Wednesday, July 31, 2019

Night World : Huntress Chapter 16

I am not,† Claire said. â€Å"Yeah, you are,† Jez said, still gently, as if humoring a child. â€Å"I am not.† â€Å"You don't even know what it is.† Jez looked at Hugh. â€Å"You know what? I just realized something. The Wild Powers are all supposed to be ‘born in the year of the blind Maiden's vision,' right?† â€Å"Yeah†¦Ã¢â‚¬  â€Å"Well, I was trying to figure that out all yesterday. And now, it just came to me, like that.† She snapped her fingers. â€Å"I was thinking about visions like prophecies, you know? But I think what it meant was vision, like sight. Eyesight. Aradia only had her eyesight for a year-and that's the year. Seventeen years ago.† Hugh looked at Claire. â€Å"And she's â€Å"Seventeen.† â€Å"So what?† Claire yelled. â€Å"So are you! So are lots of people!† â€Å"So am I,† Hugh said with a wry smile. â€Å"But not everybody can stop a train with blue fire.† â€Å"I didn't stop anything,† Claire said with passionate intensity. â€Å"I don't know what a Wild Power is, but I didn't do anything back there. I was just lying there and I knew we were going to die-â€Å" â€Å"And then the blue light came and the train stopped,† Jez said. â€Å"You see?† Claire shook her head. Hugh frowned and looked suddenly doubtful. â€Å"But, Jez-what about the fire at the Marina? Claire wasn't there, was she?† â€Å"No. But she was watching it live on TV. And she was very, very upset about it. I've still got the scars.† Hugh drew in a slow breath. His eyes were unfocused. â€Å"And you think it works across that distance?† â€Å"I don't know. I don't see why it shouldn't.† They were talking around Claire again, Jez gazing into the depths of the garage. â€Å"I think maybe distance is irrelevant to it. I think what happens is that she sees something, and if she's upset enough about it, if she's desperate enough and there's no physical way to do anything, she just-sends out the Power.† â€Å"It's completely unconscious, then,† Hugh said. â€Å"And who knows, maybe she's done it before.† Jez straightened, excited. â€Å"If it's happening far away, and she doesn't see the flash, and she doesn't feel anything†¦Ã¢â‚¬  She turned on Claire. â€Å"You didn't feel anything when you stopped the train?† â€Å"I didn't stop the train,† Claire said, slowly and with shaky patience. â€Å"And I didn't do anything about that fire at the Marina, if that's what you're talking about.† â€Å"Claire, why are you in such total denial about this?† â€Å"Because it's not the truth. I know I didn't do anything, Jez. When you know, you know.† â€Å"Actually, I don't blame her,† Hugh said. â€Å"It's not a great job.† Jez blinked, and then the truth swept over her. Her entire body went cold. Oh, Goddess†¦ Claire. Claire's life as a normal person was over. She was going to have to leave everything, her family, her friends, and go into hiding. From this point on, she would be one of the four most important people in the world-the only of the four Wild Powers who was identified. Constantly hunted. Constantly in danger. Sought after by everyone in the Night World, for a hundred different reasons. And Claire had no experience. She was so innocent. How was she supposed to adjust to a life like that? Jez shut her eyes. Her knees were so weak that she had to sit down. â€Å"Oh, Claire †¦ I'm sorry.† Claire gulped, staring at her. There was fear in her dark eyes. Hugh knelt. His expression was still and sad. Tm sorry, too,† he said, speaking directly to Claire. â€Å"I don't blame you at all for not wanting this. But for right now, I think we'd better think about getting you someplace safe.† Claire now had the look of somebody after an earthquake. How could this happen to me? Why wasn't I paying attention before it hit? â€Å"I†¦ have to go home,† she said. But she said it very slowly, looking at Jez in fear. Jez shook her head. â€Å"Claire-you can't I-† She paused to gather herself, then spoke quietly and firmly. â€Å"Home isn't safe anymore. There are going to be people looking for you-bad people.† She glanced at Hugh. He nodded. â€Å"A werewolf tried to run me down with a car, then jumped me. I think he must have followed me from the station. I knocked him out, but I didn't kill him.† â€Å"And there's the vampire from the platform,† Jez said. â€Å"He got away-did he see the flash?† â€Å"He saw everything. We were both right there, looking down at you. After that, he took off running. I'm sure he's going back to report to whoever sent him.† â€Å"And they'll be putting everything they have on the streets, looking for us.† Jez looked around the garage. â€Å"We need transportation, Hugh.† Hugh gave a tiny grin. â€Å"Why do I have the feeling you don't mean a taxi?† â€Å"If you've got a pocketknife, I can hotwire a car. But we have to make sure nobody's around. The last thing we need is the police.† They both stood up, Jez reaching down absent-mindedly to pull Claire to her feet. Claire whispered, â€Å"Wait. I'm not ready for tins-â€Å" Jez braced herself to be merciless. â€Å"You're never going to be ready, Claire. Nobody is. But you have no idea what these people will do to you if they find you. You†¦ just have no idea.† She located a Mustang across the garage. â€Å"That's a good one. Let's go.† There was a loose brick in the wall near the car. Jez wrapped it in her jacket and broke the window. It only took a moment to get the door open and another few seconds to start the car. And then everybody was inside and Jez was pulling smoothly out â€Å"Take Yanacio Boulevard to the freeway,† Hugh said. â€Å"We've got to head south. There's a safe house in Fremont.