture; (b) competing influences by global, regional, and local agencies on standards and curricula; and (c) expectations for teacher knowledge and preparation. Competing Cultures: Child and Adult The existence of a musical culture in early childhood, which is distinctly different from the adult culture, is based on studies showing similarities of vocal contours used in communication between infants and mothers ac ross cultures (Papousek 1996), as well as research regarding the differences between music made by children and adults (e. . , Bjorkvold 1992; Campbell 2007; Littleton 1998; Marsh 1995; Moorhead and Pond 1941). Sven-Erik Holgersen’s article on early childhood music in Scandinavia describes practices in Denmark, Sweden, and Norway that are sensitive to the child’s culture. The cultural clash in those regional systems exists between programs that favor an elemental or natural approach to education for the young based on the free play aesthetic and those that see music Vol. 109, No. 3, January/February 2008 3 as a mode of artistic expression requiring learned skills. Lily Chen-Hafteck and Zhoyua Xu and, separately, Jennifer Chau-Ying Leu found preschools in Chinesespeaking countries to have a strong sense of adult culture. Most parents and teachers believe school should stress academic learning rather than play, so that children can achieve high scores on tests and examinations. Chinese culture also stresses study and hard work as important for academic success. In Korea, Nam-Hee Lim and Shunah Chung found that adults believe young children need close supervision and guidance from teachers and parents in their development. Therefore, children’s natural tendency to be playful and creative is not recognized as a core value in school; potential for future success drives decisions. These cultural differences are interactive with and reflective of current conditions and regional history. In China, for example, books were printed with movable type as early as the eighth century, whereas in Europe copies were still drawn by hand until the 1400s. Such a long history of text accessibility elevated reading and writing to a valued skill that was recognizable and sought (Smith 1991). Societal values may offer another lens to interpret early academic emphasis, such as those espoused by Confucius, for whom morality and caring for others, especially family, were primary. In terms of contemporary conditions, Louie Suthers of Australia notes that in her varied country one can see differences in starting ages of pre-primary education. In Denmark, the children start at three years of age and continue for four years. In China, pre-primary education starts at four years of age and continues for three years, although care is available in each country mentioned from birth. Also of note, the average student teacher ratio in China is 28:1, differing from Hong Kong’s average ratio of 16:1. The older starting age in China may perpetuate (or reflect interest in) the schooling culture. Leu’s discussion of the importance of family context is relevant to this point, inasmuch as it may provide the space for child culture 4 Arts Education Policy Review to flourish while adult culture is operating at school. Claudia Gluschankof writes about the purposeful creation of materials for the child culture with the development of the New Hebrew Culture in the Israeli territories during the early 1900s. Preschools were created based on the Froebel playcentered model and provide an unusual case in the concentrated production of children’s music in a language that had no such repertoire prior to the kindergartens establishment. The conscious choice to provide young children with cultural tools for understanding at the earliest stages of a community is reminiscent of Sheila Woodward’s discussion concerning the importance of children in nation building in South Africa, featured in the previous issue of this journal. In her conclusion, Gluschankof raises important questions concerning this created canon of songs and the lack of repertoire for Arab-speaking children. Using the idea of child culture as a lens for viewing cultural and educational policies provides a useful way to understand differences and similarities in political systems that define the worlds in which we teach, research, and cohabitate. Such understanding may lead to more focused and meaningful questions that may reveal inequities or alternative directions in music education worthy of exploration. Considerations of these policies regarding conceptions of adulthood and childhood lead directly to curricular influences that we view from a related dialectic: the local and global. Local and Global Influences: Child and World In the first part of this symposium, we focused on the tension between small and large scaled views of what should be taught, each serving a different societal need. In the second part, we speak more specifically to the notion of a national curriculum because it is mentioned in each of the articles collected here. We are interested in questions dealing with how these personal and collective influences affect children’s music education: â€Å"Does governmentmandated standardized curriculum limit possibilities or insure access of quality to all children? † and â€Å"What is the exemplar to which music education should be standardized? † The first question is meant to generate critical thinking regarding what and how policymakers might send messages about music education in the early years; the second is meant to question assumptions we might have surrounding best practice and the cultural nuances that shape it. Suthers, discussing Australia’s situation, is mindful that there is no national music curriculum for pre-primary school and points to a recent reform movement in music education that excluded early childhood experiences. She notes that this leaves teachers feeling isolated and that their work is undervalued. Alternatively, Gluschankoff discusses the children’s music written in Hebrew as somewhat ideological and makes suggestions for addressing the inclusion of additional materials to meet the needs of a multicultural society. One of the ways in which the national curriculum may become nationalistic is in the mandates or recommendations around singing repertoire. The role played by singing in socialization is significant and has been used for centuries to transmit cultural values, to teach language, and to establish qualities of rhythmic energy that typify a way of being; Dissanayake (2000) makes the case for mutuality and belonging as ways the arts are meaningful to us. Inasmuch as collective singing creates a sense of belonging, we have a responsibility to monitor the ways in which we look at the child and the world (see Leu’s article describing ecological systems and Lim and Chung on the supportive role of adults). Chen-Hafteck and Xu also write about the importance of family singing and the differing role of school music. When local knowledge is replaced by chauvinism, music can be decontextualized. Because musicality is deeply rooted in shared experience, (Trevarthen 1999) we need to guard the personal and not expose children’s vulnerability to politicization. Our concern regarding global trends also involves the perception that globalization means movement toward Downloaded by [Macquarie University] at 14:58 28 March 2013 Western ideals. Attention to the local, once again, is necessary to adequately implement any change. In China, for example, although the new educational policies follow the global trends rhetorically, espousing learning through play and stressing personal expression and creativity, its usefulness is severely hampered by conflicting views in the local tradition regarding a deep belief in academic success as the consummate benchmark. Holgerson considers a similar dissonance between local needs and governmental responsibility to all children through the philosophical lens of Bildung, a generative model that keeps the questions about such disconnections at the forefront of practice. Downloaded by [Macquarie University] at 14:58 28 March 2013 Teacher Knowledge: Child and Music Practice policies are perhaps best viewed vis-a-vis teacher preparation— what do we value as knowledge? For most of us, early childhood musical practice involves understanding as much as we can about children while keeping the cultural context in mind. This might include individual experiences that contribute to their uniqueness and developmental trends that might give indications about what to expect in terms of maturation. What knowledge do we need of music? In this issue, the authors discuss the importance of a diverse and culturally responsive repertoire, singing range, quality of recordings, appropriate use of instruments, and sound sensitivity. In this collection of articles, the authors suggest that these two knowledge areas are rarely considered together and that they exist in bifurcation, at least conceptually. Across the globe, there are those who are considered to have knowledge of the child in context (families or generalist teachers) and those who have knowledge of the child in music (specialists). Holgersen describes this dichotomy in practical terms—music activities and music teaching. The goals of using music are indeed varied and the complexity of music leads to multiple possibilities worthy of exploration. Among the authors there is a consensus concerning the need for collaboration between the two areas of expertise with several concrete recommendations. Reasons for this common phenomenon center on the systems in place for teacher preparation and the institutional divisions of disciplines; authors advocate for more carefully structured professional development to help bridge the disciplinary divide. Knowing the body of work of these authors, we are familiar with their efforts to form partnerships with local child care specialists and have been involved with such partnerships at our universities. Child and Adult It is noteworthy that many of the responses are about memories of musical adults who were influential in their music education. Graham Welch (pers. comm. ) offers: I was educated in a Church of England Primary school in London . . . where we sang, often with the local Vicar leading on the piano. I can remember his enthusiasm, quick tempo and intensity of keyboard playing. F or most of us, early childhood musical practice involves understanding as much as we can about children while keeping the cultural context in mind. We believe them to be some of the most meaningful opportunities for our own teacher knowledge. Policy and Personal Voice In addition to the authors featured here, to inform our sense of the historical significance of current situations regarding early childhood music and the breadth to which our profession defines policy, we asked our colleagues involved in international musical education about their memories of early childhood music