MANAGING OPERATIONS AND INFORMATION Essay Example | Topics and Well Written Essays - 2250 words

MANAGING OPERATIONS AND INFORMATION - Essay Example Afterward, this report has discussed the ways that Mark Lucas can adopt in order to satisfy his customers. This report has also discussed the options of data marts and data warehouse. Data warehouse is decision support system that organizations use to build effective decisions. This report has also suggested the supplier relationship management techniques that Mark Lucas can adopt to improve his business performance. This report has also suggested that the sharing of information among business customers, suppliers and working staff would benefit the organization. Introduction This report will present the answers of five different questions. The answers of these questions will be based on Zara case. First answer comprises the discussion on business areas which can help Mark Lucas reduce the business expenditures. The next answer outlines the steps that Mark Lucas should take to maintain the quality of services. After that this report will discuss the role of data warehouse in a busine ss. At the present, the majority of business use data warehouse for effective decision making. This report will also suggest the type of supplier relationship Mark Lucas should adopt in order to improve his business performance. Information is a very important asset of business. This report will discuss the sharing process of this information among different business operations. Discussion Question Number 1: The emergence of latest tools and technologies is modernizing the shape of the world in which we are living. At the present, latest information technology based systems are offering a lot of facilities and services for the business management. In this scenario, the establishment of new technology based systems has offered a lot of easiness and facilities to the businesses in the form of better customer support and supply chain management. Additionally, the modern information technology based systems are based on automated customer response systems that can deal with customersâ⠂¬â„¢ requests seven days a week and 24 hours a day. In short, modern technology has not only changed people’s view of the world but also opened new horizons for the business corporations (Turban et al., 2005) and (Ray, 2004). In scenario of Zara Corporation, Mark Lucas has decided to establish a new business arrangement that will be based on an online business store. This new business store will help the corporation carry out business operations effectively. However, the new online business store will be for Organic Food Company. In this way, customers will be able to interact with business directly using this web based arrangement. Additionally, this online business store will work as a customer relationship management system that will offer web based business management. In addition, this new web based business store will be helpful to Zara Corporation in reducing their business expenditure. For instance, Zara Corporation will be able to reduce cost associated with physica l business management. Additionally, they would have possible cost reduction due to lower human resource requirements and they would need to find out a special region for opening a business shop. In addition, Zara Corporation can also reduce expenditures by avoiding store management issues. In this scenario, they can make use of their web based business store for marketing purpose to reduce business expendit

Death Changes Essay Example for Free

Death Changes Essay Changes in Death Management Practices One of the first noted changes in the book regarding attitudes towards death can be seen with the advances in mass media. As Technology has advanced, so have the ways in which news is reported to the world. Radio, Television, and the Internet have given the public many ways of receiving information. When situations portray a perceived threat, people turn to mass media for information. The ability to access information regarding worldwide disasters, terrorism, and other acts of brutality make us feel like survivors of death. Because we are able to see and hear about things that we have no firsthand knowledge of, we feel like we are experiencing it to some degree. (DeSpelder, Strickland pg. 6) During the Vietnam War, television gave people access to images of things that were happening half a world away. In no other time were daily doses of violence to this degree a part of everyday life. Media analyst George Gerbner observed that these depictions of death evoked a heightened sense of danger, insecurity, and mistrust which contributed to an â€Å"irrational dread of dying and thus to diminished vitality and self-direction in life† (DeSpelder, Strickland pg. 8) Life expectancy and Mortality Rates have been affected by technology as well. In 1900, the average life expectancy was 47 years of age in the United States. As of 2005, the average life expectancy rose to 78 years of age. This rise can be attributed to epidemiologic transition which moves the largest number of deaths from the young to the old. In the early days people died from infection due to lack of medication and knowledge on how to treat and prevent. As this knowledge was gained, deaths tended to be from chronic disease processes that are common in the older population rather than young. In 1900, over half of deaths that occurred were to children under the age of 14. That number has decreased to less than 2% and this fact influences how we feel and think about death. (DeSpelder, Strickland pg. 36) In the 1870’s, nine out of ten Americans over the age of 15 had lost a parent or a sibling. Because medicine and medical care was not advanced, mother’s died during child birth and/or babies were born still born due to lack of prenatal knowledge and care advancement. The family unit was very important and often people in this time period would display postmortem pictures of loved ones who had passed as a testament to this family unit and the common knowledge of their mortality. One other change that has taken place is death rituals. In the early 1900’s families were more likely to be multigenerational living in the same house. People tended to intermingle with other generations out of necessity. Families lived on large homesteads and it took everyone to make it work. Because of this, multiple generations were present at the death of older family members and rituals and traditions existed. In this day and age people are more mobile and on the move. It is harder to maintain close relationships with family when you don’t live in the same state, let alone city. People appear to be less affected by the death of an older relative when the closeness of the relationship has been lost due to sheer proximity. Several changes that can be discussed regarding children are their attitudes towards death, their functional ability to understand death, and their desensitization to violence regarding death. Children’s attitudes towards death are much different in this day and age from in the late 1800’s or early 1900’s. In that time, families tended to live together in extended family situations possibly on homesteads. There was less access to medical care and things were taken care of at home. Death was something that was seen as a natural part of the living process and happened more regularly because of the generations that cohabitated. In this day and age as generations tend to live separately, children are more sheltered from this and therefore tend to look at death as something that doesn’t directly affect them. Jean Piaget, a theorist in human development, did extensive study of children and divided them into approximate age groups and developmental periods. He theorized that we develop our knowledge based on things we already know. These stages are sensorimotor from birth to 2 years when children learn based on their senses and motor abilities and begin to develop the idea of object permanence where they understand an object is still present even when it can’t be seen. Preoperational from 2-7 years where they progress from egocentric thought where they look at things as if they are the center of the world to prelogical where they learn trial and error and can begin to understand other points of view. Concrete operational from 7-12 years where they are able to logically understand and organize information and begin to think forward and backward about experiences. And finally, Formal operational from 12 years and up where they can think hypothetically and abstractly about situations and begin to have an interest in ethical situations. . (DeSpelder, Strickland pg. 2-53) Before these types of theorists existed, death was considered a natural part of the living experience and children just dealt with it like the rest of the family. Also in early years when children talked about death, it tended to be in the context of disease processes and accidents. As the culture has, advanced children are routinely exposed to things they weren’t before. If you ask, a child now days what things are that can cause death you may hear things like gunshot wounds and other traumatic experiences that can be linked to crime, violence they see on TV or video games or inner city experiences. In a cultural or historical sense differences in how dying is perceived can be from a cultural standpoint. Different religious and ethnical cultures have different practices and beliefs regarding death but as we have become more culturally competent society, the varying beliefs have become better understood. The physical cause of dying has changed simply by historical differences in living conditions. For example, in the Stone Age people were more likely to have died from trauma and animal attacks, whereas today dying from frailty, organ failure and dementia are more common. One change in regards to mortality and society where death is concerned can be related to education and training. For example, an earthquake in Japan in 1923 caused the death of 100,000 people. Today, because of advances in technology and safety we have ways to warn people of dangerous weather situations and have developed better safety practices that if followed can save many lives. . (DeSpelder, Strickland pg. 135-136) Change has also been seen in the conventional signs of death. Most deaths are determined by the absence of heartbeat and breathing. With the advances in technology and medicine, though, it is possible for mechanical ventilation and medications to artificially maintain these functions while the brain is termed dead. For this reason, the concept of brain death was created. Another innovation that has changed death is organ transplantation. Before this was discovered and perfected people had no choice but to die if they fell victim to an irreversible organ failure. Now, through organ donation and transplantation people can live long and productive lives if they can receive these lifesaving procedures. The final three changes that will be discussed are in regards to patients, staff, and institutions in the field of Health care. In 1900, about 80% of deaths in the United States took place in the home. As the invention of hospitals and other institutions took place, this shifted to the institutional setting with more people dying in hospital or nursing home setting. There is beginning to be a shift again however as hospice care becomes an option available to more and more people that allow them to stay in their homes around familiar surroundings instead of the sterile, non-personal setting of a hospital or institution. Another change that has taken place with regards to dying could be the rationing of resources. This will undoubtedly be getting even worse under Obamacare. Physicians used to be considered the gate keepers of what services and treatments were reasonably appropriate to which patients. As managed care comes more and more into the picture, this will change. Physicians will be paid a certain amount of money per month by insurance companies to manage the patients’ health. The less procedures, tests, and resources that are used the more money the physician will get to keep. This leads to the fear that rationing of resources or withholding of resources is a real possibility in order to keep from bankrupting doctors and clinics. Finally, palliative care, and end of life decisions are changing as well. There have been many advances with the advent of hospice and what can be done to allow a natural and peaceful death for those that are not interested in prolonging it. Undoubtedly, we will all die one day. There has been a shift in recent years from death being an almost taboo topic to one where people are taking control of their decisions. This is an area I am passionate about. You can take control of your end of life decisions by an advanced directive and informing your family members of your wishes. There are people who know they want every intervention possible done to keep them alive and there are those that are accepting of their own mortality, comfortable with their idea of what happens after death, and know that they want nothing heroic done to try and keep them on this earth if they cannot be an active participant.

John Proctors Pride and Reputation in The Crucible Essay -- Arthur Mi

Pride and Reputation Purist Salem, Massachusetts in 1692 suffered from a rapidly increasing phenomenon: witchcraft accusations and trials. The Crucible is a play that recounts the times of this incident. For the most part, it follows a man known as John Proctor. He is a sensible, honest, and hardworking man who made the mistake of succumbing to lust which sets off a chain of events that leads to the witch trials, and to his own demise. Arthur Miller’s The Crucible’s protagonist John Proctor proves to be a flawed human being who struggles to make sense of his past relationship with Abigail, his love for his wife, and his pride. In the previous winter, John’s wife Elizabeth had become very ill. John Proctor had an affair during this time with Abigail Williams, the niece of the Reverend Parris, who worked in their household. Elizabeth found out about the affair, and fired Abigail. This left Abigail jealous of Elizabeth, and seeking revenge against her and her husband. Her vindictiveness expressed itself through witch hysteria, setting in motion a chain of events that would lead to the death of many innocent people. â€Å"He need not have been a partisan of any fraction in the town, but there is evidence to suggest that he had a sharp and biting way with hypocrites.† (Miller 20) Being a Christian man, John Proctor struggles with the guilt of exercising the seventh commandment, â€Å"Thou shall not commit adultery.† How can he be a Christian if he had committed an act against God? He would be a hypocrite, a quality he detested in others. Although John Proctor had an affair, he still cared deeply for his wife Elizabeth. Abigail’s whole purpose for the witch trials was to have Elizabeth convicted and killed so she coul... ...e confession is a true religious and personal stand. This protest not only redeems John Proctor, but also leads him and six other condemned prisoners to the gallows, to die with dignity. John Proctor, like every creature, is imperfect and struggles internally with the guilt of an affair, the love of his wife, and his reputation in Arthur Miller’s The Crucible. Even though Proctor was a Christian and loved his wife, he committed an adulterous act, but felt genuinely guilty thus illustrating Miller’s resistance to creating a wholly good or wholly evil character. He was a man who made a mistake, a mistake that influenced Salem’s witch trials and resulted in numerous murders and imprisonments. One may ask, does Proctor’s rejection of a false confession atone for his sin? Works Cited Miller, Arthur. The Crucible. 1953. New York: Penguin Books, 1976.