† But they never made it out of the garage. Jez saw the Volvo as she turned the first corner toward the exit It had its brights on and it was heading right for them. She twisted the wheel, trying to maneuver, but a Mustang wasn't a motorcycle. She didn't have room. She couldn't slip out and get away. The Volvo never even slowed down. And this time there was no blue light. There was a terrible crashing of metal on metal, and Jez fell into darkness. Everything hurt. Jez woke up slowly. For a long moment she had no idea where she was. Someplace-moving. She was being jolted and jarred, and that wasn't good, because she seemed to be bruised all over. Now, how had that happened†¦ ? She remembered. And sat up so fast that it made her head spin. She found herself looking around the dim interior of a van. Dim because there were no real windows. The one in back had been covered from the outside with duct tape, and only a little light came through at the top and bottom. No light came from the front. The driver's compartment was closed off from the back by a metal wall. There were no seats in back, nothing at all to work with. Only three figures lying motionless on the floor. Claire. Hugh. And†¦ Morgead. Jez stared, crawling forward to look at each of them. Claire looked all right. She had been in the backseat with a seat belt on. Her face was very pale, but she didn't seem to be bleeding and she was breathing evenly. Hugh looked worse. His right arm was twisted oddly under him. Jez touched it gently and determined that it was broken. And I don't have anything to set it with. And I think sbmething else is wrong with him-his breathing's raspy. Finally she looked at Morgead. He looked great. He wasn't scraped or bruised or cut like the rest of them. The only injury she could find was a huge lump on his forehead. Even as she brushed his hair back from it, he stirred. His eyes opened and Jez found herself looking into dark emeralds. â€Å"Jez!† He sat up, too fast. She pushed him back down. He struggled up again. â€Å"Jez, what happened? Where are we?† â€Å"I was hoping you might tell me that.† He was looking around the van, catching up fast Like any vampire, he didn't stay groggy long. â€Å"I got hit. With wood. Somebody got me when I left my apartment.† He looked at her sharply. â€Å"Are you okay?† â€Å"Yeah. I got hit with a car. But it could be worse; it was almost a train.† They were both looking around now, automatically in synch, searching for clues to their situation and ways to get out They didn't have to discuss it The first order of business was always escape. â€Å"Do you have any idea who hit you?† Jez said, running her fingers over the back door. No handles, no way to get out â€Å"No. Pierce called to say he'd come up with something on the Wild Power. I was going to meet him when suddenly I got attacked from behind.† He was going over the metal barrier that separated them from the driver's cabin, but now he glanced at her. â€Å"What do you mean, it was almost a train?† â€Å"Nothing here. Nothing on the sides. This van is stripped.† â€Å"Nothing here, either. What do you mean, a train?† Jez wiggled around to face him. â€Å"You really don't know?† He stared at her for a moment. Either he was a fantastic actor, or he was both innocent and outraged. â€Å"You think I would do something to hurt you?† Jez shrugged. â€Å"It's happened in the past.† He glared, seemed about to get into one of his Excited States. Then he shook his head. â€Å"I have no idea what's going on. And I would not try to hurt you.† â€Å"Then we're both in trouble.† He leaned back against the metal wall. â€Å"I believe you there.† He was silent for a moment, then said in an odd, deliberate tone, â€Å"It's the Council, isn't it? They found out about Hunter's deal with us, and they're moving in.† Jez opened her mouth, shut it. Opened it again. â€Å"Probably,† she said. She needed Morgead. Claire and Hugh weren't fighters. And whoever had them was a formidable enemy. She didn't think it was the Council. The Council wouldn't use hired thugs; it would work through the Elders in San Francisco. And it would have no reason to kidnap Morgead; the deal with Hunter Redfern didn't really exist. Whoever it really was had a good intelligence system, good enough to discover that Morgead knew something about the Wild Power. And had a lot of money, because it had imported a lot of muscle. And had a sense of strategy, because the kidnappings of Jez and Claire and Hugh and Morgead had been beautifully timed and nicely executed. It might be some rogue vampire or werewolf chieftain who wanted to grab power. It might be some rival vampire gang in California. For all Jez knew, it might even be some insane faction of Circle Daybreak. The only thing that was certain was that she was going to have to fight them whenever this van got where it was going, and that she needed all the help she could get. So it was important to lie to Morgead one last time, and hope that he would fight with her. She had to get Claire away safely. That was all that mattered. The world would survive without her and Morgead, and even without Hugh, although it would be a darker place. But it wouldn't survive without Claire. â€Å"Whether it's the Council or not, we're going to have to fight them,† she said out loud. â€Å"How's your energy-blast trick? The one you demonstrated when we were stick-fighting.† He snorted. â€Å"Not good. I used up all my Power fighting the guys who tackled me. It'll be a long time before I recharge.† Jez's heart sank. â€Å"Too bad,† she said unemotionally. â€Å"Because those two aren't going to be able to do much.† â€Å"Those humans? Who are they, by the way?† His voice was so carefully careless again. Jez hesitated. If she said they were unimportant, he might not help her save them. But she couldn't tell the truth, either. â€Å"That's Claire, and this is Hugh. They're-acquaintances. They've helped me in the past.† â€Å"Humans?† â€Å"Even humans can be useful sometimes.† ‘I thought maybe one of them might be the Wild Power.† â€Å"You thought if I found the Wild Power I wouldn't tell you?† ‘It occurred to me.† â€Å"You're so cynical, Morgead.† ‘I prefer to call it observant,† he said. ‘For instance, I can tell you something about your friend Hugh, there. I saw him in the city, just once, but I remember his face. He's a damned Daybreaker.