A Classical Experience essays

A Classical Experience essays On September fourth of 2002, I attended a lecture by Agate Nesaule. Agate was the author of the freshman connectoins novel, A Woman In Amber. The lecture was about two hours long. During the lecture Agate spoke of her childhood during the war. The lecture was supposed to include discussion on her book and how she came to writing, but instead Agate spoke on her childhood in further detail. I found the lecture rather slow and tedious. Agate brought up many topics that were in A Woman In Amber, such as the harsh conditions of wartime and the effects that these conditions can have on a family such as hers. She stressed the importance of putting emotions into words to relieve anxieties. During the lecture Agate rarely changed her tone and seldomly looked up from her notes. As a public speaker, and as an English teacher (which she is), she should have been prepared to speak to the audience. Agate contradicted herself by saying she would "rather not speak about it", when talking on a difficult subject that troubled her when earlier in the lecture she wanted to stress the importance that writing and speaking are forms of therapy. Agate used many real life examples and told many stories of her childhood during the war in detail. She talked about how it took her almost fourty years to start writing because she was ashamed and afraid of being different. Agate said that writing takes a huge iniative. Throughout Agates speech, there were many good qualities of a good speaker. She spoke in great detail which could be easily understood by the audience. Agate also used many real life examples and held everyone's attention for almost two hours. She also had poor qualties in her speech. She did not seem confident while giving her presentation. Agate had very little, if any, eye contact with a monotone voice. Agate did not read the audience. She spoke on whatever she wanted reguardless audience reaction. ...

The American Experience

The American Experience Introduction The United States of America is a country that is faced by several social issues that are both positive and negative. The family institution is an example of an institution faced with many issues such as divorce.Advertising We will write a custom essay sample on The American Experience specifically for you for only $16.05 $11/page Learn More According to court records, divorce is an act that has been practiced widely in the United States of America since the 1600s and by early 1880, one marriage ended up in divorce out of fourteen to sixteen married couples. According to Kreider and Fields (2001), out of 2.4 million marriages that are celebrated annually, 1.2 million divorces occur yearly in the United States of America. This has left sociologists asking themselves the reason behind the increasing rate of divorce in the American society. Divorce Divorce is defined as dissolution of marriage by the parties involved through a judgment by court of law or accepted customs. Divorce has been identified as a major problem in the United States based on the data obtained by research personnel, organizations, media centre’s and the cases filed and decided by the courts of law. According to Jennifer Baker, 50% of first marriages, 67 % of second marriages and 74% of third marriages end up in divorce in America. This shows how difficult it is to maintain one’s marriage in the United States due to the significance of marriage held by the Americans (Kreider Fields, 2001). According to Riley and Glenda (1991), divorce is most common in couples with three or more children, young married couples and couples with low economic status. Factors Influencing Divorce There are several factors that influence divorce among couples in the United States of America. Some of the factors include culture, age, and socioeconomic issues among others. Divorce has both its merits and demerits to the couples, the children and the society. Divorc e affects children as they may end up losing their communication ability with their opposite sex and it may affect their perception towards marriage (Kelly Emery, 2003). The problem of unrealistic expectations is one of the factors influencing divorce in the American society as many spouses do not rely on each other financially. They only rely on each other for sexual gratification, nurturance, affection and understanding for their happiness. In absence of these comforts, one or both of the couples will begin outsourcing the absent ingredients in the marriage thereby leading to divorce. Socioeconomic status of the spouses is another influencing factor in that marital success is facilitated by education and the income levels of the spouses. Education promotes the effectiveness of communication between couples with easy resolution of their differences. On the other hand, economic hardships generate stress and with increased hardships and disagreements over finances, emotional support between the spouses decreases thereby leading to divorce.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Life course variables are another factors influencing divorce. In a marriage, presence of children and the duration of marriage are incorporated by timing and duration of events. With respect to marriage age, young married couples tend to experience more problems than the couples who married at older ages and for this reason, they have higher chances of divorcing. Conclusion Many factors have been cited as the cause of divorce and they include culture, age, and socioeconomic issues among other factors. However, divorce as observed in the United States of America is promoted by the society as a whole and is highly welcomed and appreciated by the society despite the negative effects it has on the family both the couples and the children. Divorce has granted several couples their fr eedom and burdened others with added responsibilities of raising children on their own. References Kelly, J. B. Emery, R. E. (2003). Children’s adjustment following divorce: risk and resilience perspective. Family Relations, 52, 352-362. Kreider, R. M. Fields, J. M. (2001). Number, timing, and duration of marriages and divorces: Washington, DC: U.S. Census Bureau. Riley, Glenda. (1991). Divorce: an American tradition. New York, NY: Oxford UP.

Effectiveness of Business Communication Essay Example | Topics and Well Written Essays - 1000 words - 1

Effectiveness of Business Communication - Essay Example Planning a business message is the first step in ensuring that the organization’s goals and objectives are achieved. Prior planning prevents failure and, therefore, planning before- hand the intended purpose of the business message is very helpful (Courtland & Thill, 2008). To ensure that one gets the right message across, research has to be done or carried out. This is with the intention of finding out if the organization is capable of carrying out or handling the intended message. If members of the organization agree with the intended message, it is okay to carry on. If the intended message does not augur well with some of the members of the organization, it is important that whoever is in charge goes back to the drawing board to re-evaluate the proposal. When the research is being carried out, the intended audience should have a say in the matter. This is to prevent little or no satisfaction from members of the group after the message has been put across. After the intended message’s information has been analysed and gathered, it is tantamount that it, the information, be organized orderly (Courtland & Thill, 2008). This is so that it may support the intended message completely. The next stage is the writing stage. This is where the information being planned is adapted. It should be adapted to the intended audience with consideration to their needs (Courtland & Thill, 2007). Communicating to the audience in a polite manner is the best way to go about this. Adopting a ‘don’t care’ mentality is not how to go about this because the audience may not be responsive. The message should be written in a manner that suggests or oozes positivity because the intended audience is much connected to the business as much as the person writing the message. It should also be unbiased. This suggests that the language used to communicate the message should not be for a specific group of people rather, should cover everyone in the organization. The use of a good tone when writing the message is also needed. Good tone use in a message could indicate that the writer is appreciative of the audience intended. If the tone comes off as being harsh, the audience mi ght think they are unappreciated and, therefore, may not be as productive as they ought to be (Courtland & Thill, 2007). Feeling appreciated in any job description means that one may consider putting in extra effort just to be acknowledged. This means that the organization may benefit tremendously from the extra and hard work. The words chosen when drafting a business message could also be very helpful in communication. Strong and positive words may help the message have a very strong impact and can come off as being coherent (Courtland & Thill, 2007). Addressing the audience in a manner to suggest that they are slow may take the seriousness out of the message. They may also not take it very lightly to the fact that they are being thought of as being slow. The completion of the message is the third, final stage. This stage involves other

Hook and Eye Coursework Example | Topics and Well Written Essays - 250 words

Hook and Eye - Coursework Example We shall illustrate that customer’s satisfaction is determined by evaluating the value of the hotel brand, using its location and service offered to customers. One Mixed Methods central research question Does the brand value define the customer satisfaction by the feedback we get from customers in relation to location and service at the hotel? Three Mixed Methods sub-questions How does the customer’s feedback posted on hotel website qualitatively, explain the customer satisfaction as the brand value measured quantitatively on the location of the hotel and service by the staffs? Does the customer’s feedback on the hotel portal posted qualitatively, explain the customer satisfaction in the context of brand value? How does the customer feedback relate to the services of the hotel and its location in reference to the brand value? Hook and Eye technique analysis We shall identify the words that connect with a location that either describes it positively or negatively. Examples of this are perfect, ideal, at a central place, or convenient this are positive words; the negative description includes the word ‘is located’ then a description like a dumpsite, or noisy place. For service, we shall identify an active verb like ‘was’, ‘were’ or ‘have been’ in describing words like bad, excellent, fantastic, dismal, or impeccable.