Free Essays - Social Themes in The Adventures of Huckleberry Finn :: Adventures Huckleberry Huck Finn Essays

Social Themes in The Adventures of Huckleberry Finn The Adventures of Huckleberry Finn is a novel that will continue to be read for decades to come. Why? The novel by Mark Twain, or Samuel Clemens, has many themes that relate to society today. Even today society continues to talk about whether the novel should be read amongst high- school curriculums. Society is also continuing to deal with racism, and its effects on the lives of African-Americans. Another theme that is prevalent in society is lying among American children. Huck Finn is a self taught liar, and a very good one at that. On the raft, while floating down the Mississippi, Huck has an opportunity to exercise his gift for lying. The boy enjoys mendacity; he lies for the sake of lying and keeps the reader turning the page piling on one fiction after another. Just before the runaways get started, Huck visits a neighboring town to get information and encounters a farmer's wife. He is dressed in an old dress and is pretending to be a young girl searching for her relatives. The woman suspects his sex and tries various devices to ascertain if her suspicions are true. Among these is threading a needle and throwing a bar of lead at the rats which swarm around the house. Finally she makes Huck own up that he is a boy. In any case, this is a great example of a young boy lying until his nose is a foot long. Lying is prevalent among today's children as well. Racism has an obvious connection to today's society. In the novel Huck says many "racist" comments. In this scene Aunt Sally hears of a steamboat explosion. "Good gracious! anybody hurt?" she asks. "No'm," comes the answer. "Killed a nigger." Aunt Sally later refers to the "nigger" as if they are not even a person, regarding the death as if it did not even matter. "Well, it's lucky because sometimes people do get hurt." At first glance at the novel Huckleberry Finn, many would protest to the explicit use of the "N" word which was used over two-hundred times. As a result Huck Finn, one of the greatest American novels is noteworthy.

Article Review Essay

The article, School Counseling Outcome: A Meta-Analytic Explanation of Interventions, written by Whiston, S., Tai, W., Rahardja, D., and Eder, K. is research done to show if certain interventions and techniques used by school counselors are effective. The article discussed two types of studies, one with controlled comparisons and another involving pre and posttest differences. The article began with the history of counseling and the model counselors are using. Campbell and Dahir’s (as cited in Whiston, Tai, Rahardja, & Eder, 2011), â€Å"specified that school counselors should coordinate a program that facilitates academic, career, and personal social development†. Many schools and counselors have been following Gysber’s and Henderson’s model which has four program components supported by the American School Counselor Association (ASCA). They include guidance curriculum, individual planning, responsive services, and system support. There has been limited research done on these components to conclude if the interventions are effective. â€Å"A major problem with the reviews of school counseling is that they are not able to indicate the degree to which school counseling interventions influence student outcome† (Whiston, Tai, Rahardja, & Eder (2011). In the article there were some major strengths and gains. There was evidence that specific interventions work with certain groups. The research also supports the need for school counselor to be more involved with all students, since there is a positive effect when students have been working with a guidance counselor. Yet, we still need more  research in the elementary level to see how we can support the younger students more effectively. There were also some major limitations noted about the study. This included not having enough supported information on how the interventions or treatments were conducted, missing valuable information, not having reliable standardized assessments, not following up to see how the interventions helped, and the study was done with only specific interventions. They also concluded that there were specific gains in certain areas, but could not identify how they got those results. The conclusions of the studies indicate that students who receive services from a counselor scored higher on standardized test. Counseling also helped with discipline, problem solving, and career knowledge compared to students not receiving any interventions. This shows the importance of having a school counselor and the role they play in making a difference in the lives they touch. Both studies indicated the â€Å"effectiveness of a balance approach to school counseling that provides a guidance curriculum to all students and responsive services that respond to students’ issues† (Whiston, Tai, Rahardja, & Eder, 2011). In this study we can see how important a school counselor is to students facing difficult issues. It is noted how some interventions can help a student be successful with academics, social interactions, and behavior. After reading this article I can see how effective counseling can be for all students. As an elementary teacher I will try to use a strategic comprehensive guidance program and data to guide my instruction. Using information from teachers, parents and administration I can plan my lessons to better meet the needs of students. Following up with students and keeping data on interventions will be a priority. References: Whiston, S. C., Tai, W., Rahardja, D., & Eder, K. (2011). School counseling outcome: A meta†analytic examination of interventions. Journal Of Counseling & Development, 89(1), 37-55. doi:10.1002/j.1556-6678.2011.tb00059.x

