Dream Job in The Army - Free Essay Example

Sample details Pages: 4 Words: 1155 Downloads: 8 Date added: 2019/02/20 Category Career Essay Level High school Tags: My Dream Job Essay Did you like this example? I really didn’t know what I really wanted to do when I graduated and it never crossed my mind until my senior year. It wasn’t up until like October of 2018 when a Army recruiter and talked to us in Mr. Pierson’s economics class. Don’t waste time! Our writers will create an original "Dream Job in The Army" essay for you Create order And usually when a Army recruiter comes and talks to us I usually never pay attention. But this time it was a different vibe with Sergeant William T. Harris. He know how to keep our attention, so that’s what I did. He was talking about all the benefits The Army could give. It offers health and dental benefits, vacation time, family services, special pay for special duties, cash allowances to cover the cost of living and money to repay your college loans and so much more. I put a lot of thought into and I finally decided that I wanted to join The Army. But it wasn’t only because it could pay for my college, it also had to do with patriotism. I feel like the United States has done so much for me that I can never repay it. Giving me freedom, rights, and help me find happiness. So I thought the Army was the best way to repay what the country has given me. And I looked at a brochure and did some digging and I found what job I wanted to do in the Army Infantry: The infantry is the main land combat force and backbone of the Army. They are responsible for defending our country against any threat by land, as well as capturing, destroying and repelling enemy ground forces. And I know the risk of being a Infantry man. I could potentially be Killing in action and to be honest I’m not really scared of dying. But before I can even think of enlisting in the Army I need to make sure I qualify for the Army. You can check if your pre-qualify for the army on the GoArmy website. It will ask you basic questions that you need to answer to see if you can enlist. You also need to go to a doctor to make sure that you are healthy and you can’t have any felonies or else they won’t let you enlist. And once the you get checked off and they let you enlist there is still lots you have to do before you get into â€Å"action†. When you get shipped out to wherever location they send you, you have to go through Basic Training: the initial period of training for new personnel, involving intense physical activity and behavioral discipline. You’ll spend the â€Å"best† nine weeks of your life learning what it means to be a soldier in the US Army. Lots of people say you mentality will be entirely different. Apparently your mind will be sharper, you’ll be in the best shape you have ever been in your entire life and you will be confident than you ever have before. When you arrive at Boot Camp you’ll be issued your personal gear and uniform items. Then you will turn in all of your personal â€Å"contraband items†. Then you will be assigned to barracks where you will be staying for the next 9 weeks AKA your new home. Also there will be Drill Sergeants that will scream in your face because that’s their jobs; to make you as tough as you can possibly be. Your days in Basic Trai ning are very repetitive. You begin bright and early at around 0500 and quickly make your bed, tidy up your personal area, brush your teeth, shave, and other personal hygiene. The Army is extremely strict on your personal hygiene. In order for you to pass Basic Training you have to complete 3 test and pass them. For men ages 17 to 21, that means performing at least 35 push-ups and 47 sit-ups, as well as running two miles in no more than 16 minutes and 36 seconds. And if you don’t make any of these 3 challenges then you were simply processed out. And there is no shame in that. The military isn’t meant for anyone and all that matters is that you tried your best and you now know what you are capable of. And you can always try again until you succeed. After boot camp you will will do more training. You will have to do Infantry One Station Unit Training (OSUT). Initial Training in this MOS is primarily conducted through one station unit training , which combines basic training and job training into one single course of instruction. OSUT for 11B, Infantryman is 13 weeks, 3 days at Fort Benning. After all that training, you will be stationed somewh ere. There is a thing called a deployment phase where the physical movement of individuals and units from their home installation to the designated theater of operations. People say that this phase can be very stressful for service members because that means service members and their families have to face the realities of a deployment and what that means for them. Usually deployment means that they will have military duties in support of a mission overseas or within the United States. Typically US Army deployments to conflict zones (Afghan, Korea, Bosnia, etc.) are one year, but the range is usually between 6 months or little over a year. But about 80% of the jobs in the military are non-combat occupations. But since I’m going for infantry man I will probably see combat. As of December 2011, roughly 73 percent of active component soldiers had deployed to Iraq and/or Afghanistan. And i’ve told people that I wanted to do infantryman and all they do is make fun of me saying, â€Å"You realize that the military isn’t like call of duty?†. And everytime they say that it used to make me mad and bring me down. But now when people tell me that all it does is just motivate me even more into joining The Army. And the reason why it motivates me now is because of The Army recruiter. When I was talking to him at the college fair he told me that he was just like me but he found his motivation and I thought that was the most inspiring thing ever. It made me realize that I should never give up on something I really want to do. So when I did my research on the Army I saw that only 136,000 out of 33 million young Americans will join the army. And that is such a low number. People should really take into consideration that the Army can do so much for you and that there is a whole bunch of jobs in the Army. Most people think, â€Å"Oh I’m not trying to get shot and die†. When in reality it all depends what you want to do in the Army. You can be a engineer, doctor, aircraft technician and so much more.

A Brief Note On Join A Trade Union - 1371 Words

INDERPAL SINGH STUDENT ID S2938018 INTRODUCTION Recently completed a degree and graduated from University? Found a new job and now confused on whether to join a Trade Union or not? Are you aware of the advantages that arise from being part of this elite group? For some the word Trade Union is unheard off. Well a Trade Union member has additional benefits which non trade union members don’t have. The first main benefit is Unions help protect employees from unjust dismissal through collective bargaining agreements (Union ORG, 2015). Non Members can be fired at will for almost any reason where to fire a union member there must be a solid reason. Another major benefit of being part of a Union is having the collective power to go on strike (Union ORG, 2015). Unions are there to voice the opinion of the workforce. In recent years workers have declined the opportunity to become a member of Trade Unions. Trade Union members in their main job has fallen from 43% to 18% for employees who were males and 35% to 18% for females (ABS, 2 013). Today the discussion is that University Graduates should join a Union after getting their first job to secure their future. SUPPORTING POINTS Trade Unions offer security, security for your well being and the security of providing for your family. There have been many cases where employees have been fired for unjust reason. The management cannot demote your from your position without havingShow MoreRelatedRights and Responsibilities at Work Essay1136 Words   |  5 PagesBusiness/ Admin Notes Section one Rights And responsibilities at work Employment contracts Terms and conditions An employment contract is a very important document. It spells out the key things you can expect from your employer and what your employer expects from you. 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This was notRead MoreThe Development Of The Fisheries And Tourism On The Monterey Coast Essay1312 Words   |  6 Pagesâ€Å"The development of the fisheries and the tourist trade,† writes Connie Chiang in Shaping the Shoreline: Fisheries and Tourism on the Monterey Coast, â€Å"illuminates the deeply entangled social and environmental histories that together transformed Monterey through time.† Thus the central contribution of Chiang’s book is illuminating the intersection of social and environmental history from the perspective of an environmental history. The environmental story deals with the fisheries, canneries, and eventualRead MoreLabour Relation Act Assignement4795 Words   |  20 Pagesoccurred and has been committed by the employee in question, that is to have a proof that the employee under performed 2. Meet privately with the employee and explain the poor performance, ensuring the employee understands and making summarised notes of the entire corrective meeting discussion 3. 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In February of 1861, Lord John Russel, Britain’s foreign minister, â€Å"sternly warned† Lincoln that if the efforts of suppression of the Rebels interfered with British trade the result could be Confederate independence being recognized (Fellman, 98-99). Additionally, in May of 1861 France and Russia’s foreign ministers advised the opening of relations with the Southern Nation. However, on May 14th Queen Victoria declaredRead MoreLabour Relations8410 Words   |  34 Pages Index Nr Page 1.) The Roll Of Trade Unions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.......... 2 1.1) Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 2 1.2) What Is a Trade Union†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2 1.3) Why Unions Develop in Society†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦......... 3 1.4) Why Do People Join Trade Unions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5 1.5) Functions Of A Trade Union†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 6 1.6) What is the Structure of a Trade Union†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 6 1.7) The Shop Steward†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 8 1.8) Trade Union Federations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦......... 9 1Read MoreBe A2 20132054 Words   |  9 Pages| Be able to assess the significance of the global factors that shape national business activitiesLO4 | Discuss the significance of international trade to UK business organisations | | 4.1 | | | | | Analyse the impact of global factors on UK business organisations | | 4.2 | | | | | Evaluate the impact of policies of the European Union on UK business organisations | | 4.3 | | | | Merit grades awarded | M1 | | M2 | | M3 | | | | Distinction grades awarded | D1 | | D2Read MoreCrisis Of Ukraine : A New Us / Russia Cold War?3358 Words   |  14 PagesCrimea, it is important to note that Russia seems to be all alone against the rest of the world in asserting for the annexation of the Crimea (Urban, 2014). 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Enterprise Architecture for Phoenix Logistics - myassignmenthelp