ECommerce Essay Example | Topics and Well Written Essays - 3750 words

ECommerce - Essay Example Brown Limited. In preparing the strategic plan, the following activities have been carried out: identifying and prioritizing problems, evaluating possible solutions, discussing selected technologies, considering security issues and their solutions, and estimating budget. Failure of project managers to deliver the projects on time can be damaging for a company. This can lead to a gradual destruction of company’s brand image; even worst, it can result in the slow death of a company. E-commerce website design has evolved considerably in few recent years with the incorporation of new business models which primarily focuses on savings, revenues, and customer relationships. A recent study (Wen, Chen & Hwang, 2001) has highlighted two broad design strategies for e-commerce websites: Informational/communicational strategy can be applied to websites that are meant to support business activities, rather than replacing them. In other words, this design strategy is used for Web marketing. The important point to note is that this strategy does not support online-transactions. Furthermore, it has been found (Wen, Chen & Hwang, 2001) that there are existing twelve (12) e-commerce website design models based on two design strategies. Discussed below, the first four models are based on informational/communicational strategy while the rest are based on online/transactional strategy: Brand awareness and image building model provides detail and rational information about the company and its offerings. This model is best to indicate company’s edge over its competitors to current and prospective customers. Example websites for this model are Ford (www.ford.com) and Reebok (www.reebok.com). Cost saving model provides cost-effective and productivity savings. Cost-savings can be achieved through reduction in brochure printing, distribution costs and order-taking as customers use fill-out forms online. On the other hand, productivity

