EDUS's Acquisition of MCU
The Situation:
The CEO of EducUS Corporation (EDUS), in conjunction with the EDUS board of directors, has decided to increase the corporation’s footprint and expand its international operations. After identifying global opportunities, the EDUS board of directors decided to explore the possibility of purchasing the Mekong Cham University (MCU) located in downtown Phnom Penh, Cambodia. This university is a small academic institution which has a strong technology school but is short on resources. Specifically, the Mekong Cham faculty members are highly acclaimed technologists who are widely published in the field of information technology and enterprise software application. However, while MCU enjoys an exceptional local reputation as an educational institution, it has difficulty in recruiting students outside the Southeast Asia region. One reason is that MCU has no capability, due to lack of funding, to provide online course offerings. Another reason for the low enrollment at MCU is the poor physical condition of the university building complex. EDUS Corporation also enjoys an excellent reputation as the third largest provider of nontraditional education in the U.S. EDUS is the parent company of 26 universities located throughout the U.S. and Canada. It has a strong international business and management program offering in most of its holdings and is known for its exceptional online delivery capability.
You have been selected to work on the EDUS research team in support of the steering committee for this acquisition. You are part of a high performance work team which will focus its research in 5 separate areas. The EDUS CEO has briefed the team and expressed the need for comprehensive research to ensure that the acquisition of MCU will be right for both organizations. She tells you and the team that acquisitions, like this, are often unsuccessful because of incompatible cultures, clashes in management styles, poor integration strategies, and inadequate communications. So she has requested that you particularly focus on these areas of inquiry. The EDUS CEO also informs you and the team that although she understands that this project will take some time, it is imperative that preliminary recommendations be presented within the next eight weeks. To meet the guidance of your CEO, you will lead the project team in a presentation of the team’s findings within this designated period.
What We Have to Lose
Theodore Dalrymple
Whenever we learn of events of world-shaking significance, of catastrophes or massacres, we are
inclined not only to feel ashamed (all too briefly) of our querulous preoccupation with our own minor
tribulations but also to question the wider value of all our activities. I do not know whether people who are
faced by death in a few seconds' time see their lives flash before them, as they are said to do, and pass
final judgment upon them; but whenever I read something about the Khmer Rouge, for.
What We Have to Lose
Theodore Dalrymple
Whenever we learn of events of world-shaking significance, of catastrophes or massacres, we are
inclined not only to feel ashamed (all too briefly) of our querulous preoccupation with our own minor
tribulations but also to question the wider value of all our activities. I do not know whether people who are
faced by death in a few seconds' time see their lives flash before them, as they are said to do, and pass
final judgment upon them; but whenever I read something about the Khmer Rouge, for example, or the
genocide in Rwanda, I reflect for a time upon my own life and dwell a little on the insignificance of my
efforts, the selfishness of my concerns, the narrowness of my sympathies.
So it was when I first learned of the destruction of the two towers of the World Trade Center. I was settling
down to write a book review: not of a great work, but of a competent, conscientious, slightly dull biography
of a minor historical figure. Could any activity have been less important when set beside the horrible fate
of thousands of people trapped in the then flaming—and soon collapsing—buildings? A book review,
compared to the deaths of over 300 firemen killed in the course of their duty, to say nothing of the
thousands of others? What was the point of finishing so laboriously insignificant a task as mine?
In my work as a doctor in a prison, I save a few lives a year. When I retire, I shall not in my whole career
have saved as many lives as were lost in New York in those few terrible moments, even counting the time
I spent in Africa, where it was only too easy to save human life by the simplest of medical means. As for
my writing, it is hardly dust in the balance: my work amuses a few, enrages some, and is unknown to the
vast majority of people in my immediate vicinity, let alone to wider circles. Impotence and futility are the
two words that spring to mind.
Yet even as I think such self-regarding thoughts, an image recurs in my mind: that of the pianist Myra
Hess playing Mozart in London's National Gallery even as the bombs were falling during the Second
World War. I was born after the war ended, but the quiet heroism of those concerts and recitals,
broadcast to the nation, was still a potent symbol during my childhood. It was all the more potent, of
course, because Myra Hess was Jewish, and the enemy's anti-Semitism was central to its depraved view
of the world; and because the music she played, one of the highest peaks of human achievement,
emanated from the very same land as the enemy's leader, who represented the depths of barbarism.
No one asked, "What are these concerts for?" or "What is the point of playing Mozart when the world is
ablaze?" No one thought, "How many divisions has Myra Hess?" or "What is the firepower of a Mozart
rondo?" Everyone understood that these concerts, of no account in the material or military sense, were a
defiant gesture of humanity and culture .
Then, FOR THE ARTICLE YOU CHOOSE TO WRITE ON, you will type a 1000-1.docxsusannr
Then, FOR THE ARTICLE YOU CHOOSE TO WRITE ON, you will type a 1000-1500 word response in which you address EACH of the following points
IN YOUR OWN WORDS
: 1) What is the author's main argument? 2) How does he support his main argument (evidence, ancillary arguments, etc.)? 3) Do you agree or disagree with him? 4) Why or why not? 5) Apply the insights of at least two of the readings we have studied in this course (in chapters 1-9) to your analysis. Make sure to give a substantive explanation of
how
the philosophers' insights are relevant to the topic you are discussing.
A WORD OF WARNING: These articles are rather long and complex. The author likes to make extensive use of his rather copious vocabulary, so I
strongly
urge you to have
dictionary.com
handy as you work your way through your chosen article. The purpose of this essay assignment is for you to demonstrate your ability to discuss, analyze, and evaluate complex philosophic arguments. I am confident that the reading assignments, tests, and discussion boards will have prepared you for this final, and no doubt challenging, essay assignment.
The essay I chose to write about is "
What We Have to Lose"
Whenever we learn of events of world-shaking significance, of catastrophes or massacres, we are inclined not only to feel ashamed (all too briefly) of our querulous preoccupation with our own minor tribulations but also to question the wider value of all our activities. I do not know whether people who are faced by death in a few seconds’ time see their lives flash before them, as they are said to do, and pass final judgment upon them; but whenever I read something about the Khmer Rouge, for example, or the genocide in Rwanda, I reflect for a time upon my own life and dwell a little on the insignificance of my efforts, the selfishness of my concerns, the narrowness of my sympathies. So it was when I first learned of the destruction of the two towers of the World Trade Center. I was settling down to write a book review: not of a great work, but of a competent, conscientious, slightly dull biography of a minor historical figure. Could any activity have been less important when set beside the horrible fate of thousands of people trapped in the then flaming—and soon collapsing—buildings? A book review, compared to the deaths of over 300 firemen killed in the course of their duty, to say nothing of the thousands of others? What was the point of finishing so laboriously insignificant a task as mine? In my work as a doctor in a prison, I save a few lives a year. When I retire, I shall not in my whole career have saved as many lives as were lost in New York in those few terrible moments, even counting the time I spent in Africa, where it was only too easy to save human life by the simplest of medical means. As for my writing, it is hardly dust in the balance: my work amuses a few, enrages some, and is unknown to the vast majority of people in my immediate vicinity, let alone to wider circ.
This document is an introduction to Terry Eagleton's book After Theory. It discusses how the "golden age" of cultural theory from figures like Foucault, Derrida, and Althusser is now past. Current interest in academia has shifted from French philosophy to topics like sexuality and popular culture. While welcoming these new areas of study, the introduction argues they risk trivializing important issues or aligning with consumer capitalism. It calls for fresh thinking that can address our changed political situation and combat a growing "politics of amnesia" around issues of collective action and defeat for the left.
What does it mean to adopt cosmopolitan thinking?Marcin Senderski
1) The document discusses the concept of cosmopolitan thinking and what it means to adopt a cosmopolitan perspective.
2) Cosmopolitanism requires broad horizons to overcome issues like fear of outsiders, but it cannot be fully achieved due to environmental and contemporary limitations.
3) True cosmopolitanism indicates an ideal goal rather than a achievable identity, and is best understood by educated, open-minded people rather than those who are egotistical or lack humility.
Tragedy and the moderns, by russell amos kirkMariane Farias
This document summarizes and responds to criticisms that modern writers and audiences are unable to write or appreciate true tragedies due to living in a more materialistic age. The author argues that while tragedy has changed since ancient Greece and Elizabethan England, the essential elements of tragedy defined by Aristotle still exist today. Tragedies do not need to show a clear purpose to life or fate to be meaningful, and modern social and psychological forces can take the place of ancient elemental forces as the opponents of tragic heroes. The modern world still provides opportunities for truly tragic stories and characters.
This document provides a summary and overview of the book "The Graves of Academe" by Richard Mitchell. It includes quotes praising the book from reviewers and publications. The book is described as an "angry and brilliant tour" through America's public school system that critiques the "mangled, self-serving language and policies" of education administrators. The foreword explains that the book evolved from a planned collection of essays into a broader analysis and description of "the great invisible hulk of the beast, the brooding monstrosity of American educationism." It aims to provide a true understanding of the issues, though acknowledges more detailed analysis is possible.
Ashish nandy the intimate enemy loss and recovery of self under colonialis...KJLM1
This document is the preface to a book titled "The Intimate Enemy: Loss and Recovery of Self under Colonialism" by Ashis Nandy.
In 3 sentences:
1) The book examines how modern colonialism psychologically colonized minds in colonized societies by creating new secular hierarchies and promoting Western concepts of rationality, progress, and modernity.
2) It argues that this "second colonization" has survived the end of empires and still influences interpretations of colonialism, even anti-colonial resistance movements.
3) The preface aims to justify and defend the "authentic innocence" of cultures that confronted colonialism while also recognizing the need for post-colonial
The document discusses how globalization and excesses of the modern world have led to emotional disorders. Rapid technological advances and increased wealth have created a fragile global system prone to collapse. This complexity and overload of information has challenged traditional notions of truth and left many feeling disconnected. However, globalization also enables unprecedented adaptation and change if societies embrace cultural diversity and focus on self-reflection amid the chaos.
What We Have to Lose
Theodore Dalrymple
Whenever we learn of events of world-shaking significance, of catastrophes or massacres, we are
inclined not only to feel ashamed (all too briefly) of our querulous preoccupation with our own minor
tribulations but also to question the wider value of all our activities. I do not know whether people who are
faced by death in a few seconds' time see their lives flash before them, as they are said to do, and pass
final judgment upon them; but whenever I read something about the Khmer Rouge, for example, or the
genocide in Rwanda, I reflect for a time upon my own life and dwell a little on the insignificance of my
efforts, the selfishness of my concerns, the narrowness of my sympathies.
So it was when I first learned of the destruction of the two towers of the World Trade Center. I was settling
down to write a book review: not of a great work, but of a competent, conscientious, slightly dull biography
of a minor historical figure. Could any activity have been less important when set beside the horrible fate
of thousands of people trapped in the then flaming—and soon collapsing—buildings? A book review,
compared to the deaths of over 300 firemen killed in the course of their duty, to say nothing of the
thousands of others? What was the point of finishing so laboriously insignificant a task as mine?
In my work as a doctor in a prison, I save a few lives a year. When I retire, I shall not in my whole career
have saved as many lives as were lost in New York in those few terrible moments, even counting the time
I spent in Africa, where it was only too easy to save human life by the simplest of medical means. As for
my writing, it is hardly dust in the balance: my work amuses a few, enrages some, and is unknown to the
vast majority of people in my immediate vicinity, let alone to wider circles. Impotence and futility are the
two words that spring to mind.
Yet even as I think such self-regarding thoughts, an image recurs in my mind: that of the pianist Myra
Hess playing Mozart in London's National Gallery even as the bombs were falling during the Second
World War. I was born after the war ended, but the quiet heroism of those concerts and recitals,
broadcast to the nation, was still a potent symbol during my childhood. It was all the more potent, of
course, because Myra Hess was Jewish, and the enemy's anti-Semitism was central to its depraved view
of the world; and because the music she played, one of the highest peaks of human achievement,
emanated from the very same land as the enemy's leader, who represented the depths of barbarism.