education and their relationship to policy with the following questions: 1. Reflecting on your childhood before age eight, what were the influences of policy on your music education? . How does this compare with today’s situation for young children? Responses were varied and provided insight through a self-reflective lens. We looked at the seven responses regarding their relatedness to our three topics and to how policy can reach us as individuals in a long-lasting way. Alda Oliveira (pers. comm. ) from Brazil also reflected on a teacher: The first time I went to school I was seven years old. At this age I choose to take piano lessons with a private piano teacher. She was a marvelous teacher since her method included not only playing by reading and singing the notes, but also playing by ear and some popular songs. Family members had a strong musical presence in June Boyce Tillman’s (pers. comm. ) childhood in England: â€Å"My music was regularly singing with and listening to the playing of my paternal grandfather who was the village dance band pianist. † Margre van Gestel (pers. comm. ) of The Netherlands also wrote of related experiences: I had the privilege to be surrounded by a musical family. We had a piano in our home and I spent lots of time behind the piano in my grandmother’s house. My uncles and aunts could play the piano and as a child I enjoyed listening to them. One of my aunts was the ballet teacher in the village and from the age of four I was in her dancing classes. It was normal in my family to sing and play. My father had a good voice and was a soloist in the church choir when he was young; he played the clarinet and was a folkdance Vol. 109, No. 3, January/February 2008 5 teacher during scouting activities. I guess my days were filled with (live) music, not in courses but just all day long. Van Gestel shared a record of family influence: In my baby dairy, when I was 8 months old, my mother wrote: â€Å"Today she clapped her hands. She probably learned that from her grandmother! When you sing Clap your hands she reacts immediately. † One year old: â€Å"When we sing Oh my daddy (a popular song in the sixties) she sings along, ‘daddy, daddy. ’† In South Africa, apartheid led to decisions about schooling for Caroline Van Niekerk (pers. omm. ) that indirectly influenced her musical education by removing her from the direct influences of the national educational system of that time. She also spoke of a contemporary situation in which fighting governmental policies was necessary and of the strength we have to overcome questionable decisions: I had a desperate call just yesterday from someone with a story of how their education faculty, in training teachers for the F oundation Phase, wants to remove music as an optional area of specialization for students. We are now all doing everything in our power to protest such a prospect loudly. But I have also seen what I regard as a promising development, and similar to the situation I witnessed in California when we lived there, more than twenty years ago—as parents of young children realize that the formal education system is not necessarily going to provide their children with what they believe is important, and especially as regards the arts, including music, they start to take responsibility for those things themselves. ntil I was about [age] five) could not get my lessons paid for. Had the place still be in that county I would have been entitled to a bursary to pay for lessons and I would have been able to learn a second instrument. But without that my parents could only afford piano lessons. I am still sad about this, which was simply a matter of geography and the local control of resources. Child and Music The same issues featured authors raised are apparent in the additional pro fessionals’ responses: the lack of resources and teachers. Gary McPherson (pers. comm. links personal memories with policies, of which he sees little change, from his Australian childhood: I have a vague memory of singing in a school choir that was [led] by a general classroom teacher when I was about six or seven, but the group was nothing special so it had no impact on my subsequent musical development. . . . I went back some years ago and had a look at the way music was described in the school curriculum (particularly primary school curriculum). There were all sorts of aids and resources for general primary teachers to use but music wasn’t typically taught well in schools. To be honest, I’m not sure the status of music in the curriculum is any different. Downloaded by [Macquarie University] at 14:58 28 March 2013 These testimonies to strong and positive adult influence suggest that family education is important, as Leu and others advocate in this symposium, with the caveat that the experiences described are with adults perceived as musicians. This suggests we need to exercise caution in defining people in terms of limited musicality and that music education of our children means their children will be better educated. It is interesting that teachers were remembered for the affective qualities they conveyed and through a curricular stance that was relevant to the child. Child and World The relationships among local, state, and global influences are also reflected in these personal accounts. Many of these music professionals took private music lessons and considered their experiences to be nonpolicy driven. Oliveira (pers. comm. ) mentioned the involvement of musicians in music education policy—specifically, the Canto Orfeonico policy under the leadership of composer Villa-Lobos. She recalls that this policy influenced her school education, which included â€Å"group singing and elementary level music theory. † As already discussed, group singing is a common vehicle for politicization. Like Gluschonkof’s report of Israeli songs contributing to nation-building, Boyce Tillman (pers. comm. ) noted that: At [age] seven I went to a school where we had massed singing in the Hall when we sang British folksongs, many of which I still know by heart. We had a book called the New National Song book, which was a deliberate attempt after the war to restore a sense of nationhood. This was used throughout my school career. 6 Arts Education Policy Review Welch wrote of intersecting influences of church and state: I discovered later that the London County Council was very supportive of music in schools generally, although my local experiences as a child were as much to do with the link to the Church and the established ethos of including singing as a natural part of the school day. Ana Lucia Frega (pers. comm. ) describes a similar situation in her native Argentina. Early childhood music courses were not always taught by a specialist . . . his means that some problems arose: some of the K-general teachers [choose materials that] do not really fit the [appropriate] children range of voices, and which tend to create vocal difficulties. He notes the longevity of such a workable match: â€Å"On returning to the school many years later for my first teaching post, I discovered that the school’s policy toward music had continued, with the same range of events a nd activities in place. † In the previous issue, Young discussed the unprecedented commitment England has made to the arts—specifically music, a commitment Welch reiterates. Boyce Tillman recalls a time when the resources from the national government were in local hands, resulting in inequitable opportunity: At [age] seven I started piano lessons but because the place we lived in was then in Southampton and not in the County of Hampshire (to which we are very close and in which we had been Although our policymaking systems move slowly, and are not always moving in the direction we would like, there is hope in the growing numbers of people who care about music education. Oliviera writes: â€Å"at least we can feel the difference between my generation and today’s generation. Perhaps our aim is to prepare children who grow up to be like von Gestel, with the same rich resources at hand for creating meaningful experiences: Music (and especially making and teaching music) was and is a part of my everyday life, and really I can’t imagine a life without singing together and making music. It makes my life worth living. References Bjorkvold, J. R. 1 992. The muse within: Creativity and communication, song and play from childhood through maturity. Trans. W. H. Halverson, New York: HarperCollins. Campbell, P. S. 2007. Musical meaning in children’s cultures. In International handbook of research in arts education, ed. L. Bresler, 881–94. Dorderecht, The Netherlands: Springer. Dissanayake, E. 2000. Art and intimacy. Seattle: University of Washington Press. Littleton, D. 1998. Music learning and child’s play. General Music Today 12 (1): 8–15. Marsh, K. 1995. Children’s singing games: Composition in the playground? Research Studies in Music Education 4:2–11. Moorhead, G. E. , and D. Pond. 1941. Music of young children. 1 Chant. Santa Barbara, CA: Pillsbury Foundation for the Advancement of Music Education. Papousek, H. 1996. Musicality in infancy research: Biological and cultural origins of early musicality. In Musical beginnings: Origins and development of musical competence, ed. I. Deliege and J. Sloboda, 37–55. Oxford, England: Oxford University Press. Smith, D. C. 1991. Foundations of modern Chinese education. In The Confucian continuum, ed. D. C. Smith, 1–64. New York: Praeger. Trevarthen, C. 1999. Musicality and the intrinsic motive pulse: Evidence from psychobiology and human communication. Musicae Scientiae (Special Issue: Rhythm, Musical Narrative, and Origins of Human Communication), 155–211. Lori A. Custodero is an associate professor and program coordinator of the Music Downloaded by [Macquarie University] at 14:58 28 March 2013 and Music Education program at Teachers College, Columbia University, where she has established an early childhood music concentration that integrates pedagogy and research through both theory and practice. She served on the International Society for Music Education’s Commission for Early Childhood for six years and is involved in research and teaching projects in a variety of countries. Lily Chen-Hafteck is an associate professor of music education and assistant chair of the Music Department at Kean University, New Jersey. Originally from Hong Kong, she has held teaching and research positions at the University of Pretoria in South Africa, the University of Surrey Roehampton in England, and Hong Kong Baptist University. She serves on the editorial board of the International Journal of Music Education, Asia-Pacific Journal for Arts Education and Music Education Research International. She is the chair of the International Society for Music Education Young Professionals Focus Group. Vol. 109, No. 3, January/February 2008 7 Downloaded by [Macquarie University] at 14:58 28 March 2013 ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