Question: Discuss about theEnterprise Architecture for Phoenix Logistics. Answer: Introduction: Phoenix Logistics is the global freight forwarding company which operates their business based on their head office in Melbourne. They also have branches in several countries of the world. In this recent time, the organisation wants to implement the process of Enterprise Architecture (EA) to improve the effectiveness of their operation. Being the member of the consulting team, it is important to provide some basic concepts about EA. Therefore, the report will provide information about the concept of EA along with benefits and challenges of the same. The concept of EA: EA is the concept that provides a conceptual blueprint to define the effective operations and structure of the organisation[1]. The vital role of EA is to determine the organisational process, which will be effective to meet present and future goal of the firm more effectively than the present time. Similarities of City Planning with EA City planning is the concept the focuses to make a planned city based on its economy, environment, and culture of the place. City planners also give importance on existing use of different aspects of the city. Similarly, EA also evaluates existing operational activities before making changes about the same [2]. City planning system anticipates all the critical issues that can arise while making changes within the city they also provide effective solution to those issues. Benefits of EA EA makes proper sequence among all the processes of the firm to improve the process by improving the workflow of the firm. This process also makes positive relations among suppliers and business firms, which are strategic stakeholders of the business. In this way, it makes strategic differentiation within the firm [2]. Challenges of EA Apart from aforementioned benefits of EA, there are some challenges with the same. Some organisation wants to implement EA without setting any purpose, which leads the problem about effectiveness against the purpose. Executives wish continuous support from EA, whereas EA needs continuous support from executives to deliver value so that there is a problem about the focus of the same. Organisational maturity is also one of the challenges for EA [3]. Implementation of EA in Phoenix Logistics The Open Group Architecture Framework will be effective for Phoenix Logistics to implement effective EA. It will help them to make effective operations among all the branches of the firm. As an example, Phoenix Logistics will focus on eight vital aspects while implementing this concept. Group architecture will make a positive effect on the overall organisational process. The vital aspects of this architecture are architecture vision, business architecture, information system architecture, technology architecture, opportunities architecture, migration planning, implementation governance, and architecture change management [4]. Therefore, this framework will fulfil all the perspectives of EA for improving the operational effectiveness of Phoenix Logistics. Figure 1TOGAF Source: [5] Job Interview EA can be used from four major perspectives such as information perspective, business perspective, application perspective, and technology perspective. EA focuses on the economic condition of an organisation along with their work environment and work culture because these factors have a vital effect on the effectiveness of organisational operations. EA also anticipates all the issues that can be rise due making changes in operations of the firm and they also provide a solution for the firm as city planner [3]. Application perspective focuses on standards and processes which are used by the organisation to operate the business. Business perspective is concerned about to define the effective operations based on day to day operations. Technology perspective defines all the operating systems and networking resolutions for the organisation to increase the effectiveness of their operation. Information perspective classifies all the raw data, which is important to make efficient operation [ 4]. Source: [3] The four domains provide a proper understanding of the business requirements and also provides different strategic choices for the companies. Business architecture domain helps for construction of mission and vision prospects, business requirements and business policies, service profiles and enterprise process designs. Whereas Information architecture and application architecture are intertwined with technology architecture for providing the data management and data infrastructure components for runningthe company smoothly [1]. EA provides three most effective benefits for an organisation. This process is beneficial to reduce the cost of technological standardisation; it also improves the organisational process and strategic differentiation of the firm. In technological perspective, EA focuses on the retirement of ageing and costly technologies within the firm (Lange et al., 2016). It also reduces the complexity of technological aspects, which also make a positive effect on the cost of operation by reducing the cost of training. To implement effective EA maturity of the organisation is important. Any new start-up cannot implement the process of EA effectively, as this process needs vast preparation along with active participation. Talent about this process is also one of the challenges, as the process is an art than a science so that it needs skills and talent rather than certification about the same [5]. At the end of the discussion, it can be said that EA is the effective concept to improve operations of an organisation. However, it has some challenges, but that can be overcome by appointing skilled and talented EA personnel. References [1] R. Fischer, S. Aier and R. Winter, A federated approach to enterprise architecture model maintenance, Enterprise Modelling and Information Systems Architectures, vol. 2, no. 2, pp. 14-22, 2015. [2] D. Simon, K. Fischbach and D. Schoder, Enterprise architecture management and its role in corporate strategic management, Information Systems and e-Business Management, vol. 12, no. 1, pp. 5-42, 2014. [3] D. Chorafas, Enterprise architecture and new generation information systems, 1 ed., London: CRC Press, 2016. [4] J. Lapalme, A. Gerber, A. Van der Merwe, J. Zachman, M. De Vries and K. Hinkelmann, Exploring the future of enterprise architecture: A Zachman perspective, Computers in Industry, vol. 79, no. 2, pp. 103-113, 2016. [5] B. Rouhani, M. Mahrin, F. Nikpay, R. Ahmad and P. Nikfard, A systematic literature review on Enterprise Architecture Implementation Methodologies, Information and Software Technology, vol. 62, no. 3, pp. 1-20, 2015. [6] M. Lange, J. Mendling and J. Recker, An empirical analysis of the factors and measures of Enterprise Architecture Management success, European Journal of Information Systems, vol. 25, no. 5, pp. 411-431, 2016.

William Blakes The Chimney Sweeper Essay Example For Students

William Blakes The Chimney Sweeper Essay Social Criticism in William Flakes The Chimney Sweeper The Chimney Sweeper by William Blake criticizes child labor and especially society that sees the childrens misery but chooses to look away and it reveals the change of the mental state of those children who were forced to do such cruel work at the age of four to nine years. It shows the change from an innocent child that dreams of its rescue to the child that has accepted its fate. Those lives seem to oppose each other and yet if one reads the poems carefully, one can see that they have a lot in common too. We will write a custom essay on William Blakes The Chimney Sweeper specifically for you for only $16.38 $13.9/page Order now The poem was inspired by the first laws that were supposed to make the chimney sweepers life better, but since those laws were loosely enforced Blake wanted to draw attention to their horrible situation and wanted society to be aware of this problem to reinforce the existing and make new laws. Blake shows the life of two different chimney sweepers, one very naive child, Tom, that somehow managed to keep some of its childlike innocence and one that he calls experienced that sees his life more realistic and shows who is to blame for this situation. One can find many phrases that underline Toms innocence throughout the mom but the symbols of the hair that is compared to a lambs wool and the White hair confirm that first impression one gets when reading the poem. Little Toms dream is another symbol of his innocence. He dreams of an angel that comes to rescue him with a bright key. In Gardeners book Flakes Innocence and Experience Retraced he comments on the dream but also has a very interesting theory of the black coffins meaning. The gowned figure of Christ appears in the illustrations to all these poems, and in The Chimney Sweeper the same gowned figure releases the sys from the coffin of black, which epitomizes the horizontal flues (the size of a childs coffin) which killed so many infant sweeps (Gardner 66). His theory is that the black coffins symbolize the small chimneys where many children got suck and suffocated. Which is a reasonable theory; chimneys that were built at that time were made very narrow and many children werent able to get out of them anymore. Here Blake criticizes that many children had to Jeopardize their life to do their Job. At first there was a poor attempt to regulate this: children were sweeping the chimneys thou clothes so the clothes could not get caught and imprison the children in a chimney but this solution was inhumane as it takes away the childs dignity and another point that had to be called to attention at that time: The childrens rights as they did not have any. And it wasnt Just about the childrens rights but also without clothes the children hurt their knees and elbows very much. This was even worse because of the infections through the soot as chimney sweepers were washed rarely and were sleeping on the soot they swept during the day and in a black and very narrow room with all the other chimney sweepers. Blake also criticizes that those children are in complete darkness most of their time. They rose in the dark (line 21), spend their day sweeping chimneys and when they were done they would walk from door to door asking for more work and then got back into their black rooms to go to sleep. So this stands in contrast with the life little Tom dreams of where he is being washed, can run free and enjoy his life as children should be able to do. And washed in the river, and shine in the sun/ then naked and white, all their bags left behind/ they rise upon the clouds and sport in the wind (line 6-18). Toms dream creates a bit of hope in the reader that Tom might be able to be happy and consoled by this dream but this hope is dismissed at the end of the poem. Though Tom is warm and happy inside, the cold morning shows that in reality the angels consolation is not much of a consolation and the reader knows that even the older boys help that the hair cannot be spoiled if it is shorn off would not help much either. Also those words like dark and harm create a baleful atmosphere and through the broken rhyme scheme the reader is thrown back into Toms dark reality. So at the ND the reader does not have a choice but to deal with this reality and think about the boys situation which is what Blake intended The conditions of the places the children slept in were another point that Blake criticizes. He sleeps in soot instead of the early mothers bosom or lap. But Just as the mother shields the child from the intense beams of Gods love until he is able to bear them alone, so the sweepers soot is ironically his shield (Inurn 19). As this quote states the child should sleep on the mothers lap instead of soot that a child is supposed to be loved and tak en care of but instead it is sold and surrounded by luckless. I disagree with the second statement that the mother shields a child from the intense beams of God and what it is compared to; the reason why I disagree is that Blake was not a very religious person for his time and I doubt that he meant to draw a connection between the mothers loving shield to an ironic shield of soot. This interpretation is going away too much from the original statement and there is too much imagination in this thought. Blake criticizes that children were so young when they were sold to be chimney sweepers that they couldnt talk properly yet. .u7b84416be8a2a558928e0dfb894b7d82 , .u7b84416be8a2a558928e0dfb894b7d82 .postImageUrl , .u7b84416be8a2a558928e0dfb894b7d82 .centered-text-area { min-height: 80px; position: relative; } .u7b84416be8a2a558928e0dfb894b7d82 , .u7b84416be8a2a558928e0dfb894b7d82:hover , .u7b84416be8a2a558928e0dfb894b7d82:visited , .u7b84416be8a2a558928e0dfb894b7d82:active { border:0!important; } .u7b84416be8a2a558928e0dfb894b7d82 .clearfix:after { content: ""; display: table; clear: both; } .u7b84416be8a2a558928e0dfb894b7d82 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u7b84416be8a2a558928e0dfb894b7d82:active , .u7b84416be8a2a558928e0dfb894b7d82:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7b84416be8a2a558928e0dfb894b7d82 .centered-text-area { width: 100%; position: relative ; } .u7b84416be8a2a558928e0dfb894b7d82 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7b84416be8a2a558928e0dfb894b7d82 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7b84416be8a2a558928e0dfb894b7d82 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u7b84416be8a2a558928e0dfb894b7d82:hover .ctaButton { background-color: #34495E!important; } .u7b84416be8a2a558928e0dfb894b7d82 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7b84416be8a2a558928e0dfb894b7d82 .u7b84416be8a2a558928e0dfb894b7d82-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7b84416be8a2a558928e0dfb894b7d82:after { content: ""; display: block; clear: both; } READ: Pre-Romanticism EssayThe reason for this was that the chimneys were so narrow an older child would not be able to crawl through. This fact is shown very clear in the first line of both poems but the picture gets much more distinct in the second and third line where the child says he could not even pronounce the word sweep and says Weep instead. Those children were too young to be aware of their situation until they were enslaved, and when they did understand it, they would cry like Tom when he gets his hair cut. The only consolation the other older boys can give is that now his beautiful white hair cannot e spoiled. But if this is a good consolation at all is up to the reader to decide. Blake does not indicate whether he agrees or disagrees. From the mature or maybe the experienced point of view, it is in fact no consolation at all but little Tom seems to believe it is a good one. When my mother died I was very young, and my father sold me while yet my tongue could scarcely cry N. pep! Weep! Weep! (line 1-3). But the M. pep! Weep! Weep! does have two meanings. The first one I Just explained but it also suggests that even the innocent child is suffering and shows it through weeping. Though he does not consciously realize it yet, subconsciously he is weeping and not Warm and happy at all. The nameless second child uses this sentence again, but here it does not symbolize the childs inability to speak but the experience that is causing the child to weep. Another point of indirect criticism is that chimney sweepers were punished if they disobeyed. One is not told directly what was to happen to the children if they did not do as they were told one only knows that the child is going to be harmed if the work is not done so if all do their duty they need not fear harm (line 24). This criticizes the way those children were treated. Some sweepers had to climb up a chimney while the fire was burning in the fire place; if the child refused they were forced by fire, slaps, prodding with poles, or by the pricking of the bottoms of their feet with pins (Inurn 17). Blake also criticizes the church, God and society. In the Songs of Innocence, little Toms dream can be seen as a sign from God or from heaven and one can view it as a metaphorical representation of the church. So it implies that the chimney sweepers believe in the church and Gods help Just as they believe in the dreams message. This meaner the churchs help is compared to the angels consolation that if Tom was a good boy/ hed have God for his father and never want Joy (line 19-20) which is no consolation. This is Flakes indirect criticism of the church that does not help those children and of God. He raises the question of how God can be truly good if he sees this injustice and does not act to prevent those children from being harmed. And Punter explains in this book about the Songs that Blake used to Associate the angelic with goodness but increasingly as the years went by he connected it with a mind of hypocritical self-righteousness (Punter 17) so the angel in Toms dream would not be a good sign but a symbol for a hypocritical society. In the second poem the criticism goes on as the question is raised where the parents of the chimney sweeper are, since it is their duty to take care of their child; but they left the child and went to pray to God instead. And there is more criticism of the parents: The child asks if they sold it because it was happy and if it is its time to suffer now because it has been happy once? This question is meant for the reader to think about if it can e right that a child has been sold because it did not show how much it is suffering. In the second poem, the reader gets to know that the child is not allowed to go to church to pray to God. Blake criticizes that children were outcasts of society Just because of their profession and there are records showing that chimney sweepers were thrown out of church if they tried to participate mass even if they were wearing the right clothes, which only a few chimney sweepers were provided with in the first place. As an instance in what a manner these poor children are treated, I remember n anecdote of a little band of them, who had the fortune to be supplied with Sundays clothing; their faces, however, proclaimed them chimney-sweepers. Curiosity, or information that the churches were houses of God, carried them within the gates of a church; but alas! They were driven out by the beadle, with this taunt, What have chimney sweepers to do in a Church? (Inurn 18). Since there were many families that were so poor at the time the poem was written that they could not feed and sold them in order to prevent them from starvation. This is what Gardner meaner n this quotation: The Gap between the respectable and the non-respectable poor was therefore widening (Gardner xvii). The two Songs show some contrast but as one can see in the criticism there are many symbols that show up in both poems. Little Toms white hair that is shorn off shows his innocence that is being taken away from him yet the nameless child in the second poem is referred to as a little black thing, the nameless child is almost seems black among the white snow, which shows that his innocence already is lost and that experience has given him the black color that makes him stand out from civilization. Nowadays one could also compare this to black people being outcasts of society in America that were sold Just like the chimney sweepers. .ucdf7e81643ee1ff6e9b049c93371730c , .ucdf7e81643ee1ff6e9b049c93371730c .postImageUrl , .ucdf7e81643ee1ff6e9b049c93371730c .centered-text-area { min-height: 80px; position: relative; } .ucdf7e81643ee1ff6e9b049c93371730c , .ucdf7e81643ee1ff6e9b049c93371730c:hover , .ucdf7e81643ee1ff6e9b049c93371730c:visited , .ucdf7e81643ee1ff6e9b049c93371730c:active { border:0!important; } .ucdf7e81643ee1ff6e9b049c93371730c .clearfix:after { content: ""; display: table; clear: both; } .ucdf7e81643ee1ff6e9b049c93371730c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ucdf7e81643ee1ff6e9b049c93371730c:active , .ucdf7e81643ee1ff6e9b049c93371730c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ucdf7e81643ee1ff6e9b049c93371730c .centered-text-area { width: 100%; position: relative ; } .ucdf7e81643ee1ff6e9b049c93371730c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ucdf7e81643ee1ff6e9b049c93371730c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ucdf7e81643ee1ff6e9b049c93371730c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ucdf7e81643ee1ff6e9b049c93371730c:hover .ctaButton { background-color: #34495E!important; } .ucdf7e81643ee1ff6e9b049c93371730c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ucdf7e81643ee1ff6e9b049c93371730c .ucdf7e81643ee1ff6e9b049c93371730c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ucdf7e81643ee1ff6e9b049c93371730c:after { content: ""; display: block; clear: both; } READ: William Blake's Songs of Innocence and Songs of Experience EssayAnd the word sold is meant to stand out in the second line. Just like the black slaves in America those children were sold to a master to be sweeps. This would have been criticized a lot more nowadays as slavery still was quite common back then when the poem was written. The child in the second poem does not have a name and there are several reasons for that: Blake did not want to focus on one child and its situation but show that in act there are many children and therefore the child doesnt have a gender so it doesnt represent Just boys or Just girls as they were treated the same. This is a contrast to the first chimney sweeper Tom, who has a name, emotions and feelings so one can sympathies with him. The second childs experience is not presented as clearly as Toms innocence but through its unveiled vision of its destiny and the way it accepts its fate. The child knows it has been wronged by its parents who were supposed to take good care of it and sold it like and object but it also has been ranged by God and the priest and the King who make up a heaven of our misery (line 11). They try to pretend its a perfect world and do not look at those children too closely, but since they make up a heaven (line 13) a better world, they clearly must be aware of the misery around them. Also Blake is playing with the readers conscience in the Songs of Innocence; the child says that he is sweeping your chimney. The reader is included and addressed directly this implicates the reader in the circle of exploration (Seasick 53). This is also shown in Garners book: Alone among all the voices of Innocence, the chimney sweeper speaks from unrelieved destitution and an enforced self-reliance; his counterpart in Experience speaks from familiar exploration. The two sweeps state a condition, the difference being in relationships, as the illustrations signify (52). Blake does not speak for himself in his poems, he creates a narrator that states his thoughts; this way Blake can show two different states of mind or point of views without disagreeing with his previous statement and does not become unbelievable through those contradictions that may result from this. Blake believes that one cant separate those states (innocence and experience) from each other, they Just show the same world from a different perspective. Flakes poems presents a contradiction between the states of innocence and experience, two phases through which all people must pass. It shows the untainted world of an innocent child against the mature world of experience and corruption. Tom is both innocent and yet somehow experienced too because of his hard work. When he is conscious he is innocent but in his dreams even though they are very good and innocent, he still knows that it is to the right way he is being treated, because he is dreaming of a better life; He child must indulge in symbolic compensations for his real lot (Adams 261). One can also see this in the contrast in the sentence that If hed be a good boy. (line 19). Being a good boy meaner doing his duty here. The contrast in this sentence is that actually people are supposed to be good and do their duty, but in this case to do his duty would mean that he hurts himself and maybe dies trying to be good. Blake does not ally with one particular point of view since a ll humans have to go through both tastes. In the Songs of Innocence life is seen through the childs eyes thus showing the innocence but in the Songs of Experience it almost appears as if it is seen through the eyes of an adult, showing that children cant stay innocent in those conditions. It shows that sooner or later the child cant believe in those promises the angel gives in the Songs of Innocence and that it will lose its innocence. This innocence Can be both imaginative and pathetic at the same time imaginative because the innocent child can transcend his outer environment ND pathetic because the child so obviously suffers from that outward existence Adam 206 This Quotation will underline my statement that even though the child seems innocent, it is affected by the horrible things that are happening to the child. It also shows the conflict that the reader has to deal with: does he believe in Toms innocence and hopes everything will work out for Tom so he can stay happy and warm or does the reader believe that the child cannot be this naive and even try to believe the angel. In my opinion the reader cannot believe in Toms happy ending as he knows too much. As we read the mom, sitting beneath the chimney newly swept in Golden Square, our discomfort arises not from the necessity of chimney-sweeping, but from the sense that a child may belong so little to the living that he is driven for necessary solace to a posthumous exploration (Gardner 52). Gardner shows that the reader will have to decide what he believes in the end. Works Cited Primary Sources Beer, John. Romanticism, Revolution and Language. The Fate of the Word from Samuel Johnson to George Eliot. Cambridge: Cambridge University Press, 2009. Bentley, Gerald Decades, Jar. William Blake. The Critical Heritage. London and Boston

