Christmas Day

Christmas is a Christian festival. Jesus Christ, the founder of the Christian faith, was born on 25 December. Hence the day is observed as the ‘Christmas Day' in order to commemorate Christ's birth. On the day, the Christians dress themselves colourfully with a gay spirit. They wish ‘Merry Christmas' to their friends and relatives. They visit one another's house in order to exchange good wishes. The Christians decorate their houses on the occasion with the Christmas Tree which is an evergreen (artificial) tree beautified with small electric bulbs and zari laces or other tiny pieces of decoration like dazzling paper stars, halls etc. hat add a typical festive mood to the occasion. They prepare Christmas pudding rich dark plum cakes which are eaten at Christmas. The Christians all over the world enthusiastically celebrate the Christmas festival. It is a great day also for the children, who sing the carol, which is a Christmas hymn in chorus in memory of Christ's birth. They fervently look for Santa Claus or the Father Christmas who is supposed to appear to distribute attractive gifts to the children on the day.Santa Claus dress ­es himself in red and white, wears white and long false beard, and carry a bag full of presents for the children. The shops, hotels, churches, schools, colleges-all are decorated with various types of coloured paper flowers or other designs, balloons and lamps on the Christmas day. The festival is now-a-days found to be enjoyed and celebrated also by other communities not as a religious belief, but as a festive occasion.

Historical Context of the Remakes of The Phantom of the Opera Essay

The Phantom of the Opera has undergone subsequent remakes. This Hollywood film has undergone numerous remakes at different historical moments throughout the world. In Hollywood and the United Kingdom, it has spawned more than ten film and TV versions that differ significantly in selecting the settings for the horror-romance [Paris, New York and London] in accounting for the phantom’s disfiguration, in portraying the opera understudy, as well as Christine’s attitude toward the phantom. However, they all follow the male phantom-teacher and female opera-student structure so that heterosexual desire [manifested in two men’s competition for a woman] remains the prime move of the plot. My focus in this essay is Andrew Lloyd Webber’s version of the aforementioned text. My emphasis in this text will be how the phantom [including his image and voice] is represented within the film technology available at that time [in contradistinction to the manner in which the phantom’s image and voice is represented in different versions of the aforementioned text]. My working hypothesis is that since the phantom, by definition, exceeds visual representation in the silent and the sound versions, his voice, as a singer and a music teacher, emerges a primary site for representation and signification. To explore the representation and the significance of the phantom’s voice, I will focus on (1) how the phantom-teacher relates to his student through voice as well as visage, (2) how the teacher-student relationship differ from film to film [from Schumacher’s film in contradistinction to the other version of the film], (3) and how to read these relationships in allegorical terms, or in relation to their respective material-historical conditions. The last question leads me to map the teacher-student relationship onto the tension between an â€Å"original† film and its remake(s). In the end this paper will demonstrates the manner in which each remake strategizes its position vis-a-vis a historical moment and a prior film text hence it follows from this that each remake [specifically Schumacher’s remake] should not be subsumed into an echoing tradition in the corridor of the history. I start with the representation of phantom’s voice and its interplay with the shadow. The aural-visual dimension is crucial for our understanding of the issue of subaltern film remaking, which is ultimately an issue of power circulation and distribution. In the film diegeses, the phantom holds power over the student and other people for two reasons: (1) he eludes audio-visual representation and (2) he assumes the empowered teacher position. The 1925 version of The Phantom of the Opera centered upon the triangular tension between Erik, The Phantom (Lon Chaney); Christine (Mary Philbin), an understudy in the Paris Opera House whom the phantom has trained and elevated to the diva position; and Raoul (Norman Kerry), Christine’s fiance. As indicated above, the phantom, by definition, exceeds direct visual coding. The problematic of representation is further compounded by the fact that the film, being silent [that being the 1925 version], cannot represent the phantom’s voice except through the theatre orchestra’s performance. This means that the voice and other diegetic sounds the audience hear do not [seem to] emit from the screen. This representational dilemma is alleviated through the use of shadow [an image that signifies the fusion of absence and presence, thus most appropriate for the phantom figure]. More specifically, this silent film mobilizes venues of representation before Christine sees the phantom. The first is the shadow, proffered exclusively to the audience who, according to Michel Chion, is â€Å"deaf† and cannot hear the phantom’s voice (Chion 7). The other, the phantom’s â€Å"angelic voice,† is heard only by Christine and other characters. The differentiated knowledge distribution leads to two modes of spectatorship, one being exclusively visual, and the other exclusively aural. In both cases, the phantom is omnipotent when remaining a mere shadow or a disembodied voice (Chion 19). When lodged in a physical body, a process the power is lost. This takes place in The Phantom of the Opera when Christine’s fascination with the acousmatic phantom turns into dread and disgust once the voice is embodied in a visual image [i. e. , the skull head that she has unmasked]. Thus, the phantom’s deacousmatization depletes his magic power over Christine. Not only does his horrendous visage drive Christine to cover her face [which may implicitly mirror a female viewer’s typical response to a horror film]. It also forces the phantom himself to cover his face. The implication is that to maintain his power, he has to remain invisible. In the same manner, for a horror film to remain horrific, it must not be seen in unobstructed view. As Dennis Giles observes, the more [the viewer] stares, the more the terror will dissipate†¦ to the extent that the image of full horror will be revealed (unveiled) as more constructed, more artificial, more a fantasy, more a fiction than the fiction which prepares and exhibits it. To look the horror in the face for very long robs it of its power. (48) By covering his face, the phantom symbolizes the horror film’s attempt to block the viewer’s vision. In other words, the power of the phantom, and by extension, of the horror film, consists in deprivation of visual representation. The problematic of representing a phantom in a silent film thus finds resolution in a paradox, namely, the possibility and effectiveness of representation consists precisely in a lack of direct visual representation. Acousmetre is also crucial for maintaining the teacher student relationship. Once deacousmatized, this relationship comes to an end, which in turn de-legitimizes the phantom’s proposal to Christine. After a long sequence of suspense, sound and fury, during which Christine is salvaged from the Opera House’s underground catacomb, while the phantom chased to a dead end, the film [initial version of the film] closes with a double shot of Christine happily married with her aristocratic fiance. Instead of a beauty and the beast story, in which the beast is transformed into a handsome nobleman by the beauty’s kiss, the monster in this film remains a monster and the opera actress gets punished for her scopic and epistemological drive [a â€Å"monstrous† transgression she must redeem by betraying the monster] returning to humanity [defined as white heterosexual normality] and succumbing to a domesticating marriage. The containment of the female deviancy is built into the film producer’s plan to reinforce what they perceive as the audience’s wish: â€Å"a movie about the love life of Christine Daae† (MacQueen 40). The film thus ends with a triumph of a bourgeois fantasy premised on the domestication of women, and the destruction of the monster. Joel Schumacher’s remake of the original Phantom of the Opera, did not come as a surprise, given the frequent practice of borrowing and adapting at the time. Schumacher’s version retains the powerful phantom figure whose self-de-acousmatization again successfully captivates the student, Christine. Nevertheless, it also displays far more intense interactions between the phantom-teacher and the singer-student. Briefly speaking, their relationship goes through four successive steps: ventriloquism, reverse ventriloquism or excessive mimesis, performative reiteration, and finally, the Benjaminian â€Å"afterlife† [which delineate Christine’s gradual usurpation of the phantom’s power while also contributing to the dialectical image provided by the phantom-teacher and singer-student relationship]. The phantom begins with ventriloquizing Christine’s in the latter’s reenactment of the former’s masterpiece, now titled â€Å"Romeo and Juliet,† replacing â€Å"Hot Blood† in Song at Midnight. During the performance, Christine falters at a tenor note, but is undetected by the theatre audience, thanks to the phantom’s backstage â€Å"dubbing,† visually represented through cutaways. The camera first holds on Christine’s bending over the dead â€Å"Juliet† then closes up on his slightly opened mouth and bewilderment, and subsequently following Christine’s puzzled look, cuts to the cloaked phantom in profile, hidden behind a window curtain in the backstage, emotionally singing out the tenor notes. Cutting from the front stage to the back stage area also echoes. In the aforementioned scene, it is important to note that the moment of ventriloquism gradually gives way to Christine’s agency. Indeed, Christine’s centrality in the film is evidenced in the predominance of the perspective shots that mediate the off-screen audience’s knowledge and sensorial experiences. This viewing structure contrasts sharply with The Phantom of the Opera’s 1925 version. Whereas Christine deacousmatizes the phantom, the audience actually sees the disfigured face before she does. Similarly, Christine’s knowledge [regarding the phantom] is one step behind that of the audience who hear the phantom’s midnight singing and see an enlarged shadow cast on the wall at the opening of the film after the initial portrayal of the opera house’s condition after the fire. The contrast between the two aforementioned versions of The Phantom of the Opera suggests two different ways of constructing history. One is to hide away the past [embodied by the phantom] that has transformed beyond recognition so as to reproduce its old, familiar image in a present medium, or the student. The other is to acknowledge what the past has become, in order to re-suture it into the present without reducing the present into a mere mirror image of the past. Thus, Christine’s agency and the Phantom’s revival become interdependent. The teacher-student hierarchy, as argued previously, is analogous with the hierarchy between the master and the slave. Furthermore, it can also be mapped onto the tension-ridden relationship between a film and its remake(s). These interconnected, parallel relationships allow us to situate the cultural production of a film in a dynamic socio-political field (Gilloch 17). Following Gerard Genette’s definition of â€Å"hypertextuality,† which designates that a hypertext both overlays and evokes an anterior text, or hypotext (Genette 5), I argue that a remake occupies the student position, and that its very existence testifies to and evokes its â€Å"teacher† or â€Å"predecessor. As a form of cinematic doubling, how the â€Å"student† film situates itself vis-a-vis the â€Å"teacher† and its own historical moment determines possibilities of remaking (Smith 56). The major divergences between the two versions of The Phantom of the Opera mentioned above suggest two diametrically opposite agendas. Whereas the former prioritizes domesticating and suturing women into white-oriented heterosexuality, the latter historicizes and politicizes the hetero-erotic relationship between the teacher and student. There are several ways in which one may understand the aforementioned divergence. It is important to note that the text adapted by Schumacher for the construction of his version of the aforementioned film is in itself a divergence from the original. In comparison to Lon Channey’s version of the aforementioned film [which is an adaptation itself], Schumacher’s version discarded most of the horror version aspects which have been associated with the film [as well as the original text by Leroux]. Examples of these are evident if one considers Schumacher’s choice for the depiction of the phantom himself [as a disfigured individual as opposed to a skull hiding behind a mask]. In a way there are several ways in which such a depiction [the change of depiction] may be understood. Initially, one may state that such a shift stems as a result of the shift from the operatic version of the film as opposed to the â€Å"Beauty and the Beast† theme associated with the film. Second, in line with the initial claim of this paper, one may understand the shift [in terms of the phantom’s depiction] as a means of mirroring the historical conditions of the film’s production. The process of mirroring the initial work as a means of showing the teacher-student relationship [in relation to the silent film version and Schumacher’s version] may be understood as a means of employing the manner in which the student has transcended the master to the extent that such a transcendence enabled the initial freedom from the heterosexual archetypal relationships which enables the submission of the female to the norm [that being the norm of female submission towards the male]. It may indeed be argued that Schumacher’s version also enabled such a submission since Christine chose Raoul over the phantom. It is important to note, however, that such a choice may be understood differently in relation to the original silent film adaptation of the aforementioned text. Note for example the depiction [as well as the characterization] of the phantom in the initial version of the film. As was noted at the onset of the paper, the depiction of the phantom in the initial version [silent film version] presented a horrible figure [i. e. a skull for a face]. Such a presentation may be understood, in such a way, that the phantom is presented as the depiction of the deviance resulting from the inability to adhere to the norm. Deviance from the norm, in this sense, may be seen [and in fact understood] as a horrible act itself. Schumacher’s version [with its depiction of the phantom as figure with a face [a handsome one in fact despite its minor deformities] may be seen as mirroring the manner in which deviance from the norm [that of the adherence to the heterosexual and in a sense highly patriarchal relationship] is more acceptable within the current context of the film’s production (McQueen . Schumacher’s version begins with a reel from the 1919 occurrence at the Opera Populaire wherein the old Raoul is depicted as buying knickknacks that serve as the reminder of the occurrences that led to the aforementioned opera’s demise. What follow this scene is a reconstruction of the Opera Populaire resulting from the flashback of memories to those who where in it during 1819 thereby providing the spectator with the truth behind the masked lives of those who lived within the opera at that time. What is interesting to note in Schumacher’s version [in relation to the reconfiguration or rather redepiction of the phantom] is the manner in which one is now given a new manner of understanding the means in which Christine gains her agency. In fact, agency in Schumacher’s version of the film is depicted as a manner of choice and not as mere adherence to a prescribed norm [in comparison to the original adaption of Webber’s text]. Dramatically, the story hinges on a series of conflicts which continually redefine Christine’s position in relation to her surroundings [as well as to the individuals around her]. Webber’s version [as adapted by Schumacher] depicted this process through a series of musical themes, motifs, and textures which portray the development of characters, attitudes, and emotions. Note that the materials in each of the musical themes and motifs are rarely modified except through instances of fragmentation. Although fragmentation occurs, it is interesting to note that when considered together, these musical themes literally play out the drama involved within the play (Snelson 110). In summary, in this paper I argued that the â€Å"teacher† text does not simply crumble when the â€Å"student† text arises in resistance, but rather experiences a revival. This is because the remake cannot fulfil itself without simultaneously evoking [not â€Å"imitating†] the â€Å"afterlife† crystallized in its textual â€Å"predecessor† (Mignolo 112). A film remake re-presents its â€Å"hypotext† not by turning itself into a submissive double, which simply reifies the â€Å"hypotext,† but rather by revalorizing the unique historical position of the â€Å"hypotext,† paradoxically achieved by the remake’s stress on its own distinction. In this sense, the various adaptations of Webber’s The Phantom of the Opera may be understood in such a way that both versions [that stand in a teacher-student relationship] present a challenge of the archetypal heterosexual relationships which stand as the pervading theme of the various versions of Webber’s The Phantom of the Opera.