All About Comment Clauses in English

All About Comment Clauses in English A comment clause, commonly heard in everyday speech and used in dialogue to  give it a natural tone, is a short word group, such as you see and I think, that adds a parenthetical remark to another word group. Its also called a  comment tag, a commenting tag or a parenthesis. You might not have known the name of it, but its guaranteed you use and hear it just about every day. Examples and Observations of a Comment Clause Commonly occurring examples [of comment clauses] are Im sure, Im afraid, I admit, I gather, I dare say and you see, you know, mind you, you must admit. Many comment clauses are stereotyped fillers which are inserted into running speech in order to establish informal contact with the hearer. When the subject is realized by I, their function is to inform the hearer of the speakers degree of certainty (I know/I suppose) or of her emotional attitude to the content of the matrix clause. -Carl Bache, Essentials of Mastering English (2000)As you know, the concept of the suction pump is centuries old. Really thats all this is except that instead of sucking water, Im sucking life. -Christopher Guest as Count Rugen in The Princess Bride (1987)The presentation went quite well, I believe.All time is all time. It does not change. It does not lend itself to warnings or explanations. It simply is. Take it moment by moment, and you will find that we are all, as Ive said before, bugs in amber. -Kurt Vonnegut, Slaughterhouse-Five  (1969) They [comment clauses] are so called because they do not so much add to the information in a sentence as comment on its truth, the manner of saying it or the attitude of the speaker. -Gunther Kaltenbock, Spoken Parenthetical Clauses in English: A Taxonomy (2007)Fly high above the cloudsOn the wings of a dreamI hear your whisper loud- Or so it seems. -Jackie Lomax, Or So It Seems Signals in Conversation The comment clauses you know and you see require some kind of response from the listeners, which, in a narrative turn, are more likely to be paralinguistic than vocal. Nods of the head, direct eye contact and minimal vocalizations like mm will satisfy the speaker that he still has the audiences consent to continue dominating the turn-taking. -Sara Thorne, Mastering Advanced English Language (2008) Comment Clauses and Relative Clauses In an example like Margaret Thatcher is now a life Baroness, which everyone knows, we can replace which with as with virtually no change of meaning. But unlike which, as is not generally used as a relative but as a conjunction. Note also that as everyone knows is positionally less restricted than which everyone knows: It could also be placed initially or medially. We, therefore, do not classify such an as-clause as a sentential relative clause but as a comment clause. -C. Bache and N. Davidsen-Nielsen, Mastering English  (1997)

Business Research & Analysis Plan For Market Readiness for Electric Paper

Business & Analysis Plan For Market Readiness for Electric Pick-up Truck for Ford Motor Company - Research Paper Example Hence, to be on the safe side, a company ought to become dynamic by ensuring that it moves alongside the changes as they come (LaPlaca & Frank, 2011). Ford is one of the most recognized companies when it comes to the issue of automobile production. The company has been in existence for decades; hence, it has a global recognition since its brand quite reputable. However, the emergences of new automobile companies such as Nissan, Toyota and Chevrolet have been quite a challenge since they have resulted to stiff competition. For instance, Nissan was the first company to come up with the idea of inventing electric vehicles. Ever since, the automobile business has been a buzz whereby each company is striving to come up with the best electric vehicle in a move to attract more clients (Sandalow, 2009). Due to the stiff competition, Ford Company is also competing to retain its lost glory. The company is in preparation of unveiling its first electric version of the F-150 truck (Goreham, 2014). Although this is a good move for the company, there are a number of factors worth considering before the company unveils the electric version of F-150 truck. The company should first perform a market analysis in a move to determine whether the product will receive more sales or not. Although the company usually makes a number of sales on its products, this will not be the case if the company produces an electric vehicle before considering some vital aspects such as the market challenges. Studies show that the electric vehicles are still not as popular as those that depend rely of gas (Bigman, 2012). This is because to date, it is easier to locate a gas station than it is to find an electric charging station. It is therefore evident that most people will not purchase the electric vehicle since they will have problems when it comes to recharging. It is therefore essential that before the company unveils its new product, it should ensure that it first addresses

Geology in Hawaii Assignment Example | Topics and Well Written Essays - 1500 words