† Jez felt a tension in her chest, but she kept her face expressionless. â€Å"So maybe I'm using him for something.† â€Å"And maybe,† Morgead said, simply and pleasantly, â€Å"you're using me.† Jez lost her breath. She stared at him. His face was shadowed, but she could see its clean tines, the strong but delicate features, the darkness of his eyebrows and the tension in his jaw. And she knew, as he narrowed his eyes, that they were the color of glacier ice. â€Å"You know,† he said, â€Å"there's still a connection between us. I can feel it, sort of like a cord between our minds. It pulls. You can't deny it, Jez. It's there whether you like it or not. And-† He considered, as if thinking of the best way to put this. â€Å"It tells me things. Things about you.† Oh, hell, Jez thought. It's over. I'm just going to have to protect Hugh and Claire myself. From him and whoever's got us. Part of her was scared, but part was just furious, the familiar fury of needing to bash Morgead over the head. He was so certain of himself, so †¦ smug. â€Å"So what's it telling you now?† she said sarcastically before she could stop herself. â€Å"That you're not telling the truth. That there's something you're keeping from me, something you've been keeping from me. And that it has to do with him.† He nodded toward Hugh. He knew. The jerk knew and he was just playing with her. Jez could feel self-control slipping away. â€Å"Something to do with why you want the Wild Power,† Morgead went on, a strange smile playing on his lips. â€Å"And with where you've been for the past year, and with why you suddenly want to protect humans. And why you say ‘Goddess' when you're surprised. No vampire says that. It's a witch thing.† Goddess, I'm going to kill him, Jez thought, clenching her teeth. â€Å"Anything else?† she said evenly. â€Å"And with why you're scared of me reading your thoughts.† He smirked. â€Å"Told you I was observant.† Jez lost it. â€Å"Yeah, Morgead, you're brilliant. So are you smart enough to figure out what it all means? Or just to get suspicious?† â€Å"It means-† He looked uncertain suddenly, as if he hadn't exactly figured out where all this was leading. He frowned. â€Å"It means†¦ that you're †¦Ã¢â‚¬  He looked at her. â€Å"With Circle Daybreak.† It came out as a statement, but a weak one. Almost a question. And he was staring at her with an I-don't-believe-it look. â€Å"Very good,† Jez said nastily. â€Å"Two points. No, one; it took you long enough.† Morgead stared at her. Then he suddenly erupted out of his side of the van. Jez jumped forward, too, in a crouch that would let her move fluidly and protect Hugh and Claire. But Morgead didn't attack. He just tried to grab her shoulders and shake her. â€Å"You little idiot!† he yelled. Jez was startled. â€Å"What?† â€Å"You're a Daybreaker?† â€Å"I thought you had it all figured out.† What was wrong with him? Instead of looking betrayed and bloodthirsty he looked scared and angry. Like a mother whose kid has just run in front of a bus. â€Å"I did-I guess-but I still can't believe it. Jez, why? Don't you know how stupid that is? Don't you realize what's going to happen to them?† â€Å"Look, Morgead-â€Å" â€Å"They're going to lose, Jez. It's not just going to be the Council against them now. Everybody in the Night World is going to be gunning for them. They're going to get wiped out, and anybody who sides with them will be wiped out, too.† His face was two inches from hers. Jez glared at him, refusing to give ground. â€Å"I'm not just siding with them,† she hissed. â€Å"I am one of them. I'm a damned Daybreaker.† â€Å"You're a dead Daybreaker. I can't believe this. How am I supposed to protect you from the whole Night World?† She stared at him. â€Å"What?† He settled back, glaring, but not at her. He was looking around the van, avoiding her eyes. â€Å"You heard me. I don't care who your friends are, Jez. I don't even care that you came back to use me. I'm just glad you came back. We're soulmates, and nothing can change that.† Then he shook his head furiously. â€Å"Even if you won't admit it.† â€Å"Morgead†¦Ã¢â‚¬  Suddenly the ache in Jez's chest was too much to stay inside. It was closing off her throat, making her eyes sting, trying to make her cry. She had misjudged Morgead, too. She'd been so sure that he would hate her, that he could never forgive. But of course, he didn't know the whole truth yet. He probably thought that her being a Daybreaker was something she would grow out of. That it was just a matter of getting her to see the light and change sides again, and she would become the old Jez Redfern. He didn't realize that the old Jez Red-fern had been an illusion. Tm sorry,† she said abruptly, helplessly. â€Å"For all of this, Morgead-I'm sorry. It really wasn't fair to you for me to come back.† He looked irritated. â€Å"I told you; I'm glad you did. We can work things out-if you'll just stop being so stubborn. We'll get out of this-â€Å" â€Å"Even if we do get out of it, nothing's going to change.† She looked up at him. She wasn't frightened of what he might do anymore. The only thing she was frightened of was seeing disgust in his eyes-but she still had to tell him. â€Å"I can't be your soulmate, Morgead.† He hardly seemed to be listening to her. â€Å"Yes, you can. I told you, I don't care who your friends are. Well keep you alive somehow. The only thing I don't understand is why you'd want to ally yourself with stupid humans, when you know they're going to lose.† Jez looked at him. Morgead, the vampire's vampire, whose only interest was in seeing the Night World conquer humanity completely. Who was what she had been a year ago, and what she could never be again. Who thought of her as an ally, a descendent of one of the first families of the lamia. Who thought he loved who he thought she was. Jez kept looking at him steadily, and when she spoke, it was very quietly. And it was the truth. â€Å"Because I'm a human,† she said.