Behaviourist And Cognitive Approach To Learning Theories

Behaviourist And Cognitive Approach To Learning Theories The two main influential learning approaches are the behaviourist and the cognitive approach to learning theories. This report critically evaluates how learning theories are applied in the 14-19 Applied Science classroom. It examines how behaviourism, although an outdated theory, is still relevant in the modern classroom and is still used in developing the rewards and sanctions policies of the modern school. The impact of Piagets theory of cognitive development is evaluated and what possible difficulties might arise if they were applied exactly as Piaget dictated. The impact of adhering rigorously to Piaget maturational stages is criticised and how it might not be possible to adhere to set ages for progression in a school. Kolb, Vygotsky and Bruners constructivist approaches are compared and shown that, when applied to a motivated class they work as they were originally intended and yet when applied to a more disaffected class, they arent as easily applied. The science classroom is an inherently dangerous place for students to work in (Frost, Turner 2005, p.168). It is therefore necessary to instil a level of discipline in the students, to ensure they minimize the dangers to themselves and others in the science classroom. It is necessary to condition (Child 1997, pp.114-121)the students to behave when certain commands are issued. Behaviour theorists believed that the mind was a blank slate tabula rasa and that we could observe the response to stimulus that happened to an organism. Watson thought that a response is more likely to be connected to an environmental event (stimulus), if that stimulus-response is repeated regularly and with a short period of time between them (Child 1997, p.115). Thorndike showed that the student is less likely to repeat negative stimulus-responses, which therefore means that there will be an increase in the positive stimulus-responses, until a correct response is repeated regularly. The stimulus-response is then reinforced whenever a positive result is produced.(Child 1997, pp.114-121). Skinner made several conclusions from his findings in Operant Conditioning (Child 1997, pp.119-121). The steps taken in the conditioning process must be small. Regular rewards are required at the early stages, but once the conditioning is reflexive, rewards can be given less regularly. The rewards must come immediately or shortly after a positive response to ensure maximum effectiveness (feedback) (Child 1997, pp.114-121) When discussing learning theories, its necessary to mention Pavlov due to the importance held in his work, even if it doesnt really directly affect the classroom. Pavlov pioneered the idea of classical conditioning with his famous experiment where he taught dogs to salivate, when a stimulus was applied, just before food was given to them. The dogs eventually associated the ringing of the bell with the arrival of food and salivated in anticipation of the food arriving (Child 1997, pp.116-118). Pavlovs work does not directly link to teaching in the classroom, but it does apply, in that the students may be conditioned, to have a memory or a response to an event that happens within the classroom environment. During my lessons I tried to implement Watson, Thorndikes and Skinners theory of Operant Conditioning in the classroom to modify the behaviour of the class. The goal was to condition the students to reflexively stop talking when I moved to a certain area of the room; using the theory that the students would repeat behaviour that received a positive response, and not repeat behaviour that received a negative response. I initially started to modify their behaviour by moving to the left of the front desk, holding my hand up and waiting for silence in the same spot, every time I required them to stop talking and listen. Initially it was necessary to ask for silence and remind them that I was waiting to talk. In some cases it was necessary to issue a sanction as per the science departments rules of two warnings, then issuing a detention or keeping them in for part of their break if, if they didnt stop talking quickly enough. If the class stopped talking quickly, they would be rewarded wit h praise and if the lesson had gone well a class reward of a game or competition at the end, if it was appropriate. Positive feedback about performance is said to have a positive effect on future performance. Skinner called it reinforcement; Thorndike called it The Law of Effect.(Child 1997, pp.115-121) McAllister et al. (1969) found that praising students not only acted as a positive reinforcement of behaviour, but that the praise may have also worked by causing peer group pressure in the class to reduce inappropriate behaviour, because the negative behaviour reflected on the class as a whole (McAllister et al. 1969). Banduras Social Learning Theory would say that the students were not only being conditioned to respond to the teacher, but also learning from their peers actions as to what was appropriate behaviour in the classroom.(Atherton 2009) By the end of the six weeks, the students were starting to respond to the successive approximation as described by Skinner (Child 1997, p.121)positively and required reminding less that I was waiting to talk to them. It was evident that they much preferred the positive response of listening and being allowed to continue with whatever activity I had planned, to the negative response of not listening and receiving a sanction, before continuing with the activity I had planned. It could be said that they were suffering from Learned Helplessness (Atherton 2009a)and had given up on being able to change the lesson by negative behaviour. Due to the need to provide a safe working environment in the classroom, I also worked on the class responding to the command STOP when they were carrying out laboratory work. The idea being that if STOP was said loudly to the whole class, that they automatically stop what they are doing, stop talking, turn to where the teacher is in the classroom and prepare for instructions that are important or safety related. In the early stages of conditioning, continuous reinforcement is needed to establish the Stimulus-Response link.(Child 1997, p.119) The difficulties whilst trying to implement these theories was down to the amount of time involved in getting the students responding to the stimulus positively. The theory of being able to reward the students for responding positively and sanction them if they dont isnt appropriate in this situation, due to the serious nature of the command. If the students dont respond to it, it could ultimately end up with dire consequences in an emergency situation. The STOP command in particular was a difficult one to implement due to its infrequent use and the seriousness of its use that was implied to the students. If the command was overused, then it would lose its importance as something serious, but on the other hand if it wasnt practiced enough, the students would not respond appropriately when the command was issued. Another interesting situation that arose was from the attention-monopolising students, in that the more demanding students are prepared to put up with the minor inconvenience of the negative reinforcement if they get the attention time from the teacher. (McAllister et al. 1969) Seeing the students more frequently, I am sure that they could be conditioned quicker and show the innate response more readily than when I was only able to see them a few times a week. Behaviourism is evidently still relevant in the modern school (McQuillan 1998), even if it is a somewhat outdated theory. Schools still have their sanctions policies based around Operant Conditioning and negative reinforcement with various levels of warnings and detentions in place for negative behaviour. This will remain effective for as long as policy makers allow these sanctions to be used. However, Skinners belief that we are all blank slates and what goes on inside our black boxes (Child 1997, pp.119-121) when we learn is not important, is not relevant anymore.(Child 1997, pp.113-121) The students I have worked with and taught are all very unique in their personalities and show completely different ways of learning. To say that the learning processes they go through are only related to external stimulus and their response to that stimulus does not correlate with what has been observed in the classroom. Constructivist Theory has played a big part in the current educational environment in schools. Driver and Easley introduced constructivism as it is known now to the science community in 1978. (Solomon 1994, p.3)They stated what was previously an inaccessible theory for science, accessible to the scientific educational community. The 14-19 classroom allows us to look at how Piagets Theory of Cognitive Development is applied. Piaget observed that children go through four distinct stages of cognitive maturation (Burton 2001, pp.237-239) Stages of Cognitive Development (Atherton 2009b) In the 14-19 classroom, according to Piagets theory, all the students have reached the Formal Operational stage of cognitive development and are capable of developing hypothetical situations and understand abstract concepts. Students should be able to apply their understanding of a situation and in theory be able to hypothesise what would happen in a given event. (Child 1997, pp.191-207) From experience it is clear that not all students reach the Formal Operation stage at the same time and in fact the 11 year and up boundary is not as clear cut as that (Child 1997, p.202-203). Within my Year 9 KS3 classes the majority of the students were at the Formal Operation stage of development and were capable of taking an abstract idea, such as levers and moment of a force and applying their knowledge and understanding to derive the equation for calculating the moment of a force themselves. A complex operation that required the students to both assimilate and accommodate (Child 1997, p.192) the new information they were processing, a task which some found difficult, but all were able to eventually complete. With the Year 10 Applied Science class only a small portion of the class were at the point where they could process abstract information or make a hypothesis. Unlike the year nine class they had to be walked through every new concept step by step (Burton, 2001 p241). When they were given the task of hypothesising why something had happened, for example, where did the glowing light from heated calcium carbonate come from, they were unable to comprehend that the glowing was not related to the heating itself, but was actually an endothermic reaction. Even with a step by step explanation and clearly showing how the reaction was occurring, only a small portion of the class were able to assimilate and accommodate the schema. Teaching at middle and upper school level should begin from concrete considerations, building up, where applicable, to more abstract reasoning.'(Child 1997, p.203). Piagets theory of distinct maturational stages poses an interesting problem for teachers and educational authorities. Should a student be moved into a more advanced class or year because of their age, or should they move up a level when they reach a stage in their learning ability? From experience with the two different classes, its quite apparent that these boundaries are not as clear as Piaget was led to believe. If a school was to teach students based on their stage of cognitive development; how long could a student be held back for, before the age gap between their classmates was too much? Some students may after all never reach the Formal Operations stage. Vygotskys theory says that the childs higher mental processes are developed through the child working with other more knowledgeable persons than themselves.(Kozulin 2003, p.19). He theorised that there was a Zone of Proximal Development (ZPD) that was the boundary between a childs Zone of Actual Performance and their potential level of understanding. The child can access their ZPD with the assistance of a more competent (Kozulin 2003, p.20) person guiding them.(Chaiklin 2003, p.43) Vygotskys Social Constructivist theory moved away from the didactic approach of teaching, which often led to students developing their own misconceptions and not being able to apply their scientific knowledge flexibly to new situations (Karpov 2003, pp.67-73), to a more socially guided, active approach to learning, where students learnt from their teacher, peers and themselves. Kolbs four stage experiential learning cycle, is similar to both Vygotskys theory of a ZPD and Bruners theory of scaffolding the learning. Kolbs cycle builds on the learners concrete experience and goes through three distinct stages, reflective observation, abstract conceptualisation and active experimentation, before returning to the now new concrete experience,.(Burton 2001, p.246) Similarly Bruner theorised that students built on their past experiences and that by applying a spiral curriculum, they would able to return to subject areas and build on them when they were more capable of dealing with the more complex areas of the curriculum. He saw the teacher as a guide, leading the student through the learning process by scaffolding their learning with appropriate material and as the student progressed less scaffolding is required.(Burton 2001, p.241) When applying these theories it is important to be aware that students are all at different stages of learning. Some students have a more advanced understanding, which puts them in a completely different ZPD, concrete experience or stage in their scaffolded learning, to students who have a lower level of understanding. With the KS3 class the students were all in the 5-7 range for target grades, therefore it was a lot easier to plan how they were going to progress in the lesson. A clear understanding of where they were in relation to their ZPD or their concrete knowledge was available and it was therefore a lot clearer, what was required to get them to a new Zone of Actual Performance or to the next stage in Kolbs cycle. They had all reached Piagets formal operation stage and were able to develop their knowledge independently. With the GCSE Applied Science class it wasnt as easy to apply the theories. The students target grades ranged from G-A., therefore ascertaining where their concrete knowledge lay or where they were in their Zone of Actual Performance was quite challenging. Such a large spread of stages meant it was often necessary to take a didactic approach to try and provide a basic foundation level of knowledge for the lower attaining students, so that they could access the lesson. In some cases students were never able to access the lesson due to their complete disaffection from the subject or school in general. Most of the class had not reached the formal operation stage and some struggled in the concrete operational stage at times. A good example being when one of the students struggled with the concept of limestone having nothing to do with the fruit. Finding the middle ground, where the higher attaining students wouldnt be bored waiting for the lower attaining students to get on task or understand what to do was extremely challenging, and at some points, felt completely pointless trying to apply social constructivist theory to the lesson planning with such a wide range of grades in the class was one of the key problems when trying to apply these theories to the lessons. It was however (in retrospect) interesting being able to see two different sides to how social constructivist theory is applied in the classroom. With the higher attaining, less disaffected KS3 students, it was a lot easier to see how the theories could be effectively applied to their lessons, how they benefitted from the teacher acting as a guide and their interest in the lesson meant that they were able to access it and move forward in their learning. It was always clear at which point in the learning process each students was at and what was required to move them onto the next level in the learning cycle. With the more disaffected, lower attaining students, in the GCSE Applied Science class it was so much harder to effectively apply these theories in the lesson. I tried on several occasions to teach lessons where I acted as the guide through their learning process; the students (in theory) would build on their experiential learning and move forward in their knowledge and understanding of the subject. In fact what happened was that the students panicked at the thought of not having the teacher dictating to them each step of the lesson and what they must do. The concrete experience for some was so limited that they were unable to apply it to the lesson and very quickly, if they were not given step by step instructions as to what to do next, they would be off task and cause other students to go off task as well. Therefore it seemed that the behaviourist theory, in particular Skinner, was being followed, as the positive reward was completing the step. Within the GCSE class there were several students who were classed as having Special Educational Needs (SEN), this ranged from Social Emotional Behavioural Difficulties (SEBD) to Dyslexia and Dyspraxia. Since the revised national curriculum was brought in to effect in September 2000, these students have had the right to a place in the classroom alongside students without any SEN.(Peacey 2001) Students with SEN are to be included in the lessons and not treated as separate entities to the non-SEN students. Effectively inclusion was brought in to ensure that all students had access to exactly the same educational opportunities as other students. Too see inclusion in practice is very different to reading about it on paper though. Within the class the students suffering from Dyslexia and Dyspraxia, worked fairly diligently, and although at times they found it a struggle organising themselves for course work or in taking notes, they caused little disruption to the other students. They had the extra help required and were catered for in examinations and course work; they were effectively being included. The students who were listed as having SEBD on the other hand, would have appeared to an outsider to relish in the opportunity to be able to disrupt learning; they spent more time being removed from the class than learning itself. Yet if their backgrounds were to be looked into, it would be apparent that it was an achievement being in school that day and it was quite understandable that science was not their top priority, when they might not have even had breakfast that morning. Their inclusion in the lesson was negatively impacting on other students who were not on the SEN register and did not need to be specially included into the class to due to disruptive behaviour. This leads to the question When should a student not be included in a classroom?, which at this point in my limited experience, I am unable to answer. In conclusion, behaviourism is still always going to be prominent in the modern school as a way of leading students towards becoming more disciplined and focused in their studies, via the rewards and sanctions policies on which they are based. When applying the cognitive learning theories, it is necessary to be aware that not all of the students are going to be starting at the same level, some may well be significantly below the level of other students and are only grouped together because of their age. Therefore the materials to be taught are not necessarily going to be accessible to all of the class all of the time unless they are developed to be inclusive for all the students, which is the current aim of the government.(Peacey 2001). The only viable option would be to group classes closely by attainment level as opposed to age, which is unlikely to happen. Word Count = 3,283