Geology in Hawaii - Assignment Example Individuals also acknowledge that mountains in Hawaii make travel difficult unless the traveler is in a car at an interstate highway. The geology of a region governs the availability of essential raw materials such as important ore minerals for metallurgy, clay for pottery, building stone (ornamentation and construction), gemstones and gold for decorative arts, as well as sand for glass making. The use of such materials is innately joined to emergent technologies and limited by their quantity, accessibility and quality. The knowledge of geology in Hawaii is defined by the practical extent of a rock or mineral resource, and aid construction of models that can predict its viability. Earthquakes occur all over Hawaii, frequently without noteworthy warning or caution. These geohazards can have extensive effects on human and on the earth’s surface. Localized, small earthquakes may cause no damage that is noticeable and may not even be felt by individuals living in the area affected . In contrast, large earthquakes may cause devastation over a wide area and be felt by individuals a hundred miles. ... When there are heavy rains, some areas of each of the Hawaii Islands are vulnerable to flash floods. Intense rain can turn a quiet, small river into a cascading one that sweeps everything that flows on its way. Lives are also lost in the flash floods every few years; mostly people are swept away in their cars or hikers. Heavy rain may come suddenly and can be difficult to forecast. Flash floods in Hawaii are much common than any other natural disaster, such as hurricanes and tsunamis. It is not long ago that heavy and serious flash floods hit the island. In October 2004, Manoa Valley on Oahu was hit by flash flood and completely soaked the University of Hawaii ground floor at Manoa Hamilton library. In addition to destroying parts of the library, the flood carried away at least 60 homes and caused a damage of almost one million dollars. A six weeks rain period in March 2006 caused flooding in many places in Hawaii. Seven people were killed when a dam on Kauai broke. The rain caused t he Waikiki septic tank system to spill over, resulting in a manure spill that polluted parts of the southern shore of the island for a number of days. On November 23, 1982, two hurricanes (Inki and Iwa) left death and devastation in their wake after passing through Hawaii. Iwa hurricane hit the Islands of Kauai, Niihau, and Oahu. The Iwa hurricane was the first to hit the Hawaii statehood since 1959. The Inki hurricane was the most powerful hurricane to hit Hawaii State in recorded history. Not only are the high winds of a cyclone or hurricane very destructive, but a phenomenon known as storm surge that comes with it causes severe flooding in coastal areas. There are a number of happening caused by volcanic

Information resource managment Essay Example | Topics and Well Written Essays - 2500 words

Information resource managment - Essay Example The paper will consider the role of a chief information officer in the organization USAID. The United States Agency for International Development is a United States of America based organization that offers assistance to international countries especially those that might be disaster stricken; hit by natural calamities like typhoons, earthquakes and drought. The USAID organization is highly organized to ensure that all the funds that are come in, are well accounted for, and the solutions offered to different companies are well tailored so as to suit their different needs. The USAID organization operates under the mandate of the United States Secretary of State Office and US Federal government office. Being under the US government administration, the office is able to take advantage of the latest information technology related information through the government administration. The United States government is one of the most competitive in terms of availability of the latest information and access to information technology systems to support technical services available. Being part of the government, USAID is able to access and make use of the latest information technology information that it can utilize to make its systems efficient. The USAID information systems ensure that the necessary aid is delivered where it is required. As the Chief Information Officer at USAID, the professional in charge of the title ensures that the policy that is formulated by the organization is in line with the whole organizational strategy, mission and vision (USAID, 1). The CIO also ensures that the USAID information technology related policy is aligned to those of the communities that the agency intends on assisting. Most of the areas where the company does its work are developing countries where they might not have the latest information systems and supporting network infr astructure. In such cases,

