What Does Essay Topics for Ielts with Answers Mean?

What Does Essay Topics for Ielts with Answers Mean? Make sure that each section is related with the upcoming section and the key ideas have to flow smoothly. Some individuals have asked me if words like the are counted only once no matter how many times they're used. You've got to determine how to handle your time in the very first place by dividing the time accordingly. What a lovely soul that man had once I began chatting with him, and I may haven't had the occasion to see it if it was not for the time that I chose to give him that day when organizing his closet. You will chance to be not happy having the specific aid. TECHNOLOGY The web has transformed the way information is shared and consumed, but additionally, it has created problems which did not exist before. There's no connection with the present, thus we use the very simple past. More research should be done before deciding upon a specific supplier. Luckily, there are lots of alternatives accessible for students who want to get assistance with their essay writing. Some folks claim that students should concentrate on the subjects they are interested or in best at, while some think that should learn all school subjects. My poor students would be quite so overwhelmed they'd wind up quitting. In some countries students who don't behave are requested to leave the school permanently. The variety of technology available for individuals will raise the gap between the wealthy and poor. Thus the countries' government should offer various wellness teaching and wellness programs for their town to educate their people and so help them to get a better mindset about wellness. Oil and coal are the primary sources of energy in many nations. As you prepare for the IELTS exam, you ought to be working to construct your vocabulary for a selection of topics. The IELTS examination was made to test your capacity to communicate in English, so finally you can't score nicely with no massive quantity of Eng lish. It's normal to fail IELTS many times. Essay Topics for Ielts with Answers - the Story Perform how good you're in communicating. Make sure that you do not repeat your ideas here. In Speaking, don't attempt to provide a prepared speech, or chat about a different topic from the one you're requested to discuss. All the suggestions and thoughts ought to be related to the topic. You don't want the reader to believe that they are missing something when they finish reading what you've written. Additionally, it's a fantastic concept to provide some minutes in the limit to rate your language and also be sure to possess never produced any errors. No one would like to leave an article which they are reading with questions unanswered. It's wise that you go for a persuasive language as a way to communicate with the reader since it's an amazing convincing tool. The Battle Over Essay Topics for Ielts with Answers and How to Win It Follow our simple strategies and remember the so le thing that may force you to produce bad writing is worrying too much! Nowadays people reside in a society where consumer goods are comparatively cheaper to purchase. Last words of advice here is that you also have to read about the other religions in order to find a better mastery of the term religion. Other folks say that individuals ought to be permitted to work for as long as they are able and wish to. For example, if you're bad at reading, make sure that you work hard to develop into a better reader. If there is just one principal insight, it's fine to only have one paragraph here. If you're writing an opinion essay, make sure that you can determine either side of the problem. Expository composing's major objective is going to be to explain. So, essay writing is actually a challenging job to handle if you don't follow the most suitable plan. In the conclusion, the thesis does not need to be stated directly, but if you compose an essay you need to be certain that the reader remembers the crucial points. This portion of your essay should indulge the readers in an attempt to kick the composition off perfect. Ultimately, writing a brief essay will enable you to return and resolve any errors you have made.

Workshop 8 Questions - 1211 Words

300585 - Systems Analysis Design Workshop 8 Workshops will run to cover the practical aspects of the topic each week with two workshop case studies that runs across the whole semester and some other examples time to time. The workshop runs in two parts ï‚ · ï‚ · Workshop slides Workshop questions o This document contains two parts o Part A contains two case studies and questions that are to be done in workshop with the help of tutor (to be done in Group of 2 students). Task 1 of this part would always refer to Willow brook Case study and rest of the tasks may relate to a continuous (UWS Transport Management System) or some additional case studies o Part B contains questions and tasks related to case studies that individual students need to†¦show more content†¦The entities are account, customer and transaction The customer: †¢ has a name and customer id (the primary key) †¢ can have one and only one account linked The account: †¢ has a balance †¢ can have zero or more transactions The transaction: †¢ has an amount and a date †¢ can involve only one account Question Create an ERD for the UWS Transport Management information system with relationships and cardinalities Part B: Portfolio exercises to be included in Portfolio submissions Please note that Task1 of Part B is a continuing case study Task 1 On the Spot Courier Services As On the Spot Courier Services continues to grow, Bill discovers that he can provide much better services to his customers if he utilizes some of the technology that is currently available. Bill is now thinking his process flow for his same day delivery system and how it is tracked. The following is his explanation: This involves use of an RFID device known as sapphire to scan bar code of each shipment at customer site and thereafter download the data stored in the sapphire to the computer server in the office. Consequently, the various means of checking the status of shipment includes web based tracking using a unique bill number and use of mobile SMS where a customer sends an SMS to a particular telephone number and the details of the shipment sent as a reply after few minutes. TelephoneShow MoreRelatedThe Benefits Of Networking In Marketing960 Words   |  4 PagesThe interactive workshop will also be marketed as a networking opportunity for managers and leaders to exchange contacts and ideas for future business deals. Networking is a great way to incentivize participation in a workshop with external candidates. 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Cigarette Products in Asian Countries

Question: Discuss about the Cigarette Products in Asian Countries. Answer: Introduction: In this case it is identified that company has been facing ethical issues in its marketing strategy for introducing new cigarette products in Asian countries. It is observed by analyzing facts and figure of this case that top management and marketing manager both are in contradiction position for preparing packaging of products. In this question adamantine study has been prepared on the introduction of cigarettes in Asian market. There are various answers given below which satisfy all the asked sub questions in given manner. Health warning in some Asian countries is optional and in some countries it is mandatory. Ideally major stakeholders in the debate on the health warning on cigarette packs are manufactures, governments, employees, consumers, pharmaceutical companies, medical profession and other persons whosoever have direct and indirect connotation with the business functioning Big business tobacco or anyone who is impacted by or could impact upon from the cigarette selling of Big business tobacco. However, in this debate the main impact on this debate would be considered from the government policies prepared in Asian countries. Moreover, in order to keep products more standardized Top management should include tis warning on the cigarette packages. It would eventually results into more ethical business process for Big business tobacco. Therefore it would be said that government and clients in the countries in which cigarette products are sold are the main stakeholders for the organization. All the marketing strategy and customization of products should be dependent upon their choice of action and policies framed in particulars countries (Thomas Bond, 2012). In the given question it is observed that management department of Big business tobacco is facing problem regarding whether to include health warning on cigarette packages or not. Tobacco industry is very unethical industry as the products offered by this industry has long term bad effects on human bodies. However, in some of Asian counties as per their government policies it is mandatory to add on this warning on cigarette packages and in some of countries it is not required to put this warning on packages. However, company not depicting health warning may result into loss of huge potential market share. In addition, there is other thought that if company complies with the health warning policies in all of Asian countries then it will result into creation of effective brand image. Therefore it is observed that company should comply with the health warning issue policies in all the countries for the sake of ethical business practice. It would result into creation of effective bran im age and will help organization to discharge its corporate social responsibilities to the extent (Gore, 2015). Other ethical issues Big business tobacco is offering unethical products e.g. cigarette and other tobacco products which affect the human body and they are addictive, dangerous and cause environmental damage very drastically. Top management of company is considering earning profit and increment in its market share and does not have any concern regarding the human health and ethical issues. Advertisement strategy which is considering by Big business tobacco is not ethical and misleading about cigarette (Lancet, 2012). Merry bender the marketing manager of Big business tobacco has been opposing the health detrimental warning. If I were to be Randall hedges then I would comply with all the advertisement policies and program to increase the brand image of the organization. However, including this heath warning will not only increase the ethical business practice of Big business tobacco but also it will help to increase the market share of cigarette products in Asian market. It is observed that including health warning is in trend especially in tobacco products and increase the genuinely of the cigarette products in Asian market segments. Therefore being in the position of Randall Hedges I would showcase all the pros and cons of this marketing strategies to Mary Bender. It will help top management to identify how having ethical marketing strategy will increase the brand image of organization. Moreover company should indulge in making complete level of disclosure of cause and effects of cigarette on hu man body. Now as per my own view Big business tobacco should add on health warning in its products to increase the ethical business practice. This industry is highly accompanied with the unethical business functioning and providing detrimental effects on human body (Laverty, et. al., 2014). Reference Gore, J. (2015), "Ethical Issues",AJN, American Journal of Nursing,vol. 115, no. 3, pp. 13-13. Lancet, T. (2012), "Tobacco industry versus tobacco control",Lancet (London, England),vol. 379, no. 9830, pp. 1924. Laverty, A.A., Watt, H.C., Arnott, D. Hopkinson, N.S. (2014), "Standardised packaging and tobacco-industry-funded research",Lancet (London, England),vol. 383, no. 9926, pp. 1384 Thomas, D.P. Bond, L. (2012), "The tobacco industry and Aboriginal and Torres Strait Islander people".

