Personal Narrative: Teaching Others How I Write Essay -- Narrative Ess

For whatever length of time that I can recollect that, I have consistently appreciated composition. Composing is an open door for me to communicate my musings and emotions while helping me develop to comprehend who I am as an individual, an understudy and besides, a future educator. However, if somebody somehow managed to ask me how I do it, I am apprehensive I was unable to offer the person in question a reasonable and exact response. Attempting to find that answer nearly appears to be more diligently for me than the genuine creative cycle itself. Be that as it may, subsequent to having done my understudy showing last semester, I have discovered that displaying my own composition for the understudies not just encourages them to see all the more unmistakably how I compose, yet causes me see how I compose also. My first understudy instructing experience occurred in a seventh-grade English study hall during the second 50% of the school year. The primary couple of weeks allowed me a chance to watch both the educator and the understudies taking an interest in different composing exercises. One task specifically requested that the understudies pick a subject of intrigue and record on paper all the data that they definitely thought about this subject. A basic task, isn't that so? Sitting out of the way of the homeroom, I chose to endeavor the task. On the highest point of my paper I composed sports. Under it, I expounded on why I picked the theme, what it intended to me and how it has assumed a critical job in my life. Before I knew it, I had secured one and a half pages with data. At the point when the time was up to quit composing, I checked out the study hall and saw a portion of the understudies seemed somewhat confounded. The task was not a troublesome one, not for me at any rate. At the point when the educator started requesting that understudies share what they had composed with the class, it was intriguing to locate that solitary a... ...n my life. On that day, I discovered that the parts of realizing how to accomplish something and realizing how to instruct it are distinctive to be sure, yet when they are entwined, beneficial things can occur. As an instructor of composing, I understand from my experience as of now that I have to make a stride back and permit my understudies some space to move around, some space to think, conceivably a model composition and a chance to get their pencils with no feelings of trepidation or disarray and essentially compose. They have to put stock in their own emotions, their encounters and their own insight into their general surroundings and figure out how to take advantage of them. Without this investigation, understudies will stay stuck sitting with that equivalent clear bit of paper before them. As a future educator of composing, I will investigate my composition by working nearby my understudies. I am basically astounded by what I have gained from this procedure as of now.

Grading System or Salary Scales for an organization Assignment

Reviewing System or Salary Scales for an association - Assignment Example r the greater part of the differed neighborhood taxpayer supported organizations laborers and thus all these are completely chosen by the National Joint Council for the nearby taxpayer driven organizations. In this way it is of prime significance to comprehend that the businesses utilize the past pay course of action whichever they have utilized effectively during the previous years to make installments and furthermore to structure the pay structures for the present and the future years. Henceforth however it is up to the sole carefulness and up to the businesses to decide the compensation of the representatives they need to consistently hold up under as a top priority that the pay structure will consistently hugy affect the psyches of the workers and furthermore their profitability which can most likely influence the exhibition of the organization and furthermore the benefits procured by the organization and furthermore the individual execution of the representatives concerning thei r pledge to the association. This will doubtlessly go far and a basic flaw on these lines in deciding the pay structure of the individual workers will most likely influence the general association later on. For this very explanation the businesses must be clear and furthermore fair and furthermore ought to be extremely liberal and furthermore utilize all their optional forces while deciding the pay structure of the representatives. Henceforth it is of prime significance that the supervisors who are endowed with the assurance of the3 pay structure need to avoid potential risk and furthermore structure the compensation scales dependent on different components and not founded on their individual impulses and likes. It is for this very explanation that the association and its administrators who are going to structure the compensation scales need to go to gatherings and furthermore ought to be all around prepared pack of authorities who can figure out what kind of pay ought to be fixed f or the representatives and furthermore on what premise. In this way before the assurance of the pay structures they ought to have significant level gatherings and furthermore direct an appropriate presentation examination for the

MIT Experience FAQs

MIT Experience FAQs Last week, high school counselors from across the country came to a conference at MIT. One of the events was a student panel, and I got to participate. We heard some great questions from the audience, worth sharing on the blogs. Note that the answers reflect my personal experiences, and do not represent the views of other students. For diverse personal takes on MIT life, read other bloggers’ posts here. _________________ Name, Year, Major, Place of Birth, Dorm Hi! I’m Yuliya, a senior majoring in Course 17 Political Science Course 24-1 Philosophy, with a minor in Course 9 Brain and Cognitive Sciences. I was born in Donetsk, Ukraine, and moved to Central Ohio during my freshman year of high school. I currently live on the First East floor of East Campus. What are you currently excited about? After this, Im heading to  9.46 Neuroscience of Morality. It’s a very “MIT” class, counting for both my Philosophy and Neuroscience requirements. And it’s been pretty amazing so far. This week, we are talking about empathy and compassion, and how they are expressed differently in the brain. Although the science on this is very new (the papers we read are from the past 1-7 years), some experiments have shown that empathizing with others’ pain actually activates our own brains’ pain regions! I’m also excited about the earrings I’m wearing. Last week, I went to the MIT Museum specifically to buy nerdy earrings (I recently pierced more holes in my ears just to create nerdy ear scenes”). I’m currently wearing a “pi,” a “square root,” and a chemical structure for the scent of jasmine in my left ear. The jasmine structure earrings are also scented like jasmine! Lastly, I’m excited about a bunch of things outside of class. My senior year slogan is “do all the things you might regret not doing later.” And that has been a lot of fun. What is on your shirt?   My shirt is from MIT’s annual production of The Vagina Monologues, which has happened for the past 15 years. The group that puts on VagMo is The F-Word, and I’m the president this year. We’re trying to expand the group to highlight more diverse underrepresented students’ voices, since VagMo is a bit outdated. This year, we want to talk and learn about topics like consent, gender, sexuality, communication, religion etc. 2017 Not Just For Vaginas Anymore! (though, to be fair, The F-Word never was) How did you choose your living community? East Campus is where I felt most comfortable, and the same goes for my floor, First East. Every year for Freshman Residence Exploration (REX), EC builds a fully-operational wooden roller coaster and fort, and freshmen get to help out. Its a pretty cool way to attract new residents. EC has an overarching dorm culture, but each floor has a sub-culture as well. Our hall has cats. And we do lots of cool things together. One IAP (January Independent Activities Period), we got together and built an LED disco dance floor. Later, we had a “Mitochondria Powerhouse of the Cell”-themed party which featured animated mitochondria sliding across the DDF. Our hall also goes out for food and watches TV together (e.g. Netflix shows, Rick and Morty, John Oliver, and GoT). The 1e GRT (Graduate Resident Tutor) makes us waffles with fun toppings every Monday. How do you make friends? What is your community at MIT? My hall is where most of my connections are. Regardless of what time it is, I can probably find someone to talk to. Outside of hall, student groups are a really great way to meet people with similar interests. That’s the case for other students as well. Because of MIT’s wonderful choose-your-own-residence plan, people find their local families and support systems. Plus ~60% of MIT men and ~40% of MIT women are affiliated with fraternities/sororities, and many others are in independent living groups. What surprised you the most about MIT?   How quickly it felt like home! And I’m definitely not unique in that perception. If you look at freshman Admissions bloggers’ first posts, they always contain some variation of the “MIT is home” statement. What kinds of students would not enjoy MIT?   People who are not passionate about STEM. Although you don’t have to be a STEM major (I’m not), MIT still requires a lot of challenging technical courses, such as GIRs (General Institute Requirements) and REST  (Restricted Electives in Science at Technology) classes. And HASS (Humanities, Arts, and Social Sciences) classes often get a technical spin as well, so you’re going to be really sad if you don’t like STEM. Also, you probably shouldn’t choose to come to MIT solely because you want to make a lot of money. What are MIT Humanities, Arts, and Social Sciences programs like?   HASS classes at MIT are challenging and amazing. We have some of the best programs in the U.S. (Economics is #1, Political Science is #9), and many faculty members are top experts in their field (Junot Díaz in 21W Writing won a Pulitzer, for example). I usually explain that MIT Political Science is “basically statistics” and MIT Philosophy is “basically logic.” Last spring in my Political Science Laboratory, we learned statistical methods, programming in a new language, and social science research specifics. My Womens and Gender Studies  course that semester was on epidemiology and medical research. I wanted to be a math major originally, and I haven’t moved too far from that. I just applied mathematics to answer fascinating questions about the world. And still got to explore many other fields. As a HASS major, you won’t miss out on job or other opportunities (even though it might feel like that during Career Fair). What is the biggest change/growth you experienced at MIT?   Starting with the tangible changes: my hair. It has been bleached, rainbow, red, purple and red colors, and is currently blue-black (with a partial side shave). These changes seem superficial, but they really represent my personal growth. At MIT, through my dorm community, VagMo, and other extracurriculars and UROPs, I got to explore and shape my identity, both in major and minor ways. Now I know what I really want to do with my life. And, by the way, a hairdo like this does not preclude you from getting a job at places like Veterans Affairs or Harvard Med School! What kinds of support services does MIT provide?   MIT offers  a lot of resources. The number of support options has been increasing since my freshman year, to the point that it gets confusing to decide where to go. This is why it’s great to live in dorms with upperclassmen, who can tell you which service, or even provider from the service, is best. We have live-in GRTs (Graduate Resident Tutors) in dorms, as well as Heads of House and Assistant Heads of House. Popular non-residential offices are S^3  (Student Support Services), good for academic arrangements and support, and MIT Mental Health, which is free  and confidential. Do students themselves reach out to support peers? Yes! The number of support services led by students has also been increasing. People here want to support peers. I’ve reached out to freshmen on hall informally, but also through  Peer Ears  sophomore year, which is a student group loosely affiliated with MIT Mental Health. Peer Ears are available to talk or refer to MIT services during a difficult period. I’m now in PLEASURE @ MIT, which stands for Peers Leading Education about Sexuality and Speaking Up for Relationship Empowerment, and is a student-led effort to promote healthy relationships and reduce sexual violence at MIT (note that the acronym is kind of misleading, because our focus is on relationships and identity).  MedLinks are another great residential peer resource. They can provide medical assistance, and, if you’re mildly sick, give you drugs. Lean On Me, started by a group of 2018s, provides anonymous peer support via text. All of these opportunities are unpaid, but students are excited to participate and willing to go through multiple days of training during the semester. There’s actually some competition for the positions, though MIT has lower barriers to entry than in other schools. What is your relationship with the alumni community like? Alumni are usually very happy to talk to current students! As an undergrad, you get access to the Infinite Connection portal, where you can browse through the alumni list and contact former students about potential jobs or just to chat. Over IAP (Independent Activities Period), theres an  Externship Program  for students to work in alumni’s workplaces. This year, there are 260 externship opportunities to choose from. Informally, dorms and halls host their own events for alums. For example, East Campus has organized Old East Campus Day. What would you change about MIT? More HASS majors! ~40% of MIT undergrads are in Course 6 Electrical Engineering and Computer Science, and another large portion is in Course 2 Mechanical Engineering. I was the only sophomore in Political Science, and we now only have six seniors. Philosophy is also super tiny (six people in all four years, last time I checked). This is great on one hand, as I get access to unique  opportunities, but it also gets lonely. What kinds of career services exist?   In my experience, upperclassmen are the best resource for career advice and inspiration, as well insider tips. Even by just observing them, you can learn a lot about the process. MIT also has an office of Global Education Career Development (GECD), which can help you edit your resumes and cover letters. The biggest career events are the Fall and Spring Career Fairs. 400+ companies participate (unfortunately, the majority of them are Course 6-related). What do you do outside of class? I mentioned The F-Word and PLEASURE @ MIT, which are two wonderful communities for personal growth and learning (and facilitation and public speaking skills are a must in the workplace!). I’m also continuing my UROP in Veterans Affairs and blogging. Since it’s my senior year, I’m applying to jobs, which is a major extracurricular on its own. The jobs process involves attending a lot of events and networking, preparing for specialized interviews, and writing cover letters and emails. Fortunately, I found fellow “job-seekers” to share information and a calendar. I’m also applying for graduate school. An essential activity: hanging out with close friends and people on hall in general! As always, we have a fantastic group of resident freshmen, and I’ve been getting to know them. Post Tagged #Career Fair #Course 17 - Political Science #Course 24-1 - Philosophy #East Campus #FAQs #Lean on Me #MedLinks #MIT Mental Health #Peer Ears #[emailprotected] #REST subjects #REX #S^3 #Vagina Monologues

