Eolic Energy in Australia - 869 Words

Wind energy is one of the most commercially reliable and cost-effective renewable energy (RE) resources available worldwide and its utilization in Australia is undoubtedly an advantageous prospect. Initially, the generation of wind energy is produced through the motion of air from high pressure to low pressure, as this progression is a direct consequence of the solar heating of various parts of the Earths atmosphere and its planetary motion, thus resulting in the air being deflected to the right in the northern hemisphere and in the opposite direction in the southern hemisphere (Duffie and William, 2013). It is generally observed that wind power generation is the best suited source for Australias future as it is clean, low-cost (in†¦show more content†¦The final statistical results displayed that the maximum wind speeds were observed at Tasmanias Macquarie Island weather station (10.2 m/s) and its approximate electricity price ranged from AUD$0.25/kWh to AUD$0.4/kWh whilst, the energy production in Northern Territory proved to be of no possibility in both economics and environment as its energy production made no contribution at all (except for the grid) (GM Shafiullah et al, 2011). Therefore, as Tasmania ranked the highest in all relevant areas, it is concluded this state is the most suitable location for the construction of generation of wind energy (GM Shafiullah et al, 2011). Just as there are positive benefits from utilizing this renewable source, there are also some key disadvantages associated with wind energy generation which should be considered. Firstly, the effect of visual impacts depends not only upon the outward appearance of the turbines, but also the individuals personal attitudes to their presence (G.M Shafiullah, 2012). Similarly, a study conducted by Gourlay (2008) showed that the majority of the UK population (approximately 70%) had displayed a positive outlook

The Role Of Marketing Strategies For Enhancing Marketing

The Role of ColorIn Enhancing Marketing Companies spend millions of dollars every year in marketing. A myriad of marketing strategies have been used in an effort to attract more clients in order to increase revenue. These include e-mail marketing, content marketing and advertisements in websites and social networks.A myriad of marketing strategies, including e-mail marketing, content marketing, and advertisements in websites and social networks, have been used in an effort to attract more clients and increase revenue.Color is important irrespective of the type of marketing you venture into. The role of using color in a marketing strategy must never be ignored. †¢ Increases brand recognition It is extremely crucial to ensure that a prospect is not only made aware that a certain company exists but is also able to easily recognize it based off of a component as basic as colorremember it. A research conducted by University of Loyola in Maryland has shown that color increases brand recognition by 80%. This means that if you fail to add color to your marketing, a prospect is less likely to recall your brand more likely to forget about the brand very fast. Obviously, this is an incidence that no company would love to encounter. People tend to associate different brands based on color and logos. Therefore, it is exceedingly important that you incorporate color to your brand marketing and logo. †¢ Increases marketing success rates Human beings are visual beings.According totheShow MoreRelatedMarketing Proposal : Marketing Plan1575 Words   |  7 PagesGreyston Bakery Marketing Proposal Executive Summary Marketing is a very crucial component of every business. The case study mentioned in this paper discusses a complex business structure, where the company’s goals are more concerned with community and environment sustainability. 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Through decades, Netflix organization has been forced by both the internal and external factors to develop sustainable strategies in order to coup with the ever changing business environment. Good team working has also enabled Hastings to maintain the business at the top position when comparedRead MoreCore Concept Branding679 Words   |  3 Pages In reality brands can exist forever if they are managed to stay in step with their target customers unmet needs, preferences, wants and strive to exceed their expectations. Brand familiarity and execution are key to the longevity of any marketing strategy, and to attain this over time brand marketers must stay agile enough to shift with customers needs, both actual and planned (Palmer, 2010). Consider Proctor Gamble and their approach to branding soap over the last one hundred years, whereRead MoreMarketing and Customer1096 Words   |  5 PagesMegan Sedlacek Marketing Unit 4 Assignment 1. As a marketing consultant for a chain of hair salons, you have been asked to evaluate the kids’ market as a potential segment for the chain to target. Evaluate the kids’ segment against the four criteria for successful market segmentation. * Substantiality: Is the kids’ group large enough to warrant developing and maintaining a special marketing mix? I think so. However, there is a challenge finding the right size or balance. IfRead MoreBalanced Scorecard: Customer Approach949 Words   |  4 PagesLussierEntrepreneurs Use a Balanced Scorecard to Translate Strategy into Performance MeasuresJournal of Small Business Management MilwaukeeJournal of Small Business Management Milwaukee407-426Vol. 44, Iss. 3; pg. 407, 19 pgs32006( HYPERLINK l _ENREF_1 o Andra Gumbus, 2006 #323 Andra Gumbus, 2006). Use of a Balanced Scorecards has been touted to assist in improving the customer-company relationship with consistency thus, playing an important role in marketing strategy. 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Bed

Bed-wetting Essay Bed-wetting, or enuresis, isinvoluntary urination that usually occurs duringsleep. It is common in children up to age 5, andabout 15 percent of older children aged 5 to 13also have bed-wetting episodes. The precisecause is unknown, but it may be due to delayeddevelopment of bladder capacity, constipation, ordiseases, such as urinary tract infection, kidneydisease, or diabetes mellitus. Emotionally stressfulevents, such as hospitalization or loss of a parent,may contribute to enuresis. In most cases childrenoutgrow the problem, but persistent cases requirea physical examination in case there is anunderlying medical problem. Enuresis not causedby a physical problem can be halted with effectivebehavior-modification therapies. Anothertechnique uses a battery-operated urinary alarmthat is set off by wetting; eventually the child learnsto waken before the alarm. In rare cases the drugimipramine is prescribed. Bibliography: Welford,Heather, Toilet Training and Bed Wetting (1988).

