Cloud Computing Unit 2 Lab 1 Essay

If comparing the cloud solutions and services for businesses from Amazon, Google, and Rackspace. Amazon: Amazon Elastic Compute Cloud (Amazon EC2) is a web service that provides resizable compute capacity in the cloud. It is designed to make web-scale computing easier for developers. Amazon EC2 is simple web service interface allows you to obtain and configure capacity with minimal friction. It provides you with complete control of your computing resources and lets you run on Amazon’s proven computing environment. Amazon EC2 reduces the time required to obtain and boot new server instances to minutes, allowing you to quickly scale capacity, both up and down, as your computing requirements change. Amazon EC2 changes the economics of computing by allowing you to pay only for capacity that you actually use. Amazon EC2 provides developers the tools to build failure tough applications and isolate themselves from common failure scenarios that are common amongst other cloud providers. Amazon EC2 presents a true virtual computing environment, allowing you to use web service interfaces to launch instances with a variety of operating systems, load them with your custom application environment, manage your network’s access permissions, and run your image with the number of systems as you desire. The Amazon EC2 will provide some of the following features: Inexpensive – Amazon EC2 passes on to you the financial benefits of Amazon’s scale. You pay a very low rate for the compute capacity you actually consume. On-Demand Instances let you pay for compute capacity by the hour with no long-term commitments. Reserved Instances – Reserved Instances give you the option to make a low, one-time payment for each instance you want to reserve and in turn receive a significant discount on the hourly charge for that instance. Spot Instances – Spot Instances allow customers to bid on unused Amazon EC2 capacity and run those instances for as long as their bid exceeds the current Spot Price. The Spot Price changes periodically based on supply and demand, and customers whose bids meet or exceed it gain access to the available Spot Instances. Elastic – Amazon EC2 enables you to increase or decrease capacity within minutes, not hours or days. You can commission a variety of server instances simultaneously. Because this is all controlled with web service APIs, your applications can automatically scale itself up and down depending on its needs. Reliable – Amazon EC2 offers a highly reliable environment where replacement instances can be rapidly and predictably commissioned. The service runs within Amazon’s proven network infrastructure and datacenters. Secure – Amazon EC2 works in conjunction with Amazon VPC to provide security and robust networking functionality for your compute resources. Amazon Elastic Block Store – Amazon Elastic Block Store (EBS) offers persistent storage for Amazon EC2 instances. Amazon EBS volumes are network-attached, and persist independently from the life of an instance. Amazon EBS volumes are highly available, highly reliable volumes that can be leveraged as an Amazon EC2 instance’s boot partition or attached to a running Amazon EC2 instance as a standard block device. EBS-Optimized Instances – For a low, additional, hourly fee, customers select Amazon EC2 instances types as â€Å"EBS-Optimized† instances. EBS-Optimized instances enable Amazon EC2 instances to fully utilize the IOPS provisioned on an EBS volume. EBS-Optimized instances deliver dedicated throughput between Amazon EC2 and Amazon EBS, with options between 500 Mbps and 1000 Mbps depending on the instance type used. Multiple Locations – Amazon EC2 provides the ability to place instances in multiple locations. Amazon EC2 locations are composed of Regions and Availability Zones. Availability Zones are distinct locations that are engineered to be insulated from failures in other Availability Zones and provide inexpensive, low latency network connectivity to other Availability Zones in the same Region. Amazon Virtual Private Cloud – Amazon Virtual Private Cloud lets you provision a logically isolated section of the Amazon Web Services Cloud where you can launch AWS resources in a virtual network that you define. You have complete control over your virtual networking environment, including selection of your own IP address range, creation of subnets, and configuration of route tables and network gateways. Amazon CloudWatch – Amazon CloudWatch is a web service that provides monitoring for AWS cloud resources and applications, starting with Amazon EC2. It provides you with visibility into resource utilization, operational performance, and overall demand patterns—including metrics such as CPU utilization, disk reads and writes, and network traffic. Google Cloud Connect: a free cloud computing plug-in for Windows Microsoft Office 2003, 2007 and 2010 that can automatically store and synchronize any Microsoft Word document, PowerPoint presentation, or Excel spreadsheet to Google Docs in Google Docs or Microsoft Office formats. The Google Doc copy is automatically updated each time the Microsoft Office document is saved. Microsoft Office documents can be edited offline and synchronized later when online. Google Cloud Sync maintains previous Microsoft Office document versions and allows multiple users to collaborate, working on the same document at the same time. Google Cloud Connect was discontinued on April 30, 2013; former users are advised to migrate to Google Drive. This solution is, however, only available to paying users of Google Drive. Backup: Microsoft Office documents could be manually or automatically backed up to Google Docs each time they are saved locally. Synchronize: Changes made to an Office document on one computer can sync when the file is opened on another computer. Microsoft Office documents synced to Google Docs can be made accessible to one person. Microsoft Office documents synced to Google Docs can be made accessible only to selected people. A shared document can be set to only be viewed by others or edited as well. Documents synced to Google Docs can effectively be published by making them accessible to anyone. Multiple users can work on the same document at the same time. When one person edits a document, others sharing the document receive an email letting them know. Use Google Cloud Print to print to local or remote network connected printers. Allows you to compare the previous version is maintained allowing users to compare to older versions. Roll back allows users can go back to a previous version of the document. Green computing allows documents to be shared without printing or sending large files. Only links need be sent. Mobilize: Google Sync allows synced documents to be viewed and edited with most internet connected mobile devices. Storage: 5GB of Google Drive storage is included for free. Rackspace: The Rackspace public cloud gives you the tools you need—just sign up for a cloud account to get started. Plus, you can combine the quick, flexible deployment options of the public cloud with the security of private cloud and the performance of dedicated servers in the hybrid cloud. Using Rackspace cloud you have access to Linux and Windows servers with persistent local hard drives and optional managed services. MySQL Cloud Databases with 22.9% faster performance than RDS. High-performance SSD Block Storage and Cloud Files storage with CDN for fast global delivery of content. Software-defined networks for network isolation, performing packet filtering, and supporting broadcast/multicast. The Rackspace cloud has different variations including hybrid and private clouds. The Private cloud is a scalable cloud environment providing the agility and efficiency of a public cloud built on infrastructure dedicated exclusively for your organization. It can be hosted in your own data center, in a partner data center, or at Rackspace. Private clouds are ideal when you need to accelerate innovation, have large compute and storage requirements, or have very strict control, security, and compliance needs. Running a private cloud requires time and expertise. When you work with Rackspace, you get the ability to host in our data center, your data center, or a colocation facility, access to experts at the company that launched OpenStack with NASA, as much or as little support as you need. Quickly and easily provision infrastructure so you can scale up and down to meet business needs. Advanced functionality, including dynamic provisioning and workload balancing managed by Rackspace, allow you to avoid costly and time-consuming IT projects and maintenance. The Hybrid (public) cloud is it combines public cloud, private cloud, and dedicated bare metal computing and makes them work as one to: Fit your application, instead of forcing your application to fit it. Boost performance, security, and reliability while reducing costs because you use the right tool for the right job. It delivers an OpenStack-based platform for the flexibility you demand. Rackspace offers a range of hybrid cloud solutions, from out-of-the-box to highly customized.