Communication and Its Importance in Creating Conflict Essay Essays

Communication and Its Importance in Creating Conflict Essay Essays Communication and Its Importance in Creating Conflict Essay Essay Communication and Its Importance in Creating Conflict Essay Essay Essay Topic: Interpreter of Maladies Conflict is indispensable in all plants of fiction. whether it might a simple dissension in a matrimony or internally seeking to cover with guilt. The existent life state of affairss of Interpreter of Maladies connect the jobs with communicating with struggle that will originate. In Interpreter of Maladies. communicating jobs in the short narratives â€Å"A Temporary Matter† . â€Å"This Blessed House† . and â€Å"Interpreter of Maladies† resulted in struggle. In â€Å"A Temporary Matter† . the struggle in was the game that Shoba and Shukamar played. mentioning to the uncovering one truth about oneself when there were non any visible radiations. and the game where they were concealing from each other. trusting to avoid awkward brushs. This was an internal struggle from Shukumar’s position because Shukumar was believing of how to play his following move in order to efficaciously reconstruct the relationship. †Now he had to fight to state something that interested he. something that made her expression up from her home base. or from proofreading files. † Shukumar thought the intent of the game where the twosome would portion antecedently unknown facts was that it would reconstruct their relationship. Shukumar thought the game was used in order to accommodate and reform the matrimony. But he was soberly mistaken. Shoba used this game to state him that she was traveling out. â€Å"It sickened Shukumar. knowing that she had spent these past eventide s fixing for a life without him. † ( 21 ) . The internal struggle in Shukumar was a consequence of miscommunication on Shoba’s portion. She seldom communicated her ideas and feelings after the spontaneous abortion. and Shukumar took this as a mark to non speak. This resulted in their relationship decelerating attenuation. and eventually to the point of turning away. In â€Å"This Blessed House† Sanjeev and Twinkle had many battles throughout the narrative because of the Christian artefacts that were laid throughout the house. Sanjeev believed it was impractical. since both he and Twinkle were non Christian. When he kept on take a firm standing on eliminating the spiritual objects. Twinkle insisted on maintaining them. While Sanjeev had a practical and logical ground of why. he neer efficaciously compromised with Twinkle. and kept on believing that he was right. And without the proper via media and communicating. it resulted in Sanjeev non understanding Twinkle’s emotions. He was rather surprised when he saw Twinkle call in the bath. â€Å"Oh God. please. Twinkle. I didn’t average it. † But Finally in the terminal. they reached a via media and managed to go on on to the party. But the struggle arose because of Sanjeev’s inconsiderateness and non pass oning his ideas along with listening to Twinkle’s attack. â€Å"In the terminal they settled on a via media: the statue would be placed in a deferral at the side of the house. so that it wasn’t obvious to passerby. but was still clearly seeable to all who came. † Even though they come to a via media. it was after Sanjeev made Twinkle call. which is a hapless illustration of effectual communicating. In â€Å"Interpreter of Maladies† . Mr. Karpasi was under a psychotic belief that Mrs. Das was interested in him. The struggle was Mr. Karpasi’s internal battle construing Mrs. Das’s actions and finding whether she liked him or non. â€Å"As he stole glimpses in the rear position mirror. wrapping elastic sets around Tina’s hair. he wondered how he might do this tour a small longer. † He stated that he was an translator in the narrative. Mrs. Das inferred that he was some kind of psychologist or healer that would bring around her of her guilt that she had been keeping in. However she was mistaken. Mr Karpasi basically was a transcriber for a physician. â€Å"†¦But many people do non talk Gujarati in this country. including the physician. And so the physician asked me to work in his office construing what the patients say. † He did non treat any cognition in the field of which Mrs. Das was interested in. When Mrs. Das was asked by Mr. Karpasi about why she told him about the bastard kid. Mrs. Das said. â€Å"Well don’t you have anything to state? I thought that it as your occupation. † Mr. Karpasi responded with. â€Å"My occupation is to give Tours. Mrs. Das. † Mrs. Das continued with. â€Å"Not that. Your other occupation. As an translator. † Mrs. Karpasi answered with. â€Å"But we do non confront a linguistic communication barrier. What demand is there for an translator? † Mrs. Das wholly misunderstood Mr. Karpasi in what he meant as an translator. She was merely interested in Mr. Karpasi because she believed that Mr. Karpasi would bring around of her guilt. On the reverse. Mr. Karpasi thought that Mrs. Das was interested in him in an attracting manner. In Interpreter of Maladies. communicating jobs in the short narratives â€Å"A Temporary Matter† . â€Å"This Blessed House† . and â€Å"Interpreter of Maladies† resulted in struggle. In â€Å"A Temporary Matter† . Shoba gave Shukumar the feeling that she was seeking to reform their matrimony when her true intent was to stop it. She besides is responsible for their turning away with each other. In â€Å"This Blessed House† . Sanjeev was unmindful to Twinkle’s connexions to the Mary statue. and kept on pressing his belief. This resulted in a battle in which Sanjeev eventually realized his misdemeanour. In â€Å"Interpreter of Maladies† . Mr. Karpasi miscommunicated what his occupation was. which so resulted Mrs. Das giving him a job that he could non work out. Mrs. Das regarded Mr. Karpasi with involvement because she believed that Mr. Karpasi can assist her. However this resulted in her humiliation when she told Mr. Karpasi her biggest secret that she believed he could decide. Communication is indispensable to the mundane life of worlds. A little error in communicating can destruct a relationship or get down an unwanted state of affairs. It is indispensable that people would pass on in order to make a more stable relationship.