No one asked, "What are these concerts for?" or "What is the point of playing Mozart when the world is
ablaze?" No one thought, "How many divisions has Myra Hess?" or "What is the firepower of a Mozart
rondo?" Everyone understood that these concerts, of no account in the material or military sense, were a
defiant gesture of humanity and culture .
Then, FOR THE ARTICLE YOU CHOOSE TO WRITE ON, you will type a 1000-1.docxsusannr
Then, FOR THE ARTICLE YOU CHOOSE TO WRITE ON, you will type a 1000-1500 word response in which you address EACH of the following points
IN YOUR OWN WORDS
: 1) What is the author's main argument? 2) How does he support his main argument (evidence, ancillary arguments, etc.)? 3) Do you agree or disagree with him? 4) Why or why not? 5) Apply the insights of at least two of the readings we have studied in this course (in chapters 1-9) to your analysis. Make sure to give a substantive explanation of
how
the philosophers' insights are relevant to the topic you are discussing.
A WORD OF WARNING: These articles are rather long and complex. The author likes to make extensive use of his rather copious vocabulary, so I
strongly
urge you to have
dictionary.com
handy as you work your way through your chosen article. The purpose of this essay assignment is for you to demonstrate your ability to discuss, analyze, and evaluate complex philosophic arguments. I am confident that the reading assignments, tests, and discussion boards will have prepared you for this final, and no doubt challenging, essay assignment.
The essay I chose to write about is "
What We Have to Lose"
Whenever we learn of events of world-shaking significance, of catastrophes or massacres, we are inclined not only to feel ashamed (all too briefly) of our querulous preoccupation with our own minor tribulations but also to question the wider value of all our activities. I do not know whether people who are faced by death in a few seconds’ time see their lives flash before them, as they are said to do, and pass final judgment upon them; but whenever I read something about the Khmer Rouge, for example, or the genocide in Rwanda, I reflect for a time upon my own life and dwell a little on the insignificance of my efforts, the selfishness of my concerns, the narrowness of my sympathies. So it was when I first learned of the destruction of the two towers of the World Trade Center. I was settling down to write a book review: not of a great work, but of a competent, conscientious, slightly dull biography of a minor historical figure. Could any activity have been less important when set beside the horrible fate of thousands of people trapped in the then flaming—and soon collapsing—buildings? A book review, compared to the deaths of over 300 firemen killed in the course of their duty, to say nothing of the thousands of others? What was the point of finishing so laboriously insignificant a task as mine? In my work as a doctor in a prison, I save a few lives a year. When I retire, I shall not in my whole career have saved as many lives as were lost in New York in those few terrible moments, even counting the time I spent in Africa, where it was only too easy to save human life by the simplest of medical means. As for my writing, it is hardly dust in the balance: my work amuses a few, enrages some, and is unknown to the vast majority of people in my immediate vicinity, let alone to wider circ.
This document is an introduction to Terry Eagleton's book After Theory. It discusses how the "golden age" of cultural theory from figures like Foucault, Derrida, and Althusser is now past. Current interest in academia has shifted from French philosophy to topics like sexuality and popular culture. While welcoming these new areas of study, the introduction argues they risk trivializing important issues or aligning with consumer capitalism. It calls for fresh thinking that can address our changed political situation and combat a growing "politics of amnesia" around issues of collective action and defeat for the left.
What does it mean to adopt cosmopolitan thinking?Marcin Senderski
1) The document discusses the concept of cosmopolitan thinking and what it means to adopt a cosmopolitan perspective.
2) Cosmopolitanism requires broad horizons to overcome issues like fear of outsiders, but it cannot be fully achieved due to environmental and contemporary limitations.
3) True cosmopolitanism indicates an ideal goal rather than a achievable identity, and is best understood by educated, open-minded people rather than those who are egotistical or lack humility.
Tragedy and the moderns, by russell amos kirkMariane Farias
This document summarizes and responds to criticisms that modern writers and audiences are unable to write or appreciate true tragedies due to living in a more materialistic age. The author argues that while tragedy has changed since ancient Greece and Elizabethan England, the essential elements of tragedy defined by Aristotle still exist today. Tragedies do not need to show a clear purpose to life or fate to be meaningful, and modern social and psychological forces can take the place of ancient elemental forces as the opponents of tragic heroes. The modern world still provides opportunities for truly tragic stories and characters.
This document provides a summary and overview of the book "The Graves of Academe" by Richard Mitchell. It includes quotes praising the book from reviewers and publications. The book is described as an "angry and brilliant tour" through America's public school system that critiques the "mangled, self-serving language and policies" of education administrators. The foreword explains that the book evolved from a planned collection of essays into a broader analysis and description of "the great invisible hulk of the beast, the brooding monstrosity of American educationism." It aims to provide a true understanding of the issues, though acknowledges more detailed analysis is possible.
Ashish nandy the intimate enemy loss and recovery of self under colonialis...KJLM1
This document is the preface to a book titled "The Intimate Enemy: Loss and Recovery of Self under Colonialism" by Ashis Nandy.
In 3 sentences:
1) The book examines how modern colonialism psychologically colonized minds in colonized societies by creating new secular hierarchies and promoting Western concepts of rationality, progress, and modernity.
2) It argues that this "second colonization" has survived the end of empires and still influences interpretations of colonialism, even anti-colonial resistance movements.
3) The preface aims to justify and defend the "authentic innocence" of cultures that confronted colonialism while also recognizing the need for post-colonial
The document discusses how globalization and excesses of the modern world have led to emotional disorders. Rapid technological advances and increased wealth have created a fragile global system prone to collapse. This complexity and overload of information has challenged traditional notions of truth and left many feeling disconnected. However, globalization also enables unprecedented adaptation and change if societies embrace cultural diversity and focus on self-reflection amid the chaos.
This document summarizes key passages from the first two chapters of Adolf Hitler's autobiographical manifesto Mein Kampf. It describes Hitler's views on German nationalism and opposition to Austrian rule as a youth in Vienna. It also outlines his experiences with Marxism and socialism while living in Vienna, including clashes with Social Democratic workers, and his growing belief that Judaism was behind these political ideologies.
From the Histories of Herodotus by HerodotusIs Morality as Custo.docxpauline234567
From the Histories of Herodotus by Herodotus
Is Morality as Custom?
It is clear to me therefore by every kind of proof that Cambyses was mad exceedingly; for otherwise he would not have attempted to deride religious rites and customary observances. For if one should propose to all men a choice, bidding them select the best customs from all the customs that there are, each race of men, after examining them all, would select those of his own people; thus all think that their own customs are by far the best: and so it is not likely that any but a madman would make a jest of such things. Now of the fact that all men are thus wont to think about their customs, we may judge by many other proofs and more specially by this which follows:—Dareios in the course of his reign summoned those of the Hellenes who were present in his land, and asked them for what price they would consent to eat up their fathers when they died; and they answered that for no price would they do so. After this Dareios summoned those Indians who are called Callatians, who eat their parents, and asked them in presence of the Hellenes, who understood what they said by help of an interpreter, for what payment they would consent to consume with fire the bodies of their fathers when they died; and they cried out aloud and bade him keep silence from such words. Thus then these things are established by usage, and I think that Pindar spoke rightly in his verse, when he said that "of all things law is king."
These materials are made available at this site for the educational purposes of students enrolled at
Anne Arundel Community College. They may be protected by U.S. Copyright law and should not be
reproduced or transmitted electronically. One photocopy or printout may be made of each article for
personal, educational use.
SICK SOCIETIES
AH societies are sick, but some are sicker than others, This paraphrase of Orwell's
famous quip about the equality of animals calls.attention to the existence of traditional
beliefs and practices that threaten human health and happiness more in some societies than
in others. But it also indicates that there are some customs and social institutialns in all
societies that compromise human well-being. Even populations tha t appear to be well-
adapted to their environments maintain some beliefs or practices that unnecessarily
imperil their well-being or, in some instances, their.survival. Populations the world over
have not been well sewed by some of their beliefs such as, for example, those concerning
witchcraft, the need for revenge, or male supremacy, and many of their tradkionral
practices invoiving nutrition, heaIth care, and the treatment of chillrirem have been harmful
as well, Slavery, infanticide, human sacrifice, torture, female genital mutilation, rape,
homicide, feuding, suicide, and environmental pollution have sometimes been needlessly
harmful to some or all members of a society and under some circumstances they can .
The document discusses two perceived myths about the internet: 1) That the implicit wisdom of online crowds guarantees the emergence of truth, and 2) That greater access to information online equates to progress. It argues that most internet users lack expertise, and the low barriers to publishing online allow misinformation to spread widely. While vast amounts of information are available, many users are "cultural savages" unable to make good use of it or distinguish fact from fiction. This relativism risks ushering in a new "Dark Age" of declining education and the dominance of irrationality over reason.
Thoughts on the Internet's Founding MythsDale King
The document discusses two perceived myths about the internet: 1) That the implicit wisdom of online crowds guarantees the emergence of truth, and 2) That greater access to information online necessarily leads to progress. It argues that most internet users lack expertise, and the low barriers to publishing online allow misinformation to spread widely. While vast amounts of information are available, many users are "cultural savages" unable to make good use of it. This has led to a decline in learning and scholarship, and the rise of irrationality, self-proclaimed experts, and an "anything goes" relativism that risks plunging society into a new dark age.
Thoughts on the Internet's Founding Mythsanytime01
The document discusses two perceived myths about the internet: 1) That the implicit wisdom of online crowds guarantees the emergence of truth, and 2) That increased access to information online constitutes progress. However, the author argues that most internet users lack expertise in many topics and are unable to properly evaluate information. Consequently, falsities and poor quality content are widespread online. While isolated high-quality communities exist, they are overwhelmed by a "tsunami" of low-quality user-generated content. The author believes increased access online has not led to greater understanding and that anti-intellectualism has spread as people rely more on entertainment and reject expertise.
Thoughts on the Internet's Founding Mythsbobtravpa
The document discusses two perceived myths about the internet: 1) That the implicit wisdom of online crowds guarantees the emergence of truth, and 2) That increased access to information online necessarily leads to progress. It argues that most internet users lack expertise in many topics, and the low barriers to posting online allow misinformation to spread widely. While some high-quality academic discussions exist, they are small compared to the large amount of false or low-quality user-generated content. Increased access to information does not guarantee people will make good use of it or understand what they find. This has led to a decline in education and critical thinking skills.
Thoughts on the Internet's Founding Mythstouchdown777a
The document discusses two perceived myths about the internet: 1) That the wisdom of crowds guarantees truth and accuracy will emerge from online interactions, and 2) That increased access to information online constitutes progress. However, the author argues the population of internet users is not representative and barriers to entry are low, allowing misinformation to spread. While isolated areas of merit exist, most online content is falsities and nonsense. Further, most people are "cultural savages" who are lost in vast online information and insist their interpretations are as valid as experts, despite not comprehending texts. This has contributed to a decline in education and critical thinking.
This document is a reflection by Albert Camus on capital punishment and the guillotine. It discusses how witnessing an execution disturbed Camus's father and turned his stomach, showing that even those who support the death penalty are disturbed by its reality. Camus argues that while society claims the death penalty serves as a deterrent, executions are done in private without publicity, so they cannot truly serve as an example. He believes descriptions of the gruesome reality of executions should be widely published and publicized if deterrence is the true goal.
Narrative Essay: Gender equality essays. Gender essay. Argumentative Essay On Gender And Gender | annahof-laab.at. Essay on gender. Psychology gender essay. (PDF) Sexuality and Gender Finals Research Paper. Technologies of Gender: Essays on Theory, Film, and Fiction by Teresa .... Gender Roles Essay | Essay on Gender Roles for Students and Children in .... Sample essay on gender learning. Gender Studies Essay | GCST1602 - Introduction to Gender Studies - USYD .... Gender roles essay - Reliable Essay Writers That Deserve Your Trust. Essay Gender Inequality – Telegraph. Society & Culture - Gender Essay Question | Society and Culture - Year .... Sex Vs Gender Essay for Students and Children | 500 Words Essay. Sex and Gender: Understanding Differences in Sociological Context Free .... Gender Essay Sample 3. Essay Writing 1 | Gender | Gender Studies. Presentation of Gender essay. Reflection Essay: Gender essay topics. Sex Vs Gender Essay | Essay on Sex Vs Gender for Students and Children .... Analytical Essay: Essays on gender equality. Gender Studies Essay- Contemporary Society | Gender Role | Masculinity. Amazing Gender Inequality Essay ~ Thatsnotus. Conclusion gender role essay. Language & Gender Essay - A-Level English - Marked by Teachers.com. Gender Studies Essay | GEN110 - Foundations in Gender Studies - MQ ....