The role of the new age manager

The role of the new age manager Managers work in a dynamic environment and must anticipate and adapt to challenges. With regards to the above statement, discuss the role of the new-age manager by taking an example of any Indian organization. Different challenges of a managers:- Its not possible to invest time in something thats not on your radar. Some kind of valuable radar enhancement is needed. Solution of the challenges for manager is Systematically . When youre far enough along with your current alternative try to pick another good alternative that fits the new you and the needs of the then current reality. Repeat some kind of loop similar to the preceding. this help to manager they dont spend a lot of time in one work. Over booked and mismanaged resources: Project teams often complain that they do not have accurate or up to date information about their resources and what they are working on. Many project teams have more demand for projects than they have team members to execute the projects. If resource allocation is an issue, then a decent mid-market or high end solution may be the only options. 3 Supply Chain Management: In supply chain management manager faced a lot of problem which include strike of politic parties , as well as With the increase in outsourcing and globalization, managing the flow of supplies and raw materials, as well as finished products, can now extend across thousands of miles, dozens of time zones and numerous language barriers. 4 Human Capital Management One of the other challenge of manager is human capital management . Because a companys operations can now exist across various countries and geographic areas. When brain drain occur at that time how manager manage these type of worker. Example: how can the needs of workers in China be met as effectively as the needs of workers in Los Angeles or Minnesota. Further more, what is the best way to meet the needs of these employees and also best utilize their skills and talents to keep the business functioning smoothly. Figuring out these challenges is a constant struggle faced by many businesses, and one that will not likely go away in the near future. one of the example which is occurring in Canada , both in response to, and in anticipation of climate change impact. Adaptation initiatives have been undertaken at scales ranging from individuals and community groups to industry and governments. Much of this adaptation has been achieved through informal actions or strategies in response to specific events or circumstances, and where the capacity to take action existed. There are also some examples of policy initiatives that provide a more structured approach to adaptation, such as the New Brunswick Coastal Areas Protection Policy and British Columbia Future Forests Ecosystem Initiative. Actor Example Individuals . Northerners are more frequently using insect repellents, bug nets and window screens to deal with the increased proliferation of insects. . Residents of remote coastal communities are better prepared for shortages (i.e., power, food, transportation) due to recent experience with inclement weather conditions.   Industry Thermosyphons have been used in the construction of several major infrastructure projects in the North to induce artificial cooling of permafrost under warming conditions. .Agricultural producers purchase crop insurance to offset losses caused by inclement weather. Hydro Quà ©bec has modified its forecasts of electricity demands based on new climate scenarios. Governments The municipality of Sept-Iles has regulated new residential construction along the shoreline to prevent damages due to shoreline erosion.   Water meters have been installed in the Southeast Kelowna Irrigation District and several Canadian cities (e.g. Kelowna, BC; Sudbury, ON; and Moncton, NB) to reduce water consumption. Newfoundland is undertaking a thorough review of emergency management practices and response mechanisms. This is the factor which occur Several adaptation initiatives address current risks and take into account the likely impacts of future climate change. These include most major new infrastructure development in northern Canada, such as mine sites, pipelines and large buildings, where adaptive solutions include the use of Thermosyphons to induce artificial cooling of permafrost under warming conditions. The role of the new-age manager by taking an example of any Indian organization. ICA stands for The institute of computer accountant. Mr. Ashok Tekriwal he is the branch manager of the institute. C:UsersAPicturesicalogo.jpg About ICA: ICA start with Account Training and ends with a Guaranteed job. The organization was formed by a group of professionals with considerable work experience in the field of accounts and taxation. The journey started in 1999 and after ten years the institution was spread up its wings to more than 300+centres with 3 zonal offices and 30+placement offices across India with Head office at Kolkata. The ICA family includes more than 3000+competent staff members and more than 2,00,000students. Address: Main road Ranchi, Opposite big bazaar, Near over bridge, Ranchi. Contact no :0651-2332103. Role of manager: * To have contact: One of the basic role of ICA manager is to establish and maintain a contacts with many people both within and outside the business. The persons with whom he has regular contacts within the organization include his subordinates, fellow managers and so on. Government officials , staff , that include marketing staff , placement staff etc. * To have attain Target: One of the basic role of ICA Managers is work under pressure most of the time as they have targets to achieve. This is particularly true in the case of admition of student ,Placement of the student as well as good service for the student. * To act as a Leader: One of the basic role of ICA manager is he always stand each and every person in front of any challenges or problem. He has to set an example to his subordinates. He must be sincere , honest and committed to his work. Only then, he will be able to guide and motivate the subordinates under him. * To ensure the proper use of resources: one of the basic role of ICA manager to ensure the proper use of resource which is directly related to the student as well as for the institute such as men, machines, materials and money are optimally utilized. * To resolve the Conflict: One of the basic role of ICA manager to Whenever there are conflicts between the employees over certain organizational matters, the manager is expected to resolve all such conflicts and arrive at an amicable solution. * To handle Situation: One of the basic role of ICA manager is also expected to handle crisis that may arise in the organization .such as salary not paid of worker ,some problem between the worker etc. In such a situation the manager has to act swiftly and wisely and find remedy. Question. Approach any small size company in your city, contact the HR manager and get the details of the organization structure with names. Then chalk out the main functions of the top management, middle management and supervisory management with respect to that company and discuss their roles and responsibilities. Answer New Image About us anand rathi. Anand Rathi is a leading full service investment bank founded in 1994 offering a wide range of financial services and wealth management solutions to institutions, corporations, high-net worth individuals and families. The firm has rapidly expanded its footprint to over 350 locations across India with international presence in Hong Kong, Dubai London. Founded by Mr. Anand Rathi and Mr. Pradeep Gupta, the group today employs over 2,500 professionals through out India and its international offices. Anand Rathi has been named The Best Domestic Private Bank in India by Asia money in their Fifth Annual Private Banking Poll 2009. The firm has emerged a winner across all key segments in Asia moneys largest survey of high net worth individuals in India. Top level management. * Board of Director. MR. Anand Rathi. Founder Chairman Prior to establishing his own company, Mr. Rathi headed Indian Rayon Industries, as Senior President. In his 40 years of being in the corporate world, Mr. Rathi has held several key positions on various regulatory and professional boards, including, President, Bombay Stock Exchange (BSE), and Member, Central Council of Institute of Chartered Accountants (ICAI). As President of BSE, Mr. Rathi played a key role in the expansion plan of BOLT, the online trading system of the Exchange and setting up of the Trade Guarantee Fund. He was the moving force behind setting up of the Central Depository Services (India) Ltd. He is a gold medalist Chartered Accountant. Mr.Pradeep Gupta. Co-founder Vice chairman. With over twenty years experience in the securities market. Co-founder and key driver of the Retail and Institutional Equities business of the group. Mr. Amit Rathi. Managing Director A rank holder Chartered Accountant and an MBA from Leonard N. Stern School of Business, New York University joined the group in 1998.Calling him a financial guru, the Times of India group, listed Amit rathi in 2008 amongst the top 51 young Marwaris in India (under the age of 40). Mr. V. Srikanth. Director Mr. Srikanth association with the group of has been of just over year now. Previously Senior Vice President with HSBC Wealth Management. With over 12 years of experience he has worked with organizations like Citibank and Zà ¼rich AMC. A PGDBA (Finance Marketing) and a Diploma in Business Finance (ICFAI Hyderabad). Middle level Management. Under the director. There is thirteen regional director. Regional director is director of all sell. Regional director is direct reporting to the Director. Regional manager provide all the feedback of all the branch. *Branch Manager. *Franchise. *Cross sell. *Operation. *HNI {High network individual}. *Branch Manager: According to Anand rathi there is Branch Manager They are responsible for the administration and efficient daily operation of a full service branch office, including operations, lending, product sales, customer service, and security and safety in accordance with the Banks objectives provides a superior level of customer relations and promotes the sales and service culture through coaching, guidance and staff motivation; achieves individual and branch sales goals through new business sales, referrals and retention of account relationships. Branch manager direct reporting to the regional manager. Branch manager provide all the feedback of branch to the regional director. * Franchise: A system of distributing goods and services in which one organization (the franchisor) grants the right to another (the franchisee) to produce, sell or use its developed product service or brand. A franchisee is a retailer licensed franchised to sell or use the franchisors products. According to anand rathi the main function of franchise holder is opening a new franchise. Trading as well as investment. The income ratio of franchise to open a new franchise is 60% 40% for the company. * Cross sell Cross-sell is a marketing term for the practice of suggesting related products or services to a customer who is considering buying something. According to anana rathi the cross sell manager selling or suggest to the customer which Life insurance(LI).mutual fund, Tax saving bond are beneficial for the customer. *Operational head: The design, execution, and control of operations that convert resources into desired goods and services, and implement a companys business strategy. According to anand rathi operational head solve over all operational issue. *High network individual(HNI) A classification used by the financial services industry to denote an individual or a family with high net worth. Lower lever management *Dealer: A person or business firm acting as a middleman to facilitate distribution of securities or goods. According to anand rathi He got a order to buy or sell equity commodity as Well as account opening. * Financial planner(FP) Financial planning is a systematic approach where by the financial planner helps the customer to maximize his existing financial resources by utilizing financial tools to achieve his financial goals. According to anand rathi FP are selling mutual fund.they work in insentives basis. *Relationship manager: A professional who works to improve   a   firms relationships with both partner firms and customers Relationship. According to anand rathi RM also involve in account opening like Trading account etc. *Staff boy According to anand rathi staff boy transfer a file and other important paper one table to other table. Name- Vikash kumar goswami. Program-MBA CN. Reg. no.-PU11MCNO 007.

The Odd Man Out :: essays research papers

The Odd Man Out Fifth Business, by Robertson Davies is a great piece of literature. Though the story was not always interesting to me, it is apparent that the author is talented. The story begins in 1908 in a small fictional Canadian village called Deptford. I think this village is very important to the story. The author describes everything one could possibly need to picture Deptford in his mind. This helped a lot in showing what the main character’s childhood was like. Later in his life, the main character traveled a lot, so many other places were described. I don’t think these places are as important as Deptford. It seems that the author thought this also, for he didn’t use as many details to describe these places as he did with the village. The main character is Dunstable Ramsey, Dunny for short. He is a very real character to me. The whole book is a letter that the old Dunny is writing to someone about his life. The way the author writes as Dunny is great. I can picture an old man sitting at a desk writing the letter. For parts of the story that have lots of detail, I imagine that the old Dunny remembers these parts of his life because they were important to him. For the parts he is vague about, Dunny writes that he would write more if he remembered more clearly. I think those are the times in his life that were not very important to him. A character that stands out a lot for me is Dunny’s mother. She seemed like a very kind and strong woman at the beginning of the story. She kept their neighbors preborn baby alive when the town doctor said he would die. She was committed to that baby with all her heart. Another time, Dunny took an egg from his house so he could try to learn magic tricks with it. His mother noticed it was missing, and when he would not say why he took it, she flipped out. She beat him to pieces with a whip for an hour, screaming the whole time. In my mind she went from being a kind woman to an hysterical fool of a mother. She seems as though she could not be related to this old man reflecting on his life. I think the author is showing how different children can be from their parents. The Odd Man Out :: essays research papers The Odd Man Out Fifth Business, by Robertson Davies is a great piece of literature. Though the story was not always interesting to me, it is apparent that the author is talented. The story begins in 1908 in a small fictional Canadian village called Deptford. I think this village is very important to the story. The author describes everything one could possibly need to picture Deptford in his mind. This helped a lot in showing what the main character’s childhood was like. Later in his life, the main character traveled a lot, so many other places were described. I don’t think these places are as important as Deptford. It seems that the author thought this also, for he didn’t use as many details to describe these places as he did with the village. The main character is Dunstable Ramsey, Dunny for short. He is a very real character to me. The whole book is a letter that the old Dunny is writing to someone about his life. The way the author writes as Dunny is great. I can picture an old man sitting at a desk writing the letter. For parts of the story that have lots of detail, I imagine that the old Dunny remembers these parts of his life because they were important to him. For the parts he is vague about, Dunny writes that he would write more if he remembered more clearly. I think those are the times in his life that were not very important to him. A character that stands out a lot for me is Dunny’s mother. She seemed like a very kind and strong woman at the beginning of the story. She kept their neighbors preborn baby alive when the town doctor said he would die. She was committed to that baby with all her heart. Another time, Dunny took an egg from his house so he could try to learn magic tricks with it. His mother noticed it was missing, and when he would not say why he took it, she flipped out. She beat him to pieces with a whip for an hour, screaming the whole time. In my mind she went from being a kind woman to an hysterical fool of a mother. She seems as though she could not be related to this old man reflecting on his life. I think the author is showing how different children can be from their parents.