Making reference to Language and imagery Essay

The play of â€Å"Macbeth† is based around a soldier who went by the name of Macbeth Ambition got the better of Macbeth and drove him to work his way up the hierarchy by whatever means he thought was necessary. Of course he did meet some obstacles on the way, but instead of hurdling over them he got rid of them. Eliminating these obstacles is what caused Macbeth’s transition from a â€Å"brave Macbeth† to â€Å"abhorred heir† by the end of the play. However it’s not a clear cut answer. There were many contributing factors. It wasn’t simply all Macbeth’s doing that got him where he was at the end of the play. Many characters played a role in his downfall. At the start of the play we do not meet Macbeth but we are told about him, ‘For brave Macbeth, well he deserves that name,’ here is where a soldier is speaking to King Duncan and telling him that Macbeth does deserve to be called brave. This is where we first hear of Macbeth before we actually meet him. The next thing that the soldier tells Duncan is a small piece of description of why Macbeth should be called brave, ‘Disdaining fortune, with his brandish’d steel, Which smok’d with bloody execution,’ Here Shakespeare uses certain dramatic words to create an image of what Macbeth was like. The way the soldier tells Duncan that Macbeth’s steel was covered with bloody execution, which gives us an image of a man covered in blood from the people he has executed. When Macbeth meets the three witches for the first time he is immediately interested in what they have to say and he does ask them to speak if they can. Macbeth’s immediate reaction to what the witches had said was interesting, he wanted to know more as he was confused by the prophesy of him becoming King, ‘Speak, I charge you’ here Macbeth tries to order the witches to say more but they vanish. The witches were very smart; they told Macbeth the hard facts but they didn’t tell him how or when he would be King or Thane Cawdor. This leaves him hanging. Macbeth and Banquo are, as expected, shocked. The witches here could have simply be spinning a line of lies and see if Macbeth would grab it as he did and the witches now know that Macbeth must be pretty easily convinced as he was when he heard the prophesies. Macbeth and Banquo, when the witches are gone, then think if what they had seen and heard was actually there or were they going mad, ‘where such things here as we do speak about? Or have we eaten on the insane root. That takes the reason prisoner?’ Here Banquo asks Macbeth if what they are talking about was actually there or have they eaten on the insane root and just gone mad. So even when they have heard the prophecy it shows you how shocked they are if they are questioning their own sanity. Macbeth may take the bait from the witches but Banquo tries to worn Macbeth that there must be evil forces at work and that it may seem in his favour now but there is something sinister in the predictions, ‘What, can the devil speak true?’ Banquo here tries to convince Macbeth that can these witches related to the devil speak truth and so he tries to over throw Macbeth’s thoughts to forget about the prophesies and just to carry on as normal. The first seed of ambition that is thrown to Macbeth came from the witches’ prophecy of Macbeth becoming King. However the seed did not start to grow until Macbeth hears that he is going to become the new Thane of Cawdor this being the first prophecy made by the witches come true. At this point Macbeth and Banquo had decided to let the future take care of itself. However when he was told that he would be the new Thane of Cawdor a bell started to ring in his head. Soon after this, Duncan makes his son Malcolm the Prince of Cumberland and Duncan invites himself to Macbeth’s Castle. Everything is falling into place for Macbeth and he sees his chance to become King; obviously Duncan was not planning on making Macbeth the next King. However Macbeth then had a problem and that was Malcolm, ‘The Prince of Cumberland _ that is a step, On which I must fall down, or else o’erleep, For in my way it lies.’ This is where Macbeth realises that he has a hurdle to overleap in order to for fulfil his ambition to become King of Scotland. This is where Shakespeare tries to explain Macbeths’ situation in a simple way by creating an image of a staircase, Malcolm on the step above him and the King ‘Duncan’ above that. This is where he has a choice of whether to get rid of Malcolm or some how get him out of the way so that he could fall into the place or step that he was on and then he would be another step closer to becoming the King. Duncan appears to continuously present Macbeth with gifts and titles. This fuels Macbeth’s ambition and makes him yearn for more authority, such as to be the King of Scotland. Presenting Macbeth with gifts and titles led to Macbeths’ transition or you could say his tragedy, but Duncan cannot be entirely to blame because he was simply rewarding Macbeth for his triumphs and bravery on the battlefield over much larger armies, ‘What he hath lost noble Macbeth hath won.’ Here we get a great feeling that Macbeth is a very strong and powerful soldier on the battlefield. Here it says that what other soldiers have lost, such as a battle or war, Macbeth will definitely win. Lady Macbeth latches on to the idea of Macbeth being King as soon as she reads his letter describing the prophesy. She has no doubt that the prophecy will come true, but she does fear that her husband is, ‘to full o’ ‘the milk of human kindness to catch the nearest way.’ Lady Macbeth immediately sees that killing Duncan is necessary for Macbeth to become King, and she has no concern for how evil that plan is. As soon as she sees him, she begins convincing him that he should kill the King. Macbeth does not agree, but later in scene seven, he tells Lady Macbeth: ‘We will proceed no further in this business’. She responds by attacking his manhood, calling him a coward and referring to a promise she never made. ‘I would while it was smiling in my face Have plucked my nipple from his boneless gums, And dash the brains out, had I so sworn as you Have you done to this’. Macbeth never made a promise to kill Duncan but Lady Macbeth is trying to manipulate him by saying if she had made a promise to kill her child she would, Macbeth has sworn to kill Duncan but she is simply playing with his mind and trying to get him to go along with the murder. Later on in scene seven Macbeth tells his wife that he doesn’t want to take the positions away from the soldiers or Thanes because they have earned their position and clothes that hey wear, he just wanted to become King the easiest and quickest way. Lady Macbeth tries to explain to her husband that there will be an obstacle or downside along the way, ‘Letting ‘I dare not’ wait upon ‘I would,’ Like the poor cat i’ th’ adage?’ Lady Macbeth here tries to be persuasive by telling Macbeth that she would not let fear get the better of her as he was starting to do. She then uses the proverb an ‘adage’ to try and explain that obstacles often occur when someone really wants something and puts his situation into a way that he could relate to. Lady Macbeth said to Macbeth the cat wanted the fish but would not get her paws wet, translating into Macbeths’ case, he wanted to become King but didn’t want to kill for it. After the murder of Duncan Lady Macbeth has to assure Macbeth that what is done is done and not to think about it as it will drive him insane. Macbeth was still shaken after the murder and took the daggers, that he killed the guards with, back with him. Lady Macbeth then had to take charge, ‘Infirm of purpose! Give me the daggers.’ Lady Macbeth even after the murder is still insulting her husband and calls him weak minded. Lady Macbeth plays an important role in Macbeths’ transition. Lady Macbeth is like her husbands bad conscience, there were many points in the play where Macbeth would have pulled out from murdering Duncan but his wife tried her best and seceded in convincing Macbeth that he should murder Duncan. However I do not think that she can be held entirely to blame; Macbeth had free will to do what he wanted; Lady Macbeth simply backed him up. Therefore it was through Macbeths’ decisions he became the man he was at the end of the play. You could say that he was some what forced into murdering Banquo. ‘It is concluded! Banquo, thy soul’s flight, If it find heaven, must find it tonight.’ Here Macbeth has plotted the death of Banquo, and is pleased that his friend would soon be dead. He does all this without any prompting at all from Lady Macbeth; he does this simply because the witches had said that Banquo’s descendants would be Kings. Macbeth furthers his own transition by having Macduff’s family killed. ‘The castle of Macduff I will surprise, Seize upon Fife, give to the edge o’ the sword His wife, his babes, and all unfortunate sould That trace him in his line.’ Straight after the second prophesy, which warns him to beware the Thane of Fife, that being Macduff. Lennox brings word that Macduff has fled to England. Angered, and the words from the prophesy that he has interpreted to mean that Macduff may be a threat, Macbeth orders the household of Macduff slaughtered. When Macduff had found this out he was truly convinced that Macbeth is evil, and rallied the armies of proud England to march against the sick Scotland. Therefore, by destroying the Macduff household, Macbeth brung about his own downfall or transition by the end of the play. Prior to this Macbeth once again made another step towards his own transition. He yearned for the knowledge that the witches possessed and he couldn’t do anything without knowing what was going to happen in the future. The second time Macbeth went to visit the witches they had three new prophecies for him, ‘The power of man, for none of woman born Shall harm Macbeth’ This first prophesy is simply saying that the person born not of a woman shall harm Macbeth. Macbeth thinks that this is impossible, what he doesn’t realise is that Macduff was born by a suzerain ‘Macbeth shall never vanquish’d be until Great Birnam Wood to high Dunsinane Hill Shall come against him.’ Here the witches say that only harm will come to Macbeth when Birnam Wood comes to Dunsinane, which Macbeth thinks is impossible. The other prophesy was, ‘Beware Macduff, Beware the Thane of Fife.’ Here the witches are simply telling Macbeth to beware Macduff. As he believed all the prophesies he made them come true, so we don’t actually know whether they simply fed him a line and influenced his thinking knowing that he was ambitious and would make these prophesies come true. This is yet another factor in Macbeths’ downfall. Macbeth surprisingly actually tries to comfort himself and in a way he tries to justify what he has done, ‘I am in blood stepped in so far that returning were as tedious as go o’er.’ Macbeth here is trying to say that going back from what he had done would be as tedious as it was committing the murder, he seems to think that because he is so far stepped in blood and cannot turn back that it makes everything alright which it certainly doesn’t. Even though Macbeth sees Banquo’s ghost he doesn’t seem to show any remorse. However the ghost does startled him and he doesn’t feel like a man when the ghost is there, ‘Enter GHOST, And to our dear friend Banquo whom we miss; Would he were here. To all, and him we thirst And all to all.’ Banquo’s ghost enters the banquet and Macbeth decides to propose a toast to Banquo, it’s as if Macbeth is tying taunt Banquo’s ghost, Macbeth is not really sorry and he wouldn’t rather Banquo be there he is simply boasting to the ghost that he had him killed. However at the point when the armies of England are closing in on Dunsinane, where Macbeth’s castle is, Macbeth seems remorseful. It seems that his darker side was turning towards the light, but still, Macbeth refused to let anyone or anything threat his reign, except his death. ‘But get thee back my soul is too much charged With the blood of thine already.’ Shakespeare uses imagery here to show how Macbeths’ soul is fully charged like a battery but with all the bad deeds he had committed. This part of the play is where Macbeth is confronted by Macduff and he is remorseful that he has killed Macduff’s household. But nevertheless the deed was done and Macbeth could only blame himself for it. In conclusion I think that Macbeth was more so to blame for his own transition. He may have been pushed into the murdering of Duncan but everything else he made his own mind up about. Sure there where many limiting factors in Macbeths’ transition such as Lady Macbeth, the witches and another big factor being his ambition which was probably reflecting his decision making but this cannot be excused as he knew exactly what he was doing and what his aim was, to become the King of Scotland. However he does show some remorse before he is killed. Before Macbeth was killed Macduff started to fight with him but Macbeth could fight no more and so Macbeth was beheaded. This does show that he may have finally realised what he had done or that he was blinded from the truth by his ambitions.