New York University (NYU) Academic Calendar Essay Example

New York University (NYU) Academic Calendar Essay Example New York University (NYU) Academic Calendar Paper New York University (NYU) Academic Calendar Paper Essay Topic: Academic WINTER QUARTER 2018    Friday, March 24, 2017    Fall 2017 course search and registration status features available on Albert. Please review the withdrawal schedule to determine when a grade of W will be issued when dropping classes.    Monday, April 24, 2017    Registration Begins by appointment for Undergraduate, Graduate and Diploma students.    Monday, May 29, 2017    Memorial DayNo classes scheduled / University Holiday    Tuesday, July 4, 2017    Independence DayNo classes scheduled / University Holiday    Sunday, August 27, 2017    NYU Welcome Day / Move-in Day    Monday, September 4, 2017    Labor DayNo classes scheduled / University Holiday    Tuesday, September 5, 2017    Fall 2017 classes begin    Monday, September 18, 2017    Last day of active waitlists    Monday, September 18, 2017    Last day of initial registration on Albert for all students.    Monday, September 18, 2017    Last day to drop/add on Albert for all students.    Monday, September 18, 2017    Last day to drop fall 2017 classes and not receive a grade of W.    Tuesday, September 19, 2017    Beginning today students will be issued a grade of W if they drop a class from their fall schedule or withdraw for the term.    Tuesday, September 19, 2017    Waitlists will be purged.    Tuesday, September 19, 2017    All students who wish to perform initial registration or a registration transaction to add a class must go to their academic advisor or their academic department in order to initiate this request.Beginning today students who want to withdraw from a class should use the Request Class Withdrawal process.    Tuesday, September 19, 2017    Courses dropped after the first two weeks of the semester: No refund of tuition or fees for Undergraduate, Graduate and Diploma students who are dropping classes, but will remain enrolled in at least one course.    Monday, September 25, 2017    The Census Capture Date    Monday, October 9, 2017    Fall Recess No classes scheduled    Monday, November 6, 2017    Midterm Grades Deadline    Monday, November 6, 2017    Last day to use the Term Withdrawal Form to submit a fall semester term withdrawal request or submit a request to withdraw from a course. Students should consult the academic calendar of their home school for specific deadlines pertaining to course withdrawal for the term.    Wednesday, November 22, 2017 -Sunday, November 26, 2017    Student Thanksgiving RecessNo classes scheduled    Thursday, November 23, 2017 -Sunday, November 26, 2017    Thanksgiving Recess for University OfficesNo classes scheduled / University Holiday    Tuesday, December 12, 2017    Legislative Day Classes will meet according to a Monday schedule    Friday, December 15, 2017    Last day of Fall 2017 classes    Saturday, December 16, 2017 -Sunday, December 17, 2017    Reading Days    Monday, December 18, 2017 -Friday, December 22, 2017    Fall Semester ExamsCollege of Arts Science College of Nursing Undergraduate (Non-Nursing Clinical Sequence) GraduateFaculty of Arts Science/Liberal Studies Gallatin School for Individualized Study Graduate School of Arts Science Leonard N. Stern School of Business Undergraduate College Tandon School of Engineering Robert F. Wagner Graduate School of Public Service School of Professional Studies Credit Programs Silver School of Social Work Steinhardt School of Culture, Education, and Human Development Tisch School of the ArtsCollege of Global Public HealthFinal Grades Deadline Grades are due 72 hours after the scheduled final exam date    Saturday, December 23, 2017 -Monday, January 1, 2018    Winter Recess for University OfficesThe University, including the Office of the University Registrar, will be closed from Saturday, December 23, 2017 through Monday, January 1, 2018.During this period requests for paper transcripts and enrollment certifications will not be processed.    Saturday, December 23, 2017 -Monday, January 1, 2018    Student Winter Recess   No classes scheduled    Tuesday, January 2, 2018    The University reopens January Term 2018    Friday, September 29, 2017    January Term 2018 course search and registration status features available on Albert.    Friday, September 29, 2017    Please review the withdrawal schedule to determine when a grade of W will be issued when dropping classes    Monday, October 16, 2017    January 2018 registration begins at 9:00 a.m. Eastern Standard Time for most Undergraduate, Graduate and Diploma students    Wednesday, November 22, 2017 -Sunday, November 26, 2017    Student Thanksgiving RecessNo classes scheduled    Tuesday, December 5, 2017    The January term tuition payment is due    Tuesday, December 12, 2017    Fall Term Legislative Day Classes will meet according to a Monday schedule    Friday, December 15, 2017    Last day of Fall 2017 classes    Saturday, December 16, 2017 -Sunday, December 17, 2017    Reading Days    Monday, December 18, 2017 -Friday, December 22, 2017    Fall Semester ExamsCollege of Arts Science College of Nursing Undergraduate (Non-Nursing Clinical Sequence) GraduateFaculty of Arts Science/Liberal Studies Gallatin School for Individualized Study Graduate School of Arts Science Leonard N. Stern School of Business Undergraduate College Tandon School of Engineering Robert F. Wagner Graduate School of Public Service School of Professional Studies Credit Programs Silver School of Social Work Steinhardt School of Culture, Education, and Human Development Tisch School of the ArtsCollege of Global Public HealthFinal Grades Deadline Grades are due 72 hours after the scheduled final exam date    Saturday, December 23, 2017 -Monday, January 1, 2018    Winter Recess for University OfficesThe University, including the Office of the University Registrar, will be closed from Saturday, December 23, 2017 through Monday, January 1, 2018    Saturday, December 23, 2017 -Monday, January 1, 2018    Student Winter Recess No classes scheduled    Tuesday, January 2, 2018    Last day for all students to use Albert to add or drop January term classes    Tuesday, January 2, 2018    Last day to drop a class and receive a refund of 100% of tuition    Tuesday, January 2, 2018    The last day to drop a class without the issuance of a W grade    Tuesday, January 2, 2018    January Term 2018 classes begin    Tuesday, January 2, 2018    The University reopens    Tuesday, January 2, 2018    Last day of active waitlists    Wednesday, January 3, 2018    Beginning today students who want to withdraw from a class should use the Request Class Withdrawal process.All students who wish to perform initial registration or a registration transaction to add a class must go to their academic advisor or their academic department in order to initiate this request.    Wednesday, January 3, 2018    Beginning today students will be issued a grade of W if they drop a class from their fall schedule or withdraw for the term.    Wednesday, January 3, 2018    Waitlists will be purged    Thursday, January 4, 2018    The Census Capture Date    Monday, January 15, 2018    Martin Luther King, Jr. DayNo classes scheduled / University Holiday    Friday, January 19, 2018    Last day of January Term 2018 classes Spring 2018    Friday, October 13, 2017    Spring 2018 course search and registration status features available on Albert.    Friday, October 13, 2017    Please review the withdrawal schedule to determine when a grade of W will be issued when dropping classes    Monday, November 13, 2017    Registration begins at 9:00 a.m. Eastern Standard Time for most Undergraduate, Graduate and Diploma students    Wednesday, November 22, 2017 -Sunday, November 26, 2017    Student Thanksgiving RecessNo classes scheduled    Thursday, November 23, 2017 -Sunday, November 26, 2017    Thanksgiving Recess for University OfficesNo classes scheduled    Saturday, December 23, 2017 -Monday, January 1, 2018    Student Winter RecessNo classes scheduled    Saturday, December 23, 2017 -Monday, January 1, 2018    Winter Recess for University OfficesThe University, including the Office of the University Registrar, will be closed from Saturday, December 23, 2017 through Monday, January 1, 2018. During this period requests for paper transcripts and enrollment certifications will not be processed    Tuesday, January 2, 2018    The University reopens    Thursday, January 4, 2018    Undergraduate Spring Payment DueFailure to meet the payment deadline may result in the cancellation of class reservations    Monday, January 15, 2018    Martin Luther King, Jr. BirthdayNo classes scheduled / University Holiday    Friday, January 19, 2018    Last day of January Term 2018 classes    Monday, January 22, 2018    Spring 2018 classes begin    Wednesday, January 31, 2018    Late registration beginsInitial registration between January 31, 2018 and February 18, 2018 will be charged a late registration feeFee for undergraduate and diploma students: $50.00Fee for graduate students: $25.00    Sunday, February 4, 2018    Last day of active waitlists    Sunday, February 4, 2018    Last day of initial registration on Albert for all students    Sunday, February 4, 2018    Last day to drop/add on Albert for all students    Sunday, February 4, 2018    Last day to drop a class and receive a refund of 100% of tuition fees for Undergraduate, Graduate and Diploma students who are dropping classes, but will remain enrolled in at least one course. For Undergraduate, Graduate and Diploma students who Completely Withdraw from ALL courses during the semester, please see the Refund Schedule for Complete Withdrawal.    Sunday, February 4, 2018    Last day to drop Spring 2018 classes and not receive a grade of W    Monday, February 5, 2018    Courses dropped after the first two weeks of the semester: No refund of tuition or fees for Undergraduate, Graduate and Diploma students who are dropping classes, but will remain enrolled in at least one course.    Monday, February 5, 2018    Beginning today students who want to withdraw from a class should use the Request Class Withdrawal process.All students who wish to perform initial registration or a registration transaction to add a class must go to their academic advisor or their academic department in order to initiate this request.    Monday, February 5, 2018    Waitlists will be purged    Tuesday, February 6, 2018    Graduate Spring Payment DueFailure to meet the payment deadline may result in the cancellation of class reservations    Sunday, February 11, 2018    The Census Capture Date    Monday, February 19, 2018    Initial registration on or after Monday, February 19th will be charged a revisedlate registration fee.Fee for undergraduate and diploma students: $100.00 Fee for graduate students: $50.00    Monday, February 19, 2018    Presidents DayNo classes scheduled / University Holiday    Monday, March 12, 2018 -Sunday, March 18, 2018    Spring RecessNo classes scheduled    Friday, March 30, 2018    Last day to use the Term Withdrawal Form to submit a spring semester term withdrawal request or submit a request to withdraw from a course. Students should consult the academic calendar of their home school for specific deadlines pertaining to course withdrawal for the term    Friday, March 30, 2018    Faculty deadline for entering midterm grades    Monday, May 7, 2018    Last day of Spring 2018 classes    Tuesday, May 8, 2018    Reading Day    Wednesday, May 9, 2018 -Tuesday, May 15, 2018    Spring Semester ExamsCollege of Arts Science College of Nursing Undergraduate (Non-Nursing Clinical Sequence) GraduateFaculty of Arts Science/Liberal Studies Gallatin School for Individualized Study Graduate School of Arts Science Leonard N. Stern School of Business Undergraduate College Tandon School of Engineering Robert F. Wagner Graduate School of Public Service School of Professional Studies Credit Programs Silver School of Social Work Steinhardt School of Culture, Education, and Human Development Tisch School of the ArtsCollege of Global Public HealthFinal Grades Deadline Grades are due 72 hours after the scheduled final exam date    Wednesday, May 16, 2018    Commencement (tentative date) Summer 2018    Friday, January 12, 2018    Summer 2018 course search and registration status features available on Albert    Monday, February 12, 2018    Registration Begins at 9:00 a.m. Eastern Standard Time for most Undergraduate, Graduate and Diploma students.    Thursday, May 10, 2018    The summer term tuition payment is due.Failure to meet the payment deadline may result in the cancellation of class reservations    Wednesday, May 16, 2018    Commencement (tentative)    Sunday, May 20, 2018    Last day of active waitlists for classes scheduled during the Special Session.    Sunday, May 20, 2018    Last day to drop a class scheduled in the Special Session and receive a refund of 100% Tuition and Fees    Sunday, May 20, 2018    Last day to enroll on Albert for those classes scheduled during the Special Session.    Monday, May 21, 2018    First day of Summer term classes: 12-Week Session, 7-Week Session, First 6-Week Session, First 3-Week Session and the Special Session.    