Retorhical Argument

Zoe Mojica Ryan Grandik English Comp. II February 27, 2013 Rhetorical Analysis (why violent video games are good for girls) Student Carmen Tieu, in her opinionated article, â€Å"Why Violent Video Games are good for Girls† expounds upon the idea that violent video games are good for girls. Tieu explains that violent video games boost confidence in women. She goes further on to say that it makes aware of the different socialization processes of men and women. Tieu begins by telling a short story about her gaming life. She is attempting to give you a peek into her mind about being a girl playing first person shooting games.She begins to reveal that men and women are socialized differently by using the aggressive chatting being done before the game begins. Tieu speaks to us in this manner to help us experience what it is like to be a girl and to be playing the violent first person shooting games. The way she is saying this makes it seem as though all males playing these games all act in such ways. The way that Tieu tells her story in the first paragraph gives us a more biased or more sympathetic affect to her cause. After Tieu finishes her first person perspective of the shooting games, she begins to say that girls are socialized into more docile activities.The language of the text that the writer is using is trying to make you more sympathetic towards her goal of this paper. Her word choice is meant not only for you to be sympathetic but to cause vexation. Tieu illustrates how society thinks that women shouldn’t and can’t play video games by saying they â€Å"objectify women† and the â€Å"violent† nature â€Å"repulses† girls. Tieu creates this tone by saying â€Å"Girls are socialized into activities that promote togetherness and talk, not high intensity competition involving fantasized shooting and killing. † Tieu continues to explain that women can play, and be just as good as men in violent video games.Carmen Tieu says that playing first person shooting games are empowering because it gives girls a chance to beat the boys at their own game. Her overall tone is meant to excite and make you want to play first person shooting games such as her quick and instinctual reactions using both joysticks. The author creates a very powerful environment when she explains how she gets an adrenaline rush beating testosterone driven men at something they are supposed to â€Å"excel† at. The writer creates a passionate diction when she uses the â€Å"savor† and â€Å"horror† and â€Å"completely destroys them†.The author furthers the goal of her paper by making her victory seem so empowering. Tieu proceeds in this paragraph by elaborating on how women can be made more confident in other aspects of life by playing violent video games. She says that when women play video games they are freed of the stereotype that women are meant to be soft and motherly figures. She claims that s he doesn’t reject these because she is a vegan and a tree hugger, but by saying she understands the opposing view makes it easier for the reader to stay on her side as to why video games are good for girls.She goes into further detail by saying it has psychologically helped her because she is aware that she can beat males at â€Å"their own game† claiming that it gives her more confidence in the male dominated academic field of math and science. Tieu says in this paragraph that playing video games has given her a different way of bonding with guys. She uses the example that a man gave her his respect for playing video games but goes on to say that he didn’t really respect women in general but we can’t really tell if he’s that kind of man just by one sentence.Showing the â€Å"lack of respect† he had towards women, she goes on to say since she started playing video games men have a different way of talking to her. Her way of saying â€Å"You get joy from perfecting your skills so that your high-angle grenade kills become a thing of beauty. † makes it seem as though it becomes a boost of confidence much like winning in a physical game. Tieu begins this paragraph by saying violent video games give girls an insight to a disturbing part of the male subculture. She uses words like â€Å"homophobic† and â€Å"misogynistic† to describe how the men react when they are playing such violent games.She describes them in a way that makes all men who play video games seem as though they downgrade any player who is below or even above them. She goes on to say that when she beats her male friends they are embarrassed by it which turns them into â€Å"testosterone driven macho men. † Tieu suggest that when men are around a female one on one a softer side of them comes out. She also over uses the word â€Å"macho† which creates a dual reality of how men can be a lot shallower when playing first person s hooting games. By her using the words to be a real man† she gives the claim that when men are around other men they have to pretend to be far more manly versions of themselves then what they really are. In contrast though, men are able to act like their true selves when they are one on one with women. When she uses those words to create the dual reality between a real man and a fake man she’s creating a tense environment and leaves us with an open question: Which man is the real man? In this opinionated article, â€Å"Why Violent Video Games are good for Girls†, Carmen Tieu argues how women should play violent video games.She uses diction and tone to help promote her argument. Throughout this article, she lets the reader know how much she has learned about the two natures that men display. Her words show how proud she is that she is able to recognize this difference in behavior and that she did not succumb to this, â€Å"ugly phenomenon†. The overall tone of the paper was persuasive and led you to be sympathetic to her cause. The type of language that the author uses helps to further enhance the argument. Through rhetoric devices Carmen Tieu solidifies that video games can boost confidence in women and that men and women are socialized differently.