Reflection Upon Ebl and Ipl Essay Example

Reflection Upon Ebl and Ipl Essay Reflection on the experience of EBL and IPL, including discussion of group processes and my own personal contribution. Within term A of year one I have been introduced to the concepts of Evidence based and Inter-professional learning. These methods of learning are central to the work of a qualified nurse. One of the essential skills of Nursing is self awareness. Burnard 1992:25 tells us that self awareness is â€Å"the continuous and evolving process of getting to know who you are†. This practice is promoted by the interaction required when working in groups. I have found this to be one of the key concepts I have taken from the first term. Tuckman describes the five stages of group processes as forming, storming, norming, performing, and the latterly added adjourning. Having read Tuckman’s theory, I can recognise his theories in the experience I have undergone in EBL in particular. This may have been because IPL commenced after the initial stages of EBL had already occurred, and as such I recognised the same stages as I had already experienced in EBL, meaning that these were not such a learning curve in the latterly formed IPL group. We will write a custom essay sample on Reflection Upon Ebl and Ipl specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Reflection Upon Ebl and Ipl specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Reflection Upon Ebl and Ipl specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Tuckman’s first stage of ‘Forming’ refers to the period directly following the creation of the group, in which the individuals are becoming acclimatised to the boundaries within the group, both on a professional and interpersonal basis, forming and testing relationships. This was an interesting stage within our EBL group formation as it almost regressed us back to our school days, the assigned group leader – or facilitator assuming the role of the teacher, the group choosing specific seats, and returning to these same seats for each meeting; politely raising hands in order to make a point to the group. At this stage the individual may be acutely self aware, in a way which limits their participation in the group, or lacking any self awareness in a way which potentially damages the aim of the group, distracts, and delays progress. Certainly I could identify both of these behaviours within my own EBL group. The second stage identified by Tuckman is that of ‘Storming’. This is conflict stemming from inter-personal issues that produces a resistance to group influence and requirements. I believe that this stage was certainly evident within EBL, and occurred very quickly. Personally I experienced agitation at the behaviour of others within the group who I felt were jeopardising our learning and progress by not producing work as required, while at the same time appearing non constructively critical of the opinions of others who were providing a full contribution to the group. I am aware that my own agitation at the behaviour of those I felt were jeopardising the aim of the group in turn probably contributed to the ‘Storming’ phase of the group, yet found this difficult to deal with. Perhaps I judged others in the group using my own values or ideology – that I had entered into this group to study Nursing and was extremely anxious to use this time in the most effective way to learn and share learning. Perhaps the very fact that we had entered this group through choice rather than instruction, and the nature of the career the group as a whole wished to pursue made it difficult to understand those that were not as focused on their studies. Interestingly, I am not sure whether the group as a whole emerged from the ‘Storming’ Phase of EBL. Certainly the group progressed and matured from the initial weeks, yet I am not sure whether this was as a whole, or rather with the acceptance that some group members would not make a valid contribution to the group and that the remainder would have to make up for this potential deficit in learning. As such, perhaps the group entered its ‘Norming’ stage without completely overcoming the storming stage, or becoming complicit to the shared set of values drawn up and agreed in the forming stage. Norming within this EBL group was the progression to accomplishing tasks with less involvement from the facilitator, and less internal group argument and criticism. The fourth stage outlined by Tuckman is that of Performing. The group should be highly skilled and working as a tight unit, requiring no input from a leader or facilitator. I certainly do not feel that our EBL group attained this level, yet interestingly I feel it was attained by our IPL group from the second meeting. Perhaps this is due to the fact that within IPL we have the added element of respecting each other’s professions, and the requirement to trust what we are told by other group members as we have not undergone the same experience or learning. Within EBL, as a group of student Nurses from the same cohort, there is an understanding that we have all experienced the same level of teaching thus far in our course and that we should all be capable to the same basic level. Unfortunately this did not seem to translate itself to our BL, where our very different opinions and understandings of what we were required to do both within our learning group and research means that while we were able to agree on learning outcomes and complete the research each week, we certainly required guidance from our facilitator, and there was a very apparent acceptance that some individuals did not participate in a satisfactory manner, and would continue to disrupt the group and its purpose. Perhaps the fact that our EBL group did not successfully complete the four stages of Forming, Storming, Norming and Performing, gave me a slightly different outlook upon the fifth latterly added stage of adjourning. Adjourning is also referred to as the mourning period. A period Tuckman tells us we should prepare for from the formation of the group. Tuckman tells us this can be a stressful period, especially where unplanned. We were made aware from the initial group formation that the process would only be five weeks in length, however rather than holding this knowledge to use as acceptance once the group dissolved, I found myself and others in the group referring to it often to get us through the difficult and seemingly endless storming phase our group produced. Knowing that the group would adjourn helped me greatly in accepting the behaviour of others that I do not find appropriate or otherwise tolerable. I have found the entire process of EBL extremely useful if not always enjoyable. It has been interesting in that we drew up our shared values and acceptable behaviour on the very first meeting at the suggestion of our facilitator – something I have never done when involved in group work previously, yet this group turned out to be perhaps the least successful group I have been involved in, not abiding by the shared values set out at the point of creation, and storming throughout the entire process, at times jeopardising the very purpose of the group’s creation. Burnard, Philip. | Title    | Know yourself! :  self-awareness activities for nurses and other health professionals /  Philip Burnard. | Publisher    | London :  Whurr,  1997 |

Building a Complete School Retention Form

Building a Complete School Retention Form Student retention is always highly debated. There are clear-cut pros and cons that teachers and parents must take into consideration when making such an important decision. Teachers and parents should work together to come up with a consensus as to whether or not retention is the right decision for a particular student. Retention will not work for every student.   You must have strong parental support and an individualized academic plan that promotes an alternative to how that student is taught as compared to previous years. Each retention decision should be made on an individual basis. No two students are alike, thus retention must be examined taking into account the strengths and weaknesses of each individual student.   Teachers and parents must examine a wide array of factors before deciding whether or not retention is the right decision.   Once a retention decision has been made, it is important to explore how the students individual needs are going to be met at a deeper level than before. If the decision is made to retain, it is important that you adhere to all guidelines laid out in the districts retention policy. If you have a retention policy, it is equally important that you have a retention form that gives a brief description of the reasons the teacher believes the student should be retained. The form should also provide a place for to sign and then either agree or disagree with the teachers placement decision. The retention form should summarize placement concerns. However, teachers are strongly encouraged to add additional documentation to support their decision including work samples, test scores, teacher notes, etc. Sample Retention Form The primary goal of Any Where Public Schools is to educate and prepare our students for a brighter tomorrow. We know that each child develops physically, mentally, emotionally, and socially at an individual rate. Additionally, not all children will complete twelve grades levels of work according to the same pace and at the same time. Grade level placement will be based on the child’s maturity (emotional, social, mental and physical), chronological age, school attendance, effort, and marks achieved. Standardized testing results can be used as one means of the judging process. The grade marks earned, direct observations made by the teacher, and academic progress made by the student throughout the year shall reflect the probable assignment for the coming year. Students Name _____________________________ Date of Birth _____/_____/_____ Age _____ _____________________ (Student Name) is recommended to be placed in __________ (Grade) for the _________________ school year. Conference Date ___________________________________ Reason(s) for Recommendation of Placement by Teacher: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ Outline of Strategic Plan for Addressing Deficiencies During Retention Year: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____ See attachment for additional information _____ I accept the placement of my child. _____ I do not accept the school’s placement of my child. I understand that I may appeal this decision by complying with the school district’s appeal process. Parent Signature____________________________ Date ______________ Teacher Signature __________________________ Date ______________

Cómo Declarar la Pérdida de Pasaporte con Visa Americana

Cà ³mo Declarar la Pà ©rdida de Pasaporte con Visa Americana Si usted ha perdido su pasaporte con una visa americana, debe actuar rpidamente para evitarse problemas futuros y no perder su visado. Tenga en cuenta que si usted extravà ­o su documento o le fue robado puede que otra persona lo està © intentando usar para entrar a Estados Unidos (suplantacià ³n de identidad). Reportar la Pà ©rdida Fuera de Estados Unidos: Apenas se de cuenta de la pà ©rdida o robo escriba un correo electrà ³nico al consulado correspondiente siguiendo estas formulas: ciudad del consuladovisasstate.gov o ciudaddelconsuladonivstate.gov Asà ­, para el consulado en Lima el correo serà ­a: limavisasstate.gov o limanivstate.gov. En el asunto del correo escribir: â€Å"Lost† para el caso de visas extraviadas y â€Å"Stolen† para el de robadas y en el cuerpo del correo aà ±adir: Nombre completo del titular de la visa, tal y como aparece en el pasaporte extraviado o robado.Nà ºmero de pasaporte, si se tiene.Fecha en la que se produjo la pà ©rdida o el robo.Nà ºmero de telà ©fono de contacto.Si hay un reporte policial, incluirlo en la comunicacià ³n. Informacià ³n detallada de lo sucedido. Una vez reportado el robo o pà ©rdida la visa ser cancelada y ya no se podr viajar con ella. Reportar la Pà ©rdida Dentro de Estados Unidos: Apenas se de cuenta de la pà ©rdida o robo usted deber: Acudir a la policà ­a y reportar el robo o extravà ­o.Conseguir una copia del reporte policial.Conseguir una copia   del I-94 que indica hasta cuando puede estar usted en Estados Unidos.Contactar con la embajada o consulado del paà ­s de origen y conseguir un nuevo pasaporte o documento que le permita salir de Estados Unidos y entrar a su paà ­s de origen. Reportar el robo o el extravà ­o de la visa a la embajada o al consulado que la emitià ³, siguiendo las instrucciones seà ±aladas arriba para casos de pà ©rdida fuera de Estados Unidos. Si su pasaporte extraviado tiene una visa de turismo B1/B2 vigente usted puede pedir una renovacià ³n de la misma siguiendo los mismos pasos de aplicacià ³n de la visa original. Aquà ­ encuentra un listado de las direcciones oficiales de los consulados en la pgina oficial del gobierno e informacià ³n adicional de cà ³mo reportar  el robo o perdida. Consejos Para Conservar la Visa Americana Una vez recuperada su visa revise la siguiente informacià ³n para conservarla sin problemas: Las 10 situaciones que le pueden traer problemas con su visa.La frecuencia con la que puede  ingresar a Estados Unidos.Consecuencias de estadà ­as ms largas que las permitidas. Informacià ³n en forma de   test sobre visas. Este artà ­culo es meramente informativo y no pretende ser asesorà ­a legal.