Tuesday, July 30, 2019

Mind games a reaction

Motion Perception into Our World that is Always in Action by: Allayed C. Marital Discussing about your brain and how it reacts to motion in order to make decisions is the main idea tackled in the â€Å"Brain Games: Motion Commotion† episode. Brain Games is a television series that explores the components of the human brain. Through the use of social experiments and interactive showmanship, this show encourages the viewers to participate in the said brain games, in which they'll be able to unravel the main points presented by each episode.In the mentioned episode, it stated that you are in a world that is constantly moving, the human brain had to develop a pretty sophisticated sense of motion in order to survive and that is apparent motion wherein we see a series of still images that are strung together very quickly and our brain perceives this as motion. Various experiments are done for the viewers to have an easy understanding of the factors connected to the topic, movement perception of the brain. The initial experiment is to observe an Auto Kinetic image wherein our rain is tricked into seeing motion – even though there isn't any.Our visual cortex is the one who is responsible for this, we tend to think that It is the picture that's doing the trick but actually we are the one who's doing It because our visual cortex Is designed to detect and see motion whether we like It or not. In the proceeding experiments I learned that we humans having evolved as visual animals are all hard- wired to notice and be captivated by motion this Is what the scientists call the brain's Orienting Response in which we feel compelled to look at anything that moves within our field of vision.Our peripheral vision Is much more sensitive to motion than the rest of our eye this Is exhibited through the coin shoulder trick. I suppose that the latter part of the episode became more dragging as It exposed the viewers Into more astounding experiments In which It appeared th at sound can really change the motion we perceive– because motion Is ambiguous. Moreover, It Is not always what we see or what we hear but sometimes It Is also what we feel or what we predict to feel. So I find out that motion can really be deceptive at many times.I believe that our brain and our eyes are always playing a trick on us thus making our body feel that It Is In motion even though we are Just sitting still and this Is the so-called vector wherein It Is not only our eyes that perceive motion but also our body?†vector† perception of self motion Induced by visual stimuli. The episode was ended by the answer on the question stated on the Introduction of the show on about how can we travel thousands of kilometers while we are Just sitting and It Is very enthralling to covers that we are traveling 1,600 kilometers per minute because we are accustomed to the Earth's constant motion.The episode didn't finish with Just nothing, It answered many deceptive questio ns. And left the viewers with bunch of new learning and wondrous discoveries about our constantly moving world and how we evolved and coped with It. It Is amazing how our brain works and how It develops together with the Innovating world. Motion will always be a part of our lives which means our brain process In perceiving motion will always continue to develop and Interpret things around us. He one who is responsible for this, we tend to think that it is the picture that's doing the trick but actually we are the one who's doing it because our visual cortex is designed to detect and see motion whether we like it or not. In the proceeding wired to notice and be captivated by motion this is what the scientists call the brain's our field of vision. Our peripheral vision is much more sensitive to motion than the rest of our eye this is exhibited through the coin shoulder trick.I suppose that the tater part of the episode became more dragging as it exposed the viewers into more astoundin g experiments in which it appeared that sound can really change the motion we perceive– because motion is ambiguous. Moreover, it is not always what we see or what we hear but sometimes it is also what we feel or what we predict to brain and our eyes are always playing a trick on us thus making our body feel that it is in motion even though we are Just sitting still and this is the so-called eviction wherein it is not only our eyes that perceive motion but also our reception of self motion induced by visual stimuli.The episode was ended by the answer on the question stated on the introduction of the show on about how can we travel thousands of kilometers while we are Just sitting and it is very enthralling to nothing, it answered many deceptive questions. And left the viewers with bunch of we evolved and coped with it. It is amazing how our brain works and how it develops together with the innovating world. Motion will always be a part of our lives which means our brain proce ss in perceiving motion will always continue to develop and interpret things around us.

Monday, July 29, 2019

Cashier vs. Sales Assoicate

Sale associates have task that have to be done, such as zoning, putting freight away and helping customer find products. I can connect to this because Im a sales associate in the crafts and fabrics department. It takes a lot of determination to get the tasks done in the time we are schedule for. By zoning we are making our department look good and to make sure we have the products in stock. This is why we get freight to put away so we never run out of items that the customers want to buy. It also helps the associate know where items are so then when a customer asks for help; the associate knows where the product is located. Another difference between a cashier and a sales associate is the location. A sales associate is assigned to a department. As for me being a part of a crafts and fabrics associates Im located in the back of the store next to electronics and pet supplies. There are different locations for departments that sale associates attended to do their duties. Associates cant stand in one spot a time because there either helping Begg2 a customer or making there department look better. Time, time, time. Time is key in a sales associate’s job. They have to be on time because the associate that came in before them either is leavening soon or need you to cover the area while they go on lunch or break. Sale associates are assigning a lunch time, but they have freedom for taking their breaks. You take your break two hours after the associate signs in for the day and two hours before they leave they can take another break, depending on how many hour you work. This is where sale associates differ from cashiers. The front end of the store gets the money. These are your typical cashiers. Checking out customers items. Cashiers scan products, bag the products, and take the money. As a cashier you need to know how to do this while also communicating with the customer. It sounds like a boarding job. This is one difference of why sale associates are different. A cashier has one location and thats in the front of the store. They may have different registers, but there stuck in one spot all day. Cashiers dont get to walk around like a sales associate. Sales associates get assigned lunches and freedom to choose their own break times. However, cashiers dont get that privilege. Cashiers have to be told to take a break or a lunch. They have to wait until it slows down with the traffic of customers checking out and then an assist manger tells the cashier that they can go on break or lunch. Cashiers have very different schedules then a sales associate. For instances you are a cashier and you can only work mornings, but not nights then you only get mornings. For sale associates you put the hours you are free and then you’re scheduled to work whatever hours you’re free in the days of the week. This is unfair to sales associates, however, more hours means more money. This is why cashiers get paid less money than associates. Cashiers will always be differing in different situation then sale associates. Begg3 Sale associate and cashiers work together to make the store move smoothly. Without each other the store would be a mess. When a customer comes in and looks for stuff they need, but dont know the items are located in the store the customer may ask where the item is located and then the sale associate and either explain where the item is or show the customer what aisle the item is located. The customer is done shopping and then they proceed to the cashier. The cashier then cashes you out and the customer is on their way out the door. See how the sale associate and the cashier make it easier for the customer and the store to move smoothly. Another similarity with the two sub cultures are that we both have the same code we have to follow in case of and emergency. For example brown is a shooting situation, white is an accident in the building, and red is for fire and so on and so forth. The similarities for a cashier and a sales associate help the store do the job its needs to do which is to serve the customers , be respectful to one another and to work safely at all times. Wal-Mart stores are a big culture and there are many sub- cultures inside of Wal-Mart. Being a sale associate and a cashier are a few of the sub cultures in Walmart. These two groups may be different, but theyre very much alike. At end of the day, sale associates and cashiers always work together to make the store move smoothly.

Weight Loss Diets Essay Example | Topics and Well Written Essays - 3000 words

Weight Loss Diets - Essay Example High protein and low carbohydrate diets are available in different names and brands such as, Paleo, South Beach, Dukan, Atkins etc., but all are based on the common principle, i.e., to lower the carbohydrate consumption and consume large amount of protein by adding protein-rich foods like, meat, eggs, fish, and dairy products in diet (Kennedy, n.d). Over the last few years, many books on high protein and low carbohydrate diets altogether sold thousands of copies in the US. Advocates of high protein and low carbohydrate diets argue that these diets encourage the metabolism process of adipose tissue, resulting rapid weight loss without any adverse effect in long-run (Bravata et al. 2003, p. 1838). However, various professional organizations, like the American Heart Association and the American Dietetic Association, have warned against the excessive use of such diets. There are concerns that these type of diets focus on changing one’s metabolism and achieve weight loss by eating protein-rich foods and avoiding sources of carbohydrates which may cause the increase in blood sugar levels in the body due to gluconeogesis process. Gluconeogenesis turns protein into glucose by means of cortisol hormones. High level of cortisol causes rapid glucose production from protein, which results in high blood sugar level.Also, there are concerns that these diets can cause impaired metabolic functioning that may lead to serious medical problems, cardiovascular disease, hypertension, or dyslipidemia.