Betsy Ross Made Me Love Reading

Im not sure why I chose the story of Betsy Ross. It may have been because she was female, or it may have been my curiosity about how a woman was chosen to sew the flag of our nation. The author took me back to the sasss, and made me feel like I was right there alongside Betsy. The story told of Betsy Grooms childhood raised with her sixteen siblings In the Quaker Church. Although Betsy knew she would be expelled from the Church and split from her family for marrying outside her faith, she married John Ross when she was 21 years old.The courage It took for Betsy to go against her familys wishes was Inspirational. I could not comprehend how she was able to leave everything she had ever known. The story went on to tell how the two of them began an upholstery business together since Betsy had excellent sewing skills. John and Betsy attended the First Christ Church in Philadelphia, and sat across the aisle from George and Martha Washington. I couldnt imagine how it would feel personally knowing the man who was soon to become President of the United States.Betsy recently embroidered ruffles for George Washingtons shirts and cuffs. In June of 1776, she was asked to sew the American Flag by George Washington, Robert Morris, and George Ross. The author was able to tell Bets story in such a way that I was fascinated and mesmerisms. I learned that books didnt have to be boring. I discovered that not only can you learn from books, you can be entertained. I remember that I read a lot of the biographies In the library that year. I read about George and Martha Washington, Abraham and Mary Lincoln, Benjamin Franklin, JohnAdams, and Dooley Madison. Their stories took me back in time. They taught me how people lived in the past and about all the hardships they had to endure and overcome. Reading opened my eyes to other worlds and experiences. It improved my reading ability and comprehension skills which helped me in school. As I grew older, I continued to read. In middle school and high school I made friends with other girls who also enjoyed reading. Some of the other kids would make fun of me because I was often reading.Since was a chubby child, I was frequently picked on and bullied y the other students. Reading gave me an escape from this abuse. In books I could be someone else, someplace else, and not have to deal with the bad behavior of the other children. I would never have Imagined all those years ago that a simple school assignment would have started me on a life-long Journey with books. I love to disappear into the world of a novel, fall in love with its characters, and lose myself in sure neither she nor Betsy Ross would have ever imagined the impact they would have in my life.

The Childhood Obesity Essay Example | Topics and Well Written Essays - 750 words

The Childhood Obesity - Essay Example Apparently, childhood obesity is not the only condition prevalent in children. Other diseases abound and show high linkage to dietary and lifestyle habits, for instance, juvenile diabetes and more specifically type 2 diabetes. Experts today boldly say that nutrition has a significant impact on prevention and treatment of diabetes. Managing diabetes depends on how one controls blood sugar levels. Firstly, it is important to incorporate high fiber carbohydrates that do not spike sugar levels in the children. This means whole grain cereals, pasta, and bread and so on. Also, parents must ensure that carbohydrates are served in smaller proportions. This ensures that the body’s insulin-producing mechanism is not stressed to failure. A further choice of good fats is paramount in preventing juvenile diabetes. Recommended fats include fish oils, vegetable oils and such like. Fruits and vegetables should dominate children’s meals as they have vitamins and minerals that aid in the optimum functioning of body organs such as the hypothalamus, liver, and pancreases that are responsible for the production of insulin. Foods rich in vitamin C, E, B and K found in dark green vegetables and red-orange fruits. The initial signs of diabetes include fatigue, dizziness and fainting, thirst, frequent urination, involuntary weight loss, vaginal yeast in ladies, blurry eyesight and bad breath and so on. Treatment of diabetes is a lifelong procedure that entails constant monitoring of one’s levels and of course what one eats.... Additionally, parents and teachers at school are advised to encourage physical activity among their children so that they burn excess fat that causes obesity. Physical education is compulsory in schools and this has helped to prevent obesity. In instances where obesity is caused by psychological factors such as boredom, distress etc therapy has worked to alleviate turmoil and help the children find healthier ways which they can channel their inner feelings and find relief. It cases where obesity is genetic, doctors have come up with surgical procedures and medication that can help patients achieve healthy weight say the gastric bypass. (Koplan, Liverman, & Kraak, 66-78). Apparently, childhood obesity is not the only condition prevalent in children. Other diseases abound and show high linkage to dietary and lifestyle habits, for instance, juvenile diabetes and more specifically type 2 diabetes. Experts today boldly say that nutrition has a significant impact in prevention and treatment of diabetes. Managing diabetes depends on how one controls blood sugar levels. In that case dietary habits have to change. Firstly, it is important to incorporate high fiber carbohydrates that do not spike sugar levels in the children. This means whole grain cereals, pasta, and bread and so on. Also parents must ensure that carbohydrates are served in smaller proportions. This ensures that the body's insulin producing mechanism is not stressed to failure. Further choice of good fats is paramount in preventing juvenile diabetes. Recommended fats include fish oils, vegetable oils and such like. (http://ndep.nih.gov/). Fruits and vegetables should dominate children's meals as they have vitamins and minerals that aid in optimum functioning

Strategic management Essay Example | Topics and Well Written Essays - 2250 words - 1