A Study Of Nanofiber Technology Environmental Sciences Essay

The common acknowledgment to nanotechnology is â€Å" engineering to bring forth something with the characteristic by commanding the atom and molecule in the graduated table from 1nm to 100nm to alter the construction and agreement of the substance. Therefore, Nanofibers are define as fibre with diameter more than 100nm. Nanofibers are produced by Electrospinning and interfacial polymerisation. The most frequent stuff with nanofiber morphology are Ti dioxideA ( TiO2 ) , A Si dioxideA ( SiO2 ) , Zr dioxide ( ZrO2 ) , A aluminium oxideA ( Al2O3 ) , A Li titanate ( Li4Ti5O12 ) , A Ti nitrideA ( TiN ) orA platinumA ( Pt ) . Electrospinning is a procedure uses an electrical charge to pull really all right fibres from a liquid. Electrospinning portions the feature of both electrospraying and conventional solution dry spinning of fibres. The advantages is that Electrospinning procedure does n't necessitate the usage of curdling chemical science or high temperature to bring forth. Therefore the procedure is suited for production of fibres utilizing big and complex molecules. Nanofiber can be used in many Fieldss such as filtration, such as HVAC system filters, HEPA, ULPA High efficient filters, Air, oil, fuel filters for automotive, Filters for drink, pharmaceutics and medical applications. Furthermore, nanofiber can utilize in making fabric for fabric. For illustration, athletics dresss, athletics places, outerwear and many more. hypertext transfer protocol: //www.nanotech-now.com/images/nanofiber-large.jpg Nanofiber in high efficiency filtration application Nanofibers presents had been introduced into a new degree of public presentation that is is the air filtration. Due to the feature of nanofiber holding the thickness equal to merely several nanofiber diameters and was laid on a hempen substrate that to boot serves as a safety filter. The tenuity of the nanofiber bed coupled with fiber denseness considerable increase the fractional efficiency of the filter media with no important negative impact on permeableness to air flow. These type of constellation met the demand to bring forth high efficiency filtration. Common advantages of nanofibers in air filtration There are two primary map for polymeric nanofiber webs usage in filtration application. The advantage of nanofiber in air filtration is that it heighten the efficiency of the base stuff, making a composite media with good handling belongingss and good efficiency for many industrial and engine-related application. Furthermore, nanofiber is more thin in comparing with other method that is through the application of charged meltdown fibre. The 2nd advantage is that, polymeric nanofibre webs improve the surface lading behaviour of typical filtration stuff. When the filtration is utilizing other method, when clip base on balls, the peculiar affair become profoundly embedded in the hempen construction, finally it will forestall the air flow. But when polymeric nanofiber web is applied to the upstream side of the filter medium, the particulate affair is caught at the surface of the nanofiber web. The grounds why nanofiber web is better is because that the surface lading behavior allows the filter to be cleanable through standard mechanism like back forcing or agitating. Solidity and nanofibers in air filtration In nanometer scope of nanofiber, the consequence of faux pas flow at the fibre surface has to be taken into accouint. Due to the faux pas at the fibre surface, the draw force on a fiber is smaller than in the instance of non-slip flow which turn into lower force per unit area bead. In the other manus, the faux pas flow makes the part of the air fluxing near the fibre surface larger than that in the instance of non-slip flow, which translates into more atoms going near the fibre. This cause in higher diffusion interception and inertial impaction efficenceies. The function of solidness is complicate, as it affects both force per unit area bead and efficiency in the same way. When solidness addition, drag per unit length of fibre besides addition. Diffusion and interception is taken into history for high efficiency as they are the dominant mechanisms near the most acute atom size. We can state that, withing the locality of the most acute atom size, the figure of MERIT below show that decreased with increased of solidness The figure of MERIT show that different solidnesss for nanofibre media at 10.5fpm Dust Collector Applications Recently, dust aggregator had been introduce to the nanofiber engineering to pin down more dust on the surface of the filter than the conventional trade good types of filter media such as depth-loading cellulose, polyester or cellulose/polyester blend The procedure of the dust aggregator can be describe on the figure below The dust aggregator cartridge filter play the of import function of the filtration. There are may type of cartridge available. There are Ultra-Web merchandise from the Donaldson where it supply alone filtration efficiency. The advanced surface filtration engineering ensures longest life and lowest operation force per unit area bead in scope of cartridges. It is a high public presentation option to commodity-type pleated cellulose or cellulose/synthetic blended media that captures submicron dust atoms on the surface of the media. Nanofiber is a cellulose/synthetic composite media that forms a web-like cyberspace of really all right fibres 0.2 to 0.3 micrometers in diameter. Cellulose and intermix media have fibres at least 10 micrometer in diameter and big pores between fibres ( up to 60 micrometer ) that allow dust to perforate deep into the media, rapidly stop uping and cut downing filter life. Decision Although there are differing sentiments among the experts on the topic sing the planetary supply of oil, even the most optimistic of them predict that the planetary production of conventional oil is likely to top out sometime between 2010 and 2020 [ 10 ] . If we are to be prepared for this inevitableness we must speed up our acceptance of alternate fuels so we are at least prepared to run into the challenge when it arises. With its ubiquitousness in the existence and on our planet and its possible as one of the cleanest and most efficient fuel beginnings available to us, H is the obvious pick as our following basic beginning of energy, and the fuel cell is the obvious replacing for the internal burning engine. In order to show in this new epoch of energy, many obstructions must be overcome and many new technological progresss must be developed into feasible solutions. One such application that has been demonstrated to hold immense potency in this way is that of C nanofibers as a H storage medium for fuel cells, peculiarly in the transit sector. There is still a long manner to travel and much work to be done, but in this writer ‘s sentiment it is clip to get down the undertaking of turning the positive consequences born of research into the feasible solutions born of technology. Beside that, nanofiber engineering besides contribute in the air filtration. The importance of this is because filtration can do the air cleaner prevent the air from polluted. The nanofiber with the characteristic with the diameter that are less than 1000nm successfully barricade the particulate affair on the surface of the nanofiber web. It believes that, with the farther researching on nanofiber, many advantages and use will be discovered in the hereafter. Hydrogen Storage Medium for Fuel Cell with Carbon Nanofibers in Transportation Sector Introduction to the H as fuel cell: Nowadays, as the planetary issues has become a serious fact to human being, as high outlook to a renewable, environment-friendly and carbon-zero emanation energy beginnings, H have became the best future new energy beginning. The benefit of utilizing the H: Illimitable measures as H2O screen more than 70 % of the Earth The burning of H merely produces H2O and heat as byproduct Therefore H is really suited to be used for vehicle power beginning. Although H can be generated on-board a vehicle by reforming methyl alcohol or other type of hydro-carbons, but a better manner, that is store pure H on-board the vehicle without any reformation procedure required. The challenge of utilizing H fuel cell in automotive application: The H storage system should be safe The H storage system should be light and do non act upon the efficiency of the system by its weight. There are several methods to hive away the H: Compressed H gas Liquid H Gas-on-solid physical surface assimilation We can explicate the efficiency by wt % , which mean the ratio of stored H weight to the entire storage system weight of a vehicle. The compress H method: Disadvantage in safety due to the involved of force per unit area to compact the H. Suffer to the permeableness and embrittlement ( doing it brickle ) of the metal armored combat vehicle due to high force per unit area. These method merely can accomplish 2wt % with conventional storage armored combat vehicle and 5wt % utilizing expensive C fiber-wrapped polymer armored combat vehicles. Liquid H Safer to compact storage system due to low force per unit area demand Disadvantages in possible loss through vaporization Require energy and insularity to maintain the H in liquid province Merely achieve 3wt % . Gas-on-solid surface assimilation Investigated with C nanostructures ( C nanofibers ) A procedure which a gaseous substance condenses on the free surfaces of a solid The procedure merely affect weak molecular force ( Eg: Van der Waals force ) , the input energy is minimized. Gas-on-solid surface assimilation can accomplish upwards of 15wt % and more. How the Fuels Cells Function? The cell consists of an anode and cathode, and electrolyte in between to let positive ions to go through through. The H fuel is fed to anode and the atmospheric O is fed to the cathode. When activated by accelerator ( Pt on the cathode ) , the H atom separate into negatron and protons. The negatrons take a way through an electrical circuit and burden, while the protons take a way through the electrolyte. When the negatrons and protons run into once more at the cathode, they recombine along with the O atoms to bring forth H2O and heat. This procedure required changeless supply of H and hence, the H should hive away in a safe and efficiency manner. Carbon Nanofibers Carbon nanofibers consist of spiral like fibres made up of really little graphite sheets that are stacked in specific constellations and separated by distances of 0.335 – 0.342 nanometer. Hydrogen has a kinetic diameter of 0.289 nanometers, which is somewhat smaller than the 0.335 – 0.342 nm interlayer spacing in C nanofibers. To fix the C nanofibers for H surface assimilation, C nanofibers are placed in a vas and exposed to hydrogen under force per unit areas of 120-130 standard pressure at room temperature, the H slips between the graphite sheets of the C nanofibers and adsorbs to surface of the C beds. During the procedure, drosss metal and chemisorbed gases are carefully removed. The diagram above represent the H adsorbing between the graphite sheets of C nanofiber. A H lattice parametric quantity of 0.35 nanometer has been observed following the broadening of the interlayer spacing of the C nanofibers and formation of subsequent beds of H. Since this measuring is smaller than the mensural majority hexagonal stopping point jammed lattice parametric quantity of 0.376 nanometers for H, it has been proposed that the unique construction of the C nanofibers suppresses the mobility of the H and causes it to follow an remarkably extremely jammed province, which does much to explicate the high storage degrees that have been systematically measured. Upon controlled release of the force per unit area, the H desorbs from the C nanofibers and is released as molecular H gas. While the rate of surface assimilation is comparatively slow, on the order of hours, adequately fast desorption rates of ~57 mlA?/min have been reproducibly demonstrated. Analysis of the discharged gas indicates that H is so the lone constituent nowadays and therefore that there are no inauspicious reactions happening between the C nanofibers or any drosss and the H throughout the procedure. It should be noted that in finding the adsorptive capacity of the nanofibers it was discovered that non all of the adsorbed H is released in the desorption procedure at room temperature under atmospheric conditions. This fraction of strongly held H that is retained has been attributed to a comparatively little sum of chemosorption occurring, and has been confirmed through high temperature experiments on dismissed C nanofibers utilizing N and a thermic conduction sensor. The C Nanofiber Hydrogen Fuel Tank The principle application of a C nanofiber H storage medium is in a fuel armored combat vehicle for an incorporate on-board fuel cell system with a polymer electrolyte membrane ( PEM ) fuel cell stack at its nucleus and a H supply stored as adsorbed H in a pressurized armored combat vehicle incorporating C nanofibers. The PEM fuel cell is ideal for automotive applications because it operates at comparatively low temperatures and can change its end product to run into changing power demands. In this system, the H storage armored combat vehicle consists of a steel or composite armored combat vehicle or case shot filled with vapor adult C nanofibers with adsorbed H nowadays. The fresh armored combat vehicle is kept pressurized at about 100-120 standard pressure to keep the adsorbed province of the H. The armored combat vehicle is connected to the fuel cell via a regulated force per unit area nose assembly controlled by the onboard computing machine that monitors the system. As the fuel cell demands hydrogen through the normal operation of the vehicle, the force per unit area in the fuel armored combat vehicle is decreased and gaseous H is released through the nose assembly and directed to the fuel cell cathode for contact action and subsequent current coevals. The rate of release is variable harmonizing to energy demands and can change from zero to the maximal desorption rate available from the C nanofibers via incremental depressurize. Based on these computations ensuing in peculiarly light fuel armored combat vehicles full of H adsorbed on C nanofibers, and the fact that the surface assimilation procedure is much slower than the desorption procedure, it is suggested that the construct of replenishing the vehicle at a service. In this mode, the long surface assimilation times are relegated to the provider of the fuel and non to the consumer. Additionally, any wear or dislocation of the C nanofibers that may happen can be monitored and those units that have deteriorated beyond utility can be recycled. Decision Although there are differing sentiments among the experts on the topic sing the planetary supply of oil, even the most optimistic of them predict that the planetary production of conventional oil is likely to top out sometime between 2010 and 2020 [ 10 ] . If we are to be prepared for this inevitableness we must speed up our acceptance of alternate fuels so we are at least prepared to run into the challenge when it arises. With its ubiquitousness in the existence and on our planet and its possible as one of the cleanest and most efficient fuel beginnings available to us, H is the obvious pick as our following basic beginning of energy, and the fuel cell is the obvious replacing for the internal burning engine. In order to show in this new epoch of energy, many obstructions must be overcome and many new technological progresss must be developed into feasible solutions. One such application that has been demonstrated to hold immense potency in this way is that of C nanofibers as a H storage medium for fuel cells, peculiarly in the transit sector. There is still a long manner to travel and much work to be done, but in this writer ‘s sentiment it is clip to get down the undertaking of turning the positive consequences born of research into the feasible solutions born of technology.