How Is Chapter 5 Significant to the Noval as a Whole/ Frankenstein

How is chapter 5 significant to the novel as a whole? The significance of chapter 5 to the novel as a whole can be observed through the relevance of the writer's use of language to describe the setting, character and what it shows about social and historical influence of ‘Frankenstein’. Mary Shelley wrote and conceived of Frankenstein while she and her husband Percy Shelley were visiting Lord Byron in Switzerland in June 1816. They had spent an evening around the fire telling horror stories. By the support of her husband, she continued to develop the story at the age of 19 and was published in March 1818. Mary Shelley became one of the most famous authors by writing ‘Frankenstein’, one of the best works of gothic horror, unfortunately in the 19 century; women were not credited well and did not have many rights. Mary Shelley could not publish the novel because she was a woman. Therefore, Mary Shelley published the novel under her husbands name ‘Percy Shelley’. Mary Shelley had written the novel because in her past she had experienced many deaths in her family. All the circumstances in her life brought her to write Frankenstein, one of the world’s greatest horror novels. The idea of this book was to bring the dead back to life and was a reflection of Mary Shelley’s own life. Chapter 5 is written as an imperative chapter; this is because in the novel the creation is brought to life, first described that, ‘as the yellow eye of the creature opened’ his creator Victor Frankenstein flees into the streets in fear. Shelley shows descriptive features of Frankenstein’s monster. One example from the text is ‘shrivelled complexion’; she uses descriptions like this in long sentences to create imagery in the reader’s minds. In those times, people were very religious and Frankenstein was about resurrecting the dead back to life. People were very strict religiously and became offended by novel and were utterly disgusted. Today scientists have proven and discovered a lot about humans and how the world was created so people have begun to believe in science. This novel is one of the most enduring works of gothic genre and compared to the novels written today, they are not equivalent to Frankenstein. Chapter 5 is the main part of the novel. This is hugely important to the story because this tells us Shelley’s feelings and accomplishments. In those times, men were credited more than women were. Therefore, Mary Shelley made her main character as a male called Victor Frankenstein who is a doctor that studied natural philosophy. He is very obsessed with science and particularly in bringing, the dead back to life; something man had never done before. Referring to the text, ‘I work hard for nearly two years, for the sole purpose of infusing life into an inanimate body’, the obsession Victor has of just resurrecting the dead is shown clearly and how much science is important to him. Victor continued and started to create a creature out of dead remains. He begins to create the creature as it says in the text ‘I collected the instruments of life around me’ this shows us that Victor Frankenstein is trying to bring the monster to life with his machinery. Another point that proves that he is beginning to give his ultimate design the gift of life is, ‘I might infuse a spark into the life into the lifeless thing that lay at my feet’, this proves that the creature Victor was trying to bring to life was still inactive and dead. In another part of the chapter it says ‘I saw the dull yellow eye of the creature open’ this sentence is describing that the monster has been brought to life and is alive; so the experiment was a success. Mary Shelley describes the atmosphere and introduces the opening of chapter 5 as ‘it was on a dreary night of November’ and then follows with ‘the rain pattered dismally against the panes’. Both quotations suggest a dark, gloomy, gothic atmosphere and both quotes use pathetic fallacy. Mary also tells what time it is, ‘by the dim yellow light of the moon’ which proves that it is nighttime and gives an extra feature of gothic horror. Shelley shows that they didn’t have any electricity in those times as they were using candle-light, as it says in the text ‘by the glimmer of the half-extinguished light’, which means that Victor was working very hard, late at night. These few points all refer to pathetic fallacy because it sets the atmosphere well, which improves the gothic setting, to make it more horrifying. These gothic features build up and make a bigger impact on the reader, which improves the storyline. Mary also uses long, complex and descriptive sentences to describe Victor Frankenstein. She shows that Victor is worried when he creates the creature. By referring to the text it says ‘unable to endure the aspect of the being I had created’ which means that he could not absorb the reality of the situation and that he felt regret and remorse at his invention. Shelley describes some of the monster’s features, some examples are ‘his shrivelled complexion and straight black lips, his teeth of pearly whiteness’ These features give a stronger image on how he was created, and the use of sentence structure and strong adjectives delivers this well. The reason why Shelley uses these techniques is to bring the gothic explanation to the reader in a more understandable form; this is why Shelley used complex words like ‘inanimate and endeavoured’, The use of strong wording links the story together by making it more understandable. Shelley describes the creature with powerful adjectives; she uses words like ‘convulsive and demoniacal’ this gives the reader a clearer picture, which adds on to the readers imagination. When the monster is created, Victor Frankenstein rejects his creation. Shelley has written ‘I took refuge in the courtyard belonging to the house which I had inhabited’, Victor was very disappointed because he did not know how to teach his monster, was worried about what people would say to him. Therefore, Victor abandoned his creation and ran into the streets. This shows that it had a great effect on Victor Frankenstein, referring to the text, it says ‘I escaped, and rushed down the stairs’, this explains how he didn’t approve after he had created the monster as he realised that he had created something that would shock thousands of people. He would also need to care for it like a child. As Victor rejected his creation, he left it vulnerable against everything. At one point in the novel it describes Victor’s creation has awakened and is trying to speak. ‘He muttered some inarticulate sounds’, this proves that the monster cannot speak but is trying to communicate as the creation is a new born and thinks Victor as his parent. The monster picks upon speech very fast and is able to communicate with his creator who he finds by reading Victors diary. Frankenstein was written for intelligent readers because the ideas and the words used would have a bigger impact on them, as well as challenging one’s imagination. Shelley made it clear by adding this line to the novel; ‘anxiety that almost amounted to agony’, this adds alliteration for emphasis and proves that Frankenstein is a very worried man. Frankenstein is upset and confused about what he has just done. We learn about this when Frankenstein says ‘how can I describe my emotions at this catastrophe’, this proves to us that his obsession has paved over and he has finally realised hat sort of monstrosity he has created; the consequences of his actions are great. He then becomes afraid; when he sleeps, he starts to fear for his life and his family. Mary makes it clear that he is troubled in his sleep by adding this line to the novel: ‘I started from my sleep with horror’. Frankenstein is so worried about himself and his family that he ge ts nightmares; he left his creation to suffer. This leaves Victor frightened that the creature is going to approach him and take his revenge. Before becoming afraid for his own life, he was so tired that he threw himself into his bed in his clothes; this implies that he was weary. Frankenstein is also a very pessimistic man. He is confused. His feelings are confusing him after he creates the monster. Throughout chapter five Frankenstein feels and says that he is filled with calm and serene joy. At the start of the chapter, Frankenstein's feelings were unhappy, but towards the end of the chapter, he is happy until he became ill. When Frankenstein became ill, his friend Henry Clerval helped him regain full health once again. Chapter 5 tells us about how Frankenstein feels and acts; this gives a completely better picture of the character, ‘Dr Frankenstein’. Mary Shelley at such a young age used pathetic fallacy really well in this novel. At the start of chapter five, she sets the scene up as dark, gloomy and wet. This adds to the bad atmosphere. Dark and gloomy are words that are added to create a sinister atmosphere. Most people prefer sunny