Chiral Center Definition in Chemistry

Chiral Center Definition in Chemistry Chiral Center Definition A chiral center is defined as an atom in a molecule that is bonded to four different chemical species, allowing for optical isomerism. It is a stereocenter that holds a set of atoms (ligands) in space such that the structure may not be superimposed on its mirror immage. Chiral Center Examples The central carbon in serine is a chiral carbon. The amino group and hydrogen can rotate about the carbon. While chiral centers in organic chemistry tend to be carbon atoms, other common atoms include phosphorus, nitrogen, and sulfur. Metal atoms may also serve as chiral centers. Sources Mislow, Kurt; Siegel, Jay (1984). Stereoisomerism and local chirality. Journal of the American Chemical Society. 106 (11): 3319. doi:10.1021/ja00323a043Solomons, T. W. Graham; Fryhle, Craig (2004).  Organic Chemistry  (8th ed.). John Wiley Sons.

Poster presentation Essay Example | Topics and Well Written Essays - 1500 words

Poster presentation - Essay Example a. Competitors – competitors are other companies who are offering the same product or services or an alternative to the product or services offered by a particular company. Competitors can either be direct or indirect competitors. Direct competitors are those companies who could offer the same product and services while indirect competitors are companies who could offer an alternative product or services. The political environment is the regulatory atmosphere of which Starbucks operate as a business. The political environment could determine whether Starbucks can open a franchise in a certain country or if its bean can be had without any regulatory issue (issue of quota, banned goods, taxation etch.,). Economic environment determines the financial capacity of its market. In the case of Starbucks, economic environment made Starbucks reconsider its position in the market when the financial crisis hit in 2008-2010 that companies were compelled to adapt to the new market realities to stay afloat as a business. Along with the financial crisis is also the changing economic behaviour of Starbucks customers whose purchasing habits changed dramatically along with their choices of coffee products. The â€Å"premium coffee† preference suddenly became less a priority and convenience and affordability moved to the forefront. The â€Å"prestige orientation† of Starbucks is no longer applicable in the changing behaviour of its customers. The use of technology is one of the advantage s of Starbucks from its competitors. Despite the crisis, it still managed to keep in touch with its customers with its web platform where customers can discussed about coffee. This became an online community where Starbucks reinforce with its own ingenuity of sending greetings during the customer’s important personal events such as birthdays. In addition, its Gold Card Holder facility through a cellphone helped maintain customer loyalty during the

Is There a Union Revitalisation in Europe and North America Essay

Is There a Union Revitalisation in Europe and North America - Essay Example It cannot be assumed that union revitalization will happen hassle-free. There have been signs of worker self- aggrandizement in certain areas, but there have also been instances of total relapse into passivity in certain spheres. But a new phenomenon that is emerging is the structural changes that have been happening on the union front, and if viewed from the backdrop, it can be argued that there is union revitalization in a new form in Europe and UK. The global alliances that are emerging in labor sector, the increased presence of women, and ethnic minorities in the global workforce, and the new forms of workers organizations like the ‘worker centers’ of USA, have been some indicators of change. Taking into account all these new factors and influences, we can argue that there is a non-traditional kind of union revitalisation in Europe and North America. North America and the European Union have been depending more and more on immigrant laborers to meet their workforce n eeds. There are also attempts going on to assimilate these migratory workers into the host country’s mainstream workforce. In the United States, one in five people is from another nationality (Ohlemacker, 2007). In 2006, the BBC reported that 70,000 people were waiting to get citizenship in the UK (BBC News, 2006). The European Union has made it mandatory for its member nations, â€Å"a ‘duty of equality’ in regard to pay† (Healy and Heery, 2004: p.4). This has opened up a whole lot of equal opportunities and has thus increased the social diversity of the workforce (Healy and Heery 2004: p.4). Women and migrant workers from developing countries have been getting better representation in the wok force in Europe, as a result of this. As this phenomenon alters the social landscape of the work force, it has influenced the general state of towards trade unionism as well. For example, â€Å"the creation of low-paid, insecure, temporary and part-time jobs, which are disproportionately filled by women, minority ethnic citizens and young people† has resulted in a weakening of the bargaining power of the workers and also an increase in â€Å"poverty and†¦ unemployment† among such vulnerable groups (Healy and Heery, 2004, pp.17). In such a scenario, the question is whether the conventional trade unions are waking up to face the new challenges and organize the totally changed work force. There are divergent opinions on this issue. Johnson and Jarley (2004) have drawn attention to the re-emergence of â€Å"social movement unionism in the United States with rhetoric centering on demands for ‘work place dignity’ and ‘social justice’† (543-44). Ongoing rejuvenation efforts inside the trade unions are supposed to aim at reforms that will change the attitude of trade unions â€Å"from passive service organizations, bulti largely on an economic exchange logic with members, to active organising-driven unions, built on a logic of social exchange† (Johnson and Jarley 2004: 544; Heery 2001; Turner and Hurd 2001). In the UK, it has been observed that decentralization of public sector enterprises into local level management, has led to new feelings of insecurity among the workers and has become a â€Å"catalyst for union revival† (Calveley and Healy 2003: 98).  

A Study in Adaptation Essay Example for Free

A Study in Adaptation Essay Among the monographs found in the Culture and Ecology in East Africa Project is that of the work of Walter Goldschmit, entitled â€Å"The Sebei: A Study in Adaptiona. † It is among the ethnographic studies conducted to shed light on a particular community, which is that of Sebei. The project previously mentioned to which the monograph belongs is that of the University of California in Los Angeles which also carries the research design that was followed by the entire project (Mead 938). It has become important to evaluate this study because of the important role it plays in the field of ethnography and in the lives of the Sebei people. This paper will include the synopsis, a critique of the book, and the relationship with the materials and discussions found in the class. Synopsis of the Book The book primarily focuses on the people of Sebei, the socio-economic modes followed by the people there, and the adaptations which has happened throughout the existence of the community. People from Sebei speak Nilotic and have a connection with the Nandi and Kipsigis (MacGaffey 110). These people lives in the southeastern portion of Uganda and the elements of this community which has been discussed include the â€Å"history, environment, policy, social organization, animal husbandry, agriculture, a cash economy, sexual roles and marriage, child rearing, initiation, and the Sebei belief system† (Beidelman 542). The wide variety of the factors that have been covered in the study has been instrumental to the focus of the book, which is that of the ways of living of the people and how they have economically survived the environment they lived in. There are two environments which have been considered in the book to show the adaptive processes of the community under study. One is the area which is well-watered and is situated in the slopes of the mountains and the second is in the dry lands of the plains. With the conditions found in the said communities, there are also adaptive measures which have been taken by the people in terms of the production of their food and ways of living. One community concentrated on the hunting and gathering means of production because of the factors in the environment which makes this the most acceptable form of gathering food and sustaining the needs of the community. On the other hand, it is agriculture which has become the primary mode of economic production followed because of the availability of fertile soil that could be used for crops. Moreover, access to water is available that makes this a better option for the people. More so, it is seen to be the most effective in consideration of the available resources and conditions for the people. Economics-wise, this is the best methods for the respective communities discussed. Through time, it has been proven that Sebei people have the capability to adapt easily to changes in their environment and new situations which they are placed in (Mead 938). It has been shown in the book that the people have been able to be in contact with the Europeans when this group has been in a point where they are trying to adapt with the demands brought about by intra-African connections. The flexibility in adapting to such cultures has been carried out by the group by following the previous methods which have been used before by the group. It has been proven to be an effective pattern for the people since their first interaction with other cultures. Critique of the Book This particular book can be considered as one of the best monographs that have been written of an Ugandan community because of its succinctness and thoroughness. The ability of the author to present facts and data near what is real is considered to be a vital element of the author’s work. The author’s ability to record and research the past of the community has been helpful. The author, himself, has done quite an extensive job in proving the authenticity of his claims where there are primary evidences, such as photos, that has been shown together with the narratives provided. In writing a book, the ability of the author to provide evidences, especially in the field of ethnography, is considered to be vital in establishing the credibility and authenticity of the monograph. In a sense, this adds to the ability of the monograph to convince its readers that what is being said and shown in the account is true. Moreover, the book has shown one community but the picture that has been drawn and what has been learned over the discussions made of the particular community studied can be used in order to understand the African perspective. More so, the means of adoption that has been studied can be taken to a larger picture where it is also seen to exist in other areas and in different times. It has been found that the general perspective that can be used in order to interpret that of the Sebei culture is that â€Å"the maladies of the social system seem to outweigh their strengths† (Goldschmidt 338). With this particular statement, the author is then able to show that he has been able to observe the communities with a keen eye and relate it to the rest of the elements in the environment that surround the community. The author does not simply focus on what can be found within the community but also observes how it relates to the different links formed. More so, there is judgment that is found for these relationships from where a strong conclusion can be made. This monograph serves as a very good reading material for the members of the academic institutions and the epistemic communities from a wide variety of fields. Where field observations and thorough data collection has been done, there is the worthiness of examining the material and using it as a foundation of different researches. More so, an understanding of the different elements of the community can be easily derived through a reading of this material because of the substantial data that can be found here. This is not only for the purpose of studying communities but can also be taken by people from different fields such as psychology, economics, policy-making, sociology, and others in order to make researches and decisions. Relation to Class Materials and Discussions Understanding the book has been made easier because of the foundation laid by the class discussions and materials. The concepts that have been clarified in relation to culture, communities, and globalization has become an integral part of understanding how and why the Sebei communities had to adjust to the changing setting of the world and the communities which belong to it. It is difficult for a reader to understand the complex parts of the monograph if one would not take into consideration the aspects which relate the community to the changes in its surroundings. If the reader would not have the respective concepts and ideas, he/she might be limited to understanding the community in isolation and forget to relate it to the world outside the said community. There are factors which might be missed by the reader in understanding the community, in this case, and forget about the other forces that could change communities. Works Cited Goldschmidt, Walter. Culture and behavior of the Sebei: A study in Continuity and Adaptation. Berkeley, Los Angeles: University of California, 1976. MacGaffey, Wyatt. â€Å"Review. † ASA Review of Books 4 (1978): 110-111. Mead, Margaret. â€Å"Review. † American Anthropologists 79. 4 (1977): 938-939.