Process paper essays

Process paper essays One of the most enjoyable things about the carnival is funnel cake. The children look forward to rides, while I look forward to eating as many of these as I can before we leave. However, it is never enough to hold my daughter (Amber) and I until the next carnival! Mom, my daughter says, The carnival will be here next week. I would really like to go. Of course we will go, honey, I really want a funnel cake! I replied. We arrived the first night of the carnival. Immediately after going through the gates we hurried to the roller coaster. It is our favorite ride at any carnival. We rode several more following that one. After 2 hours of waiting in lines and riding rides, I was getting hungry. Amber, Lets go get something to eat. OK, mom, she replied, Can we please get some funnel cake? You bet. Sounds better to me than cotton candy! We walked around the park until we found a booth that makes them. Can I have one funnel cake with sugar and strawberries on top, please? Amber asked. Mmm, sounds good except for the strawberries, I replied. I guess we will have two. We found a table to sit and eat. While eating, we discussed how nice it would be not to wait for a carnival to have funnel cakes. Laughing, Amber suggests I learn how to make them at home. Whats so funny? I asked. Mom, she replied playfully, I know you could try, but really, you cant cook! Well, I said, Sounds like a challenge to me! I started looking for recipes to make funnel cakes. There were so many to choose from. I guess you could call this my trial and error period! It was definitely a challenge; however, I found a recipe that even I could follow. Mom, my sweet Amber says, This is a really good funnel cake! ...