Strategic management - Essay Example Aims of an organization. The way by which an organization can serve its clients, suppliers, distributers, shareholders and other stakeholders. Present organization’s situation in terms of explaining their business segment. It can include the declaration of organization’s core purpose of existing. Sense of Mission Sense of Mission creates a strong behaviour among the individuals so that they can fulfil their Mission of life. Creating the â€Å"Sense of Mission† is not creating the purpose only but it helps to achieve the purpose. â€Å"Sense of Mission† is a very important marketing principle. It states that an organization must define its mission in such a way that it should not only focus on their product and profit. They should focus on the broader social concept rather than the mere product orientation. The new generation managers are trained with a sense of social responsibility and they have a passion for achieving of bigger causes. Corporate Social R esponsibility Every organization has some obligations towards its society in which it operates. Every organization should take some initiatives to work for the environment. CSR is the contribution of an organization to the society. Corporate Social responsibility means sustaining the equilibrium between economic welfare of the organization with the social welfare. The trade off between two components can provide a balance sustainable growth for the organization. Many companies are engaged in serving the society through their corporate social responsibility. Following ethics and serving responsibility towards its society is an important part of the today’s business. For this analysis, Pepsi-Co organization has been chosen. Pepsi Co Ins. Is a multinational food and beverage company headquarter is in New York, USA. They are in the manufacturing, distribution and marketing of food items and beverages and other products also. PepsiCo started its business after the merger of Pepsi- Coca and Frito-Lay. Now PepsiCo has expanded their business in many dimensions. In 2012, Pepsi-Co was able to generate more than $1 billion of retail sales. PepsiCo is the second largest food and beverage company in the World. The Mission of Pepsi-Co is to be the World’s premier consumer products in foods and beverages. Their Mission is to serve financial benefits to its investors, the opportunities for growth to their employees, business partners, other stakeholders and the society in which they operate. They want to achieve this mission in the right ethical way with honesty and transparency. PepsiCo has a strong sense of mission also. Their sense of mission states that they are not focusing on the product orientation, they focus on Customer orientation. They emphasise on satisfaction of the customers. The focus of achievement is very strong. Not only the customization but also they believe that serving customers consistently and efficiently can create a stable customer rela tionship management. Retaining customers sometimes causes a conflict between its short term objectives. Pepsi-Co‘s sense of mission says that they are not in the business for profit purpose only but their goal is to serve people (Randall, 2008, p.45). Objectives including CSR: Pepsi-Co supports continual growth of shareholders. Their objective is to use best class design for packaging. Meets value, cost and performance criteria for customer satisfaction. Maintaining hygiene standards. Strives for least environmental footprint. Pepsi-Co strives for

Adolescence and Adulthood Essay Example | Topics and Well Written Essays - 500 words

Adolescence and Adulthood - Essay Example This and several other changes like this were quite expected because these changes do appear in the onset of puberty in males. Though, one of the changes was quite displeasing and I wondered if it so happened with every male child my age. I began to grow my chest and the areola peaked up until they began to peep out through my T shirts. The condition was extremely embarrassing and it made me suffer a lot, particularly in the school when I used to be among my friends. They would point fingers at me and call me â€Å"fag†. They did not realize that I had not voluntarily grown my breast and that there was nothing I could do to make it look any better. In order to escape the embarrassment, I would put on three vests under my T shirt, so that the overall look would be quite flabby and the nipples would not be able to define themselves as a separate entity among other body features. In addition to that, I would try not to make too much public appearance. I stopped going out to the p layground in the breaks, and would spend the whole day sitting in my chair. I became very shy, nervous, and conscious about the way I looked. 2. What peer pressure did you face? Having acquired gynecomastia, I had to face a lot of peer pressure. They made fun of me. They used to point fingers at my chest and would often, squeeze my nipple while walking past me.

Napoleon as a Child of the Enlightenment and the First Modern Dictator Research Paper

Napoleon as a Child of the Enlightenment and the First Modern Dictator - Research Paper Example This was an indication of his devotion to the enli. With scholastic and scientific advancements came the so called â€Å"opening of great minds†. Shortly after the advent of enlightenment, the revolution and civil war broke out in France from 1879 to 1899. This period required a strong leader and Napoleon’s leaning towards enlightenment’s principal-called the minds of the French, middle class (Posner 12). He displayed this in his policies and attitudes, resulting from his enlightened social reform agenda and religious ideas. Enlightenment taught principles of religious tolerance via the lessening of God and religion in everyday life. Napoleon was able to isolate himself from the devout and use religion for the furthering of his goals and political ideas. For example, he took the religion of the lands that he conquered. In France, he was a Catholic, but in Egypt, he took up Islam. It is difficult to reconcile whether Napoleon's political acumen was his source of e nlightenment or whether the enlightenment made him a political strategist (Posner 16). Regardless, Napoleon is considered a despot of the enlightenment. Though by today’s standards, Napoleon’s ideals, such as a puppet parliament and clergy would seem unenlightened, the 18th-century enlightenment despot was one able to introduce rational thought and reform while ignoring the minority. Napoleon’s most interesting enlightened social reform involved the institution of a law system that treated the citizens as individuals, without recognition of social class. Napoleon also instituted enlightenment principled reforms in the education sector by promoting scholarships for those with scholastic promise, as education became increasingly important in the enlightenment world. His enlightenment era actions and ideas led to the codified law system that was embraced all over Europe and continues to influence constitutions all over the world to date. Napoleon was a child of the enlightenment who followed the ideas that the period presented through his strategy and policies. Napoleon can be considered as the first modern dictator. Most dictators usually come to power during war or a state of emergence, just as Napoleon did. As an army general during the French Revolution, France witnessed a period of great political and social upheaval. From 1789, France evolved from being a monarchy to a republic and finally to an empire. In the middle of bloody coups, executions, and confusion, Napoleon rose to the high consul in the provisional government (Woloch 34). Because of his status as an undefeated commander, he enjoyed great popularity. He went on to write the Napoleonic code, which is still the basis for French civil law to this day.  Ã‚  

Banking - International expansion of commercial banks Essay

Banking - International expansion of commercial banks - Essay Example However, despite the benefits associated with this trend of internationalization such as the availability of funds, risk diversification and enhancement of efficiency in the local banking sector, it also has the demerit of causing financial shocks to an economy as observed in the recent financial crisis. Considering the increased expansion and growth of international trade and business networks, internationalization of banking sector has become very important to our current global economy. This is because through international banks access to funds has been eased especially to credit-constrained firms and households; in addition, this has introduced competition in the local banking sector that has led to increase of consumer surplus due to decreased rates of borrowing and increase on interest rates paid on deposits. Furthermore, this competition has led to local banks being more efficient and as a result enhancing economic stability Internationalization of the banking sector has the benefit of facilitating capital flows especially from the economies rich in capital to the poor ones where the returns are perceived to be higher (Mullineux & Murinde 4). This in turn enhances the growth of the poor economies by boosting their savings and investments as well as reducing their capital costs. In addition to this, internationalization leads to the stability of the highly volatile interest rates owing to the convergence of local interest rates with those in international markets. However, this benefit has been doubtful and elusive following the recent financial crisis. On the other hand, despite the increased numbers of banks turning international, those that have successfully turned their exploits to profitability have been very few owing to the risks associated with the venture. Capital flow despite being a benefit of commercial bank internationalization, it is also one of the leading causes of the liquidity risks in an economy associated with internationalization. Th is is usually associated with the cross-border outflow of capital that greatly influences and affects the economic stability of a country. Moreover, considering there is interest rates differences amongst countries capital will flow to those economies where there are high returns expected and those whose central banks have low mandatory deposits with commercial banks. In addition, due to the capital inflow from these foreign banks increases liquidity in a country this may negatively affect the monetary measures undertaken by central banks in combating economic and monetary issues in the given economy. This implies that as a result of commercial bank internationalization has led to lack of autonomy in the application of monetary measures and policies in a given economy that has international banks. Furthermore, the entry of foreign banks may bring about equity problems hampering the local completion to the disadvantage of the local or domestic banks that cannot access equity as easil y as the foreign banks. Moreover, despite the allure that banks find when internationalizing often comes with the disadvantage of exposing themselves to uncertain political and economic risks associated with different economies country risks (Schoenmaker 35). This is because the process of internationalization exposes a bank to an economy’s market specific and inherent factors for instance regulatory frameworks, unfamiliar

Internal Controls Essay Example | Topics and Well Written Essays - 750 words

Internal Controls - Essay Example tiveness and the efficiency of the firm’s operation deals with the basic goals of the business such as business performance, generation of profits and the safety measures taken on the company’s resources. Consistency of financial reports calls for preparation of consistent financial statements. Additionally, there is requirement for preparation of short-term and strong financial statements. The Sarbanes-Oxley Act of 2002 is a requirement by the US Corporation to establish and keep satisfactory systems of internal control. Since its establishment, the Act ensures that the organization’s management and board of directors maintain consistent and effective internal controls. The Sarbanes-Oxley Act of 2002 also deals with the weaknesses existing in internal controls in the corporate sector. The enactment of the Act has seen the improvement of internal controls in companies which have agreed to comply with the Act (Rich 2009). Research on the effectiveness of the Sarbanes-Oxley Act of 2002 shows that there has been clear understanding of the controls and their effectiveness. According to Warren et al (2013), the enactment of Sarbanes-Oxley Act of 2002 has seen a reduction in fraud cases that were common before 2002. The enactment has ensured confidence to the investors, creditors and stockholders. The maintenance of internal controls as required by the act is a way of ensuring fraud cases are minimized and avoidance of deceptive financial statements. However, companies have realized that compliance to the act is costly but they have also found that benefits of application of the act in internal control is far much more that the cost. Deficiencies in internal controls in any corporate is costly because of unclear financial reports. Organizations with deficiencies in internal controls have to incur high capital investments and poor stock prices. Despite the high cost of complying with the Sarbanes-Oxley Act of 2002, the corporate will in future reap the benefits.