Romanticism Through Whittiers Eyes Essay -- Romanticism Essays

Most people agree that abolishing slavery has always been a struggle throughout the history of America. Great writers and thinkers openly expressed their disapproval, especially during the Romantic era. During this time period, strict laws were replaced by artistic freedom, experimentation, and critical thinking. Ideas of political liberty were also seriously considered by Romantics. Through a close examination of the poem â€Å"Ichabod,† John Greenleaf Whittier is definitely considered a Romantic poet because he strongly presents his political opposition to slavery, criticizes and questions the moral qualities of man, and expresses religious ideas through a metaphorical comparison to the Bible. Poets are, no doubt, recognized first for their poetry. Despite the fact that Whittier took on many roles politically, he was first and foremost a poet. His writing pertained to the abolitionist movement and had been composed for purely political reasons. Not only was this pet a Quaker, but he was also a significant politician and moral force in the fight to abolish slavery. Lewis Leary confirms the purpose of â€Å"Ichabod† within the book John Greenleaf Whittier: This piece, the famous â€Å"Ichabod,† came more directly, out of his political commitment than any previous work. â€Å"This poem,† Whittier wrote years later, â€Å"was the outcome of the surprise and grief and forecast of evil consequences which I felt on reading the Seventh of March Speech by Daniel Webster....† (105) The 1850s decade began abruptly when on the seventh of March; Daniel Webster affirmed his support of compromise with the Southern slave power. Von Frank describes Whittier as so "shocked and saddened by this unexpected defection† that it led to the powerful protest â€Å"Ichabod.† This... ...nner death" (Leary 109). Whittier not only uses religious texts to strenghthen his viewpoints, but goes a step further by adding emphasis on his moral and spiritual values, as well. Whittier, like other poets, manipulates creative techniques that turn ordinary words into portals of expression. However, his Romantic opinions differentiate him from other poets while emphasizing his role in politics, abolition, and society. Especially in â€Å"Ichabod,† a poem through which John Greenleaf Whittier is very much considered a Romantic poet because he greatly exhibits his political opposition to slavery, criticizes and questions the moral qualities of man, and depicts religious ideas through a metaphorical comparison to the Bible. That Romantic spark within Whittier’s heart was just a small piece of the passionate fire which revolutionized a greater movement in America.

The Battle of Shiloh

The Battle of Shiloh (also known as the Battle of Pittsburgh Landing), was known to be a major battle in the American Civil War. It was fought on April 6 and April 7, 1862 in southwestern Tennessee, where forces under Confederate Generals Albert Sidney Johnston and P. G. T. Beauregard staged a surprise attack against the Union Army troops of Major General Ulysses S. Grant and almost defeated his military units. The Battle of Shiloh was also regarded as the costliest military engagement within the American Civil War.The American Civil War stemmed from the convoluted issues of slavery and clashing perspectives on federalism, party politics, expansionism, sectionalism, economics and modernization during the Antebellum Period, or the turbulent years prior to the American Civil War. The Antebellum Period saw the emergence of the Industrial Revolution in America. Much of the nation's growth was brought about by technological advancements, a large British demand for cotton and a wave of Mid western settlement that created opportunities for regional specialization and trade.However, the Industrial Revolution in America also institutionalized black slavery. Large cotton plantations were labor-intensive, creating a huge need for slave workers. At the height of cotton production in the United States, about 40% of the Southern population consisted of black slaves. The percentage of slaves rose as high as 64% in South Carolina in 1720 and 55% in Mississippi in 1810 and 1860. All in all, more than 36% of all the New World slaves in 1825 were in the southern United States.These slaves were subjected to abysmal working and living conditions such as starvation, poor housing inadequate clothing allowances, overwork and physical and sexual abuse from their masters. Many Northerners, especially the leaders of the Republican Party (established in 1854), considered slavery a grave social ill and believed that owners of large Southern plantations were responsible for its promotion. Bu t Southerners were instead worried about the relative political decline of their region because the North was more progressive in terms of population and industrial output.As the North and the South's societies diverged, so did their regional identities. The North enjoyed a rapidly growing economy brought about by family farms, industry, mining, commerce and transportation, with a fast-growing urban population (fed by a high birth rate and large numbers of European immigrants) and no slavery outside the Border States. Meanwhile, the South was dominated by the settled plantation system operated through slavery, with a rapid population growth based on high birth rates and low immigration from Europe.Overall, the Northern population grew much more quickly than the Southern population, which made it increasingly difficult for the South to continue its dominance of the national government. Although slave owners controlled the region's politics and economics, two-thirds of the Southern wh ites who were elected into public office did not own slaves and were usually engaged in subsistence agriculture. Hence, it was unclear if they would support the plantation owners in perpetuating slavery.Both the North and the South were influenced by the ideas of Thomas Jefferson, the third President of the United States and the principal author of the Declaration of Independence. The South emphasized the states' rights (from the Kentucky and Virginia Resolutions) and the right of revolution (from the Declaration of Independence), while the North emphasized Jefferson's declaration that all men are created equal. However, the coexistence of a slave-owning South with an increasingly anti-slavery North made conflict unavoidable.The Compromise of 1850 was enacted as an attempt to resolve the territorial and slavery controversies arising from the Mexican-American War (1846-1848). Although the Compromise of 1850 admitted California as a free state (a state in the antebellum United States where slavery was either prohibited or eliminated over time) due to the California Gold Rush of 1849, it ruled that the status of the rest of the territories acquired from the Mexican-American War (Utah, Nevada, Texas and parts of Wyoming, Colorado, New Mexico and Arizona) will be determined through popular sovereignty.Hence, debates over sectionalism and the Fugitive Slave Laws (at set of laws passed by the United States Congress in 1793 and 1850 to provide for the return of slaves who escaped from one state into another or into a public territory) became prevalent. In 1845, the Kansas-Nebraska Act dictated that each new state of the Union will decide its stance on slavery. This proved to be disastrous for Kansas, as it was home to both pro- and anti-slavery factions, with the former emerging victorious on the slavery debate.The tension between the two parties had already escalated to the point that the admission of Kansas into the Union in 1861 led to the surfacing of numerous ant i-abolitionist movements that espouse racist sentiments that are still prevalent up to this day. Abraham Lincoln, an outspoken opponent of slavery in the United States, was elected president in 1860. After he assumed the presidency, 11 Southern states seceded from the Union between late 1860 and 1861 and established a rebel government, the Confederate States of America, on February 9, 1861.On April 12, 1861, Confederate General P. G. T. Beauregard opened fire upon Fort Sumter in South Carolina, marking the start of the American Civil War. However, with the loss of Forts Henry and Donelson in February 1862, Johnston disengaged his demoralized Confederate forces into west Tennessee, northern Mississippi and Alabama to reorganize. As a response, Grant transported his 58,000-strong Army of West Tennessee into southwest Tennessee from March 1 to April 5, 1862. He then settled at Pittsburgh Landing and waited for Major General Don Carlos Buell's Army of the Ohio from Nashville.According t o instructions from Union Major General Henry W. Halleck, Grant and Buell’s forces will merge in a joint offensive to seize the Memphis-Charleston Railroad. It was the Confederacy’s most reliable supply route, linking the lower Mississippi Valley to cities on the Confederacy's east coast. In order to defend the Memphis-Charleston Railroad, Johnston and Beauregard transported 55,000 Confederates to Corinth as early as March 1, 1862. Corinth was the western Confederacy's most important rail junction, as it was strategically located where the Memphis-Charleston crossed the Mobile-Ohio Railroad.Realizing that Buell would soon reinforce Grant, Johnston advanced towards Pittsburg Landing on April 3, 1862 with his newly-christened Army of the Mississippi. However, rain and bad roads delayed his advance. Johnston launched a surprise attack on the Federals on the dawn of April 6, 1862. Being unfortified, the Federals were easily surrounded. By mid-morning, the Confederates mana ged to overrun one frontline Union division and capture its camp. But Johnston's brigade met stiff resistance from the Federal right, which resulted in a savage fight around Shiloh Church.Johnston's army battered the Federal right all throughout the day. Although the Federal right did not give in, numerous casualties ensued. Johnston died at mid-afternoon after he was struck down by a stray bullet while directing the action on the Confederate right. Meanwhile, Johnston's contiguous assault was mired in front of Sarah Bell's peach orchard and the dense oak thicket the Confederates labeled as the â€Å"Hornet's Nest. † For seven crucial hours, Grant's left border endured Confederate attacks before being forced to yield ground later in the afternoon.The Confederates only drove Grant towards the river, instead of away from it, despite inflicting heavy casualties and seizing ground. By dusk, the Federal survivors have established a solid front before Pittsburgh Landing and revolte d the last Confederate charge. The Union finally got the upper hand on April 7, 1862. The night before, General Buell's Federal Army of the Ohio reached Pittsburgh Landing and positioned itself on the Union left. The Federal Army of Ohio joined forces with a reserve division from Grant's army, led by Major General Lewis Wallace. This merger added over 22,500 reinforcements into the Union lines.Despite being caught unprepared, Beauregard still managed to rally 30,000 of his badly-disorganized Confederates and stage an obstinate defense. Although Beauregard's troops temporarily halted the determined Union advance, strength in numbers provided Grant with a decisive advantage. As waves of fresh Federal troops swept forward by mid-afternoon, the exhausted Confederates were pressed back to Shiloh Church. Realizing the peril his army was facing, Beauregard ordered a retreat. The greatly disorganized Confederates withdrew to their fortified stronghold at Corinth. But the Federals still succ eeded in conquering Corinth.The Battle of Shiloh led to the defeat of the Confederate Army and the failure of Johnston's plans to prevent the joining of the two Union armies in Tennessee. Union casualties were estimated to have reached 13,047 (1,754 killed, 8,408 wounded, and 2,885 missing); Grant's army alone led to 1,513 killed, 6,601 wounded, and 2,830 missing or captured soldiers. On the Confederates' side, casualties reached up to 10,699 (1,728 killed, 8,012 wounded, and 959 missing or captured). This total of 23,746 fatalities was estimated to be greater than those of the American Revolution, the War of 1812, and the Mexican-American War combined.The Battle of Shiloh was very crucial to the American Civil War in the sense that it secured the Unionists' position on the Western front. After winning the Battle of Shiloh, Grant was able to continue his drive towards Corinth and take control of the Memphis-Charleston Railroad. The Union takeover of the Memphis-Charleston Railroad p aved the way for their victory in the American Civil War. However, this victory came after three more years of bloodshed and eight larger and bloodier battles. The Battle of Shiloh also influenced the Civil War and the way it was fought in the years to come.It imparted that weighing the accomplishments of the victors equally with the lost opportunities of the defeated was an important part of any criteria for military decisiveness. Simply put, what makes a battle decisive is not only what historically happened, but also what became historically unfeasible as a result of the event. For instance, the Battle of Antietam (fought on September 17, 1862, near Sharpsburg, Maryland, and Antietam Creek, as part of the Maryland Campaign) was significant not only because it led to Lincoln's Emancipation Proclamation.Rather, it was also because Confederate General Robert E. Lee's forces did not remain outside Virginia long enough to affect the elections in the North or to relieve the draining ma npower reserves there. Furthermore, the outcome of the 1862 Maryland Campaign failed to elicit support for an independent Southern Confederacy from politically-conscious countries such as Britain and France. In the succeeding campaigns, the Unionist soldiers applied a tactic that was very useful in the Battle of Shiloh – the seizure of locations that are indispensable to the Confederates.In the Siege of Vicksburg (May 18 – July 4, 1863), Grant and his Army of the Tennessee attacked souther forces at Jackson, where Vicksburg's reinforcements were located. As a result, the Confederacy gave the Union total control of the Mississippi River, except for the western states (Arkansas, Los Angeles and Texas). In the Atlanta Campaign (May 1864 – September 1864), Grant and Major General William Tecumseh Sherman defeated the Confederates by destroying their strategic, economic, and psychological capacity for warfare.They then ordered the Union troops to burn crops, kill liv estock, consume supplies, and destroy civilian infrastructure along their path. The Atlanta Campaign eventually led to the hastening of the end of the American Civil War in 1864. What is saddening about the Battle of Shiloh is that it is a war that could have been prevented in the first place. In fact, the entire American Civil War was a war that could have been prevented in the first place. But then, they both happened due to oppression, or the philosophy that a person can subjugate another because of race, creed or social status.Out of profit and a misplaced sense of racial supremacy, the whites enslaved the blacks. The end result was the American Civil War, a hostility that claimed millions of innocent lives at its wake. But what is more saddening is that people never seem to learn the mistakes of the past. Nowadays, despite advances in education and reason, discrimination and racism are still very rampant. People are still persecuted due to their beliefs, the color of their skin or their religion. Those who promote the status quo are called â€Å"freedom fighters,† while those who deviate from it are labeled â€Å"terrorists.†But they just end up waging senseless wars that kill millions of innocent people and turn the oppressed of today into the tyrants of tomorrow. Indeed, those who do not study the past are bound to repeat it.Works Citedâ€Å"Slavery. † 2007. Encyclopedia Britannica's Guide to Black History. 20 December 2007 .â€Å"The Battle of Shiloh, 1862. † 2004. EyeWitness to History. 20 December 2007 .† The Battle of Shiloh Official Records and Battle Description. 20 December 2003 . â€Å"Timeline of the Battle of Shiloh (Pittsburg Landing).† The Battle of Shiloh Official Records and Battle Description. 20 December 2003 .Beason, W. Keith. â€Å"Understanding Shiloh: The Death Knell of the Confederacy (Part 3). † 1999. KeithStuff Homepage. 20 December 2007 .