Tuesday, May 22, 2018    Last day to drop a class scheduled in the First 3-Week Session and receive a refund of 100% Tuition and Fees    Tuesday, May 22, 2018    Last day to drop a class scheduled in the First 3-Week Session and not be issued a grade of W    Tuesday, May 22, 2018    Last day of active waitlists for classes scheduled during the First 3-Week Session    Tuesday, May 22, 2018    Last day to enroll on Albert for those classes scheduled during the First 3-Week Session    Wednesday, May 23, 2018    Beginning today, withdrawal from a class scheduled in the First 3-Week Session will result in the issuance of a W grade    Thursday, May 24, 2018    Last day to drop a class scheduled during the 12-Week Session, the 7-Week Session, or the First 6-Week Session and receive a refund of 100% Tuition and Fees    Thursday, May 24, 2018    Last day to drop a class scheduled during the 12-Week Session, the 7-Week Session, or the First 6-Week Session and not be issued a grade of W    Thursday, May 24, 2018    Last day to enroll on Albert for classes scheduled during the 12-Week Session, the 7-Week Session, or the First 6-Week Session.    Thursday, May 24, 2018    Last day of active waitlists for classes scheduled during the 12-Week Session, the 7-Week Session, or the First 6-Week Session    Friday, May 25, 2018    Beginning today, withdrawal from a class scheduled during the 12-Week Session, the 7-Week Session, or the First 6-Week Session will result in the issuance of a W grade    Monday, May 28, 2018    Memorial DayNo classes scheduled / University Holiday    Sunday, June 10, 2018    Last day of classes: First 3-Week Session    Monday, June 11, 2018    First day of classes: Second 3-Week Session    Tuesday, June 12, 2018    Last day to drop a class scheduled in the Second 3-Week Session and not be issued a grade of W    Tuesday, June 12, 2018    Last day to enroll into classes scheduled during the second 3-week session on Albert    Tuesday, June 12, 2018    Last day to drop a class scheduled in the Second 3-Week Session and receive a refund of 100% Tuition and Fees    Tuesday, June 12, 2018    Last day of active waitlists for classes scheduled during the second 3-week session    Wednesday, June 13, 2018    Beginning today, withdrawal from a class scheduled in the Second 3-Week Session will result in the issuance of a W grade    Saturday, June 16, 2018    Legislative Day for Monday classes, if requested by the instructor    Sunday, July 1, 2018    Last day of classes: First 6-Week Session and Second 3-Week Session    Monday, July 2, 2018    First day of classes: Second 6-Week Session and Third 3-Week Session    Tuesday, July 3, 2018    Last day to drop a class scheduled in the Third 3-Week Session and receive a refund of 100% Tuition and Fees    Tuesday, July 3, 2018    Last day to enroll on Albert for those classes scheduled during the Third 3-Week Session    Tuesday, July 3, 2018    Last day to drop a class scheduled in the Third 3-Week Session and not be issued a grade of W    Tuesday, July 3, 2018    Last day of active waitlists for classes scheduled during the Third 3-Week Session    Wednesday, July 4, 2018    Independence DayNo classes scheduled / University Holiday    Wednesday, July 4, 2018    Beginning today, withdrawal from a class scheduled during the Third 3-Week Session will result in the issuance of a W grade    Thursday, July 5, 2018    Last day of active waitlists for classes scheduled during the Second 6-Week Session    Thursday, July 5, 2018    Last day to enroll on Albert for classes scheduled during the Second 6-Week Session    Thursday, July 5, 2018    Last day to drop a class scheduled in the Second 6-Week Session and receive a refund of 100% Tuition and Fees    Thursday, July 5, 2018    Last day to drop a class scheduled in the Second 6-Week Session and not be issued a grade of W    Friday, July 6, 2018    Beginning today, withdrawal from a class scheduled in the Second 6-Week Session will result in the issuance of a W grade    Sunday, July 8, 2018    Last day of classes: 7-Week Session    Sunday, July 22, 2018    Last day of classes: Third 3-Week Session.    Monday, July 23, 2018    First day of classes: 4th Quarter Three Week Session    Monday, July 23, 2018    First day of classes: Fourth 3-Week Session    Tuesday, July 24, 2018    Last day of active waitlists for classes scheduled during the Fourth 3-Week Session    Tuesday, July 24, 2018    Last day to enroll on Albert for those classes scheduled during the Fourth 3-Week Session    Tuesday, July 24, 2018    Last day to drop a class scheduled in the Fourth 3-Week Session and receive a refund of 100% Tuition and Fees    Tuesday, July 24, 2018    Last day to drop a class scheduled in the Fourth 3-Week Session and not be issued a grade of W    Wednesday, July 25, 2018    Beginning today, withdrawal from a class scheduled in the Fourth 3-Week Session will result in the issuance of a W grade    Thursday, July 26, 2018    The Census Capture Date    Saturday, July 28, 2018    Legislative Day for Wednesday classes, if requested by the instructor    Sunday, August 12, 2018    Last day of classes: Six Week Summer Session II / 4th Quarter Three Week SessionFinal Grades Deadline Grades are due 72 hours after the scheduled final exam date Fall 2018    Friday, March 16, 2018    Fall 2018 course search and registration status features available on Albert. Please review the withdrawal schedule to determine when a grade of W will be issued when dropping classes    Monday, April 16, 2018    Registration Begins by appointment for Undergraduate, Graduate and Diploma students.    Monday, May 28, 2018    Memorial DayNo classes scheduled / University Holiday    Wednesday, July 4, 2018    Independence DayNo classes scheduled / University Holiday    Sunday, August 26, 2018    NYU Welcome Day / Move-in Day    Monday, September 3, 2018    Labor DayNo classes scheduled / University Holiday    Tuesday, September 4, 2018    Fall 2018 classes begin    Thursday, September 13, 2018    Late registration beginsInitial registration between September 13, 2018 and October 1, 2018 will be charged a late registration feeFee for undergraduate and diploma students: $50.00Fee for graduate students: $25.00    Monday, September 17, 2018    Last day to drop a class and receive a refund of 100% of tuition fees for Undergraduate, Graduate and Diploma students who are dropping classes, but will remain enrolled in at least one course. For Undergraduate, Graduate and Diploma students who Completely Withdraw from ALL courses during the semester, please see the Refund Schedule for Complete Withdrawal.    Monday, September 17, 2018    Last day of initial registration on Albert for all students    Monday, September 17, 2018    Last day of active waitlists    Monday, September 17, 2018    Last day to drop/add on Albert for all students    Monday, September 17, 2018    Last day to drop fall 2018 classes and not receive a grade of W    Tuesday, September 18, 2018    All students who wish to perform initial registration or a registration transaction to add a class must go to their academic advisor or their academic department in order to initiate this request.Beginning today students who want to withdraw from a class should use the Request Class Withdrawal process.    Tuesday, September 18, 2018    Courses dropped after the first two weeks of the semester: No refund of tuition or fees for Undergraduate, Graduate and Diploma students who are dropping classes, but will remain enrolled in at least one course.    Tuesday, September 18, 2018    Beginning today students will be issued a grade of W if they drop a class from their fall schedule or withdraw for the term.    Tuesday, September 18, 2018    Waitlists will be purged    Monday, September 24, 2018    The Census Capture Date    Tuesday, October 2, 2018    Initial registration on or after Tuesday, October 2nd will be charged a revisedlate registration fee.Fee for undergraduate and diploma students: $100.00 Fee for graduate students: $50.00    Monday, October 8, 2018    Fall Recess No classes scheduled    Tuesday, October 9, 2018    Legislative Day Classes will meet according to a Monday schedule    Monday, November 5, 2018    Midterm Grades Deadline    Monday, November 5, 2018    Last day to use the Term Withdrawal Form to submit a fall semester term withdrawal request or submit a request to withdraw from a course. Students should consult the academic calendar of their home school for specific deadlines pertaining to course withdrawal for the term    Wednesday, November 21, 2018 -Friday, November 23, 2018    Student Thanksgiving RecessNo classes scheduled    Thursday, November 22, 2018 -Friday, November 23, 2018    Thanksgiving Recess for University OfficesNo classes scheduled / University Holiday    Friday, December 14, 2018    Last day of Fall 2018 classes    Saturday, December 15, 2018 -Sunday, December 16, 2018    Reading Days    Monday, December 17, 2018 -Friday, December 21, 2018    Fall Semester ExamsCollege of Arts Science College of Nursing Undergraduate (Non-Nursing Clinical Sequence) GraduateFaculty of Arts Science/Liberal Studies Gallatin School for Individualized Study Graduate School of Arts Science Leonard N. Stern School of Business Undergraduate College Tandon School of Engineering Robert F. Wagner Graduate School of Public Service School of Professional Studies Credit Programs Silver School of Social Work Steinhardt School of Culture, Education, and Human Development Tisch School of the ArtsCollege of Global Public HealthFinal Grades Deadline Grades are due 72 hours after the scheduled final exam date    Saturday, December 22, 2018 -Sunday, January 6, 2019    Student Winter Recess No classes scheduled    Saturday, December 22, 2018 -Tuesday, January 1, 2019    Winter Recess for University OfficesThe University, including the Office of the University Registrar, will be closed from Saturday, December 22, 2018 through Tuesday, January 1, 2019.During this period requests for paper transcripts and enrollment certifications will not be processed.    Wednesday, January 2, 2019    The University reopens    Monday, January 7, 2019    January Term 2019 classes begin January Term 2019    Wednesday, November 21, 2018 -Friday, November 23, 2018    Student Thanksgiving RecessNo classes scheduled    Thursday, November 22, 2018 -Friday, November 23, 2018    Thanksgiving Recess for University OfficesNo classes scheduled / University Holiday    Saturday, December 22, 2018 -Tuesday, January 1, 2019    Winter Recess for University OfficesThe University, including the Office of the University Registrar, will be closed from Saturday, December 22, 2018 through Tuesday, January 1, 2019.    Saturday, December 22, 2018 -Sunday, January 6, 2019    Student Winter RecessNo classes scheduled    Wednesday, January 2, 2019    The University reopens    Monday, January 7, 2019    January Term 2019 classes begin    Monday, January 21, 2019    Martin Luther King, Jr. BirthdayNo classes scheduled / University Holiday    Friday, January 25, 2019    Last day of January Term 2019 classes Spring 2019    Wednesday, November 21, 2018 -Friday, November 23, 2018    Student Thanksgiving RecessNo classes scheduled    Thursday, November 22, 2018 -Friday, November 23, 2018    Thanksgiving Recess for University OfficesNo classes scheduled / University Holiday    Saturday, December 22, 2018 -Tuesday, January 1, 2019    Winter Recess for University OfficesThe University, including the Office of the University Registrar, will be closed from Saturday, December 22, 2018 through Tuesday, January 1, 2019.    Saturday, December 22, 2018 -Sunday, January 6, 2019    Student Winter RecessNo classes scheduled    Wednesday, January 2, 2019    The University reopens    Monday, January 21, 2019    Martin Luther King, Jr. BirthdayNo classes scheduled / University Holiday   Friday, January 25, 2019    Last day of January Term 2019 classes    Monday, January 28, 2019    Spring 2019 classes begin    Monday, February 18, 2019    Presidents DayNo classes scheduled / University Holiday    Monday, March 18, 2019 -Sunday, March 24, 2019    Spring RecessNo classes scheduled    Monday, May 13, 2019    Last day of Spring 2019 classes    Tuesday, May 14, 2019    Reading Day    Wednesday, May 15, 2019 -Tuesday, May 21, 2019    Spring Semester ExamsCollege of Arts Science College of Nursing Undergraduate (Non-Nursing Clinical Sequence) GraduateFaculty of Arts Science/Liberal Studies Gallatin School for Individualized Study Graduate School of Arts Science Leonard N. Stern School of Business Undergraduate College Tandon School of Engineering Robert F. Wagner Graduate School of Public Service School of Professional Studies Credit Programs Silver School of Social WorkSteinhardt School of Culture, Education, and Human Development Tisch School of the ArtsCollege of Global Public HealthFinal Grades Deadline Grades are due 72 hours after the scheduled final exam date    Wednesday, May 22, 2019    Commencement (tentative date) Summer 2019    Wednesday, May 22, 2019    Commencement (tentative date)    Monday, May 27, 2019    Memorial DayNo classes scheduled / University Holiday    Tuesday, May 28, 2019    First day of Summer term classes: 12-Week Session, 7-Week Session, First 6-Week Session, First 3-Week Session and the Special Session.    Saturday, June 15, 2019    Legislative Day for Tuesday classes, if requested by instructor.    Sunday, June 16, 2019    Last day of classes: First 3-Week Session.    Monday, June 17, 2019    First day of classes: Second 3-Week Session.    Thursday, July 4, 2019    Independence DayNo classes scheduled / University Holiday    Saturday, July 6, 2019    Legislative Day for Thursday classes, if requested by instructor.    Sunday, July 7, 2019    Last day of classes: First 6-Week Session and Second 3-Week Session.    Monday, July 8, 2019    First day of classes: Second 6-Week Session and Third 3-Week Session.    Sunday, July 14, 2019    Last day of classes: 7-Week Session.    Sunday, July 28, 2019    Last day of classes: Third 3-Week Session.    Monday, July 29, 2019    First day of classes: Fourth 3-Week Session.    Sunday, August 18, 2019    Last day of classes: 12-Week Session, Second 6-Week Session, Fourth 3-Week Session and the Special Session.Final Grades Deadline. Grades are due 72 hours after the scheduled final.