Telecommunications and wireless technology Assignment

Telecommunications and wireless technology - Assignment Example The scope of technology and communication is not limited to any particular field or scope, rather it has helped making different sectors more easy to work with. Information system is an entire concept which is based on the implementation and installing of the information system in the organizations and networks for the benefit of fast working and easy execution of tasks. Literature Review: The journey of modern communication can be stretched back to the days when the communication means were slowly being transformed from wired communication to wireless ones. The wireless concept was a totally new idea which provided the people with more options in terms of the remote facility, usage of the mobile phones on the go, better services, and many more functionalities that were simply not provided by the wired telephone networks. This wireless technology came in form of 1st generation technologies formally known as the 1.G. these standards were specified by a centralized body known as the In ternational telecommunication Union (I.T.U), which looks into the matters of communication and networks and aims for further advancements and developments. I .T.U is a centralized body that looks into various aspects of the overall communication technologies promoting safer communications, specifying rules and regulations, dedicating channels and frequencies, providing platforms for further research, collaborating with other mega partners towards improvements of the communication technologies and also ensuring that the communication technologies are incorporated into other fields for the purpose of welfare of mankind and society. The first generation technology was formally known as the AMPS technology(Arokiamary 2009) which is acronym for Advanced Mobile Phone Services, these services were characteristic of being analogue in nature, facilitating limited number of customers across a dedicated channel, and with limited or no secure mechanism for protecting the privacy and data of the customers. Another characteristic of this concept was its limitation to mere voice traffic and being void of the data communications. To bring about advancements in the concept of wireless means of communication, a step forward was taken in form of migration towards second generation technologies which were formally known as the 2.G, which again was being parented by the I.T.U. The 2nd Generation technologies were meant for overcoming all the short comings that were there in the 1st generation technologies in form of the limited capacity, limited channel and customer entertaining, less secure means of operations. All this was overcome by transferring the overall concept to digital transmission and relying on the digital signal in contrast to the analogue signals which were largely in practice in the predecessor technological servicing entity. Few of the features of the second generation technologies included digital transmission, higher frequency bands, more secure algorithms adopt ion for the purpose of improved functioning and secure services, along with the using of channels and coding techniques that made the overall process of communication easy not just for the subscribers but the service providers as well. Some of the major concepts and entities of the second generation technologies include the usage of G.S.M (Global Systems for Mobile Communications), G.P.R.S (General

Critical Analysis of the Trends in Vehicle Miles Traveled (VMT) in the Term Paper

Critical Analysis of the Trends in Vehicle Miles Traveled (VMT) in the United States - Term Paper Example The context factors act as Vehicle Mile Travelled (VTM) growth drivers. They include legal/political climate, family structure, social/cultural conditions and technological, economical and institutional structure of the American society. The discussion provided for the impact of the outlined factors is one-sided. Most of factors such as decentralization of companies can have either effect. Travel requirements decreases as a person ages due to the decrease in the activity level and decrease in work related travels. Contrary to the earlier arguments, the aging factor does not increase or reduce the VMT. This is because the decreased levels caused by the aging population are countered by the increasing travel levels caused by the maturing young adults. However, the improved health, wealth and higher licensing rates for the elder women have curtailed the reduction in the rates of mobility for the older generation. The argument on the aging factor overlooked the impact of the economic gro wth on the VMT. This reduces the rate of VMT. Changes in the nature of work will reduce VMT because most of the employment agencies and individuals are applying the use of computer technology to enhance production. Most of the workers can work from home and avoid travelling to their work places. Most institutions of higher learning are also leaning towards introducing online lessons. This will reduce the travel requirements for most students. Decentralization of companies to rural areas can also contribute into the reduction in the VMT because companies may be located near the workforce thus, negating the travel necessity. Finished goods will be brought near retailers and consumers negating the necessity of travelling over long distance to acquire them. The impact of the aging population is reasonable because the travelling tendency of a person is dependent on the activity level. The travel frequency increases as a person matures to middle age. Children may not directly produce VMT but they increase the travel demands for their parents. The middle aged adults would directly increase the VMT as they are in the peak levels of the work related travel. It is notable that the prevalence of dispersed suburban environments and more working parents have made many teenagers rely on auto-travel to and from school. The rise in the fuel prices will generally lead to the reduction in the VMT. However, changes will be insignificant because most people are forced to drive to and from work regardless of the oil prices. Stabilization of workforce participation rates may have either impacts i.e. it can reduce or increase VMT. The increase of women workforce may lead to the increase in the need for travel. However, the rate may still reduce because the involvement of women does not signify an addition in the work force. They just fill the vacancies that would have been filled by anyone, meaning that the number of the workforce is preserved as well as their travel needs. The impa ct of most of the outlined factors is dependent on the changes in other factors. For instance, changes in the increase in the cost of driving may increase VMT in case of the future growth in the economy and income levels (Ewing 2007). Changes in manufacturing and distribution and trends in the cost of real property are the two opposing factors that can lead to increase in VMT. The decentralization of industries due to the enhancement of new

Critical Appraisal of Business Planning Process Essay - 1

Critical Appraisal of Business Planning Process - Essay Example This report describes the importance of strategy, market research and analysis, financials, competitive strategy and generating ideas as fundamental outcomes of proper business planning. Idea generation and strategy External market conditions change rapidly in certain industries, thus driving a need for innovation in order to compete with other businesses operating in the same market environment. Products and services both from an entrepreneurial business and the competitive environment have a specific life cycle by which it generates profitability and consumer adoption patterns. A product or service will move from growth to maturity, a period where sales decline and thus new product development becomes a critical internal activity of the organisation. This is why generating new ideas becomes a paramount objective in the planning process, usually requiring the input of executive leadership and managers to determine how best to introduce a new product whilst still recognising costs. I n generating new product ideas, the business leadership must determine whether compromises will be made, opportunity costs or trade-offs, in order to launch a new product or service on the market. ... Innovations, however, are critical to maintaining a stable market position. Strategy formulation determines the objectives necessary to achieve a long-term market position. Strategy defines sustainability over the long-run or whether growth is an expectation related to revenue-building. An entrepreneurial dimension of strategy is persisting to find a better fit in the competitive market or developing a vision by which the organisation founds its values and organisational structure against (Majumdar 2008). Developing a long-term orientation is necessary in business planning as it determines the strategic direction the business intends to pursue and thus resources are allocated toward meeting this purpose. Market analysis and competitive strategy Michael Porter identifies five competitive forces that impact business success, including threat of new entrants, the availability of substitute products, supplier and buyer power in the market, and concerns over what types of competitive stra tegies are being developed by other businesses operating in the same market (Porter 2010). It is necessary to scan the external environment in order to understand what socio-economic and socio-cultural trends are observable in key target markets in order to develop a service or product plan designed to properly fit these attitudes or financial predictors. Market analysis identifies all of the fundamental hindrances or advantages that are linked to strategic intention and competitive strategy, thus the planning process must include market research. Businesses that are heavily reliant on consumer revenues must understand what drives buyer behaviour, and this is best performed through surveys, questionnaires or focus groups. Consumers either favour or disapprove of a particular

Does Dieting make you fat Essay Example | Topics and Well Written Essays - 1250 words

Does Dieting make you fat - Essay Example Despite people holding onto the unfortunately untrue belief that fats are the main sources of obesity, a study carried out by Swedish dietary professionals state carbohydrates are the main contributors of obesity cases globally. Therefore, many people normally avoid fats and instead consume carbohydrates in their quest to control obesity but unfortunately, this usually does such people more harm than good. Therefore, the quantity of food that one consumes is never an issue because what matters is a number of calories in the food. This, in turn, leads to an equally elevated hormone level. Insulin is the most important hormone to consider for it is directly involved with the weight loss of an individual. One role played by insulin is the controlling storage of body fats. â€Å"When one consumes large amounts of carbohydrates, these results to an increased sugar level in the bloodstream†. This results in higher levels of insulin in the body and this is directly proportional to th e amount of fats stored in the body, which eventually results in weight increase. Therefore, low consumption of carbohydrates results in less production of insulin thus little fat storage. People saying that large consumption of fat makes one fat due to its high level of calories entail imparting with adequate information on how fat storage in the body works. According to Yuhnke, weight loss can be acquired through dieting. For instance, in her research Yuhnke states that one can cut 200 calories by consuming food such as sandwich pepper.

On the Control People Have Over Their Behavior, Emotions, and Thoughts Essay

On the Control People Have Over Their Behavior, Emotions, and Thoughts - Essay Example If he is in control, just how much control does he have over these aspects of himself? This paper takes the position that we do not know what we are doing in most situations. We are not in control (Armstrong 22-38; Thurman 460-473; Stout 381-398). It is interesting how the different authors portray man. In a way their portrayal also defines what it means for man to be free, and just how free he is in reality. Armstrong, for one, notes that man is not totally free to be anything, because he is hardwired to look for God. He is a religious being as much as he is descended from apes and has that particular anatomy. There in that vision of man there seems to be already a defining and a limiting of what man can be. He is not free to be anything he wants to be. He must by his very nature act, think and feel in accordance with his wiring. That wiring includes looking for God. Thurman also seems to think the same way, in a sense. He says that in essence the ego or the individual is not in con trol of himself, because the ego is always in flux. He is a bundle of passing thoughts, feelings, and actions. Stout seems to say the same thing, in the language of trauma and the human brain. She is saying that trauma, for instance, can affect the way people perceive the world. Trauma changes the way the brain is wired. It is so that people are not in control of the way they react to things that remind them of traumatic events (Armstrong 22-38; Thurman 460-473; Stout 381-398). Discussion Reading Stout, for instance, we come face to face with just how vulnerable man is to trauma. Trauma can reshape the brain itself. With the brain reshaped, a person’s thoughts and feelings are affected. Of course with the thoughts affected and changed in profound ways, actions are likewise reshaped and affected. We see that man can be so affected by trauma as to be unaware that he is acting out of reason, for instance. It can be also that man can be unaware that he is acting out of a reaction to a past traumatic event. How much control does man have in this instance? Obviously man is not much in control. To be aware means to know that one’s actions are coming from a deep-rooted fear. People who experienced trauma sometimes do not know that. They are unconscious of the effect that fear and memory have on their feelings, thoughts and actions: â€Å" †¦ nor do we comprehend how swampy and vitality-sucking some of our memories really are†¦in the course of a lifetime such â€Å"protective† mental reactions acquire tremendous habit strength† (Stout 384).Stout’s point is that there is much in man that he is not even aware of. Those things that he is not aware of largely control him. Those things affect how he feels and how he thinks. Those things affect how he reacts to the world and to his life as that life unfolds. So to the question of whether man knows what he is doing in most situations, it seems the answer from Stout is no. I agree. An ordinary man cannot know what all of his hidden fears are. Sometimes even when he thinks he knows he does not really know why he acts the way he does. Sometimes I feel sad for no reason at all, after hearing an old song, for instance. It may be that deep in my memory there is something about the song that I associate with something sad or unpleasant. It may be even something that I was afraid of at some point that I associate with the song. It may be something traumatic that I cannot fully understand. Armstrong has a