Narrative Essay: Gender equality essays. Gender essay. Argumentative Essay On Gender And Gender | annahof-laab.at. Essay on gender. Psychology gender essay. (PDF) Sexuality and Gender Finals Research Paper. Technologies of Gender: Essays on Theory, Film, and Fiction by Teresa .... Gender Roles Essay | Essay on Gender Roles for Students and Children in ....
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Essay On Vehicle Pollution | Vehicle Pollution Essay for Students and .... Save the Ailing Earth from Vehicular Pollution (400 Words) - PHDessay.com. Vehicle Pollution Essay For Students | Earth Reminder.
Universal Declaration Of Human Rights Essay.pdfShantel Jervey
The Universal Declaration of Human Rights Free Essay Example. Universal Declaration Of Human Rights Essay. universal declaration of human rights essay. Universal Declaration of Human Rights http://www.una.org.uk .... Simplified Version of the Universal Declaration of Human Rights. ♥ ♥ ♥♥♥ ♥♥ ♥ ♥♥ ♥ ...+7billionhearts | Declaration of human rights .... Review of Universal Declaration Of Human Rights Free Essay Example. The universal Declaration of Human Rights and Teaching Essay Example .... Universal Declaration of Human Rights – Michel Streich illustrator. The Universal Declaration Of Human Rights Essay. (PDF) The Universal Declaration of Human Rights. Universal Declaration of Human Rights 1. We are all free and equal. We .... (PDF) Human Rights Law Essay (The Universal Declaration of Human Rights). (1948) United Nations Universal Declaration of Human Rights. The universal declaration of human rights example essays. (DOC) Universal Declaration Of Human Rights Article 1 | Muhammad Akhtar ....
The document summarizes and compares the landscapes depicted in the dystopian novels Brave New World and Nineteen Eighty-Four. In Brave New World, the landscape is designed for distraction and pleasure to keep citizens pacified, featuring entertainment complexes and synthetic colors. In Nineteen Eighty-Four, the oppressive government uses architecture and propaganda posters to assert control, depicted as towering, imposing buildings and a bleak gray landscape with only colorful Big Brother posters standing out. The document analyzes how these different landscapes are used as tools of repression to subjugate citizens in the two novels.
Jon Spayde Learning in the key of lifeWhat does it mean—and mor.docxpriestmanmable
Jon Spayde: Learning in the key of life
What does it mean—and more important, what should it mean—to be educated?
This is a surprisingly tricky and two-sided question. Masquerading as simple problem-solving, it raises a whole laundry list of philosophical conundrums: What sort of society do we want? What is the nature of humankind? How do we learn best? And—most challenging of all—what is the Good? Talking about the meaning of education inevitably leads to the question of what a culture considers most important.
Yikes! No wonder answers don't come easily in 1998, in a multiethnic, corporation-heavy democracy that dominates the globe without having much of a sense of its own soul. For our policyheads, education equals something called "training for competitiveness" (which often boils down to the mantra of "more computers, more computers"). For multiculturalists of various stripes, education has become a battle line where they must duke it out regularly with incensed neotraditionalists. Organized religion and the various "alternative spiritualities"—from 12-step groups to Buddhism, American style—contribute their own kinds of education.
Given all these pushes and pulls, is it any wonder that many of us are beginning to feel that we didn't get the whole story in school, that our educations didn't prepare us for the world we're living in today?
We didn't; we couldn't have. So what do we do about it?
The first thing, I firmly believe, is to take a deep, calm breath. After all, we're not the first American generation to have doubts about these matters. One of the great ages of American intellectual achievement, the period just before the Civil War, was ruled by educational misfits. Henry David Thoreau was fond of saying, "I am self-educated; that is, I attended Harvard College," and indeed Harvard in the early 19th century excelled mainly in the extent and violence of its food fights.
Don't get me wrong: Formal education is serious stuff. There is no divide in American life that hurts more than the one between those we consider well educated and those who are poorly or inadequately schooled. Talking about education is usually the closest we get to talking about class; and no wonder—education, like class, is about power. Not just the power that Harvard- and Stanford-trained elites have to dictate our workweeks, plan our communities, and fiddle with world financial markets, but the extra power that a grad school dropout who, let's say, embraces voluntary simplicity and makes $14,000 a year, has over a high school dropout single mom pulling down $18,000. That kind of power has everything to do with attitude and access: an attitude of empowerment, even entitlement, and access to tools, people, and ideas that make living—at any income level—easier, and its crises easier to bear.
That's something Earl Shorris understands. A novelist and journalist, Shorris started an Ivy
League-level adult education course in humanities for low-income New Yorkers ...
Spayde, Jon. Learning in the Key of Life.” The Presence of Ot.docxwhitneyleman54422
Spayde, Jon. “Learning in the Key of Life.” The Presence of Others. Ed. Andrea A.
Lunsford and John J. Ruszkiewicz. 4th ed. New York: Bedford St. Martin’s, 2004.
64-69.
---
What does it mean—and more important, what should it mean—to be educated?
This is a surprisingly tricky and two-sided question. Masquerading as simple problem-solving, it
raises a whole laundry list of philosophical conundrums: What sort of society do we want? What
is the nature of humankind? How do we learn best? And—most challenging of all—what is the
Good? Talking about the meaning of education inevitably leads to the question of what a culture
considers most important.
Yikes! No wonder answers don't come easily in 1998, in a multiethnic, corporation-heavy
democracy that dominates the globe without having much of a sense of its own soul. For our
policyheads, education equals something called "training for competitiveness" (which often boils
down to the mantra of "more computers, more computers"). For multiculturalists of various
stripes, education has become a battle line where they must duke it out regularly with incensed
neotraditionalists. Organized religion and the various "alternative spiritualities"—from 12-step
groups to Buddhism, American style—contribute their own kinds of education.
Given all these pushes and pulls, is it any wonder that many of us are beginning to feel that we
didn't get the whole story in school, that our educations didn't prepare us for the world we're
living in today?
We didn't; we couldn't have. So what do we do about it?
The first thing, I firmly believe, is to take a deep, calm breath. After all, we're not the first
American generation to have doubts about these matters. One of the great ages of American
intellectual achievement, the period just before the Civil War, was ruled by educational misfits.
Henry David Thoreau was fond of saying, "I am self-educated; that is, I attended Harvard
College," and indeed Harvard in the early 19th century excelled mainly in the extent and
violence of its food fights.
Don't get me wrong: Formal education is serious stuff. There is no divide in American life that
hurts more than the one between those we consider well educated and those who are poorly or
inadequately schooled. Talking about education is usually the closest we get to talking about
class; and no wonder—education, like class, is about power. Not just the power that Harvard-
and Stanford-trained elites have to dictate our workweeks, plan our communities, and fiddle with
world financial markets, but the extra power that a grad school dropout who, let's say, embraces
voluntary simplicity and makes $14,000 a year, has over a high school dropout single mom
pulling down $18,000. That kind of power has everything to do with attitude and access: an
attitude of empowerment, even entitlement, and access to tools, people, and ideas that make
living—at any income level—easier, and its crises easier t.
The Chinese Cultural Identities Cultural Studies Essay Free Essay Example. (PDF) Culture, Society and Festivals: Cultural Studies' Perspective of .... Cultural Studies Dissertation Help Service in UK - Upto 50% OFF. Cultural Studies Book Report/Review Example | Topics and Well Written .... Cultural Interpretation of Art Essay Example | Topics and Well Written .... cultural studies. Cultural Diversity Essay | Essay on Cultural Diversity for Students and .... Culture and society essay. Essay on Culture Understanding. essay about culture. cultural studies essay examples http://megagiper.com/2017/04/25 .... African Identity | Cultural Studies | Essays | Free 30-day Trial | Scribd. Cultural Analysis Essay: Topics, How-to, Cultural Analysis Example .... Outstanding Cultural Diversity Essay ~ Thatsnotus. From Cultural Studies to Cultural Analysis: a Controlled Reflection on .... Business paper: Cultural studies essay. Dreaded Essay About Culture ~ Thatsnotus.
This document provides an introduction and preface to a book about Ashanti law and constitution written by Capt. R. S. Rattray. It explains that Ashanti law and religion are intimately connected, so the author first studied Ashanti religion in previous works to better understand the legal system. The preface discusses two schools of thought on developing West Africa - one favors replacing indigenous beliefs with Western civilization, while the newer approach advocates retaining the best of traditional culture. The author argues the latter approach, used in Northern Nigeria, has had more success with "indirect rule" by building administration on existing legal and religious foundations.
This document is an introduction to the essay "I, Pencil" by Leonard E. Read, which tells the story of how a pencil is made from its own first-person perspective. It provides background on Leonard Read and the Foundation for Economic Education, which published the essay. The introduction explains that the essay illustrates how no single person possesses all the knowledge required to make a simple pencil and highlights the complex global coordination and interdependence required in its production.
Elementary CurriculaBoth articles highlight the fact that middle.docxtoltonkendal
Elementary Curricula
Both articles highlight the fact that middle-class students seem to benefit more from summer reading programs than their lower-SES peers. While we would hope that summer reading programs would have the same positive impact on all students, this information did not totally surprise me. Differences in funding, materials, and ability to recruit enough high-quality teachers for summer programs could be more difficult in lower-socioeconomic areas. In addition, the articles did not dive into other factors in the students’ lives that may be contributing to their performance such as attendance, how well-rested they are, trauma they have experiences that impacts their ability to focus during instruction, and the impact of being taught by a teacher who the students may not know or have a relationship with. Additionally, there could be a mismatch between the instructional practices and the specific needs of the students. Even though summer reading programs are only for a short time, I would challenge teachers to put energy into getting to know the students and building trust with them. This is a key foundation that is needed for learning to take place.
In challenging teachers during summer program and the regular school year to ”break out of the mold” to create better outcomes for students classified with low SES, in addition to building relationships with students, I would encourage them to build connections with their families. This may involve thinking outside the box and leaving their comfort zone. It could entail holding a parent-teacher conference off campus, closer to their home or in their community. It could also include providing resources and instructional videos to parents so they can help support their children at home. There are many parents who want to support their children academically, but they do not know how and may be uncomfortable asking the teacher for assistance. In addition, I would urge teachers to capitalize on the strengths and interests of their students to engage them in learning activities and provide them with opportunities to shine. We do not have to, and should not, be satisfied with the idea that low SES students will automatically not be able to perform. These students are capable of learning and growth just as much as any other student. I think data from test scores that demonstrate a gap between the performance of students classified as economically disadvantaged and not economically disadvantaged has led some people to hold the belief that students classified as low SES will not perform well. I think the way that school “report card” grades are published also perpetuates this belief, as it shows the test scores, but does not provide an explanation of or include any solutions for the many larger societal factors that contribute to those scores including high teacher turn over, lack of resources, child trauma, lack of sleep, lack of nutrition, crime & safety, and education level of parents.
It w.
Elementary Statistics (MATH220)
Assignment:
Statistical Project & Presentation
Purpose:
The purpose of this project is to supplement lecture material by having the students to do a case study on collecting, analyzing, and interpreting data.
***The best way to understand something is to experience it for yourself.
Guideline for Analyzing Data and Writing a Report
Below is a general outline of the topics that should be included in your report.
1.
Introduction.
State the topic of your study.
2.
Define Population.
Define the population that you intend for your study to represent.
3.
Define Variable.