Economics of Race and Gender Article Example | Topics and Well Written Essays - 750 words

Economics of Race and Gender - Article Example It is because this discriminatory attitude is deeply rooted in one’s subconscious and it will take years of relentless struggle to wipe out this unethical approach from the society. It is emphasized by the movie’s director that even in the present competitive age, countless people still view, treat, and assess others on the basis of their cultural, ethnic, and racial backgrounds. The distinguished feature of this riveting movie is that it shows a mixed pot while taking care that the element of interest lasts till the end of the story. One finds the lives of various characters from entirely different racial backgrounds intertwined in such a way in this movie that everyone crashes or bumps into each other. Basically, every character in this movie has a different racial background and the individual interactions among them are portrayed in such a manner that the viewers cannot help but appreciate the reality and significance of the pervading discriminatory notions in the society. Each furious and provoking incident is tried to be presented as realistically as possible and that is an effort which is too conspicuous to ignore if this movie is scrutinized deeply. The movie starts with a car accident involving a female detective and an Asian woman, who start fighting each other and exchange racial insults straight-off. The way this incident is portrayed is too heart-touching and a sudden idea dawns on the viewers that the world is no yet free of unjustified biases despite many tedious efforts. This incident is then followed by a row reflecting racial biases between a Persian man and a gun shop owner, who refuses to hold any transaction with the Persian man owing to his religious background . Finally, the Persian man had to leave the gun shop seriously infuriated, while his daughter Dorri endured verbal sexual insults from the shop owner. After that, the scene between the district attorney, his wife and two black car hijackers also plainly shows paranoia, suspicion,

Renaissance (1300-1650), the Industrial Revolution Essay Example for Free

Renaissance (1300-1650), the Industrial Revolution Essay Throughout history, slavery has played a very prominent role in shaping the worlds societies and economies. Across three time periods in particular, slavery throughout the world has notable similarities and differences in areas such as the status of slavery, the way slavery influenced society, and the motivation for a civilization to practice slavery. These time periods are the Renaissance (1300-1650), the Industrial Revolution (1700-1900), and World Wars I and II (1914-1945). Renaissance The time period known today as the Renaissance was, as its name means, a â€Å"rebirth† of Greco-Roman values. It was a reaction against the Dark Ages and stood in stark contrast to the medieval time period before it. The practice of slavery was no exception. Whereas slavery had fizzled out during the Dark Ages, it was instituted again during the Renaissance. Slavery in the Renaissance began in Spain, and for a while the Spanish played the primary part in the slave market. Soon, though, slavery spread to the other parts of Europe. This was especially true with the case of the Italian city-states in which the Renaissance boomed. As the Renaissance grew in Italy and as the city-states expanded, slavery became more and more widespread until Italy became a main user of slaves (Hooker). In contrast to slavery in the later periods of the Industrial Revolution and the two World Wars which is explained later in this essay, slavery in the Renaissance was not solely based on race, but mostly religion (at least in Europe; another type of slavery was practiced in America during the Renaissance, as explained later). Europe and Africa at that time was divided between Christians and Muslims, and so slavery in nations dominated by either religion was based on captured people from the other religion. In other words, in the Renaissance, Christians mostly enslaved Muslims and Muslims mostly enslaved Christians. In the case of the Italian Renaissance, Muslims slaves came from â€Å"Spain, North Africa, Crete, the Balkans, and the Ottoman Empire† (Hooker). The vast majority of slaves at the beginning of the Renaissance were white (Hooker). But as the Renaissance progressed, black slaves began to be used more and more widely. In the beginning of the Renaissance, these African slaves were acquired through Arabs in North Africa, who also held them as slaves. When the Portuguese started exploring the African coast, they participated in a black slave market, shipping slaves to the Americas and back to Europe (Guild). El Mina was the first slave trading post set up by the Portuguese on the West Coast (â€Å"Gold Coast†) of Africa (Guild). Thanks to enslaved Africans, the Portuguese were especially successful in their plantations in the islands off the west coast of Africa known as the Cape Verde, where they transported many of the Africans they enslaved to work in plantations there (Gascoigne). While most slaves in the Industrial Revolution did hard labor in fields, most slaves in the Renaissance were domestic slaves. This means that they did work in the home, doing duties for their masters around the house. Rich people in the cities almost always had one or more slaves. Instead of the brutal, inhumane treatment of slaves common in the Industrial Revolution, slave-owners during the Renaissance commonly integrated their slaves into the family. In both the Industrial Revolution and the Renaissance, masters claimed all rights for their slaves; they did with them what they willed. Therefore, there arises the similarity between all three time periods in that commonly the slaves were used as sex slaves, although sex slaves in the World Wars were used mostly just for sex, not for hard labor. When masters in the Renaissance had an illegitimate child with a slave, the child was not a slave but was free (Hooker). However, when a child was born to a slave and its master in the Industrial Revolution, the child became a slave like its mother (â€Å"Master-Slave†¦). While most slaves were domestic in the Renaissance, another form of slavery was surfacing, slaves used for cheap labor in plantations. In the Renaissance, slaves were starting to be used in plantations, mostly in America, but also in plantations in Italy and off the coast of Africa (Gascoigne). So, in both the Renaissance and the Industrial Revolution, at least some slaves were used for hard labor. The Portuguese were the first to put slaves to work in plantations, and slaves soon came to be used on plantations in the Americas by nations such as Spain, Holland, France, England, and the Netherlands. The first slaves they enslaved in these colonies were the native peoples, but soon, the native population began to dwindle. Since Portugal had been exploring the coast of Africa and since Africa had a booming population of people, Africans became the people they predominantly enslaved (Guild). Thus, racial slavery was started. Blacks came to be viewed as lower than human, and this view spread to all the nations which came to have plantations in America. Millions of blacks were imported to plantations for sugar, spices, tobacco, coffee, etc. during the span of the Renaissance (Hornsby). Industrial Revolution Slavery went through many changes during the course of the Industrial Revolution. At the beginning of the Industrial Revolution, slavery on plantations that had developed in the Renaissance continued to grow in the Americas. With the success of the plantations in America, what is known as the triangular trade began to form, and this trade majorly affected the world’s economies and prosperity. This system of trade is known as the triangular trade because the directions of travel for the trade were in the shape of a triangle—from Europe to Africa to the Americas and back to Europe. Items such as weapons, liquor, jewelry, and products made from cotton were taken to Africa from Europe and traded for slaves. These were loaded on ships and taken to the Americas. Conditions in the ships were horrible. Thousands of slaves were chained in very tight spaces in the ships. Disease permeated the hold where slaves were kept. Slaves laid in their own excrement and urine, and were fed barely anything. Many slaves died or committed suicide—an average of 16% of slaves. When the horrible trip was over, the remaining slaves were auctioned and sold in slave markets to plantation owners in the Americas. The products made in the plantations, such as tobacco, coffee, sugar, spices, and molasses which could be made into rum were then shipped to Europe, completing the trade system. The British were the primary traders in this system, but other nations participated (Gascoigne). Slavery greatly affected the Industrial Revolution. It made it possible to create and grow products in a shorter period of time and for less money. All the master had to do was to provide food, which he have very little of, so slaves provided very cheap labor. In the case of America, slaves operated the new inventions such as the cotton gin to make cotton products easier. This greatly affected the economy of America. The prosperity in the South boomed as agriculture continued to see success. This cotton industry and therefore the textile industrial majorly drove the Industrial Revolution in America. It became the primary export and cash crop. Hundreds of thousands of slaves were imported until 1808, when the American slave trade was banned. Still, hundreds of thousands of slaves were moved across America to the South and West to work on cotton plantations. These plantations and slavery in general brought in a huge profit for the American people. A similarity between slavery in the Renaissance and the Industrial Revolution can be seen here—both used slavery as a catalyst for economies (â€Å"Africans.. †). But a difference is that most slaves in the Renaissance were domestic slaves in homes and were considered part of the family (Hooker). However, most slaves in the Industrial Revolution were plantation slaves and were considered less than human and were subjected to incredibly harsh treatment by their masters. However, near the Industrial Revolution, there was more of an awareness of the brutalities of slavery and more of a movement to stop it than the Renaissance. The final time period that will be discussed in this essay is the World Wars from 1914 to 1945. World Wars Forms of slavery used during World Wars I and II from 1914 to 1945 were very different from slavery before it and slavery after it. The wars during this period of history had a huge impact on all aspects of society, and so the status of slavery and the motivation for slavery was largely based on the huge wars taking place. During World War I and the time after it before World War II, outright slave traffic continued to be curbed in the areas of the world still practicing slavery. The slave trade still continued underground between countries in eastern Africa, especially Ethiopia, and the Middle East, especially Arabia. Throughout this period before World War II, there were outrages about revealed underground slave trades with enslaved Africans in Liberia and the Congo, and enslaved Native Americans in northern Peru (â€Å"Slavery†¦Ã¢â‚¬ ). Joseph Stalin was the dictator of the Soviet Union from 1927 to 1953. During his regime, millions of people were forced to work in labor camps. This was in accordance with the USSR’s Labor Code, which stated that all citizens must labor for the government. Prisoners, enemies of the state, and other convicts were sent to do hard manual labor in Siberia during this time. Citizens were accused of being enemies of the government and sent to work without a trial and without much grounds at all. Like in the Renaissance and Industrial Revolution, Stalin used his massive free labor force to build up the Soviet Union’s economy and to industrialize the nation. Labor projects included building roads and railroads, building houses and power plants, mining, cutting trees, working in fields, etc. The workers were given nothing but food. One third of all the workers died from the poor environment in which they worked and from starvation and the cold. They were brutally treated on unjust bases. Therefore, this â€Å"corrective labor,† as it was called, is really slavery at its core. World War II was the instigation of several other types of slavery, also, such as POW slavery, Holocaust slavery, and sexual slavery. Nazi Germany captured enemy civilians and soldiers and brutally enslaved them to fill the gaps in the workforce. Much of the weaponry made by the Germans during World War II was made by slaves. One manufacturing company alone – Krupp—held 100,000 slaves by the end of the war. Many of these slaves died from exhaustion, starvation, and lack of basic necessities. They were kept in stables like livestock. Those that didn’t die were forced to work in German factories and farms. In 1944, Germany held 9. 5 million slaves—7 million civilians and 2. 5 million captured soldiers. Russian women that the Germans captured were held as domestic slaves, and Russian adolescents that the Germans captured were apprenticed to German businessmen. Not only were the Germans notorious for their brutal system of slavery for prisoners of war, but even worse, they enslaved innocent Jews and other â€Å"undesirable† people during the Holocaust. As a method of exterminating them, these people were sent to labor camps where they were treated even worse than the prisoners of war. Children from 6-years-old up were forced to work in these camps. Slaves mined, built weapons, sewed, etc. Slaves there were driven to work too hard in tight spaces with the poorest of living conditions. They had poor and meager food rations and a shortage of shelter and clothing. Loads of people died from diseases such as tuberculosis, from being overworked, from the cold, and from starvation. Their corpses were systematically burned in huge crematoriums (Sylvester – everything above). The fact that there were scandals about slavery and labor camps during the time period of the World Wars indicates a similarity and difference between this time period and the Renaissance/ Industrial Revolution. A similarity is that all three time periods had some forms of slavery to enhance nations’ economies and extract resources. But a difference is that slavery in the World Wars was looked down upon and was underground, whereas it was not in the Renaissance. But there lies a similarity between the World Wars and the Industrial Revolution, in that in both, measures were enacted to end slavery and the slave trade. However, World War II had labor camps for prisoners of war and specific races, which had never been done before. It also had sexual slavery, which though it had been practiced before, never to the extent it was carried out in World War II. Some captured slaves in the World Wars were used as domestic slaves, as they were in the Renaissance. But in the World Wars, there was not the worldwide slave trade there was in the Renaissance and the beginning of the Industrial Revolution. Part 222 Introduction The 18th century English poet William Cowper’s poem, â€Å"Pity for Poor Africans,† accurately portrays the world’s mindset throughout history about slavery. A line from that poem reads, â€Å"I pity them [slaves] greatly, but I must be mum, for how could we do without sugar and rum? † This sums up much of the world’s motivation for millennia for slavery. Throughout history, slavery has been a way to easily derive resources and produce goods. It has played a very prominent role in shaping the worlds societies and economies. Though it may have struck a chord with peoples’ consciences, the world did not know how else to get luxuries and how to live without them, and so the world allowed this horrific practice to go on. This essay details more of how slavery was used as an economic stimulus, how the world finally took action against it, and what forms of it still were used after this action took place. Across three time periods in particular, slavery throughout the world has notable similarities and differences in areas such as the status of slavery, the way slavery influenced society, and the motivation for a civilization to practice slavery. These time periods are the Renaissance (1300-1650), the Industrial Revolution (1700-1900), and World Wars I and II (1914-1945). Conclusion As one can clearly see, slavery has been a major factor in affecting and molding the world’s economies and societies throughout all of history. It has gone through major changes, affecting the world as a whole, especially in three time periods, namely, the Renaissance, the Industrial Revolution, and World Wars I and II. Throughout all three and under many names, it was used as cheap labor to easily produce goods and advance civilizations’ economies. This slavery did, and it played a massive role in getting the world to where it is today. Without slavery, America might not have been industrialized or industrialized as quickly. Without slavery, we would not have the manufactured goods we have today. However, I am by no means condoning slavery; if slavery had not been practiced, millions of innocent, beautiful people would have lived their lives in freedom and would not have been torn away from their homeland, families, and livelihood to go labor without profit for people who abused and beat them. The Civil War would have been largely prevented if it weren’t for slavery. Though slavery was mostly domestic in the Renaissance, this does not make it any better. Also, the plantation slave emerged in that time period, and the triangular trade between Europe, Africa, and the Americas continued well into the Industrial Revolution. Men achieved luxury through the pain and misery of others. Thankfully, mankind realized, though later than it should have been, how deplorable this system was. Finally, they put an end to it through abolitionist movements that spread throughout the world at the end of the Industrial Revolution. Yet, slavery continued in several other forms into the 20th century. Throughout the time period of the World Wars, labor camps emerged. Though these were seen as punishment for criminals and war prisoners, they were slavery at root, used to industrialize and make transportation routes, weaponry, etc. These labor camps were even used against innocent Jews and other â€Å"undesirables† during the Holocaust. Unbeknownst to the world for a time, even outright and brutal slavery was still used as exemplified by King Leopold of Belgium. Sexual slavery is another often overlooked form of slavery that had been carried out through past time periods like the Renaissance and Industrial Revolution but that was executed en masse by the Japanese during World War II. Still today, the pernicious act of slavery continues to be practiced, though concealed to the world, in underdeveloped countries of the world. Let us hope that mankind’s conscience continues to overshadow its greed and that slavery continues to be fought until it is completely wiped out the whole world over.