The American Gender Theme

Table of Contents Introduction Theme of Gender in â€Å"the American† Conclusion Work Cited Introduction Henry James (1943-1916) in his book â€Å"the American† exposes the various roles assumed by both men and women in the society. The novel takes a complex approach with the theme cutting across the lifestyles in America and Europe. In this novel, James portrays an in-depth greed and selfishness that compels characters to indulge in acts of hypocrisy and greed.Advertising We will write a custom essay sample on The American: Gender Theme specifically for you for only $16.05 $11/page Learn More Some characters in the novel are readily willing to forego their dignity in the quest to achieve personal glory and attainment of the power, class and a good title. The role of women in the society seems to conflict with the common norm, as both men and women endeavor to fight for space in society, men’s dignity is infringed on and they are left without any other option but fight for their place. As the world changes from traditional to modern, the gender roles also transform. Theme of Gender in â€Å"the American† Newman being a rich American visiting France is portrayed to be egoistic and had little respect for the European. Some European also perceived the American as inferior while others perceived him as superior. For instance Mademoiselle likens Newman way of talking to that of an angel (James10). Although the lady is being hypocritical, her enticing complement attracts the Newman who feels at ease enough to learn more French. Just like in the rest of the novel, James has used conflicting personalities to portray women to be willing to pursue their dreams irrespective of whatsoever obstacle standing in their way. This determination meant that women were no longer to be confined to kitchen chores. Such an outgoing character makes women to disregard marriage as a necessity. The novel depicts the females as more inclined towards upholding the true meaning of institution of marriage. Mr. Tristam suggests that European women take upon themselves to cater for the family as well as promote unity among members (James 14). This noble role has made the institution of marriage retain its meaning despite the several challenges emanating from trends in the modern world. However, the role of women is also portrayed to change as modernization take place. Mrs. Tristram, though she performs her daily chores, does not see anything worth appreciating in her marriage (James 28). According to the ensuing plot, the transition of the world from the old to the new era has greatly affected the way women behave. Unlike the old days, the modern women are striving to match men to an extent of abdicating their traditional responsibilities, roles and obligations. Some of the modern women are not ready to get married and they therefore believe that living independent life is better than staying under men’s bondage. The implication of this is that the importance of the institution of marriage is becoming increasing unpopular.Advertising Looking for essay on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More The genders issues are centre stage in the book â€Å"the American† given both men and women relentlessly push for their happiness. Mrs.Tristram does not give up in her pursuit to win the affection of Mr. Newman (James 28). According to her, being married meant nothing because she was not satisfied by it and she therefore tried to appeal for Newman’s attention. The topic generates a lot of debate as most women are reluctant to uphold their morals and instead they opt to use dubious ways coupled with hypocrisy to meet their goals. The determination described make the women proactive in meeting their needs and life aspiration, no matter the challenges presented. However, in past women were less active and often they were perceived as naà ¯ve and lived under the shadow of their male counterparts. The desire to pursue personal satisfaction and goals has made ladies to be less submissive to their husbands. This attitude has contributed to most marriages crumbling or loosing harmony and cohesion. Women characters in the novel are portrayed as hungry for fame and material possessions. It beats logic for a woman to agree to marry an old man in fact three times her age in order to acquire a good title. The motive that drives woman to do such things is described in the novel as an abnormal self gratification. The attitude has left many families in tatters as marriage vows have been rendered insignificant and unbinding. This scenario has been presented by Claire de Cintr who is willing to marry Newman despite his old age just to acquire a noble title. Although Claire is deemed to be noble, her action and intention portrays a wayward person with selfish motives and personality. Her family is equall y to blame as they strive to ensure she entices Newman to marry her to access his wealth. Throughout the novel, some characters are fond of using threats to pursue their personal gains. Claire’s mother had killed her husband over unmentioned reason; though it is rumored that it was due to family squabbles and miss understandings. This portrays a conflict between genders where in this case the female character is the instigator. On the other hand Newman is also using this information to coerce Claire’s mother to give her consent to the daughter’s marriage. This meant that the coward nature of women was replaced with aggression and determination to maneuver their ways. Although Newman was a wealthy person who wanted to achieve the best, he is not willing to let his money to buy joy but rather he resorts to using intimidation (James 23). Both men and women are resolved to using wit and other dubious means to achieve their satisfactions regardless of the effects the ir actions would have to others. The novel, in many ways, portrayed women at equal footage with the male counterparts; with equal respect, dignity and ability. Valentin confronts Newman as being partial and he claims he is not worth marrying her sister. Valentin suggests that women should be accorded the respect and a fair treatment. The character of Valentin is that of promoting equality in the society and across the gender divide (James 171). This is a new societal development given women in old days were not entitled to self-expression (James 28).Advertising We will write a custom essay sample on The American: Gender Theme specifically for you for only $16.05 $11/page Learn More In the traditional world, women were not allowed to voice anything and mostly they kept much in themselves rather than airing their concerns. Just like men, the voices of women have been recognized and it has brought the desired gender equality and equity into the society. Ev en though Newman is disgusted by Valentin’s proposition, he has no option but to respect his idea Initially, the role of women was that of following the men rather than taking the leadership position. However, this is not the case in the novel as women have joined hands with men to offer leadership. Most women are not shy of taking readership position be it in their homes or even in their places of work. As the world changes women are assuming more responsibilities and are equally competitive in their execution and dissemination of duties. However, the women empowerment does not go well with majority of men who are not willing give the leadership mantle to the women. Mr. Tristram just like Newman is disgruntled by the new found duties of women. To them women ought remain silent and refrain from taking responsibilities in the leadership positions. Despite the much dissatisfaction the women in the novel have proved to be intelligent enough and competent enough to handle some re adership positions expertly Gender is rendered the custodian of the culture and the agent through which the norms are passed over to the other generations. Although, Marquise is eager to enjoy Newman’s dollars, she is torn apart by thought of compromising her customs by allowing her daughter to marry the aged American and holding fast her social class. The European perceived the American to be of a lower class than them. However, the European’s greed for money makes them to compromise their stance simply because they could not instill the European culture to the proud American. The story exposes the reluctance of individuals to embrace changes as they world changes. The Americans are perceived as willing to change while the Europeans are adamant to stick to their old ways of life. The struggle between embracing the culture and change has helped towards understanding of the hypocrisy. Despite their hatred for the Americans, the Europeans are in dire need of improving th eir welfare regardless of the means. To them the end justifies the means and that is why they are swift to compromise their personal principles. Despite the strong love attraction towards the Newman, Claire proves to be an emblem of change and morally upright person. When her mother Marquise fails to sanction the marriage, she resolves to become a nun. Her stance angers Newman to the point of regretting having fallen in love with her.Advertising Looking for essay on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More Her courage to denounce her relationship with the rich American depicts her as a stand out among the greedy society. Despite the erroneous image that has been given by other image the novel reveals that some women are different and are willing to forego their personal joy to advocate for justice and to deny coercion. The novel has also endeavored to illustrate the importance of the all members of the society. Mrs. Bread being a maid in an aloof family is regarded as custodian of vital information which proves importance to Newman’s quest to pursue his love. She reveals the Bellegarde’s family secret to Newman. Mrs. Bread has been used to voice the plight of the marginalized member of the society who when given the platform are willing to influence the proceedings of the society (178). Although Newman’s effort to make good his threat proves futile as the letter containing the evidence is destroyed, the intervention of the maid is important in the development of t he plot. Similar intervention has been made by Mrs. Tristram who helped Newman to meet the Claire. In spite of the fact both Mrs. Tristram and Newman were friends since meeting in London, her contribution in the story cannot go undermined. The novel has been quick to illustrate Marquis as the agent of civilization. She is said to speak urbanite (James 59) and she is also said to have the best manners in the entire country (James 123). The family had taken upon themselves to carry out civilization, for instance the names of the family members were suggestive. Valentin is a powerful name often associated love and romance. While Marquis is perceived to advocate for civilization her ego and proud self leaves many people without option but to detest her. This implies that some characters are not willing to allow civilization to takes its course but they are impatient to see it happen. Marquis behaviour generated a bad image to the society as Mrs. Tristram cautions Newman against the asso ciating himself with Bellegardes family. The aspect of individual taking time to reflect on their lives has also been portrayed to a great extent. Both men and women are sparing their precious time to spend alone to reflect on their lives. Since both parties are driven by the desire to the best in life they therefore take time before making any decisions. Claire is resolves to terminate the engagement with Newman after analysis all many issues that were engulfing their relationship. On the other hand the character of Newman is founded on personal reflection and the determination to acquire the best in life. Although the novel surrounds the transition from the traditional age to the post-modern world, the author depicts a strong deviation between the character of Newman and that of the European. The proud American is so aloof and his pride makes him to disregard the European. He even thinks that his money was sufficient to acquire whatever he wanted in life. In the event that his mon ey fails to provide he often resorted to intimidation and threats. It is revealed that Newman’s had planed to revenge on New York business world for business losses that he incurred. On another hand Newman was determined to expose the Bellegardes treachery to his advantage. He represents the insensitive people who are willing to use everything at their disposal to attain their personal motives without considering the feelings of others. In the novel the gender balance had been enhanced and both men and women are portrayed to be as significantly addressing social aspects of life. Apart from procreation purposes, Newman and Mrs. Tristram have revealed that romance is about having fun and is a basic requirement for healthy living. Furthermore, Newman is also an acquitted with the Parisian Nioche. His desire for happiness makes him an unreliable man and an untrustworthy one. His character sharply contradicts that of Claire who proves faithful to him. It’s therefore imperat ive to deduce that the female gender is more resolved to uphold good morals compared to the male characters. Conclusion The entire novel harbors numerous themes such as melodrama, romance and comedy. However, the theme of gender has also featured to a great extent. In the novel, the women characters led by Clair have been portrayed to advocate for good morals while her mother Marquis is represents women who are filled with greed and selfish motives. Both men and women are involved in witty games that are characterized by selfish motives. The resolute nature of women in the novel has made the proud American to give up his pursuit for a wife; the women smartly thwart his threats and intimidation tactics. Finally, the movie portrays gender roles as changing. Women in the novel have championed for their rights and equality with men. They are eager to assume leadership positions and renounce their silence. Work Cited James, Henry. The American. Teddington: Echo Library publishers, 2007 This essay on The American: Gender Theme was written and submitted by user Jabari Reeves to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Culture And Society Essay Sample Essays

Culture And Society Essay Sample Essays Culture And Society Essay Sample Essay Culture And Society Essay Sample Essay Society and culture in sociology It is true that the way we perceive our environment make us different. It is in line with the inspiration one derives from the association with our environment. It is of the essence to note that environment is the surrounding whereby the nature of surrounding will shape a person and their perception of the world and pother things. The implication in this is that he association between a person and the environment will arouse positive or negative aspects about life. The nature of environment could be friendly or unfriendly influencing a person perception toward the parties there in or life in general. For instance, if a person grew up in an environment where the police used to harass people for no important reason then such a person will develop a negative attitude toward police. The environment in this case terms as aspects surrounding a person consciously or subconsciously. Moreover, the way a person perceives his or her environment will determine whether they appreciate it the way it is or they are not happy with it. There are people who are conscious and are willing to make the environment better. These are people who are willing and striving to make life better for themselves and for others. For instance, in he course of history there are people who have worked hard into influencing people to take care for environment. These people who have positive attitude towards environment tend to spread he message that people owe the future generations a proper environment. It is an environment characterized by all forms of trees, wildlife, water catchment area maintained., rivers, streams and other natural aspects. These people strive in making the world better buy ensuring that while people have current needs in such things as timber, hey should responsibly use them. such a [person is different because he or she perceives he environment ass under control of m an and hi responsibility to care for it for present and future generations. Also, people holding such perception are disappointed by the continued changing in climate as a result of green house emissions. on the other hand, there are those who hold the perception that it is the responsibility of the environment to provide. The implication under this perception is ha people should take from the environment without giving back. These are people who do not care whether their activities are causing harm to the environment or not. There are such people who own industries and direct the waste materials from their factories into the rivers or ocean. hr ar others who are only concerned with cutting trees and getting the benefits without thinking about planting more tree. The aspect of care to both people and environment is shaped by how a [person perceives the environment. It is for this reason that a person will strive making life for other better while others will strive in meeting their selfish needs. There are people who are capable and willing to compensate people who work for them well because environment has shaped their character that way while others do the opposite.