MIT Experience FAQs

MIT Experience FAQs Last week, high school counselors from across the country came to a conference at MIT. One of the events was a student panel, and I got to participate. We heard some great questions from the audience, worth sharing on the blogs. Note that the answers reflect my personal experiences, and do not represent the views of other students. For diverse personal takes on MIT life, read other bloggers’ posts here. _________________ Name, Year, Major, Place of Birth, Dorm Hi! I’m Yuliya, a senior majoring in Course 17 Political Science Course 24-1 Philosophy, with a minor in Course 9 Brain and Cognitive Sciences. I was born in Donetsk, Ukraine, and moved to Central Ohio during my freshman year of high school. I currently live on the First East floor of East Campus. What are you currently excited about? After this, Im heading to  9.46 Neuroscience of Morality. It’s a very “MIT” class, counting for both my Philosophy and Neuroscience requirements. And it’s been pretty amazing so far. This week, we are talking about empathy and compassion, and how they are expressed differently in the brain. Although the science on this is very new (the papers we read are from the past 1-7 years), some experiments have shown that empathizing with others’ pain actually activates our own brains’ pain regions! I’m also excited about the earrings I’m wearing. Last week, I went to the MIT Museum specifically to buy nerdy earrings (I recently pierced more holes in my ears just to create nerdy ear scenes”). I’m currently wearing a “pi,” a “square root,” and a chemical structure for the scent of jasmine in my left ear. The jasmine structure earrings are also scented like jasmine! Lastly, I’m excited about a bunch of things outside of class. My senior year slogan is “do all the things you might regret not doing later.” And that has been a lot of fun. What is on your shirt?   My shirt is from MIT’s annual production of The Vagina Monologues, which has happened for the past 15 years. The group that puts on VagMo is The F-Word, and I’m the president this year. We’re trying to expand the group to highlight more diverse underrepresented students’ voices, since VagMo is a bit outdated. This year, we want to talk and learn about topics like consent, gender, sexuality, communication, religion etc. 2017 Not Just For Vaginas Anymore! (though, to be fair, The F-Word never was) How did you choose your living community? East Campus is where I felt most comfortable, and the same goes for my floor, First East. Every year for Freshman Residence Exploration (REX), EC builds a fully-operational wooden roller coaster and fort, and freshmen get to help out. Its a pretty cool way to attract new residents. EC has an overarching dorm culture, but each floor has a sub-culture as well. Our hall has cats. And we do lots of cool things together. One IAP (January Independent Activities Period), we got together and built an LED disco dance floor. Later, we had a “Mitochondria Powerhouse of the Cell”-themed party which featured animated mitochondria sliding across the DDF. Our hall also goes out for food and watches TV together (e.g. Netflix shows, Rick and Morty, John Oliver, and GoT). The 1e GRT (Graduate Resident Tutor) makes us waffles with fun toppings every Monday. How do you make friends? What is your community at MIT? My hall is where most of my connections are. Regardless of what time it is, I can probably find someone to talk to. Outside of hall, student groups are a really great way to meet people with similar interests. That’s the case for other students as well. Because of MIT’s wonderful choose-your-own-residence plan, people find their local families and support systems. Plus ~60% of MIT men and ~40% of MIT women are affiliated with fraternities/sororities, and many others are in independent living groups. What surprised you the most about MIT?   How quickly it felt like home! And I’m definitely not unique in that perception. If you look at freshman Admissions bloggers’ first posts, they always contain some variation of the “MIT is home” statement. What kinds of students would not enjoy MIT?   People who are not passionate about STEM. Although you don’t have to be a STEM major (I’m not), MIT still requires a lot of challenging technical courses, such as GIRs (General Institute Requirements) and REST  (Restricted Electives in Science at Technology) classes. And HASS (Humanities, Arts, and Social Sciences) classes often get a technical spin as well, so you’re going to be really sad if you don’t like STEM. Also, you probably shouldn’t choose to come to MIT solely because you want to make a lot of money. What are MIT Humanities, Arts, and Social Sciences programs like?   HASS classes at MIT are challenging and amazing. We have some of the best programs in the U.S. (Economics is #1, Political Science is #9), and many faculty members are top experts in their field (Junot Díaz in 21W Writing won a Pulitzer, for example). I usually explain that MIT Political Science is “basically statistics” and MIT Philosophy is “basically logic.” Last spring in my Political Science Laboratory, we learned statistical methods, programming in a new language, and social science research specifics. My Womens and Gender Studies  course that semester was on epidemiology and medical research. I wanted to be a math major originally, and I haven’t moved too far from that. I just applied mathematics to answer fascinating questions about the world. And still got to explore many other fields. As a HASS major, you won’t miss out on job or other opportunities (even though it might feel like that during Career Fair). What is the biggest change/growth you experienced at MIT?   Starting with the tangible changes: my hair. It has been bleached, rainbow, red, purple and red colors, and is currently blue-black (with a partial side shave). These changes seem superficial, but they really represent my personal growth. At MIT, through my dorm community, VagMo, and other extracurriculars and UROPs, I got to explore and shape my identity, both in major and minor ways. Now I know what I really want to do with my life. And, by the way, a hairdo like this does not preclude you from getting a job at places like Veterans Affairs or Harvard Med School! What kinds of support services does MIT provide?   MIT offers  a lot of resources. The number of support options has been increasing since my freshman year, to the point that it gets confusing to decide where to go. This is why it’s great to live in dorms with upperclassmen, who can tell you which service, or even provider from the service, is best. We have live-in GRTs (Graduate Resident Tutors) in dorms, as well as Heads of House and Assistant Heads of House. Popular non-residential offices are S^3  (Student Support Services), good for academic arrangements and support, and MIT Mental Health, which is free  and confidential. Do students themselves reach out to support peers? Yes! The number of support services led by students has also been increasing. People here want to support peers. I’ve reached out to freshmen on hall informally, but also through  Peer Ears  sophomore year, which is a student group loosely affiliated with MIT Mental Health. Peer Ears are available to talk or refer to MIT services during a difficult period. I’m now in PLEASURE @ MIT, which stands for Peers Leading Education about Sexuality and Speaking Up for Relationship Empowerment, and is a student-led effort to promote healthy relationships and reduce sexual violence at MIT (note that the acronym is kind of misleading, because our focus is on relationships and identity).  MedLinks are another great residential peer resource. They can provide medical assistance, and, if you’re mildly sick, give you drugs. Lean On Me, started by a group of 2018s, provides anonymous peer support via text. All of these opportunities are unpaid, but students are excited to participate and willing to go through multiple days of training during the semester. There’s actually some competition for the positions, though MIT has lower barriers to entry than in other schools. What is your relationship with the alumni community like? Alumni are usually very happy to talk to current students! As an undergrad, you get access to the Infinite Connection portal, where you can browse through the alumni list and contact former students about potential jobs or just to chat. Over IAP (Independent Activities Period), theres an  Externship Program  for students to work in alumni’s workplaces. This year, there are 260 externship opportunities to choose from. Informally, dorms and halls host their own events for alums. For example, East Campus has organized Old East Campus Day. What would you change about MIT? More HASS majors! ~40% of MIT undergrads are in Course 6 Electrical Engineering and Computer Science, and another large portion is in Course 2 Mechanical Engineering. I was the only sophomore in Political Science, and we now only have six seniors. Philosophy is also super tiny (six people in all four years, last time I checked). This is great on one hand, as I get access to unique  opportunities, but it also gets lonely. What kinds of career services exist?   In my experience, upperclassmen are the best resource for career advice and inspiration, as well insider tips. Even by just observing them, you can learn a lot about the process. MIT also has an office of Global Education Career Development (GECD), which can help you edit your resumes and cover letters. The biggest career events are the Fall and Spring Career Fairs. 400+ companies participate (unfortunately, the majority of them are Course 6-related). What do you do outside of class? I mentioned The F-Word and PLEASURE @ MIT, which are two wonderful communities for personal growth and learning (and facilitation and public speaking skills are a must in the workplace!). I’m also continuing my UROP in Veterans Affairs and blogging. Since it’s my senior year, I’m applying to jobs, which is a major extracurricular on its own. The jobs process involves attending a lot of events and networking, preparing for specialized interviews, and writing cover letters and emails. Fortunately, I found fellow “job-seekers” to share information and a calendar. I’m also applying for graduate school. An essential activity: hanging out with close friends and people on hall in general! As always, we have a fantastic group of resident freshmen, and I’ve been getting to know them. Post Tagged #Career Fair #Course 17 - Political Science #Course 24-1 - Philosophy #East Campus #FAQs #Lean on Me #MedLinks #MIT Mental Health #Peer Ears #[emailprotected] #REST subjects #REX #S^3 #Vagina Monologues

Eyewitness Memory For A Simulated Misdemeanor Crime

A review of Eyewitness Memory for a Simulated Misdemeanor Crime: The Role of Age and Temperament in Suggestibility The reviewed article is about a study in which children of two different age groups, and a group of adults were asked general-to-specific questions and misleading questions in an interview to see if the timing of the misleading questions and temperament affected the quality of the witness’s testimony. The researchers hypothesized that the use of misleading questions by interviewer’s causes the witness to unwittingly incorporate false information into their testimony. Method Participants There were 90 middle-class participants, mostly Caucasian, in three different age groups that participated in this study. The early elementary school group consisted of 16 boys and 14 girls age’s six to seven. The late elementary school group consisted of 16 boys and 14 girls age’s nine to 10. The adult group consisted of six men and 24 women ranging from 17 to 29 years old, all of which were currently attending a public Midwestern university. Three early elementary school children, six late elementary school children, and six adults were disregarded from this study because they did not complete the second interview. The children who participated were recruited from university staff and from local preschools and elementary schools with parental consent. The adults that were recruited were drawn from two undergraduate psychology classes and were given either class or researchShow MoreRelatedLogical Reasoning189930 Words   |  760 Pagesabout which explanat ion of the defendants actions is best. Jones: OK, lets consider what we know. We know there was a crime, since we can believe the grocery owners testimony that all the nights receipts are missing. The grocery clerk confirmed that testimony. She is the lone eyewitness to the crime; there were no others in the store at 2 a.m., when she said the crime was committed. We also know the grocerys videotaping system had been broken all week. The prosecutor has also proved that

The Sandwitch Factory - 1167 Words

The Sandwich Factory A) The short story The Sandwich Factory is written by Jason Kennedy and deals with a man’s experiences doing a low-paid job at a sandwich factory. It tells the story of how the man needs to be able to deal with a lot of things about himself and other people, to do the work and concentrate about it. We get a very good insight into his situation, but it is very much marked by his personal thoughts about it, and therefore it becomes more or less useless for us to relate to. It is very obvious that this man doesn’t like his job, and we even get the feeling that he doesn’t like his life either. To begin with the story takes place in the sandwich factory, where he works. He introduces us to some of the people he works†¦show more content†¦The manager, however, seems to think that he knows how everybody thinks, as he believes that the employees don’t like to be shunted around. It is obvious that he hasn’t tried it himself. The text gives an insight into how the managers think, and it can therefore be connected with the narrator’s thoughts in the short story. Picture 2, a still from Modern Times by Charlie Chaplin is a very interesting picture in this situation, as it represents society’s thoughts about the huge mass productions that suddenly overwhelmed the world. The film makes fun of the massive factory production that not only made a lot of people unemployed, but also made the world go mad. It can relate to the short story because of the way it uses irony to deal with a huge problem. B) The statement: a figure of speech is an expression or comparison that relies not on its literal meaning, but on its connotations and suggestions. is a very good way of describing figures of speeches. Dickens seems to be using it a lot, and the text is actually very much marked by figures of speeches. As an example there is a comparison between the color of the town and the face of a savage: [†¦] it was a town of unnatural red and black like the painted face of a savage. (ll. 2-3) and as another example we have the comparison between the steam-engine and an elephant: [†¦] the piston of the steam-engine worked monotonously up and down, like the head of an