Oral History Term Paper Example | Topics and Well Written Essays - 2000 words

Oral History - Term Paper Example After Iraq’s invasion of Kuwait on august 2nd 1990, the United Nations Security Council responded by calling for Iraq’s withdrawal from Kuwait on August 3rd. After Iraq had failed to comply with the United Nation’s Security Council directives, the board responded on august 6 the same year through imposing a worldwide ban relating to trade with Iraq. Iraq failed to relent on its objective or hinder to the warnings imposed and on august 8, the same year, it formally annexed Kuwait. The invasion of Iraq and subsequent threat it posed Saudi Arabia, considering it as the world largest oil producer, prompted the United States (U.S) as well as western European allies to send troops to Saudi Arabia with an aim of deterring any possible attack. Other Arab nations among them Egypt, contributed by sending forces to the region. The military build up gained from the U.S, its western allies and other countries won a name operation desert shield (Gregory, 2010). After these cou ntries had ganged to defend other nations from the arrogant behaviours shown by Iraq, Iraq strengthened its military base in Kuwait through increasing the number of military to almost thirty thousand troops. The UN Security Council declared an offensive action against Iraq on 29th November if Iraq will not withdraw its forces from Kuwait by mid-January 1991. On 16nth January, 1991, the allied forces began a military offensive against Iraq with the U.S leading a massive air campaign that lasted throughout the war. Continued attacks remained the order of the day with sustained aerial bombardments regarded as Operation Desert Storm. Within the first few weeks, the aerial attacks and adequate ground cover became successful in destroying Iraq’s air defences and consequently launching attacks on communications networks, weapon plants and government offices among other essential structures of the Iraq’s government. By mid-February, the focus of the attacks

The Finite Element Research Paper Example | Topics and Well Written Essays - 3500 words

The Finite Element - Research Paper Example One of the main challenges in solving partial differential equations is to use equations which are approximate but numerically stable so that error accumulation does not cause the solution to be meaningless. The finite element method is an excellent technique for solving partial differential equations over complex domains. Application of the finite element method in structural mechanics is based on an energy principle, such as the virtual work principle, which provides a general, intuitive and physical basis. The finite element method originated as a technique used to solve stress analysis problems, but today it can be applied to a multitude of disciplines ranging from fluid mechanics, to heat transfer to electromagnetism. The buckle of a standard lap belt used in passenger aircrafts has been designed and is ready to undergo testing. In order to be released into the market, the strap system must be able to withstand a 450 kg tensile load. It is assumed that the weakest point of the design is the flat plate of the buckle. Thus, prior to engaging in a costly test scenario, a simple finite element analysis of the buckle is to be made to insure soundness of design, i.e. the material does not exceed its yield strength and no significant distortion occurs. Preparing the problem for analysis first requires definition of assumptions. Figure 1 is a schematic drawing of the buckle to be analy... thickness of the part (which is assumed to be constant) is believed to be small enough compared to the width of the part such that shell elements can be used. Displacements are expected to be relatively small such that a linear approximation will be valid. Figure 1 2.2 Material Properties The part is manufactured from 2.5 mm stainless steel plate with a Young's modulus of elasticity of 206 GN/m2, Poison's ratio of 0.3, and a yield strength of 580 MN/m2. Homogeneous and isotropic material was assumed with no discontinuities or residual stresses present as a result of manufacturing processes such as forging, rolling and welding. The material is assumed to have linear elastic properties. 2.3 Mesh A mesh that provides a good representation of the model is critical for an accurate solution; the elements must be well-shaped and close fit. For this analysis, the element type chosen was PLANE82, which is a 2D structural solid element. The element has 8 nodes, which increases calculation time over its 4-node counterpart but also increase accuracy of solution. Eight-noded elements are also known to be more accurate for modelling curved boundaries, which is where the areas of maximum stress were expected in the buckle. The PLANE 82 element type also offered the benefit of accounting for a thickness value in its input properties. Since maximum stress values were expected in the curved sections of the part, two meshing values were utilised, thus providing a denser mesh in critical areas. In the curved areas, a value of 0.25 was used, while 0.51 was used in the rest of the model. 2.4 Boundary Conditions Determination and application of boundary conditions is critical to the analysis. For this model, it was assumed that displacements would be small enough so as to not

Virtural Organization Employment Law Essay Example | Topics and Well Written Essays - 750 words

Virtural Organization Employment Law - Essay Example n basis of certain characteristics like age and gender or on grounds of such as race and religion is normally considered to be discrimination in an organization. Discrimination at workplace or in an organization is nothing but unfair treatment against a person or group of persons based on prejudice. Discrimination and the effective ways to manage it are matters of serious concerns for organizations all over the world. Discrimination in an organization is normally taken place on the basis of race, gender and religion. There are other yet newer forms of biases like age, disability, migration, AIDS, sexual orientation and lifestyles. Many a management and professional team of even large companies have been subjected to severe harassment, humiliation, and injustice. Judging an individual worker by race or religion and not by performance and thus humiliating him and putting him under stress is most prevalent form of discriminating employees in the workplace. The discrimination between employees, be it on the basis of religion, caste, gender or any other factors, injure employees, foster poor morale, reduce productivity and thus loss of organization’s valuable money, time, energy, and even employees. Prejudice includes an unjustified negative attitude toward a particular cultural practice. It is some time based on negative stereotype that resists rational argument. Often, Prejudices come from unpleasant experiences or encounter with some one from another ethnic group. The managers of one group thus refuse to hire or promote people who are different from other groups. Workers cannot expect to continue with same job for longer time and thus the management philosophy even has been changed. Most businesses strongly believe that they cannot compete with others and cannot be successful if they employ older workers. This can be evidenced from many hiring and employee retention programs among the large US companies. Same time, younger workers accept less pay and benefit

Described by Dickens Essay Example for Free

Described by Dickens Essay The extended metaphor at the end of the first chapter depicts the children as vessels or jars, to be filled to the top with facts until they are full. The metaphor portrays the children as inanimate objects, which shows the reader the arrogance of Gradgrind:  Vessels then and there arranged in order ready to have imperial gallons of facts poured into them until they were full to the brim.  Dickens describes them as if they are empty and know nothing. Therefore they have to learn facts whether they like it or not. The short sentences and repetition in the sentences of the opening of the second chapter aids the description of Gradgrind as it shows the reader there is no manipulating this man and what you see is what you get. He will never change his mind.  The extended metaphor, a kind of cannonaway shows the reader Gradgrinds idea of how children should be properly educated. He believes that imaginations are to be stormed away and children should mature through facts. He is described like a cannon loaded to the muzzle with facts this shows the harshness of his character and the machine-like qualities he holds. Sissy Jupe is described by Dickens as dark-eyed and dark-haired her skin is tanned as Sissy has grown up with the circus she has an interesting background and a creative imagination; she is not just filled with facts. The colour of her eyes and hair reflects her traveller background. Whereas, Bitzer is described by Dickens as light-eyed and light-haired. His skin seems to be white, in contrast to Sissys tanned complexion. This description shows the harshness of the Victorian education system, on his appearance. The audience has no sympathy for the coldness of his character even though he is seen as a model pupil from a model school by Gradgrind, who has forced out any imagination Bitzer had and filled him with facts. His description of a horse compared to Sissys attempt shows the reader the machine-like almost robotic manner in which he is able to reel off facts: Quadruped. Graminivorous.  His character is the opposite of Sissy. Gradgrind refers to her as a number, yet to Bitzer by name, as Sissy has only been at the school for a short time, but is referred to as Girl number twenty as she is new to the school her education is not as Gradgrind would like it to be, this in turn alienates her.  During the fifth chapter, we meet the characters Sissy and Bitzer again as their chase come to a halt when they bump into Gradgrind. After explaining why she was running, Gradgrind comments, as he cannot understand why Sissy should be run after: Run after? repeated Mr Gradgrind. Who would run after you?'  Gradgrind does not know Sissy, and sees her as an outcast. He does not see why she should be run after, and cannot understand why someone would want her. His question is answered when Bitzer enters in the next paragraph. He is described as the colourless boy. This creates lack of empathy in the reader towards Bitzer and how he has been manipulated by Gradgrind and the school. As Bitzer is running after Sissy, although described as without fancy (colourless), he still is a child as he was pulling faces to scare Sissy. Once escorted by Sissy to her home, we see Sissys fears of Gradgrind through the way she talks to him. She also seems embarrassed by the state of her home:  This is it, sir, and if you wouldnt mind, sir this is the house.  Sissys politeness to Gradgrind, as well as showing a well-mannered child also show how nervous she is around him, and the fear she has of him. Sissy is frightened of Gradgrind as she sees that as she is from a poor lifestyle, because of the shabbiness of her home, she will not be allowed to continue her studies, as those with a proper education will do better in the future. The audience empathises with Sissy because of this. In conclusion, Gradgrind has a stern manner and is very controlling of his pupils and his children because he is a very hard character he is a man of realities. Bitzer is a machine-like character; his white face reflects the coldness of his life with only facts in it. This contrasts to Sissys character, which is imaginative, because she lacks the proper formal education Bitzer has received. Hard Times is based on, and shows, Dickenss view of rejection, to the callous determination of Victorian greed. The audience empathises with Sissy the most as her character seems to be lost and the most fragile. The audience do not empathise with Gradgrind because of his stern and cold nature, which, as Bitzer becomes a model student, causes the audience to empathise with neither of the two characters.

