EVISION THE FUTURE essays

EVISION THE FUTURE essays As the 21st century dawns ahead of us, the future holds what seems to be the best advancements of our civilization. Man has come a long way since the first computer was invented. It is from that enormous monster that we have grown off of, (maybe that accounts for the hideous beige metal boxes computers are housed in). Then along came wires and at the present we are beginning the wire-less age. What lies beyond that may be the answer to all of man-kinds problems. Remember "the brick"? Also known as a crude cell phone, it marked the beginning of the cellular age. Because of that phone we now have a giant array of cellular phones and accessories. Sure, theres the ordinary cell phone that looks cool, speed-dials from a phonebook, and had a calendar. This past year it is now considered pass. If you have to live up to the status of a CEO, (or just want to act like one), then having a cell phone with internet capabilities is a must. So as the palm pilot goes in the technological trash-bin, cell phones that have access to the internet are becoming the leaders in the global industry. Rather than snapping on a modem, this new breed of cell phones allows for web browsing. These phones get all the basics such as sports scores, news, stock quotes, e-mail and even book ordering from Amazon.com. In addition, any web page that a developer has designed for Wireless Application Protocol, or WAP. America Online and Sprint PCS have recently cut a deal whereas users can get their e-mail and use Instant Messenger on their internet-ready cell phones. Cell phone makers, due to the rising participation in cell phone web-browsing, are increasing storage space on their phones. They are also making the screens larger so that up to about 11 lines of text can be seen on the tiny screen. These cell phone companies are helping start the wireless revolution that will take the world by storm. The remarkable capabilities cell phones no...

susan smith essays

susan smith essays When turning on the television, radio, or simply opening the local newspaper, one is mess with news of arrests, murders, homicides, serial killers, and other such tragedies. 1994 must be a great year to be alive if you are a criminal! Nobody takes liability for his or her own actions anymore. Someone commits a heinous crime, and everything but the criminal is blame, it was a cruel childhood, abusive parents, in my mind, if you commit a crime, and then you are a criminal. Others may influence my decisions, but ultimately, I am the one that makes that final choice. No matter how hard and pathetic you think your life is, or how badly society treats you, you made the decision to break the law-nobody made the decision for you. The Susan Smith case is a good example. Does such a statement as "hurt people, hurt people" excuse one's action. Does it exaggerate the apparent thought that an individual who is hurt by others will, in their pain, inflict hurt on otherseven the innocent? It is hard to figure out how someone could kill his or her own children. We live in a society today where killings happen on a day-to-day basis, and many get away with it. Those who are caught do not usually stay in that cell for the rest of their life. For a cold-blooded killer, capital punishment is the only true justice. Susan Smith drove her two innocent kids in to the lake. She freely drove her car into the lake as her two young sons sit seat belted in the backseat of her car. Susan then got out of the car and watched as the cabin of the car filled up with the freezing cold water eventually drowning the two. Just think of how they felt as they sit in the car crying for their mother frantically, wondering why mommy left them there? For nine days, she stuck to her story about a black carjacker who confiscate the car as she drove on a dark and empty back road. Friends and relatives joined an apprehensive search, until ...

IT and Entrepreneurship Essay Example | Topics and Well Written Essays - 1250 words

IT and Entrepreneurship - Essay Example This can be used by working groups for efficiency in project management and also assists by enhancing productivity. Online forums can be made for the purpose of discussing key issues among employees of a company. In large organizations, intranets normally get managed by the IT or Human resource departments. An intranet website performs and appears just as any other website, the exception being that it has firewall behind it to differentiate authorized and unauthorized users. An intranet is a very helpful private or personal network, which naturally is not necessary in all organizations. Therefore, the management of a company should decide whether or not to implement an intranet. Although the benefits of this technology are evidently clear, it is not compulsory to have it in the organizational system. The architecture behind intranet can be conceptualized as integration of four major elements: corporate information services, intranet users, communication links and the web server. This paper is going to discuss in length problems related to the use of intranet with relation to learning and inspiration. It also tries to give suggestions on the various features organizations can build on their intranet (Phan 2002, p.26). All network concepts have disadvantages; by nature, risks associated with security come first. This does not only concern issues to do with software security but also how employees handle and manage their passwords and usernames. In some instances, passwords can be left on places where everybody can be able to see while other users tend to choose simpler passwords that can be easy to guess. Most companies are not well to do with this method or way of information and data sharing. While one of the major purposes of intranet can be to enhance file sharing and communication in an organization, some employees might be frustrated since they might not be comfortable with the technology. The use of intranet technology also changes the work culture of an o rganization. Executives mostly in the top level management will get into the habit of delegating the duty of handling information and mails. The practice of sharing passwords and other vital company information could be fatal and so it could be necessary to respond to security threat posed by this. Another major setback brought about by the use of intranet is the level of reduced face to face interaction by employees. As the human interface gets reduced, the lack of bonding between parties can lead to loyalty issues and stamp down learning rapidly. This poses a great danger as it leads to impersonalization of the business. The complexity of the network system to employees also can inhibit learning and inspiration. Employees can view it to be very difficult to understand and use and so, not use it to its maximization. The network system can make employees feel overburdened by the amount of information and data it contains (Phan 2002, p.27). There are numerous features that could be a dded to an intranet network to aid learning and inspiration to users. Some of them include: Personalization and Segmentation: Bad user adoption can be mentioned as the major reason why intranet network projects fail. User experience can be an increase by tailoring content to meet user needs and also communicating in a more personal way. For increased user interface, a company should personalize content according to