Reward and Punishment Free Essays

In America we all live by laws, codes, and rules that have been put in place before we were even born. With each law and rule there is also a causal effect if we do not properly follow them. For instance, we know that if you kill someone, there will be negative consequences. We will write a custom essay sample on Reward and Punishment or any similar topic only for you Order Now Also, if we excel in our career, we will be rewarded appropriately. Justice and fairness are issues that we all strive to achieve. The concept of good and bad in regards to justice and fairness ties into our reward and punishment systems. Let’s take a look at how each of these is used in America.First we have reward. â€Å"Reward is one method of distributing on a fair and just basis the good we are concerned with† (Thiroux, and Krasemann 122). Reward is very desirable in many people eyes. We have the need to be rewarded for our efforts, whether it is at work or at home. There are two major theories that deal with how reward should be distributed which are retributivist and utilitarian. Retributivist, or deserts theory rewards based on what people deserve for what they have done in the past, not for what the consequences for what they have done will be.Rewarding based on one’s efforts is the main focus. According to the retributivist theory, if two people are enrolled in the same Ethics class and put in the same effort, they should end up with the same grade. This would seem to be unfair to many people. The example alone is one of the major issues regarding retributivist theory. There is no incentive for a person to produce a higher quality of work or seek a dangerous occupation. Utilitarian theory is based upon good consequences for everyone affected by acts or rules (Thiroux, and Krasemann 129).The emphasis is on the future and the rewards should be given only when someone is seeking to bring good consequences to everyone. The idea is to give someone an incentive to do better or work harder (Thiroux, and Krasemann 129). This theory also believes in rewarding people for working in dangerous or unpleasant occupations because it ultimately brings about the greater good for everyone involved. One problem of this theory is that the rewards are based on production and not hard work. In America I believe that we tend to use a combination of both retributive and utilitarian.Each theory has aspects to them that sound similar to the way some people are evaluated for rewards. While there are no hard fast rules as to how we should distribute rewards, everyone can agree that it should be done in the fairest method possible. The four basic ways that goods or rewards can be distributed are equally among all without merit, a person’s abilities, merit, and needs. The combination of criteria is specific to the situation for which we are basing the reward upon. For example, we distribute goods out based on needs. Think of a homeless person and what their needs might be; shelter, food, water, just to name a few.There are many local homeless shelters and soup kitchens that help meet these needs. Someone that is not homeless might argue that it isn’t fair that they would not be allowed to sleep in the shelter or eat at the soup kitchen, but if we think about the criteria for distributing goods, this person does not have the same need as a homeless person does. If the person disregards the need of others over his based on selfishness, the result could be in the form of punishment. Punishment is defined as â€Å"the infliction of some kind of pain or loss upon a person for a misdeed (i. e. , the transgression of a law or command). Punishment may take forms ranging from capital punishment, forced labor, imprisonment and fines (Encyclopedia Britannica). There are three different theories regarding how punishment should be distributed. The retributive theory states that punishment should be given only when it is deserved and the severity should match the extent of the crime. It is only concerned with the past and is given to deter future offensive behavior. Punishment is given to restore order within a society. A view of retributivism can be found in a saying in the Old Testament, â€Å"an eye for an eye and a tooth for a tooth† (Thiroux, and Krasemann 135).Retributive justice attempts to ensure that the punishment fits the crime so if you have committed a murder, you are put into prison for longer than if you have stolen a car. Another view is that of the utilitarian theory and it is focused on the future rather than the past. Punishment is not given because a crime, but given so that something good could result. An example would be instilling shame in a person if they did something that we feel is wrong. Lastly, we have the restitution theory. Restitution is provided to victims by those that committed the crimes.This could be accomplished easily when dealing with a crime like theft. According to restitution, if we give back the item that was stolen, justice would be achieved. When thinking about how America approaches punishment, I believe that we again use a combination of theories. The United States, we have been focused on retribution mainly because of the idea of â€Å"an eye for an eye, a tooth for a tooth†¦Ã¢â‚¬  which has been influential for thousands of years and used in ancient law (Encyclopedia Britannica). This focus on retribution has made the United States demand retaliation against criminals.This can clearly be demonstrated with the terrorist attacks of 9-11. The use of shame is also used a lot and I usually see it in younger children as a tactic to teach the child right from wrong. Restitution is also commonly used when the punishment can be easily resolved with this method. There will always be controversy over the effectiveness of how we reward and punish people in our society. The best we can hope for is that everyone tries to conduct themselves in the highest morals possible and in the event that punishment must be given it is done so in the fairest way possible.Punishment is necessary because it can also give a sense of closure and helps victims move on with their lives.Bibliography â€Å"Punishment. † Encyclopedia Britannica. Encyclopedia Britannica Online. Encyclopedia Britannica, 2010. Web. 15 Oct. 2010 http://original. search. eb. com. bloomington. libproxy. ivytech. edu. allstate. libproxy. ivytech. edu/eb/article-272347. Thiroux, Jacques, and Keith Krasemann. Ethics Theory and Practice. 10th. Upper Saddle River, NJ: Prentice Hall, 2009. 122. Print. How to cite Reward and Punishment, Papers