We Are Marshall Movie

Have y’all ever wondered how a college football team could change after their team lost friends and family in a plane crash? The movie â€Å"We Are Marshall† claims to be a true story and is about the 1970 ­1971 Marshall University football team suffering a plane crash on the way back from a road game. I think â€Å"We Are Marshall† should be considered nonfiction because a lot of the events that happened in the movie actually happened in real life.The Marshall University football team was in a plane crash on November 14, 1970  (Anderson). Also the board meeting that was held in the movie to decide whether they should continue the football program did not actually happen. The crowd of Marshall University students, faculty, and fans outside of the building where the meeting was held did not exist (Johnston). The chant â€Å"We Are†¦Marshall† actually didn’t begin until after the 1971 season but the producers felt like it was a good fit for t he movie (Gensler). One of the minor changes in the movie was the last play of the Xavier game. The movie showed the last play of the game was a crossing route for the 15 yard touchdown when in reality it was a screen pass (Gensler). The only event that was the same in that game was Marshall won 15 ­13. The coaching staff had some dramatizations in the movie.

Royal Order of Adverbs

Royal Order of Adverbs Royal Order of Adverbs Royal Order of Adverbs By Jacquelyn Landis Recently, I wrote about the Royal Order of Adjectives. Not surprisingly, there’s also a Royal Order of Adverbs. When you write a sentence that has more than one adverb, there is a loose order in which you should arrange them: Manner Place Frequency Time Purpose In a sentence with five (yikes!) such adverbs, it would go like this: Harrison runs dutifully (manner) around the track (place) every morning (frequency) before breakfast (time) to prepare for the marathon (purpose). Adverbs, however, have much more flexibility than adjectives, and you could easily move one or more to the beginning of the sentence: To prepare for the marathon, Harrison runs dutifully around the track every morning before breakfast. or Every morning before breakfast, Harrison runs dutifully around the track to prepare for the marathon. Normally, such a lengthy string of adverbs would be unusual. Furthermore, the order for adverbs is far more fluid than the order for adjectives. So although this is a reliable guideline, you’re free to choose the order that best emphasizes what you think is important in your sentence. 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:12 Signs and Symbols You Should KnowList of Greek Words in the English Language15 Names and Descriptions of Effects

Living and Working in France

Living and Working in France One common trait among people who study French is a desire to live and possibly work in France. Many dreams of this, but not many succeed in actually doing it. Just what is it that makes it so difficult to live in France? First of all, like in other countries, France is concerned about too much immigration. Many people come to France from poorer countries to find work- either legally or illegally. With high unemployment in France, the government is not eager to give jobs to immigrants, they want the available jobs to go to French citizens. In addition, France is worried about the impact of immigrants on social services- there is only so much money to go around, and the government wants citizens to receive it. Finally, France is infamous for its extensive red tape, which can make everything from buying a car to renting an apartment an administrative nightmare. So with these difficulties in mind, lets look at how someone can get permission to live and work in France. Visiting France Its easy for citizens of most countries to visit France- upon arrival, they receive a tourist visa which allows them to stay in France for up to 90 days, but not to work or to receive any social benefits. In theory, when the 90 days are up, these people can travel to a country outside the European Union, have their passports stamped, and then return to France with a new tourist visa. They might be able to do this for a while, but its not really legal. Someone who wants to live in France long term without working or going to school should apply for a visa de long sà ©jour. Among other things, a visa de long sà ©jour requires a financial guarantee (to prove that the applicant will not be a drain on the state), medical insurance, and police clearance. Working in France European Union citizens can legally work in France. Foreigners outside of the EU must do the following, in this order: Find a jobObtain a work permitObtain a visa de long sà ©jourGo to FranceApply for a carte de sà ©jour For anyone who is not from an EU country, finding a job in France is extremely difficult, for the simple reason that France has a very high unemployment rate and will not give a job to a foreigner if a citizen is qualified. Frances membership in the European Union adds another twist to this: France gives first priority for jobs to French citizens, then to EU citizens, and then to the rest of the world. In order for, say, an American to get a job in France, s/he essentially has to prove that s/he is more qualified than anyone in the European Union. Therefore, the people with the best odds of working in France tend to be those in highly specialized fields, as there may not be enough qualified Europeans to fill these types of positions. Receiving permission to work is also difficult. Theoretically, if you are hired by a French company, the company will do the paperwork for your work permit. In reality, its a Catch-22. They all say that you have to have the work permit before they will hire you, but since having a job is a prerequisite for obtaining the work permit, its impossible. Therefore, there are really only two ways to get a work permit: (a) Prove that you are more qualified than anyone in Europe, or (b) Get hired by an international company that has branches in France and get transferred over, because their sponsorship will allow them to obtain the permit for you. Note that they will still have to demonstrate that a French person could not do the job you are being imported to do. Other than the above route, there are basically two ways to get permission to live and work in France. Student visa - If you are accepted to a school in France and meet the financial requirements (a monthly financial guarantee of approximately $600), your chosen school will help you to obtain a student visa. In addition to giving you permission to live in France for the duration of your studies, student visas allow you to apply for temporary work permits, which give you the right to work for a limited number of hours per week. One common job for students is an au pair position.Marry a French citizen - To some extent, marriage will facilitate your efforts to obtain French citizenship, but you will still need to apply for a carte de sà ©jour and deal with abundant paperwork. In other words, marriage will not automatically make you a French citizen. As a last resort, it is possible to find work that pays under the table; however, this is more difficult than it might seem and is, of course, illegal.

Analyze film-rligious Essay Example | Topics and Well Written Essays - 500 words

Analyze film-rligious - Essay Example Their collision would destroy the beauty of Pandora which reminds about the Garden of Eden of the Old Testament. The movie unfolds the various spiritual colors which are experienced in its pantheism, the early evolution and hyper-environmentalism. The movie highlights the social, moral and spiritual issues that have become the concerning issues for the American society. For example, in Avatar, the comments about as being the blue-monkeys refers to the idea of evolution despite, they had their own language and could speak other language and in addition, they knew how to make tools. In some places of the movie, extreme environmentalism has been promoted by the director. As we can see that pantheism is the concept that has been promoted in the movie which revolves around the concept of worship of the creation. However, the worship of creation was prohibited by the apostle Paul to the humans. Similarly, we can analyze that how Na’vi worshiped the Mother Nature; they believed their gods live inside the trees, plants and other animals. Different kinds of trees were depicted in the movie espec ially one tree which was known as Tree of Souls which they believed is connection between Na’vi and their mother. In the end of the movie, the hero of the movie prays to the imaginary Na’vi god by making the Tree of Soul as a connecting link and pronounces human are not kind and generous enough to serve the planet Earth. He stated that â€Å"There’s no green there (Jake Sully). The extreme environmentalism promoted through this movie was the message that stated, â€Å"They killed their mother and they are going to do the same here’ (Jake Sully). In Avatar, one of the characters that hold a special position is the hero of the movie who was selected by the god of Na’vi. Jake Sully is a protagonist who is incarnated just like how Jesus Christ was. Eventually, he becomes the hero of Na’vi and leads them to a different type

Business law - Contract problems, FIRAC case, and short summary Assignment

Business law - Contract problems, FIRAC case, and short summary - Assignment Example to be bound by the agreement, statute of fraud covers contracts of sale of goods for a cost of at least $ 500 and requires such contracts to be in writing (Clarkson, et al, p. 234, 303). Hodge entered into a contract to work for Evans on the prime condition that the contract would be permanent. His condition was accepted but he was fired within a year. Hodge has sued for a breach of contract while Evans argues that the oral contract is unenforceable. Watkins and Iams entered into an annually renewable contract in which Watkins was, based on a promise, to be the sole distributer of Iams’ products in Michigan. The renewed contract in 1993 however reserved the company’s right to appoint any other distributor in Michigan. Iams then notified Watkins that its contract would not be renewed and contracted another company. Watkins has since sued for breach of contract, fraud, and promissory ‘estoppel’. A contract that either does not involve land, is enforceable within a year, is not a contract of guarantee, is not a promise that involves â€Å"consideration of marriage† and is not for sale of goods worth at least $ 500 dollars does not necessarily have to be in writing (Clarkson, et al., p. 304). Promissory estoppels also creates liability on promises relied upon in contracts (Clarkson, et al, p. 259). Dyer purchased a car with written provisions that no taxes were included in the price. While the contract restricted the agreement to its written terms, the salesperson assured her that sales tax was already paid. She has realized otherwise and has sued for breach. The parole evidence rule provides that oral agreement that precedes or is made alongside a written contract, in which the parties intended to be fully bound by the written contract, is inadmissible. The rule however has exceptions that include â€Å"contract subsequently modified, voidable or void contracts, contracts containing ambiguous terms, and incomplete contracts† among others (Clarkson, et al,

Android Security Research Paper Example | Topics and Well Written Essays - 1000 words

Android Security - Research Paper Example The authors continue by stating that in fact, ICC mediation defines the core security structure and is the article’s focus, but it improves on the assurances provided by the underlying Linux system (Enck, Ongtang and McDaniel 53). The rest of the subtopic goes deep into the security enforcement element of the Android operating system, covering the mandatory access control (MAC) among other features. The next subtopic is security refinements, with a short introduction. Under this comes a discussion of public vs. private components, implicitly open components, broadcast intent permissions, content provider permissions, service hooks, protected APIs, permission protection levels, pending intents, and URI permissions (Enck, Ongtang and McDaniel 54). The final subtopic in the article is lessons in defining policy, which covers the results (experiences) the author have had after working with the Android security policy. They state that the results showed that Android security policy starts with a relatively simple easy-to-understand MAC enforcement model, but the number and subtlety of refinements make it hard for someone to discover an application’s policy by simply looking at it (Enck, Ongtang and McDaniel 56). Some refinements push policy into the application code while others add delegation, which combines discretionary controls into the otherwise typical MAC model (Enck, Ongtang and McDaniel 56). This scenario makes mustering a firm grasp on Android's security model non-trivial.