Russian Space Exploration Research Proposal Example | Topics and Well Written Essays - 2500 words

Russian Space Exploration - Research Proposal Example Economic difficulties have caused problems for Russian space exploration efforts but commercialization has met with success and the space program still captures the imagination of the vast majority of the people of Russia. This essay presents a discussion about Russian space exploration efforts and questions if humanity can join in its efforts for the conquest of space to make the best of that which is available. Man has had an interest in space since time immemorial but the dream of space travel could only be satisfied when advances in rocket technology could make this dream possible (RussianSpaceWeb. com, â€Å"Pre-20th Century Developments†). Russia had established a rocket production plant as early as 1861 and Nikolai Ivanovich Kibalchich (1854 - 1881), a revolutionary who was to hang for his involvement in the assassination of Emperor Alexander II, had proposed the idea of slowly burning explosives as being useful for aeronautical applications. Thus, interest in space exploration had been present in Russia before the twentieth century but the practical realization of dreams could only be fulfilled because of advances in physics, chemistry and aeronautics, which were supported by economic development. Russia’s space exploration program was to receive a boost from efforts made in Germany to design long-range rockets during the Second World War (Harvey, â€Å"Russian Planetary Space Exploration† pp. 17 – 35). On May 4, 1945, Russian troops had occupied the German rocket research center at Peenemà ¼nde and this led to efforts directed towards improving on German rocket technology and incorporating the results in Russian technology (Chertok, pp. 1 – 15). Later, in 1950, a team led by Sergei Korolev was to study a multistage version of the R-3 rocket that was capable of launching a satellite into space and this was a departure from German efforts. However, Russian

Reflection of my profit and ethics coursework Essay

Reflection of my profit and ethics coursework - Essay Example As the a starting point, the module topic on learning styles gave me an understanding of my personal learning style and technique. Before undertaking the module, I was not aware that each person possessed different learning styles. However, the topic on learning styles helped me to identify my dominant style of learning. To this end, I identified linguistic, logical, interpersonal and intrapersonal learning styles as my core strengths. In effect, these learning styles proved essential in my profit and ethics coursework. Foremost, the profit, and ethics coursework was a controversial module that sought to establish the efficacy of business and corporate social responsibility co-existing in harmony. Bearing this in mind, I discovered that my understanding of the topic would require an inquisitive interpersonal learning style with my course mates. Particularly when discussing the proponent and opponents of ethical responsibility of business, the sentiments advanced by my colleagues were hepful in the to synthesis and formulation of a personal premise on the issue. Evidently, the profit and ethics assignment entailed a research on whether the goal of profit and ethics can co-exist in a business. This assignment was in reflection to the ongoing dispute between UK dairy farmers with the processors and large chain supermarkets over fair pricing. Consequently, I was able to tap in on the intrapersonal learning style through personal research on articles that presented both sides of the issue from the dairy farmers, milk processors and supermarkets perspectives. After a thorough and analytical understanding of the issue, I commenced to present my premise for the case for ethical responsibility through fair pricing by the milk processors and supermarkets. Consequently, I incorporated the logical learning style based on evidence and intellectual reasoning. Throughout the text, my logical reasoning was based on the precinct that ethical responsibility

Flemings and Walloons Essay Example for Free

Flemings and Walloons Essay Flemings and Walloons In the 19th and 20th centuries, Flemings and Walloons were divided by political and economic tensions, but the most outstanding source of division was social differences. The Flemings and Walloons went head-to-head because of the divergence in their culture and ultimately, the way they lived their day-to-day lives. Both of these groups wanted the country of Belgium to be run in their favor, but with that would come a clash of cultures. The first controversy between the Flemings and Walloons was political tension. After the Belgian Revolution in 1830, the new nation of Belgium had to come to terms in context of political leaders, but the dispute between the Flemings and Walloons was so strong that no political settlement could be officiated. In Document 2, an American diplomat speaks about the history of Flemings and Walloons, stating that Walloons are impatient politicians and deny tradition, while Flemings feel strong nationality and are better contenders to run the government. This document is supported by Document 4, where a Brussels-based newspaper claims that Walloon control the north, but resist monarchial power, while Flemings are ardent supporters. In Document 8, a French observer discuses the struggle for political power between the Flemings and Walloons, stating that the Catholic Flemings lead a politically dominant party and their leadership demands must be met over those of the Walloon politicians. Through years of battling, Walloons and Flemings still found their selves butting heads in the political arena, but still, all of that fighting came down to one issue: language. Another controversy that arose was economic competition. The potato famine had reached Belgium by the 1840s, straining the economy and there was a struggle of who would come out on top. In Document 4, a Brussels-based newspaper explains the Walloons in the north, stating that they are prominent in the economy and the Flemings resent their occupation. In Document 7, a Political leader speaks about improvement in the Flemish region, saying that they are under a system of economic exploitation that causes suffering within the Flemish community. In Document 9, a government publication assesses the differences in the economy of the Flemings and Walloons. The Flemish regions remain agricultural and commercial and in Wallonia manufacturers produce textiles and metallurgy, so there is a complete diversion in working economical paths because they run in completely different ways. The hard line of division that separated the Flemish and the Walloons still came down to their refusal to produce together, let alone work together. The last and most dominant controversy between the Flemings and Walloons was social tension. With nationalism on the rise, the Flemings and Walloons were completely divided by their languages: who would be the receiver of national pride? In Document 1, it is made clear that there is a distinct line of separation between the north (Flemish country) and south (Wallonia). In Document 5, a Flemish pamphlet states that there is a bilingual disputation in Belgium and Walloons are trying to invade Belgium with French language, which should be considered absurd while Flemish culture is traditional and the language must be recognized by all Belgians. In Document 6, a French diplomatic observer discusses the differences between Flemish and Walloon thought, saying that while they do spend much time debating in the political setting, that in the end, all of the tension and dispute comes down to the factor of language. In Document 10, a Belgian political leader says that the language issue dares to move even farther that just a matter of being a Dutch speaker or a French speaker, he says that the Flemish culture and history as a whole fights for a real equality of language and culture and that all problems between the Flemings and Walloons stem from their differences in language. In Document 10, a Flemish publicist demands nothing but equal rights, saying that the problems between the Flemings and Walloons are not confined to small areas anymore, but the whole country is in dispute. Lastly, Document 12, taken from a London paper, says that the problems between the Walloons and Flemings are caused by pure jealousy and while they consider themselves better than the other, all are equal, but only they can figure that out. The relationship between the Flemings and Walloons throughout the 19th and early 20th century was a very strained one. While nationalism was rising, the groups kept fighting because of political, economical, and most of all social differences.

Free College Admissions Essays: High School Reunion :: College Admissions Essays

College Admissions: What will you be like at your high school reunion? Â   An automobile, a vibrant yellow sport scar, pulls up to the front of the school. Its mirrored windows reflect the faces of a large crowd, waiting breathlessly for the car door to open. A man steps out of the driver's side, dressed in a formal suit, with the roguish appeal and smile of James Bond, the famous 007 agent. He walks around the front of the car and helps his date get out. The two of them stride hand in hand towards the school as flashes go off and people point at them. As the beautiful couple enters the building, an old station wagon chugs its way through the parking lot. I get out, wearing a jacket and tie, and run toward the school. My hair is disheveled, and my socks are mismatched. I am running late because I had started reading a good book earlier that evening and lost track of time. Â   I reach the front doors of the school, and glance at the glass reflection. A thin, slightly balding man stares back at me through black-framed glasses. He is wearing a corny tie, which is a little too small, and a belt, cinched up tight. He pats down his hair, smiles, and a little glint of suppressed laughter appears in his eye. Happy with the world, I open the glass paned door and enter. Â   I catch sight of some of my friends, grouped in a circle, each sharing the story of where they had been since graduation. I step right in and listen in on the trials of the Bar Exam, the little things a wife can do to annoy you, and a chance encounter with the President, before she had become President. My turn comes, and I begin my story. Â   I had gone to college, as most of my friends had, but I stayed longer than I originally planned. The company that hired me for my first Co-op was so impressed, that they offered me a job right then. I loved it there, helping to design new products for people, and I loved the challenge of working on many projects at once, but I loved school more. I arranged to Co-op with them each year while I worked my way up to a masters in Mechanical Engineering. Free College Admissions Essays: High School Reunion :: College Admissions Essays College Admissions: What will you be like at your high school reunion? Â   An automobile, a vibrant yellow sport scar, pulls up to the front of the school. Its mirrored windows reflect the faces of a large crowd, waiting breathlessly for the car door to open. A man steps out of the driver's side, dressed in a formal suit, with the roguish appeal and smile of James Bond, the famous 007 agent. He walks around the front of the car and helps his date get out. The two of them stride hand in hand towards the school as flashes go off and people point at them. As the beautiful couple enters the building, an old station wagon chugs its way through the parking lot. I get out, wearing a jacket and tie, and run toward the school. My hair is disheveled, and my socks are mismatched. I am running late because I had started reading a good book earlier that evening and lost track of time. Â   I reach the front doors of the school, and glance at the glass reflection. A thin, slightly balding man stares back at me through black-framed glasses. He is wearing a corny tie, which is a little too small, and a belt, cinched up tight. He pats down his hair, smiles, and a little glint of suppressed laughter appears in his eye. Happy with the world, I open the glass paned door and enter. Â   I catch sight of some of my friends, grouped in a circle, each sharing the story of where they had been since graduation. I step right in and listen in on the trials of the Bar Exam, the little things a wife can do to annoy you, and a chance encounter with the President, before she had become President. My turn comes, and I begin my story. Â   I had gone to college, as most of my friends had, but I stayed longer than I originally planned. The company that hired me for my first Co-op was so impressed, that they offered me a job right then. I loved it there, helping to design new products for people, and I loved the challenge of working on many projects at once, but I loved school more. I arranged to Co-op with them each year while I worked my way up to a masters in Mechanical Engineering.