10 Tips to Balance Parallel Sentence Structure

10 Tips to Balance Parallel Sentence Structure 10 Tips to Balance Parallel Sentence Structure 10 Tips to Balance Parallel Sentence Structure By Mark Nichol In crafting sentences that compare one thing to another or represent one thought in contrast to another, writers often omit key words or phrases because they misunderstand how one phrase is balanced against another. In constructing sentences with parallel structure, think of the two parallel elements as figures on a seesaw, and the connecting word or phrase as the fulcrum, then check whether the elements on either side of the fulcrum are equally balanced: 1. â€Å"We often pay more attention to them than our own children.† This ambiguous sentence means either that we pay more attention to something than we do to our children, or that we pay more attention to something than our children do. This slight revision reflects that the writer meant the former choice. (â€Å"We pay more attention to them† is balanced against â€Å"[we pay attention)] to our own children.†): â€Å"We often pay more attention to them than [we pay] to our own children.† 2. â€Å"His version is created not with brush and ink, but countless Lego blocks.† The parallel phrases in this sentence, balanced by the fulcrum but, are not â€Å"with brush and ink† and â€Å"countless Lego blocks,† but â€Å"brush and ink† and â€Å"countless Lego blocks,† so repeat with: â€Å"His version is created not with brush and ink, but with countless Lego blocks.† 3. â€Å"The story here is not one of privacy infringement so much as the way real estate is changing because of technology.† The fulcrum in this sentence is â€Å"so much as,† and the phrase â€Å"is not one of privacy infringement† must be balanced against one that starts with the same verb: â€Å"The story here is not one of privacy infringement so much as it is the way real estate is changing because of technology.† 4. â€Å"The rainwater boon isn’t so much about taste as reliability in a region where hundreds of wells dried up in the last drought.† This sentence has the same fulcrum as the previous example does, but notice how the sentence reads more smoothly and has more impact because of the inversion of the constituent phrases: â€Å"In a region where hundreds of wells dried up in the last drought, the rainwater boon isn’t so much about taste as it is about reliability.† 5. â€Å"They protect consumers from purchasing products that are not effective or even dangerous.† Without the repetition of the phrase â€Å"that are,† this sentence crashes to a halt with the false parallel terms effective or dangerous. Omit the first word and the fulcrum from the equation, and the resulting sentence, â€Å"They protect consumers from purchasing products that are not even dangerous,† does not retain the meaning. The point about dangerous products needs a complete phrase: â€Å"They protect consumers from purchasing products that are not effective or that are even dangerous.† 6. â€Å"They believe in cultural and racial diversity, but not diversity of opinions.† Take away the first phrase, and you’re left with an omission in â€Å"They (don’t) believe diversity of opinions,† so the preposition in must accompany both phrases: â€Å"They believe in cultural and racial diversity, but not in diversity of opinions.† 7. â€Å"Thanks for your generous assistance and support of these books.† If â€Å"and support† is omitted, the phrase â€Å"assistance of these books† stands out as faulty, so repair the error with one of these two options: â€Å"Thanks for your generous assistance with and support of these books,† or â€Å"Thanks for your generous assistance and for your support of these books.† Better yet, perhaps, is â€Å"Thanks for your generous assistance in supporting these books.† 8. Beagles rely on their acute sense of smell to chase their quarry and alert hunters with their high-pitched barks. Beagles rely on smell to chase their quarry and alert the hunters? No. Their smelling and their barking are two parallel attributes. This sentence requires two independent clauses with parallel subjects: â€Å"Beagles rely on their acute sense of smell to chase their quarry, and they alert hunters with their high-pitched barks.† (A fulcrum assisted by a â€Å"not only . . . but also† phrase might seem useful at first glance, but that revision alters the writer’s intent.) 9. â€Å"Those who clashed with the color scheme were getting fired or relegated to the stockroom.† Without a balance to either side of or, the sentence implies that people were getting fired to the stockroom or relegated to the stockroom. Repeating the verb clarifies that only the second option involved the stockroom: â€Å"Those who clashed with the color scheme were getting fired or were relegated to the stockroom.† 10. â€Å"Families have been leaving the city not so much because of the form housing takes but its price tag.† The parallel phrases here are (or should be) â€Å"because of the form housing takes† and â€Å"because of its price tag.† Without the following fix to the second phrase, the reader trips into a prose pothole: â€Å"Families have been leaving the city not so much because of the form housing takes but because of but its price tag.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:Comparative Forms of AdjectivesDriver License vs. Driver’s License50 Musical Terms Used in Nonmusical Senses

Art Therapy Literature Review Research Paper Example | Topics and Well Written Essays - 3000 words

Art Therapy Literature Review - Research Paper Example a conscious level, the application of art therapy principles allows the therapist to assess these emotions, feelings, attitudes and behaviors accordingly (Dryden et al. 1992). In order to execute the recommendations of art therapy, therapists are equipped with several skills and expertise which permit them to establish a link between the areas of art and therapy for the benefit of the creator. The key abilities of art therapists however, encompass a comprehensive understanding of the processes that are involved in art. These abilities involve expertise in the realm of symbolic communication and the ability to maintain an environment where patients feel secure and protected. This sense of security encourages them to convey powerful feelings and emotions that might remain sheltered in a dissimilar situation (Dryden et al. 1992). Many individuals who have little knowledge of the conceptual and ideological basis of art therapy often establish a strong correlation between the therapeutic dimensions of art, Dryden et al. (1992) outline that these benchmarks do not play a critical role in the achievement of the objectives of art therapy. Within this model, the notion of art transcends artistic appeal and visual mastery for it is the â€Å"†¦expression and condensation of unconscious feelings that art making engenders are at the heart of the therapeutic transaction† (Dryden et al. 1992, p. 4). Perhaps, the definition of art therapy which truly reflects recent advancements in the field has been framed by professionals who belong to the area of work. Dryden et al. (1992) state that once viewed as a systematic process, art therapy can be assessed as a type of therapy in which patients are encouraged to create visual images such as paintings or sketches. These images are created under the attendance of a qualified art therapist who assists the externalization of those feelings and emotions which would have been inhibited normally. The literature that has been critically

Implementing and evaluating my e-Learning design model in my workplace Assignment - 1

Implementing and evaluating my e-Learning design model in my workplace 2 - Assignment Example As a producer of information, every professional is expected to be able to share the information and ideas they have produced in their course of work. As consumers, they expect to have an easy way to access the information that has been produced by others in the same profession. This applies to all types of professions. Teachers are no except from this need of information production and sharing. In fact, this need to produce share and information and collaborate is highly necessary for teachers, regardless of the subject they are teaching (Cowen, 2014). As part of the Arabic teachers’ community, I have identified a need to have collaboration and sharing system for Arabic teachers. As a result of this, I have in the past come up with the design which when implemented will help in teaching Arabic teachers to share their ideas and to build each other. The following is an implementation and evaluation of the design I have designed in the past. The system is designed to aid learning and sharing of ideas. The system is geared towards helping teachers who are engaged in teaching Arabic to high school students. The system must be able to meet some pedagogical principles in order to aid in helping the teachers to not only share the knowledge but also to be able learn from the system. It must be able to motivate the teachers in using the system to enhance the system. The system is not going to be useful unless and until the system is used by the teachers. For this to be a reality, the system should be easy to use, and must prove it’s self-useful to the users in order for them to find it useful. This means that the system must be intuitive which means that the users must be find it easy to learn how the various components work and how they can navigate the system (Klopotek, 2002). It must also be able to act as a knowledge management system which means that it will be able to