The comparison of the topic of genocide presented in the two movies Research Paper

The comparison of the topic of genocide presented in the two movies about the Holocaust - Research Paper Example Through this paper, the discussion will present the ways, in which American movies have presented the European event, and more importantly, how the perception of topics like genocide in the holocaust has been altered by the presentations of American film. The two movies are representative of the events of the holocaust, mainly because both deal with the events covered, from a different point of view. Further, previously developed viewpoints about the events of the holocaust have been altered by the release of the different media accounts. It is important to note that the Nazi holocaust is different from the holocaust –which is the media presentation of the holocaust – in the American society. The main issue, in this case, is that some aspects of the events, including the area of genocide have been altered, as a way of safeguarding the interests of the audience. Comparison between the Diary of Anne Frank and the Pawnbroker During the period between the conclusion of the war and the start of the 1960s, the events of the holocaust had no considerable influences on America’s film industry. Similar to the case of other art forms, the theme spurred less interest. The case is evident from the fact that, only a few – and often not successful – books covered the subject. This case could be the result of the view that the events did not warrant artistic exposure, but were those to be left to historians only. In 1956, the first movie on the events of the holocaust was made, by the name of ‘Night and fog’, which also had little influence in America, possibly, because it was done in French. Following the context narrated before, ‘the diary of Anne Frank’ was staged, first as a play in 1956, and later cast as a movie in 1959, which caused major influence in the presentation of the holocaust. The Pawnbroker tries to present a connection between the sufferings of the Jews at camps, to the case of the Afro-Americans s uffering at Harlem. The problem with attempting to develop a relationship between the two is that it destroys the historical record of the event. The movie shows the story of a professor who lost the wife and children at detention camps, and is shown as one running a pawnshop at Harlem. The many deaths are a clear representation of the deaths taking place at the death camps, which points to the genocide. Further, the account of the disturbing deaths of the wife and the children, bring to the viewer, a feeling closer to that experienced by the victims of the genocide. The movie goes ahead to expose the viewers, to the highly painful past of the survivor of the genocide, Mr. Sol Nazerman. Emphasis is channeled towards the impact of the past, on the survivor’s present life, which cripples his life in a traumatized manner. Sol’s life portrays the torture suffered by Jews; especially the many deaths taking place there, which were many to the level of warranting the situatio n to be referred as genocide. Therefore, this movie presents the genocide that took place during the holocaust more representative of the historical event, when compared to the case of the diary of Anne Frank. Through the diary of Anne Frank, the topic of genocide – which was aimed at the Jews – is generalized; in a way that, it is presented not to

Explain the Sequence and Rate of Each Aspect of Development Essay Example for Free