Analysis of Domestic Water Consumption free essay sample

Ali Adamu and the entire staff of the zonal planning office for their assistance. Much gratitude goes to my head of department and to all the staff of the department of geography and planning, university of Jos. Finally, I want to say thank you to all my friends who have been of great encouragement to me throughout this period, I remain grateful. ABSTRACT The Student Industrial Work Experience Scheme (SIWES) is a program which has been organized by the federal government through the industrial training und (ITF) for Nigeria institutions in order to enlighten the students on the usage of equipment and professional practice in their different fields of study. In fulfillment of my study as a geography and planning students, I carried out my six month industrial training in the survey and planning unit office Abuja Municipal Area Council (AMAC), located at area 10 Garki, Abuja. This report comprises of the organization chart of Federal Capital Development Authority (FCDA), urban and regi onal planning department and also Abuja Municipal Area Council(AMAC). his report also contains the functions of the zonal planning office, functions of the urban and regional planning department and also the activities I participated in and experiences I gained. Some of the problems encountered during the exercise and possible solutions, were not left out. In conclusion I recommended ways of improving the program and also support of the program by the federal government. TABLE OF CONTENTS Title page Dedication Acknowledgement Abstract CHAPTER ONE 1. 0 Introduction 1. 1 Industrial Training Fund 1. Brief History of SIWES 1. 3 Objectives of SIWES 1. 4 Relevance of SIWES to Urban and Regional Planning CHAPTER ONE 1. 0 INTRODUCTION The Student Industrial Work Experience Scheme is a program which involves the students, the universities and the industry. The siwes forms a part of the approved minimum academic standards in various degree program in Nigerian universities. The scheme is funded by the Federal Government of Nigeria and is coordinated by the Indus trial Training Fund and the National Universities Commission (NUC 1996). The Students Industrial Work Experience Scheme, bridges the gap between theory and practice and also it is aimed at exposing students to machines and equipments, professional work methods and ways of safe guarding work areas and organizations. This report contains the work undertaken, new knowledge learnt and problems encountered by the student during the six months industrial training in zonal planning office Abuja municipal area council located at area 10 Garki, Abuja. Solution to the problem are also included. 1. 1 INDUSTRIAL TRAINNING FUND(ITF) The industrial training fund was established in 1971 as a man power development agency for the federal government of Nigeria. The provision of decree 47 of 8th October 1971,empower industrial training fund (ITF) to promote and encourage the acquisition of skills in industry and co mmerce with a view to generate pool of indigenous trained manpower sufficient to meet the needs of the Nigeria economy. A clause was invented by the ITF in 1978 in the policy statement no. 1 dealing with issues of practical skills among locally trained professionals. Selection 15 of the policy, states that internal emphasis will be place on certain product of post-secondary to adopt or orientate easily on their possible post-graduation for environment. 1. 2 BRIEF HISTORY OF STUDENT INDUSTRIAL WORK EXPERIENCE SCHEME(SIWES) The student industrial work experience scheme (SIWES) came into being with the establishment of industrial training fund (ITF) by the federal government of Nigeria in 1973 under the degree of 47 of 1971 in other to boost indigenous capacity of the nation’s industrial need. This was brought about by the federal ministry of commerce and industries, finance, education in collaboration with NUC and board of technical education (NUBTE) who thought that the main aim of training and exposing students to industrial fields is to give them practical knowledge of what they have been thought in their respective courses. The first started on the 8th of October 1974 with few number of students from different institutions which later increased to a large number of students in tertiary institutions nationwide. 1. 3 OBJECTIVES OF SIWES To provide an avenue for students in Nigeria Universities to acquire industrial skills and experience in their course of study. 2 To prepare students on anticipated working situations after graduation. 3 To expose students to working methods and techniques in handling equipments and machinery that are not available in their various institution. 4 It enhances students contacts for later job placement. 1. 4 RELEVANCE OF SIWES TO URBAN AND REGIONAL PLANNING Planning is not complete until the job carried out on paper is transferred to the ground. his program gives students the opportunity of seeing work design on paper presented and transferred on ground. it also help in promoting social interaction and appreciating planning in practice and administration and relating with other allied professionals in planning. 1. 5 HISTORY OF FEDERAL CAPITAL DEVELOPMENT AUTHORITY Federal capital development authority (FCDA) is parastatals under the federal capital territory administration (FCTA) charged with the responsibility of building and developing the federal capital territory. Federal capital development authority (FCDA) was established in April 1976 by degree No 6 of 1976. Federal capital development authority comprises of 10 departments namely: Abuja metropolitan management council (AMMC), Engineering, survey and mapping, resettlement and compensation, finance and administration, mass housing, satellite town infrastructure, urban and regional planning, public building and procurement department. (chart of FCDA). 1. 6 HISTORY OF ABUJA MUNICIPAL AREA COUNCIL The evolution of Abuja Municipal area council could be trace to its creation as development area on the 1st of October 1984. in 1987, on the recommendation of the Ahmadu Bello University consultancy group it assumed the full status of local Government (area council). The area council secretariat has different departments such as health, works department, legal department, revenue, Abuja environmental protection board. Location/population Abuja municipal area council is located on the eastern wing of the federal capital territory. t is bounded on the east by Nasarawa state,on the west by kuje area council , North- west by Gwagwalada and on the North by Bwari area council. The last demographic report by the national population commission indicated that the population of the area council stood at 309,306. However it is important to note that the population figure may double this number as the area council is daily experiencing influx of people. The people Abuja municipal area council ha s the following ethnic groups: gbagyi, gwandara,koro, gade. he main gbagyi settlements in amac include the following:karu, nyanya, durumi,garki, keffi,kabasa, mabushi, jabi, lugbe, idu, toge, hulumi, pyakasa, jikwoyi, kuduru, orozo, maitama and asokoro areas. the gwandara people can be found in places like karshi, jiwa, awagwa, karmo and idu. The area council besides the city caters for the needs of over 49 communities each presided by village heads. Besides that, the area council has twelve political wards namely:City centre, Wuse,Gwarinpa, Garki, Kabusa, Gui, Gwagwa karshi, Orozo, Karu and Nyanya. (org chart of AMAC). CHAPTER TWO This chapter consist of basically the administrative work, assingment, fieldwork and lectures recived during the cause of my industrial training at Abuja Municipal Area Council. 2. 0 ADMINSTRATIVE WORK/ASSINGMENTS RECORDING OF INCOMING AND OUTGOING FILES: This is as a result of a complaint been brought to the planning office, in most cases it is a problem of encroachment. This complaint is been filed and taken to the planning and survey unit. My supervisor gives me this file to record into a booklet the file number, the date it was filed, the nature of the complaint. An outgoing file is a file I record which have already been treated. CONFIRMATION OF PLOT NUMBERS ON LAYOUTS: This is an exercise given to me by my supervisor. This entails the checking out of the plot numbers on a specific layout to confirm whether the plot exist in the layout and also to verify the total number of plots on a some layout which includes Apo extension II, Jikoyi village Intergration layout. ASSINGMENTS Some assingments were given to me by my supervisor which I carried out. This assingments includes; defination and type of scales and difference between geography and planning and urban and regional planning. DEFINATION OF SCALE: A scale can be defined as the ratio between the distance on the map and the corresponding distance on the earth surface. TYPES OF SCALES Representative Fraction: This type of scale is a fraction that expresses the mathematical relationship between map and the land such as 1:50,000 which is 1 map unit is equal to 50,000 units. Statement Scale: This is represented in form of a statement that a given distance on the earth equals a given measure on the chart or vice versa. Example 2cm represents 1km. Linear Scale: this shows directly on the map and the corresponding grounddistance.