Learning style Essay Example for Free

Learning style Essay There is no credible evidence that learning styles exist. While we will elaborate on this assertion, it is important to counteract the real harm that may be done by equivocating on the matter. In what follows, we will begin by defining â€Å"learning styles†; then we will address the claims made by those who believe that they exist, in the process acknowledging what we consider the valid claims of learning-styles theorists. But in separating the wheat from the pseudoscientific chaff in learning-styles theory, we will make clear that the wheat is contained in other educational approaches as well. A belief in learning styles is not necessary to incorporating useful knowledge about learning into ones teaching. We will then discuss the reasons why learning styles beliefs are so prevalent. Finally, we will offer suggestions about collegiate pedagogy, given that we have no evidence learning styles do not exist. What is a Learning Style? The claim at the center of learning-styles theory is this: Different students have different modes of learning, and their learning could be improved by matching ones teaching with that preferred learning mode. The way theorists have defined â€Å"modes of learning† has changed over the more than 50 years that this concept has been in vogue. Proposed modes have included dichotomies such as linear vs. holistic, impulsive vs. reflective, reasoning vs. insight, and visual vs. verbal. The most popular current conception of learning styles equates style with the preferred bodily sense through which one receives information, whether it be visual, auditory, or kinesthetic (for some reason, no one claims that there are tactile or olfactory learners). We use this sensory definition of learning styles in the examples below, but our conclusions apply equally to other definitions. As you will see, the claim that the mode of presentation should match the preferred mode of learning subsumes several other claims, and it is worth unpacking the learning-styles concept in order to consider its constituent subclaims separately. Which Claims of Learning-Styles Theorists are Correct? We believe that some general assertions of learning-styles proponents have nearly universal consensus, based on a wealth of evidence. We begin by acknowledging the truth of these claims in order to differentiate them from other ones without support. The first claim is this: Learners are different from each other, these differences affect their performance, and teachers should take these differences into account. This is true and recognized by educators and cognitive scientists alike. While many of those scientists seek to discover general principles of learning, we all acknowledge that there are differences among students. Understanding these differences and applying that understanding in the classroom can improve everyones education. We can find further agreement on some of the differences that matter for learning. First, whether we call it talent, ability, or intelligence, people vary in their capacity to learn different areas of content. One of the authors (Riener) has fraternal twin sons, and despite having most of the same experiences, one has learned to read earlier and the other is a better basketball player. This is clearly due to genetic differences in talent rather than a bizarre experiment in which the parents decided that one would be a basketball player and the other a professor. With educators under 6 feet tall for both parents and grandparents, they are both probably doomed to proceed to graduate school rather than to the NBA. Second, and often intertwined with ability, students differ in their interests. If a student loves the piano, or basketball, or chess, or the biology of frogs, that student will no doubt learn material related to that subject faster than another one who does not share that fascination. We all agree that interest and attention are preconditions of learning and vary from student to student, depending on the subject. Third, students differ in their background knowledge, and that difference influences their learning. This is obviously true in the sense that a large vocabulary allows one to read a wider variety of books. And it is further true in fields such as history: One cant hope to learn much about the causes and consequences of the American Civil War without knowing facts about the growth and separation of the colonies, the history of economic differences between the North and the South, political facts about our three branches of government, etc. But background knowledge is also quite important in things we think of as skills. For example, learning basic math facts is critical to the acquisition of later math skills. Finally, some students have specific learning disabilities, and these affect their learning in specific ways. For example, there is considerable research on dyslexia and the strategies for addressing it. These strategies of course differ from those appropriate for those students on the autistic spectrum or those with hearing difficulties. In each of these cases, a specific difference in the student calls for individual diagnosis and attention. So in claiming that learning styles do not exist, we are not saying that all learners are the same. Rather, we assert that a certain number of dimensions (ability, background knowledge, interest) vary from person to person and are known to affect learning. The emphasis on learning styles, we think, often comes at the cost of attention to these other important dimensions. What Do Learning-Styles Theorists Get Wrong? The next claim is that learners have preferences about how to learn that are independent of both ability and content and have meaningful implications for their learning. These preferences are not â€Å"better† or â€Å"faster,† according to learning-styles proponents, but merely â€Å"styles. † In other words, just as our social selves have personalities, so do our memories. Students do have preferences about how they learn. Many students will report preferring to study visually and others through an auditory channel. However, when these tendencies are put to the test under controlled conditions, they make no difference—learning is equivalent whether students learn in the preferred mode or not. A favorite mode of presentation (e. g. , visual, auditory, or kinesthetic) often reveals itself to be instead a preference for tasks for which one has high ability and at which one feels successful. But even if we did identify preferences that were independent of ability, finding ones that are independent of content is a much trickier proposition. If I were to tell you â€Å"I want to teach you something. Would you rather learn it by seeing a slideshow, reading it as text, hearing it as a podcast, or enacting it in a series of movements,† do you think you could answer without first asking what you were to learn—a dance, a piece of music, or an equation? While it may seem like a silly example, the claim of the learning styles approach is that one could make such a choice and improve ones learning through that choice, independent of content. We all agree that some kids show more interest in math, some start their education more interested in poetry, and others are more interested in dodgeball. The proof that the learning-styles theorist must find is that for some sort of content—whether it be math, poetry, or dodgeball—changing the mode of presentation to match the learning styles helps people learn. That evidence has simply not been found. Finally, we arrive at the critical and specific claim of learning-styles proponents: Learning could be improved by matching the mode of instruction to the preferred learning style of the student. Learning-styles believers do not make the claim that students sort neatly into sensory categories: One need not be purely visual, auditory or kinesthetic. But according to the theory, an educator should be able to improve the performance of those who have a strong preference for one of these sensory styles by matching instruction to their preference. Failure to find any experimental support for matching the mode of instruction to a preferred learning style would simply leave us where we were at the end of the section above: Students have different interests, backgrounds, and abilities. And indeed, a recent review article in the journal Psychological Science in the Public Interest by a group of distinguished memory researchers sought to find evidence for this claim in particular. If you are visual, you should learn better with a visual presentation of information than with an auditory one. If you are auditory, you should learn better with auditory materials than with visual ones. Each of this pair of results is necessary to support this element of learning-styles theory. But experiments that tested this prediction with a variety of content material have not found support for it. While such evidence of learning styles would serve as a proof that they exist, the lack of evidence does not prove definitively that they do not exist. However, in order to persuade us to devote the time and energy to adopt a certain kind of differentiated teaching, the burden of proof is on those who argue for the existence of that description of students cognitive strategies. In other words, a good rule of thumb is that we should only bring ideas from the laboratory into our teaching if (1) we are sure that the laboratory phenomena exist under at least some conditions and (2) we understand how to usefully apply these laboratory phenomena to instruction. The first of these two conditions is not met for learning styles, and the first is obviously a precondition for the second. Why Does the Belief in Learning Styles Persevere? What are the reasons for this myths perseverance? First, we think that a belief in learning styles persists because the more general claims (the ones we addressed above) are true. Learners do differ from one another. But many who believe in the myth do not consider the critical differences between styles and abilities. Teachers should take into account the differences in learners abilities. And adjusting a lesson not just to be appropriately pitched at the students level of ability but to take into account their background knowledge and interests is surely an important first step in fostering learning. Second, a belief in learning styles fits into an egalitarian view of education: Everyone has value, according to the theory, and everyone has strengths. The corollary for some learning-styles theorists is that if you think that the theory is wrong, you must think that all students are identical—which is obviously untrue. Again, we agree that students differ and all students have value, but we do not need learning-styles theory to convince us of that. Third, learning-styles theory has succeeded in becoming â€Å"common knowledge. † Its widespread acceptance serves as an unfortunately compelling reason to believe it. This is accompanied by a well-known cognitive phenomenon called the confirmation bias. When evaluating our own beliefs, we tend to seek out information that confirms our beliefs and ignore contrary information, even when we encounter it repeatedly. When we see someone who professes to be a visual learner excel at geography and an auditory learner excel at music, we do not seek out the information which would disprove our interpretation of these events (can the auditory learner learn geography through hearing it? Can the visual learner become better at music by seeing it? ) Why Should College Educators Care? We have addressed the direct costs of the learning-styles myth above, but there are considerable opportunity costs as well. The same research in cognitive science and education that has failed to find evidence for learning styles has offered many insights into how memory does work. Mindset (2006) by Stanford psychologist Carol Dweck is an excellent summary of the interesting ways that incentives—both carrots and sticks—as well as internal drives influence learning. And Henry L. Roediger and his associates at Washington University in St. Louis have demonstrated the value of testing for learning. Even the act of taking a test when one does not know the answers can support learning the correct answers faster and more effectively. Of course learning is an enormously complex activity, and this is not the place to outline all of the basic research on learning. We seek only to emphasize that attention to learning styles, for which evidence has not been found, may lead educators to neglect research on learning for which there is solid scientific support. Even though the belief in learning styles has influenced pedagogy in the schools far more than it has in higher education, we believe that there are several other reasons faculty might pay attention to the fact that researchers have failed to find evidence of learning styles, reasons that have important implications for the college classroom. First, when we poll our undergraduate classes on the belief in a number of myths of popular psychology, the one that â€Å"people have their own learning styles† is typically endorsed by more than 90 percent of our students. This belief has the potential to shape and constrain the experience that students have in the college classroom. For example, if a student believes she is a visual learner and therefore disengages and daydreams when a lecturer turns off the PowerPoint and tells a story, this will prevent her from learning the concept through a compelling narrative. And while these beliefs may not have as direct an impact on performance reviews as they do in K-12 settings, a belief in learning styles occasionally shows up in student evaluations of teaching: â€Å"I am a visual learner, so the visual examples were good,† or â€Å"I am an auditory learner, so more auditory content would have helped. † Second, learning-styles theory is sometimes offered as a reason to include digital media in the classroom. While including multimedia may be a good idea in general (variety in modes of presentation can hold students attention and interest, for example), it is not necessary to tailor your media to different learning styles. We shouldnt congratulate ourselves for showing a video to engage the visual learners or offering podcasts to the auditory learners. Rather, we should realize that the value of the video or audio will be determined by how it suits the content that we are asking students to learn and the background knowledge, interests, and abilities that they bring to it. Instead of asking whether we engaged the right sense (or learning mode), we should be asking, what did students think about while they were in class? Finally, when one has the opportunity in a smaller class to collect information about students and more specifically to tailor a lesson to that particular group of students, it is a waste of time to assess learning styles rather than, for instance, background knowledge. The latter can obviously be extremely useful. We often use prerequisites to ensure common background knowledge of students in a given class, but assessment at the beginning of a class can be an excellent reminder of how little of the prerequisite course content is easily recalled. Assessment of student interest can also be a useful tool for deciding how to approach the material in a given class. Some indication can be gained by what majors are represented in the class, but more specific interests assessed through a brief questionnaire or class discussion can also be useful in certain situations, such as small or homogeneous classes. So here is the punch line: Students differ in their abilities, interests, and background knowledge, but not in their learning styles. Students may have preferences about how to learn, but no evidence suggests that catering to those preferences will lead to better learning. As college educators, we should apply this to the classroom by continuing to present information in the most appropriate manner for our content and for the level of prior knowledge, ability, and interests of that particular set of students. Resources 1. Dweck, C. (2006) Mindset: The new psychology of success, Random House, New York, NY. 2. Paschler, H. , McDaniel, M. , Rohrer, D. and Bjork, R. (2010) Learning styles: Concepts and evidence. Psychological Science in the Public Interest 9, pp. 105-119. 3. Roediger, H. L. and Karpicke, J. D. (2006) The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science 1, pp. 181-210. Cedar Riener is an assistant professor of psychology at Randolph-Macon College. Daniel Willingham is a professor of psychology at the University of Virginia. He blogs at the Washington Post and is the author of Why Dont Students Like School? (Jossey-Bass, 2009). Related Notes Change Magazine September-October 2010The Myth of Learning Styles by Cedar Riener and Daniel Willingham There is no credible evidence that learning styles exist. While we will elaborate on this assertion, it is important to counteract the Learning with es: A convenient untruthThursday, 24 November 2011 A convenient untruth What do you think is the teachers worst enemy? Some would say lack of time. Others would say unsupportive leadership, or the dreaded government inspect