Organic lab. Comparison of alkanes and alkenes Essay Example for Free

Organic lab. Comparison of alkanes and alkenes Essay 1. Volatility of methane, hexane, and paraffin Substance Methane Hexane Paraffin wax Observations Colorless gas, with a smell of sweet burnt alcohol. Clear, colorless liquid. Alcoholic smell, light but pungent. White, oily (waxy) solid. Very malleable, odorless. 1. Solubility of hexane and paraffin in water Substance Hexane + water Paraffin wax + water Observations Hexane when shaken with water does not dissolve. We can tell so because even though both liquids are clear and colorless, we can see a clear line which distinguishes one liquid from the other. The hexane floats right above the water, never mixing, and we can see the line of separation. Paraffin wax when shaken with water also does not dissolve. Even when finely ground, the solid pieces of wax float throughout the liquid and eventually deposit on the bottom of the test tube, never mixing with the water. 1. Combustibility of methane, hexane, and paraffin wax Substance Methane Hexane Paraffin wax Observations When the lighted splint is inserted in the test tube filled with methane, the flame quickly extinguishes itself, with a small spurt of black smoke. Right after, water vapour coats the walls of the test tube. Therefore, combustion occurred, since the water vapour means that H2O and CO2 are produced as bi products. The combustion almost complete, but not quite, since the black smoke suggests that a small amout of noxious CO and carbon were also produced. When the lighted splint is applied to the basin full of hexane, the whole surface of the alcohol catches fire (combusts) and a big flame forms, which lasts circa 5 minutes. As the fire blazes, some black smoke rises from it, and the walls of the evaporing basin become first light brown, and then progessively a darker shade of brown. This is the soot collecting on the basin. Therefore, a incomplete combustion occurred, in which the bi products of CO and carbon were released. Indeed, the soot is the amount of carbon produced by the combustion. The lighted splint does not cause the paraffin wax to combust. When applied, the heat of the fire of the splint causes the wax to melt, but not catch fire itself. This because the wax is in the solid fase, and so does not combust. It would need a candle wick, a piece of yarn inside the candle which catches fire and helps the candle melt. Part II – Comparison of alkanes and alkenes 1. Reaction of the double bond Substance Hexane + dilute sulfuric acid + potassium permanganate Hexene + dilute sulfuric acid + potassium permanganate Observations When the fucsia potassium permanganate is added to the clear hexane and sulfuric acid, the whole solution turns fucsia, as one would expect. Since there is no color change (the fucsia just happens to be the predominant color) no reaction occurred. When the fucsia potassium permanganate is added to the clear hexane and sulfuric acid, initially the whole solution turns fucsia. However right after there is a color change and the solution goes from fucsia, to light pink, to clear again. We can tell from the color change that an addition reaction occurred. 1. Combustibility of hexane and hexene Substance Hexane Hexene Observations When the lighted splint is applied to the basin full of hexane, the whole surface of the alcohol catches fire (combusts) and a big flame forms, which lasts circa 5 minutes. As the fire blazes, some black smoke rises from it, and the walls of the evaporing basin become first light brown, and then progessively a darker shade of brown. This is the soot collecting on the basin. Therefore, a incomplete combustion occurred, in which the bi products of CO and carbon were released. Indeed, the soot is the amount of carbon produced by the combustion. When the lighted splint is applied to the basin full of hexene, the whole surface of the alcohol catches fire (combusts) and a big flame forms, which lasts circa as long as the hexane combustion. As the fire blazes, a lot of thick black smoke rises from it, and the walls of the evaporing basin become first brown, and then progessively a darker until they become almost black. This is the soot collecting on the basin. Therefore, a incomplete combustion occurred, in which the bi products of CO and carbon were released. Indeed, the soot is the amount of carbon produced by the combustion. Since the basin of the hexene was darker than that of the hexane, we can deduce that the combustion of hexene is more incomplete. Part III – Alcohols and Carboxylic acids 1. Oxidation of ethanol Substance Ethanol + potassium dichromate + dilute sulfuric acid Observations When first placed in the water bath the solution turns from orange-yellow to first a light green. The smell is quite alcoholic and strong, pungent. After 5 minutes, the solution has become a darker shade of green, an almost turquoise color. The smell is a bit like a medicine, still a bit pungent (less though) and quite sweet like cough syrup. After other 5 minutes, the color is now an intense forest green, and the smell is very sugary sweet. 1. Making esters Substance Ethanol + ethanoic acid + concentrated sulfuric acid Observations When first placed in the water bath the solution turns from a warm yellow color to first a light blue-green. The smell is very strong, pungent and unpleasant. After 5 minutes, the solution has become a more intense and dark shade of blue-green. The smell is still acidic and tangy, but now quite sweet. It is not unpleasant anymore. After other 5 minutes, the color is now an a very dark green, almost black, and the smell is almost like lemon pie, tangy but sugary at the same time. It is a nice scent. Data Analysis Part I – Alkanes 1. Volatility of methane, hexane, and paraffin 1. Methane CH4 (g) 1. Hexane C6H14 (aq) 1. Paraffin wax C20H42 (s) 1. Solubility of hexane and paraffin in water 1. Hexane No reaction occurs: C6H14 (aq) + H2O(l) à ¯ C6H14 (aq) +H2O(l) 1. Paraffin wax No reaction occurs: C20H42 (s) + H2O(l) à ¯ C20H42 (s) +H2O(l) 1. Combustibility of methane, hexane, and paraffin wax 1. Methane CH4 (g) + 2 O2 (g) à ¯ CO2 (g) + 2 H2O(g) * 1. Hexane 2 C6H14 (aq) + 19 O2(g) à ¯ 14 H2O(g) + 12 CO2 (g) * 1. Paraffin wax No combustion reaction occurred paraffin only changes state: C20H42 (s) + heat à ¯ C20H42 (l) Part II – Comparison of alkanes and alkenes 1. Reaction of the double bond 1. Hexane No addition reaction occurred Concentrated H2SO4(l) C6H14 (aq) + KMnO4 (aq) C6H14 (aq) + KMnO4 (aq) 1. Hexene Concentrated H2SO4(l) C6H12 (aq) + KMnO4 (aq) C3H6O2 (aq) + KMnO2 (aq) 1. Combustibility of hexane and hexene 1. Hexane 2 C6H14 (aq) + 19 O2(g) à ¯ 14 H2O(g) + 12 CO2 (g) * 1. Hexene C6H12 (aq) + 9 O2 (g) à ¯ 6 H2O(g) + 6 CO2 (g) * Part III – Alcohols and Carboxylic acids 1. Oxidation of ethanol reflux 3 CH3CH2OH(aq) + 2 K2Cr2O7 (aq) + 8 H2SO4 (aq) + heat 3 CHà ¢COOH(aq) + 2 Crà ¢(SOà ¢)à ¢(aq) + 2 Kà ¢SOà ¢(aq) + 11 Hà ¢O(g) 1. Making esters concentrated H2SO4 CH3CH2OH(aq) + CH3COOH(aq) CH3COOCH2CH3 (aq) + H2O(g) * These reactions are written as complete combustions, but in reality they were incomplete conbustions, as we can tell from the soot (carbon) left behind after the reaction. Therefore the products of these combustions would not only be CO2 and H2O (water vapour) but also the noious CO and Carbon (black smoke and soot). These equations thus do not represent fully the reaction which took place. Conclusion Part I – Alkanes 1. Volatility of methane, hexane, and paraffin The state of methane, hexane, and paraffin wax are gas, liquid, and solid at room STP, respectively. They are all alkanes, and therefore only have Van Der Waal intermolecular forces (they are non-polar, so do not have dipole dipole, and do not have any Hydrogen bonds as well), The stronger the intermolecular forces, the more energy (heat) it requires to break the bonds, the higher the MP. However, even though methane, hexane, and paraffin all have VDW forces, they have very different MP and BP, as seen from their physical state at room temperature. This is due to the difference in surface area of the three alkanes. Van Der Waal forces are stronger in molecules that have a larger surface area: indeed, paraffin wax, which can have a molecular formula of C20H42 to C40H82 which be a much longer chain than hexane (C6H14) which in turn will be longer than methane (CH4). Therefore, paraffin wax will have a higher MP than hexane, which will have a higher MP than methane. 1. Solubility of hexane and paraffin in water Since hexane did not mix with the water (there was a cler line of separation between the two substances) we can concude that hexane is not soluble in polar solutions, (water is the universal solvent for polar solutions). Therefore, hexane is non-polar, as its symmetrical structure (C6H14) would suggest (the dipole moments cancel out). Also paraffin wax did not mix with water. This is due to the fact that also paraffin wax is a alkane, and therefore will also be non polar, because of its symmetrical structure (eg: C20H42) with dipole moments which cancel out. Also, the fact that the wax was solid, and no heat was added to the solution, contrbuted probably to the insolubility of the wax in the water (even polar substances like sugar melt better when heat is applied). 