days to dark and gloomy days. This shows us that even within the first paragraph of the chapter the bad atmosphere is already being set. As well as being able to set bad atmosphere, Shelley can also make the atmosphere happy and joyous. Shelley used words such as ‘unable to contain myself’. This suggests that Shelley was a competent writer because she had experienced death and joy in her life. This helped her to use descriptive language like, ‘a convulsive motion agitated its limbs’; this quote is not a very joyous sentence but has a macabre tone, which makes the gothic horror creepy. Shelley also quickly changed the atmosphere all of a sudden; she rapidly changed it from Frankenstein being worried to being relieved. Shelley created the novel on her point of view; based on her life, as in the text it proves that she wrote the novel on herself or a first person. If it was written on a third, person’s point of view, it may be written as ‘a cold dew covered his forehead’ which you can tell is more made up than real. This means that it is better to write as first person because it makes more sense and sounds more believable. When he had created the creature the text says ‘I beheld the accomplishment of my toils’; this shows us that he was very proud of his creation until it came to mind that he had done a very bad thing and could not proceed any further; he would have to dismantle the being he had created. Chapter 5 tells us how hard Victor Frankenstein has worked to create the creature; it is written: ‘I had deprived myself of rest and health’. This tells us that he did not have even a little break until he had created the creature and shows us his enthusiasm; he is determined to finish and create the monster. He wanted to prove that it was possible to bring the dead back to life. As Frankenstein is giving life to the creature, it says, ‘I had gazed on him while unfinished’; this means that as he took one last look at the monster he was unaware of any problems to come. This tells us that you could already see how obsessed and blinded he was, that he did not consider the consequences he would have to face. Frankenstein is caught up in his feelings; not caring at all for what he had created and selfishly leaves his creation to suffer. Frankenstein leaves the monster alone, which is classed as terrible parenting in society. Chapter five is when the monster gets the gift of life; just like a baby. When a parent leaves his or her child, it is regarded as mistreatment. The main thing that parents do with their children, which Frankenstein did not, is to educate him. They need to teach them how to live; to get through life smoothly, to be civilised, and they should be taught the laws of society that you must abide by. Frankenstein did not teach the creature this, so the creature took it upon himself to kill his creator's family in a fit of childish revenge. Frankenstein brings the creature to life, and then the creature massacres his family; this links in with the obsession theme. The monster was disliked and ignored by everyone. The creation is rejected, and as he is very intelligent, he hides in a house. In that house a child is learning from her mother and is being taught how to read, write, and speak; the monster learns how to communicate and confronts Frankenstein. Victor cannot tolerate him, as he is frightened and cannot confront it because he had left it to suffer and die. There are many descriptive features of Victor’s creation. When the monster is brought back to life, Shelley illustrates it as, ‘a convulsive motion agitated his limbs’; this means that the monster made his first movement and has been given life. Frankenstein escaped and was regretful of his actions, so became seriously depressed. This is another point that proves that Frankenstein is based on her own life. There is a link between Frankenstein and Mary Shelley; Shelley is hugely obsessed in writing her story which she dreamt about at night, this appeared to her as she had many deaths in her family. This shows us why she wanted to write her story and how it was extremely important to her. On the other hand Frankenstein is obsessed in resurrecting the dead back to life. This shows us that Mary Shelley and Victor Frankenstein are closely equivalent to each other as they had the same desires in resurrecting the dead back to life. Chapter 5 is hugely important to the novel because it is when the monster awakens; this is when the impossible happens and it has an impact on the the readers, as there is suspense. In addition, more importantly, the notion of bringing the dead to life reflects Shelley’s own despair and the circumstances that overcame her during her life. Her mother died ten days after Mary Shelley was born. Her husband also drowned. All the religious people were shocked and disgusted because she had written against their religion by writing on the topic of resurrection. On the other hand, she had written something so unique that people admired her for her achievement. Mary had written one of the greatest gothic horror stories in history, leaving people inspired by her work. The novel presented readers with the incredible images of creation and death. There are many key points that link up chapter 5. One point is ‘obsession’. In the text it says, ‘I had desired it with an ardour that far exceeded moderation’; this is one of the most important facts about Victors passion in creating the creature; he knew that this was something that will shock the world and he wished to be the first to succeed in resurrecting a being. Chapter 5 is about Frankenstein being so obsessed, he does not know how repulsive the creature will be. His obsession backfires on his family and friends who fell foul of the creature. This implies that this is a key point contributing immensely to the novel. The concepts of birth and death also run throughout the novel. In chapter 5, Frankenstein is giving life to the creature. Frankenstein behaved wrongly as a parent to his creation; he abandoned it. Regardless how ugly or deformed your child is, a parent should love it and give it protection. Frankenstein acted atrociously; he condemned his own creation. In the 19th Century, scientists wanted to bring people back to life. Some scientists managed to revive some dead tissue; this is the furthest anyone got to revive the dead. Mary Shelley interpreted it into her novel; this shows her awareness of current affairs and scientific thinking. Mary Shelley interpreted this in a different way though; Frankenstein did not bring a particular person back to life, but he added different body parts from different dead people to make a creature. Frankenstein made the creature against the laws of nature, so he reaped the consequences. Overall, I have learned about how Mary Shelley used gothic horror and how she used long descriptive sentences to have a bigger effect on the reader. I have also learned how bad parenting can affect the minds of people psychologically. In addition, I have observed how effectively she describes a monster, and stimulates the reader’s imagination. I can see how she uses pathetic fallacy, which uses the atmosphere to make the mood and creates the genre of the story. I have observed how Shelley bases the novel on a first person, so she will be talking about herself, which will be effective at connecting the reader with Dr Frankenstein’s experiences. Also, the problems and grief that Mary Shelley experienced in her life is evident through the storyline; this makes it a more personal account. I have learned how important chapter 5 is to the novel as it is directly pointing at the life of Mary. I can see how she describes the creature visually, by giving long, descriptive features e. g. his hair, his eyes and his lips. She gives so much detail about the creature that you can even relate to the state Victor Frankenstein is in after he creates the monster and how he reacted to it. In the text, it tells us e. g. , how long he worked, why he worked and what he was doing it for. Automatically it brings imagery in to your head and gives a brief image on how he would have looked. By Frankenstein being intensely horrified, he and the public reject the monster and it is chased out of the community. This shows that people were not tolerant of differences or bizarre people in society. Therefore, the creature is unable to endure its phase of life, and feels rage towards the one person who should have cared for him. The creature felt betrayed and sought revenge. I now understand the message of this novel; Shelley is actually warning the readers to consider their actions and the consequences on others. If you do wrong to someone, you will eventually regret it, as you will face punishment in some way or another. Frankenstein was a good novel for its time; by studying chapter 5, I have learnt that 19th century life was a lot different to mine. This novel is very captivating and moving, considering when it was written, and the ethics behind it.