An Analysis of George Batailles The Story of the Eye Essay -- Story E

An Analysis of George Bataille's The Story of the Eye ...awareness of the impossibility opens consciousness to all that is possible for it to think. In this gathering place, where violence is rife, at the boundary of that which escapes cohesion, he who reflects within cohesion realizes that there is no longer any room for him (Theory of Religion 10). When Georges Bataille first published The Story of the Eye in 1928, anonymously and "in a limited edition of 134 copies" (Lechte 118), he had been at the Bibliothà ¨que Nationale in the department of numismatics for nearly six years. Bataille was thirty-one at the time of publication, and it was not his first or the most violent piece. "The Solar Anus" which preceded it actually looks ahead to the serious ethnographic articles, albeit often of a scatological nature, which Bataille wrote for Documents, a short-lived journal which he edited and founded in 1929. Active in surrealist and avant-garde circles, Bataille courted the radical left of the political and aesthetic arenas, although his professional work compelled him to function within rigid systems. While The Story of the Eye is often dismissed as adolescent writing (Bataille himself calling it juvenile in a preface to a later edition), I offer here a reading of The Story of the Eye in the context of his profession as a librarian and of his work as editor and writer for Documents, a journal that consolidates his reflections as antiquarian, literary artist, and amateur ethnographer. To read Bataille's fiction in concert with his sociological and critical writing elevates the radical negativity of its violent transgression to a positive value. The text of this novel contains, in an embryonic stage, the basic theories which... ...F. Bouchard. Ithaca: Cornell UP, 1977. 29-52. Gill, Carolyn Bailey. Bataille: Writing the Sacred. New York: Routledge, 1995. Hollier, Denis. "The Use-Value of the Impossible." Bataille: Writing the Sacred. 133-53. Lechte, John. "Surrealism and the practice of writing, or The 'case' of Bataille." 117-32. Nietzsche, Friedrich. On the Genealogy of Morals. Trans. Walter Kaufmann and R. J. Hollingdale. Ed. Walter Kaufmann. New York: Vintage, c1967, 1989. Richardson, Michael. Georges Bataille. New York: Routledge, 1994. Stoekl, Allan. Introduction. Visions of Excess: Selected Writings, 1927-1939. Georges Bataille. Minneapolis: U of Minnesota P, 1985. ix-xxv. Suleiman, Susan Rubin. "Transgression and the Avant-Garde: Bataille's Histoire de l'oeil." On Bataille: Critical Essays. Ed. and trans. Leslie Anne Boldt-Irons. Albany: SUNY P, 1995. 313-33.

Discuss the issues related to the widespread adoption of e-books

Since the modern information age arrived, businesses, educational institutions and governments have increasingly used the internet to disseminate information to their targeted groups. In the process, e-books have been increasingly adopted as an important medium for delivering educational information. The widespread adoption of e-books has however raised a number of issues, ranging from copyright issues to issues of acceptance.In this essay, the author aims to discuss the various issues that have risen as a result of adoption of e-books. First of all, e-books threaten the traditional book publishing industry (Carey, 2006). E-books are particularly cheap to reproduce and distribute since they do not involve any paper printing, cover printing, warehousing and shipment. All a user has to do is point at a URL and click on the title he or she wants, and the e-book can be downloaded either for free or for a comparatively small fee.Publishing companies like Macmillan and Wiley have had a lon g standing dispute with major e-book distributor Amazon over this issue since the sales of traditional hardcover books have plummeted after the introduction of e-books (Carey, 2006). Secondly, there has been an issue of copyright infringement (Kelly, 2006). The World Wide Web has many websites that have been built primarily for file sharing. An e-book can be purchased only once and subsequently posted in many sites where users from all over the world can download it free.The author or the publisher of the book therefore does not profit from the efforts put in towards delivering the work (Kelly, 2006). This trend has even been reported with books which have not been released in e-book format: a buyer will digitize it maybe by scanning the pages and then publish it to the internet where everyone can have free access to the full content. No matter how law enforcers try, this has been one tendency which is virtually impossible to stop.Copyright issues aside, the proliferation of e-books has raised issues surrounding the unavailability of efficient devices for reading or extracting the content (Rothman, 2006). Most readers access the content in e-books by using a laptop or a desktop computer, but there have been numerous complains that too much exposure to the radiation from computer monitors causes eye and brain fatigue. The smaller devices available like Personal Digital Assistants (PDAs) and mobile telephones are too small and a user cannot read the content comfortably from such.In addition to this, all devices used in reading e-books are technology-based, and users have to be conversant with these technologies so as to be able to exploit the benefits of the e-book revolution. Finally, there have been acceptance issues in the adoption of e-books in the contemporary reading culture (Nelson, 2008). Generations of readers have grown up reading paper books (printed books) and have gotten so used to this that making the transition to e-books is not a very comfortable venture.Many students have continued to prefer printed paper and only use e-books for referencing purposes. The reading society is not as biased towards modern technologies as everyone would like to assume. According to statistics, many college students and faculties have continued to exhibit preference for paper books (p-books) over e-books for research, textbooks and for leisure reading (Nelson, 2008). All in all, technology is continually becoming popular, and despite the issues related to widespread adoption of e-books, digital libraries are becoming a force to reckon with in the literary scene.

Economy Scale: Inequality for All Essay

In the Documentary Inequality for All, scholar Robert Reich dissects the staggering facts on an unequal distribution of wealth between classes and its shattering effects on the American economy. He focuses on the fact that our middle class, which makes up 70% of our economy, is being kept on a tight leash from the wealthy that only make up the miniscule 1% of society, making the same amount of income as half of the country. He begins explaining how In the late 1970s inequality became a prominent issue, not necessarily on a declining economy, in contrast he clarifies that the GDP (gross domestic product) kept on increasing. The problem arises from the unparalleled income of the American workforce compared to the increasing prices of health care, housing, college and everyday costs of living. As expenditures increased for American households so should of workers wages, but instead many dropped or remained the same throughout the economic boom and even until now in our current date. This â€Å"huge gap† as Reich describes, between wages and rising economy became a problematic concern to all Americans constituting the middle class. The economy entered a vicious cycle as Reich explains it to be, a cycle on which low wages cause low consumer spending thus leading to a troubled economy for all. At first the middle class leaned on to borrowing from banks to get through their struggle balancing high living prices and low wages, another coping mechanism that kept the middle class going for a while was that women began entering the workforce to aid in the responsibilities of their households. Yet, these efforts weren’t enough for the two underlying issues; globalization and new technology whom were responsible for contributing to the flattening wages since 1970. An example of this can be seen with Amazon.com, a company that is responsible for taking out of the market many small businesses. The businesses that once performed the same work that Amazon.com does now, did so with many more workers, thus, propelled many more jobs than what amazon provides currently. With higher living standards and not enough disposable income the middle class go through daily struggles, only enough to make it on to next day while the wealthy keep storing away unimaginable sums of money that they themselves have no clue what to do with. With the raising inequality on the middle class, they are constrained to battling hurdles that make their efforts of moving upwards in life all the more difficult.  Reich suggest that the attention needs to be shifted towards the working class, primarily with their education; â€Å"prosperity generates prosperity. Preparing our workforce to specialize and become well-educated individuals will just add on to a thriving stable economy; making education affordable and investing on them expands the middle class as well as the success for both the wealthy and t he working class. The rich believe they do enough since they see themselves as job providers, and think that if it weren’t for their role in creating jobs, that our economy would be much worse. With this they argue on issues such as getting taxed too much and how the â€Å"job creators† are being attacked. In reality they are not making any genuine effort on balancing out our economy. The wealthy making over six figure salaries a year manage to pay 15% on taxes while the average middle class male that makes anywhere from $25,000 to $75,000 a years will get taxed double, paying an average of 30% or more on their taxes. Instead they keep accumulating money and invest in other things that give them a profitable return to themselves but not to the rest of the economy. With big companies such as General Electric (ge) who prioritize on making a profit rather than good jobs, by creating overseas jobs rather than providing them to laborers in America. Inequality is monster on its own that’s is growing out of proportion, taken down with it many middle class members jobs, homes and destabilizing their every day lives. As executive pay continuous to go up, they have enough money to buy government and their decisions. Inequality is a matter that came about those decisions driven by the wealthy on to the government that make choices for its people. No real effort to counter act the issue has been taken into place, still we are responsible for getting the message out to the masses and begin making a change for a united workforce. If we continue with the trend that began in the late 1970s and has made its way all the way until the present, it will only continue to get a lot harder for upcoming generations to have a fair way of life. Workers having no say on the matter will add more gasoline to the fuel that has begun to wash away many Americans hopes and dreams. This Documentary is a wide opening realization to all the factors that are contributing to many economic problems that have affected many, including me personally. Many are still blinded by the government’s false efforts of aiding every one towards the perfect â€Å"American Dream†. The issue falls on our hands from this  point on to make advancements in our education and expanding the capacities of our work force.