Kafka and the Uncanny

Deterrence theory and scientific findings on the deterrence value of severe punishment

Deterrence theory and scientific findings on the deterrence value of severe punishment Deterrence theory Deterrence theory stems from behavioral psychology and concerns with the prevention or control of inappropriate actions through instillation of fear of punishments. Deterrence theory is a theory in criminology and has found persistent use in criminal justice system. The theory states that governments can significantly reduce crimes within their jurisdictions by raising the probability of arrest, probability of conviction and the severity of punishments (Mendes 60).Advertising We will write a custom essay sample on Deterrence theory and scientific findings on the deterrence value of severe punishment specifically for you for only $16.05 $11/page Learn More Deterrence theory views punishment in two ways. In the first case, criminals receive severe public punishment with a view to deter (prevent) other persons from committing similar offences in future. In the second instance, deterrence focuses on the deviance of the individual and attempts t o correct behavior through punishment in order to discourage the individual from repetition of such behavior. Deterrence theory justifies the enforcement of punishment in lieu of the offence committed. One of the most severe punishments that authorities enforce on criminals is the capital punishment. Capital punishment achieves deterrence since the executed individual cannot commit additional crimes. However, there is no consensus on whether it achieves general deterrence. According to Amlie Mitschow (1162), there is unsettled debate on whether the penalty can dissuade others from committing similar crimes. Historical development of deterrence theory Punishment with regard to crime can be traced back to the biblical times with the slogan â€Å"an eye for an eye, a tooth for a tooth.† However, Christians later emphasized tolerance and forgiveness as opposed to punishment to the extent of turning the other cheek. Formulated by utilitarian philosophers Cesare Beccaria (1764), J eremy Bentham (1789) and Montsquieu (1748), deterrence theory both explains crime as well as means of reducing it. They argued that crimes were attacks not only on individuals but also on the society (Mendes 61). This led to the advocacy of punishment with a view to protect the society through prevention of crime. Immanuel Kant was unequivocal in condemning the crime of murder and subsequently stated that whoever commits murder must die (Amlie Mitschow 1161). Throughout history, severe punishment, more so capital punishment received approval by mainstream religions (Judaism, Islam and Christianity) under proper circumstances although Buddhists and Quakers persistently oppose the death penalty (Amlie Mitschow 1161). Plato supports the practice and argues that any individual found guilty of robbery either through fraud or violence, is incurable and should be punished by death.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Arguments against deterrent theory Debate has raged on with regard to the real impact of severe punishment on the general welfare of the society. There are those that endorse capital punishment while others plainly denounce the practice. Arguments surrounding capital punishment depend on the moral view of those raising the arguments (Paternoster 776). Opponents of capital punishment raise several reasons why the practice should be discontinued in human beings. Universal sanctity of human life emerges as the sole reason why capital punishment should be abolished. The notion bases on the moral principle that condemns any attempt to take the life of a person. This is central to many religious traditions, and the argument acts both as a premise and a conclusion without any further reasoning (Amlie Mitschow 1165). Fears exist due to the irreversible nature of capital punishment. This aspect renders it detrimental if applied on an innocent person. Opponents further cite faults in statistics and argue that these pauses a risk that should cause states to improve their judicial processes. Opponents of capital punishment cite numerous cases where inmates on death sentence had their sentences overturned (Amlie Mitschow 1164). The implicit argument is that these cases concern wrongful conviction of innocent individuals. There is an argument that capital punishment deprives the culprit of the opportunity to express their remorse and make a contribution to society. It is possible for people to be transformed and compensate the society. However, this argument fails in the sense that justice should not be traded for some unknown future concern from the convict (Amlie Mitschow 1164). Scientific data report on the value of severe punishment Dà ¶lling et al (204) report on a meta-study of 700 different studies conducted to test the validity of the deterrence theory. The meta-analysis covers studies conducted between 1952 and 2006. Out of all the studies, the deterrent hypothesis receives approval in 53% of the studies and a rejection in 34% of the studies. The researchers, however, find that deterrence is more evident on mild crimes and punishment and comparatively low with regard to the death penalty (Dà ¶lling et al 205). According to Mendes (61) the effects of probabilities of arrest and conviction and the severity of punishment receive different perceptions by individuals. There are ambiguous findings with regard to the effects of severe punishments in deterrence theory. Many empirical studies report that the severity of punishments does not have deterrent effects. Even in circumstances where it has an effect, it is weak relative to the effect of the certainty of punishment. Empirical research that incorporates risks suggests that criminals are more risk acceptant (Mendes 70). This leads to the conclusion that certainty of punishment has greater deterrent effects as compared to the severity of the punishmen t.Advertising We will write a custom essay sample on Deterrence theory and scientific findings on the deterrence value of severe punishment specifically for you for only $16.05 $11/page Learn More Mendes and McDonald (596) report on scientific findings conducted on 33 studies that show little evidence of the severity of punishment and deterrence. They argue that the problem is not theory but rather the doubts of analysts with regard to the most appropriate statistical model to formulate deterrence theory. Components in the deterrence theory all act in unison and criminals consider all of them jointly and not individually. Statistical models formulated and estimated with the deterrence package intact shows an effect of the severity of punishment in deterrence (Mendes McDonald 600). Statistical data aimed at comparisons between states has not yielded much success. This is because of differences in demographics within and between states. Besides, other factor s that change over the span of the study affect inter-temporal studies (Amlie Mitschow 1162). Most countries have abolished capital punishment, and even where practiced, its application is uncertain and untimely. Conclusion According to the deterrence theory, prevention of crime requires a combination of the probability of arrest, probability of conviction given arrest, and a severe punishment given conviction. It is essential to consider the three components jointly, as no single component acting alone is sufficient. Empirical findings of the effect of severity of punishment in deterrence have yielded mixed results. Analysts who have studied the deterrence components independently have majorly brought negative results. On the other side, models that combine probability of punishment with severity of such punishment yield result consistent with the expectations of deterrence theory. Therefore, it is crucial to treat all the three elements of the theory as a package as the component s fail when unbundled. Amlie, Thomas T. Mitschow, Mark C. â€Å"Arthur Andersen and the capital punishment debate.† Managerial Auditing Journal 19, 9 (2004): 1160-1172. Dà ¶lling, Dieter, et al. â€Å"Is deterrence effective? Results of a Meta-Analysis of punishment.† European Journal of Criminology Research 15 (2009): 201-224.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Mendes, Silvia M. â€Å"Certainty, Severity, and Their Relative Deterrent Effects: Questioning the Implications of the Role of Risk in Criminal Deterrence Policy.† Policy Studies Journal 32, 1 (2004): 59-74. Mendes, Silvia M. McDonald, Michael D. â€Å"Putting severity of punishment back in the deterrence package.† Policy Studies Journal 29, 4 (2001): 588-610. Paternoster, Raymond. â€Å"How much do we really know about criminal deterrence?† Journal of Criminal Law Criminology100,  3(Summer 2010): 765-823.