Oral or written argument Essay

Given that the ideas can not be truly and completely explained by words, one have to recognize that every oral or written argument ever told or explained is inherently subjective. Therefore, every fact described by a human is an opinion, and every opinion is somehow a fact. Thusly, every word should be considered from two points of view: from the point of view of fact and from the point of view of opinion. This relates to the testimony before the court as well. Every judge should realize, that even the most honest person can interpret the facts wrongfully or simply mistake. Moreover, even the judge himself is not free from subjectivity, although the level of objectivity is one of the key factors determining his or her professionalism. Therefore, upon examination of the testimony, a judge has to consider it as one fact and witnesses’ probable level of subjectivity as another fact. At that it would be useful to classify the questions put before a witness during examination into two groups. Some of the questions are questions of fact (what’s happened? ), other questions are questions of opinion (do you think that? ). For sure, the second kind of questions includes a greater extent of subjectivity, although the first kind can not be recognized completely objective as well. In order to find out the truth, all the testimonies have to be reviewed in combination. Neither of the testimonies can be absolutely true and accurate. Only consideration of the testimonies and other proofs in the case would allow a judge to create a more or less straight story of the case. Question 2 As a judge, I have to answer several questions in order to determine whether a person with multiple personality disorder should witness or not. Firstly, I have to find out whether a person can witness at all. In order to do that I would call the experts to examine that persons’s mental condition and his or her state at the moment. In case the experts recognize, that the person is principally able to provide a valid testimony, I would further doubt his or her possible words and ask myself a second question: how critical the person’s testimony is for the case and how can it influence my view of the case. My decision can not be bases solely on the testimony of mentally infringed individual, yet his or her testimony may be usefull for clarification of some circumstances. I would rather rely on such witness to determine the facts, than in case I needed his or her opinion. In case I came to a conclusion, that I still need this witness, I would properly examine him or her in the presence of the experts who would observe the individual’s behavior during examination and inform me of possible deviations. Having completed the examination, I would consider how much do the words of the witness conform with other testimonies and proofs in the case. In case I would find no logical controversions, I would consider the words of such witness as a valid testimony. Yet I would keep in mind, that this testimony is provided by a doubdtful witness and critically evaluate this testimony. Works Cited: http://www. boogieonline. com/seeking/know/meaning. html

Non-reactive Techniques, Observation, and Experimentation

In research, the question, hypothesis, research design, data collection strategy, and data analysis procedures are rooted in previous literatures and identified before the project begins. Any changes in the proposed design while carrying out the research would be seen as weakening the validity of the research finding and, well, just bad research practice. An explanatory, also called classical experimental, design is seen as the most robust, since it follows procedures that meet the criteria for proving causality.It identifies independent and dependent variable, required random assignment of research subjects to experimental and a control group so that both groups are the same, describes procedures for manipulation of the dependent variable(s), and requires development of pretest and posttest instruments and time frames. If this design is implemented then threats to internal validity (proving causality) are removed.Descriptive designs address correlational relationships between indepe ndent and dependent variables, usually through large-scale surveys. Samples are preferably random (representative of the population being studied); however, these samples are not manipulated into control and experimental groups but are surveyed in their own settings using valid and reliable data collection instruments developed in advance of data collection. Such designs do not address threats to internal validity, but they are considered to have stronger external validity (generalizability of findings from the sample to the population of interest) than the explanatory design (Morris, 2006).The â€Å"Classical† Experimental DesignAll experimental designs are variations on the basic classical experimental design, which consists of two groups, an experimental and a control group, and two variables, an independent and a dependent variable. Units to be analyzed (e.g., subjects) are randomly assigned to each of the experimental and control groups. Units in the experimental group r eceive the independent variable (the treatment condition) that the investigator has manipulated. Contributors in the control group do not obtain the independent variable handling. Pretest and Posttest measures are taken on the independent variable(s), and the control group participants are measures at the same time as the experimental group, although no planned change or manipulation has taken place with regard to the independent variable in the control group.Researchers often use this design when they are interested in assessing change from the pretest to the posttest, as a result of a treatment or intervention. This design is also known as â€Å"pretest-posttest† or â€Å"before-after† design, to differentiate it from a posttest-only design in which one group receives a treatment, whereas the other group receives no treatment and serves as a control.The key difference in the posttest-only design is that neither group is pretested, nor only at the end of the study are both groups measured on the dependent variable. Some researchers favor this latter design over the classic two-group pre- and posttest approach because they are concerned that the pretest measures will sensitize participants or that a learning effect might take place that influences individuals’ performance on the posttest (Babbie, 2005).Ascertaining Causality between VariablesResearchers challenge to establish cause-and-effect associations linking independent and dependent variables by experimental studies.An experiment characterizes a set of processes to decide the fundamental nature of the causal association linking independent and dependent variables. â€Å"Systematically changing the value of the independent variable and measuring the effect on the dependent variable characterizes experimentation†(Maxfield & Babbie, 2004). Sometimes, the experiment appraises the outcome of arrangements of independent variable comparative to one or more dependent variables. Not co nsidering the quantity of variables considered, and experiment’s crucial purpose challenges to methodically segregate the result of at least one independent variable connected to at least one dependent variable. Simply when this occurs can one choose which variable(s) truly clarifies the happening (Morris, 2006).To conclude causality, science necessitates that an alteration in the X-variable (independent, influenced variable) go before an adjustment in the Y-variable (dependent, variable predictable for change), with suitable deliberation for scheming other variables that may in reality root the relationship. Perceptive in causal aspects in associations among variables improves one’s perception about experimental data.Controlling all potential factors that influence those effects of the independent variable(s) on the dependent variable(s) requires considerable effort, knowledge about the main factors, and creativity (Lewis-Beck, Bryman, & Liao, 2004).ConclusionIn other words, the fact that a dependent variable and an independent variable are strongly associated cannot always be extended to a logical conclusion that it is the value of the independent variable that is causing the value of the dependent variable to be whatever it is.To achieve causality between variables, one must conduct an experimental study about these variables. Oftentimes, investigational outcome are not constant as they come out. Even though field studies supply purpose insight about probable causes for experiential phenomena, the need of full power innate in such study confines capability to deduce causality. Because neither dynamic treatment of the independent variable by the experimenter nor manage over probable overriding factors happen, no assurance survives that any experiential disparity in the dependent variable essentially resulted from difference in the independent variable (Maxfield & Babbie, 2004).References:Babbie, E. R. (2005). The Basics of Social Research. Belm ont, CA: Thomson Wadsworth.Lewis-Beck, M. S., Bryman, A., & Liao, T. F. (2004). The Sage Encyclopedia of Social Science Research Methods. New York: SAGE.Maxfield, M. G., & Babbie, E. R. (2004). Research Methods for Criminal Justice and Criminology. Belmont, CA: Thomson Wadsworth.Morris, T. (2006). Social Work Research Methods: Four Alternative Paradigms. New York: SAGE. Non-reactive techniques, observation, and experimentation In research, the question, hypothesis, research design, data collection strategy, and data analysis procedures are rooted in previous literatures and identified before the project begins. Any changes in the proposed design while carrying out the research would be seen as weakening the validity of the research finding and, well, just bad research practice. An explanatory, also called classical experimental, design is seen as the most robust, since it follows procedures that meet the criteria for proving causality. It identifies independent and dependent variable, required random assignment of research subjects to experimental and a control group so that both groups are the same, describes procedures for manipulation of the dependent variable(s), and requires development of pretest and posttest instruments and time frames. If this design is implemented then threats to internal validity (proving causality) are removed.Descriptive designs address correlational relationships between indep endent and dependent variables, usually through large-scale surveys. Samples are preferably random (representative of the population being studied); however, these samples are not manipulated into control and experimental groups but are surveyed in their own settings using valid and reliable data collection instruments developed in advance of data collection. Such designs do not address threats to internal validity, but they are considered to have stronger external validity (generalizability of findings from the sample to the population of interest) than the explanatory design (Morris, 2006).The â€Å"Classical† Experimental DesignAll experimental designs are variations on the basic classical experimental design, which consists of two groups, an experimental and a control group, and two variables, an independent and a dependent variable. Units to be analyzed (e.g., subjects) are randomly assigned to each of the experimental and control groups. Units in the experimental group receive the independent variable (the treatment condition) that the investigator has manipulated. Contributors in the control group do not obtain the independent variable handling. Pretest and Posttest measures are taken on the independent variable(s), and the control group participants are measures at the same time as the experimental group, although no planned change or manipulation has taken place with regard to the independent variable in the control group.Researchers often use this design when they are interested in assessing change from the pretest to the posttest, as a result of a treatment or intervention. This design is also known as â€Å"pretest-posttest† or â€Å"before-after† design, to differentiate it from a posttest-only design in which one group receives a treatment, whereas the other group receives no treatment and serves as a control. The key difference in the posttest-only design is that neither group is pretested, nor only at the end of the study a re both groups measured on the dependent variable. Some researchers favor this latter design over the classic two-group pre- and posttest approach because they are concerned that the pretest measures will sensitize participants or that a learning effect might take place that influences individuals’ performance on the posttest (Babbie, 2005).Ascertaining Causality between VariablesResearchers challenge to establish cause-and-effect associations linking independent and dependent variables by experimental studies.An experiment characterizes a set of processes to decide the fundamental nature of the causal association linking independent and dependent variables. â€Å"Systematically changing the value of the independent variable and measuring the effect on the dependent variable characterizes experimentation†(Maxfield & Babbie, 2004). Sometimes, the experiment appraises the outcome of arrangements of independent variable comparative to one or more dependent variables. Not considering the quantity of variables considered, and experiment’s crucial purpose challenges to methodically segregate the result of at least one independent variable connected to at least one dependent variable. Simply when this occurs can one choose which variable(s) truly clarifies the happening (Morris, 2006).To conclude causality, science necessitates that an alteration in the X-variable (independent, influenced variable) go before an adjustment in the Y-variable (dependent, variable predictable for change), with suitable deliberation for scheming other variables that may in reality root the relationship. Perceptive in causal aspects in associations among variables improves one’s perception about experimental data.Controlling all potential factors that influence those effects of the independent variable(s) on the dependent variable(s) requires considerable effort, knowledge about the main factors, and creativity (Lewis-Beck, Bryman, & Liao, 2004).ConclusionIn oth er words, the fact that a dependent variable and an independent variable are strongly associated cannot always be extended to a logical conclusion that it is the value of the independent variable that is causing the value of the dependent variable to be whatever it is.To achieve causality between variables, one must conduct an experimental study about these variables. Oftentimes, investigational outcome are not constant as they come out. Even though field studies supply purpose insight about probable causes for experiential phenomena, the need of full power innate in such study confines capability to deduce causality. Because neither dynamic treatment of the independent variable by the experimenter nor manage over probable overriding factors happen, no assurance survives that any experiential disparity in the dependent variable essentially resulted from difference in the independent variable (Maxfield & Babbie, 2004).References:Babbie, E. R. (2005). The Basics of Social Research. Be lmont, CA: Thomson Wadsworth.Lewis-Beck, M. S., Bryman, A., & Liao, T. F. (2004). The Sage Encyclopedia of Social Science Research Methods. New York: SAGE.Maxfield, M. G., & Babbie, E. R. (2004). Research Methods for Criminal Justice and Criminology. Belmont, CA: Thomson Wadsworth.Morris, T. (2006). Social Work Research Methods: Four Alternative Paradigms. New York: SAGE.