9 Tips to Improve Your Email Communication With Coworkers

9 Tips to Improve Your Email Communication With Coworkers Unless your office has gone back to carrier pigeons and pneumatic tubes carrying memos, email is the king when it comes to office communications. Those â€Å"new message† dings and badges follow us everywhere these days. That said, familiarity doesn’t necessarily mean there aren’t some best practices we should all follow.Here are 9 tips to remember as you craft your 50th email of the day.1. Fast response =/= good response2. No one gets points for being That Guy who corrects others’ grammar.3. Your snarky response: just don’t send it.4. Don’t link to your personal blog in your signature.5. If you absolutely must trash-talk about someone else on the email chain, ALWAYS double-check the â€Å"reply all† setting.6. There is such a thing as TOO formal in a work email.7. Don’t hit â€Å"send† while you’re still angry.8. Don’t be the person who drops by to discuss the email you just sent.9. At some point, your emai l server will push you to the brink of a nervous breakdown.

Process Analysis in Richard Selzers Essay The Knife

Process Analysis in Richard Selzers Essay The Knife An accomplished surgeon and a professor of surgery, Richard Selzer is also one of Americas most celebrated essayists. When I put down the scalpel and picked up a pen, he once wrote, I reveled in letting go. The following paragraphs from The Knife, an essay in Selzers first collection, Mortal Lessons: Notes on the Art of Surgery  (1976), vividly describe the process of the laying open of the body of a human being. Selzer calls the pen the distant cousin of the knife. He once said to author and artist Peter Josyph, Blood and ink, at least in my hands, have a certain similarity. When you use a scalpel, blood is shed; when you use a pen, ink is spilled. Something is let in each of these acts (Letters to a Best Friend  by Richard Selzer, 2009). from "The Knife"* by Richard Selzer A stillness settles in my heart and is carried to my hand. It is the quietude of resolve layered over fear. And it is this resolve that lowers us, my knife and me, deeper and deeper into the person beneath. It is an entry into the body that is nothing like a caress; still, it is among the gentlest of acts. Then stroke and stroke again, and we are joined by other instruments, hemostats and forceps, until the wound blooms with strange flowers whose looped handles fall to the sides in steely array. There is sound, the tight click of clamps fixing teeth into severed blood vessels, the snuffle and gargle of the suction machine clearing the field of blood for the next stroke, the litany of monosyllables with which one prays his way down and in: clamp, sponge, suture, tie, cut. And there is color. The green of the cloth, the white of the sponges, the red and yellow of the body. Beneath the fat lies the fascia, the tough fibrous sheet encasing the muscles. It must be sliced and the red beef of the muscles separated. Now there are retractors to hold apart the wound. Hands move together, part, weave. We are fully engaged, like children absorbed in a game or the craftsmen of some place like Damascus. Deeper still. The peritoneum, pink and gleaming and membranous, bulges into the wound. It is grasped with forceps, and opened. For the first time we can see into the cavity of the abdomen. Such a primitive place. One expects to find drawings of buffalo on the walls. The sense of trespassing is keener now, heightened by the worlds light illuminating the organs, their secret colors revealedmaroon and salmon and yellow. The vista is sweetly vulnerable at this moment, a kind of welcoming. An arc of the liver shines high and on the right, like a dark sun. It laps over the pink sweep of the stomach, from whose lower border the gauzy omentum is draped, and through which veil one sees, sinuous, slow as just-fed snakes, the indolent coils of the intestine. You turn aside to wash your gloves. It is a ritual cleansing. One enters this temple doubly washed. Here is man as microcosm, representing in all his parts the earth, perhaps the universe.    * The Knife, by Richard Selzer, appears in the essay collection Mortal Lessons: Notes on the Art of Surgery, originally published by Simon Schuster in 1976, reprinted by Harcourt in 1996.

Research Proposal Essay Example | Topics and Well Written Essays - 1500 words - 2

Research Proposal - Essay Example Deeper analysis of the marketing mix will provide an adequate understanding of the concept hence accurate strategies. The following is a framework that will aide in conducting studies on marketing mix. The framework provides the rationale, research questions and objectives, review of literature, methodology, and ethical problems. Rationale Contemporary business organizations continue to experience increased competition hence the need to have effective marketing strategies. In order to make a marketing strategy effective, there is need for every stakeholder involved to ensure that various components of marketing are protected (Iacobucci, 2012: 116). The main components of marketing include product, price, promotion, and place. Every effective market strategy balances between the product, price, promotion, and place. A poor balance or composition of each of the four components definitely leads to ineffective marketing strategy (Wenderoth, 2009: 52). Imperatively, effective marketing st rategies continue to appeal to many customers (Meyer, 2010: 78). Given the appeal that effective marketing strategies have on customers, every business enterprise needs to structure their promotional tools in a way that would incorporate the other three marketing components proportionately (Fried, 2005:48). Despite the many studies conducted on how to attain an appropriate marketing mix for the purposes of enhancing the marketing strategies, there is need for a more detailed research study especially in the contemporary environment where there has been dynamisms within tastes, preferences, fashions, and other components. As a result, the following is a research proposal, which provides adequate literature review, methodology, and ethical problems. The framework will be useful in conducting a quantitative analysis in respect to marketing mix. Research Questions and Objectives The main aim of this study is to establish how to develop appropriate marketing mix strategies that would not only be effective to a business enterprise but also appeal to the customers. Therefore, this study aims at finding answers to different questions that include: 1. What percentage of customers within soft drink sector consider price as the most determining marketing mix component in making buying decisions? 2. How does the buying decisions of consumers within the soft drink industry affected by product market mix? 3. Are consumers’ buying decisions based on perceptions in respect to products of soft drink firms affected by promotion market mix? 4. What impact does place as a market mix has on the buying behaviours and decisions of consumers within the soft drink industry? Based on the above research questions, the objectives of this research study in respect to the marketing mix strategies include: 1. To identify the percentage of customers within soft drink sector that consider price as the most determining marketing mix component in making buying decisions. 2. To establish the changes in consumers buying decisions on the basis of soft drink products. 3. To evaluate the changing perceptions of consumers towards soft drink produced on the basis of promotion as a market mix 4. To identify the impact of place on the buying decisions of consumers towards soft drinks. The above four questions and objectives cut across the marketing mix elements and components hence

How the behavior of result shoud be first had effect on our knowledge Essay

How the behavior of result shoud be first had effect on our knowledge system in working place and business - Essay Example riven and supported by information technology, the internet is arguably one of the most successful avenues through which this dissemination and proliferation of knowledge has been facilitated. Through engines such as Google and Bing, knowledge has been catalogued in such a way that one only needs to look up a search term and they will instantly navigate through a labyrinth of information to locate what they seek or the closest their search engine can get to it. Using; laptops, tablet and smart phones, many of today’s generation more so the youth literary have a virtually infinite and ever expanding supply of knowledge at their fingertips. Nonetheless, this begs the question; does access to knowledge mean that humanity is becoming more intelligent and knowledgeable or does it simply mean we have better access? I carried out some informal research on this, and the answers were rather interesting. Among my friends for instance, whenever there was an argument or someone was search ing for some information, it is common practice to whip out smartphones and â€Å"Google† the issue and in most cases the answers would be available within seconds. As a result these days is has become it is easier to settle arguments with the internet actin as a sort of arbitrator , as a result it is common for people to refer to their gadgets in an argument to prove their argument or prove the opponents wrong. However, while I have to concede that the internet was often invaluable in providing my friends the information they need; I have come to realize that instant information does not always amount to one being necessarily more knowledgeable or smarter. It occasioned the emergence of a culture of result oriented enquiry in which people are more concerned with getting results and rarely question the methods through which these were arrived at. This puts to question the supposition that having constant and immediate interaction makes us understand it better; this paper discusses

Editorial Essay on Rafael Correa (President of Ecuador) - 1

Editorial on Rafael Correa (President of Ecuador) - Essay Example Of course, this is not a view that is held by all and a number of organizations and people inside and outside the republic have referred to him as an autocrat and a guile politician. However, the evidence speaks for itself, and it cannot be denied that the nation is doing better place than it was before the Rafael Correa came into power. His achievements cannot be downplayed, and it is doubtful that his rivals would have been able to do the same had they been given the chance to take his position. Rafael Correa is an economist that was educated in three different countries namely his homeland Ecuador, the United States and Belgium (Ghosh, 2012). He has used this education to improve the financial status of his country through a number of economic policies that he has implemented over the years. One of the most controversial moves with regard to these policies has been his declaration of Ecuador’s national debt as illegitimate on the basis that it was contracted by previous regimes that were despotic and corrupt with no regard for the country thus making the debts odious in nature. This move caused waves in the international community as it meant that the country planned to default on over 3 billion dollars worth of debt (Enrico, 2009). The president fought his opposition on this subject in the international courts and eventually managed to reduce the price of the outstanding bonds by over 60%, which was an amazing result (Enrico, 2009). Correa has also managed to win over the hearts of his people through his achievements, and concern for Ecuador’s welfare and as a result has been elected twice into office. One of his main non-political controversies includes his relationship with the media which can be said to be strained at best as a number of critics have accused him of interfering with their independence. Over the past years, he has taken a number of journalists and media