Capital Punishment Essays (1871 words) - Penology, Free Essays

Capital Punishment Essays (1871 words) - Penology, Free Essays Capital Punishment Capital Punishment has been an issue of arguments for centuries. This topic was even of more importance during the 1700's than the present, because the quantities of punished people were significantly larger than now. In that time it was easy for an individual to loose his life for a small crime. In this research paper we will examine the views of two different types of people on this subject. The first person is a reverend from 18th century London, and the other is an American doctor from the same period. In the arguments of both gentlemen we can find similarities that lead us to understand the sentiment toward the issue during the 17th century. Revered E. Gillepsy begins his sermon with the definition of the meaning of being virtuous. He states that some one with good virtue will wish for world happiness. That person is to apply that wish through actions. These actions will be rewarded in both the present life as in the future one. Another strong point that Rev. Gillepsy presents is that the laws of nations should be made according to religion. They should obey God instead of man. Even if the rules of man justify taking away lives, this does not mean that God agrees with such laws. He means that the feelings taught by religion should overrule feelings extracted from political affairs. Rev. Gillepsy also talks about the sentiment of the people. He claims that is mankind was influenced entirely by the spirit of Christianity, they would never seek the death of another human being. People should see themselves in the shoes of other people, Do on to others as you would like done upon you. Man should never have to fall under a human executioner. Instead he should care for the criminal and give mercy. Rev. Gillepsy has many thoughts on the punishments that follow criminal apprehension. He says that the system does a poor job in the prevention of crimes. He also mentions that if the system is not changed, there is a risk of revenge from heaven. His worries on capital punishment are related with the little proportion between crime and punishment. He provides the reader with examples of some crimes that have been punished with death. One of those is the stealing of property. Amounts as low as 12-Pence have been seen as enough to kill a man. Other crimes include: breaking a fish pond, causing the fish to die; cutting a tree in a garden; associating with gypsies; witchcraft; sorcery, charm and enchantments. He cannot understand how society can possibly think that the life of fish or a tree can be seen as equal to the life of a human being. Rev. Gillepsy states that sanguinary laws are sign of disorder in a state. For example, the laws of the Romans Decemuiri were full of cruel punishments. Then there were the partion law which exempted all citizens from death sentence and they flourished. Under the emperors severe punishments were delivered and their empires fell. Gillepsy asks how capital punishment can be seen as an act of prudence, when the greatest act of prudence is preserving life. They are acting criminally by destroying life. Rev. Gillepsy also expresses a sentiment of possession. He says that God gave man the Earth for him to rule. He also gave him control over all things on Earth, but he did not give him control over each other. Therefore, God does not permit to ultimately control each other by taking away the lives of those facing punishment. Some alternatives to the death sentence are also given in the sermon. He says that a convicted felon should be forced to work until he repays what he owes. He sees this alternative as very effective because it restores property, employs the culprit and it answers to al ends of justice and society. However he suggests that the price of labour be less than the price of regular labourers and their diet be poorer. All these in order to deter people from committing crimes. Another alternative to capital punishment should be the exile of criminals. By sending the accused to another part of the world he is returning to duty of a community

Normans - Medieval Viking Rulers in France and England

Normans - Medieval Viking Rulers in France and England The Normans (from the Latin Normanni and Old Norse for north men) were ethnic Scandinavian Vikings who settled in northwest France in the early 9th century AD. They controlled the region known as Normandy until the mid 13th century. In 1066, the most famous of the Normans, William the Conqueror, invaded England and conquered the resident Anglo-Saxons; after William, several kings of England including Henry I and II and Richard the Lionheart were Normans and ruled both regions. Dukes of Normandy Rollo the Walker 860-932, ruled Normandy 911-928, married Gisla (daughter of Charles the Simple)William Longsword  ruled 928-942Richard I (the Fearless), born 933, ruled 942-996 married Hugh the Greats daughter Emma, then GunnorRichard II (The Good) ruled 996-1026 married JudithRichard III ruled 1026-1027Robert I (The Magnificent, or The Devil) ruled 1027-1035 (Richard IIIs brother) William the Conquerer, 1027-1087, ruled 1035-1087, also King of England after 1066, married Matilda of Flanders Robert II (Curthose), ruled Normandy 1087-1106 Henry I (Beauclerc) b. 1068, King of England 1100-1135 Henry II b. 1133, ruled England 1154-1189 Richard the Lionheart also King of England 1189-1216John Lackland Vikings in France By the 830s, the Vikings arrived from Denmark and began raiding in what is today France, finding the standing Carolingian government in the midst of an ongoing civil war. The Vikings were only one of several groups who found the weakness of the Carolingian empire an attractive target. The Vikings used the same tactics in France as they did in England: plundering the monasteries, markets and towns; imposing tribute or Danegeld on the people they conquered; and killing the bishops, disrupting ecclesiastical life and causing a sharp decline in literacy. The Vikings became permanent settlers with the express collusion of Frances rulers, although many of the grants were simply a recognition of de facto Viking control of the region. Temporary settlements were first established along the Mediterranean coast from a series of royal grants from Frisia to the Danish Vikings: the first was in 826, when Louis the Pious granted Harald Klak the county of Rustringen to use as a retreat. Subsequent rulers did the same, usually with the aim of putting one Viking in place to defend the Frisian coast against others. A Viking army first wintered on the Seine river in 851, and there joined forces with the kings enemies, the Bretons, and Pippin II. Founding Normandy: Rollo the Walker The duchy of Normandy was founded by Rollo (Hrolfr) the Walker, a Viking leader in the early 10th century. In 911, the Carolingian king Charles the Bald ceded land including the lower Seine valley to Rollo, in the Treaty of St Clair sur Epte. That land was extended to include what is today all of Normandy by AD 933 when the French King Ralph granted the land of the Bretons to Rollos son William Longsword. The Viking court based at Rouen was always a little shaky, but Rollo and his son William Longsword did their best to shore up the duchy by marrying into the Frankish elite. There were crises in the duchy in the 940s and 960s, particularly when William Longsword died in 942 when his son Richard I was only 9 or 10. There were fights among the Normans, particularly between pagan and Christian groups. Rouen continued as a subordinate to the Frankish kings until the Norman War of 960-966, when Richard I fought against Theobald the Trickster. Richard defeated Theobald, and newly arrived Vikings pillaged his lands. That was the moment when Normans and Normandy became a formidable political force in Europe. William the Conquerer The 7th Duke of Normandy was William, the son Robert I, succeeding to the ducal throne in 1035. William married a cousin, Matilda of Flanders, and to appease the church for doing that, he built two abbeys and a castle in Caen. By 1060, he was using that to build a new power base in Lower Normandy, and that is where he began amassing for the Norman Conquest of England. You can find lots more about William the Conquerer and the Battle of Hastings elsewhere. Ethnicity and the Normans Archaeological evidence for the Viking presence in France is notoriously slim. Their villages were basically fortified settlements, consisting of earthwork-protected sites called motte (en-ditched mound) and bailey (courtyard) castles, not that different from other such villages in France and England at that time. The reason for the lack of evidence for explicit Viking presence may be that the earliest Normans tried to fit into the existing Frankish powerbase. But that didnt work well, and it was not until 960 when Rollos grandson Richard I galvanized the notion of Norman ethnicity, in part to appeal to the new allies arriving from Scandinavia. But that ethnicity was largely limited to kinship structures and place names, not material culture, and by the end of the 10th century, the Vikings had largely assimilated into the larger European medieval culture. Historic Sources Most of what we know of the early Dukes of Normandy is from Dudo of St Quentin, a historian whose patrons were Richard I and II. He painted an apocalyptic picture of Normandy in his best-known work De moribus et actis primorum normanniae ducum, written between 994-1015. Dudos text was the basis for future Norman historians including William of Jumià ¨ges (Gesta Normannorum Ducum), William of Poitiers (Gesta Willelmi), Robert of Torigni and Orderic Vitalis. Other surviving texts include the Carmen de Hastingae Proelio and the  Anglo-Saxon Chronicle. Sources This article is part of the About.com guide to Vikings, and part of the Dictionary of Archaeology Cross KC. 2014. Enemy and Ancestor: Viking Identities and Ethnic Boundaries in England and Normandy, c.950 – c.1015. London: University College London. Harris I. 1994. Stephen of Rouens Draco Normannicus: A Norman Epic. Sydney Studies in Society and Culture 11:112-124. Hewitt CM. 2010. The Geographic Origins of the Norman Conquerors of England. Historical Geography 38(130-144). Jervis B. 2013. Objects and social change: A case study from Saxo-Norman Southampton. In: Alberti B, Jones AM, and Pollard J, editors. Archaeology After Interpretation: Returning Materials to Archaeological Theory. Walnut Creek, California: Left Coast Press. McNair F. 2015. The politics of being Norman in the reign of Richard the Fearless, Duke of Normandy (r. 942–996). Early Medieval Europe 23(3):308-328. Peltzer J. 2004. Henry II and the Norman Bishops. The English Historical Review 119(484):1202-1229. Petts D. 2015. Churches and lordship in Western Normandy AD 800-1200. In: Shepland M, and Pardo JCS, editors. Churches and Social Power in Early Medieval Europe. Brepols: Turnhout.

On the book LADY CHATTERLEYS LOVER Research Paper

On the book LADY CHATTERLEYS LOVER - Research Paper Example At first, the term fidelity does not appear to be consistent with the main plot in Lawrence’s Lady Chatterley’s Lover. The title itself implies infidelity. The main plot centers around an adulterous wife, Connie Chatterley whose husband is rendered impotent as a result of an injury sustained in the war. Lady Chatterley, an aristocrat then takes up an affair with Mellors, the gamekeeper (Lawrence 2009). The question of fidelity arises in a way that challenges normative values existing at the time. While Lady Chatterley is unfaithful to her husband and breaks ranks with her own class, she is faithful to her lover (Niven 1979, 184). Although Mellors is complicit in Lady Chatterley’s adultery and is married himself, he himself is entirely faithful to Lady Chatterley. According to Gabriel and Smithson (1990), â€Å"Mellors seeks the approval of one woman only† (69). The lovers’ fidelity to each other however, calls for infidelity to their respective spou ses. However, from Lawrence’s perspective, he was not concerned with what might be characterized as â€Å"photographic fidelity†(Wuchina 2009, 172). In other words, Lawrence was more concerned with feelings that commanded fidelity rather than a sense of detached duty. This message is communicated through Mellors who, reflecting on his intimate encounters with Lady Chatterley, observed that: The connection between them was growing closer. He could see the day when it would clinch up, and they would have to make a life together (Lawrence 2009, 142). Wuchina (2009) points out that Mellors has â€Å"no second thoughts, or guilt† (174). This is because, â€Å"in its essentials, the relationship, the mutual attraction, is essentially legitimate† (Wuchina 2009, 174). The legitimacy is founded on the fact that Lady Chatterley was in a loveless marriage and was making a particularly difficult sacrifice. In fact, Mellors observes of Lady Chatterley: She was nicer t han she knew, and oh, so much too nice for the tough lot she was in contact with!..But he would protect her with his heart for a little while. For a little while, before the insentient iron world and the Mammon of mechanized greed did them both in, her as well as him (Lawrence 2009, 136). Mellors was obviously referring to the fact that Lady Chatterley was quite young. She was only 23 years old and was trapped in an unusual situation, one that she was too young and perhaps too naive to cope with. Lady Chatterley was for the most part confined to the companionship of her wounded husband and his circle of friends with whom she was essentially bored. As Daum (2008) observes, this is a situation that the young Lady Chatterley had to endure each day and it could not have been easy to cope with (3). Yet in this youthful innocence, the moral code of the times commanded fidelity from Lady Chatterley. Lawrence (2009) immediately draws attention to the fallacy of the moral code of the times. The novel opens with the caution â€Å"ours is essentially a tragic age† (5). Lady Chatterley was trapped in a time where, the First World War and its consequences were still fresh. She was therefore tethered to a marriage in which she could not find happiness and had yet to learn the meaning of life. As the plot moves along, a poignant issue necessarily arises. Is it fair to expect the young Lady Chatterley in the circumstances in which she finds herself to be faithful to her marriage