How print press stimulated social and political change in Europe Essay

How print press stimulated social and political change in Europe - Essay Example People such as Martin Luther openly opposed the rule of the Roman Catholic Church. He argued that its acts went against the values of Christianity. In the political arena, people had the platform to voice out their political opinions. Wars and revolutions emerged because people realized that their leaders were either dictatorial or had propaganda agendas. The paper will discuss how the printing press stimulated social and political change in Europe. The Printing Press The printing press (movable type) was the indicator innovation in the early contemporary information technology. Between the years 1446 and 1450, Johannes Gutenberg introduced the first printing press in Mainz, Germany. In the following five decades, the technology was widely adopted across Europe. In the same period, the prices of book decreased by two thirds and this transformed the conditions of intellectual work and the ways in which ideas were distributed. Historians indicate that the printing press was one of the greatest inventions in the history of humanity.12 How Print Press Stimulated Social and Political Change in Europe The rise of modernism is attributed to the invention of the printing press and the spread of literacy throughout Europe. ... crucial in the success of modernism in the West.3 It is important to note that before the printing press invention, owning a Bible or any other book was a rare feat. As the printing presses proliferated, so did the Bibles and other books. These books became increasingly available to the population, thus the information accessible and available to individuals increased rapidly. Consequently, it encouraged the development of literacy. In the 17th century, political pamphlets and technical literature, storybooks and novels, as well as commentaries on religious matters and the Bible became very common. Magazines and newspapers began appearing in the 18th century. In the 19th century, the levels of literacy were well spread enough to develop a market for cheap press. It is during this time that advertising found its place in the market.4 The printing press created significant changes in the economic, political, and social spheres. It increased the speed and reduced the costs of reproducti on. Printing press made the dissemination of ideas much easier. Manuscripts and books ceased to be isolated to a particular group (monarchs) in the society, and became accessible and available to most people in the society. Thus, they started serving as important forums for public discussion. Happening at a period of political and religious turmoil, the printing press presented the European monarchs with both an economic opportunity and political threat. The development of the law of copyright was to deal with this threat and take advantage of the opportunity presented.5 Direct censorship was the viable means for confronting the political threat coming from the printing press. It also muffled the printing industry and consequently limited the economic benefits of the government from the

Early Greek,Roman,and Christian Historiography Essay

Early Greek,Roman,and Christian Historiography - Essay Example To this extent, it is important to note that the writing of pre-modern history, often known as historiography, involved early historiographers writing about various civilizations that existed at their lifetime and even beyond (Bispham, Harrison, & Sparkes, 2006). In this regard, it is worthy to note that some of the major civilizations that the historiographers documented included the early Greek, Roman, and Christian civilizations. Due to the diversity of these civilizations, many historiographers adopted different approaches in pursuing the history of such civilizations (Mehl, 2005). This paper therefore, compares and contrasts the various approaches to the historical inquiry pursued by Greek, Roman, and Christian historians. Essentially, the early Christian Historiography incorporated a number of approaches that were unique to the civilization, as the historiographers at the time (Osborne, 2004). Perhaps it is important to commence by noting that all the Christian Historical materials must bear apocalyptic, universal necessity, and periodical significance, according to the Christian principles (Bispham, Harrison, & Sparkes, 2006).. Certainly, Christian historiographers take the approach of universal necessity in the sense that they attempt to describe the history of the world from the creation of man to the latest events in the Christian history (Marincola, 2010). This means that Christian historiography only goes to the universal extent of seeking the origin of the races and distribution patterns of such races. On the contrary, the Greco-Roman historiographers take a slightly different approach in the sense that it is more particular in describing the history of civilizations (Mehl, 2005). Instead of d escribing how civilizations and powers rose and fell, the Greco-Roman historiographers describe Greece and Rome as the nerve centres of all historical revolution. On the other hand, the Christian