The Development Of Cyber Stalking

The Development Of Cyber Stalking Stalking is a criminal act that occurs when the offender repeatedly imposes unwanted disturbances and communications to victims by using premeditation to the extent of provoking fear for their safety (Pathe Mullen, 1997). Oddly, at first these acts can be seen as kind towards the victim, from an observers point of view. For example, it does not appear to be threatening at all when someone leaves messages, sends gifts and shows up in places where the victim habitually hangs around (Purcell, Pathe Mullen, 2004). However, if a person is trying to build-up a relationship that another person does not want to experience, (such as with a former partner, a famous person, or a professional) this results in intimidation and is considered as stalking (Regehr, n.d.). Stalking varies from harassing and threatening victims by following and tracking them, appearing at their doorstep or workplace, collecting photos and or videos of the target, making unwanted phone calls, sending gifts, letters and e-mails, intercepting any mail, and vandalizing property. Unluckily in the worst of cases stalking includes the threatening of victims families and friends, physical assault, and the kidnapping and holding of hostages (Regehr, n.d.). With the advances in technology and innovative equipment that fills our daily lives, crime is infiltrating into society by using cyberspace. The traditional stalker is now a cyber-stalker and essentially his/her grounds are limitless. In addition, the stalker now has no face because the comfort of using Information Technology enables the criminal to quietly stay indoors and carry-on with ones crimes anonymously and at a low cost. Although cyber stalking still uses the harassment principles as in traditional stalking, their victims are now found online. The cyber stalker now uses emails, internet, and chat rooms as his/her hunting grounds (Thapa, Kumar, 2011) and the growing social networks which many users subscribe to such as Facebook are the sources of feed which stalkers are looking for (Regehr, n.d.). This ease of internet tools at disposal and the belief that cyber stalkers cannot be physically touched in cyberspace (Jaishankar Sankary, 2006) has increased this crime. This is because the internet provides a vast choice of suitable targets, and a low chance of being caught or tracked down due to lack of guardianship online. Thus, the motivated offender is likely to engage in cyber stalking as the routine activity theory explains (Pitarro, 2011). Cyber stalking Bocjj (2002) defines cyber stalking as: A group of behaviours in which an individual, group of individuals or organisation, uses information and communications technology to harass another individual, group of individuals or organisation. Such behaviours may include, but are not limited to, the transmission of threats and false accusations, damage to data or equipment, identity theft, data theft, computer monitoring, the solicitation of minors for sexual purposes and any form of aggression. There are three subcategories of cyber stalking: e-mail stalking, internet stalking, and computer stalking. E-mail stalking is the act of repetitively sending hate, obscene, or threatening mail, or in other cases involves the sending of viruses and electronic junk mail. This results in an unwelcome and intimidating invasion into private space. Internet stalking on the other hand goes rather public, since it consists of using the web in-order to stalk. Computer stalking is the act of using the internet and other software in-order to obtain control of the victims computer. In this type of stalking, the stalker communicates directly as soon as the target computer uses the internet, forcing the victim to disconnect and/or reconnect through a new line if s/he wants to evade the harassment (Ogilvie, 2000). Stalker characteristics, types, and motives The stalker may be on the other side of the earth, a neighbour, or even a relative. In addition, cyber stalkers are usually mature in age, have a good educational level, a stable job, and are usually Caucasian (Bocij McFarlane, 2002). Research literature also suggests that many cyber stalkers have a prior criminal record, a history of substance abuse, or a personality disorder that directly or partly contributes to, and increases the likelihood of, such antisocial behaviours (Pitarro, 2011, in Hutton Haantz, 2003; Reno, 1999). However, this does not mean that all cyber stalkers are like this, in fact the evidence is somewhat inconclusive. Different stalkers, engage in stalking for various reasons like for sexual harassment. Another motive could be the obsession for love. This occurs when one of the partners in a love relation decides to end it, the other does not accept it and thus continues to harass the other partner. One of the main problems with obsessional stalking is that since many times the stalking comes after a real relationship, the stalker has at ones disposal much of the information s/he needs about the victim. Revenge and hate is another major cause for stalking, and many times results after an argument that has gone out of hand. In this case, the stalker does not necessarily need to know the victim but could be just picking on him/her only to let out pent up stress. Finally, a stalker might just want to be able to show-off ones skills for ego boost and show of power (Cyber Crime in India, 2000). Types of stalkers include the rejected stalker, the intimacy seeker, the incompetent suitor, the resentful stalker, and the predatory stalker. Rejected stalkers are characterised by a mix of revenge and desire to reconcile with the victim who is usually a partner or a family member. Intimacy seekers on the other hand try to achieve a relationship with a person that can be a complete stranger and think s/he is reciprocating their affection. Incompetent suitors being socially incompetent try to build a relationship that goes against social courtship rules whilst predatory stalkers gather information in preparation for sexual attachment. Lastly, resentful stalkers specifically harass victims to cause fear and uneasiness as a form of revenge for a supposed humiliation (Mullen, Pathe, Purcell, Stuart, 1999). However, these are not the only types of stalkers. Other types include the delusional stalker, the erotomaniac stalker, the harasser, the love rat, and the trolls. Delusional stalkers many times suffer from a mental illness, usually schizophrenia or manic depression. These due to stoppage of medication may be unable to distinguish between reality and fantasy, and thus their victims are usually also in-danger of losing their sanity as a result of being taken into the stalkers world. This might occur if the stalker knows how to play the part well and appears to be normal. Erotomaniac stalkers are also mentally ill and build up a relationship in their heads. Although not specifically considered as stalkers, harassers are attention-seekers and might victimise anyone who is kind enough to give them attention. Love rats usually come up with a fictitious identity and surf the cyberspace with the intent to start a relationship although having other secret affairs. Trolls like to invent sense less stories/events that are meant to waste the victims time, hurt their feelings, and play victims against each other (Issues related to bullying, 2002). Impact of stalking on victims The victims of stalking are mainly picked because they might be inferior to the stalker, since many stalkers want to be in control (Regehr, n.d.). Victims are many times ex-partners of the stalker (especially if the stalker is a woman) although in cyber stalking 50% of the victims are complete strangers. The preferred victims of a cyber-stalker are women and children, who might be emotionally weak or unstable, but most of all those that are inexperienced with the rules of cyberspace (Thapa, Kumar, 2011). Furthermore, studies show that 83% of stalking victims are females, this mainly is because there are more females online, and many stalkers might seek romance with them. Then if the female ends the relationship, the male stalker may be left with the thirst for revenge. The typical victim is therefore a Caucasian female of between 18 to 32 years. Being part of a minority group such as ethnic/racial minorities, homosexuals, and religious minorities may also cause one to be targeted (T hapa, Kumar, 2011; McFarlane Bocij, 2003). Impacts on stalking victims can be physical, psychological, occupational, and social. It is important to note that although cyber stalking many times consists of the last three, escalation into offline stalking and face-to-face confrontation may cause physical injuries to occur. Victims constantly feel in danger of being attacked. This imposed fear is a result of the tactics that the stalker implements to harass his/her victim (Regehr, n.d.). Fear, anxiety, and apprehension nearing paranoia are the feelings which all victim share. Other victims show symptoms of anger, depression, and helplessness, which might lead to suicidal thoughts (McEwan, Mullen, Purcell, 2007). The victims become hyper vigilant to keep an eye out for the stalker and start to change their habitual routines. When easiness wears away and stress comes into play, the victims anxiety is heightened. S/he will start to be easily startled by minimum movements or noises. Both during the night and during the day, images of the stalker start to engulf the victims thoughts and dreams. The victim will eventually fall into self-reclusion by avoiding communication and by refraining from carrying out activities such as not answering calls or messages, and not venturing outside the house. Long-term stalking will result in further symptoms, this time physical. Sleep disturbances, nausea, upset stomachs, general fatigue, frequent headaches, and the aggravation of pre-existing conditions such as asthma may be also present (Regehr, n.d.). Pathe and Mullen (1997) conducted a study on 100 stalking victims. Damages to property ranging from cars to houses were reported in 36 of the studied cases. In addition to this, 50% of the cases consisted of threats in direct harm to the victims, or their families or friends. However, the victims were assaulted by the stalker in one-third of the cases. Findings also indicated that over 50% of the victims start to drop their attendance records from work or school, some even cease to attend at all. According to the National Violence Against Women Survey conducted by the U.S. Department of Justice (1998), 30% of female and 20% of male victims end-up seeking psychological counselling due to the trauma suffered during victimization (Tjaden Thoennes, 1998). Socially, the victims status is affected negatively especially due to poor attendance, or focus at work. This will eventually cause family or friends to intervene and accompany the victim, at work or at home. With time, the other persons involved, will show symptoms of anger since they are not able to return to their normal lives. This will cause further uneasiness because the anger that should be projected towards the criminal justice systems for being better equipped to counteract this crime is taken on the victim him/herself for being in their current situation (Regehr, n.d.). Laws, law enforcement and safety strategies There are various safety strategies that one can adopt to avoid being stalked. Choosing gender and age ambiguous usernames, not posting personal information online, not sharing passwords, downloading antispyware programs, locking windows and doors, parking cars in illuminated areas, avoiding habitual travelling patterns, and having meetings with unknown persons in public areas, may all minimise the possibility of becoming a victim (Petrocelli, 2005). If these methods are ineffective, victims should always tell the stalker that the communication is undesirable, keep record of any emails, telephone calls, and letters received, contact law enforcement agencies or victim support groups, and change email addresses and telephone numbers (Jaishankar Sankary, 2006). The most important advice is however to never confront the stalker as this will make matters worse. Unfortunately, incidents of stalking and cyber stalking are underreported. This may be due to various reasons such as not being aware that the acts suffered are illegal, the fear of being blamed, fear that the stalker may turn to other family members and friends, threats by the stalker, and believing that nothing can be done (MacKenzie, McEwan, Pathà ©, James, Ogloff, Mullen, 2011). In addition, according to Reno (1999), victims may not seek help because they feel either that certain behaviours suffered from stalking are not serious enough to be reported to law enforcement agencies, or they think that the police force will not take matters seriously. Furthermore, sometimes law enforcement agencies perceive cyber stalking as relatively harmless unless it involves physical contact or threatening behaviour offline, and thus many times just tell victims to switch off computers or abandon computer use and dismiss the victims preoccupations as nuisance (Reno, 1999). Sometimes however, it is not the police agencies fault since unlike in stalking, the evidence in cyber stalking is many times not enough to trace the perpetrator. In addition, many websites do not authenticate user information, and a number of email servers offer stalkers the opportunity to remove identity data for a small fee, thus making it almost impossible for law enforcement to trace the accounts (Reno, 1999). Nowadays, although many countries have set up law enforcement units to deal with cybercrime such as The Cybercrime Unit of the Malta Police Force, the laws still provide many limitations. Jurisdiction limitations make it difficult for law enforcement to investigate the crime if it involves suspects from other countries (Petrocelli, 2005). Another obstacle for the police force is that stalking in itself is not considered a crime under Maltese law and thus certain behaviour cannot be punished if it does not involve; threat, harassment, trespassing, vandalism, physical violence contact, or computer misuse. In addition for an action to be considered a crime, two elements must be present: actus reus and mens rea. Therefore, prosecutors must prove that the culprit had the intent to cause harm. Except for cases when the stalking is done on an ex-partner, this is difficult to prove (Dennison Thomson, 2002). As the technology continues to develop, so will crime such as cyber stalking. Thus since the Internet is becoming more and more integrated into almost every part of human life, simple solutions such as turning off computers will not solve the problem. Instead, the frequent training of law enforcement agencies and the continuous updating of laws will prove to be better countermeasures to such newly developed crimes. Citizens must also learn to protect themselves from the dangers of such crimes by attending educational talks and seminars, cooperating with criminal justice agencies, or even using the computer itself to keep updated with new trends so as to avoid becoming victims of crime.