Explain the Sequence and Rate of Each Aspect of Development Essay Holistic development: The first month Physical development The gross motor skills that the baby of 0-1 month old will develop is that the baby lies supine (on his or her back) and the fine motor skills will be the baby turns his or her head towards the light and stares at bright or shiny objects. Communication and language development Babies need to respond to sounds, especially familiar voices. And babies need to share language experiences and cooperate with others from birth onwards. From the start babies need other people. Intellectual development Babies explore through their senses and through their own activity and movement. Touch From the beginning babies feel pain. Sound Even a new born baby will turn to a sound. The baby might become still and listen to a low sound, or quicken his or her movements when he or she hears a high sound. Taste The baby likes sweet tastes, e. g. breast milk. Smell The baby turns to the smell of the breast. Sight The baby can focus on objects 20cm away. Emotional and social development A baby’s first smile in definite response to carer is usually around 3-6 weeks. Also the baby often imitates certain facial expressions. This is showing that the baby is starting to develop being able to respond to different things. Holistic development: from one to four months Physical development Some of the gross motor skills that the babies develop from four to eight weeks are: the baby can now turn from side to back, and can also lift its head briefly from the prone position. Some of the fine motor skills that the babies develop from four to eight weeks are; the baby turns its head towards the light and stares at bright or shiny objects. Some of the gross motor skills the baby develops form eight to twelve weeks are; when lying supine, the baby’s head is in a central position and it can also lift its head and chest off a bed in prone position, supported on forearms. Some of the fine motor skills the baby develops from eight to twelve weeks are; the baby moves his or her head to follow adult movements and the baby watches his or her hands and plays with his or her fingers. Communication and language development From four to eight weeks the baby recognises the carer and familiar objects, makes non-crying noises such as cooing and gargling and then moves on to often sucking or licking its lips when he or she hears the sound of food in preparation. From eight to twelve weeks the baby is still distressed by sudden loud noises and often sucks or licks its lips when he or she hears the sound of food in preparation. Intellectual development The baby recognises differing speech sounds and by three months the baby can even imitate low or high pitched sounds. Emotional and social development The baby will smile in response to an adult and the baby enjoys sucking. Then the baby shows enjoyment at caring routines such as bath time. Holistic development from four to six months Physical development Some of the gross motor skills; the baby is beginning to use a palmar grasp and can transfer objects from hand to hand. It is very interested in all activity and everything is taken to the mouth. Some of the fine motor skills; the baby now has good head control and is beginning to sit with support. It can roll over from back to side and is beginning to reach for objects. And when supine the baby plays with his or her own feet. Communication and language development The baby becomes more aware of others so he or she communicates more and more. As the baby listens, he or she imitates sounds he or she can her and reacts to the tone of someone’s voice. For example, the baby might become upset by an angry tone, or cheered by a happy tone. Intellectual development By four months the baby reaches for objects, which suggest they recognise and judge the distance in relation to the size of the object. The baby prefers complicated things to look at from five to six months and enjoys bright colours. The baby also knows that he or she has one mother. The baby is disturbed if he or she is shown several images of his or her mother at the same time. The baby realises that people are permanent before they realise that objects are. Emotional and social development The baby shows trust and security and has recognisable sleep patterns. Holistic development from six to nine months Some of the gross motor skills; the baby can roll from front to back. He or she may attempt to crawl but will often end up sliding backwards. Also the baby may grasp their feet and place them in his or her mouth. Some of the fine motor skills; the baby is very alert to people and objects. The baby is beginning to use a pincer grasp with thumb and finger, and can transfer toys from one hand to the other and looks for fallen objects. Communication and language development Babble becomes tuneful, like the lilt of the language the baby can hear. They become to understand words like ‘up’ and ‘down’, raising their arms to be lifted up and using appropriate gestures. The baby may also be able to repeat sounds. Intellectual development The baby understands signs, e. g. the bib means that food is coming. From eight to nine months the baby shows that he or she knows objects exist when they have gone out of sight, even under test conditions. This is called the concept of object constancy, or the object permanence test (Piaget). The baby is also fascinated by the way objects move. Emotional and social development The baby can manage to feed him- or herself using his or her fingers. They are now more wary of strangers, sometimes showing stranger fear. For example if a stranger comes close to the baby and it moves away towards another person, this shows that the baby is fearful of strangers and gains security from the person it moves to. Also the baby might show distress when his or her mother leaves. For example if the mother leaves the room and the baby starts crying, then this shows that the baby feels insecure when the mother is out of sight. Holistic development from nine to twelve months Physical development Gross motor skills; the baby will now be mobile- may be crawling, bear-walking, bottom shuffling or even walking. The baby can sit up on his or her own and lean forward to pick things up. Also the baby may crawl upstairs and onto low items of furniture and may even bounce in rhythm to music. Fine motor skills; the baby’s pincer grasp is now well developed and he or she can pick things up and pull them towards him or her. The baby can poke with one finger and will point to desired objects. They can also clasp hands and imitate adults’ actions. Communication and language development The baby can follow simple instructions e. g. kiss teddy. Word approximations appear e. g. ‘hee haw’ to indicate a donkey, or more typically ‘mumma’, ‘dadda’ and ‘bye-bye’ in English speaking contexts. Also the tuneful babble develops into ‘jargon’ and the baby makes his or her voice go up and down just as people do when they talk to each other. Intellectual development The baby is beginning to develop images. Memory develops and the baby and remember the past. The baby can anticipate the future. This give it some understanding of routine daily sequences, e. g. after a feed, changing, and a sleep with teddy. Also the baby imitates actions, sounds, gestures and moods after an event is finished, e. g. imitate a temper tantrum he or she saw a friend have the previous day, wave bye-bye remembering Grandma has gone to the shops. Emotional and social development The baby enjoys songs and action rhymes, still likes to be near to a familiar adult but will also play alone for long periods of time. Spiritual aspects of a baby’s development Even a tiny baby experiences a sense of self, and values people who are loved by them. Spiritually is about the developing sense of relationship with self, relating to others ethically, morally and humanly and a relationship with the universe. The baby can drink from a cup with help, and shows definite likes and dislikes at mealtimes and bedtimes. Also the baby will start to cooperate when being dressed and likes to look at him- or herself in a mirror (plastic safety mirror). Holistic development from one to two years Physical development Gross motor skills (15 months); the baby probably walks alone now, with feet wide apart and arms raised to maintain balance. He or she is likely to fall over and often sit down suddenly. The baby can also probably manage stairs and steps, but will need supervision. Gross motor skills (18 months); the child walks confidently and is able to stop without falling. The child can also kneel, squat, climb and carry things around with him or her. Fine motor skills (15months); the baby can build with a few bricks and arrange toys on the floor, can hold a crayon in palmar grasp and turns several pages of a book at once, and can also point to a desired object. Fine motor skills (18 months); the child can thread large beads, build a tower of several cubes and uses a pincer grasp to pick up small objects. Communication and language development The child begins to talk with words or sign language, and by 18 months, the child enjoys trying to sing as well as to listen to songs and rhymes. Action songs (e. g. ‘pat-a-cake’) are much loved. Intellectual development The child understands the names of objects and can follow simple instructions, the child also learns about other things through trial and error. Emotional and social development The child begins to have a longer memory and develops a sense of identity (I am me). Also the child expresses his or her needs in words and gestures and enjoys being able to walk, and is eager to try to get dressed – ‘Me do it! ’ Holistic development from two to three years Physical development Gross motor skills; the child is very mobile, can run safely and can climb up onto furniture. The child can walk up and downstairs, usually two feet to a step. The child then moves on to being able to jump from a low step, walk backwards and sideways and can stand and walk on his or her tiptoes and stand on one foot. In my workplace all of the children this age are able to do all of these things. But the girls are all more developed than the boys. For example, with have a boy that is three years of age, and a girl that’s the same. The girl is able to write her name, speak fluently, help other children who aren’t as well developed as her and she even tells me when someone is doing something wrong. Whereas the boy can hardly speak yet, and when he does no one can understand what he’s saying. Michael Gurian, a noted educator and author, has shown through research that â€Å"hard-wiring and socialized gender differences affect how boys and girls learn. † Simply put, male and female brains are equal but different. â€Å"Boys use the right hemisphere more, and girls the left,† (Gurian, M. 2007) Fine motor skills; the child can draw circles, lines and dots using preferred hand. The child can pick up tiny objects using a fine pincer grasp. The child then moves on to being able to build tall towers of bricks or blocks and can control a pencil using thumb and first two fingers (a dynamic tripod grasp).