Why did revolutions break out so widely across Europe in 1848 and why did they fail Essays

Why did revolutions break out so widely across Europe in 1848 and why did they fail Essays Why did revolutions break out so widely across Europe in 1848 and why did they fail Paper Why did revolutions break out so widely across Europe in 1848 and why did they fail Paper Essay Topic: History In 1848, through a combination of long and short term causes, revolutions broke out across Europe, namely in France, Italy and Germany. The failure of the revolutions in Italy and Germany can be contrasted against the success of the revolution in France, where the existing Orleanist monarchys reluctance to assert its dominance against insurgents led to its downfall and republican success. In both Italy and Germany it can be argued that the respective leaders ability to affirm supremacy was never undermined and therefore the attempted revolutions were easily quashed and, for the most part, the old system of government reinstated. The revolutions in Germany, Italy and France were not directly linked as far as short-term causes are concerned. However, there are, to a certain extent, links in their long term causes. Europe endured hard times during much of the 1840s. A series of bad harvests culminating in the potato blight of 1845-46 brought widespread misery and some starvation. An economic depression added to the hardship, spreading discontent among the poor and the middle class alike. The view that the 1848 revolts were the result of not just one crisis but a combination of several is particularly supported by the French historian Ernest Labrousse1. These disasters brought about the need for constitutional change in line with the evolving social transformations of the time. The British had recognised and responded to this need for change much earlier because the industrial revolution was occurring much quicker in Britain than on the European mainland, save Belgium. The economic and social changes namely the rise in the educated middle classes necessitated some sort of amendment in legislation. This problem was never addressed in France and led to the rise in proposed alternative systems of government. In both Italy and Germany, uprisings were brought about by liberals demanding more freedom. In Germany, nationalists were inspired by the success of republicans in France. In Italy, liberals were stirred by the liberal concessions of the new pope, Pius IX and nationalists were roused by his seemingly sympathetic views to the anti-Austrian views in northern Italy. In order for a revolution to be successful, existing regimes need to be delegitimised, the existing regimes ability to use force needs to be subverted, a legitimacy for the new regime needs to be generated and a way of protecting this new legitimacy needs to be established. Existing regimes were successfully delegitimised in Germany (where it was argued that the existing order was not national or representative enough), Italy (where the common desire was to get rid of repressive Bourbon and foreign rule) and France (where republicans, legitimists and Bonapartists campaigned against Louis Philippes government). However, in both Italy and Germany, the existing administrations ability to use force was never undermined and this meant that the insurrections were able to be crushed. This can be contrasted with France where Louis Philippe suffered from lack of support from his national guard in critical moments. When it came to generating legitimacy for the new regime, the Italians and Germans were at a loss. Conflicting ideas and the fact that Piedmont was too weak to lead Italy in 1848 undermined Italian insurgents ability to create a legitimacy. In Germany, revolutionaries were unable to construct any accepted government or physical authority. Louis Philippe though faced problems in France since the Orleanist monarchy, in itself, was not a legitimate one2. In both Germany and Italy, revolutionaries were unable to defend themselves against the existing establishments and so were easily crushed. In France, revolutionaries were lucky that Louis Philippe decided to resign he could have, if he had truly desired, crushed the insurrections with force. It remains a mystery why he didnt. It is clear that the fact that Italian and German revolutionaries were too divided and disorganised, and that rulers in Italy and Germany too powerful to be overthrown ultimately led to the failure of both revolutions. In France, though, the existing regime was easily delegitimised and the lack of determination of the Orleanist monarchy to stay in power led to the success of the French revolution. The reasons why Revolution broke out in Italy are threefold and go back as far as 1846 with the election of the new pope, Pius IX. Within a month of being elected, Pius began to introduce reforms. He allowed political prisoners to return from exile, taxes were reduced and press censorship relaxed. These reforms made Pius seem, as Metternich put it, to be a liberal pope3 and sympathetic to the anti-Austrian cause in northern Italy. He became a national hero and was urged by Mazzini to lead the campaign for Italian rights. He then subtly attacked Austria by proposing a customs league modelled on the Prussian Zollverein, which would exclude Austrian held states, threatening an end to Austrian dominance of the Italian economy. These reforms prompted the leaders of Tuscany and Piedmont to follow suite. Charles Albert introduced a host of liberal ideas which prompted Sardinia to want to join Piedmont. This was a move to Italian unity which roused the hopes of nationalists, who now looked to completely eradicate Austrian rule. The second reason for revolution breaking out encouraged these nationalists even further. Civil war had broken it in Switzerland in 1847. By 1848, Switzerland had a new liberal constitution with guaranteed civil rights, popular democracy, and a say in economic, foreign and military affairs. The Italian nationalists looked on this as a lesson, since the Swiss had managed to throw off Austrian control and were now enjoying the fruits of their freedom. Thirdly, it was clear by 1848 that Austria was weak. Her ruler, Ferdinand I was partially insane and his government was becoming increasingly effective. Austrias concerns were focused on central and Eastern Europe and she looked on her two pieces of territory in Italy, Lombardy and Venetia, for taxes alone and therefore wasnt terribly keen on going out of her way to defend them4. These three factors encouraged nationalists that they could throw out Austrian rule and the tobacco boycott in Milan began, rather craftily, the revolutions. However, these revolutions were a failure for a number of inter-related reasons. Firstly, the opportunity presented by Austrian weakness which the nationalists pounced upon was only temporary and misleading. The resignation of Metternich left the Austrians only temporarily immobilised, and the restoration of royal power in Naples by Ferdinand II began on 17 May. Secondly the revolutionaries were hopelessly divided amongst themselves and failed to act together in order to protect the advances they had made. All had different ideas as to the future of Italy and their divisions made it easy for power to be reasserted. Thirdly, the Italians received no help, but active opposition from key European powers, namely France, who were itching to get a foothold in Italy and capitalised on the popes weakness and inability to control revolutionaries in the Papal States. The 1848 Italian revolution failed because there was never a coherent alternative legitimacy once the existing regimes had been delegitimised and the revolutionaries never had the capacity to protect their advances, as shown by the defeat of Charles Albert at Custoza. Though Germany was by no means a coherent nation in 1848 and events carried on independently in separate states, there was a common theme as to the reason why revolution broke out in 1848, and this was the upsurge of liberalism and the necessity for legislation change to accommodate liberal ideas. These liberal ideas were predominantly led by the expansion of educated middle classes, ambitious in their demands for freedom of action, political participation and a stronger national identity. The long term issues of agricultural and economic slumps were more of an issue in Germany than in Italy and were more applicable to the social unrest which brought about the revolutions. The economic pressures of the nineteenth centur y were particularly severe between 1845 and 1847. The acute agricultural crisis coincided with an industrial slump and Europes young industrial economies were unable to cope with the pressures of modernisation. There were three main factors which combined to cause the social movement against conservative governments. Firstly, social and economic hardships such as harvest failures had resulted in sudden, steep price rises. Wheat prices rose 51. 8% in Hamburg between 1841 and 1847, 70%of that rise coming after 1845. Secondly, the middle class exclusion from politics and power led to calls for liberal reforms. Those in the financial sector sought greater freedom to invest and expand; others sought a better society with more political participation. Thirdly, there was a growth in nationalist feelings, fed by issues like the Schleswig-Holstein question. In the short term, republican success on French soil encouraged rural violence and urban barricades, panicking governments into liberal concessions, which further encouraged revolutionaries to cause insurrection since they felt that they had governments on the defensive. Despite initial successes, the 1848 German revolution was ultimately a failure. The existing political order had been successfully de-legitimised as shown by the fall of Metternich and the granting of constitutions all over Germany, and the existing orders ability to enforce its will was successfully undermined by both the scale, and the speed at which protest happened, surprising leaders and preventing military response. However, the revolutionaries failed to establish a plausible, stable alternative legitimacy. The proposed alternative, the Frankfurt assembly never had broad and sufficient support6. The revolutionaries also failed to establish control over any means of enforcement. They were ultimately dependant on the armies of Prussia, Austria and other German states, which never accepted their authority. The 1848 German revolution failed because it effectively began to lose support by 1849, after initial success. The failure of the Frankfurt parliament to command any sort of respect invalidated the national cause and harkened the failure of the German revolution as a whole. The French revolution was different from the other two in that it was the only one that was successful. It was brought about more through combination of long term factors with a spark to set the actual revolution in motion, than with the amassment of short term factors. By 1848, when Louis Philippe had been forced to abdicate, his monarchy was well established. However, one might argue that its fall was inevitable he was not a legitimate king. He had not inherited the throne, and therefore could never say that he was king by divine right, the people had never been asked to express an opinion about his accession to power and he was not a military leader or the figurehead of a strong military group. The Orleanist monarchy was merely a useful compromise seized at by desperate property owners when they had feared for their future. 7 Thus Louis Philippes government was one that relied upon leadership that continued to inspire confidence in its supporters. However, it is here that Louis Philippes character came into play in undermining his own regime. By 1840 he had become increasingly reclusive and even stopped reviewing units of the National Guard. His public appearances became increasingly rare and became less effective in maintaining personal loyalties. This meant that by 1848, there were a number of organised groups in France constantly questioning the legitimacy and any scandal involving the Orleanist monarchy. These groups included the republicans, legitimists and Bonapartists. The republicans were the most widely supported and consisted of the low order republicans who believed it would lead to the rectification of the ills of poverty, and the high order republicans who were involved with a romanticised view of the republic set up by revolution. The legitimists consisted of those supporters of Charles X who had not rallied to Louis Philippe. They were not significant in terms of numbers, but rather in terms of how much damage they could cause by questioning every scandal. The Bonapartists supported the reinstatement of a Napoleonic empire and supported Louis Napoleon. Louis Philippe, therefore, was unfortunate in that there were a number of ready made alternative systems of government available. His unsuccessful foreign policy also lost the Orleanist monarchy support and many of his supporters began to look for alternatives that might do better. The governments reaction to the social changes going in France made unrest inevitable. Paris was growing rapidly and creating huge problems of poverty. Louis Philippes reaction was to claim that there was nothing he could do about it. 8 The incident which sparked off revolution was when troops fired on a fairly good-natured crowd, leaving eighty dead and wounded. This was exactly what republican leaders needed to anger and mobilise a majority in Paris. Lack of support from the National Guard rendered the king useless and on the 24th of February, he abdicated. Louis Philippe did not need to abdicate. He could have called in the army to quash rebellion had he wanted to. As Keith Randell puts it, the government was not overthrown, it was allowed to fall. The fact that revolutions were so widespread in Europe has led historians to look for common themes between the revolutions. The only common theme as to why revolution broke out in 1848 in Italy, Germany and France is the economic hardship of the 1840s. This economic hardship brought about problems which the existing regimes had to deal with. In France, the problems were simply ignored. In Germany and Italy, liberal concessions were made which only fuelled the desire for change in the hearts of revolutionaries. However, the lack of a common goal rendered the Italian revolution a failure, the lack of a respected alternative government rendered the German revolution a failure and the early resignation of Louis Philippe rendered the French revolution a success.