Scientific journal (Nuclear Medicine) Essay Example | Topics and Well Written Essays - 1000 words

Scientific journal (Nuclear Medicine) - Essay Example he application of the methods may facilitate the noninvasive imaging of therapeutic tumor responses to specific drug treatments to provide a reliable index of their potential efficacy and as a monitor of mechanisms of action in the selective destruction of tumor cells. The research article discusses the potential for the expanded use of quantitative PET molecular imaging to assess the efficacy of novel targeted therapeutics in the treatment of cancer. The use of radiolabelled biomarkers serves as a molecular tag which can be traced using PET imaging tools to delineate the molecular interactions between a targeted drug and the tumor cells destined for destruction. The implementation of the molecular tools allows researches to determine whether the drug effectively interacts with its selected target and the concentration of drug that actually reaches the tumor site following drug administration. Non-specific interactions of the drug with non-tumor tissue may also be assed using this methodology. The authors reviewed the results of several clinical trials of this methodology used to assess the efficacy of several important new classes of targeted chemotherapeutics, including protein tyrosine kinase inhibitors (PTKIs) and epidermal growth factor recep tor (EGFR) ligands. In the latter case, several drugs approved for cancer treatment by the US FDA, including lapatinib, gefitinib ,and erlotinib, were assessed using this nuclear medicine application. Each of these drugs has produced equivocal results in patients with lung cancer and other tumors that overexpress the EGFR. Several research trials involving labeled chemotherapeutics were cited and data presented indicated that in some cases, reliable data were produced by this nuclear medicine molecular assessment approach. The authors have presented a compelling theoretical argument to support the use of PET imaging technology in the molecular assessment of therapeutic responses to targeted cancer drugs. This

Organizations draw specific and directive plans that are aligned to Essay

Organizations draw specific and directive plans that are aligned to specific and strategic objectives and goals - Essay Example An overall organizational analysis will yield substantial information that will help in understanding the strategies and their effectiveness in deriving the desired results. Hence, an analysis and evaluation of these strategies at various levels will be conducted. These would include an industry analysis, analysis of competitors and competition, analysis of strategic capabilities including resources, skills abilities etc, an analysis of Starbucks market position and its products’ success rates. These analyses will be carried out on the basis of established tools and techniques. Industry perspective: Despite its immense success and rigorous growth, Starbucks is experiencing increased pressure from various external forces. Through PESTEL analysis, the impact of these external forces namely, political, economic, social, technological, environmental and legislative entities can be assessed. Competition perspective: Competition always remains a rapidly growing threat for any busine ss. Hence, business owners need to be aware of the nature of these threats in order to remain sustainable in the market. Porter’s five force model helps in assessing the nature of competition. This model considers five forces namely, threat of substitutes, bargaining power of buyers, bargaining power of suppliers, threat of entry of new competitors and degree of rivalry between existing competitors. An analysis based on this model will give a comprehensive idea of the position of Starbucks and the direction and/or steps it needs to take in order to remain competitive. Capabilities perspective To sustain competitive position and grow, businesses require certain prerequisite attributes in their resources that are valuable, rare, inimitable and non-substitutable. These attributes together are referred to as the VRIN, and provide value-creating strategies. An assessment of the resources and capabilities of Starbucks on this model will provide a clear picture of its strengths and weaknesses. Market perspective: An organization that produces diversified products and services needs to be constantly assessed and evaluated for its products and services in comparison with the market. Such an analysis can be accomplished using the Boston Consulting Group (BCG) matrix in which businesses/product lines are categorized into four categories namely, question mark, star, cash cow, and dog. This tool shows products’ performance in terms of market share and market growth; thereby, it assists in managing specific business components in a manner that minimizes loss and maximizes profits. Recommendations and conclusions: Based on the analysis, recommendations for products/services that should be offered by Starbucks and the markets they should target will be proposed. Probable References Porter, M.E. 1979. How Competitive Forces Shape Strategy. Harvard Business Review. Hill, C and Jones, G. 2009. Strategic Management Theory: An Integrated Approach. 9th ed. OH: Cengage Learning. Kotler, P and Armstrong, G. 2003. Principles of Marketing. London: Prentice Hall. Silver, D. 2009. The Social Network Business Plan: 18 Strategies That Will Create Great Wealth. NJ: John Wiley and Sons. Zhang, W-B. 2010. Economic Growth and Gender Division of Labour with Creativity, Knowledge Utilization, and Capital Accumulation. In Rodrigues, S.

Three strikes laws Research Paper Example | Topics and Well Written Essays - 1000 words

Three strikes laws - Research Paper Example w if usually less than ideal and that people are being sent to prison for life for such things as stealing slices of pizza and cookies under the three strikes law just because of the inflexibility of such laws (Walker, 2006). The legislature of Alabama got hard-hitting on the offenders in 1980 when it passed the Habitual Offender Act which had a mandate that persons found with prior convictions of felony subsequently convicted of another felony gets vital enhanced sentences which can probably include life imprisonment with no parole depending on the weightiness of the crime and the number of the felony convictions there before. The law of Alabama is actually not a three strikes and one is out like what California, the Congress and 24 other states passed in early 1990 that does not involve any enhancement of sentence until the offender acquires a third conviction actually. On the other hand, the law in Alabama is actually a one strike law which mandates enhanced sentences for any offe nder with a single felony conviction there before. All these are classified under a habitual offender statute (Sellin, 2007). On average, the three strikes law asserts that after committing three felonies, a person must face life imprisonment, with the likelihood of parole after being in prison for at least 25 years. The history of the crime must also include a history of serious or violent crimes. For instance, if a person is committed of battery, rape and felony theft as separate charges, he or she would be imprisoned under the three strikes law (Farrington, 2008). This paper seeks to review two articles and describe the pros and cons of a three strikes law. The articles reviewed are Strikes laws by S.E. Smith and evaluating the impact of habitual offender law, final report by Gordon Waldo. According to Gordon Waldo in his article, evaluating the impact of habitual offender law, those in support of habitual offender law have argued that the nations that implement the three strikes

Choose from the 3 available topics Essay Example | Topics and Well Written Essays - 2000 words

Choose from the 3 available topics - Essay Example Despite the changes adopted in the representation structure, the policies used for women differ from that used in men. Men are given the chance to fight out with fellow men for the different representation position while women benefit from quota systems in which parties reserve special positions for them. The application of the principle of reservation and quota system has enabled women to represent the specific interest of their gender in the house. In Mala Htun article ‘is gender like ethnicity’, the idea behind the formation of group specific parties is evaluated. The author also looks at the dynamics involved in reserving seats using the quota system for women and the reservation of legislative seats for the minority groups (Htun 434). Different countries have different policies on representation and the use of reservation and quotas for special groups like women and ethnic minority. This system applies to all democratic situations whether completely religious like M uslim or catholic state, developed and developing countries among other identities. Most countries have legal requirements for this representation and this highlights the approach adopted by such countries when reserving different seats for its people. Countries that lack legal basis for reservation and quotas have different political arrangement, which allows for fair representation in parties and representative posts. The United States lacks a legal framework for representation of the minority or the women but uses a race conscious districting system that gives room for fair representation of all the races (Htun 434). In mature electoral democracies, states reserve special quotas within the political parties for women and legislative seats for the ethnic minority. The use of quotas and cleavages has been approached with a traditional perspective that fails to look at the implications and benefits of these representations. The author argues that the use of candidate quotas can only be significant within groups that have cross cutting interest while legislative reservation should be allocated to groups that have coinciding interests. Under the principle of use of quota for political party reservation, the law requires a specific number of slots to be left for women candidates during nomination. This is common in most democracies in which the law may require that a third of positions in all areas be reserved to women and that the ranking within these positions should alternate with men. The principle of quota system has significantly affected parties decisions and individuals picked to represent parties in certain districts (Dahlerup 214). The use of representation however affects the entire demography of an electoral system as it result into the creation of new electoral incentives and rules. These results into the creation of more than one set of electoral roll with special districts reserved for the minority groups. Under these principles, a party seeks to h ave a certain group of people who are subjected to a different set of conditions to be elected to the legislature (Htun 434). Strengths and weaknesses of the author’s arguments In this paper, the author attempts to highlight the differences between the types of presentations that border on the quota system and the representation within the legislature. Through this article, the author has critically highlighted the

Three strikes laws Research Paper Example | Topics and Well Written Essays - 1000 words

Three strikes laws - Research Paper Example w if usually less than ideal and that people are being sent to prison for life for such things as stealing slices of pizza and cookies under the three strikes law just because of the inflexibility of such laws (Walker, 2006). The legislature of Alabama got hard-hitting on the offenders in 1980 when it passed the Habitual Offender Act which had a mandate that persons found with prior convictions of felony subsequently convicted of another felony gets vital enhanced sentences which can probably include life imprisonment with no parole depending on the weightiness of the crime and the number of the felony convictions there before. The law of Alabama is actually not a three strikes and one is out like what California, the Congress and 24 other states passed in early 1990 that does not involve any enhancement of sentence until the offender acquires a third conviction actually. On the other hand, the law in Alabama is actually a one strike law which mandates enhanced sentences for any offe nder with a single felony conviction there before. All these are classified under a habitual offender statute (Sellin, 2007). On average, the three strikes law asserts that after committing three felonies, a person must face life imprisonment, with the likelihood of parole after being in prison for at least 25 years. The history of the crime must also include a history of serious or violent crimes. For instance, if a person is committed of battery, rape and felony theft as separate charges, he or she would be imprisoned under the three strikes law (Farrington, 2008). This paper seeks to review two articles and describe the pros and cons of a three strikes law. The articles reviewed are Strikes laws by S.E. Smith and evaluating the impact of habitual offender law, final report by Gordon Waldo. According to Gordon Waldo in his article, evaluating the impact of habitual offender law, those in support of habitual offender law have argued that the nations that implement the three strikes