Define clearly the variable that you obtained during your data collection; this should include information on how the variable is measured and what possible values this variable has.
4.
Data Collection.
Describe your data collection process, including your data source, your sampling strategy, and what steps you took to avoid bias.
5.
Study Design.
Describe the procedures you followed to analyze your data.
6.
Results: Descriptive Statistics.
Give the relevant descriptive statistics for the sample you collected.
7.
Results: Statistical Analysis.
Describe the results of your statistical analysis.
8.
Findings.
Interpret the results of your analysis in the context of your original research question. Was your hypothesis supported by your statistical analyses? Explain.
9.
Discussion.
What conclusions, if any, do you believe you can draw as a result of your study? If the results were not what you expected, what factors might explain your results? What did you learn from the project about the population you studied? What did you learn about the research variable? What did you learn about the specific statistical test you conducted?
.
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This document summarizes key passages from the first two chapters of Adolf Hitler's autobiographical manifesto Mein Kampf. It describes Hitler's views on German nationalism and opposition to Austrian rule as a youth in Vienna. It also outlines his experiences with Marxism and socialism while living in Vienna, including clashes with Social Democratic workers, and his growing belief that Judaism was behind these political ideologies.
From the Histories of Herodotus by HerodotusIs Morality as Custo.docxpauline234567
From the Histories of Herodotus by Herodotus
Is Morality as Custom?
It is clear to me therefore by every kind of proof that Cambyses was mad exceedingly; for otherwise he would not have attempted to deride religious rites and customary observances. For if one should propose to all men a choice, bidding them select the best customs from all the customs that there are, each race of men, after examining them all, would select those of his own people; thus all think that their own customs are by far the best: and so it is not likely that any but a madman would make a jest of such things. Now of the fact that all men are thus wont to think about their customs, we may judge by many other proofs and more specially by this which follows:—Dareios in the course of his reign summoned those of the Hellenes who were present in his land, and asked them for what price they would consent to eat up their fathers when they died; and they answered that for no price would they do so. After this Dareios summoned those Indians who are called Callatians, who eat their parents, and asked them in presence of the Hellenes, who understood what they said by help of an interpreter, for what payment they would consent to consume with fire the bodies of their fathers when they died; and they cried out aloud and bade him keep silence from such words. Thus then these things are established by usage, and I think that Pindar spoke rightly in his verse, when he said that "of all things law is king."
These materials are made available at this site for the educational purposes of students enrolled at
Anne Arundel Community College. They may be protected by U.S. Copyright law and should not be
reproduced or transmitted electronically. One photocopy or printout may be made of each article for
personal, educational use.
SICK SOCIETIES
AH societies are sick, but some are sicker than others, This paraphrase of Orwell's
famous quip about the equality of animals calls.attention to the existence of traditional
beliefs and practices that threaten human health and happiness more in some societies than
in others. But it also indicates that there are some customs and social institutialns in all
societies that compromise human well-being. Even populations tha t appear to be well-
adapted to their environments maintain some beliefs or practices that unnecessarily
imperil their well-being or, in some instances, their.survival. Populations the world over
have not been well sewed by some of their beliefs such as, for example, those concerning
witchcraft, the need for revenge, or male supremacy, and many of their tradkionral
practices invoiving nutrition, heaIth care, and the treatment of chillrirem have been harmful
as well, Slavery, infanticide, human sacrifice, torture, female genital mutilation, rape,
homicide, feuding, suicide, and environmental pollution have sometimes been needlessly
harmful to some or all members of a society and under some circumstances they can .
The document discusses two perceived myths about the internet: 1) That the implicit wisdom of online crowds guarantees the emergence of truth, and 2) That greater access to information online equates to progress. It argues that most internet users lack expertise, and the low barriers to publishing online allow misinformation to spread widely. While vast amounts of information are available, many users are "cultural savages" unable to make good use of it or distinguish fact from fiction. This relativism risks ushering in a new "Dark Age" of declining education and the dominance of irrationality over reason.
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Jon Spayde: Learning in the key of life
What does it mean—and more important, what should it mean—to be educated?
This is a surprisingly tricky and two-sided question. Masquerading as simple problem-solving, it raises a whole laundry list of philosophical conundrums: What sort of society do we want? What is the nature of humankind? How do we learn best? And—most challenging of all—what is the Good? Talking about the meaning of education inevitably leads to the question of what a culture considers most important.
Yikes! No wonder answers don't come easily in 1998, in a multiethnic, corporation-heavy democracy that dominates the globe without having much of a sense of its own soul. For our policyheads, education equals something called "training for competitiveness" (which often boils down to the mantra of "more computers, more computers"). For multiculturalists of various stripes, education has become a battle line where they must duke it out regularly with incensed neotraditionalists. Organized religion and the various "alternative spiritualities"—from 12-step groups to Buddhism, American style—contribute their own kinds of education.
Given all these pushes and pulls, is it any wonder that many of us are beginning to feel that we didn't get the whole story in school, that our educations didn't prepare us for the world we're living in today?
We didn't; we couldn't have. So what do we do about it?
The first thing, I firmly believe, is to take a deep, calm breath. After all, we're not the first American generation to have doubts about these matters. One of the great ages of American intellectual achievement, the period just before the Civil War, was ruled by educational misfits. Henry David Thoreau was fond of saying, "I am self-educated; that is, I attended Harvard College," and indeed Harvard in the early 19th century excelled mainly in the extent and violence of its food fights.
Don't get me wrong: Formal education is serious stuff. There is no divide in American life that hurts more than the one between those we consider well educated and those who are poorly or inadequately schooled. Talking about education is usually the closest we get to talking about class; and no wonder—education, like class, is about power. Not just the power that Harvard- and Stanford-trained elites have to dictate our workweeks, plan our communities, and fiddle with world financial markets, but the extra power that a grad school dropout who, let's say, embraces voluntary simplicity and makes $14,000 a year, has over a high school dropout single mom pulling down $18,000. That kind of power has everything to do with attitude and access: an attitude of empowerment, even entitlement, and access to tools, people, and ideas that make living—at any income level—easier, and its crises easier to bear.
That's something Earl Shorris understands. A novelist and journalist, Shorris started an Ivy
League-level adult education course in humanities for low-income New Yorkers ...
Spayde, Jon. Learning in the Key of Life.” The Presence of Ot.docxwhitneyleman54422
Spayde, Jon. “Learning in the Key of Life.” The Presence of Others. Ed. Andrea A.
Lunsford and John J. Ruszkiewicz. 4th ed. New York: Bedford St. Martin’s, 2004.
64-69.
---
What does it mean—and more important, what should it mean—to be educated?
This is a surprisingly tricky and two-sided question. Masquerading as simple problem-solving, it
raises a whole laundry list of philosophical conundrums: What sort of society do we want? What
is the nature of humankind? How do we learn best? And—most challenging of all—what is the
Good? Talking about the meaning of education inevitably leads to the question of what a culture
considers most important.
Yikes! No wonder answers don't come easily in 1998, in a multiethnic, corporation-heavy
democracy that dominates the globe without having much of a sense of its own soul. For our
policyheads, education equals something called "training for competitiveness" (which often boils
down to the mantra of "more computers, more computers"). For multiculturalists of various
stripes, education has become a battle line where they must duke it out regularly with incensed
neotraditionalists. Organized religion and the various "alternative spiritualities"—from 12-step
groups to Buddhism, American style—contribute their own kinds of education.
Given all these pushes and pulls, is it any wonder that many of us are beginning to feel that we
didn't get the whole story in school, that our educations didn't prepare us for the world we're
living in today?
We didn't; we couldn't have. So what do we do about it?
The first thing, I firmly believe, is to take a deep, calm breath. After all, we're not the first
American generation to have doubts about these matters. One of the great ages of American
intellectual achievement, the period just before the Civil War, was ruled by educational misfits.
Henry David Thoreau was fond of saying, "I am self-educated; that is, I attended Harvard
College," and indeed Harvard in the early 19th century excelled mainly in the extent and
violence of its food fights.
Don't get me wrong: Formal education is serious stuff. There is no divide in American life that
hurts more than the one between those we consider well educated and those who are poorly or
inadequately schooled. Talking about education is usually the closest we get to talking about
class; and no wonder—education, like class, is about power. Not just the power that Harvard-
and Stanford-trained elites have to dictate our workweeks, plan our communities, and fiddle with
world financial markets, but the extra power that a grad school dropout who, let's say, embraces
voluntary simplicity and makes $14,000 a year, has over a high school dropout single mom
pulling down $18,000. That kind of power has everything to do with attitude and access: an
attitude of empowerment, even entitlement, and access to tools, people, and ideas that make
living—at any income level—easier, and its crises easier t.
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This document provides an introduction and preface to a book about Ashanti law and constitution written by Capt. R. S. Rattray. It explains that Ashanti law and religion are intimately connected, so the author first studied Ashanti religion in previous works to better understand the legal system. The preface discusses two schools of thought on developing West Africa - one favors replacing indigenous beliefs with Western civilization, while the newer approach advocates retaining the best of traditional culture. The author argues the latter approach, used in Northern Nigeria, has had more success with "indirect rule" by building administration on existing legal and religious foundations.
This document is an introduction to the essay "I, Pencil" by Leonard E. Read, which tells the story of how a pencil is made from its own first-person perspective. It provides background on Leonard Read and the Foundation for Economic Education, which published the essay. The introduction explains that the essay illustrates how no single person possesses all the knowledge required to make a simple pencil and highlights the complex global coordination and interdependence required in its production.
Similar to EDUSs Acquisition of MCUThe Situation The CEO of EducUS .docx (20)
Elementary CurriculaBoth articles highlight the fact that middle.docxtoltonkendal
Elementary Curricula
Both articles highlight the fact that middle-class students seem to benefit more from summer reading programs than their lower-SES peers. While we would hope that summer reading programs would have the same positive impact on all students, this information did not totally surprise me. Differences in funding, materials, and ability to recruit enough high-quality teachers for summer programs could be more difficult in lower-socioeconomic areas. In addition, the articles did not dive into other factors in the students’ lives that may be contributing to their performance such as attendance, how well-rested they are, trauma they have experiences that impacts their ability to focus during instruction, and the impact of being taught by a teacher who the students may not know or have a relationship with. Additionally, there could be a mismatch between the instructional practices and the specific needs of the students. Even though summer reading programs are only for a short time, I would challenge teachers to put energy into getting to know the students and building trust with them. This is a key foundation that is needed for learning to take place.
In challenging teachers during summer program and the regular school year to ”break out of the mold” to create better outcomes for students classified with low SES, in addition to building relationships with students, I would encourage them to build connections with their families. This may involve thinking outside the box and leaving their comfort zone. It could entail holding a parent-teacher conference off campus, closer to their home or in their community. It could also include providing resources and instructional videos to parents so they can help support their children at home. There are many parents who want to support their children academically, but they do not know how and may be uncomfortable asking the teacher for assistance. In addition, I would urge teachers to capitalize on the strengths and interests of their students to engage them in learning activities and provide them with opportunities to shine. We do not have to, and should not, be satisfied with the idea that low SES students will automatically not be able to perform. These students are capable of learning and growth just as much as any other student. I think data from test scores that demonstrate a gap between the performance of students classified as economically disadvantaged and not economically disadvantaged has led some people to hold the belief that students classified as low SES will not perform well. I think the way that school “report card” grades are published also perpetuates this belief, as it shows the test scores, but does not provide an explanation of or include any solutions for the many larger societal factors that contribute to those scores including high teacher turn over, lack of resources, child trauma, lack of sleep, lack of nutrition, crime & safety, and education level of parents.
It w.
Elementary Statistics (MATH220)
Assignment:
Statistical Project & Presentation
Purpose:
The purpose of this project is to supplement lecture material by having the students to do a case study on collecting, analyzing, and interpreting data.
***The best way to understand something is to experience it for yourself.
Guideline for Analyzing Data and Writing a Report
Below is a general outline of the topics that should be included in your report.
1.
Introduction.
State the topic of your study.
2.
Define Population.