Christian Bök - Inviting Us to Rethink how Language Works Essays

In the post-Modernist world, developments in the sciences overshadow human relationships. To bridge humankind’s alienation from science and technology, Christian Bà ¶k turns science into poetry, and poetry into science. He delves into â€Å"pataphysics,† the poetics of an imaginary science which renders the English language whimsical and at times nonsensical. He also attempts virtuosic feats with his sound and concrete poetry. Bà ¶k’s language welcomes new interpretations and shows that poetry is an ongoing process that can disrupt traditions and reshape them. Bà ¶k’s innovative use of sound, form, and narrative reshapes language, inviting the audience to rethink how language works. Exploring sound’s primitivism, Christian Bà ¶k transforms his poetry into wild vocal terrains. He deconstructs and reinvents meaning in language by banishing words from some of his sound poetry. Following the post-Modernist tradition of melding old materials with new ideas, Bà ¶k re-imagines Dadaist Hugo Ball’s poem â€Å"Seepferdchen und Flugfische (Seahorses and Flying Fish)† by infusing it with his own tempos, pitches, and exclamation points. The â€Å"language† in this poem does not consist of words but a string of nonsensical sounds like â€Å"billabi†, â€Å"zack†, and â€Å"bisch!† Can language still be â€Å"language† without words? To be effective, language must be able to communicate ideas. Bà ¶k’s â€Å"language† then, communicates ideas through explosions of non-meanings. It relies heavily on its emotive function, stirring the audience’s imagination with fluctuations in pitch, tone, and te mpo. It is also metalingual: it draws attention to itself as the audience tries to decipher the poem through only the sense of hearing. In his poem â€Å"Valuvà «ula†, Bà ¶k chants in an alien language. S... ... Available http://www.ubu.com/sound/bok.html, 2000. Accessed: November 16, 2003. Bà ¶k, Christian. â€Å"Valuvà «ula† in UbuWeb Sound Poetry. Available http://www.ubu.com/sound/bok.html, 2000. Accessed: November 16, 2003. Carmine, Starnino. â€Å"Vowel Movements: Pointless Toil and Empty Productivity.† Books in Canada 31, 4 (Jun/Jul 2002): 29. Crawley, Devin. â€Å"[Eunoia].† Quill & Quire 67, 10 (October 2001): 40. Crawley, Devin. â€Å"The book of Bok: author’s new poetry title uses just one vowel per chapter [Eunoia].† Quill & Quire 67, 10 (October 2001): 9. Dykk, Lloyd. â€Å"Are we having fun yet? Series: 2002: I Resolve†¦Ã¢â‚¬  The Vancouver Sun [Vancouver], 3 January 2002, p. D12. â€Å"Pataphysics,† The American Heritage Dictionary of the English Language. 2000 ed. Samuels, Ian. â€Å"Books highlight poetry’s past and present.† Calgary Herald [Calgary], 18 October 2003, p. ES12.