Free Essays on African American Entrepreneurship

African-American Entrepreneurship In a comparative light, there seems to be significant problems, or obstacles, for African American entrepreneurs. These problems are categorized by environmental factors, and issues related to capital. There is an effort to trace the development of African American entrepreneurship throughout American history, in the post reconstruction era to the present, in relationship to social conditions of discrimination. Uniquely, African American entrepreneurs are involved in the affirmation of a paradox of American ideology. African American entrepreneurs, in pursuit of the American dream, have been taught to stress individual success where what is needed is communal solidarity to foster access to the things that they have been categorically denied. A high concentration of African American entrepreneurs are focused in the service economy. Although these jobs provide viable service and profit for many individuals, they are not high-profit occupations. This accounts for an African American ent repreneurship without a high market share. The reasoning for this can partially be explained by the Great Migration, a period lasting from 1900-1930, in which millions of African Americans migrated from the south to northern cities. Upon arrival in the north, African Americans faced entrepreneurial opportunities and already established European communities. With the arrival of these masses of African Americans came radical changes in the moderate status of race relations in the north. In Cleveland, the influx of African Americans prompted white fears over residential encroachment and occupational competition, resulting in a sharp rise in racial tension and and increase in institutional discrimination. This caused a transformation in the services that already existing African American entrepreneurs were providing. The newly racialized environment now regulated African American businesses to servicing only African Americans... Free Essays on African American Entrepreneurship Free Essays on African American Entrepreneurship African-American Entrepreneurship In a comparative light, there seems to be significant problems, or obstacles, for African American entrepreneurs. These problems are categorized by environmental factors, and issues related to capital. There is an effort to trace the development of African American entrepreneurship throughout American history, in the post reconstruction era to the present, in relationship to social conditions of discrimination. Uniquely, African American entrepreneurs are involved in the affirmation of a paradox of American ideology. African American entrepreneurs, in pursuit of the American dream, have been taught to stress individual success where what is needed is communal solidarity to foster access to the things that they have been categorically denied. A high concentration of African American entrepreneurs are focused in the service economy. Although these jobs provide viable service and profit for many individuals, they are not high-profit occupations. This accounts for an African American ent repreneurship without a high market share. The reasoning for this can partially be explained by the Great Migration, a period lasting from 1900-1930, in which millions of African Americans migrated from the south to northern cities. Upon arrival in the north, African Americans faced entrepreneurial opportunities and already established European communities. With the arrival of these masses of African Americans came radical changes in the moderate status of race relations in the north. In Cleveland, the influx of African Americans prompted white fears over residential encroachment and occupational competition, resulting in a sharp rise in racial tension and and increase in institutional discrimination. This caused a transformation in the services that already existing African American entrepreneurs were providing. The newly racialized environment now regulated African American businesses to servicing only African Americans...

Abbreviations for Common Business Degrees

Abbreviations for Common Business Degrees Business degree abbreviations sometimes vary from school to school, but most educational institutions use a standard format. The problem is that there are a lot of different abbreviations- so many that it can be hard to figure out what they all stand for. It can also be confusing when two business degree abbreviations are very similar, such as the EMS (Executive Master of Science)  and EMSM (Executive Master of Science in Management). Bachelor Degrees Bachelor degrees are undergraduate degrees. The Bachelor of Arts (BA) degree has more of a broad focus on liberal arts, while the Bachelor of Science (BS) has more of a tightly focused curriculum. The most common business-related bachelor degrees include: BA: Bachelor of ArtsBBA: Bachelor of Business Administration  BPA: Bachelor of Public AdministrationBS: Bachelor of ScienceBSB: Bachelor of Science in BusinessBSBA: Bachelor of Science in Business AdministrationBSc CIS: Bachelor of Computer Information Systems ExecutiveDegrees In the business field, executive degree programs are commonly designed for  working business professionals who want to advance their knowledge in general business (business administration) or in a particular area of business such as public administration, management, or taxation. Although many students in executive degree programs are actual executives, not all students work in a supervisory capacity; some students simply have executive potential.  The most common executive degrees include: EMBA: Executive MBAEMIB: Executive Master if International BusinessEMPA: Executive Master of Public AdministrationEMS: Executive Master of ScienceEMSM: Executive Master of Science in ManagementEMSMOT: Executive Master of Science in Management of TechnologyEMST: Executive Master of Science in TaxationGEMBA: Global Executive Master of Business Administration Master's Degrees A masters degree is a graduate-level degree that is earned after completing undergraduate-level education. There are many specialized masters degrees in the business field. The most common include: IMBA: International MBAMAcc: Master of AccountancyMAIS: Master of Accounting and Information SystemsMBA: Master of Business Administration  MBE: Master of Business EducationMBI: Master of Business InformaticsMBS: Master of Business StudiesMFA: Master of Fine ArtsMHR: Master of Human ResourcesMHRM: Master of Human Resources ManagementMIA: Master of International AffairsMIAS: Master of International and Area StudiesMIB: Master of International BusinessMIM: Master of International ManagementMIS: Master of Information SystemsMISM: Master of Information Systems ManagementMMIS: Master of Management Information SystemsMMR: Master of Marketing ResearchMMS: Master of Management ScienceMNO: Master of Nonprofit OrganizationsMOD: Master of Science in Organizational DevelopmentMPA: Master of Public AdministrationMPAcc: Master of Professional AccountingMPIA: Master of Public and International AffairsMPL: Master of PlanningMPP: Master of Public PolicyMRED: Master of Real Estate DevelopmentMTAX: M aster of Taxation Master of Science Degrees Master of Science degrees, also known as MS degrees, are graduate-level degrees with a tightly focused track of study in a particular area such as accounting, finance, management, taxation, or real estate. The most common Master of Science degrees in the business field include: MSA: Master of Science in Accountancy (or Accounting)MSAIS: Master of Science in Accountancy Information SystemsMSAT: Master of Science in Accountancy, TaxationMSB: Master of Science in BusinessMSBA: Master of Science in Business AdministrationMSF: Master of Science in FinanceMSFA: Master of Science in Financial AnalysisMSFS: Master of Science in Foreign ServicesMSGFA: Master of Science in Global Financial AnalysisMSIB: Master of Science in International BusinessMSIM:  Master of Science in Industrial ManagementMSIS: Master of Science in Information SystemsMSITM: Master of Science in Information Technology ManagementMSM: Master of Science in ManagementMSMOT: Master of Science in Management of TechnologyMSOD: Master of Science in Organization DevelopmentMSRE: Master of Science in Real EstateMST: Master of Science in Taxation Exceptions to Standard Degree Abbreviations Although most business schools use the abbreviations above, there are some exceptions. For example, Harvard University follows the tradition of Latin degree names  for some of their undergraduate and graduate degrees, which means that the  degree abbreviations look backward compared to what many of us are used to seeing in the U.S. Here are a few examples: AB: This is the name for the Bachelor of Arts (BA) degree. AB stands for artium baccalaureus.SB:  This is the name for the Bachelor of Science (BS) degree.  SB stands for scientiae baccalaureus.AM: This is the equivalent of the Master of Arts (MA) degree. AM stands for artium magister.SM: This is the equivalent of the  Master of Science (MS) degree. SM stands for scientiae magister.

Poverty Research Paper Example | Topics and Well Written Essays - 1750 words

Poverty - Research Paper Example Half of the world makes up about 3 billion people. Fourteen percent live on only a dollar a day. While eighty percent, live on less then ten dollars a day. This leads to people being hungry, adults and children dying from hunger. Pregnant women give birth to underweight children because of malnutrition. This leads to the death of twenty five thousand people a day. Disease is the number one factor that surrounds the poor. Aids and HIV are the diseases that kill most of the people in the third world countries. At the time, 40 million people are living with Aids and HIV infectious diseases. These infectious diseases mostly occur in countries with very poor economic status. Malaria is also a leading disease in poor nations. These diseases are mostly in Africa. In nations with poor economic statues such as Africa, many may believe it is the actual fault of the Individuals living in these poor nations, but it is not. It is the fault of the nation, region and especially because of international neglect. Many have tried to create strategies to introduce global poverty and by introducing these problems, the world can have a part in helping these poor third world countries where many are dying because of neglect. The United Nations created these groups. These groups include UN Millennium Development group (UNMDG), the Basic Income European Network (BIEN) and the Basic income Guarantee (BIG). The goals of the UN Millennium Development Group (UNMDG) is to stop poverty, send every child to school to get an education, to decrease the rate of child birth, bring about equality, equal global trading system, and preventing the spread of infectious disease such as HIV and Aid which are causing many to die. In this case, people may have security to live with no fear, human rights to live as they wish and in this case the United Nations would be stronger then before and the world can be one, helping each other and looking

Is the USA Trying to Seek Control on China Research Paper - 1

Is the USA Trying to Seek Control on China - Research Paper Example Barack Obama has recently suggested that they are trying their best to pull out their manufacturing process from China in an attempt to dent their economy. Moving on, in the second statement made in this research paper, it is a known fact that china has been trying to influence markets outside Asia to come and invest in their country. USA has been trying to contain the influx of FDI from their country towards China in order to manage the currency of China. â€Å"US interest in Asia revolves around containing China and the growth of the SCO, and securing under its economic sphere of influence, the most populous region in the world. Asia is home to 4.14 billion people or 59 percent of the world’s population.† USA has been putting its efforts to further exercise control on the military might of the Chinese. The important factor here to note that is the fact that USA wants to build a strong far east base to counter any future attacks by China over the USA, since the Chinese missiles are capable of destroying the majority of the major cities of the USA. Moving onto the fourth point, the USA is seeking China as a major economic threat, which plans to control and maximize the potential available to them in order to take away all the major jobs from the citizens of the USA. The economy of the USA is at a current downfall, while the economy of China is on the rising. One of the primary reasons behind this is the fact that China is deploying majority of its jobs into fields, which are hurting the European, and the American consortium. Moving onto the next important aspect of the attempts made by the USA to curb the growth of China has been the attempts to immobilize the workers of China settled in the USA who are continuously sending in Foreign Direct Investment in their home country of China as a mark of improving the economy of China. It is imperative to understand that Chinese settled in abroad have the highest grossing number of FDI influx to their home country. USA’s retaliation to the same has been its attempts to devalue the currency of China, however, this has been happening at a very subtle pace.