Article on Discipline Essay Example for Free

Article on Discipline Essay Discipline is not only necessary but also vital for any civilized society, as a matter of fact, discipline and Nature are synonymous with each other and whenever anything happens, which defies or interrupts the usual in Nature, it becomes a calamity, and similarly life without discipline can become chaotic. The term ‘discipline’ means any training intended to develop moral character or produce a particular pattern of behavior accepted by afferent institutions and society. Discipline is a way of life. It is vital in happing one’s personality. According to one school of thought, there are here forms of discipline i.e. expressionistic, impressionistic and self- discipline. If-discipline is usually considered to be the best form of discipline here in the term ‘discipline’ instead of standing as a rigid code of conduct obi strictly adhered to, denotes a process of normal growth and learning, of ways to monitor oneself. Self discipline is directly related to the concept of freedom and motivation. If a child is motivated and given the freedom to choose, discipline becomes a natural way of life. In modern times, discipline is misunderstood and misinterpreted by some students as rigid and fixed set of rules enforced by others and to be followed without any questions being asked. They feel it is encroachment of their freedom and rights. Discipline is not a term which is limited to institutions like schools and colleges only. Neither is it a weapon or tool in the hands of adults to control the younger generation or in other words seeking unquestionable compliance. Discipline is neither suppression nor a means to assert one’s authority rather it is intrinsic motivation in a person to control oneself, one’s emotion, and desires and live in a uniform and orderly manner. That everything in this universe has to follow certain rules, the Sun rises in the East’ and sets in the West, come what may, the cycle of seasons also follows a pattern, Night follows, dusk which follows day and dawn, thus, we humans are also governed by rules and following the same is another term for discipline. In schools, discipline can be exercised through the medium of morning assembly, time table, uniform, break, activities, various competitions and talk shows. An example of discipline is also the happening of activities in t he school premises in a particular order, right from promptness in reaching the school, wearing the prescribed uniform, abiding with the school rules, attending classes etc.  etc. When one learns to conform to a particular set of rules he understands the importance and need to follow a particular pattern in life and how veering away from them can make life difficult and confusing, All successful people understand the importance of discipline in their lives and enjoy the fruits of success. An undisciplined person is prone to temptations and can easily fall prey to a lifestyle which could lead to his failure and doom. Discipline, thus! is inevitable as it gives direction to live life in a harmonious, and orderly way.