The Hertz sprung-Russell Essays

The Hertz sprung-Russell Essays The Hertz sprung-Russell Essay The Hertz sprung-Russell Essay The Hertz sprung-Russell The chief sequence is a uninterrupted and typical set of stars that appear on secret plans of leading colour versus brightness. Stars on this set are known as main-sequence stars or dwarf stars. A star on the chief sequence is one that is bring forthing visible radiation and heat by the transition of H to helium by atomic merger in its nucleus. The Sun, along with the majority of the stars seeable to the bare oculus, are chief sequence stars. A star arrives on the chief sequence after it starts H combustion in its nucleus and remains there throughout its core-hydrogen-fusion stage. A star s place and length of stay on the chief sequence depend critically on mass. The most monolithic stars the hot, bluish-white O stars and B stars occur to the upper left and have main-sequence life-times of merely a few million or 10s of 1000000s if old ages. The least monolithic, hydrogen-burning stars, the ruddy midget, sit to the lower right and may stay on the chief sequence for 100s of one mi llion millions of old ages. With the exclusion of hypergiants, the brightest, largest sort of star. Supergiants have brightnesss of 10,000 to 100,000 solar brightnesss and radii of 20 to several hundred solar radii ( about the size of Jupiter s orbit ) . The two commonest types are ruddy supergiants, exemplified by Betelgeuse and Antares, and bluish supergiants, exemplified by Rigel. When a star of at least 15 solar multitudes exhausts the H in its nucleus, it foremost swells to go a ruddy giant. But when it reaches the phase of helium-to-carbon combustion, by the triple-alpha procedure, it expands to an even larger volume. This much brighter, but still reddened star is a ruddy supergiant. Through a vigorous leading air current, ruddy supergiants steadily lose their drawn-out ambiances and turn into smaller but much hotter bluish supergiants. A bluish supergiant may so develop a fresh distended envelope and revert to the ruddy supergiant stage. Both types, ruddy and bluish, can detonate as supernovae. This came as something of a surprise to uranologists, since leading development theory had long taught that supernovae ever come from the ruddy assortment. However, the great Supernova 1987A was found to hold had a bluish supergiant precursor. Supergiants are among the most monolithic stars. In the Hertzsprung-Russell diagram they occupy the top part of the diagram.

Saks Fifth Avenue vs. Neiman Marcus - A Detailed Company Analysis Using Balance Sheets and Income Statements

Saks Fifth Avenue vs. Neiman Marcus - A Detailed Company Analysis Using Balance Sheets and Income Statements I am writing to analyse the company's current balance sheet and income statement. Particularly, I will critique on the company's results, compare it to past years, compare it to competitors, and make recommendations on how to improve its financial position.Neiman Marcus department stores offer luxurious and high-quality men's and women's apparel and accessories. The Neiman Marcus Group operates 35 stores in nearly 20 states. The 2004 net income was an impressive $204 million and revenue was $3.5 billion. More importantly, their gross profit was $1.2 billion. Their net income is approximately 5.8% (compared to total revenue) and 1.7% (compared to their gross profit). This may seem little, but when a company revenues such a large amount, a small percentage net income is a very large amount, as exemplified. Comparing it with their largest competition - Off Fifth Saks Avenue (Saks) - Neiman Marcus earns 5 times their competition's income.English: Neiman Marcus flagship store, Dallas, Tex ...The profit figure is very adequate.Neiman Marcus' income statement shows their fiscal period ends in July. The total revenue was $3.5 billion but their cost of revenue was $2.3 billion. This is 66% of their revenue. This is significantly high, but again, to increase revenue comes with expenses. After calculations, the total expenses were approximately $1 billion. On the given income statement (attached) they show mostly taxation and interest expenses. These expenses cannot be commented on because they are standard, as directed by the government. However, we are given the "selling general and administrative expense", which was $875 million. These are associated with payrolls and running the company. These expenses are 71.5% of the company's gross profit. These expenses are high and should be lowered; but in comparison to their competition, it is 10% lower.There is always room for improvement and by lowering expenses, one can...

Tuner Laboratory Essay Example | Topics and Well Written Essays - 1500 words

Tuner Laboratory - Essay Example This kind of a stub causes a removal of harmonics from a given signal, more specifically at the circuit’s output, while giving some allowance to the fundamental flow. After schematic construction of this entire set-up, the stub’s length will be tuned until the desired response of around 5 GHz is attained. It hence establishes a clear understanding of the ultimate concept of the applicability of fibre optic transmission. The main practical application of this tuner circuit is on the AM and FM radios that typically works through the aspect of incorporation of high frequency signal as well as modulation of its amplitude, hence leading to the establishment of Amplitude Modulation as a key acronym. There are some of the radio antennas that operate over the audio spectrum of between 20 Hz and 20 KHz, from an extremely lower frequency communications that are often utilized in submarines. Based on this fact, each and every individual who shall be listening and transmitting woul d have the ability of hearing what other individuals were saying. Thus, there would not be a much clearer means of signal separation. These two major signals are often remarkably close within the frequency range, but are also still under clear separate ends hence allowing for efficient separation a given radio or any other applicable device. In the tuner circuit, wire connections are often insulated so as to prevent any form of accidental energy coupling into many other things. It tends to consist of almost two layers mainly because of some integral reasons. There exists both the outer and the inner layers. The cladding, which is usually taken to mean the outer layer, has a little lower index as compared to the core or the inner layer. In this manner, the light is hence allowed to constantly bounce to and fro without any form of relying on the fibre’s outer interface. The entire variation in the refractive index between the core and cladding often works towards

Who or what influenced you to apply to Syracuse University Personal Statement

Who or what influenced you to apply to Syracuse University - Personal Statement Example It is famous for its entrepreneurial approach and modern education compliant to new theories and last but not the least, for its magnificent structure. I would strive to study in an environment such as this, which facilitates my strengths and pushes me forward in a particular direction. This connection between strength and direction allows one to make discoveries and renovations. I believe I have all the qualities of a student who studies in Syracuse University. I am an ambitious and committed person keen on becoming a persistent intellectual. It is also in my knowledge that this university has a tremendous scholarship program, which gives it a unique historical sense. It offers support services, which shows that it is constantly working towards a healthier campus community. I am looking forward to become a part of this group and work together to make a