FINAL PROJECT MUSIC HISTORY Essay Example | Topics and Well Written Essays - 750 words

FINAL PROJECT MUSIC HISTORY - Essay Example At a tender age of 6, I kept a record and memorized the lyrics of this and other two songs ‘You and Me Against the World’ and ‘Rainbow Connection’ to remind me of the value of hope and that there is always somebody I can count on to cheer me up when situations seemed unfair or depressing. Due to low self-esteem, I had a typical encounter of an unhappy childhood and whenever I heard these songs played, I could readily sense a point of deep connection that often encouraged me to ponder that sad moments are equally essential to life. Such inspiration would then drive me back to delight in playing again and forget what made me previously lose heart in the first place. When I grew to reach my adolescence, despite the prevailing contemporary music of my age, I kept getting engrossed to the old songs which were mostly favorites of my parents. They had a versatile taste of music ranging from the 50s up to the late 70s so at the time, I acquired varied influences among classic, rock n roll, ballad, rhythm and blues, and jazz. Being an adolescent, I realized having to deal with frequent emotional struggles made by confusion, insecurity, and some degree of identity crisis. Because this is such period of impulse and aggression, like the other youth, I desired to explore freedom of self-expression and means to satisfy curiosity on a number of objects. It was as if I always thought with pride that I was right on several respects so though I am a female, back then I possessed a rebellious attitude and wore semi-deviant or thrash outfit which depicted part of my inclination to alternative rock. On different levels, I appreciated sound-tripping to the music of Smashing Pumpkins, Metallica, and Tool which to me are among the reputed bands whose members are downright authentic as quality musicians. In their mainstream hits such as ‘1979’, ‘Cherub Rock’, ‘Sad But True’,

The London Ambulance Service Computer Information Technology Essay

The London Ambulance Service Computer Information Technology Essay This paper will analyze one of the most prominent computerized system failures in the past 10 years- the failure of the London Ambulance Service Computer Aided Dispatch system-hereafter referred to as LASCAD. Unlike the common one dimensional explanations for system failure that view Information systems as mainly a neutral technical artifact ( Klein and Hirscheim, 1987), this paper will attempt to explore the more multi-faceted nature of systems failure which is closer to the reality that system exist in. This analysis will be anchored in the concepts of holism and emergent properties as described by Francis and Roland Bee (2005), Managing Information and Statistics, 2005, whereby the approach taken to analysis emphasizes the system relationships and processes and results of its interactions. References will be made to existing frameworks used to investigate system failure in particular the Sauer model Sauer (1993). Details of the description of the system and the failure will be dra wn mainly from a paper on Information System failure and risk Assessment by Paul Beynon Davis (Computer studies technical report University of Glamorgan, 1994b).From this investigation existing methods of preventing or solving software systems failure will be explored in the context of the LASCAD system to look into recommendations and lessons learnt to prevent such failures .This will particularly focus on risk handling as proposed by B.W Boehm ( 1991) and the Goal Question Metrics by Solingen and E. Berghout (1999). Summary of the LASCAD System Failure Case Study The LASCAD system was a computer aided ambulance dispatch system established at the head quarters of the London Ambulance Service. According to Page et al (1993), the expected functions of the system are described below: Call taking: Acceptance of calls and incident details Resource Identification: Particularly which ambulance to send to an incident Resource Mobilization: Communicating details of an incident to the appropriate ambulance Resource Management: The positioning of suitably equipped and staffed vehicles to minimize response times Management Information: This involves the collation information to assess performance, resource management and planning. This system was supposed to solve the problems related to manual dispatch systems including time consuming and error prone identification of the precise incident location, paperwork and maintenance of current vehicle status information. The LASCAD system objective was to automate these manual human intensive tasks by using an events based and ruled based approach and integrating a Geographical Information System (GIS) to provide location details. In this system the callers, incident and patient details would be recorded and transmitted to the dispatchers. Through the use of radio signals and GIS the system is able to determine the ambulance nearest to the patient. After dispatch the ambulance crew was expected to acknowledge the dispatch message and the system would then detect whether the ambulance was headed in the right direction. Finally the system would alert the controller on the ambulances arrival to the scene, hospital and when it becomes free again. Figure1: LASCAD flow chart (Paul Beynon Davis, 1994) This explanation of expectations of the systems functionality is pretty linear and even simplistic but on closer examination one is able to construe the complexities that are involved in delivering such expectations. This will become more apparent in the following section highlighting the system failure and later on the events leading to the failure. Between 26th and 27th October 1992 (Paul Beynon Davis, 1994), the system started to fail. It was reported that as a result of a flood of emergency calls bogged down the system and this resulted in erratic behavior of the system involving calls being wiped off the screen and automatic alerts indicating unacknowledged calls to ambulances. According to the Guardian newspaper, 1992, it was claimed that 20-30 people may have lost their lives due to ambulance delays. Indeed the impact of this failure was tremendous and as expected triggered various responses as to what was the cause of the failure. According to Donaldson and Jenkins (2000) in their paper on System Failures: An Approach to understanding what can go wrong, the causes of system failure are complex and interact with each other and in some cases a single factor may single out the problem while in others a combination of many small and apparently insignificant factors are to blame. This merely says that it is difficult to analyze causes of systems failure which would only be closely understood through multi cause analysis stemming from the soft systems methodology. It also becomes apparent that everything is not always as it seems, a good example is the Arriane V rocket (ESA Press release Nr 33-96-July 1996) which failed courtesy of its navigation software bein g inappropriate for the rockets design. This was not actually a software failure as may have been though in the outset but a problem with the overall incorrect assembly of the rocket. As it were the software performed to its specification. This is akin to expectation failure which Lyytinen and Hirscheim (1987) describe as the inability of an IS system to meet specific stakeholder groups expectations, they signify a gap between an existing situation and a desired situation for members of a particular stakeholder group. This is further enhanced by Donaldson and Jenkins (2000) system failure analysis detailing high public expectancy of computer technology, Fashion/popularity of systems obscuring its basic objectives and the varying stakeholder interests creating different perceptions of the system. Analysis of the LASCAD System failure Following the above outline of the system failure and prelude of expected challenges in analyzing system failure this section will attempt to shed detailed insight into the failure. The analysis will follow Sauerà ¢Ã¢â€š ¬Ã¢â€ž ¢s model (Sauer, 1993), of investigating system failure which is based on a triangle of dependencies between: Project organization Information system Supporters The multi-faceted nature of systems failure alluded to in the introduction would mean that even this triangle is not a closed system but is affected by other contextual factors of which according to Sauer consists of cognitive limits-(e.g. limits of communication), technical process-( constraints from structured nature of computerized systems or development methodology), environment-(constraints by customers, suppliers, competitors, regulators), Politics, internal project structure and history associated with previous information system projects. Project organization In light of the LASCAD project failure the project organization from inception is very wanting. Firstly following a public inquiry report on the failure (Page et al, 1993), it is claimed that the London Ambulance Service (LAS) management put price before quality and committed to an over ambitious project timetable. This was evidenced by the selection of a supplier who has no experience in building ambulance dispatch systems but had significantly underbid a more established supplier. This was made worse by the management putting the supplier under immense pressure to deliver the system quickly. Secondly the project management team did not follow the PRINCE (Projects in Controlled Environments) project management method prescribed for public sector projects. Thirdly it was found that the system was incomplete and unstable and particularly the emergency backup system was untested. This was further compounded by inconsistent and incomplete user training. Information system In terms of the information system dimension the report of the public inquiry (Page et al, 1993) suggests that the failure was not a result of technical issues since on overall the system did what it was designed to do. It goes further to explain that at the onset the loads on the system were light and the control staff could easily cope with various problems associated with ambulance crews pressing wrong buttons, radio black spots, communication hand-shaking problems etc. When these incidents increased incorrect vehicle location and status information received by the controllers also increased resulting in the failure to cope with the load leading to fewer resources to allocate to incidents and subsequent delays in response times. Supporters/stakeholders As defined by Paul Beynon Davis (1995), supporters/stakeholders defined as people sharing a pool of values that define what the desirable features of an information system and how they should be obtained. The stakeholders have different views and expectations of the system of which such a mismatch in perceptions in this case contributed to the failure. This is depicted below: Figure 2: LASCAD system perceptions rich picture LAS Management: The London Ambulance Service (LAS) management viewed the system as a way to improve service to patients by putting in place mechanisms that would ensure objective and impartial resource mobilization through automation. The LAS management was also influenced by a past experience involving a failed computerized dispatch system project and pressure from organization-wide restructuring that put them under immense pressure to succeed Control room staff: The staff in the control room found the system to be too complicated and did not trust the motives behind implementing a computerized system Ambulance staff: The ambulance crews were more comfortable with the radio call systems that they had been used to and did not have confidence in the new system as they did not see the need for it and found it too complicated Union: The staff union found that there were no requisite consultations done before making the decision to acquire the system and as such the already strained relationship between management and staff was worsened. Hardware and software suppliers: The system suppliers were not sure how to implement the system in the first place and this was compounded by tight deadlines from what they thought to be a disorganized client. Related to these perspectives are contextual factors concerning political environment courtesy of the overarching influence of the National Health Service (NHS) on the London Ambulance Service which is the LAS oversight body (Beynon-Davis 1994).The NHS is characterized by the lack of a unitary power structure and is made up of a network of different health organizations. The implication on a new information system is a very careful political balance in the impact the impact the system will have on the relationships in this network (Checkland and Scholes, 1990). As posit by page et al, (1993), the LASCAD project was greatly affected by internal tensions in within the NHS which had commissioned major reforms in the London Ambulance Service including restructuring that resulted in the reduction of middle management from 263 to 53. It is clear that this resulted in strained relationships and an environment of mistrust and obtrusiveness when it came to any changes, which affected the LASCAD project. So far what is clear is the multifaceted nature of the failure that results from various causes of the failure that is common in computerized information systems, which Paul Beynon-Davis describe as web-like in nature. It has been reported that 92% of all system failures involved failures of technical interaction with cognitive /organizational factors (Mackenzie, 1994). This as it were it is essential to trace the true causes of the system failure. One way of doing this is through multi cause diagrams as mentioned in the section above or Petri nets which use state and event oriented graphs. The LASCAD project failure is depicted below using a multi cause diagram to explore the events and states on why the failure occurred: Figure 3: LASCAD system failure multi-cause diagram Ideas, Recommendations and Lessons Learned As expressed above using Sauerà ¢Ã¢â€š ¬Ã¢â€ž ¢s model (Sauer, 1993) of investigating system failure, the dependencies between the project organization, information system and its supporters have come out very clearly. Using the information system dimension the failure is not attributed to technical issues at all, which goes against common place failure attribution of computerized information systems. This begs the question, what constitutes a system failure? Lyytinen and Hirschein (1987) categorize system failure into four: Correspondence failure: There is a disjoint between the design objectives of the system and what is practically being met by the system. Process failure: This is characterized by runaway projects that either do not provide a workable system or overrun budgets and time. Interaction failure: This focuses on utilization of the system i.e. a highly utilized system is considered a success and one that is hardly used is a failure. Expectation failure: As stated earlier this is the inability of the system to meet a specific stakeholder groupà ¢Ã¢â€š ¬Ã¢â€ž ¢s expectations. The LASCAD system falls into this category as it appears it did not meet various stakeholder group expectations. Donaldson and Jenkins (2000) talk about a 3 dimensional picture where a system totally fails, partially fails or temporarily goes down. In the case of LASCAD it is taken as a partial failure resulting from a number of flaws that are rectifiable and as such this is not a total failure. The rectification will mainly involve a reassessment of the entire project taking mainly focusing on the role of risk assessment. Risk is the probability of a negative outcome. Negative outcome is in essence a relative concept as Wilcocks and Margetts (1994) suggest the risk of a negative outcome only becomes a salient problem when the outcome is relevant to stakeholder concerns and interests. Different settings and stakeholders will see different outcomes as salient. The proposed framework to use in risk assessment follows Wilcocks and Margetts (1994) who put across the following categories to be used in analyzing the development, introduction and use of information systems, these are: History: Past experiences with information system development. Outer context: The environment in which the organization is operating e.g. economy, markets, government Inner context: The characteristics of the organization e.g. structure, strategy Content: For example project size and difficulty Processes: For example project management and staffing Outcomes: Planned and anticipated results. The proposed risk assessment framework would be implemented through out the development, introduction and use of information systems. This will be used to complement an overarching software management methodology such as the Goal Question Metrics (GQM) mentioned in the introduction and the Capability Maturity Model which outline good practices in project management to ensure project success. In the context of LASCAD the GQM will particularly address the aforementioned failure characteristics in the analysis section through the following stages in development: Setting specific goals in light of purpose perspective and environment Refine goals into quantifiable easy to understand questions Derive requisite metrics and data to answer the questions There are various methods that can be used in preventing or solving computerized system failure the Capability maturity model and Goal Question Metrics mentioned above are by no means exhaustive nor are they prescriptive. Organizations are different contextually and individual projects also vary in size and complexity and as such would require approaches the methodologies to be customized and scaled for specific organizations and projects. The Capability Maturity model is a prime example that targets improvement in software processes toward a specific target- maturity level that the organization is working toward. On the other hand there is need to put emphasis on risk management outside of the one dimensional technical orientation to encompass the complexities of computerized systems as seen through the lens of Wilcocks and Margetts (1994) risk management framework. Conclusion: The LASCAD system is a good example that portrays the reality of the complex and multi-faceted nature of systems failure. The different perspectives of the system and congruent expectations make even the very definition of the failure unclear. This particular case highlighted the political and social causes of the failure, what has been described as contextual factors. References to various frameworks have been made in the analysis of the failure -Lyytinen and Hirscheim (1987), particularly expectation failure and dependencies in the 3 dimensional Sauerà ¢Ã¢â€š ¬Ã¢â€ž ¢s model (Sauer, 1993). The failure analysis provided the distillation of the system failure characteristics which describe the true causes of the failure. This was done using rich pictures to accommodate varying perceptions and expectations and multi cause diagrams to explore the various causes of the failure. Lessons learnt and future remediation of systems failure is centered on risk management and project methodologies ensuring good practice in the development, introduction and use of information systems. As recommended in this paper these should take into consideration contextual/ organizational issues apart from technical aspects of the system.