Teaching English As A Foreign Language

Teaching English As A Foreign Language The aim of this study is to assess the performance of the teachers of English for the first year of the secondary schools in Missalata in: the new textbook. It also investigates other factors that influence teachers presentation, such as: the time allocated to the teaching of English and the lack of important materials such as tape recorders, dictionaries and other teaching aids. The main tool through which the researcher collected data is checklists adopted from a well known figure in teaching English as a foreign language named Jack Richards. The study consists of five chapters. Chapter one looks at defining some of the concepts involved in the TEFL teaching process as well as emphasizing the role of the teacher. Chapter two examines the background to TEFL teaching in Libya. It also includes a literature review. Chapter three outlines the background to the study and introduces the learning environment of it. It also discusses the methodology of the study and looks at the applied checklist as well as the parameters used as part of the research. Chapter four analyses the collected data. The last chapter comprises the conclusion and recommendations which are thought to be helpful to improve the English language teaching in Libyan schools. Chapter one 1.1- Introduction Teaching English as a Foreign Language (TEFL) is a complicated process because it comprises a number of elements where the absence or the weakness of any one would affect the whole process. Al-Akhdar (2001: 1) says in this context The success of a course of English as a FL depends on several factors He discusses the issue of methodology in detail as one of the factors influencing the successful outcomes of the teaching operation. Another factor is to be discussed here: it is the teacher. This study examines the important role of the teacher in relation to the methodology employed. The reasons behind the important role played by the teacher in the teaching process is illustrated by the following points: 1. The teacher can compensate for any shortage of material or poor material, either by using other sources, or by tailoring the material to suit his particular class. 2. The teacher can balance the variations of the students levels. It is natural for the teacher to notice this heterogeneity in any class. It is the teacher who knows how to deal with such a situation. 3. He is also the one who deals with oversize classes (i.e. classes with more than 16 students) when it is quite difficult to carry out certain tasks and activities. Harmer (2002: 128) maintains that: In big classes, it is difficult for the teacher to make contact with the students at the back and it is difficult for the students to ask for and receive individual attention. He goes on to give reasons for the difficulty in teaching big classes by saying: big classes mean that it is not easy to have students walking around and changing pairs etc. Most importantly, big classes can be quite intimidating for inexperienced teachers. Ur (1997: 303) also lists some problems in teaching large classes such as: à ¢Ã¢â€š ¬Ã‚ ¢ Discipline à ¢Ã¢â€š ¬Ã‚ ¢ Correcting written assignments. à ¢Ã¢â€š ¬Ã‚ ¢ Effective learning for all. à ¢Ã¢â€š ¬Ã‚ ¢ Materials. à ¢Ã¢â€š ¬Ã‚ ¢ Individual awareness. à ¢Ã¢â€š ¬Ã‚ ¢ Participation. 4. It is the teachers responsibility as well to overcome the problem of the shortage of classroom timetabling. Some syllabus timing is longer than that allocated by the Education Authority. All of the above points encompass the teachers responsibilities and distinguish him as a crucial factor in the educational process. Dubin and Olshtain (1986:31) however, put it well when they said: The teacher population is the most significant factor determining success of a new thinking and what it involves in practical terms are crucial. Alien and Valette (1977: 3) also stress the important role of the teacher. They say that: The teacher is the key figure in the language course. It is the teacher who sets the tone for the learning activities. They add that: The teacher plays a prime role in effecting student progress or lack thereof. The teachers role, therefore, in creating a successful learning environment for EFL secondary school students studying in Libya is of paramount importance to the successful completion of their course. This dissertation examines the teachers role and undertakes an analysis of the complications involved and the possible solutions to these difficulties. This analysis takes the form of an evaluation of teachers lessons at secondary schools in Missalata, Libya. 1.2-Elements Involved in English Language Teaching: Before this analysis is undertaken, however, the process behind EFL teaching in general needs to be examined in some detail. This will place the teachers role in context and illustrate the overall complexity inherent In the EFL process This process according to Al-Mutawa and Kailani (1998: 6) consists of central determinants which include the pupil, the EFL teacher, the method of teaching, the teaching materials and the classroom environment. These EFL learning and teaching elements are briefly discussed from a Libyan perspective in the following section: 1. 2.1-The Pupil: There are two types of English language learners in the Libyan environment; a full time student in an academic institution (school, college or university) and those who are enrolled on private courses which are run by private language centres. The objective behind learning English at these types of language centres is either to fulfil the need of the learner himself or that of his employer for work requirements, or to develop further the learners capability in a specific field such as, English for medicine, English for engineering, etc. The difference between the two can be summarised as follows: A. The syllabus for the learner at the academic institutions is a standard one which is taught all over the country, while the syllabus for the private institutions varies from one organisation to another. B. The learners age at the academic institutions are fairly similar Whereas it can vary at the private centres. C. Private language centres care a lot about the number of learners in one class, but public classes are always oversized which in turn can affect their learning process. 1.2.2- The EFL Teacher: Each job has its own specification or what is called a job description. Accordingly it is necessary, when recruiting a teacher to fill a position in any school to match him against the requirements for the job. But what are the criteria that we can apply in this process? It is quite difficult to base the answer on a checklist of a number of criteria such as a university degree. However, Richards (2001: 209-210) points out that two main factors should be considered carefully in employing EFL teachers: 1.2.2.1- The Teachers Knowledge. In this respect he outlines the following: à ¢Ã¢â€š ¬Ã‚ ¢ practical knowledge: the teachers repertoire of classroom techniques and strategies à ¢Ã¢â€š ¬Ã‚ ¢ content of language knowledge: the teachers understanding of the subject of TESOL, e.g., pedagogical grammar, pronunciation, teaching theories, second language acquisition, as well as the specialized discourse and terminology of language teaching contextual knowledge: familiarity with the school or institutional context, school norms, and knowledge of the learners, including cultural and other relevant information à ¢Ã¢â€š ¬Ã‚ ¢ pedagogical knowledge: ability to restructure content knowledge for leaching purposes, and to plan, adapt and improvise à ¢Ã¢â€š ¬Ã‚ ¢ personal knowledge: the teachers personal beliefs and principles and his or her individual approach to teaching à ¢Ã¢â€š ¬Ã‚ ¢ reflective knowledge: the teachers capacity to reflect on and assess his or her own practice. 1.2.2.2- Teaching Skills: Teaching skills refer to knowledge or the ability to perform certain skills. A similar taxonomy is provided by McDonough and Shaw ( 1993: 297) who lists the following: Knowledge of the language system Good pronunciation Experience of living in an English-speaking country Qualifications (perhaps further training taken, or in-service development) Classroom performance Evidence of being a good colleague Length of time as a teacher Ability to write teaching materials Careful planning of lesson Same LI as students, or a sound knowledge of it Experience of a variety of teaching situations Personal qualities (outgoing, interested in learners and so on) Publications Knowledge of learning theories Wide vocabulary Ability to manage a team of teachers. In addition to the above points education authorities at all levels (planners, inspectors and headmasters) are asked to follow up and assist English language teachers in order to improve further their ability and make cope with any development that might arise. Richards (2001: 218). Lists a number of conditions to achieve and maintain good teaching standards: à ¢Ã¢â€š ¬Ã‚ ¢ Monitoring: in this respect he states that to upgrade the level of teaching, monitoring can play a major role through: group meetings, written reports, classroom visits, and student evaluations. à ¢Ã¢â€š ¬Ã‚ ¢ Observation: This can also play a part in upgrading teaching and he proposed different ways to implement this task. He suggests: self-observation, peer observation or supervisor observation. à ¢Ã¢â€š ¬Ã‚ ¢ Identification and Resolution of Problems: problems that may face the teacher should be identified well in advance and should be tackled immediately in order to be avoided in future. à ¢Ã¢â€š ¬Ã‚ ¢ Shared Planning: This task can be done through the collective work among teachers on planning a course of study. EFL teachers in Libyan secondary schools are prepared to teach a certain syllabus not teaching English. Moreover, they are not taught how to teach the new textbooks. 1.2.3-The Method of Teaching: Before discussing the different methods it is worth distinguishing between the two terms method and approach. Richards et. Al. (1985: 228) give very simple definition. They say method is: (in language teaching) a way of teaching a language which is based on systematic principles and procedures, i.e., which is an application of views on how a language is best taught and learned. They go on to say that these views include: a. The nature of language b. The nature of language learning c. goals and objectives in teaching d. the of syllabus to use e. the role of teachers f. the techniques and procedures to use As with regard to the definition of approach, Al-Mutawa and Kailani (1988: 12) say in this respect: The term approach refers to principles or assumptions underlying the process of language teaching and learning. They give the following clear example to illustrate their definition: one of the assumptions underlying descriptive linguistics is that language is a set of habits, i.e. habit formation which is acquired by the process of stimulus, response and reinforcement. Below is a discussion of the major teaching methods. 1.2.3.1- Grammar Translation Method: The history of Grammar Translation method dates back to the decades of teaching Latin in the nineteenth century. The objective behind The application of this method includes as Rivers says ( 1983: 29) an understanding of the grammar of the language and training the student to write the new language accurately by regular practice in translating from the native language. It aims at providing the student with a wide literary vocabulary It aims training the student to extract the meaning from texts in the new language by into the native language. Students are taught, according to this method, deductively by having sufficient explanations of the rules as well as long lists of vocabulary and asked to memorise them by heart in order to translate texts. The teachers role however, is exemplified in the use of the learners first language to explain the rules and the vocabulary of the targeted text and then assists the learner to translate it. (Baker and Westrup: 2000). Less emphases is made on accurate pronunciation thus listening and speaking are ignored in this method. The Grammar Translation method is known to be very useful as Baker and Westrup( 2000: 4)) point out: in teaching academic work and for passing written exams . 1.2.3.2- The Direct Method: The Direct Method was brought to existence by the end of the nineteenth centaury in rejection for the ignorance made by the Grammar Translation method to listening and speaking skills. Voices started to be heard at that time for reform and that is why the direct method was known as the Reform method. The method is also known as the Natural or the Psychological Method for the fact that it makes an analogy between the child who learns his mother tongue and the way the learner learns L2. In contrary to the Grammar Translation Method, the Direct Method stresses the need to use the target language right from the regaining and to avoid the use of the mother tongue. In this respect Rivers (1983: 32) says: This renewed emphasis on the target language as the medium of instruction in the classroom meant that correct pronunciation became an important consideration. The classroom teaching concentrates on practising the target language through the use of listening and speaking while reading and writing are considered less important. Students are encouraged to memorise phrases and dialogues. Baker and Westrup( 2000: 4) list the following limitation in learning L2 through the use of the Direct Method: à ¢Ã¢â€š ¬Ã‚ ¢ Students may not always understand what they are repeating; à ¢Ã¢â€š ¬Ã‚ ¢ Students cannot make their own responses in new and different situations; à ¢Ã¢â€š ¬Ã‚ ¢ Teachers may not be confident enough to use English throughout the lesson; à ¢Ã¢â€š ¬Ã‚ ¢ They are not so useful for advanced learners. 1.2.3.3- The Audio-lingual Method: One of the main reasons for the emergence of The Audio-lingual Method came as a result of the need of the American forces to use and understand the language of the invaded countries in the 40s and 50s. Kara (1992: 82) says in respect of the application of the Audio-lingual the Following: then being used by the American Army to train their men to understand a native speaker and speak a Language with a near-native accent. She goes on to describe the mechanical application of the method by saying: Classes were small and staffed by linguistic by linguistic experts who taught using graded materials based on structural analysis and demanded long hours of drill and active practice with native speakers as models for imitation. This method has based its grounds on the Behaviourist Psychology where the following assumptions are embedded: a) Language learning is primarily mechanical habit formation. b) Language is a form of verbal behaviour. c) Priority goes for mastering spoken first in order for the other skills to be effectively gained. d) Analogy is a better foundation for language learning than analysis, therefore pattern practice in context precedes the presentation of rules. e) Teaching language involves teaching the cultural norms of native speakers of the target language. The major criticism addressed to the Audio-lingual method is represented in Rivers (1981: 47) words as follows: If Audio-lingual training is given in a mechanical way, students may progess like well trained parrots-able to repeat whole perfectly when given a certain stimulus, but uncertain ,;t meaning of what they are saying and unable to use ::^.zed materials in contexts other than those in which they earned them. Student must be trained from the first lesson to apply what they have memorized or practiced in drills in communication situations contrived within classroom group. 1.2.3.4-The Communicative Approach: The Communicative approach first emerged in the UK in the mid to .ate 1970s. It was brought up as a result of the dissatisfaction with the structural and behaviourist methods of language teaching. This is the methodology which is currently widely used in text books not only in the West but even in our schools and training centres in Libya. Besides the preparatory and secondary schools text books, most of the oil sector and banks training centres are applying this approach in their teaching of English. The focus, in this approach, is on using language for communication while accuracy is seen as secondary. The function of language, or the way it is used, is considered more important than the form. As with regard to classroom teaching, the communicative approach gives a large proportion of class time to student-centred activities. Students are given the chance to use the language in realistic situations where they must use the language for real communication. The use of authentic materials and realia is encouraged wherever possible. The role of the teacher however, is seen as a group manager and activity leader or facilitator. In this case, he is advised to allow considerable time for the learners to work at their pace and ensures that the learners should proceed from guided to freer practice of language items. The teacher has also to encourage group and pair work. 1.2.3.5- The Eclectic Approach: Some teachers however, prefer to adopt an eclectic approach. The teacher in this case adopts some of the above mentioned methods during one single lesson. The teacher in this situation carries out a certain task in the class using grammar translation methodology and the other task performed through the audio-lingual method. In this regard Al-Mutawa and Kailani (1988: 27) say: Teachers often incorporate features of different approaches in their particular methodology. Most of the English language teachers nowadays think that teaching grammar is the objective of teaching the language. Functions and notions for them are considered as secondary targets or they are used mainly to illustrate or highlight grammar rules. 1.2.4- The Teaching Materials: Teaching materials include; textbooks, workbooks, newspapers and magazines, posters, blackboards, whiteboards, language laboratories, overhead projectors, tape recorders, videos and realia (such as real fruits, Vegetable, Kitchen objects) etc . Teachers can always try to create in the use of these materials. Some schools may lack some of above if not most. The teachers, therefore, can manage this shortage of materials. They can for example use his personal items from home or bf can seek the help of his students. 1.2.5- The Classroom Environment: Most of the classrooms in Libya are built compatible with educational specifications. That is all of the classrooms are large enough to accommodate (between 25 to 30) students in each class. They have enough windows to provide light and fresh air. The physical building itself is not enough, however. There are of course, other things complementing the physical structure such as ventilation, particularly in winter when these classes need to be warm enough, and electricity supply that is just as important. Students and teachers desks as well should be convenient. All of these compose an environment that might help create an appropriate educational atmosphere. Further to the above discussion, it is necessary for purposes of clarification to discuss other terminology that can appear confusing. Terms such as curriculum, syllabus, methodology and teaching materials are interrelated and are sometimes mistaken for one another. Since this study uses these terms very frequently, it becomes essential to define what each one of them means. 1.2.6.Curriculum: Nunan(1988:6) defines curriculum as follows: curriculum is a very general concept, which involves consideration of the whole complex of philosophical, social and administrative factors, which contribute to the planning of an educational programme. On the same line, Lim (cited in Richards 2001: 41) also includes the following parameters as part of the curriculum process: needs analysis, goal setting, syllabus design, material design, language programme design, teacher preparation, implementation of programmes in schools, monitoring, feedback and evaluation. Curriculum can be divided into three different groups: à ¢Ã¢â€š ¬Ã‚ ¢ Planned Curriculum à ¢Ã¢â€š ¬Ã‚ ¢ Implemented Curriculum à ¢Ã¢â€š ¬Ã‚ ¢ Realized Curriculum Nunan (2000) describes these stages as follows: I like to draw a distinction between the planned curriculum, the implemented curriculum, and the realized curriculum. The planned curriculum includes everything that is done prior to the delivery of instruction. The implemented curriculum refers to what happens in the moment-by-moment realities of the classroom. The realized curriculum refers to the skills and knowledge that learners actually acquire as a result of instruction. This study will be mainly dealing with the implemented curriculum. Chapter Two Literature Review 2.1.- Secondary School Syllabus (Past and Present): 2.1.1- Introduction. The teaching of English as a foreign Language has attracted great interest in Libya since the mid 40s. Imssalem( 2001: 8) said in this context: Since the start of British administration in 1943, English was introduced into the school system and has become the first foreign language. English is also currently a core subject from the first year of preparatory school to the university stage. It is also a core subject in all university colleges. The preparatory and secondary school English textbooks in Libya, however, have seen remarkable developments. These developments fall into two main stages: 2.1.2-Secondary School Syllabus Before 1996. Libya was one of the Italian colonies and it was very much affected by the Italian imperialistic policy, particularly in the field of education. In this regard, Mahaishi (1999: 9) maintained that: education was affected by the policies made by the colonisers, where they had abolished the schooling system created by the Ottoman rule during the last years of their empire. Consequently the colonisers imposed an Italian curriculum from the early education stages in order to Italianise the life of the Libyan Arab citizen through imposing the Italian language. This stage lasted nearly half a century. Afterwards, and by the start of the British administration in Libya in 1943, English language started to take its place in the Libyan school curriculum in a different way to that employed by the Italian invaders. Whereas the Italian curriculum aimed at Italianising the Libyan education system, English language during the British administration was introduced as a school subject. Other subjects such Maths, Chemistry etc, were introduced in Arabic. Moreover, education in Libya, generally, was very limited for many reasons, for example, poverty and the fact that the country was the scene of ferocious imperialistic wars between foreign forces, to the extent that John Wright (1972: 206 ) in his book The History of Libya put the rate of illiteracy at 90%. until 1964 the English Language syllabus was exemplified in English textbooks imported from Egypt. Imssalem (2001: 8) says that: The curriculum for English language teaching in Egypt was introduced into Libya by British-trained Egyptian teachers. In the late 60s, M. Gusbi in collaboration with R John produced a new syllabus, which lasted around three decades as reliable, local Material used in Libyan secondary schools. Mr. Gusbis material (Further English for Libya, Revised edition 1974) was based on the audio-lingual method, which was characterised by concentration on structure and form rather than on meaning as an objective of teaching. This approach has relied on introducing a topic, familiar to the learners culture, followed by some drills and exercises. The lessons were gradually graded in linguistic complexity, aimed at consolidating the rules in order to develop the learners linguistic competence. For instance, if you look at the exercises used in Lesson One (Gusbi and John, Seventh Impression, 1983: 4-5) only section C is different with the introduction of some comprehension questions. One finds them concentrating on grammar, for example, Section D (Make sentences from this table), Section E (Put these sentences into negative etc. With regard to the skills, the focus was only on listening and speaking in the first stages. Reading and writing, however, were postponed to the advanced stages until the first two skills were mastered. This method implies a teacher centred approach, where he/she finds himself/herself taking the big share of talking and directing as well as correcting any type of error that might arise to ensure the development of the learners accuracy. The case of the Libyan English textbook, (Further English for Libya) which was built on structural bases, was almost the same as that in some other Arab countries. Kharma and Hajjaj, (1986 : 60) describe the syllabus in the Arab Gulf States before the mid 70s by saying: With the introduction of the structural approach the syllabus continued to be thought of as materials content in terms of lexical and grammatical items, and particularly sentence patterns. At that time the Communicative approach was introduced into the curriculum in Europe and the USA. 2.1.3-Secondary School Syllabus After 1996: In order to discuss the secondary school syllabus in Libya after 1996 this section highlights the development of the communicative approach since the Libyan secondary school textbooks are now based on a communicative approach of teaching. The communicative approach came into existence by the end of 1960s and early 70s as a result of the dissatisfaction with the then current approaches and methods, such as the Grammar-Translation method, Direct method, Audio lingual method etc, that concentrated on language structure instead of the real use of the language itself as means of communication. Richards (1995: 66) in this context quoted Littlewood when he describes the communicative language teaching by saying: One of the most characteristic features of communicative language teaching is that it pays systematic attention to functional as well as structural aspects of language. This approach has incorporated the teaching of the four language skills besides grammar and vocabulary which according acknowledges the interdependence of language and communication. Thus it supersedes the previous methods in unifying these two concepts i.e. language and communication. This shift however, from merely teaching language structurally to teaching it communicatively met with different views, some in favour and others against. In China for instance, Xiao Qing Liao (10/10/2001) says: In spite of the resistance [to the introduction of the communicative approach in China], there were still many teachers in favor of CLT. Although communicative language teaching was introduced to the Libyan secondary school textbooks in 1997, which is considered relatively late, it can be said that these textbooks are improved for the following reasons: à ¢Ã¢â€š ¬Ã‚ ¢ They can be described as comprehensive multi-strand textbooks i.e. they introduce in each unit of the books; vocabulary, grammar and the four language skills listening, speaking, reading and writing. à ¢Ã¢â€š ¬Ã‚ ¢ The textbooks content of vocabulary, grammar and the four language skills serve the theme of each unit in a communicative way. The authors (Tankard and Tankard 2001:1) give an example of this point in their introduction to the First year Secondary School Textbook by saying: Unit 5 has the theme Countries and Regions. In this unit the vocabulary relates directly to the theme: the students learn new words and expressions to describe geographical regions. The grammar point covered is comparative adjectives, and the communicative functions are comparing people and things and talking about countries and regions. à ¢Ã¢â€š ¬Ã‚ ¢ The variation in the topics included in the course book supports the learners command of the language and can help him to use English in real life situations. à ¢Ã¢â€š ¬Ã‚ ¢ Contrary to the previous textbook (Further English for Libya by Gusbi and John 1970 Longman publications), which dominated the process of teaching English as a foreign language in Libyan schools for nearly three decades, the new textbook can also be considered as a dynamic one and not static. For instance, in terms of student participation, most of the tasks were set in order for the students to interact among themselves, to play certain roles or to solve a problem, whereas the old textbook concentrates mainly on grammar issues where there is no chance for group work. The possibility of performing the exercises in the old text book can only be done between the teacher and a student or one student and another. Accordingly, the chance for involving the whole class group work or pair work is not available. à ¢Ã¢â€š ¬Ã‚ ¢ The other advantage of the new textbook is represented in the use of Visual aids. The pictures are very helpful and very motivating for the learner to learn, to understand the task and accordingly participate actively in the class. For instance, in Unit Two (p. 6,7and 8) the topic is about Towns and cities in which the authors introduced the city of Bath in England as an example. At first they present an introduction about the city on page 7, supported by a map of the city using colours (red, blue and green) to show the most famous places like the museum, Post office, car park and recreational park. The objective behind the passage, in page 7, is to provide the learner with necessary vocabulary. In page 8, the picture is used for further drills of the vocabulary in listening and speaking e.g. giving and following directions. These drills are of course, supported by drawings. Besides dealing with vocabulary, listening speaking and reading, it also deals with grammar in clusively (using WH questions and demonstrative pronoun there). Pictures in the old syllabus, however, were very limited and did not serve the theme or any learning activity. In spite of this improvement of the new English Language textbook in Libya, it did not take into account the other elements of the learning and teaching process i.e. the pupil, the EFL teacher, the method of teaching applied in the Libyan schools, teaching material, and the classroom environment. So the questions that should have been posed by the authors of English for Libya (Alan and Fiona Tankard) and the Libyan educational authorities before writing the textbook could have been: à ¢Ã¢â€š ¬Ã‚ ¢ Is the teach