Teaching Essays E-Learning Students Education

Teaching Essays E-Learning Students Education E-Learning Students Education Abstract: With the enormous spreading of e-learning over the last 15 years, quality of e-learning has been often criticized and tied up to poor provision. It has become important for higher education institutions to show the ability to provide high quality programmes. A variety of perspectives on what should be considered when evaluating the quality of e-learning. Some studies have addressed this topic from a more comprehensively view while other have looked at single perspective. This study aims at exploring this subject to develop a framework of critical factors necessary for the evaluation of quality in e-learning system, and to explore the relevancy and importance of the E-learning in Saudi Arabia. Accordingly, the literature of this topic was reviewed thoroughly to identify the factors that constitute the evaluation framework and 12 factors have been addressed. The empirical research was lying on a methodological quantitative approach where data was collected from learners in Sa udi Arabia based from their experience in E-learning. Introduction Nowadays, higher education is experiencing big challenges driven by many emerging trends, among which is the introduction of means of online learning. Accordingly, many universities all over the world are taking different moves to cope with the new requirements; some universities were established as purely online learning providers, other conventional universities launched new online programs, and some introduced online learning programmes to enhance some of their already existing programs. E-Learning redefines the teaching/learning processes and the overall learning environment. It change the old university system to a new set of practices by introducing significant changes in the roles of its main key players; learners, faculty members and the institution as an entity (Mendenhall, 2001). The change which e-learning brings to higher education accompanied by its vast spreading as an accepted learning delivery mode has been always questioned by its components who tie this type of learning to poor quality. Therefore, studying the different aspects of evaluating the quality of e-learning has been rising as an issue that worth researching and enhancing (Kistan, 2005; Wirth, 2005). A big range of perspectives on what factors to address when evaluating the quality of e-learning has been developed. Nevertheless; most of those studies either addressed few factors to a single aspect or dimension (Ally, 2004) or addressed multiple aspects but without looking at the e-learning institution comprehensively (Cohen and Ellis, 2004). In view of the lack of a holistic framework of factors to evaluate the quality of e-learning programs; this study aims hopefully at contributing to the body of knowledge in E-learning practice. Research objective: The main principle of this study is to evaluate the quality of e-learning through investigating the related critical factors that been identified by researchers and practitioners in this field. It also intends to study the importance of such framework in the e-learning practise in Saudi Arabia. The study aims also at understanding how the key learners and faculty members differ in perceiving the importance of such factors on impacting the quality of an e-learning program? Research Question: The research intends to answer in broad perspective the following questions as well: What are the factors which are affecting the quality of e-learning? In this question the researcher are trying to address the quality factors which affecting the success of E-learning in Saudi Arabia based on 12 factors have been address from the literature. How can we increase the e-learning practice in Saudi Arabia? The second question are to know what is the best way to increase the number of E-learning practise in Saudi Arabia and what do the learner think based on their experience. Dissertation structure: This dissertation includes six chapters in addition to its introduction. Below is a brief description of each: Chapter two; outlining the background information of the research to puts the reader into the perspective of this study. The chapter includes a discussion of the emerging trends in higher education that have pushed for the introduction of e-learning and discusses broadly the quality issue in this type of learning. Chapter three; covers the literature review of the e-learning, i.e. critical factors for evaluating the quality of e-learning programs. The chapter starts with identifying the distinctions between e-learning and traditional education, discusses in details the definition of the Quality concept in higher education generally and in e-learning in specific. Chapter four; Cover the research methodology such as the process of data collection and analysis which will be used. Chapter Five; we will be describing and analysing the data and presents the data gathered. Results of the analysis are then discussed. Chapter six; this chapter summarizes the study, lay out the conclusion and ends up with recommendations for future research. Bibliography Research Methodology: In this study the researcher are going to collect his data by quantitative method where a questionnaire will be designed based on the factors which have been discovered from the literature review and then will be sent to random group in Saudi Arabia. The Data later on will be analysis to show the result and the findings. Saudi Arabia Background: Saudi Arabia which is the birth place of Islam and home to Islam’s two holiest places in Mecca and Medina is located in the Middle East bordering the Arabian Gulf and the Red Sea. The king’s official title is the Custodian of the Two Holy Mosques. The modern Saudi State was founded in 1932. It is a large Middle Eastern nation that ranks as one of the world’s leading producers of petroleum, and exports more oil than any other nation. The government is monarchy type and the monarch is both the chief of state and head of government and administratively it is divided into 13 provinces and the constitution is governed according to Islamic Law. The country’s legal system is based on Sharia law and several secular codes have been introduced. Commercial disputes are handled by special committee. Saudi Arabia has an oil based economy with strong government controls over major economic activities. It possesses more than 20% of the world’s proven petroleum reserves. It not only ranks as the largest exporter of petroleum, but also plays a leading role in OPEC. The petroleum sector accounts for roughly 75% of budget revenues, 45% of GDP, and 90% of export earnings. It is believed that about 40% of GDP comes from the private sector and roughly 5.5 million foreign employees play an important role in the Saudi economy, particularly in the oil and service sectors. The researcher have carried this research in Saudi of same reason which we are going to describe them in details as The access: as the research is a Saudi nationality and have good access to the people in Saudi Arabia where he can collect more information and find a good respond rate than carrying a research in any other place. The Language: The research are multi language as he can speak Arabic Mother tongue and English so he will not face any problem to collect the data The Information: The researcher understating the situation in Saudi Arabia so he can do good research and will not spend too much time to understand the situation and cultural factors. The Organisation of the Education System in KSA The education system in Saudi Arabia has five divisions. They are: kindergarten for children from three to six years old, elementary (6-11), intermediate (12-14), secondary level (15-18), and university level (typically 19-24, depending on the subjects studied, and the form of higher education). The secondary stage is the final phase of general education in the Kingdom. It is a three-year period, following on from the intermediate stage. Students are admitted to this stage if they have obtained the intermediate stage certificate. Normally students follow secondary stage education between the ages of 16 and 18 years. This stage is considered the most important period in the general education ladder because students who successfully complete this stage are eligible to join any higher education institution. The administration of the education system in the Kingdom of Saudi Arabia is highly centralised. All educational policies are subject to government control and supervision by the Supreme Council of Education. Textbooks and teaching tools are uniform throughout the Kingdom. The four principal authorities responsible for education in the Kingdom of Saudi Arabia are: the Ministry of Education; the General Presidency for Girls’ Education; the Ministry of Higher Education; and the General Organisation of Technical Education and Vocational Training. Conclusion In this chapter we have gave a sample overview about the research and what are the reason to carry this research as there are a lack in understand the practice of E-learning program in Saudi Arabia and the research are trying to develop a good understanding to this n the information of other study have carried in similar field ay of the Success factors of the quality for E-learning in Saudi Arabia. Also in this chapter we have describe the dissertation structure and the research question which are going to measure what are the main factors for the success of learning Quality. Finally the Saudi Background have been analyse to give the reader the information to understand where the study have carried on and why. Chapter Two Introduction: The main objective of this chapter is to put forward the point of view of this study by laying out its background information. The chapter starts with presenting the emerging trends in higher education that have lead to the introduction of e-learning. It then continues by explaining the quality issue associated with this type of learning. The chapter also includes an overview of the background information about the e-learning in Saudi Arabia. Education An overview: According to a recent publication by the UNESCO, the education sector in general comprised of all of it’s constitutes including the higher education is experiencing new trends that exert on it new pressures and challenges (Hernes, 2003). Those trends are either classified under demography such as the continuing grow and increase of population, particularly young populations, migration between countries, increase of life expectancy, or are due to globalization where nations in general and learners in particular flow across borders without limits, allowing learners to have easy access to the best universities in the developed countries. Finally and perhaps the most important trend, is the knowledge growth accompanied by advanced information and communication technologies which have changed forever the way information is obtained, stored, used and displayed. Despite the divide between one country to another, or within the same country, more knowledge development opportunities have been created. Information technologies offer the possibility of modularization and customization of education through the use and re-use of learning objects focusing on learners, possibility of engaging learners more than ever and therefore changing the role of the faculty from a teacher to a facilitator. In response to the challenges described above, the growth of e-learning programme with its different modes in higher education is apparent and best reflected by the increasing number of e-colleges or e-universities, or the increasing number of higher education institutions that introduced e-learning programs and definitely by the growth of enrolment rate among learners. A study of e-learning in the United States in 2005, suggested that e-learning is penetrating the higher education institutions both in size and breadth and that e-learning is part of the mainstream of higher education. Figures of the study showed that sixty-five percent of schools offering graduate face-to-face courses also offer graduate courses online. Sixty-three percent of schools offering undergraduate face-to-face courses also offer undergraduate courses online. Among all schools offering face-to-face Master’s degree programs, 44% also offer Master’s programs online. Among all schools offering face-to-face Business degree programs, 43% also offer online Business programs. The same study showed an increase of around 20% of learners enrolment rate compared to the previous year (Allen and Seaman 2005). For different reasons, those statistics do not seem to be applicable to other countries. The USA is certainly the world’s largest provider of e-learning; however the market for e-learning and lifelong learning is also growing in Europe. Moreover, The Arab world, which represents 5 per cent of the worlds overall population, has entered the 21st century with a striking statistics which shows that it has only 0.5 per cent of the worlds Internet users, which obviously impacts number of its e-learning initiatives and enrolled learners in such type of learning systems (UNDP, 2002). Using Computers in Learning: These days, computers have become important educational tool kit. Many educational organizations and training centres rely on it to deliver information and learning knowledge. However, using computers in education has a long history and it has deep-rooted in the field. The idea of using computers in training first appeared during World War 2, in that the US military trained farmers to use weapons and other equipment via this systematic approach (Horton, 2000). The first real use of the computer in educational organizations was seen in the 1960s, when the University of Illinois together with the Data Corporation, developed the PLATO system. PLATO is a system which enabled the learning and understanding of complex subjects. Apple’s Macintosh and Microsoft Windows operating system have since provided a standard platform on which programmers can develop training programs (Horton, 2000) Definition of E-learning: E-Learning refers to the employment of information and communication technologies to support the development and delivery of learning in academic and professional development institutions. E-Learning is used widely with other terms such as online learning, technology-mediated learning, web-based learning, computer-based learning, etc. several definitions of e-learning has been developed reflecting the diversity in its application, used tools and associated technologies, whatever definition was used, the meaning of e-learning always contains two fundamental terms; Learning and Technology. In a way or another, all definitions of e-learning indicate the learning that takes place with the support of multimedia objects, the internet and technological applications as a delivery mode. One of the highly used definitions of e-learning as: â€Å"Education via the Internet, network or