Define the population that you intend for your study to represent.
3.
Define Variable.
Define clearly the variable that you obtained during your data collection; this should include information on how the variable is measured and what possible values this variable has.
4.
Data Collection.
Describe your data collection process, including your data source, your sampling strategy, and what steps you took to avoid bias.
5.
Study Design.
Describe the procedures you followed to analyze your data.
6.
Results: Descriptive Statistics.
Give the relevant descriptive statistics for the sample you collected.
7.
Results: Statistical Analysis.
Describe the results of your statistical analysis.
8.
Findings.
Interpret the results of your analysis in the context of your original research question. Was your hypothesis supported by your statistical analyses? Explain.
9.
Discussion.
What conclusions, if any, do you believe you can draw as a result of your study? If the results were not what you expected, what factors might explain your results? What did you learn from the project about the population you studied? What did you learn about the research variable? What did you learn about the specific statistical test you conducted?
.
Elements of Religious Traditions PaperWritea 700- to 1,050-word .docxtoltonkendal
Elements of Religious Traditions Paper
Write
a 700- to 1,050-word paper that does the following:
Describes these basic components of religious traditions and their relationship to the sacred
:
What a religious tradition says—its teachings, texts, doctrine, stories, myths, and others
What a religious tradition does—worship, prayer, pilgrimage, ritual, and so forth
How a religious tradition organizes—leadership, relationships among members, and so forth
Identifies key critical issues in the study of religion.
Includes specific examples from the various religious traditions described in the Week One readings that honor the sacred—such as rituals of the Igbo to mark life events, the vision quest as a common ritual in many Native American societies, or the influence of the shaman as a leader. You may also include examples from your own religious tradition or another religious tradition with which you are familiar.
Format
your paper consistent with APA guidelines
.
Elements of MusicPitch- relative highness or lowness that we .docxtoltonkendal
Elements of Music
Pitch- relative highness or lowness that we hear in a sound.
Tone- sound that has a definite pitch.
(For example striking a bat against a ball does not produce a D# but striking a D#
on a piano does)
Dynamics- the degree of loudness or softness in music
pp pianissimo /very soft
p piano /soft
mp mezzo-piano /medium-soft
mf mezzo-forte /medium-loud
f forte /loud
ff fortissimo /very loud
When dynamics are altered in a piece of music, they are termed as follows:
decrescendo/ diminuendo gradually softer
crescendo gradually louder
Timbre/Tone Color- the character or quality of a sound.
dark, bright, mellow, cool, metallic, rich, brilliant, thin, etc.
Rhythm- a) the flow (or pattern) of music through time. b) the particular arrangement of
note lengths in a piece of music.
Syncopation- An accent placed on a beat where it is not normally expected.
Beat- the steady pulse in a piece of music.
Downbeat- the first or stressed beat of a measure.
Meter- the pattern in which beats are organized within a piece of music.
Examples:
3/4= three beats per measure
4/4= four beats per measure
6/8= six beats per measure
*In some musics, meter is not present- this is termed non-metric.
(Ex: Chant, some 20th century genres, world musics).
Melody- a series of single notes that add up to a recognizable whole.
*A melodic line has a shape -it ascends and descends in a series of continuous pitches.
Sequence- a repetition of a pattern at a higher or lower pitch.
Phrase- A short unit of music within a melodic line.
Cadence- The rest at the end of a musical phrase. Think of this as a musical period at the
end of a sentence.
Harmony- A) How chords are constructed and how they follow each other. B) The
relationship of tones when sounded in a group.
Chord- a combination of three or more tones sounded at once.
Consonance- a stable tone combination in a chord
Dissonance- and unstable tone combination in a chord; usually, an expected
and stable resolution will follow.
Tonic- a) the main key of a piece of music. b) the first note of a scale
Key- the central tone or scale in a piece of music.
(example: A major, b minor)
Modulation- a shift from one key to another within the same piece of music.
Texture- layering of musical sounds or instruments within a piece of music.
Monophonic- single, unaccompanied melodic line.
Homophonic- a melody with an accompaniment of chords.
Polyphonic- th.
Elevated Blood Lead Levels in Children AssociatedWith the Fl.docxtoltonkendal
The percentage of children in Flint, Michigan with elevated blood lead levels increased after the city changed its water source in 2014. Before the change, 2.4% of Flint children under 5 had elevated blood lead levels, but after the change this increased to 4.9%, a statistically significant increase. The neighborhoods with the highest water lead levels experienced the largest increases, with elevated blood lead levels rising from 4.0% to 10.6%. Spatial analysis identified disadvantaged neighborhoods as having the greatest increases in elevated blood lead levels, informing the public health response.
Elements of the Communication ProcessIn Chapter One, we learne.docxtoltonkendal
Elements of the Communication Process
In Chapter One, we learned communication is the process of creating or sharing meaning in informal conversation, group interaction, or public speaking. To understand how the process works, we described the essential elements in the process.
For the following interaction, identify the contexts, participants, channels. message, interference (noise), and feedback.
"Maria and Damien are meandering through the park, talking and drinking bottled water. Damien finishes his bottle, replaces the lid, and tosses the bottle into the bushes at the side of the path. Maria, who has been listening to Damien talk, comes to a stop, puts her hand on her hips, stares at Damien, and says angrily, " I can't believe what you just did! Damien blushes, averts his gaze, and mumbles, "Sorry, I'll get it- I just wasn't thinking." As the tension drains from Maria's face. she gives her head a playful toss, smiles, and says, Well, just see that it doesn't happen again.
1. Contexts
a. Physical
b. Social
c. Historical
d. Psychological
2. Participants
3. Channels
4. Message
5. Interference (Noise)
6. Feedback
.
Elements of Music #1 Handout1. Rhythm the flow of music in te.docxtoltonkendal
Elements of Music #1 Handout
1. Rhythm
the flow of music in terms of time
2. Beat
the pulse that recurs regularly in music
3. Meter
the regular pattern of stressed and unstressed beats
4. Tempo
the speed of the beats in a piece of music
5. Polyrhythm
two or more rhythm patterns occurring simultaneously
6. Pitch
the perceived highness or lowness of a musical sound
7. Melody
a series of consecutive pitches that form a cohesive musical entity
8. Counterpoint
two or more independent lines with melodic character occurring at the same time
9. Harmony
the simultaneous sounds of several pitches, usually in accompanying a melody
10. Dynamics
the amount of loudness in music
11. Timbre
tone quality or tone color in music
12. Form
the pattern or plan of a musical work
Framework for Improving
Critical Infrastructure Cybersecurity
Version 1.1
National Institute of Standards and Technology
April 16, 2018
April 16, 2018 Cybersecurity Framework Version 1.1
This publication is available free of charge from: https://doi.org/10.6028/NIST.CSWP.04162018 ii
No t e t o Rea d er s o n t h e U p d a t e
Version 1.1 of this Cybersecurity Framework refines, clarifies, and enhances Version 1.0, which
was issued in February 2014. It incorporates comments received on the two drafts of Version 1.1.
Version 1.1 is intended to be implemented by first-time and current Framework users. Current
users should be able to implement Version 1.1 with minimal or no disruption; compatibility with
Version 1.0 has been an explicit objective.
The following table summarizes the changes made between Version 1.0 and Version 1.1.
Table NTR-1 - Summary of changes between Framework Version 1.0 and Version 1.1.
Update Description of Update
Clarified that terms like
“compliance” can be
confusing and mean
something very different
to various Framework
stakeholders
Added clarity that the Framework has utility as a structure and
language for organizing and expressing compliance with an
organization’s own cybersecurity requirements. However, the
variety of ways in which the Framework can be used by an
organization means that phrases like “compliance with the
Framework” can be confusing.
A new section on self-
assessment
Added Section 4.0 Self-Assessing Cybersecurity Risk with the
Framework to explain how the Framework can be used by
organizations to understand and assess their cybersecurity risk,
including the use of measurements.
Greatly expanded
explanation of using
Framework for Cyber
Supply Chain Risk
Management purposes
An expanded Section 3.3 Communicating Cybersecurity
Requirements with Stakeholders helps users better understand
Cyber Supply Chain Risk Management (SCRM), while a new
Section 3.4 Buying Decisions highlights use of the Framework
in understanding risk associated with commercial off-the-shelf
products and services. Additional Cyber SCRM criteria we.
Elements of Music Report InstrumentsFor the assignment on the el.docxtoltonkendal
Elements of Music Report Instruments
For the assignment on the elements of music, students will write a report with a minimum of 300 words.
Students must select one element of music that they consider to be the most important element:
Melody
Rhythm
Harmony
Form
When writing the report, be sure you address the following questions:
Why did you select this element from among all the rest?
Do you think that all kinds of music could exist without your selected element? Elaborate on your view.
Describe a piece of music that highlights the use of your selected element.
I encourage students do research on their element of music in order to get ideas for their reports. All reports must be original works!
Do not quote any source or anybody’s thoughts. Quotes are not permitted in this Instruments Report. I am interested in your own personal thoughts, opinions, and the material you have learned from your research.
.
Elements of GenreAfter watching three of the five .docxtoltonkendal
Elements of Genre
After watching three of the five movie clips listed in the
Multimedia
section, above, describe how they fit into a specific genre (or subgenre) as explained in the text. What elements of the film are characteristic of that genre? How does it fulfill the expectations of that genre? How does it play against these expectations?
Your initial post should be at least 150 words in length. Support your claims with examples from required material(s) and/or other scholarly resources, and properly cite any references.
.
Elements of DesignDuring the process of envisioning and designing .docxtoltonkendal
Elements of Design
During the process of envisioning and designing a film, the director, production designer, and art director (in collaboration with the cinematographer) are concerned with several major spatial and temporal elements. These design elements punctuate and underscore the movement of figures within the frame, including the following: setting, lighting, costuming, makeup, and hairstyles. Choose a scene from movieclips.com. In a three to five page paper, (excluding the cover and reference pages) analyze the mise-en-scène.
Respond to the following prompts with at least one paragraph per bulleted topic:
Identify the names of the artists involved in the film’s production: the director, the production designer, and the art director. Describe in separate paragraphs each artist’s role in the overall design process. Conduct additional research if necessary, citing your book, film, and other external sources correctly in APA format.
Explain how the artists utilize lighting in the scene. How does the lighting affect our emotional understanding of certain characters? What sort of mood does the lighting evoke? How does lighting impact the overall story the filmmaker is attempting to tell?
Describe the setting, including the time period, location, and culture in which the film takes place.
Explain what costuming can tell us about a character. In what ways can costuming be used to reflect elements of the film's plot?
Explain how hairstyle and makeup can help tell the story. What might hairstyle and makeup reveal about the characters?
Discuss your opinion regarding the mise-en-scène. Do the elements appear to work together in a harmonious way? Does the scene seem discordant? Do you think the design elements are congruent with the filmmaker’s vision for the scene?
.
Elements of Critical Thinking [WLOs 2, 3, 4] [CLOs 2, 3, 4]P.docxtoltonkendal
This document provides resources for students to develop their critical thinking skills. It includes readings on common misconceptions of critical thinking, combating fake news, and teaching critical thinking. Videos define critical thinking and discuss recognizing fake news. Students are prompted to explain elements of critical thinking, analyze examples demonstrating strong and weak critical thinking, and reflect on applying their education to their career and community.
Elements of DesignDuring the process of envisioning and design.docxtoltonkendal
Elements of Design
During the process of envisioning and designing a film, the director, production designer, and art director (in collaboration with the cinematographer) are concerned with several major spatial and temporal elements. These design elements punctuate and underscore the movement of figures within the frame, including the following: setting, lighting, costuming, makeup, and hairstyles. Choose a scene from movieclips.com. In a three to five page paper, (excluding the cover and reference pages) analyze the mise-en-scène.
Respond to the following prompts with at least one paragraph per bulleted topic:
Identify the names of the artists involved in the film’s production: the director, the production designer, and the art director. Describe in separate paragraphs each artist’s role in the overall design process. Conduct additional research if necessary, citing your book, film, and other external sources correctly in APA format.