1. Combustibility of methane, hexane, and paraffin wax Methane combusted when the lighted splint was applied. The flame extinguishes itself quickly, and the products CO2 and H2O are formed (water vapour). However, the combustion is not complete, because also some black smoke (Carbon and CO) are produced, since there is not enough oxygen and the carbons in the reactants are not combusted completely. Likewise, also the hexane combusts when the lighted splint is applied (a huge flame erupts). However, the hexane has a more incomplete combustion. We can tell from the substantial amount of soot (carbon) left on the evaporating basin, much greater than the thin black smoke generated from the combustion of methane. The paraffin wax, even though it is an alkane, is in its solid state and therefore does not combust. When the lighted splint is applied, the wax changes state from solid to liquid. Therefore, no reaction occurs, and the products of combustion are not formed (CO2 and H2O, and Carbon and CO). If a wollen wick were to be inserted, then combustion would occur. Part II – Comparison of alkanes and alkenes 1. Reaction of the double bond Hexane did not react with the potassium permanganate, since the color did not change. This because the alkanes are saturated (do not have any double bonds) and therefore cannot perform addition reactions. Hexene instead reacts with the potassium permanganate (KMnO4), aided by the concentrated H2SO4 to form C3H6O2 and KMnO2. We can tell see the reaction visually, for the potassium permanganate is fucsia, and therefore tinges the whole solution of a pink, but after the reaction occurs the solution becomes clear, since the products are different. This because it is an alkene, and therefore unsaturated, so other molecules can add into it to form different products. The carbon-carbon double bond is very reactive. However the alkene could not react with the potassium permanganate without the catalyst H2SO4 to facilitate the reaction. 1. Combustibility of hexane and hexene Hexane and hexene both combust when the lighted splint is applied. They both catch fire, and burn for circa 5 minutes. They both produce CO2 and H2O (water vapour is formed, and moisture is left behind after the fire extinguishes), and also Carbon and CO (black smoke rises from the flame, and soot is left behind on the basin. Therefore, there is not enough oxygen, and the hexane and hexene do not combust completely, generating these noxious, unwanted products. The main difference is that hexene has a more incomplete combustion than hexane, since it leaves behind much more dirt and soot, coloring the basin pitch black, while the hexane only leaves a bit of soot, coloring the basin of a lighter brown. Therefore, the combustion of hexene requires more oxygen than that of hexane, since the amount of oxygen in the atmosphere remains more or less constant. Part III – Alcohols and Carboxylic acids 1. Oxidation of ethanol The oxidation of ethanol is an oxidation of a primary alcohol. The reaction can occur because all the reaction conditions are present: heat, the oxidizing agent (K2Cr2O7 ) and the catalyst (H2SO4). Therefore, the alcohol (CH3CH2OH) first will form an aldehyde through distilling (low ratio of oxidizing agent to alcohol) but then through reflux it will form a carboxyllic acid (CHà ¢COOH). We can notice the reaction occurring by observing the changes in the test tube. Initially yellow-orange, the solution then turns green. Also, we notice a change in scent, from a pungent alcoholic scent, to a sweeter, more pleasant smell. 1. Making esters A reaction occurs when the ethanol and the ethanoic acid, aided by the catalyst H2SO4 and heat, form an ester CH3COOCH2CH3 and water. Also here, the reaction only occurs because the reaction conditions were present: heat and catalyst H2SO4. We can notice the reaction occurring by observing the changes in the test tube. The color changes from a warmer color, to a colder, blue-green color. Also, we notice a change in scent, from a pungent alcoholic scent, very unpleasant, to a fruity, sweet and tangy smell like lemon pie. Indeed, esters are used as artificial flavouring, replicsting the smell of fruits.

Happiness And Thought Disorder Philosophy Essay

Happiness And Thought Disorder Philosophy Essay Everyone in life should be happy and the thought of happiness being a disorder should not be a thought someone have in there mind. In A proposal to classify happiness as a psychiatric disorder, Richard Bental argues that happiness is a major affective disorder. Although Richard Bental includes many arguments, I will focus on his argument that happy people have been shown to exhibit biases judgments that prevent them from being realistic and unrealistic opinions, and that happy people are not psychiatrically disordered. I will explain my opinion on happiness give reason in why happiness should not be called a disorder. I will argue that Richard P. Bental makes an argument that he believe must be true, but doesnt seem to be and the argument seems to be unsound. Realistically, people in life will not think of there state of happiness being a disorder that need attention, Therefore Happiness should not be considered a major disorder with bad side affects. First I argue that happiness is not a cause for therapeutics concern. Statistically not many people have made a doctor visit for being happy all the time. I make more sense for people to go to therapy for stress and miserable about things. Without signs of happiness and smile you can not attract many relationships and friends in life. Good Form Test: The argument seems to be deductive. Without a doubt the author sticks to his thought of happiness being a disorder. I argue that it is not likely for to attend therapy concerning problems with being happy. Although the author seems to have researched the topic, it is not proven that the disorder and side affects of happiness are anyway a bad side affect that affects that person life. In life when people seem to be happy and live a great life, it has almost always given them better chances of living than unhappy people. True premises test: I believe the Author thought of happy people needing therapy if controversial and false. The author goes on and explains research and why people should go to therapy but statistically I do not believe many happy people will seek therapy. Many people seek therapy when there seems to be greater problems that a doctor will have concern about. I believe the author would accept my argument after looking over statistic and talking to a therapist to view that average of how many people visit for problems on happiness. S2: Happiness is known for having low stress and good work performance, therefore it does not seem to be the type of stress the Bental explains. I will argue that a better term called Generalized Happiness Disorder is a better explanation than Bental view on disorder.(Sabah,Karima)GHD is now as a large part of the population and the effects are low stress, productive work, and positive social relationships. I believe more people can relate to this view point of happiness being a disorder versus Bentals. Bental believes that happiness is a disturbance of the nervous system and is very rare in some parts of the world. I believe that everyone finds ways to be happy in there own way, and at some point of time everyone will find ways in life to be happy. Good Form Test: The argument seems to be deductive. There is an article that explain happiness and a disorder with nothing but positive outcome which is opposite as the authors explanation. The author gives examples of what other people thinks of happiness which is more of a positive case. Bental still believes that happiness can cause abnormalities and bad nervous system. I this is invalid. True Premises Test: Again I believe the author is controversial and his premises for the argument seem false. Based on the Generalized Happiness Disorder happiness is a good state on being and the effect are not related to Bentals S3: People being happy in life does not require them having to take medication therefore, happiness should not be considered a disease that disturbs the body. When people smile it is a sign of happiness and smiling takes less muscles in your body than frowning. It is statistically proven the depression will be the second largest killer after heart disease by 2010. After reading over percentages like this it is not likely that a person wants to compare there happiness to a disorder or disease. Good Form Test: This argument seems to be deductive. The author seems to make and invalid point but believe you cannot deny his conclusion. When happiness enters the body it is a healthy change for the body and its not harmful. Unless a person is abnormal he/she does not need medication for a happy condition. True Premises Test: I believe the authors argument is controversial and false. Based on the facts about depression more people are known to take medication and have complication in life fro m sadness and depression. I believe my arguments are also Deductive and pass the true Premises test. Many people in life would disagree in going to therapy for reason of happiness and, many people would agree with the Generalized Happiness Disorders rather that Bentals viewpoint Overall the state of being happy is more acceptable to people as a Generalized Happiness Disorder rather that psychiatric disease that needs therapeutic attention. Happiness may cause changes to you body but will always make better changes that sadness. Happiness is not a disorder that need attention, but its a disorder that people should look at in a good way. The GHD is the best was to explain happiness as a disorder. You should ignore that concept feeling the need for therapy and help in a happy state of being.