Its Time to Lift the Embargo Against Cuba :: Argumentative Persuasive Essays

It's Time to Lift the Embargo Against Cuba I waited an hour and a half for my first camello. It was too hot at the bus stop to do anything but stand and stare at the corner where the camello-a semi carrying a small jail, as a friend described it-would turn onto 23rd. The line was long, maybe forty people. When the camello finally arrived, the line broke into a desperate mob. I let myself be pushed inside. A pregnant woman in front of me panicked and began swearing and throwing elbows. I caught one in the ribs and tried to make space for her. Inside I kept one hand on my bookbag, one hand on the rail. But there was no way I could have fallen; we were like sardines in a can. They let in more people at the second stop. Now the camello was too full to close the doors. A man next to me joked, "Quà © subdesarrollo"-"What underdevelopment." Camellos were introduced in Havana to help solve the public transportation crisis in 1995. They are city buses, capacity of probably two hundred, pulled by flatbed trucks. Their two humps give them the popular name camello, Spanish for camel. The running joke is that they are like the Saturday night movies and may contain sex, violence, and adult language. I used camellos to get around Havana in July because it was cheap-one cent per trip-and I had time. But also because it is what Cubans do. I invariably got off the camello drenched in sweat, clothes wrinkled from being packed in, and not feeling well. I met Cubans who spend three hours taking camellos one way to work each day. Waiting in long lines is part of living Cuban. There are other quirks that an economics professor might call "inefficiencies endemic to socialism," or maybe just underdevelopment. To get things done requires a contact and a special favor. For instance, to get a phone line out of the country I would ask my friend Mario to call his cousin who works at the phone company. Electricity blackouts and water shortages are common. Another friend has the money to buy a car-relatives in Tampa send money- but it will take him years to get through the paperwork.