Explain how the artists utilize lighting in the scene. How does the lighting affect our emotional understanding of certain characters? What sort of mood does the lighting evoke? How does lighting impact the overall story the filmmaker is attempting to tell?
Describe the setting, including the time period, location, and culture in which the film takes place.
Explain what costuming can tell us about a character. In what ways can costuming be used to reflect elements of the film's plot?
Explain how hairstyle and makeup can help tell the story. What might hairstyle and makeup reveal about the characters?
Discuss your opinion regarding the mise-en-scène. Do the elements appear to work together in a harmonious way? Does the scene seem discordant? Do you think the design elements are congruent with the filmmaker’s vision for the scene?
.
Elements of a contact due 16 OctRead the Case Campbell Soup Co. v..docxtoltonkendal
Elements of a contact due 16 Oct
Read the Case Campbell Soup Co. v. Wentz in the text. Answer the following questions:
1. What were the terms of the contract between Campbell and the Wentzes?
2. Did the Wentzes perform under the contract?
3. Did the court find specific performance to be an adequate legal remedy in this case?
4. Why did the court refuse to help Campbell in enforcing its legal contract?
5. How could Campbell change its contract in the future so as to avoid the unconsionability problem?
Facts:
Per
a
written
contract
between
Campbell
Soup
Company
(a
New
Jersey
company)
and
the
Wentzes
(carrot
farmers
in
Pennsylvania),
the
Wentzes
would
deliver
to
Campbell
all
the
Chantenay
red
cored
carrots
to
be
grown
on
the
Wentz
farm
during
the
1947
season.
The
contract
price
for
the
carrots
was
$30
per
ton.
The
contract
between
Campbell
Soup
and
all
sellers
of
carrots
was
drafted
by
Campbell
and
it
had
a
provision
that
prohibited
farmers/sellers
from
selling
their
carrots
to
anyone
else,
except
those
carrots
that
were
rejected
by
Campbell.
The
contract
also
had
a
liquidated
damages
provision
of
$50
per
ton
if
the
seller
breached,
but
it
had
no
similar
provision
in
the
event
Campbell
breached.
The
contract
not
only
allowed
Campbell
to
reject
nonconforming
carrots,
but
gave
Campbell
the
right
to
determine
who
could
buy
the
carrots
it
had
rejected.
The
Wentzes
harvested
100
tons
of
carrots,
but
because
the
market
price
at
the
time
of
harvesting
was
$90
per
ton
for
these
rare
carrots,
the
Wentzes
refused
to
deliver
them
to
Campbell
and
sold
62
tons
of
their
carrots
to
a
farmer
who
sold
some
of
those
carrots
to
Campbell.
Campbell
sued
the
Wentzes,
asking
for
the
court's
order
to
stop
further
sale
of
the
contracted
carrots
to
others
and
to
compel
specific
performance
of
the
contract.
The
trial
court
ruled
for
the
Wentzes
and
Campbell
appealed.
Issues:
Is
specific
performance
an
appropriate
legal
remedy
in
this
case
or
is
the
contract
unconscionable?
Discussion:
In
January
1948,
it
was
virtually
impossible
to
obtain
Chantenay
carrots
in
the
open
market.
Campbell
used
Chantenay
carrots
(which
are
easier
to
process
for
soup
making
than
other
carrots)
in
large
quantities
and
furnishes
the
seeds
to
farmers
with
whom
it
contracts.
Campbell
contracted
for
carrots
long
ahead,
and
farmers
entered
into
the
contract
willingly.
If
the
facts
of
this
case
were
this
simple,
specific
performance
should
have
been
granted.
However,
the
problem
is
with
the
contract
itself,
which
was
one-sided.
According
to
the
appellate
court,
the
most
direct
example
of
unconscionability
was
the
provision
that,
under
certain
.
Elements for analyzing mise en sceneIdentify the components of.docxtoltonkendal
Elements for analyzing mise en scene
Identify the components of the shot, but explaining the meaning or significance behind those components and connecting the shot to the themes of the film
1. Dominant: Where is the eye attracted first? Why?
2. Lighting key: High key? Low key? High contrast? Some combination of these?
3. Shot and camera proxemics: What type of shot? How far away is the camera from the action?
4. Angle: Is the viewer (through the eye of the camera) looking up or down on the subject? Or is the camera neutral (eye level)?
5. Color values: What is the dominant color? Are there contrasting foils? Is there color symbolism?
6. Lens/filter/stock: How do these distort or comment on the
photographed materials?
7. Subsidiary contrasts: What are the main eye-stops after taking in the dominant?
8. Density: How much visual information is packed into the image? Is the texture stark, moderate, or highly detailed?
9. Composition: How is the two-dimensional space segmented and organized? What is the underlying design?
10. Form: Open or closed? Does the image suggest a window that arbitrarily isolates a fragment of the scene? Or a proscenium arch, in which the visual elements are carefully arranged and held in balance?
11. Framing: Tight or loose? Do characters have little to no room to move, or can they move freely without impediments?
12. Depth: On how many planes is the image composed? Does the background or foreground comment in any way on the midground?
13. Character placement: What part of the framed space do the characters occupy? Center? Top? Bottom? Edges? Why?
14. Staging positions: Which way do the characters look vis-à-vis the camera?
15. Character proxemics: How much space is between the
characters?
What are the 4 distinct formal elements that make up a film's mise en scene?
• staging of the action
• physical setting and decor
• the manner in which these materials are framed
• the manner in which they are photographed
.
Elements in the same row have the same number of () levelsWhi.docxtoltonkendal
Elements in the same row have the same number of (*) levels
Which elements in B O U L A N would be in the same family? Which would have the same number of energy levels? Highest mass? Lowest mass?
Which is more reactive? Uranium or Lithium
Will elements B and U lose electrons in a chemical reactor?
Will elements B and U form positive or negative ions?
Thanks so much (:
.
ELEG 421 Control Systems Transient and Steady State .docxtoltonkendal
ELEG 421
Control Systems
Transient and Steady State
Response Analyses
Dr. Ashraf A. Zaher
American University of Kuwait
College of Arts and Science
Department of Electrical and Computer Engineering
Layout
2
Objectives
This chapter introduces the analysis of the time response of different
control systems under different scenarios. Only first and second order
systems will be considered in details using analytical and numerical
methods. Extension to higher order systems will be developed. Both
transient and steady state responses will be evaluated. Stability analysis
will be analyzed for different kinds of feedback, while investigating the
effect of both proportional and derivative control actions on the
performance of the closed-loop system. Finally systems types and
steady state errors will be calculated for unity feedback.
Outcomes
By the end of this chapter, students will be able to:
evaluate both transient/steady state responses for control systems,
analyze the stability of closed-loop LTI systems,
investigate the effect of P and I control actions on performance, and
understand dominant dynamics of higher order systems.
Dr. Ashraf Zaher
Introduction
3
Test signals
Transient response
Steady state response
Analytical techniques, and
Numerical (simulation) techniques.
Stability (definition and analysis methods),
Relative stability, and
Effect of P/I control actions on stability and performance.
Summary of the used systems:
First order systems,
Second order systems, and
Higher order systems.
Dr. Ashraf Zaher
Test Signals
4 Dr. Ashraf Zaher
Impulse function:
Used to simulate shock inputs,
Laplace transform: 1.
Step function:
Used to simulate sudden disturbances,
Laplace transform: 1/s.
Ramp function:
Used to simulate gradually changing inputs,
Laplace transform: 1/s2.
Sinusoidal function(s):
Used to test response to a certain frequency,
Laplace transform: s/(s2+ω2) for cos(ωt) and ω/(s2+ω2) for sin(ωt).
White noise function:
Used to simulate random noise,
It is a stochastic signal that is easier to deal with in the time domain.
Total response:
C(s) = R(s)*TF(s) = Ctr(s) + Css(s) → c(t) = ctr(t) + css(t)
Fundamentals
5 Dr. Ashraf Zaher
Definitions:
Zeros (Z) of the TF
Poles (P) of the TF
Transient Response (Natural)
Steady State Response (Forced)
Total Response
Limits:
Initial values
Final values
Systems (?Zs):
First order (one P)
Second order (two Ps)
Higher order!
More:
Stability and relative stability
Steady state errors (unity feedback)
First Order Systems
6 Dr. Ashraf Zaher
TF:
T: time constant
Unit Step Response:
1
1
)(
)(
+
=
TssR
sC
)/1(
11
1
1
1
11
)(
TssTs
T
sTss
sC
+
−=
+
−=
+
=
Ttetc /1)( −−=
632.01)( 1 =−== −eTtc
T
e
Tdt
tdc Tt
t
11)( /
0
== −
=
01)0( 0 =−== etc
11)( =−=∞= −∞etc
First Order Systems.
Element 010 ASSIGNMENT 3000 WORDS (100)Task Individual assign.docxtoltonkendal
Element 010 ASSIGNMENT: 3000 WORDS (100%)
Task: Individual assignment (3000 words)
Weighting: 100%
Assessment Case Study:
Greenland Garden Centre
[1]
Jon Smith spread his arms widely as he surveyed his garden centre.
‘Of course the whole market for leisure products and services, especially garden-related products, has been expanding over the last few years. Even so, we have been particularly successful. Partly this is because we are conveniently located, but it is also because we have developed a reputation for excellent service. Customers like coming to us for advice. We have also been successful in attracting some of the ‘personality gardeners’ from television to make special appearances. My main ambition now is to fully develop all of our twelve hectares to make the centre a place people will want to visit in its own right. I envisage the centre developing into almost a mini gardening theme park with special gardens, beautiful grounds and special events.’
Greenland is a large village situated in the Cotswolds, a popular tourist area of the UK. It has an interesting range of shops and restaurants, mainly catering for the tourist trade. About half a mile outside the village is the Greenland Garden Centre. The garden centre is served by a good network of main roads but is inaccessible by public transport.
Growth over the last five years has been dramatic and the garden centre now sells many other goods as well as gardening requisites. It also has a restaurant. It is open seven days a week, only closing on Christmas Day. Its opening hours are Monday– Saturday 9 a.m. to 6 p.m. and Sunday 10 a.m. to 5 p.m. all year round.
Outside the centre
The centre has a large car park which can accommodate about 350 cars. Outside the entrance a map indicates the various areas in the garden centre. Most customers walk round the grounds before making their purchases. The length of time people spend in the centre varies but, according to a recent study, averages 53 minutes during the week and 73 minutes at weekends.
The same study shows the extent to which the number of customers arriving at the garden centre varies depending on the time of year, day of the week, and time of day. There are two peaks in customer numbers, one during the late spring/early summer period and another in the build up to Christmas, as Greenland puts on particularly good Christmas displays.
Indoor sales area
The range of goods has increased dramatically over the past few years and now includes items such as:
pets and aquatics
seeds
fertilisers
indoor pots and plants
gardening equipment
garden lighting
conservatory-style furniture
outdoor clothing
picture gallery
books and toys
delicatessen
wine
kitchen equipment
soft furnishing
outdoor eating equipment
gifts, stationery, cards, aromatherapy products
freshly cut flowers
dried flowers.
Outside sales area
In the open air and in large glasshouses there is a complete range of plants, shrubs and trees. Gre.
ELEG 320L – Signals & Systems Laboratory Dr. Jibran Khan Yous.docxtoltonkendal
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
1
LAB 4: CONVOLUTION
Background & Concepts
Convolution is denoted by:
𝑦[𝑛] = 𝑥[𝑛] ∗ ℎ[𝑛]
Your book has described the "flip and shift" method for performing convolution. First, we
set up two signals 𝑥[𝑘] and ℎ[𝑘]:
Flip one of the signals, say ℎ[𝑘], to form ℎ[−𝑘]:
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
2
Shift ℎ[−𝑘] by n to form ℎ[𝑛 − 𝑘]. For each value of 𝑛, form 𝑦[𝑛] by multiplying and
summing all the element of the product of𝑥[𝑘]ℎ[𝑛 − 𝑘], −∞ < 𝑘 < ∞. The figure
below shows an example of the calculation of𝑦[1]. The top panel shows𝑥[𝑘]. The
middle panel showsℎ[1 − 𝑘]. The lower panel shows𝑥[𝑘]𝑦[1 − 𝑘]. Note that this is a
sequence on a 𝑘 axis. The sum of the lower sequence over all k gives 𝑦[1] = 2.