The Seven Unique Features Of E-Commerce Essay

The Seven Unique Features Of E-Commerce Essay Assume that, you had bought two products through online. Explain why you choose to buy that product through online, pros and cons of online purchase. Introduction What is E-commerce? E-commerce is a business model or a larger business model that allows companies or individuals through the electronic network and is usually the type of business segments in the internet. E-commerce is also can do business it can provide a new way to companies of all sizes to create new relationships and extended relational operations on the basis of the now, website and network activity. E-commerce levels the playing field for any organization that chooses to participate, small or large. In addition, also can buy or sell goods and products on the internet. Can any trades through electronic measures can be the electronic commerce, and without using any paper documents, electronic commerce is subdivided into three categories: business to business in B2B, business to consumer or B2C and consumer to consumer or C2C. E-commerce includes a full variety of pre-sale and customer service activities. What is B2B (Business To Business)? B2B is a type of between manufacturers and wholesalers or wholesalers and retailers. Business to business refers to the business between the company rather than the company and personal consumption. What is B2C (Business to Customer)? B2C is also the trading between consumers. For example, to promote their products or services to the users directly between business and transaction. What is C2C (Customer to Customer)? C2C is the promotion and interaction between benefit and customer. Customer to customer is to provide location and talk to people, exchange and trading with other people. Answer of Question 1 Every one of e-commerce has become a household name. There are known to have different calculations or e-commerce tools, we should learn our computers, using mobile Internet terms, and it is readily waiting for your attention. A main feature of e-commerce through commercial transactions is making money on the Internet. Today, you do not need to travel to meet people in the e-commerce retailers, manufacturers and consumers a whole new world. People have come to realize, the need for it, and start to enjoy it. I chose www.ridefourever.com website. In E-e-commerce e-commerce site types are 7 unique features, such as the Ubiquity, Global Reach, Universal Standards, Richness, Interactivity, Information Density, and Personalization. Seven Unique features of E-commerce Ubiquity- The traditional business market is a physical place, access to treatment by means of document circulation. For example, clothes and shoes are usually directed to encourage customers to go somewhere to buy. E-commerce is ubiquitous meaning that it can be everywhere. E-commerce is the worlds reduce cognitive energy required to complete the task. Global Reach- E-commerce allows business transactions on the cross country bound can be more convenient and more effective as compared with the traditional commerce. On the e-commerce businesses potential market scale is roughly equivalent to the network the size of the worlds population. Universal Standards- E-commerce technologies is an unusual feature, is the technical standard of the Internet, so to carry out the technical standard of e-commerce is shared by all countries around the world standard. Standard can greatly affect the market entry cost and considering the cost of the goods on the market. The standard can make technology business existing become more easily, which can reduce the cost, technique of indirect costs in addition can set the electronic commerce website 10$ / month. Richness- Advertising and branding are an important part of commerce. E-commerce can deliver video, audio, animation, billboards, signs and etc. However, its about as rich as television technology. Interactivity- Twentieth Century electronic commerce business technology is called interactive, so they allow for two-way communication between businesses and consumers. Information Density- The density of information the Internet has greatly improved, as long as the total amount and all markets, consumers and businesses quality information. The electronic commerce technology, reduce the information collection, storage, communication and processing cost. At the same time, accuracy and timeliness of the information technology increases greatly, information is more useful, more important than ever. Personalization- E-commerce technology allows for personalization. Business can be adjusted for a name, a persons interests and past purchase message objects and marketing message to a specific individual. The technology also allows for custom. Merchants can change the product or service based on user preferences, or previous behavior. The seven unique features have its own function but also have disadvantages in this website. The seven unique features most in this website is no problem, but the information density has some disadvantages and its one of the seven unique features. Information density is the function of information to the Internet and the web site can be the total amount and all markets, consumers and enterprise quality information. At the same time, accuracy and timeliness of the consumers can know this website information. But the website in this regard is poor because of its language in this website is insufficient and even only a language so easily lead to consumers in the shopping website will be very troublesome, even if consumers do not understand the language may be to give up on this website shopping and even lead to this site is less and less people browse or buy. For example in this web site to buy clothes but the browsing process found that consumers choose clothes are not enough data to t he customer cannot be assured to buy, so in this aspect of the problem should be properly modified and solve this problem. For example, should first website have a variety of linguistic choices can make different national consumers easily understand this website information easy to buy the goods. Then on the items, such as this site is selling the clothes should be more detailed write the item price, style, color and size, so that the customer more easy to buy. In addition, whenever new styles of clothing in the website promotion to the customer know. Conclusion In e-commerce we can see that these seven kinds of unique features in the function of the website. The seven unique features function is very important if no one function will make your site there are loopholes in the website, so an indispensable. The seven unique features were Ubiquity: available everywhere and all the time; Global Reach: users or customers can obtain total enterprise electronic commerce; Universal Standards: is shared by all countries around the world standard; Richness: complexity and message content; Interactivity: which allows for two-way communication between businesses and consumers, provide the quantity and quality of information in general; Information Density: to all market participants; Personalization: for marketing message to a specific person, by adjusting the news of interest, the name of a person and past purchases. E-commerce technology, allows customers to learn more and more consumers, more efficient use of the information. Online businesses can us e this information to develop new information asymmetry, enhance their brand products, to charge higher prices, quality service and market segmentation of many groups, each of the different prices.

Against Capital Punishment Essay -- essays research papers

â€Å"At 8:00 p.m. it was nearing the end of John Evans’ last day on death row. He had spent most of the day with his minister and family, praying and talking of what was to come. At 8:20 he was walked from his cell down to the long hall to the execution room and strapped in the electric chair. At 8:30 p.m. the first jolt of 1900 volts passed through Mr. Evans’ body. It lasted 30 seconds. Sparks and flames erupted from the electrode tied to Mr. Evans’ leg. His body slammed against the straps holding him in the chair and his fist clenched permanently. The electrode then burst from the strap holding it in place. A large puff of gray smoke and sparks pored out from under the hood that covered his face. An overpowering stench of burnt flesh and clothing began pervading the witness room. Two doctors then examined Mr. Evans and declared that he was not dead. The electrode was then refastened and Mr. Evans was given another 30-second jolt. The stench was nauseating. Again the doctors examined him and found his heart still beating. At this time the prison commissioner, who was talking on the line with Governor George Wallace of Alabama, was asked to cancel the execution on the grounds that Mr. Evans was being subject to cruel and unusual punishment. The request was denied. At 8:40 p.m. the third charge of electricity was passed through Mr. Evans body. At 8:44 p.m. he was pronounced dead. The execution took 14 minutes. Afterward officials were embarrassed by what one observer called the â€Å"barbaric ritual.† The electric chair is supposed to be a very humane way of administering death, if there is one† (Zimring, & Hawkins, 1986, p.1). Every Western Industrial nation has stopped executing criminals, except the United States. Most Western nations have executed criminals in this century, and many were executed after World War II. Then executions suddenly decreased (Clay, 1990, p.9). This is partly because the people in many European countries might have been tired of killing from the war. In most cases the countries and states that stopped capital punishment followed with its formal abolition shortly after (Clay, 1990, p.10). One reason that the United States did not end capital punishment at this time is partly due to the fact that the war was never fought on our soil and US citizens had not all lived through the death and destruction of WWII personally. Some think that ... ...yclists from Los Angeles who were innocent. The jury’s verdict in this case was based on alleged eyewitnesses and a perjured testimony. If it hadn’t been for the investigation of newspaper journalists, and the confession of the real killer, they too would have died innocent men (Bedau, 1999, November 10). Though these two stories have reassuring endings, but the chances of good outcomes happening are small. People are too commonly wrongly accused of crimes. There will always be overzealous prosecution, perjured testimony, faulty police work, coerced confessions, the defendant’s previous criminal record, and inept defense councils. People will be wrongly put to death leaving their families behind wondering who was telling the truth. As long as society chooses to ignore its moral values, and as long as it brings down the value of a human life, capital punishment will remain in use. People must do the research and see for themselves the costs to society, both in dollars and in lives, are far too high. People will always make mistakes, and with the death penalty in use innocent people will die. For these reasons the United States should follow the lead and abolish capital punishment.

Noh Theatre: Japanese Influence in American Theatre

The Japanese although is not a common ethnicity in the United States have their piece of influence in the entire American people. Their delicacies and arts have proliferated in our society as represented in major restaurants and business establishments promoting them. One way of looking at the degree of impact that they have on our community is through the appreciation of American thetare of the Japanese Noh theatre. The admiration to the latter may have led to the adoption of its certain techniques and props by the former. Noh or N?gaku is a major form of classic Japanese musical drama. Noh has been slow and modified for several centuries beginning the   Tang Dynasty. It is interesting to learn that it influenced other dramatic forms such as Kabuki and Butoh. During the Meijing era, it was recognized as one of the three national forms of drama. The unique characteristic of Noh is that Noh actors and musicians never rehearse for performances together. Each actor, musician, and choral chanter practices his or her fundamental movements, songs, and dances independent of each other. A senior director may guide them but again, separately. This gives the interactions of all the performers together greater importance. Noh exemplifies the traditional Japanese aesthetic of transience, called â€Å"ichi-go ichi-e†. The popular costume in Noh includes masks to be worn by the main actor called shite and his companions yet only when they belong to the following categories; old man, woman, youth, and supernatural being. The masks portray sculptural art in Japan and are made of wood. A certain Ernest Fenoilosa, in 1916 had claimed that he was one of the two foreigners who had ever been taught and practiced the techniques of the Japanese Noh theatre. The progression of its popularity might be slow but soon enough, Western scholars and artists have been swayed toward it due to its great grace, precision and discipline, and by its power to evoke the most poignant and the most sublime emotions. A Noh performance seems truly to portray poetry in motion, as well as poetry in repose.[1] Books about Noh and translations of its plays have contributed to its entry into Western theatres. It is probably the ancient art forms that the audience has managed to look forward to in Noh performances. Now there is a group of American professional actors that can say it has also been initiated into the Noh: †¦With the initiative of The Institute for Advanced Studies in the Theatre Arts in New York, in association with the Japan Society, two Noh actors came from Tokyo to the United States. Here, forthe first time in history, they directed non-Japanese actors in a production of Ikkaku Sennin, a classical Noh play. The directors were Sadayo Kita, a sixteenth generation Noh performer from the Kita troupe of the Noh, Tokyo, and his assistant, Akiyo Tomoeda, also of the Kita troupe†¦ (Packard,____) The actors have found it difficult to imitate the movements of the hands and feet of Japanese Noh performers. They found it challenging to preserve the tradition and ritual embedded behind every gesture and act. As Noh is considered the â€Å"immeasurable scripture†; it is a combination of song, dance, poetry, drama and religion, each performance is an act of ultimate control. It represents stoic patience of waiting for long periods of time on stage. As soon as the American actors had completed their basic training in Noh movement, they were given authentic Noh costumes, colorful robes and wigs and masks. A stage was constructed out of white pine, built to the requirements of the Noh theatre but with consideration of the relatively larger built of the Americans. In relation to American theatre arts, Noh is relatively confined to strict movements while the other is free But the American actors claimed they have learned new interpretations and adopted the use of masks. While Noh is selfless, American theatre is egotistic. To use the comment of Packard, one could truly say that this introduction of Noh in American theatre has produced a momentum and historic event, when he said, â€Å"The American theatre, with such a deep need for style and tradition, could acquire a great deal from the discipline and technique of the Japanese Noh theatre†. Works Cited Packard, William. â€Å"An Experiment in Noh.† Sorgenfrei, Carol Fisher. â€Å"The State of Asian Theatre Studies in the American Academy.† Theatre Survey. Vol. 47 No. 2 (2006). www.wikipedia.com       [1] Packard, William. â€Å"An Experiment in Noh.† P. 60.