Macbeths Conniving Lady Essay -- Macbeth essays

Macbeth's Conniving Lady      Ã‚  Ã‚   William Shakespeare's popular tragedy Macbeth surprises the audience with the character of Lady Macbeth, who is quite evil in her inclinations. Let us explore her memorable character in this paper.    Clark and Wright in their Introduction to The Complete Works of William Shakespeare interpret the character of Lady Macbeth:    Lady Macbeth is of a finer and more delicate nature. Having fixed her eye upon the end - the attainment for her husband of Duncan's crown - she accepts the inevitable means; she nerves herself for the terrible night's work by artificial stimulants; yet she cannot strike the sleeping king who resembles her father. Having sustained her weaker husband, her own strength gives way; and in sleep, when her will cannot control her thoughts, she is piteously afflicted by the memory of one stain of blood upon her little hand.   (792)    In "Memoranda: Remarks on the Character of Lady Macbeth," Sarah Siddons comments on the Lady's cold manner:    [Macbeth] announces the King's approach; and she, insensible it should seem to all the perils which he has encountered in battle, and to all the happiness of his safe return to her, -- for not one kind word of greeting or congratulations does she offer, -- is so entirely swallowed up by the horrible design, which has probably been suggested to her by his letters, as to have forgotten both the one and the other. It is very remarkable that Macbeth is frequent in expressions of tenderness to his wife, while she never betrays one symptom of affection towards him, till, in the fiery furnace of affliction, her iron heart is melted down to softness. (56)    Fanny Kemble in "Lady Macbeth" depicts the character of M... ...Blakemore Evans. Boston: Houghton Mifflin Company, 1972.    Knights, L.C. "Macbeth." Shakespeare: The Tragedies. A Collectiion of Critical Essays. Alfred Harbage, ed. Englewwod Cliffs, NJ: Prentice-Hall, Inc., 1964.    Mack, Maynard. Everybody's Shakespeare: Reflections Chiefly on the Tragedies. Lincoln, NB: University of Nebraska Press, 1993.    Shakespeare, William. The Tragedy of Macbeth. http://chemicool.com/Shakespeare/macbeth/full.html, no lin.    Siddons, Sarah. "Memoranda: Remarks on the Character of Lady Macbeth." The Life of Mrs. Siddons. Thomas Campbell. London: Effingham Wilson, 1834. Rpt. in Women Reading Shakespeare 1660-1900. Ann Thompson and Sasha Roberts, eds. Manchester, UK: Manchester University Press, 1997.    Wilson, H. S. On the Design of Shakespearean Tragedy. Toronto, Canada: University of Toronto Press, 1957.

How do the poems ‘The Choosing’ and ‘As I Grew Older’ explore different lives? Essay

Two different poems explore various aspects in life such as different paths and dreams taken by different individuals. In the poem ‘As I Grew Older’ punctuation causes the poem to flow at a slower paste. This is done by separating each idea into individual lines, causing readers to stop at the end of each line before continuing into the next. â€Å"And then the wall rose,† â€Å"Rose slowly,† â€Å"Slowly,† In the first stanza, the poet seems to have lost hope, feeling hopeless as his dream is forgotten. Then suddenly, his dream seemed to have moved closer â€Å"in front of me† and the ability to reach out to his dreams, once again. In the second stanza, the poet uses and repeats words more than once creating a dream like atmosphere, as the last word at the end of the first two lines are carried and used again in the beginning of the next. â€Å"Wall rose† â€Å"rose slowly† â€Å"slowly† By repeating and having very short lines, it suggests that these words are being echoed again and again almost allowing readers to see an image of this wall rising. Although it does not state whether the wall is visible or not, it tells us that time is passing since the wall is rising higher and higher, slowly. Higher and higher the wall becomes as time passes, it slowly blocks and damages his dream â€Å"Dimming,† â€Å"The light of my dream.† He eventually becomes frustrated as this wall rose so high it touched the sky, again showing the passing of time. The third stanza only contains two short lines, which is able to communicate a lot to the readers. A single word â€Å"shadow† may lead us to think of darkness, which may then link back into the second stanza, where the wall have rose so high that it is causing this â€Å"shadow†. This may further suggest and add to the imagery that the wall is visible. The poet then goes on and describes himself as being â€Å"black† which might put forward the idea of him being racially black, informing readers that he could have been discriminated and therefore, have lost hope or could also imply that the shadow have caused this blackness over him. In the next stanza, the speaker seemed to have given up as he realized that no matter how hard he tries, his dream is out of reach. â€Å"No longer the light of my dream before me† â€Å"above me.† Followed by the most depressed moment in the poem, where the poet uses the word â€Å"only† implying that he could no longer see his future, as all he sees is the wall and the shadow. In the last stanza, there is a change in both the tone and the speed. The lines seem to flow quicker as each line is longer and extended. Exclamation marks are constantly used while there are less full stops, â€Å"my hands!† showing force and motivation. Then the speaker changes his tone demonstrating hope and excitement. â€Å"Break through the wall!† indicating success, having the potential to achieve his dream. â€Å"The Choosing† explores and compares two individuals and the path they have chosen. The eye is the narrator (participant poet) that creates a stream of consciousness effect. The first stanza stronger enforces the idea to readers that the two individuals are â€Å"equal† and â€Å"alike†, by using words such as â€Å"we† â€Å"same† and â€Å"equal† over and over again. This stanza is written in past tense; with the continuous use of the word â€Å"first† indicating that the two individuals have started with the same ability and chances. This stanza informs readers about the similarities and feelings they shared inside school. The second stanza occurs outside school, showing readers that as well as being alike, they are also best friends who have a â€Å"common bond† being the cleverest. The poet has used brackets â€Å"(equal)† reinforcing to the readers that they are still equal. Readers is also told that they do not have many opportunities, as everything is â€Å"small†, â€Å"small town†, â€Å"a small school†. Despite the fact that they are equally bright, the poet also admits that â€Å"fear† is present between them as one individual excels more at a subject whilst they both fear that the other would be able to achieve more. In the third stanza, things begin to change. Since things are no longer â€Å"equal†, they start becoming â€Å"different† in the separate homes but same houses. The idea of alikeness is still present although the word â€Å"home† extends further suggesting different cultural and traditional ideas inside the families. Readers start to become aware that things begin to change as it states, â€Å"Where the choices were made.† This shows how similar two individuals may be physically, with the same coloured ribbons and hair and yet, they are so different. In the fourth stanza, a decision was made as Mary have moved away from their little town, while there is a change in status â€Å"cheaper rent†, â€Å"high school bus.† Readers hear the decision being made as Mary’s father â€Å"didn’t believe in high school education† â€Å"especially for girls† and so we learn that Mary’s father has very traditional and old-fashioned ideas. Informal languages are used to describe how Mary’s father feels such as â€Å"forking.† Then there is a jump in time as it states â€Å"ten years later† where the two individuals meet up again, no longer alike. It has shorter lines that again, would make the flow slower taking in each idea separately. These seem like memories, where Mary is seated on the same bus, but with something extra. Her husband and the newborn baby (suggesting a happy family) since the poet describes how loving they seem. Then the speaker says â€Å"not that I envy her, really† giving an impression to the readers that somewhere deep inside her, she would too like someone who loves her. Finally in the last stanza, there is a comparison between the speaker and Mary. Mary’s arm wraps around her newborn baby, where the speaker’s arm are full of books. The speaker â€Å"wonders† what path would have been taken if the individuals were able to make their own choices, wondering if they would have chosen different paths, as the speaker finishes with â€Å"we do not remember making them.† In conclusion, the two poems explore different lives through the use of punctuation and repetition of words, which helps to create imagery as well as assisting the indication of the passing of time.