Fitzgerald’s The Great Gatsby - Nick Carraway, Detached or Dishonest? :: Great Gatsby Essays

The Great Gatsby Nick - Detached or Dishonest? The Great Gatsby is a difficult book to interpret, particularly because of the style in which it is written. Not only must the reader differentiate between the separate views of Nick as the narrator and Nick as the character, but he or she must also take into consideration at what time period, relative to this story, are these views being expressed. After all, Nick the narrator is presently evaluating the manner in which his character behaved the year before, as well as allowing his character to voice his opinion, as his opinion had been during that time frame. We learn to trust Nick as a narrator, because all the pieces of information he gives to us, received through symbolism, imagery, or personal reflection, lead us to make significant decisions regarding the other characters of the novel. His character, on the other hand, cannot be looked upon in the same manner; it can be seen as dishonest and hypocritical, yet it is these negative characteristics that humanize him, allowing rea ders to relate to him as a person. What Nick thinks as the narrator is not always the same as what his character portrays. In just the third paragraph of this book, we learn that Nick is "inclined to reserve all judgments (Page 5)," but that his tolerance, "has a limit (Page 6)." True, his opinions might not be expressed in words, but it is important to realize that those opinions still exist. The narrator's role is to make us aware of Nick's "judgments," for his character neglects to respond to such feelings. Various techniques allow us to draw our own conclusions, the most interesting one being symbolism. The "foul dust" mentioned throughout the novel serves to corrupt everything it encounters. It is this foul dust that represents the lives of Daisy, Tom, and Jordan. After all, they are all immoral characters. A word such as dust successfully gives off a negative ambiance, but for Nick to go the step further and declare such dust to be "foul" truly represents his disapproval of their actions. Thus, without proclaimi ng his opinion in the form of words, Nick presents it openly through symbolism for us to see. However, even though we know that Nick as the narrator, reflecting back on that summer, did not see the three to be honorable people, he still spent a great deal of time with them.