Essay --

Input technology †¢ Keyboard †¢ Mouse †¢ Scanner †¢ Touch screen Output technologies †¢ Printer †¢ Speaker †¢ Monitor †¢ Liquid Crystal display (LCD) Communications and Networking technologies †¢ Intranet †¢ Internet Input technology 1. Keyboard ïÆ'Ëœ It is a text base input device that allows the user to input alphabets, numbers and other characters. It consists of a set of keys mounted on a board. ïÆ'Ëœ Allow user to key in data into computer. For example, sales managers key in the amount of food that retailer would like to purchase from our company ïÆ'Ëœ The price of a keyboard is around Rm 30. 2. Mouse ï  ¶ Mouse used to move the cursor on the screen to issue commands and make icon and menu selections. By moving the mouse on a desktop or pad, an icon will display on the screen. ïÆ'Ëœ Company use mouse to click in information or to control information. For example, HR manager can see the working hours of the staff by just clicking into it. ïÆ'Ëœ There are 2 types of mouse in the market, wireless mouse and non wireless mouse. Wireless mouse is using Bluetooth to connect with computer and its cost around Rm70 for a normal wireless mouse. Non wireless mouse connect to computer using wire. It is much cheaper than wireless mouse. With around Rm25, user can get a non wireless mouse. 3. Scanner ïÆ'Ëœ Scanner is an input device used for direct data entry from the source document into the computer system. It converts the document image into digital form so that it can be fed into the computer. Capturing information like this reduces the possibility of errors typically experienced during large data entry. ïÆ'Ëœ To help company’s staff keep document in the computer instead of hardcopy, to prevent lost. Paper w... ...unication and networking technologies 1. Intranet ïÆ'Ëœ A private network work within an organization . Intranet makes company information accessible to employees and facilitate in group. It lets people in the same company to share or provide information to employees. ïÆ'Ëœ Managers can now share business file to other managers. Besides, different department managers use intranet to discuss information. ïÆ'Ëœ To have Intranet, organization only needs to create a company webpage. It is free of change. 2. Internet ïÆ'Ëœ Can mail anywhere in the world in a moment with the fastest mailing service of the world called "email". And transfer files to anywhere in the world. It also helps organization to spread the message quickly. ïÆ'Ëœ HR can select best qualified person for position by searching database of application. . ïÆ'Ëœ There is no change for internet. Essay -- Input technology †¢ Keyboard †¢ Mouse †¢ Scanner †¢ Touch screen Output technologies †¢ Printer †¢ Speaker †¢ Monitor †¢ Liquid Crystal display (LCD) Communications and Networking technologies †¢ Intranet †¢ Internet Input technology 1. Keyboard ïÆ'Ëœ It is a text base input device that allows the user to input alphabets, numbers and other characters. It consists of a set of keys mounted on a board. ïÆ'Ëœ Allow user to key in data into computer. For example, sales managers key in the amount of food that retailer would like to purchase from our company ïÆ'Ëœ The price of a keyboard is around Rm 30. 2. Mouse ï  ¶ Mouse used to move the cursor on the screen to issue commands and make icon and menu selections. By moving the mouse on a desktop or pad, an icon will display on the screen. ïÆ'Ëœ Company use mouse to click in information or to control information. For example, HR manager can see the working hours of the staff by just clicking into it. ïÆ'Ëœ There are 2 types of mouse in the market, wireless mouse and non wireless mouse. Wireless mouse is using Bluetooth to connect with computer and its cost around Rm70 for a normal wireless mouse. Non wireless mouse connect to computer using wire. It is much cheaper than wireless mouse. With around Rm25, user can get a non wireless mouse. 3. Scanner ïÆ'Ëœ Scanner is an input device used for direct data entry from the source document into the computer system. It converts the document image into digital form so that it can be fed into the computer. Capturing information like this reduces the possibility of errors typically experienced during large data entry. ïÆ'Ëœ To help company’s staff keep document in the computer instead of hardcopy, to prevent lost. Paper w... ...unication and networking technologies 1. Intranet ïÆ'Ëœ A private network work within an organization . Intranet makes company information accessible to employees and facilitate in group. It lets people in the same company to share or provide information to employees. ïÆ'Ëœ Managers can now share business file to other managers. Besides, different department managers use intranet to discuss information. ïÆ'Ëœ To have Intranet, organization only needs to create a company webpage. It is free of change. 2. Internet ïÆ'Ëœ Can mail anywhere in the world in a moment with the fastest mailing service of the world called "email". And transfer files to anywhere in the world. It also helps organization to spread the message quickly. ïÆ'Ëœ HR can select best qualified person for position by searching database of application. . ïÆ'Ëœ There is no change for internet.

The Bedroom in The Yellow Wallpaper by Charlotte Perkins Gilman :: The Yellow Wallpaper Essays

The Yellow Wallpaper:   The Bedroom   The bedroom is an overvalued fetish object that nevertheless threatens to reveal what it covers over. John's time is spent formulating the bedroom in a way that conceals his associations of anxiety and desire with the female body, but also re-introduces them. The bedroom's exterior, its surface, and its outer system of locks, mask a hidden interior that presumably contains a mystery--and a dangerous one. The bedroom in "The Yellow Wallpaper" generates this tension between the desire to know and the fear of knowing: on one hand, the enigma of the bedroom invites curiosity and beckons us towards discovery; on the other hand, its over- determined organization is seated within a firm resolution to build up the bedroom, so that what it hides remains unrealized. Mulvey writes, "Out of this series of turning away, of covering over, not the eyes but understanding, of looking fixidly at any object that holds the gaze, female sexuality is bound to remain a mystery" ("Pandora" 70).   Ã‚  Ã‚  Ã‚  Ã‚  This mystery-bound-to-remain-a-mystery is exposed when the (voyeuristic) subject and the (fetishistic) object exchange places. At the story's close, the narrator is determined to "astonish" John. "I don't want to go out," she writes, "and I don't want to have anybody come in, till John comes. I want to astonish him" (Gilman 34). John comes home to find that she has "locked the door and thrown the key down into the front path" (Gilman 34). 'John dear!' said I in the gentlest voice, 'the key is down by the front steps, under a plantain leaf!' That silenced him for a few moments. Then he said--very quietly indeed, 'Open the door, my darling!' 'I can't,' said I. 'The key is down by the front door under a plantain leaf!' And then I said it again, several times, very gently and slowly, and said it so often that he had to go and see, and he got it of course, and came in. He stopped short by the door. 'What's the matter?' he cried. 'For God's sake, what are you doing!' I kept on creeping just the same, but I looked at him over my shoulder. 'I've got out at last,' said I, 'in spite of you and Jane. And I've pulled off most of the paper, so you can't put me back!' Now why should that man have fainted? But he did, and right across my path by the wall, so that I had to creep over him every time! (Gilman 36) The Bedroom in The Yellow Wallpaper by Charlotte Perkins Gilman :: The Yellow Wallpaper Essays The Yellow Wallpaper:   The Bedroom   The bedroom is an overvalued fetish object that nevertheless threatens to reveal what it covers over. John's time is spent formulating the bedroom in a way that conceals his associations of anxiety and desire with the female body, but also re-introduces them. The bedroom's exterior, its surface, and its outer system of locks, mask a hidden interior that presumably contains a mystery--and a dangerous one. The bedroom in "The Yellow Wallpaper" generates this tension between the desire to know and the fear of knowing: on one hand, the enigma of the bedroom invites curiosity and beckons us towards discovery; on the other hand, its over- determined organization is seated within a firm resolution to build up the bedroom, so that what it hides remains unrealized. Mulvey writes, "Out of this series of turning away, of covering over, not the eyes but understanding, of looking fixidly at any object that holds the gaze, female sexuality is bound to remain a mystery" ("Pandora" 70).   Ã‚  Ã‚  Ã‚  Ã‚  This mystery-bound-to-remain-a-mystery is exposed when the (voyeuristic) subject and the (fetishistic) object exchange places. At the story's close, the narrator is determined to "astonish" John. "I don't want to go out," she writes, "and I don't want to have anybody come in, till John comes. I want to astonish him" (Gilman 34). John comes home to find that she has "locked the door and thrown the key down into the front path" (Gilman 34). 'John dear!' said I in the gentlest voice, 'the key is down by the front steps, under a plantain leaf!' That silenced him for a few moments. Then he said--very quietly indeed, 'Open the door, my darling!' 'I can't,' said I. 'The key is down by the front door under a plantain leaf!' And then I said it again, several times, very gently and slowly, and said it so often that he had to go and see, and he got it of course, and came in. He stopped short by the door. 'What's the matter?' he cried. 'For God's sake, what are you doing!' I kept on creeping just the same, but I looked at him over my shoulder. 'I've got out at last,' said I, 'in spite of you and Jane. And I've pulled off most of the paper, so you can't put me back!' Now why should that man have fainted? But he did, and right across my path by the wall, so that I had to creep over him every time! (Gilman 36)

Peer-Reviewed Article: Heart Disease Essay -- Article Review

There are many reasons I have used health care services at different times in my lifetime from birth to the present time. I have utilized pregnancy healthcare services. I have used health care services for preventive care such as a yearly Pap smear or health physicals. My friends, family and my co-workers may use health care services for the same reasons as mine, especially if they are of the same gender. The peer-reviewed article that I chose was about heart disease. Heart disease needs particular attention from health care administrators, since â€Å"Chronic heart failure (CHF) is a progressive syndrome that results in a poor quality of life for the patient and places an economic burden on the health care system†. (Ramani, Uber, & Mehra, 2010). There is no one test to diagnose heart failure. Hypertension increases the risk of heart failure 2 to 3 fold. (He, et al, 2001) The American College of Cardiology (ACC) has identified 4 stages of heart failure. (Hunt, Abraham, Chin et al, 2009). Screening patients for heart failure is sometimes controversial. Health care administrators...