Sunday, July 28, 2019

Reading Reflection Research Paper Example | Topics and Well Written Essays - 500 words

Reading Reflection - Research Paper Example Indeed, the Count fails to define it explicitly; yet in his word choice, one can unpack the meaning and subtlety of such almost philosophical concept. In analyzing and interpreting the piece, I have used heavily the reader-response and formalist analytical approaches. As a whole, these approaches have greatly facilitated and enhanced my reading to Hemingway’s novel. The reader-response approach vitally helps me understand in greater depth pertaining to the â€Å"message† conveyed in the literary work. After reading A Farewell to Arms, for instance, I have wondered whether or not the primary factor that captivates my imagination is the sense of curiosity or inquisitiveness. Perhaps my curiosity to Count Greffi’s notion of wisdom and its philosophical implication substantially facilitates me to read and be engrossed in the novel. On the other hand, the formalist approach in considering the novel’s message substantially reinforces my initial impression or con nection to it.

Saturday, July 27, 2019

Privacy as a consumer issue in electronic commerce Research Paper

Privacy as a consumer issue in electronic commerce - Research Paper Example The work that follows is a research on privacy as a consumer issue in electronic commerce. Consumer privacy is an important aspect that businesses need to consider to preserve and retain their customers. Electronic commerce largely relies on the use of World Wide Web since most of its transactions use technologies like telephones, e-mails, and social media devices like mobile phones, which need a lot of privacy.Businesses or organizations willing to conduct online transactions need to create an environment that ensures consumer security.Electronic commerce is facing customer shortages because many consumers opt not to make online purchases. This is probably because of risks involved in electronic commerce such as loss of jobs, blocking of careers, and losses resulting from unauthorized access and inappropriate use of personal information (Frost). However, various countries like the United States lack regulations governing disclosure of how they use information gathered from online co nsumers, information that gives them freedom to use customers’ personal information. ... de Commission (FTC), failure of electronic commerce to attain its potential, results from lack of proper regulations on consumer privacy.Privacy concerns have led to losses in sales, a situation that has left the determination on whether companies should regulate online privacy issues on their own, or whether there is a need for the government’s intervention to the commission. To counter worries from the public over websites’ handling of personal information, the U.S Congress, local communities and state legislatures havereceived introduction of a number of bills concerning protection of customers’ private information (Frost).However, the rapidly changing technology acts as an obstacle to drafting the regulations.Imposing tight requirements on the internet, according to some legislators would adversely affect electronic commerce growth, and possibly its effect be greater than the fears people have on the loss of privacy. In past days, businesses using the interne t like for example, banks and insurance companies enjoyed the confidence in their business with customers, but nowadays the privacy lies in question. This results from the technological advancement that currently exists in the world. Apart from baking and insurance institutions, communication companies keep wide information about their customers’ details. This information reveals much information like consumer’s location at the time they use the service, the content of e-mails or texts sent, the visited sites, and information downloaded, among others (Frost). Due to lack of proper consumer privacy laws, these institutions can access consumers’ personal information and use it for their benefit. Lack of consumer privacy, accompanied by technological advancement has led to access of personal

Friday, July 26, 2019

Life as a midwife (personal writing) Coursework

Life as a midwife (personal writing) - Coursework Example I was immediately roused from slumber and tried to grope for light from my bedside table. The clock ticked 2:05. Someone needs me! I rushed to peek through the hole who was bashing at this wee hour of the morning. I recognized my neighbor, Michael, a young adult barely out of his teens, who reportedly married his beautiful sweetheart, Christine, also in her teens because she was already three months’ pregnant then. Seems just like yesterday, I realized, six months have passed and it must have been the right time for the baby to come. â€Å"Sorry to disturb you madam but the baby is coming! Christine is in labor†¦Ã¢â‚¬ , Michael quipped. â€Å"Ok, I will be right there!† I replied. As I rushed to get my delivery equipment that is always prepared and ready. It only took me less than 5 minutes to put on a jacket on top of night clothes and don a slip on to prod me on my way. I knew the house as I pass there practically everyday. I give Christine her much needed and regular prenatal counseling to prepare her for the anticipated delivery of their first child. As I entered, the house was well lit and warm due to the intense feeling and emotions of the residents. Despite its meager surroundings, the atmosphere exuded of warmth, love and affection as if enveloping every visitor with an affectionate embrace. There was an aroma of coffee brewing by the kitchen door, supposedly where Michael was patiently waiting before the family decided to call me. Christine’s mother was at her bedside trying to comfort her, providing a wet, damp cloth to wipe her perspiration. When I arrived, Christine was already fully dilated. She was in intermittent pain and trying to keep her voice down as I prepared everything needed for the delivery. A midwife needs to be effective and competent in approach and in ensuring that the health of both the mother and the newborn child are not compromised. The delivery process was fast, precise and efficient. Before 3:00 a.m. , both Michael and Christine are proud parents of a healthy and equally beautiful baby girl. The small, crisp cries from the newborn reverberate through the silence of the night. Proper procedures were followed to clean and prepare the endorsement of the fragile baby to her proud mother, who was tired but obviously very happy and relieved. Michael was likewise pleased and beaming father assisting Christine to a more comfortable state with clean clothes being worn and freshly washed flowery beddings changed to ease both mother and baby to a blissful sleep. Life of a midwife is challenging but rewarding. I got the chance to remunerate on the training I had to go through as well as the role and responsibilities of my profession. According to NHS, â€Å"midwives often describe their job as 'privileged'. The role they have in preparing women for the delivery of new life makes them a vital presence during all stages of pregnancy, labour and the early postnatal period† (par. 1). Dur ing my training, I recognized the significant role of midwifes in child delivery in the United Kingdom (UK) where 75% of births have been acknowledged to have their physical presence (Giving Birth Naturally, par. 2). Because of the primary importance of midwives’ competencies in antenatal, labor, postnatal and neonatal care, the training and compliance with the pre-registration courses are required. I clearly remember my application to the