History of Jazz from 1970-1990 Essay

American jazz has been studied from many perspectives. The musical form itself, its origins and evolution, and the artistes who perform it have become subjects for a large body of scholarly and critical literature. Jazz is one of the oldest types of music, with origin since the 1400s. This essay focuses on jazz from 1970-1990, and on other aspects within the same period. Section I Since 1970, jazz music took a new direction from the previous one, which was characterized by wide experiments using new electric instruments. Major styles that were introduced include jazz fusion, pop fusion and jazz rock. Jazz fusion, can be defined as an art form that can be called jazz as it does not compromise the qualities of melodic, harmonic, rhythmic and formal considerations of the early masters, but seeks to develop them on new directions. (Jazz history timeline) On the other hand, pop fusion, can be defined as a simple dance style, with fewer improvised solos, in form of simple songs, a streamlined version of jazz fusion, which offers much less variety in rhythmic and harmonic structures. Don Ellis was one of the greatest performers of the time. He innovated bands and played the trumpet as well as other electric instruments successfully. Since he was constantly experimenting with different electric instruments, he was able to produce many albums; all completely different from one another. Don’s contribution to music was large. In the late 1960s, he studied Indian rhythms, creating the Hindu Orchestra, comprising of three string bases and three drummers. His band was composed of eight brasses, five woodwinds, and six rhythms were amongst the most successful bands of the period. He was an imaginative jazz lover, and his use of many instruments and electric devices are a testimony that he was a genius. (Jazz history timeline) Maynard Ferguson also played jazz-rock from1970 to 1990. He maintained this style until 1990, when he changed to the bop style. His contributions to famous soundtrack themes are legendary, an example being the main title theme from the T. V series â€Å"Star Trek. † At about the same time, Miles Davis started experimenting with electric instruments; he also played at the CBS studios. Robert Moog invented Moog synthesizer, causing a great sensation in New York. The Moog synthesizer was used in reproduction of music by the great Baroque masters before it was discovered by the jazz movement. One of the reasons why the music changed in the 1970s was because the free jazz movement of the 1960s had encouraged a more daring approach to instrumental innovations. This saw the innovations and experimentations with electric musical instruments in the early 1907s. This period also saw a diversity of opinions created within the jazz ranks, concerning the instruments. (Jazz resources) Electrified instruments offered fuzz phasers for guitars and basses, electric pianos and clavinets, as well as ring modulators and echoplexes for wind instruments. However, jazz musicians that were used to the acoustic instruments rejected these new electrical instruments, assuming that their electric effects were an interference with the natural talents that were inherent with acoustic musicians and instruments. Many musicians were lured to cross over and to compete with the jazz-rock performers, who were successful in producing and selling their music to a large number. In the 1980s, the emergence of modern key board technology produced a fragmented style, which had a great appeal on the masses. In many ways, it resembled the swing era in terms of popularity, and shared some of the characteristics. (Timeline of trends in music) Pop-fusion style became popular; it was a simple dance style, with fewer improvised solos, but in simple song form. It was a streamlined version of jazz fusion, as it offered much less variety in rhythmic and harmonic structures. Melodies were simple, and emphasized on repetitive vamps, highly dependent on the effects of the studio. It doesn’t maintain the musical intensity of the early jazz-fusion masters, such as Miles Davis and Chick Corea. However, credible jazz musicians who have continued to cross over and back again, to and from the mainstream tradition continue to play it. Studio technology, which includes overdubbing use of the Musical Instrument Digital Process with synthesizers and programmed samples from drum machines, characterize pop-fusion as in jazz-fusion. Pop-fusion was a synthesized style that is highly simplified musically with expended vamps and limited emphasis on improvisation. Vamps were used with little variation compared to fusion of the 1970s; however, Latin rhythms are a major influence. (Jazz history timeline) There is a major difference between pop-fusion and true jazz-fusion. This can be illustrated by the fact that most musicians who are hired on an individual basis report to the gig. Many times, they meet other musicians with whom they will play with for the first time. Trained jazz musicians know the basis jazz literature repertoire which comes from fake books. With knowledge of tunes, and basic chord interpretations they can play just about anything, and to the average listener, the band will sound like a group that has been together for a long time. However, a standard means of operation for musicians is to often create tunes on the spot through standard progressions, like the blues form, vamps or riffs. Many pop-fusion groups depend on their equipment for musical effects rather than on their own creativity, and thus often sound like simple jam sessions with a repetitive vamp, a standard bridge, and little variation. The harmonic progressions remain basically simple, with statistic melodies. There has not been much room for creativity within the infrastructure of the tune, nor does there appear to be ample opportunity for improvisation. The improvisations, like the vamps, are standard fare with clinched links and bass lines. Jazz fusion, on the other hand, usually presents a much higher standard, with extremely gifted sidemen. In this kind of music there is nowhere to hide. Much planning and rehearsal are usually obvious, because of the musical dimensions of the material. The compositions are generally much more involved, with intricate harmonic schemes, subtle rhythmic changes, and fresh melodies that demand an original and creative approach to improvisation. Section II  In the period between 1970 and 1980, there were changes in the industrial structure, labor power, and indicators of inequality were evident. The counties where the bargaining power of workers vis-a-vis their employers, was greater and counties with more favorable geographic locations in the national political economy did have better social economic conditions. Of the industrial sectors in America, the manufacturing sector experienced the relatively largest growth with the percentage of the employed labor force in this sector, expanding from 14% in 1970 to 16% in 1980. These employees provided sufficient labor to the industries, enabling the sector to improve and produce more goods, not only for sale in the American market, but also in the other markets. Most of the labor came from the poor families. It comprised of freed slaves, Hispanic immigrants, and the low class Americans. Peripheral employment decreased slightly, mainly due to declines in extractive, textiles, and apparel employment. In the late 1970s, there was an improvement in economic inequality, and hence poverty declined from 17% in 1970 to about 13% in 1980. At the same time, there was inequality between the whites, and the blacks. Several Acts had been passed in the 1970s to bring slave trade to an end. The war against slavery was almost over in 1980; blacks were not being discriminated as they were before. In the same period, cities like New York have already started developing. It attracted big crowds in jazz concerts. Hollywood was also catching up, due to the fact that most movie stars resided there and that most movie producers shot their movies in such cities. Kolchin) Although it is not always true, it does not seem reasonable to suppose that governing is easier when a country’s economy is growing in real terms, and its status and power abroad are in ascendant. Both applied in the case of the United States 1942 and 1965. Between 1965 and the 1980s, American International economic and foreign policy influence experienced relative decline. Since the early 1980s, this trend has continued, although there was something of a res pite in the late 1890s. There is no question that the management of the economy and the exercise of military and diplomatic power abroad were more likely to be difficult during periods of relative decline or when there is little consensus on management of the economy or on America’s role abroad. The Vietnam War was the first major demonstration of the limits to American military power, and it effectively broke President Lyndon Johnson, and led another, President Richard Nixon to commit a series of illegal acts, including the secret bombing of Cambodia and the unauthorized surveillance of opponents of the war. At the end of the period (1970-1990), the United States had improved communication and spread of government responsibilities, making the whole society much more centralized. Information started being disseminated by the four major television networks (NBS, CBS, ABC, and Fox), by the news services, and by the syndicated columns of major newspapers and cable TV networks. The introduction of network usage was another step that facilitated nationalization trends. Economically, the society became more centralized, with giant corporations providing the same goods and services uniformly throughout the country. The activities of the government were centralized, and Washington increasingly became the focus of political activity. The state and the local government became more interdependent with the federal government in the same period. This also applied to corporations, small businesses and almost all those interests in society affected by federal government spending, regulation and arbitration. Among the Mexican Americans, Mexican folk customs and practices existed both inside and outside of the immigrant families. Traditional folk songs and music from their homeland served as popular forms of entertainment. Family celebrations usually included some form of musical entertainment. Some families afforded to hire a small group of musicians, who played a variety of musical styles, including jazz. Religion played a key role in the life of the Mexican Americans. A majority of the Mexican immigrants were Catholics, but blended specific cultural practices with the traditional catholic beliefs and rituals. At the level of every citizen, the church exerted a tremendous force by shaping every aspect of society from birth to death. Their deep relationships with each other and their deep faith in Catholicism was a way to comfort themselves due to the sufferings most of them faced with the authorities. Family gatherings in the backyard, Neighborhood Park, or at some other location for a celebration usually included story telling. As another immigrant communities, the oral tradition provided immigrants with a connection to their homelands. Their oral literature included Mexican tales called â€Å"cuentos†, legends, and children’s stories. Ghost stories were also popular and included a moral lesson at the end. Escamilla and Kathy) The more time the Mexican Americans spent in the United States, the more they began to make some degree of transition to speak English. For most Mexicans, those who came during the first major wave of immigration, and those who arrived recently, the acquisition of English often originated with the development of code-switching, a process through which a person uses their primary language, in this case, Spanish, with a sprinkling of English words. Mexican immigrants often changed certain English words to â€Å"sound like† a Spanish language version. English words like â€Å"market† and â€Å"sweater† were changed to â€Å"marqueta† and â€Å"suera† respectively. However, the Mexican immigrants from middle or upper class are less likely to use words such as these. In addition, to using an intermingling of Spanish and English and hybrid English-Spanish words, another common practice among Mexican Americans is involves the usage of grammatically incorrect Spanish. Mexican Americans show clear signs of linguistic and cultural assimilation over generations, tough it is gradual. (Mexican American history) Section III In 1970s, there was a major shift in the American societal and cultural values. Despite the great evolutions that were happening to the music, the concert band connection to American history diminished significantly outside of educational settings. Fewer television and broadcasts of concert bands were aired to the point where television broadcasts ceased altogether. Popular stars of the American popular culture had either started dying or losing their popularity, and being replaced by folk artistes, R&B singers, and rock bands. As a musician, my professional life would revolve around efforts to compose songs that would be competitive enough to attract enormous crowds. Making collaborations with famous musicians would also be a good way to market myself. I could also ask good song writers to write good songs, with the aim of attracting huge crowds and making more fans. Since some of the most famous musicians had stopped singing due to old age, the 1970s would have been a great time to make an impression to the jazz lovers. Marketing would also be an important aspect, although the radio and television stations were not be relied upon satisfactorily in the early 70s. However, in the late 1970, an appearance of rock artistes dominated television, radio, record sales, and therefore the American consciousness. American musicians were faced with a new reality. Marketing strategies that promoted these new stars changed too. As people moved from the cities to the suburbs, urban culture, including fine arts events, their venues, and audiences were siphoned away to the suburbs for convenience sake. As a musician, keeping up with the changes in the music industry would have been an important thing to do. I would come up with new and innovative ways to market my self, just as the other musicians. Since most people were moving to the rural areas, holding concerts at places where fans could assemble would be a great way to get attention from the crowds. As this period was characterized with revolutionalising music, it would also have been important to change or to evolve my music, to match the likes of the people at the time. (The history of jazz music) Section IV Through studying the history of jazz, I have learnt that every music genre undergoes evolution.  I’ve learnt that the social history of jazz involves two interrelated, yet analytically separable phenomena. One is the external dynamic, in which the development of jazz has been shaped and even contained by the larger world of entertainment. The tendency toward discrimination in studio hiring practices is an example of containment. In this sense, jazz is music shaped and molded by the mass media, in particular the worlds of radio broadcasting and phonograph record studio. Nowadays, Most Americans first hear something called jazz on a record or over the radio. While it is true that what they hear is probably not ‘pure’ jazz, it is a modified version of the real thing. (History of Jazz) Since the production of records and radio broadcasting is motivated by the desire for profit, the most widely disseminated jazz is closer to ‘easy listening’ and to rock than to modern chamber music. I have also learnt of some of the factors affecting or constraining the development of jazz music, and the musicians who play it, some of them are large scale, global, while others are small scale. Jazz musicians, like everyone else, have to make a living. While they are doing that, they are expected to extend and re-create the form itself. But there is the risk involved in attempting to create art in a popular context, the risk of losing one’s audience if the music goes beyond what the audience understands. This sets up a tension between the acts of performance and act of recreation. This tension is more evident in jazz, because it is the kind of music where creation or composition usually occurs during performance. I love listening to rock music, and through this course, I have learnt that it has gone through several transitions. Some of the styles that were used in the early seventies are being used today. The course has enabled me to notice the similarities in the dancing styles, similar ways of composing and the dressing mode of rockstars of today and those of the past. Nowadays, some rock stars prefer using black and white pictures on their music videos, just as it was in the past, although that was due to the absence of color TVs. Generally, I would say that studying jazz has been an eye-opener; that even when listening to music, I should be keen to notice small details, such as its evolution.