Scientific Management and Bureaucracy Essay Example | Topics and Well Written Essays - 1500 words

Scientific Management and Bureaucracy - Essay Example Same can be observed for scientific management based organization structure. Both bureaucracy and scientific management structures are very interesting, evolved and comprehensive. Despite their respective merits and demerits they are still widely chosen forms of organizational structures the globe over. In the following paragraphs we examine each of these structures in some details focusing on their main features, merits and demerits and the specific type of settings where these can be preferred structures. The rationalization process is the practical application of knowledge to achieve a desired end. It leads to efficiency, coordination, and control over both the physical and the social environment. Weberian general theory of rationalization forms the basis for evolution of bureaucratic form of economic organization. Marxists sociologist had detected rationalization in factory settings and the several labor related concerns associated with it. Weber observed and extended rationalization to almost all social spheres - politics, religion, economic organization etc. Rationalization refers to increasing human mastery over the natural and social environment. ... Weberian sociology is conceptualized on the metaphysics of rationalization which eventually converts capitalist society into a system of interconnected bureaucracies. According to Weberian definition of rationalization in economic organization it was simply manifest in the organization of the factory in the bureaucratic form with the calculation of profit by systematic accounting procedures. In ethical connotations it essentially meant an increased reliance on discipline and training in society as a whole, the spread of bureaucracy, state control and administration. Thus bureaucracy held centre stage in Weberian sociology. Weber defines bureaucracy as "a hierarchal organization designed rationally to coordinate the work of many individuals in the pursuit of large scale administrative goals" (Haralambous, 1985).Its main features are a hierarchal structure based on commonality of codified purpose, specialization in the form of well defined division of labor which runs under a power system termed 'rational - legal authority'( based on the concept of domination prevailing in democratic societies and belief in the legality of certain rules. Those who issue the rules are seen as entitled to do so. It is possible to know which rules are formally correct, imposed by accepted procedures. This power authority system creates an impersonal order). That is each stratum expects the authority of higher strata and, in turn, exercises the same downstream for common purposes. Each bureaucracy position is gained by ability and competence. The 'consistent system of codified and abstract rules' and norms are adhered to an d administered with an intent of 'moralistic impersonality'. At its best bureaucracy has an almost a machine like character - each parts

Business Conditions Analysis (1) Essay Example | Topics and Well Written Essays - 500 words

Business Conditions Analysis (1) - Essay Example During this time span, there is considerable amount of decline or downfall in the economic activities. On the other hand, the definition of expansion, which is used by the committee, is that it is the time span between the trough and peak of the economic cycle. During this time span, the economic activities increase by a considerable rate (NBER(a)). The method used by the committee for determining the dates of the important events of the business cycle is inefficient in terms of identifying temporary shifts in the recession and expansion. As, the committee only take its decisions on the basis of the pre-defined definitions and has no method of identifying that the contraction or expansion are only temporary interruptions or actual (NBER(a)). Along with this, there is no appropriate definition of economic activity. For this purpose, the committee takes help from different economic measures which are used to determine the overall broad activity. Some of these measures, which are used by the committee, are product based real Gross Domestic Product (GDP), income based real Gross Domestic Product (GDP), and the real income of the economy (NBER(a)). Apart from these broad economic indicators, Business Cycle Dating Committee also sometime uses the narrow economic indicators which are not able to cover the whole economy, for example the industrial production determine by the index of the Federal Reserve and the real sales. Although, use of these narrow economic indicators along with the broad economic indicators can result in the problem of double counting the of the industries and sectors included in both indicators but still these narrow economic indicators can be beneficial when there is conflict between the broad indicators (NBER(a)). It is also important to establish, that the method used by the committee for the determining peaks and troughs is completely different from the two