Thursday, July 25, 2019

Defend the proposition that the Bill of Rights in necessary today Essay

Defend the proposition that the Bill of Rights in necessary today - Essay Example The First Amendment is the glue that holds the countries hard-fought-for freedoms intact. The foundation of the American criminal justice system is founded upon the right to due process of law (Fifth Amendment) and the right to a speedy, public and fair trial along with the right to counsel and to confront the accuser, (Sixth Amendment). The Second Amendment states â€Å"A well regulated militia, being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed† (â€Å"The Constitution†, 2006). Obviously, the right to own arms was of supreme importance to the Founders given that it was listed second only after the freedom of religion and speech was documented in the First Amendment. These four Amendments are invoked regularly today, argued and debated in and out of court. Each is necessary for the freedoms we all enjoy and as relevant today as they were imagined to be when conceived by the Founding fathers. The First Amendment states â€Å"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.† (â€Å"The Constitution†, 2006). ... Journalists who questioned the King’s decisions were often jailed or worse. The Founders knew that if the press were not free, the country would not be either. The role of the media is critical to the preservation of freedom itself. The Constitutional right to freedom of expression and of the press includes the un-infringed right to investigate and publicly announce information or to espouse opinion. An effective media outlet must have editorial independence and serve a diversity of public interests uncontrolled by government or ideological influence. An adversarial relationship sometimes exists between mass media and the government regarding the public’s right to know balanced against matters of national security (Center for Democracy and Governance 1999 p. 5). Despite the criticisms of the press, would anyone in this country actually want press to stop doing its job? Journalists, as part of a free press, serve to enlighten the public regarding governmental activities as well as other items of common interest, often placing themselves in harm’s way for the benefit of others. America probably needs the freedom of the press today more so than in any other time in its history. The previous presidential administration stripped away freedoms at an unprecedented rate and ignored global and domestic concerns involving this nation in an illegal and immoral war all under the guise of the ‘war on terror.’ Politicians are as still corrupt as ever. The press should be held to the high standard they set for themselves and revered and recognized for the vital function they provide the country. Without the press and the constitutionally guaranteed freedom it enjoys in this nation, democracy could not endure. If they were to overstep their powers,

Wednesday, July 24, 2019

Five Effective Leadership Qualities Assignment Example | Topics and Well Written Essays - 1500 words

Five Effective Leadership Qualities - Assignment Example Lastly, a leader can only be regarded as effective if he/she is able to achieve the organizational aims and objectives. In order to become an effective leader and influence others, an individual requires certain leadership qualities including the quality of being courageous, emotionally intelligent, and able to motivate others, open to challenges and a sound communicator. Body Courage is defined as an individual’s ability as well as willingness to counter fear and taking steps that may seem difficult. Courage is one of the most important qualities a leader should possess as courage is the quality that helps a leader in conducting most of his/her task. A leader is required to perform various activities such as taking risks, getting involved in unknown scenarios, communicating a positive vision of change to followers and without the quality of courage a leader cannot perform any one of these tasks. Any individual can perform tasks and make decisions that are taken on routinely basis and that comply with the culture of an organization. But a leader is one who has the courage to face unforeseen circumstances and take decisions that are novice. A leader has to show courage as a tool to motivate his/her followers because it is the followers who look up to their leaders and if they fail to spot courage in their leader, they will be de-motivated. Winston C hurchill is highly regarded for being a courageous leader. He once stated that that courage is the quality due to which an individual is able to stand up and speak for him and for others and it is this quality that enables an individual to take retaliation and face criticism in a positive manner (Warrell, 2013, p.92). Churchill is highly renowned for being a person who had the quality of moral courage as he knew what should be done in a particular scenario, but due to his moral courage he chose to perform activities that are morally correct. Another key quality that individuals need to possess in order to become effective leader is emotional intelligence. Emotional intelligence is a quality that an individual is said to possess when he/she has the ability to not only be aware of his/her own emotions, they should even be aware of emotions experienced by others and he/she should have the ability of controlling emotions and responding to the emotional issues experienced by others. In c ase of leadership, an emotionally intelligent leader is one who recognizes his/her own emotions and can control those emotions while making decisions and the leader even needs to be aware about the emotional issues experienced by followers in order to help solve those issues in order to motivate followers. According to a research conducting by Bommer during the period of 2005, an emotionally intelligent leader has the ability to positively change the attitudes and behaviors of other individuals. Emotional intelligence is qualities that can help leaders conduct various tasks that are required of him (Ciulla, 2008, p.88). A leader is expected to be a conflict resolver in conflicts that arise between lower level of employees and conflicts that arise within the employees who work at the same level. Emotional intelligence can help leaders identify the grievances that employees of the lower level of the organization have with the decision making level of employee

Tuesday, July 23, 2019

Socrates and his trial Research Paper Example | Topics and Well Written Essays - 1500 words