Article Review on the China Road for Peace

Zheng' Bijian is the current chairman of the China Reform Forum and until 2002 when he retired he was the executive Vice President of the Central Party School committee of the Communist Party of China (CPC).Zheng' Bijian was born in 1932 in Fushun which is in Sichuan province. Zheng' holds a masters in political economics from the People's University of China. Well known for his involvement in research, Zheng has been actively involved in research for the government as well as the Communist party of China (CPC). Zheng' became a personal secretary to Hu Yaobang who was the General Secretary then.Zheng' worked for CPC central committee as the publicity department deputy director between 1992 and 1997. Zheng has initiated major policy themes in china including the ‘Peaceful rise of China' which aims at developing China in a peaceful manner while incorporating Sino- European relations. He insisted that China needed to yield peaceful international relations even as it relied on its own strength for development.The foreign policies center The 48 Group Club is an independent network formed in early 1950s which promotes business links with China. It was formed after the first westerners commonly known as the icebreakers formed successful trade relations with China. 48 Group Club currently has over three hundred members in form of political leaders and businesses.The group networks events mostly related to advancement business to interested institutions and managers. Most organizations that participate are those leading in the development of China Business for British Organizations.The group is known to hold talks and business related conferences aimed at improving business relations and activities. 48 Group Club holds lectures which allow senior business official and government official alike to exchange views and discuss important issues. The group also holds receptions for visiting delegates to china and those from the private sector during their stay.Zhengâ₠¬â„¢s speech.The road for peaceful rise encompasses ten points that are meant to assist China evolves into a world power through development and civilization as it maintains peace in China as well as the rest of the world. Building international relationships is key during the process. They intend to build friendships with other countries while promoting trustworthiness and harmony. China's road for peaceful rise will ensure that the people of China have decent and dignified life.The country undertakes to improve economic development through acquisition of resources which will in turn increase production. Economic globalization is to be achieved through co-operation with other countries avoiding oppression through colonialization or forceful acquisition of resources from other countries.The peaceful rise will make use of the socialist system which has a domestic policy of developing productivity while the foreign policy aims at promoting peace. Promotion of industrialization and civ ilization are also vital as China strives to make a new image for its country. Modern civilization is going to be promoted through new patterns of industrialization to build a harmonious socialist society.The road of peaceful rise aims at furthering foreign relations through development of Sino-European and Sino-UK relations. China realizes the importance of such relations and intends to participate in international endeavors such as fighting terrorism and fighting weapons of mass destruction.China hopes to benefit from these relations by promoting economy, education, trade and finance. Learning from the developed countries like Europe and UK to help in tackling problems comes in handy in this peaceful rise. China will make use of European countries which are more developed to assist it in sorting certain problems.

Perception Errors as Seen in “Twelve Angry Men” Essay

The innocent and the beautiful have no enemy but Time† – William Butler Yeats The movie â€Å"Twelve Angry Men† opens up with a sequence which justifies the above stated quote. The storyline follows the story of two random people chosen as jurors who have been asked to give a verdict on a murder case. The case involves the murder of a father by his teenage son. The verdict can be held legal and valid only if it is unanimous. At the start of the movie, everyone except a gentleman votes as ‘guilty’ for the boy. The gentleman expresses his desire to go over all the facts after which he would make his decision whether the teenager is guilty or not. After several deliberations, re-questioning of the stated facts and witness testimonials, slowly the jurors start changing their verdict from ‘guilty’ to ‘not-guilty’. The story ends with the unanimous verdict in the favor of the teenager. Common Perceptual Distortions: 1. Stereotype or Prototype: One of the jurors has the belief that teenagers growing up in slums tend to be criminals. A generalization on the behalf of the juror is incorrect. . Projection: One of the jurors shares a failing relationship with his own son. This creates an effect wherein he sees the image of his son in the teenager held in the trial. He tries to force his own conscious image onto the teenager and sees him as guilty. 3. Self Fulfilling Prophecy: One of the jurors is timid in nature and hence his opinions are not heard and ignored. 4. Mine is better thinking: One of the jurors thinks that since he is an influential person in his domain, he knows better because of his higher status in society. . Selective Perception: One of the jurors is only interested in finishing the verdict. He has no arguments in favour or against the teenager. 6. Pretending to Know: One of the jurors tries to justify everything by giving the statement ‘know what I mean’, inspite of having no concrete facts supporting his arguments. 7. Unwarranted Assumptions: One of the jurors holds onto the testimony that the murder weapon is unique. Also one more assumption is the thing that the sick man can cover a long distance to the stairs in a few seconds. 8. Attacking other people : One of the jurors starts fighting and shouting at everyone as if that would prove that others are wrong. 9. Halo Effect: The fact that the teenager stays in the slums creates a general impression in one of the jurors’ minds that the teenager is guaranteed a criminal. 10. False Consensus Effect: At the beginning of the session, all but one decide as ‘guilty’ on the verdict. Many of the jurors gave their vote just on the simple reason that others would give the same, and not on their own opinions.

Enrollment System Essay

1.1 Background of the Problem The Enrollment System is a system by which the students transact business with the school, by knowing what section they belong through evaluating their grades by the teachers. In every year, it is expected that enrollees are increasing and the schedule of the enrollment system of the school is easier and reliable. Nowadays technology industry arises; each company needs to have its own computerized system that can manage their reports effectively. The team decided to conduct a study of their school Silway-8 National High School to enhance their knowledge and skills in computer regarding this Computerized Enrollment System. We will offer fast and accurate processing of enrollment system, implement a strong security in maintaining files and design a user a friendly interface. If this will push through, only this school in their district has this computerized system. The school will be pioneering of this program. We are looking forward for this program to install it earlier as long as po ssible. 1.2 Overview of the Current State of Technology Silway-8 National High School is one of the schools having big population located at Silway-8 Polomolok South Cotabato and establish on June 1987. Presently, it has 34 faculty staff and maximum of 1,350 students. And the school uses a manual system that takes a lot of time and effort. Since there are only one personnel assigned to each year level to accommodate students. They encountered problems too like experiencing flood and all the records are being gone. The chairman who is in charge will face a hard time about it. In this regard, this proposal, an Automated Enrollment System would solve the aforementioned burdens. This study serves as a total in so achieving a well-compiled data system as well as generating reports. 1.3 Project Rationale Computerized Enrollment System is design for the benefits of Silway-8 National High School. It helps the faculty in monitoring the records of the students. Automated Enrollment System is use to make the transaction fast, and accurate. It can display the records of each student through student ID number and all other information.

“A Dream Deferred” by Langston Hughes Essay

The poem A Dream Deferred by Langston Hughes basically describes what happens to dreams when they are put on hold. The speaker in the poem originally entitled it Harlem, which is the capital of African-American life in the United States. The title was changed to accommodate all dreams in general, and what happens when people postpone making them come true. The speakers attitude toward the poem is an advice-giving attitude. The poet doesnt want people to postpone getting what they want. The poem is written in an informative/caring tone to help people live the lives they dream of having. In the opening of the poem, the poet uses a visual image, which is a simile, to compare a deferred dream to a raisin. The speaker asks the question Does it dry up/like a raisin in the sun? (2-3) This phrase creates the image of a raisin that used to be a firm, moist, and healthy-looking grape that has become shriveled up into a raisin. The speaker doesnt emphasize the appearance of the raisin, so it isnt as good of an image as the simile. This image gives an emotional effect of a dream deferred shriveling up and turning dark because the sun has baked it. The words and phrases, Or fester like a sore(4), and Or crust and sugar over(7) are both symbolic of the hard manual labor that African-Americans had during the early 1900s. Maybe it just sags / like a heavy load(9-10) is a great picture of a dream that sits within a person and weighs there making everything else one does never enough. As the reader puts all of these illusions together, ones own dreams and ideals are brought to the surface just as Hughes brings his poem to a close with style. Or does it explode (11) is the most powerful line of the poem. It is separated from the other lines of the poem and italicized, adding emphasis to it visually. The concept of a dream exploding is a powerful conclusion of what could happen to the poet’s or reader’s dreams if they are pushed aside or unable to be pursued. All in all, this poem is a very universal poem as far as advocating for all types of people. This poem uses no forms of rhyme or meter, but it does use one form of a sound effect. The one example is the line Or does it explode? (11), in which the word explode gives a strong meaning of sound. The sound affects the  sense of the poem by showing that it could all end in a big disastrous bang. The elements that are most important to the poem are the quotes Does it dry up/like a raisin in the sun? (2-3) and Or fester like a sore(4). The elements that contribute least to the poems effectiveness are the quotes And then run? (5) and like a heavy load (10). The poems title means that people have dreams that they would like to pursue, but obstacles make them keep procrastinating and/or putting them off. The poem means that many people, no matter what race, all have dreams that they would like to have come true, but they just linger around in the back of their minds. I responded to it by agreeing to the whole concept. I have many dreams that I would like to of had come true, but there have been certain obstacles that have gotten in the way. It doesnt remind me of anything in particular, but there are some instances that are similar, such as wanting to drive when I turned 16, but because I took drivers training late, I couldnt. This poem tells me to pursue the dreams that I have if at all possible. A Dream DeferredBy: Langston HughesWhat happens to a dream deferred?Does it dry uplike a raisin in the sun?Or fester like a sore–And then run?Does it stink like rotten meat?Or crust and sugar over–like a syrupy sweet?Maybe it just sagslike a heavy load. Or does it explode? â€Å"A Dream Deferred by Langston Hughes.† CSWNET. 25 June 1996. 25 April 2008 .