The Adventures of Huckleberry Finn by Mark Twain - 870 Words

The Adventures of Huckleberry Finn,† by Mark Twain, is considered to be one of the greatest American works of art. The novel was published in 1885 and was â€Å"one book from which all modern American literature† came (Ernest Hemingway). The novel was so powerful because it introduced new ideas into book such as the vernacular language and strong expression of racism. As being one of the greatest American novels, it was one of the most controversial. This novel has faced banishment from schools and libraries over the years, even including shortly after it was published due to the idea of a white boy hanging out/helping a black boy. The continuous argument on whether this novel should be taught in schools is still alive and as strong as ever. â€Å"Huckleberry Finn† should be taught in schools for its powerful depictions of racism, which in return does more good than harm. This novel deserves to be presented to all high school students for what it accomplish es to present to the reader. â€Å"Huckleberry Finn† should be taught in schools for its powerful depictions of racism that it presents. Many believe Twain over uses the â€Å"N† word and argue that it is not politically correct to do so. These people focus on the use of this word to be so offensive, that it all together ruins the work. â€Å"Here was a free nigger there from Ohio—a mulatter, most as white as a white man. He had the whitest shirt on you ever see, too, and the shiniest hat; and there ain’t a man in town that’s got asShow MoreRelatedThe Adventures of Huckleberry Finn by Mark Twain830 Words   |  3 PagesThe Adventures of Huckleberry Finn by Mark Twain is â€Å"A Great American Novel†, because of its complexity and richness. Twain writes dialogue that brings his characters to life. He creates characters with unique voice and helps the reader connect to the book. Anyone who reads it is forced to develop feelings for each character. Even though there is a great amount of controversy over the use of some choices, such as the â€Å"n word†, it makes the book more realistic. In the beginning of the novel Huck,Read MoreThe Adventures Of Huckleberry Finn By Mark Twain1103 Words   |  5 PagesDmitri Van Duine Jr English Mr. Nelson November 27th The Adventures of Huckleberry Finn: Huck Finn and Tom Sawyer The Adventures of Huckleberry Finn, Written by Mark Twain filled his stories with many examples of satire as to convey a message while also writing an interesting story. The Adventures of Huckleberry Finn revolves around the adventures of a young boy called Huckleberry Finn, who is about thirteen years old. Tom Sawyer is Huck’s best friend and around the same age as Huck. He is onlyRead MoreThe Adventures Of Huckleberry Finn By Mark Twain Essay1055 Words   |  5 PagesZambrano Mrs. Patmor AP Lit-Period 5 28 September 2016 Adventures of Huckleberry Finn 1835 Mark Twain embodies realism in almost every aspect of his writing not excluding The Adventures of Huckleberry Finn, which in he portrays such a lifelike setting that it almost gives you this sense of reality through the point of view of a young man that has an urge for freedom yet struggles to conform to society s norms due to his adolescence. Twain s ability to unmask the true identities of the charactersRead MoreThe Adventures Of Huckleberry Finn By Mark Twain931 Words   |  4 PagesWolski Mrs. Goska English 2H Period 3 22 October 2014 The Adventures of Huckleberry Finn Mob mentality is the way an individual’s decisions become influenced by the often unprincipled actions of a crowd. Mark Twain penned The Adventures of Huckleberry Finn. Twain grew up in America’s southern states during the early 1800’s, a time in which moral confusion erupted within the minds of humans. The Adventures of Huckleberry Finn s protagonist is a young boy named Huck who freely travels alongRead MoreThe Adventures Of Huckleberry Finn By Mark Twain1375 Words   |  6 Pagesmention the years spent growing and maturing physically. Teenagers are stuck in an inbetween state where they must learn who they want to become and what they want to be when they grow older. The same is true for Huckleberry Finn, from the book â€Å"The Adventures of Huckleberry Finn† by Mark Twain. This is a book that was written in a time of great confusion over moral codes and standards. It was a world split in half by two different worlds of people; those who opposed, a nd those who promoted slavery.Read MoreThe Adventures Of Huckleberry Finn By Mark Twain2083 Words   |  9 PagesSatire in Huckleberry Finn In the novel â€Å"The Adventures of Huckleberry Finn† by Mark Twain, we are told a story about a young boy and his slave companion’s journey down the Mississippi River and all of their encounters with other characters. Twain constructed a beautiful narrative on how young Huck Finn, the protagonist in the story, learns about the world and from other adult characters, how he is shaped into his own person. At the time this book was made however, this novel provided serious socialRead MoreMark Twain and The Adventures of Huckleberry Finn1575 Words   |  6 Pages Mark Twain and The Adventures of Huckleberry Finn Controversy Mark Twain, born Samuel Langhorne Clemens, is a highly recognizable figure in American literature. Born in Florida, Missouri Mark Twain and his family moved to Hannibal, Missouri where Twain discovered and fell in love with the mighty Mississippi River. The river and his life in Hannibal became his inspiration and guiding light in most of his writing. Although Twain loved the river and did a great deal of traveling, he eventuallyRead MoreThe Adventures Of Huckleberry Finn By Mark Twain1005 Words   |  5 Pages In the Adventures of Huckleberry Finn written by Mark Twain in the 19th century is about a young boy named Huck Finn and Jim, a runaway slave who go on an adventure. The two travel on a raft along the Mississippi river creating a bond and making memories. Mark Twain presents Huckleberry Finn as a dynamic character who at first views Jim as property and eventually considers Jim as a friend, showing a change in maturity. In the beginning of the book, Huck Finn clearly sees Jim as nothing more thanRead MoreThe Adventures Of Huckleberry Finn By Mark Twain1335 Words   |  6 Pagesyear The Adventures of Huckleberry Finn is placed in the top ten banned books in America. People find the novel to be oppressing and racially insensitive due to its frequent use of the n-word and the portrayal of blacks as a Sambo caricature. However, this goes against Mark Twain’s intent of bringing awareness to the racism in America. The Adventures of Huckleberry Finn by Mark Twain is classified under the genre of satire and is narrated by a fictional character named Huckleberry Finn. The novelRead MoreThe Adventures Of Huckleberry Finn By Mark Twain810 Words   |  4 PagesBefore Mark Twain started to write two of his most famous novels, The Adventures of Tom Sawyer and Adventures of Huckleberry Finn, Mark was known to use his characters to display his own thoughts and opinions. â€Å"This device allowed him to s ay just about anything he wanted, provided he could convincingly claim he was simply reporting what others had said.† (Twain, 1283). Mark Twain used this process to be a foundation of his lectures, by manipulating his popularly with his readers. During the story