standalone computer; it refers to using electronic applications and processes to learn, where communication device have been used and content is delivered via the Internet, intranet/extranet, audio or video, TV and CD-ROM, DVD etc as appropriate (LTSN Generic Centre, 2004). A latest definition that uses the terminology of E-learning higher education has been defined by Ally (2004) as: The access of the Internet to use learning material; to interact with the content, instructor, and other learners; and to obtain support during the learning process, in order to obtain knowledge, to construct personal meaning, and to develop from the learning experience. According to Horton (2000) â€Å"E-learning is defined as instruction delivered on a computer by way of CD-ROM, DVD, Internet, or intranet with the following features: Includes content related to the learning objective. Uses instructional methods such as example and practice to help the learner. Uses media feature such as words and pictures to deliver the content and methods. Builds new skill and knowledge linked to individual learning goals or to improve organizational performance† Feature of E-learning: Eaton (2001) outlines that e-learning is characterized with the following features: Computer-mediated classrooms: faculty members and learners communicate through the computer means making face to face interaction less frequent; Separation in time between communications: communication between faculty members and learners can be also in asynchronous modes; Availability of services online: learners are not only provided by online learning experience but also with online services such as advising, registration, and library services. Distinction between e-Learning and Conventional Education: To understand the quality of e-learning requires full understanding of how this type of learning differs from the conventional style of education and the changes it brings to higher education institutions. This section presents in a broad perspective the distinctions between e-learning and traditional education which shape higher education nowadays. Such distinctions will be taken into consideration when materializing a definition for quality in e-learning, and deciding what to be taken into consideration for evaluating the quality of this type of learning. The following areas were highly repeated in the literature as key distinctions between e-learning and traditional education: Educational Changes: McLaughlin and Oliver (2000) believe however that the new technologies have positive impact on the learning environment where more choices for forms of learning are provided to faculty and learners. This includes the delivery and presentation of content in more flexible and variety of modes, the provision of interactivity, engagement, communication, feedback, communication and collaboration tools. Weller (2000) sees that those types of new choices will facilitate the quick use of courses for easier customization and individualization resulting in more satisfied learners. Change in Faculty Roles: With the growing amount of knowledge and information every day, and the availability of an huge amount of content over the internet, faculty members will not continue to be seen as the source of knowledge, instead, according to Cashion and Palmieri (2002), faculty members are expected to direct learners where to find the most relevant knowledge and provide them with tools that teach them how to learn. Different Types of Learners: Oblinger and Oblinger (2005) have referred to young learners of today as the â€Å"Net Generation† who grew with familiarity with technological products and facilities. Internet access, computer and electronic games have been a daily activity of learners lives. Learner’s todays have different expectations with respect to their learning styles; they prefer to experience things instead of reading or hearing about them, they expect immediate response to questions or actions, they appreciate interactivity and dialogue (Pashuk, 2005). Learners of today consider themselves as customers who demand to be served high quality services. They have consumers attitudes towards their academic program and any of its services (Wager, 2005). E-Learning institutions should be arranged to different types of learners, not only in their preferences and expectations but also in their level of variety. Change in Administrators Role: Administrators of an academic institution are usually referred to as staffs who are not participating in direct teaching or research work, their role is usually to assure that the institutions systems are running properly. Administrators are responsible to create, maintain and improve an environment that helps learners and faculty achieve their academic goals. Administrators of an e-learning institution can be involved in selecting, orienting and preparing qualified faculty for courses, administer and manage the technological facilities at the institution, provide different types of faculty and learners support from the technical helpdesk, library services, financial aid, etc. Administrators can also be involved in the planning, quality assurance, performance management of an activity to help the institution serve its learners better (Williams, 2003). Reliance on Infrastructure: Although e-Learning is basically about learning rather than about technology; the technological infrastructure of e-learning programs is still the critical and primary component of the education systems, e-Learning is characterized by its high independence on the validity, and reliability of its infrastructure which have the role of facilitating and providing accessibility of the learning/teaching process and its support services between faculty members and learners (Pashuk, 2005). Institutional Demands: E-Learning institutions must set up their systems, policies and procedures to deal with issues like data security from both internal and external threats as well as copyrights from the learners, faculty and the institutional perspectives. Developing a high quality online course will not only require the intellectual contribution of faculty members, it rather involves other key team members from the same institution or from partnered institutions. Copyright issues are usually linked to revenue sharing models, especially when the course developers are contracted or granted any incentives (Mendenhall, 2001). Advantages of using E-learning Methods. As we know, traditional education requires effort, time and money that lead to some difficulties in achieving the goals of learning. On the other hand, e-learning contributes to the spread of knowledge among people around the globe by easy, fast and comfortable means that helps people to attain their personal learning objectives. As a result, several educational organisations have proceeded along the e-learning approach to facilitate and improve the process of learning. In this section, several advantages of using an e-learning approach will be discussed. The author has divided the advantages into two main categories, advantages for learners, and advantages for instructors. Advantages for learners. According to Mayer (2003) he has conclude the common advantages that learners can gain from e-learning. The following list illustrates the main advantages for learners: â€Å"Learners can get the best tuition available â€Å" The extensive popularity of e-learning programme makes learning more flexible and gives freedom to learners to choose the best course which fit their needs. â€Å"Training time†. Web-based and media training are available 24 hours a day and 7 days a week which allows learners to study when they need it without any conditions or constraints. They do not need to wait for tuition sessions or specified time to attend. â€Å"Learners set the schedule†. Learners can study at their own time and they can take as many lessons as they need depending on their time and their schedule. For example, some of them may wish to study full-time while others want to study a few hours a week. â€Å"Learners get access to the instructor†. Communication with the tutor(s) through web based e-learning systems can be more helpful than the traditional classroom approach. â€Å"Training adapts the learner’s style† Many different learning styles can be integrated within an e-learning environment and the learner is able to adapt his or her style or series of styles which they prefer and in the way they feel is most efficient. â€Å"Learners get quick feedback† There is no need to wait while for the results and degree of the course, the results can be obtained immediately. â€Å"Learners treated more equally† A degree of anonymity is ensuring, therefore personal characteristics are not considered. â€Å"Saves time and money for learners† Hidden costs are eliminated in that here are no travelling fees, parking charge, etc. It is also efficient for time in that almost all the time is used on learning and no time is wasted on travelling. â€Å" Produces positive effects† Learners are constantly improving their other skills, such as computer skills, internet technologies and how they apply the skills in their jobs. Advantages for Instructors, According to Mayer (2003) the most common advantages for instructors can gain from e-learning are: â€Å"Tutors can teach anywhere† Tutors are able to teach the course from any location. All they need is connection to the internet. â€Å"Tutors travel less† Almost all the time is spent on publishing, planning, designing, producing the courses with no time wasted on travelling to attend the class. â€Å"Course can be dynamic† Tutors have the opportunity to deal with course stuff at any time and in any place such as Office, home etc. â€Å"Tutors save time† Time spent in preparing the course material such as handouts, having course paper printed are eliminated. Conclusion In this chapter we have cover a wide range on academic study to understand this subject as starting with the definition of E-learning and what do we mean by E-learning, followed by another important part which is what are the deferent between E-learning and the Conventional education. Also the researcher has included brief explanation about the history of E-Learning and the feature of E-stand its practise. Moreover, We can see based on the literature there are many advantage of E-learning for the learner for example he can study from anywhere and at any time which are the flexibility of E-learning and also there are an advantage for the instructor as he also can teach from any place and with flexible time schedule. Chapter three Introduction: In order to understand what constitutes quality of e-learning and the critical factors that should be addressed when evaluating this type of learning; an understanding of the distinctions between e-learning and traditional education need to be attained. The first section of this chapter is dedicated therefore to explore what changes has been brought to higher education by e-learning. This chapter includes a review for the literature to explore what has been recognized by the researchers and practitioners of this field as key factors that affect the quality of e-learning programs and institutions and therefore should be used to evaluate this type of learning. A list of highly rated and most repeated factors was then generated and categorized to form the basis for a comprehensive framework intended for evaluating quality of e-learning programs which will be used later in the empirical research. Quality in E-learning: Defining quality in e-learning and what should be considered when evaluating the quality of e-learning has been developed during the last 15 years. Despite the important contribution of each of those studies, a complete framework for evaluating the quality of e-learning couldnt be addressed. Developed frameworks either describe the quality of e-learning program with an importance on the classroom environment only or overlooked some important aspects such as the impact of the institute on the quality of E-learning programs (Cashion and Palmieri, 2002). E-Learning has been set by governing or accrediting bodies which have developed quality standards, principles or frameworks. Such standards however, were developed to help institutions plan for their E-learning (Cashion and Palmieri, 2002) or as a self assessment tools, so they usually address in general perspective academic standards, quality standards, standards of competence, organizational standards and service standards (Harvey, 1999). According to Vlasceanu et al (2004), the definition of quality in a higher education institution differs with the changes in: The interests and needs of a range of types of stakeholders. The institutions inputs, processes, outputs, purpose, mission and set of goals. The kind and attributes of the academic world. The historical involvement and development of higher education Revisiting the changes that e-learning brought to higher education especially to the role of its fundamental stakeholders; learners, educators and administrators, it perhaps becomes logical when we look for a definition of Quality as a concept, to consider these stakeholders first. For this reason, a growing literature in the field of e-learning tends to define Quality of e-learning programs as the degree to which principal stakeholders‟ needs and expectations are consistently satisfied, referring to the learners and educators (Kistan, 2005). Success factors Critical success factors (CSFs) are key areas of performance that are essential for the organisation to accomplish its mission (Rockart, 1979). Managers implicitly know and consider these key areas when they set goals and as they direct operational activities and tasks that are important to achieving goals. However, when these key areas of performance are made explicit, they provide a common point of reference for the entire organisation. Thus, any activity or initiative that the organisation undertakes must ensure consistently high performance in these key areas; otherwise, the organisation may not be able to achieve its goals and consequently may fail to accomplish its mission. The term â€Å"Critical Success Factor† has been adapted for many different uses. Familiarity with the term is often presented in the context of a project or an initiative. In this context, CSFs describe the underlying or guiding principles of an effort that must be regarded to ensure that it is succe ssful. The Clarity of course goals Not surprisingly, there has been consensus in the literature that in order to assure the quality of the teaching/learning process; designing a course should start with explicit outcomes that identify the expectations from learners and faculty from the very beginning. Learning outcomes which usually drive the effectiveness assessment process of courses should be also challenging and linked directly to the institution overall goals and objectives. (Mayer et al 2000) faculty members have to adjust course content by selecting appropriate learning styles to achieve course goals and learners needs. Inter