Socrates and his trial - Research Paper Example In addition, more knowledge about the teachings and life of Socrates are available through the memoirs of Xenophon (Aristophanes, Irvine and Plato 14). Historical records describe Socrates as an individual who neglected his personal affairs in order to spend much of his time discussing a number of concepts, which include piety, justice as well as virtue. He taught his fellow citizens at all places whenever they congregated around him to hear his teachings. These citizens usually gathered around him in order to seek wisdom about how to conduct them justly and right. They wanted this kind of knowledge in order to shape and guide the moral as well as the intellectual improvement of their community, Athens. Socrates used a powerful method in dialogue known as the Socratic Dialogue or Dialect in order to draw forth knowledge and understanding from his students. He did this through his pursuit of a series of questions posed at the students as well as examining the implications of the answe rs that they gave for the questions (Aristophanes, Reeve and Xenophon 45). Socrates valued morality so much that he equated virtue with the knowledge of the true self of an individual. He argued that nobody in his or her clear and pure mind committed a wrong act knowingly or intentionally. In addition, Socrates looked down upon the soul. He claimed that the soul was the seat of both moral character as well as waking consciousness. He also argued that the universe was purposively mind-ordered. As such, he gravely criticized the religious as well as the political institutions of the Athenians and the Sophists. These criticisms made him so many enemies that Aristophanes burlesqued his position in the society. As such, the authorities feeling offended by the criticisms from Socrates decided to fix him by putting him through trails and charging him for corrupting the people (Danzig 23). These enemies made true their threats and held Socrates accountable for the teachings he gave his foll owers about justice, virtue and morality within the society. In 399 B.C, Socrates faced trial with charges of corrupting the morals o the youth within Athenian, as well as facing accusations for religious heresies. Most people believe in the modern times that the arrest of Socrates stemmed primarily from the influence that he held over Critias as well as Alcibiades, who in an earlier perspective betrayed Athens in one way or another. He faced conviction from his charges without many pleas to argue out his innocence. He resisted all the attempts and efforts made to rescue or save his life from impending death. He got a death sentence, whereby he was to drink a cup of poisoned hemlock, and he did this willingly (Johnson). All these accounts of the life and trial of Socrates are only available through the stories made by Plato in the Phaedo, Crito and Apology. Consequently, the death of Socrates through drinking of poisonous hemlock marks one of the most famous usages of the poison in early history. Socrates, whom most philosophers, as well as, the Greek descendants consider him as the father of Greek philosophy, faced trial for impiety and corruption of the youths of Athens with his teachings and criticisms. He became a controversial figure in the city of Athens and as such created many enemies through the hatred that he aroused in many of the people he criticized their way of life or traditions, such as the religious factions and the political dispensations. He therefore created many

Unemployment and Poverty in Interwar Britain Essay Example for Free

Unemployment and Poverty in Interwar Britain Essay To interpret the interwar years of the British took a lot of different views according to the statuesque of one person in the comparison. It is precisely depending on topics, to some extent of interest. Perhaps in focus of economic depression of the interwar brought the period of worst turning point in Welsh history, at which it is the region of Britain that experience the height levels of levels of unemployment and greatest degree of poverty.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The wars brought a great impact to the nation status like economic and political condition. During war time people suffers a lot of agony. Many people like for example, the Liverpool dockworker, writers, political activist like George Garret and George Orwell, the historians shared opinions of the existing war of British, â€Å"Orwell vision is symbolic of traditional view of British society between the wars† (Orwell, George, Boston, 2000.1). With these Orwell’s vision, many argued and did not agree. This is the reason why must Historians never content with traditional views.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Historians interpretation of interwar Britain have not, therefore, completely changed views of   this period but it gave them a more complex and realistic understanding through. That is why; historian sees that Orwell is only one sided and did not tell the whole truth. Historians tried to see the contradiction of the age – â€Å"with poverty and affluence, underemployment but also new expanding industries† (www.groupstudystop.co.uk).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I think the reason why Liverpool dockworker, writer, and political activist did not like George Orwell’s book since it is biased. He does not reveal the true scenery of what was the true picture of the conditions during those interwar days.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Noting in the past of the dockworker who suffered from â€Å"under schooled, under housed, under paid, under cared for an almost respects and with no reasonable hope of betterment, from an Old Etopian† (www.Historystripstop.co.uk), the most rich and powerful at that time. On the part of writer they do analyze and make assumptions that there is no doubt why poverty still exists at that time. These were the pessimistic accounts among literally men social investigator somewhat like a political activist like George Garret and John Lehman.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Looking back history, during the time at which at first glance look at England those days where peace still exist, it is unusual of foreign people to see English people in existence to the country. It is also said that the accent referred by Americans as â€Å"the English Accent†, is not common to almost all people at that time. Even movies and other advertisement dealt with hostile or friendly, nearly all generalizations made about England during that based on the property owning class. It was most overpowered by people who have had a great and big investment. The truth is that people was ruin by other people who just came bringing wealth just to ruin the country. In fact, the book wrote by George Orwell doesn’t reveal the fact about England those days. Actually the book titled: The Road of Wigan Pier does not reveal much about the actual situation of the society those days. Its is said that â€Å" It is worth trying for a moment to put oneself in the position of foreign observer, new England , but unprejudiced, and able because of his work, to keep in touch with ordinary people , useful unspectacular people†( Orwell, George. 2000. Pp. 1.)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Garret mean to what he says, â€Å"That it( The Road of Wigan Pier)†appears to be left book since it is just nothing to revealed the fact of what is really happening. It does not give factual information but just hide the things going wrong on the matter. Garret judge the book as junk one. References: Orwell, George. The Collected Essays, Journalism and Letters of George Orwell. Vol. 3. Boston. 2000. Page 1. www.countrybookshop.co.uk. www.groupstudystop.co.uk