Five-page analysis of short story--The Yellow Wall-Paper Essay

Five-page analysis of short story--The Yellow Wall-Paper - Essay Example As she passed time in near isolation, she became determined to free the â€Å"creeping woman† whom she saw in the paper. Although Jane aspired to be a dutiful and obedient wife, she also felt that if she does not develop a sense of autonomy, she would be eternally unhappy. As the male authority figures around her (her husband and brother) saw mental stimulation and her creative work as her enemy and the cause of her problems, the author wanted to point out that suppressing Jane’s creative intelligence and maintaining a dual identity is the root of her nervous depression. A strong narrative in support of this was when Jane frees the symbolic persona within the yellow wallpaper by tearing it down. It was an expression of her liberation from a suppressed creative character. It was apparent early in the story that Jane did not believe in John’s prescription, but she was powerless to protest: â€Å"I sometimes fancy that in my condition if I had less opposition and more society and stimulus†¦ but John says the very worst thing I can do is to think about my condition.† (249). She also intoned sarcasm as she tried to sound agreeable with John’s counsel by saying â€Å"He is very careful and loving, and hardly lets me stir without special direction† (250). For most part, however, we are led to believe that it was her husband whom Jane blames for her illness. â€Å"John is a physician and†¦ perhaps that is the reason I do not get well faster†¦You see he does not believe I am sick! But what can one do?† (249) In pretending to agree with John, she did in effect lie to her husband and to herself – an event that created a schism in her personality. The upshot was that she became her own enemy and in doing so, two characters developed within. The first was the exterior, public Jane; the sweet, obedient, and loving wife, who cared for her husband and a Jane who should be

The cardinal rule Essay Example for Free

The cardinal rule Essay The cardinal rule in creating a presentation is that the opening must be able to immediately engage the audience and capture their attention. While it is also important to maintain the interest of the audience all throughout the presentation, the first five (5) minutes of the presentation are the most crucial. It is more difficult to capture the attention and captivate the audience during the course of the presentation. This is the reason why any opening presentation must be able to draw the audience in and the body of the presentation (assuming that it is a very good one or interesting for that matter) will take care of the rest. It is important to remember however that mere gimmickry or showmanship will not do the trick as the opening presentation must also contain substance because the primary goal of any presentation is to inform and not just entertain. The key mistakes that presenters often make is to create such an entertaining and amusing opening presentation that it acts as a distraction and makes the audience remember only the opening but not the other relevant segments of the presentation. An example of this would be the presentation of an ad agency agent in front of the Marketing Board of PepsiCo. The presenter had a whole array of media equipment at this disposal and even had mascots during the opening presentation. While the board was initially impressed, the failure of the presenter was that the hype and excitement that he managed to generate at the opening could not be sustained throughout the presentation. The end result was that he lost the contract and all that could be remembered from this presentation was the opening. An effective opening presentation must therefore be entertaining and informative enough to capture that attention of the target audience but it must not be the highlight of the presentation. Remember, it is the entire presentation itself that matters and not just the opening.

The Effects Of Globalization On China Economics Essay

The Effects Of Globalization On China Economics Essay Globalization is the process of expanding the business into the world markets. It improves the economic growth. It includes the globalization effects to conclude the business in going global. The company entering the new market should select the market first in knowing the investment. It also shows the union of the trade cycles among the economies. Globalization keeps on raising the global phenomena figure. The countries like china benefits the new comers with the Labour costs, working environment, Resources and Customers. Going global increases the integration between the countries and the economies. China is the best option for the newcomers, as they encourage the newcomers into the market in improving the economy. During the last decade poverty is reducing regularly in china. The system in china is ruling by the communist party which rates the corruption as zero throughout the decades. According to(), Globalization facilitates the economic development of the countries involved through increased cross border flows of trade, investment, and financial capital. Firstly, the main positive effect of globalization on china is, the labour costs and working environment. The labour cost in china is completely low all the time when compared to the rest of world. Most of the manufacturing companies all over the world targets china because of their labour costs. The Chinese are the highly emerging economically because of the foreign investments considering the labour costs and manufacturing costs. China consists of many manufacturing countries due to the resources available and labour costs. The labour in china plays major role in the international business investments. The movement of labour from one place to other in china makes flexible to operate in different operational regions. Generally, every day the rural labours working in china crosses 20 millions. The expansion of world trade increases regularly. The global GDP rises by 3.5 % to 8.2% on an average per year statistics. The global production sector is taking the root in the Chinese market. Integration of financial markets is one of the positive effects on the globalization of china. Before globalization, China is very poor and less job opportunities and now it increasing rapidly. Global economy exposure from china will result in the salary cut and job loss based on the global market change. Globalization is leading to use of labours like child workers and prisoners working inhumane conditions. The culture plays the major role in china as the Chinese citizens can be more advantageous than others. The government policies for the Chinese citizens are favourable and for others it differs in starting or investing in the business. The job insecurity in the professional employees started because of the recession and also due to the competition. The globalization on china affects the peoples health in taking the food from Mc donalds and kfc restaurants. The globalization is getting beneficial for the rich to become richer and for poor becoming poorer. The pollution from the many manufacturing industries are affecting the health and causing many diseases. 2. REPORT: INTRODUCTION: Ducati, the Italian manufacturer recently started their business in china with Mr. Handel Lee a Chinese entrepreneur in the large scale retail trade. Ducati started the new generation in motorcycle grand prix in china. MARKETING STRATEGIES: The marketing strategies implemented for the Ducati entry into the Chinese market is done with three strategies. Importing bikes, accessories and spares directly from Italy and planned for opening the company outlets at Beijing and shanghai. They focussed china because of the potential growth expected. The worldwide market has proven the Ducati sales with ultimate results in selling the maximum racing bikes to the world. The second strategy is, they launched the clothing distribution with the collaboration of Three on the bund. They have opened the exclusive store at shanghai to trade Ducati Gear. Ducati Gear is running successfully with the extra ordinary sales in the market they launched. The brand name helps in improving the market sales and strategies in creating, developing and implementing. The third strategy is all about the racing (Grand Prix). The Italian trend is to follow the history set by the manufacturers. At present, Ducati the one and only manufacturer participated in the Moto GP and organised two riding schools in circuits. The two riding schools are located at Beijing and Shanghai where the bikes are provided to enjoy the ride in race. There is no demand for bikes in china, but for creating the new era. 3. THESIS STATEMENT: Brief introduction: The statement shows the positive and negative effects of globalization on china. Analysing and suggesting the way to overcome the effects of globalization on china. There are many positive and negative effects. The positive effects of globalization are to compete with the global markets of the particular product on global scale. It projects the advantage of working market place and benefits the consumers. Because of this, they may or may not do compete with the global markets. The companies also look at the market sectors in which they were better at. It means to say that the labour in china can do better in manufacturing. The labour costs are pretty low in china when compared to the other countries around. The Chinese labour preferably good at the manufacturing sector. The consumer plays the major role in the market. The labour in china may not be good at education but the way they work shows the outcomes very high. SUGGESTIONS: The China Market is getting improved from the recent years because of the foreign investors in the china market. It improves the economy and provides job opportunities for the unemployed in china. As well, the growth rate of manufacturing companies rises rapidly resulting in making the market stable. Recently, some of the companies are facing some of the issues with the government of china as it is communist party. The high level management employees are recruited or brought up from their parent countries without giving an opportunity to the Chinese citizens. The main suggestion is like, no issues on going global on china. There are many advantages than disadvantages in globalization of china. The negative effects are even considered accordingly but they can neutralise the effects on china as the resources can help the business in china. The positive effects increase the economic growth of the country. 4.ARTICLES: Article 1. Topic Effects of globalisation on China. Title of article Policy variations of multinational enterprises labor practices in China Date (current?) 2008 Name of author or organization Kenichiro Chinen, Ruth L. Wang and Chiang Wang Authors credentials: Qualifications, title, employer/affiliations Tutors College of Business Administration, California State University, Sacramento, California, USA Contents (brief summary) Supporters of globalization highlight a major increase in the standard of living for many workers in China while critics argue that the amazing economic growth has led to an increase in pollution and harsh labor conditions in the country. It appears that as firms expand globally and have more overseas experience, they comply with minimum wages, benefits, health insurance, and legal requirements in China Is the article reliable? Yes Why? It has been downloaded from emerald insight article database which is known for trusted research content and also the article points out towards more bibliographic references. Article 2. Topic Effects of globalisation on China. Title of article How Does Globalisation Affect Regional Inequality within A Developing Country? Evidence from China Date (current?) Issue 4 April 2003 Name of author or organization Xiaobo Zhang ;Kevin H. Zhang Authors credentials: Qualifications, title, employer/affiliations Researcher and Author International Food Policy Research Institute (IFPRI) Contents (brief summary) This paper develops an empirical method for decomposing the contributions of two major driving forces of globalisation, foreign trade and foreign direct investment (FDI), on regional inequality and applies it to China Is the article reliable? yes Why? The author is working with the research institute and most reviewed and rated article online. REFERENCES: http://books.google.co.uk/books?hl=enlr=id=ox7137vOAhsCoi=fndpg=PA103dq=globalization+on+chinaots=i2uup8gFfLsig=bRiYhnchNX6JLqu8iy-cDoS5CSM#v=onepageq=globalization%20on%20chinaf=false

Invisible Man :: essays research papers

Invisible Man Books related to Invisible Man Although most ethnic groups do not like to be thought of as different, they do come to enjoy the benefits that come with being labeled as a minority. Affirmative action is a program initiated to try and bridge the gap between white Americans and the minorities that reside in America. In addition, bilingual education is constantly an issue in Southern California, especially when choosing political candidates. In the two books I will be examining, Hunger of Memory by Richard Rodriguez and Invisible Man by Ralph Ellison, both characters in the stories are criticized by their own ethnic groups for not following the path that their parents have laid out for them. Protag, the main character in Invisible Man, chooses to join an organization called the Brotherhood, instead of a similar organization which is made up of all black men. Rodriguez decides to take a stand against affirmative action and bilingual education, two issues which Hispanics have almost always been in favor of. However, th e decisions by these two characters to go against the values widely held by members of their ethnic groups causes a great deal of tension. People want to question how devoted the characters are to the cause. Both characters went against the norm and made choices which brought criticism from members of their ethnic groups, but their choices ultimately led to the strengthening of their groups culture in society. First we will look at what may have influenced the character’s choices, followed by the designation of being labeled a scholarship boy may have played in their decisions. Finally we will look at what exactly they did for their ethnic group and some of the differences that exist between the two characters. Upon his arrival in Harlem after his dismissal from college, Protag became aware of the two groups that were concerned with changing the social conditions in New York City. The first group was led by Ras the Exhorter and was a much more radical group. One woman was quotes as saying, "His hoodlums would attack and denounce the white meat of a roasted chicken" (Ellison 35). The other group in New York City was known as the Brotherhood and was a much less radical organization which was predominately by white men. These two groups often found themselves in the midst of controversy, both in the public eye and between each other.