We repeat this shifting, multiplication and summing for all values of 𝑛 to get the
complete sequence 𝑦[𝑛]:
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
3
The conv Command
conv(x,h) performs a 1-D convolution of vectors 𝑥 and ℎ. The resulting vector 𝑦
has length length(𝑦) = length(𝑥) + length(ℎ) − 1. Imagine vector 𝑥 as being
stationary and the flipped version of ℎ is slid from left to right. Note that conv(x,h) =
conv(h,x). An example of the convolution of two signals and plotting the result is
below:
>> x = [0.5 0.5 0.5]; %define input signal x[n]
>> h = [3.0 2.0 1.0]; %unit-pulse response h[n]
>> y = conv(x,h); %compute output y[n] via convolution
>> n = 0:(length(y)-1); %for plotting y[n]
>> stem(n,y) % plot y[n]
>> grid;
>> xlabel('n');
>> ylabel('y[n]');
>> title('Output of System via Convolution');
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
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Deconvolution
The command [q,r] = deconv(v,u), deconvolves vector u out of vector v, using long
division. The quotient is returned in vector q and the remainder in vector r such that
v = conv(u,q)+r. If u and v are vectors of polynomial coefficients, convolving them is
equivalent to multiplying the two polynomials, and deconvolution is polynomial
division. The result of dividing v by u is quotient q and remainder r. An examples is
below:
If
>> u = [1 2 3 4];
>> v = [10 20 30];
The convolution is:
>> c = conv(u,v)
c =
10 40 100 160 170 120
Use deconvolution to recover v.
>> [q,r] = deconv(c,u)
q =
10 20 30
r =
0 0 0 0 0 0
This gives a quotient equal to v and a zero remainder.
Structures
Structures in Matlab are just like structures in C. They are basically containers that
allow one
Electronic Media PresentationChoose two of the following.docxtoltonkendal
Electronic Media Presentation
Choose
two of the following types of electronic media:
Radio
Sound recording
Motion pictures
Broadcast television
Research
the history of the media types your team selected. Include the following information in your presentation:
Introduction
Notable founders and parent organizations of your electronic media types
Notable historical dates
Dates of mergers with other radio stations, record production companies, motion picture companies, or television networks to form a large media conglomerate
Date the media types launched their websites, became active on the Internet, or became active in social media integration
Identify past, present, and future challenges confronting these types of media. How has the digital era affected them? Which types are best suited to adapt to the future? Explain why
How do these challenges affect advertising in these organizations--outside companies advertising--and advertising for these media--companies promoting themselves to others? What are innovative advertising strategies these media have engaged in?
What are two similarities and two differences between the two media types?
Conclusion
Present your Electronic Media Presentation.
These are 10- to 12-slideMicrosoft
®
PowerPoint
®
presentations with notes.
.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
EDUSs Acquisition of MCUThe Situation The CEO of EducUS .docx
1. EDUS's Acquisition of MCU
The Situation:
The CEO of EducUS Corporation (EDUS), in conjunction with
the EDUS board of directors, has decided to increase the
corporation’s footprint and expand its international operations.
After identifying global opportunities, the EDUS board of
directors decided to explore the possibility of purchasing the
Mekong Cham University (MCU) located in downtown Phnom
Penh, Cambodia. This university is a small academic institution
which has a strong technology school but is short on resources.
Specifically, the Mekong Cham faculty members are highly
acclaimed technologists who are widely published in the field of
information technology and enterprise software application.
However, while MCU enjoys an exceptional local reputation as
an educational institution, it has difficulty in recruiting students
outside the Southeast Asia region. One reason is that MCU has
no capability, due to lack of funding, to provide online course
offerings. Another reason for the low enrollment at MCU is the
poor physical condition of the university building complex.
EDUS Corporation also enjoys an excellent reputation as the
third largest provider of nontraditional education in the U.S.
EDUS is the parent company of 26 universities located
throughout the U.S. and Canada. It has a strong international
business and management program offering in most of its
holdings and is known for its exceptional online delivery
capability.
You have been selected to work on the EDUS research team in
support of the steering committee for this acquisition. You are
part of a high performance work team which will focus its
research in 5 separate areas. The EDUS CEO has briefed the
team and expressed the need for comprehensive research to
2. ensure that the acquisition of MCU will be right for both
organizations. She tells you and the team that acquisitions, like
this, are often unsuccessful because of incompatible cultures,
clashes in management styles, poor integration strategies, and
inadequate communications. So she has requested that you
particularly focus on these areas of inquiry. The EDUS CEO
also informs you and the team that although she understands
that this project will take some time, it is imperative that
preliminary recommendations be presented within the next eight
weeks. To meet the guidance of your CEO, you will lead the
project team in a presentation of the team’s findings within this
designated period.
What We Have to Lose
Theodore Dalrymple
Whenever we learn of events of world-shaking significance, of
catastrophes or massacres, we are
inclined not only to feel ashamed (all too briefly) of our
querulous preoccupation with our own minor
tribulations but also to question the wider value of all our
activities. I do not know whether people who are
faced by death in a few seconds' time see their lives flash before
them, as they are said to do, and pass
final judgment upon them; but whenever I read something about
the Khmer Rouge, for example, or the
genocide in Rwanda, I reflect for a time upon my own life and
dwell a little on the insignificance of my
efforts, the selfishness of my concerns, the narrowness of my
sympathies.
So it was when I first learned of the destruction of the two
3. towers of the World Trade Center. I was settling
down to write a book review: not of a great work, but of a
competent, conscientious, slightly dull biography
of a minor historical figure. Could any activity have been less
important when set beside the horrible fate
of thousands of people trapped in the then flaming—and soon
collapsing—buildings? A book review,
compared to the deaths of over 300 firemen killed in the course
of their duty, to say nothing of the
thousands of others? What was the point of finishing so
laboriously insignificant a task as mine?
In my work as a doctor in a prison, I save a few lives a year.
When I retire, I shall not in my whole career
have saved as many lives as were lost in New York in those few
terrible moments, even counting the time
I spent in Africa, where it was only too easy to save human life
by the simplest of medical means. As for
my writing, it is hardly dust in the balance: my work amuses a
few, enrages some, and is unknown to the
vast majority of people in my immediate vicinity, let alone to
wider circles. Impotence and futility are the
two words that spring to mind.
Yet even as I think such self-regarding thoughts, an image
recurs in my mind: that of the pianist Myra
Hess playing Mozart in London's National Gallery even as the
bombs were falling during the Second
World War. I was born after the war ended, but the quiet
heroism of those concerts and recitals,
broadcast to the nation, was still a potent symbol during my
childhood. It was all the more potent, of
course, because Myra Hess was Jewish, and the enemy's anti-
Semitism was central to its depraved view
of the world; and because the music she played, one of the
highest peaks of human achievement,
4. emanated from the very same land as the enemy's leader, who
represented the depths of barbarism.
No one asked, "What are these concerts for?" or "What is the
point of playing Mozart when the world is
ablaze?" No one thought, "How many divisions has Myra
Hess?" or "What is the firepower of a Mozart
rondo?" Everyone understood that these concerts, of no account
in the material or military sense, were a
defiant gesture of humanity and culture in the face of
unprecedented brutality. They were what the war
was about. They were a statement of the belief that nothing
could or ever can vitiate the value of
civilization; and no historical revisionism, however cynical,
will ever subvert this noble message.
I recall as well a story told by the philosopher Sir Karl Popper,
an Austrian refugee who made his home in
Britain. Four cultivated men in Berlin, as they awaited their
expected arrest by the Gestapo, spent their
last night together—possibly their last night on earth—playing a
Beethoven quartet. In the event, they
were not arrested; but they too had expressed by their action
their faith that civilization transcends
barbarism, that notwithstanding the apparent inability of
civilization at the time to resist the onslaught of
the barbarians, civilization was still worth defending. Indeed, it
is the only thing worth defending, because
it is what gives, or should give, meaning to our lives.
Of course, civilization is not only an attachment to the highest
peaks of human achievement. It relies for
its maintenance upon an infinitely complex and delicate tissue
of relations and activities, some humble
and others grand. The man who sweeps the streets plays his part
as surely as the great artist or thinker.
5. Civilization is the sum total of all those activities that allow
men to transcend mere biological existence
and reach for a richer mental, aesthetic, material, and spiritual
life.
An attachment to high cultural achievement is thus a necessary
but not sufficient condition of
civilization—for it is said that concentration-camp
commandants wept in the evening over Schubert lieder
after a hard day's mass murder—and no one would call such
men civilized. On the contrary, they were
more like ancient barbarians who, having overrun and sacked a
civilized city, lived in the ruins, because
they were still far better than anything they could build
themselves. The first requirement of civilization is
that men should be willing to repress their basest instincts and
appetites: failure to do which makes them,
on account of their intelligence, far worse than mere beasts.
I grew up in secure and comfortable circumstances, give or take
an emotional problem or two; but an
awareness of the fragility of civilization was instilled early,
though subliminally, by the presence in London
during my childhood of large numbers of unreconstructed bomb
sites that were like the gaps between the
rotting teeth in an old man's mouth. Often I played in small
urban wildernesses of weeds and rubble, and
rather regretted their gradual disappearance; but even so, I
could hardly fail to see, in the broken
fragments of human artifacts and in the plasterwork with
wallpaper still attached, the meaning of the
destruction that had been wrought before I was born.
6. Then there were the bomb shelters, in which I passed a
surprising number of childhood hours. They were
ubiquitous in my little world: in the school playgrounds and the
parks, for example. That entry to them was
forbidden made them irresistibly attractive, of course. Their
darkness and fungal dampness added to their
attraction: they were pleasantly frightening; one never quite
knew who or what one might find in them.
Had I been inclined to smoke, instead of being instantly
sickened by nicotine, that is where—like so many
of my friends—I would have learned to do so. And many a first
sexual exploration took place in those
inauspicious surroundings.
Despite the uses to which we put them, however, we were
always aware of the purpose for which they
had been built. Somehow, the shades of those who had sheltered
in them, not so very long before, were
still present. The Blitz was within every adult's living memory:
my mother's apartment building had been
bombed, and she woke one morning with half of it gone, one of
her rooms now open directly to the air. In
my house, as in many other households, there was a
multivolume pictorial history of the war, over which I
pored for entire mornings or afternoons, until I knew every
picture by heart. One of them was ever present
in my mind when I entered a bomb shelter with my friends: that
of two young children, both blind, in just
such a shelter, their sightless eyes turned upward to the sound
of the explosions above them, a
heartrending look of incomprehension on their faces.
More than anything else, however, the fact that my mother was
herself a refugee from Nazi Germany
contributed to my awareness that security—the feeling that
nothing could change seriously for the worse,
7. and that the life that you had was invulnerable—was illusory
and even dangerous. She showed us, my
brother and me, photographs (some of them sepia) of her life in
pre-Nazi Germany: a prosperously
bourgeois existence of that time, from the look of it, with
chauffeurs and large cars, patriarchs in winged
collars conspicuously smoking cigars, women in feather boas,
picnics by lakes, winter in the mountains,
and so forth. There were photos of my grandfather, a doctor
decorated for his military service during the
Great War, in his military uniform, a loyal subject of the
Kaiser. And then—suddenly—nothing: a
prolonged pictorial silence, until my mother emerged into a
new, less luxurious but more ordinary
(because familiar), life.
She had left Germany when she was 17 and never saw her
parents again. If it could happen to her, why
not to me or indeed to anyone? I didn't believe it would, but
then neither had she or anyone else. The
world, or that little part of it that I inhabited, that appeared so
stable, calm, solid, and dependable—dull
even—had shakier foundations than most people most of the
time were willing to suppose.