Bob Marley Essay -- Rastafari Reggae Music

Thesis Statement: Bob Marley’s life affected his writing and contributed to the development of his poetry. Bob Marley is without a doubt the greatest musician a third world country ever produced. Through Rastafari ideas, he influenced many others with songs that touched the lives of millions with his constant message of unity. His wisdom through experience helped him achieve a grand distinction over other artists. In the year 1944, Captain Norvol Marley, a middle-aged white marine officer, married a young Jamaican girl named Cedilla Booker. On February 6, 1945 at two thirty in the morning their son, Robert Nesta Marley, otherwise known as Bob Marley was born in his grandfather’s house (The Story). Soon after Bob was born his father left his mother. Bob’s Father did, however give financial support and occasionally arranged to see his son. It was now the late fifties and jobs were scarce in Jamaica. Bob followed his mother from their home in St. Ann to Trenchtown (West Kingston) to seek employment in the big city.   Ã‚  Ã‚  Ã‚  Ã‚  Trenchtown got its name because it was built over a ditch, which drained the sewage of old, Kingston. In Trenchtown Bob spent a lot of his time with his good friend Neville Livingston, who people called by his nickname, Bunny. He began to attend a music class with Bunny, which was held by the famous Jamaican singer Joe Higgs. In that class they met Peter Macintosh and soon became good friends. When Bob was 16, he started to follow his dream of becoming a musician. According to Michael Anderson, â€Å"Music to many young Jamaicans was an escape from the harshness of everyday life† (Anderson, 1). Bob’s life looked brighter on February 10, 1966 when he married girlfriend Rita Anderson. Rita gave birth to their first born whom they named Cedilla. Stephen, Sharon, and Ziggy then followed Cedilla.   Ã‚  Ã‚  Ã‚  Ã‚  Bob Marley had quite a massive rà ©sumà © for his artistic career. It first started when he met Jimmy Cliff, who at the age of 14 had already recorded a couple of hit songs. After meeting Bob, Jimmy introduced him to Leslie Kong, a local record producer. Bob followed his advice and auditioned for Leslie Kong (Lieblich, 7). Bob’s musical talents shone much more brightly than anyone else that day and found him in the studio recording his first single â€Å"Judge Not†. Unfortunately neither â€Å"Judge Not† nor his 1962 single â€Å"One More Cup of Coffee† did very wel... .... He used his ideas and beliefs not to create but to solve problems. The life he lived as a Rasta allowed him to generate songs that are treasured significantly. It has always been said legends never die and with such musical genius, Bob Marley’s legend will live on. BIBLIOGRAPHY Hauler, Joe. â€Å"Bob Marley Biography.† MSN Search. Online. Available Online. 3 Nov. 2001. Available at http:/www.rollingstone.com/artist/bio.asp?oid=185. Lieblich, Julia. â€Å"Beyond Dreads, To Roots of Rastafari,† Star Tribune, B 7, August 15, 1998. Marley, Rita. â€Å"Remembering Bob Marley,† Essence. 16: 18, February 1, 1995. Michael Anderson. â€Å"The Biggest Tribute To Bob Marley.† Lycos. 20 Mar. 1998. Online. America Online. 4 Nov. 2001. Available at http:/www.thirdfield.com/. Mirkin, Steve. â€Å"Roots Rock Reggae,† Rolling Stone. 24: 13, April 15, 1998. Salewicz Chris. â€Å"American Music ‘50s Rhythm and blues Influence Bob Marley: Google. Online. Internet. 1995. Available at http:/www.bobmarley.com/life/musical/influences/Americanmusic/index.html. Sisano, Ben. â€Å"All-Star Tribute To Jamaica’s Native Son,† New York Times, III 55, December 19, 1999. The Story. Chicago: Thames and Hudson, 1996.

The Relationship Between Emergency Management and Higher Education Essa

Emergency management has been in the process of transforming itself into a recognized profession over the past several decades. During the last quarter of the 20th century, training and experience in preparing for, responding to and recovering from disasters and hazardous incidents were considered the path to becoming an emergency manager; the title was not always there but the responsibilities were shouldered by someone who took responsibility for those functions. Since the late 1990’s, the field of emergency management has expanded to include programs of higher education which have added a much needed third dimension to that progression. What was once considered the domain of civil protection specialists, such as retired military personnel and fire fighters, is now just as likely to be filled by a graduate of a university emergency management (EM) program or one of the intensive credentialing programs offered in the United States. The shift towards the professionalization of emergency management can be credited to that added educational dimension as well as to the concurrent shift from primarily a reactive role, response and recovery, to a proactive role of managing the processes of the whole disaster cycle, i.e. mitigation, preparedness, response and recovery. In other words, the emphasis is now on â€Å"management† and not just on the â€Å"emergency† (Britton, 2001, p.46). By addressing the management of the disaster cycle and not focusing on just the emergency, the realm of the emergency manager has expanded to include a diverse yet connected set of skills and knowledge. Implementation of successful mitigations projects for example, require a scientifically sound hazard and vulnerability analysis which should be based on applica... ...0B96C927794AF1031D9395C5C20)~A_new_emergency_management_for_the_new_millennium.pdf/$file/A_new_emergency_management_for_the_new_millennium.pdf Federal Emergency Management Agency (FEMA). (2007). Principles of Emergency Management Supplement. Accessed at http://training.fema.gov/.../edu/docs/emprinciples/Principles%20of%20Emergency%20Management%20Brochure.doc FEMA Emergency Management Institute. (2012). The College List. Accessed at http://www.training.fema.gov/emiweb/edu/collegelist/ Goss, K. (2011). Foundation for Higher Education Accreditation in Emergency Management. History and Benefits. Accessed at http://training.fema.gov/EMIWeb/edu/docs/Foundation%20of%20EM%20-%20FFHEA%20-%20History%20and%20Benefits.pdf Schneider, R.O. (2003). A Strategic overview of the â€Å"New† Emergency Manager. Accessed on 4/26/2012 at http://training.fema.gov/EMIWeb/edu/pracpaper.asp

“Blackberries in June” by Ron Rash Essay

â€Å"Blackberries in June† by Ron Rash is a short story about a young couple that takes place in Seneca, South Carolina. Matt and Jamie are a couple who have been together since high school and they live in a house on the lake. Matt and Jamie’s lake house is something that they have worked hard for to get, and bought it all on their own. During the course of their teenage years, they had to make many sacrifices and hard decisions to get to the point they are now. Some issues have been occurring with their family life for the past few years and now more than ever, they have to decide whether to keep pursuing their dreams or help the family out. In the story there are several values brought up and each character presents a new topic. A value Linda thinks is important is not quite important to Matt. Each character thinks something different is of most importance in their lives. Matt and Jamie are the couple in the story who have worked hard to be successful. Their house on the lake was bought a few years ago while they were still young. This house however needed a lot of fixing up. These two characters value their house, money and most importantly each other. Matt and Jamie constantly are working on their lake house; some members of their family are not supportive but some others are. Matt and Jamie have been planning their life together as a couple ever since they were in high school and made goals for themselves to make their dreams happen. Matt reminds Jamie after bad visit to her grandmother’s house that this is what they have always dreamed of.

Compare and Contrast Essay

When study and contrasting the poetry What Its give care to Be a sour missy by Patricia Smith with the short bill untaught bashrs By Nadine Gordimer. The character in What Its wish to Be a Black female child is based more(prenominal) upon recent time while Country Lovers is based in a one-time(a) time frame. However, some(prenominal) stories are uniquely about wanting to be completed. The rime and the short story are both capacious examples of the difficulty of life mingled with two different ethnic backgrounds. era one concentrates more on tragedy the other is faced more with acceptance that leads to tragedy.Love although cant be explained, has m both explanations to how one can love. Whether your love goes as deep as harming through with(predicate) tragic times or feel for someone to love you at each times. Both of these stories focus on issues of racism, intragroup struggles, slavery, prejudice, and the pursuit of freedom as swell as equality. At the end , everyone wants and of necessity to be authorized and will do any(prenominal) it takes. The poesy What Its Like to Be a Black Girl heads the struggles of what African American women go through retributory to be find.The poem breaks down how it is okay to be Black yet look White because thats the look men want. In the poem the character addresses the issues about how African American women would spend countless hours in changing their appearance just to be pass judgment and loved by thee. First of all, its world 9 years senescent and feeling like youre not finished, like your edges are wild, like in that respects something, everything, wrong, (Clugston. 2010). She goes in further detail describing how she hides her indwelling look because she accepted that her natural look isnt what society has pinned as natural or beautiful.So she adds flaxen hair to her head and changes her eye colorise to look more like a Marilyn Monroe. Its popping a decolourize white mophead over the kinks of your hair and tog up in front of mirrors that deny your reflection. (Clugston. 2010). From any other perspective the struggles of African Americans whitethorn not be fully understood. In the poem What Its Like to Be a Black Girl she explains within a couple sentences the struggles of not being accepted in your own skin.Its as if she has accepted what she must do in order to be noticed or to be loved. All she wants is to be loved by a great man no matter the ethnicity withal she believes she must change her appearance in order to be noticed by such man. Its finally having a man reach out for you so caving in around his fingers (Clugston. 2010). In likeness Country Lovers tells a story of a juvenility white boy who befriends the daughter of a black help on his parents furthermostm. The two become close friends as their likes for each other develop and take in tragedy.The boy had a reputation of flaunting and minx heretofore the young girl mat she was differen t from the rest of the girls. Nadine Gordimer writes, When he had even met one who, at a wedlock he had attended with his parents on a nearby farm, had let him do with her in a locked storeroom what people did when they make lovewhen he was as far from his childhood as all this, he still brought home from a knock off in town a bolshie plastic belt and gilt annulus earrings for the black girl, Thebedi (Clugston. 2010). deplorably the young girl never agnise the gifts were not from love but just another(prenominal) gift to keep quite. As time past the boy grew erstwhile(a) and never noticed what he was doing to the young girls heart. Gordimer writes, The trouble was Paulus Eysendyck did not seem to move in that Thebedi was now simply one of the ring of farm children down at the kraal, recognizable in his sisters onetime(a) clothes (Clugston. 2010). This would play a commodious part in what brought the tragic mop up to the story. Thebedi ended up finding another young man, Njabulo whom she would marry.Njabulo was the child of farmer as well however he was black. He was much like her receive which do it easier for the father to accept their marriage. Typically the boy in law would have something to suffer the family in portion out for the daughter however this young man had nothing to show. Her father liked this young man so much to the point he accepted the marriage even without a trade off. Njabulos parents met with hers and the money he was to liquidate in place of the overawe it is everyday to give a prospective brides parents was settled upon.He had no cows to offer he was a diddlyshit on the Eysendyck farm, like her father (Clugston. 2010). Love although cant be explained, has umteen explanations to how one can love. Whether your love goes as deep as loving through tragic times or looking for someone to love you at all times. Both of these stories focus on issues of racism, inner struggles, slavery, prejudice, and the pursuit of freedom as well as equality. At the end, everyone wants and needs to be accepted and will do whatever it takes.