Biotech Dawn :: Biotechnology Science Essays

Biotech Dawn Ebrahim Oomerjee English 1C Prof. Cross 14 May 2002 Biotech Dawn Long time ago, from the great plains of Africa rose a new form of life. They were apes, walking upright. There was something strange about them. They had something no other living being had ever had before. They possessed unlimited intelligence. In a short period of time the apes would change the world forever. Humans have come along way from the caves. At first mankind the only thing mankind knew about life was giving it and taking it away. But as the years passed and technology became more advanced, mankind could now experiment with the very basics of life itself. Deoxyribose Nucleic Acid (DNA) which is the programming code for the body, can now be altered or changed and substituted. This has opened the door to many different possibilities that would have been thought impossible a generation ago. But the path to genetic alteration has not gone unbarred. Many people fearing and distrusting science have tried to resist the march of scientists. From afar, Genetic engineering promises tantalizing results. Humans could now rid the world of certain genetic disorders, Disorders such as Down syndrome and Kliefelter Syndrome would be a thing of the past. Technology was coming to a point where individual DNA codes could be cut away. Restrictive enzymes are so specific that they could be used to cut away any defective code of the DNA with out harming the normal code. There is even the possibility that individual organ could be manufactured in the laboratory. This would be a great success. The fact that many people who die daily waiting for organ transplants would become obsolete. Stem-cell research might in fact make that vision a reality. Scientists have already been able to clone many different types of animals, ranging from cows to squirrels. Science already has accomplished much in the Biological Technology (Biotech) field. Genetically Modified Organisms (GMO) have made a vast impact in the agricultural industry. Scientists have been able to engineer many different types of crops. If a particular farmer lived in an arid region, he could opt for corn that had been engineered to become drought resistant. Or if another lived in an area where there were many weeds, he could obtain the RoundUp Ready Corn, manufactured by Mosanto. The particular corn can be used with Monsantos herbicide, RoundUp with out harming the corn.

Comparative Analysis on Belonging of Romulus

The 1961 novel Revolutionary Road by author Richard Yates links strongly with the autobiographical recount Romulus, My Father, by Raimond Gaita, and in so doing provides a greater understanding of the concept of Belonging. It charts the disintegration of the marriage of Frank and April Wheeler as they struggle against the oppressive conformity of suburban 1950s America. The texts together explore the processes undergone by the individual in their integration to society and it’s inherent cultural groups.Revolutionary Road posits as it’s central idea that life is – entirely and inescapably, not only on the surface but right down to the core of human nature – an act. Every action of the characters in the novel, every single piece of behavior, thought, and reasoning are based on a structure of systematic etiquette. The central protagonist, Frank Wheeler phrases this concept perfectly in the way he describes the speech of his wife as having a â€Å"quality of play-acting, of slightly false intensity, a way of seeming to speak less to him and more to some romantic abstraction†.Though set in the cultural dead-end of the United States in the 1950s, a time when the American dream, entirely achieved, was beginning to ring hollow; it could easily be from any context that could be regarded as a ‘society’ – the text implying a sense of general universality of it’s central posit. The book shows that in any attempt for acceptance, true self expression will be limited – often severely so. Contrastingly, Romulus, My Father appears to espouse an entirely opposite premise: that an honestly of character equates to moral goodness, even in the face of great adversity, and will bring a sense of ful? led connection in life. As Gaita puts is â€Å"Character†¦ was the central moral concept for my father and Hora. † Romulus retains his own identity, despite the barriers it creates in a society that seeks to assimilate; and it is this very attribute that allows him to belong to his family and those he loves. Romulus’s ideals are based entirely on his true feeling, not prescribed to a speci? c formula of action and reaction such as is the case in Revolutionary Road; his values are what make him. Upon further analysis, however, this is no less a conformity to protocol than that of Frank and April.Gaita states that â€Å"the sense given to me by my father and Hora, of the contrast between malleable laws and conventions made by human beings to reconcile and suit their many interests, and the uncompromising authority of morality, always the judge, never merely the servant of our interests†, the perception of his son that certain rules are entirely unbreakable and inarguable is, in itself, a baseless social construct. No real contrast between human convention and morality actually exists. â€Å"Morality was for him as substantially a part of reality as the natural facts of huma n action and motivation. To belittle the feelings of Frank Wheeler as somehow less guiding than Romulus’s is also incorrect, both use feeling based reasoning to choose one of several possible options, open to them as a result of combination of circumstance and the system they take as inarguable, infallible law. Gaita attempts no higher argument for the inherent goodness of his father than his strict obedience and conformist attitude to a moral viewpoint, and makes no further argument for the de? nition of what good is beyond what one perceives to be good.Both are, at root, based on entirely nothing at all – to call one moral and the other etiquette is a farce, both are mere social construct, built by cultural conditioning, to establish and maintain a system of behavior deemed correct for no true reason. They only exist as objectively unchangeable so long as their creators and keepers believe them to be so. So, to avoid the true baselessness of their society and everyth ing the believe in, the protagonists of both texts resort to a method of delusion just as strong as that which they infer to abhor.In Revolutionary Road, Yates uses a technique of not matching the internal dialogue or self-perception of his characters to the events of the plot or speech. Frank Wheeler will often imagine conversations in his head, or prescribe to himself some false grandiosity in his lines – contrasted to a third person narrative voice, which reveals the scene to be usually uneventful and mediocre. April envisions herself â€Å"a whole world of marvelous golden people somewhere†¦ ho made their lives work out the way they wanted without even trying, who never had to make the best of a bad job because it never occurred to them to do anything less then perfectly the ? rst time. Sort of heroic super-people, all of them beautiful and witty and calm and kind, and I always imagined that when I did ? nd them I'd suddenly know that I Belonged among them, that I w as one of them, that I'd been meant to be one of them all along, and everything in the meantime had been a mistake; and they'd know it too. I'd be like the ugly duckling among the swans. †The Wheelers believes in something greater, something more, and that they a worthy part of it; when in reality, such a thing is simply non-existent. All they truly have is the mediocrity of their suburban prison, and the paradox of a world which, with all options open, is so terrifyingly vast that they must cling to the safety and security afforded by familiar protocol. They hold ? rm the excuse that it is necessary and inevitable to ensure societal acceptance, and the vague general assumption that they are somehow different, somehow better or above their surroundings. They are not.All that separates them is their own idea of separation, they do not think themselves to belong, yet in reality ful? ll perfectly the 50s ‘Nuclear Family’ suburban stereotype. They are everything they claim to hate in a way so natural they probably couldn’t have achieved if they’d tried. There is no ‘backup’ to their facade, no face behind the masks they craft, no true identity oppressed by circumstance. All that they have is, as Frank puts it, â€Å"the hopeless emptiness†. This is mirrored in Romulus, but in regards to Raimond’s perception of his father; he sees him not as he is, but as an archetype – some â€Å"romantic abstraction†.The novel is essentially a glori? cation. For Raimond, Romulus is a great man; someone special whose faults could either be excused to someone else’s inadequacy, his madness, or an overextension of his stubborn moralism – him being too good. The events described clearly contradict this, however. Romulus was not remarkable nor extraordinary. He lacked ambition and intelligence (after not succeeding in gaining scholarship he never again pursued any attempts at education, despite the fact that he had suf? ient ability and opportunity – yet in referance to the event, Raimond makes the claim that â€Å"He cried bitterly, not because of lost employment prospects, but because his love of learning would never be ful? lled. †). e wasted his skills in beautiful metalwork ( as the composer puts isâ€Å"He was able to make almost anything to the most exacting standards†, â€Å"his work was unsurpassed in quality and speed†, and My father was not merely skilled, he was a   man of practical genius†) upon the construction of what even his son admits is ugly furniture. e led a lifestyle that perpetuated the isolation that so caused him and those he loved to suffer. In his life he never did a single thing that could be regarded as brilliant that was not to the end of his or Raimond’s continued survival; and though for much of it he lived through great hardship, in the context of humanity it was not especially severe. The greatest in sight to this is found in the ? nal pages of the book, in the speech delivered at Romulus’s funeral, in which Raimond says (in regards to his father) that â€Å"he never intentionally caused suffering to anyone†.It would take a man of enormous stupidity not to realize that to in? ict domestic violence unto his mentally ill wife and young child would cause them signi? cant pain. The composer attempts to portray his father’s wrongs as a product of circumstance, removed from choice or free will; but if such a stance is taken, there is no limit upon extending it to good deeds as well or, even to the very heart of a persona – no line can be drawn between what is merely conditioning and what is one’s true nature.It is ironic that in attempting to portray a man who espoused no greater good than â€Å"real character†, Gaita paints a nearly perfect archetype and ignores or downplays or re-interprets aspects just as real and signi? cant to who his fat her was as those which play to what he seems to want to see. Raimond in his perception of his father and the Wheelers in their perception of themselves seem to assume that, would it not have been for that which life had thrown at them, they could have been something much greater; something truer to themselves or more realizing of their own potential.In reality, they had the whole world at their hands, and as much time at their disposal as any who has lived. They were exactly as they were, and nothing more. It was not circumstance that prohibited the ful? llment of these characters’ potential – this was but a convenient excuse – it was themselves; the sad fact was that neither the Wheelers nor Romulus were actually so brilliant at all.Ergo, from a collective analysis of both texts, it can be concluded that, in the processes undergone by the individual in their integration to society and it’s inherent cultural groups, the conformity to an idealized human ar chetype, though necessary to belong, will inevitably deny individualistic actualization of the true human condition. Through the ideas explored in Revolutionary Road text, strong links can be made with Raimond Gaita’s Romulus, My Father, to provide a signi? cantly furthered understanding of the concept of Belonging.