John Irving, a prayer for owen meany Essay

In the first chapter of A Prayer for Owen Meany, John Irving displays an expansive, articulate style that relies heavily on rich descriptions to create detailed portraits of the New England of his youth, especially the title character who inspires him to believe in God and Christ. Irving’s language throughout the chapter is articulate and his sentences long, perhaps to accommodate his rather abundant, detailed descriptions; it is almost oratorical without being florid or long-winded, reflecting the fact that the narrator is descended from a prominent New England family (including the Puritan minister for whom he is named). He also relies heavily on memories, moving from his recollections of Owen to broader discussions of his own family and hometown, creating a context for the subsequent action and thus giving his memories a deeper meaning. In addition, Irving uses Owen as a symbol of Christ-like divinity – the boy is something of a martyr for his suffering (indeed, he never tells on his peers for their abuses), and yet he takes away the narrator’s mother, however unintentionally, by hitting the foul ball that kills the narrator’s mother (hence the chapter’s title, â€Å"The Foul Ball†). Irving avoids sounding childish by using articulate adult language, but he conveys a child’s point of view by speaking in a matter-of-fact way about how he and his peers picked on the frail, undersized Owen. He conveys no immediate judgments or apologies for his actions (indeed, as a child he feels no shame for it), and he does not analyze his motivations. For example, when Owen offers a surprisingly mature complaint about church services, the narrator says, â€Å"To these complaints, and others like them, I could respond only by picking up Owen Meany and holding him above my head† (Irving 23), showing how other children are unable to comprehend Owen. He also implies adults’ stupidity by mentioning his oblivious Sunday school teacher and how the police chief and coach quarrel over the ball after his mother’s death. The author wants the reader to understand his world (hence the detailed discussions of his town, family, and relationship with Owen) and especially Owen’s complex role in it. Though he mentions his Christianity at the very start, the narrator does not preach or scold the reader, admitting that he is a rather lazy Christian but also making clear that he feels deeply indebted to him (despite Owen’s role in his mother’s death) and makes the reader feel sympathy for the victimized Owen. Irving’s language is richly descriptive without becoming tedious, and he recalls Owen’s characteristics humorously, especially his diminutive size and high-strangled voice (Owen’s words always appear in capitals). Irving communicates respect for Christianity, but not for the ritual or doctrine – he admits his laziness and calls his approach â€Å"a church-rummage faith† (Irving 2). Instead, he believes in the divine power channeled through Owen, whose intelligence and deep understanding of God set him apart from his peers. Irving implies that both the narrator and New England, despite their Puritan past, find religion uninspiring until Owen appears, and that Owen has vastly more potential to influence events than is shown in the first chapter. More explicitly, he evokes New England’s provincial values, especially the split between insiders (the descendants of Puritans, like the narrator) and outsiders (later arrivals, like Owen’s Irish-Catholic family), and Irving contrasts the region’s harsh religious past with the narrator’s spiritual barrenness, for which Owen ultimately becomes a remedy. In the book’s first chapter, Irving shows the reader a rich picture of his characters’ world, creating the context in which the narrator’s transition from nonbeliever to Christian occurs. He presents Owen in a sympathetic light, as a wise yet victimized figure whose suffering and kindness bring enlightenment into a milieu that needs it. Irving, John. A Prayer for Owen Meany. New York: Ballantine, 1989.