As soon as I was able, I began to travel. Boredom, curiosity,
dissatisfaction, a taste for the exotic and for
philosophical inquiry drove me. It seemed to me that
comparison was the only way to know the value of
things, including political arrangements. But travel is like good
fortune in the famous remark of Louis
Pasteur: it favors only the mind prepared. To an extent, one
brings back from it only what one takes to it:
and I chose my countries with unconscious care and thereby
8. received many object lessons in the fragility
of the human order, especially when it is undermined in the
abstract name of justice. It is often much
easier to bring about total disaster than modest improvement.
Many of the countries I visited—Iran, Afghanistan,
Mozambique—soon descended into the most terrible
chaos. Their peace had always been flawed, of course: as which
is not? I learned that the passion to
destroy, far from being "also" a constructive one, as the famous
but foolish remark of the Russian
anarchist Bakunin would have it, soon becomes autonomous,
unattached to any other purpose but
indulged in purely for the pleasure that destruction itself brings.
I remember watching rioters in Panama,
for example, smashing shop windows, allegedly in the name of
freedom and democracy, but laughing as
they did so, searching for new fields of glass to conquer. Many
of the rioters were obviously bourgeois,
the scions of privileged families, as have been the leaders of so
many destructive movements in modern
history. That same evening, I dined in an expensive restaurant
and saw there a fellow diner whom I had
observed a few hours before joyfully heaving a brick through a
window. How much destruction did he
think his country could bear before his own life might be
affected, his own existence compromised?
As I watched the rioters at play, I remembered an episode from
my childhood. My brother and I took a
radio out onto the lawn and there smashed it into a thousand
pieces with croquet mallets. With a
pleasantly vengeful fury, as if performing a valuable task, we
pursued every last component with our
mallets until we had pulverized it into unrecognizability. The
joy we felt was indescribable; but where it
9. came from or what it meant, we knew not. Within our small
souls, civilization struggled with barbarism:
and had we suffered no retribution, I suspect that barbarism's
temporary victory would have been more
lasting.
But why did we feel the need to revolt in this fashion? At such a
remove in time, I cannot reconstruct my
own thoughts or feelings with any certainty: but I suspect that
we rebelled against our own powerlessness
and lack of freedom, which we felt as a wound, by comparison
with what we saw as the omnipotence and
complete freedom of action of the grown-ups in our lives. How
we longed to grow up, so that we might be
like them, free to do as we liked and give orders to others, as
they gave orders to us! We never
suspected that adulthood would bring its own frustrations,
responsibilities, and restrictions: we looked
forward to the time when our own whim would be law, when our
egos would be free to soar wherever they
chose. Until then, the best we could do was to rebel against a
symbol of our subjection to others. If we
could not be as adults were, we could at least destroy a little of
the adults' world.
I saw the revolt against civilization and the restraints and
frustrations it entails in many countries, but
nowhere more starkly than in Liberia in the midst of the civil
war there. I arrived in Monrovia when there
was no longer any electricity or running water; no shops, no
banks, no telephones, no post office; no
schools, no transport, no clinics, no hospitals. Almost every
building had been destroyed in whole or in
part: and what had not been destroyed had been looted.
I inspected the remains of the public institutions. They had been
10. destroyed with a thoroughness that could
not have been the result of mere military conflict. Every last
piece of equipment in the hospitals (which
had long since been emptied of staff and patients) had been
laboriously disassembled beyond hope of
repair or use. Every wheel had been severed by metal cutters
from every trolley, cut at the cost of what
must have been a very considerable effort. It was as if a horde
of people with terrible experiences of
hospitals, doctors, and medicine had passed through to exact
their revenge.
But this was not the explanation, because every other institution
had undergone similar destruction. The
books in the university library had been one and all—without
exception—pulled from the shelves and
piled into contemptuous heaps, many with pages torn from them
or their spines deliberately broken. It
was the revenge of barbarians upon civilization, and of the
powerless upon the powerful, or at least upon
what they perceived as the source of their power. Ignorance
revolted against knowledge, for the same
reasons that my brother and I smashed the radio all those years
before. Could there have been a clearer
indication of hatred of the lower for the higher?
In fact there was—and not very far away, in a building called
the Centennial Hall, where the inauguration
ceremonies of the presidents of Liberia took place. The hall was
empty now, except for the busts of
former presidents, some of them overturned, around the walls—
and a Steinway grand piano, probably the
only instrument of its kind in the entire country, two-thirds of
11. the way into the hall. The piano, however,
was not intact: its legs had been sawed off (though they were by
design removable) and the body of the
piano laid on the ground, like a stranded whale. Around it were
disposed not only the sawed-off legs, but
little piles of human feces.
I had never seen a more graphic rejection of human refinement.
I tried to imagine other possible
meanings of the scene but could not. Of course, the piano
represented a culture that was not fully
Liberia's own and had not been assimilated fully by everyone in
the country: but that the piano
represented not just a particular culture but the very idea of
civilization itself was obvious in the very
coarseness of the gesture of contempt.
Appalled as I was by the scene in the Centennial Hall, I was yet
more appalled by the reaction of two
young British journalists, also visiting Monrovia, to whom I
described it, assuming that they would want to
see for themselves. But they could see nothing significant in the
vandalizing of the piano—only an
inanimate object, when all is said and done—in the context of a
civil war in which scores of thousands of
people had been killed and many more had been displaced from
their homes. They saw no connection
whatever between the impulse to destroy the piano and the
impulse to kill, no connection between
respect for human life and for the finer productions of human
labor, no connection between civilization
and the inhibition against the random killing of fellow beings,
no connection between the book burnings in
Nazi Germany and all the subsequent barbarities of that regime.
Likewise, the fact that the Red Guards
during the Cultural Revolution in China had destroyed
12. thousands of pianos while also killing 1 million
people conveyed no meaning or message to them.
If anything, they "understood" the destruction of the piano in
the Centennial Hall and even sympathized
with it. The "root cause" of Liberia's civil war, they said, had
been the long dominance of an elite—in the
same way, presumably, that poverty is often said to be the "root
cause" of crime. The piano was an
instrument, both musical and political, of that elite, and
therefore its destruction was itself a step in the
direction of democracy, an expression of the general will.
This way of thinking about culture and civilization—possible
only for people who believe that the comforts
and benefits they enjoy are immortal and indestructible—has
become almost standard among the
intelligentsia of Western societies. The word civilization itself
now rarely appears in academic texts or in
journalism without the use of ironical quotation marks, as if
civilization were a mythical creature, like the
Loch Ness monster or the Abominable Snowman, and to believe
in it were a sign of philosophical naïveté.
Brutal episodes, such as are all too frequent in history, are
treated as demonstrations that civilization and
culture are a sham, a mere mask for crassly material interests—
as if there were any protection from
man's permanent temptation to brutality except his striving after
civilization and culture. At the same time,
achievements are taken for granted, as always having been
there, as if man's natural state were
knowledge rather than ignorance, wealth rather than poverty,
tranquillity rather than anarchy. It follows
that nothing is worthy of, or requires, protection and
preservation, because all that is good comes about
as a free gift of Nature.
13. To paraphrase Burke, all that is necessary for barbarism to
triumph is for civilized men to do nothing: but
in fact for the past few decades, civilized men have done worse
than nothing—they have actively thrown
in their lot with the barbarians. They have denied the distinction
between higher and lower, to the
invariable advantage of the latter. They have denied the
superiority of man's greatest cultural
achievements over the most ephemeral and vulgar of
entertainments; they have denied that the scientific
labors of brilliant men have resulted in an objective
understanding of Nature, and, like Pilate, they have
treated the question of truth as a jest; above all, they have
denied that it matters how people conduct
themselves in their personal lives, provided only that they
consent to their own depravity. The ultimate
object of the deconstructionism that has swept the academy like
an epidemic has been civilization itself,
as the narcissists within the academy try to find a theoretical
justification for their own revolt against
civilized restraint. And thus the obvious truth—that it is
necessary to repress, either by law or by custom,
the permanent possibility in human nature of brutality and
barbarism—never finds its way into the press
or other media of mass communication.
For the last decade, I have been observing close-up, from the
vantage point of medical practice, the
effects upon a large and susceptible population of the erosion of
civilized standards of conduct brought
about by the assault upon them by intellectuals. If Joseph
Conrad were to search nowadays for the heart
14. of darkness—the evil of human conduct untrammeled by the
fear of legal sanction from without or of
moral censure from within—he would have to look no further
than an English city such as mine.
And how can I not be preoccupied with the search for the
origins and ramifications of this evil when every
working day I come upon stories like the one I heard today—the
very day I write these words?
It concerns a young man aged 20, who still lived with his
mother, and who had tried to kill himself. Not
long before, his mother's current boyfriend, a habitual drunkard
ten years her junior, had, in a fit of
jealousy, attacked the mother in the young man's presence,
grabbing her round the throat and strangling
her. The young man tried to intervene, but the older man was
not only six inches taller but much stronger.
He knocked the young man to the ground and kicked him
several times in the head. Then he dragged him
outside and smashed his head on the ground until he was
unconscious and blood ran from a deep
wound.
The young man regained consciousness in the ambulance, but
his mother insisted that he give no
evidence to the police because, had he done so, her lover would
have gone to jail: and she was most
reluctant to give up a man who was, in his own words to the
young man's 11-year-old sister, "a better f—k
than your father." A little animal pleasure meant more to the
mother than her son's life; and so he was
confronted by the terrifying realization that, in the words of
Joseph Conrad, he was born alone, he lived
alone, and would die alone.
15. Who, in listening to such cases day after day and year after
year, as I have, could fail to wonder what
ideas and what social arrangements have favored the spread of
conduct so vile that its contemplation
produces almost physical nausea? How can one avoid driving
oneself to distraction by considering who is
more to blame, the man who behaves as I have described, or the
woman who accepts such behavior for
the sake of a moment's pleasure?
This brutality is now a mass phenomenon rather than a sign of
individual psychopathology. Recently, I
went to a soccer game in my city on behalf of a newspaper; the
fans of the opposing teams had to be
separated by hundreds of policemen, disposed in military
fashion. The police allowed no contact
whatever between the opposing factions, shepherding or
corraling the visiting fans into their own area of
the stadium with more security precautions than the most
dangerous of criminals ever faces.
In the stadium, I sat next to a man, who appeared perfectly
normal and decent, and his 11-year-old son,
who seemed a well-behaved little boy. Suddenly, in the middle
of the match, the father leaped up and, in
unison with thousands of others, began to chant: "Who the f—k
do you think you are? Who the f—k do
you think you are?" while making, also in common with
thousands of others, a threatening gesture in the
direction of the opposing supporters that looked uncommonly
like a fascist salute. Was this the example
he wanted to set for his son? Apparently so. The frustrations of
poverty could hardly explain his conduct:
the cost of the tickets to the game could have fed a family more
than adequately for a week.
16. After the game was over, I saw more clearly than ever that the
thin blue line is no metaphor. Had it not
been for the presence of the police (whose failures I have never
hesitated to criticize), there would have
been real violence and bloodshed, perhaps even death. The
difference between an event that passed off
peacefully and one that would end in mayhem, destruction,
injury, and death was the presence of a
relative handful of resolute men prepared to do their duty.
Despite the evidence of rising barbarism all around us, no
betrayal is too trivial for the Quislings of
civilization to consider worthwhile. Recently, at the airport, I
noticed an advertisement for a firm of elegant
and costly shirt- and tie-makers, headquartered in London's
most expensive area. The model they chose
to advertise their products was a shaven-headed, tattooed
monster, with scars on his scalp from bar
brawls—the human type that beats women, carries a knife, and
throws punches at soccer games. The
advertisement is not ironical, as academic cultural critics would
pretend, but an abject capitulation to and
flattery of the utmost coarseness and brutality. Savagery is all
the rage.
If any good comes of the terrible events in New York, let it be
this: that our intellectuals should realize that
civilization is worth defending, and that the adversarial stance
to tradition is not the beginning and end of
wisdom and virtue. We have more to lose than they know.