Monday, July 22, 2019

Raising Our Native Sons Essay Example for Free

Raising Our Native Sons Essay During the modern era, there was an overwhelming sense of optimism due to the nation’s booming economy. There was a generalization that any citizen could work hard and become successful. However, this was not always the case in American society. Not everyone was given equal opportunity to thrive and succeed. This struggle was expressed in various literary works. In is novel Native Son, Richard Wright uses symbolism and irony to attack race issues and oppression in order to suggest that African Americans should have equal opportunity as whites. Throughout the novel, the protagonist, Bigger Thomas faces persecution and mistreatment simply because of the color of his skin. This racism appears early in the novel when a rat is encountered in his apartment. Bigger’s mother is disgusted by the gross creature she finds wandering in the family’s apartment. She proclaims her disgust and fear of the rat by saying, â€Å"Lord, Lord, have mercy†¦ that sonofabitch could cut your throat† (10). Through this duologue, the readers realize the harsh treatment and attitude the rat is receiving from Bigger’s family. They are scared and afraid of the rat, even though it means no harm and is merely trying to surviving with the living conditions it has been given. This demonstrates the overall racism towards blacks throughout the book as they are treated poorly and set up to fail. Like the rat, they are considered the lowest of the low who scavenge off others to survive. They are treated as a threat that only causes harm and need to be rid of. Also, Bigger faces racism head on at home. When playing with his friends, they â€Å"play white†. This game attempts to imitate the way whites act in society. During this game, Bigger and his friends unknowingly play out the white people has having superior power over the whites. This demonstrates that the racism is engraved into their heads, even at a young age. This sets them up to fail from a young age by starting them off as knowing that they are considered inferior to the white people. As the book continues, Bigger’s story becomes a point of attention in the south side of Chicago. The newspaper reporters are gathered around preparing to write an article on Bigger’s recent crime. They are collaborating with  each other in order to create the best story possible. One of the reporters says, â€Å"I’m slanting to the primitive negro who doesn’t want to be disturbed by white civilization.† The conversation continues with another reporter saying, â€Å"mention his foreign sounding name† (201). The reporters are bouncing ideas off each other in order to write the best story for the readers. They mention how they are going to purposely define Bigger as a member of the African American community. This simple dialogue represents a much larger meaning within the novel. The reporters immediately turn to race in order to demonize Bigger. They call him â€Å"primitive† and point out his name in an attempt to dissociate him from white society. This display of racism conveys the treatment of African Americans as outcasts of mainstream society. In addition to this, the media is only aiding in the continued validity of this stereotype. The more the media portrays blacks as animals and creatures, the more they are attacked by mainstream white society. As a result of this, the blacks are suppressed more and more, causing them to become more and more desperate. This vicious cycle of racism and oppression is ongoing as society feeds off the harsh portrayal of African Americans by the news outlets. Wright brings attention to the overwhelming effect that oppression can have on an individual or group. Bigger is continuously oppressed throughout his life. After attempting to escape from the police, Bigger is captured and brought down to the street from a rooftop. He was dragged down the stairs with his head banging on every step. He found himself lying on his back in the snow, pinned down by his wrists and surrounded by a circle of this faces. The angry crowd shouts at Bigger. Roars from the crowd include, â€Å"Kill ‘im†¦ Lynch ‘im†¦ Kill that ape!† (253). The crowd is angry at the black man who has caused so much trouble to the white folk. When they finally capture him, they all seem to unite as one when shouting insults as if they have has a triumph by holding down this young black man. This unity represented the overpowering superiority of white society over that of the blacks. Although each individual is their own person and saying their own comments, all Bigger sees and hears is an overbearing common force. To Bigger, he does not see the individuality in each white person; he sees them as all members of the same group all with a common goal of suppressing his dreams. In addition to seeing all whites as a blanket of oppression, he is almost shameful of himself when around them.  While sitting in an interview, he sits in Mr. Dalton’s office with him. Bigger enters the room and does not make eye contact. He stands in a corner with his head down, being careful not to make eye contact with Mr. Dalton. Bigger knows the role that he has in society as well as the room. He is careful to not do anything to upset the white man for fear of potential punishment. This shame is built off the fact that he has been repetitively told and taught that he is inferior. This repeated oppression leads Bigger to act differently around white people, further placing him in to the mold of a non-productive member of society. Bigger feels as if he has been able to make very few decisions for himself his entire life. This suppression was put on him right from the start. Once he realizes his fate and is sitting on his cot, he thinks back on his life. He had always lived with the premonition that he would be sentenced to the electric chair. Once this becomes a reality, Bigger feels a sense of freedom that he has never felt before. He wonders to himself why he â€Å"put himself into the shadow of the electric chair only to find out this? Had he been blind all along? But there was no way to tell now. It was too late†¦Ã¢â‚¬  (335). He realizes that he lived his entire life under the shadow of fear of the electric chair. Once he realizes that he is actually doomed for the chair, he assumes that he should live his live with complete freedom with the remaining days he has left. He concludes, however, that it is too late to live with freedom since he wasted all of his previous days under the shadow. This shadow of oppression holds him back from living freely because he knows that his skin color limits his chances to succeed in life. Furthermore, Bigger can make choices that will only dig him deeper into a hole he cannot escape from. After lashing out and committing a murder, Bigger expresses his feelings that he has a sense of power for the first time in his life. By committing this murder, he has broken away from the limitations being placed on him. Although it was negative, he could not be stopped because he was not assumed to be capable of such a crime. This demonstrates that the oppressed are subject to hostility and more likely to lash out due to the poor treatment and lack of individual freedoms. By using irony and symbolism, Richard Wright brings light to the issue of race and oppression in America. He attempts to convey that blacks and white  should be given equal opportunity to succeed. Wright believes that African Americans are placed into a mold of failure, one that they cannot escape. The title â€Å"Native Son† suggests something about the treatment of the generation of young men we are raising in our country. All of our â€Å"Native Sons†, no matter what race, should be treated equally and be given ample opportunity to succeed.

Sunday, July 21, 2019

Electricity Reforms in Bosnia and Herzegovina

Electricity Reforms in Bosnia and Herzegovina During the conflict between Bosnia and Herzegovina and Serbia, huge number of transmission and distribution network was damaged. This resulted in a minimum electricity supply that was barely maintained. Thanks to a large number of donations, a major reconstruction occurred post-war of most of generation. Electricity as not the only sector affected by the war, coal, engineering and many other have suffered badly in during the 1992-1995 span. This has not been sufficiently monitored by the public sector due to weak and fragmented administrations. This has become a major barrier for the development and enforcement of electricity reforms to improve the overall performance of companies and to create effective markets. Both, the electricity demand and supply has greatly recovered and reached beyond the pre-war levels but the industrial consumption is low and still suffering, concentrated in a few large consumers. The main reason behind the household demand inflation is due to the excess use of electrical heating. Without an industrial recovery or development of new medium-sized, the likely trend in the medium term is for a reduction in household electricity heating consumption (with the expansion of the natural gas network) and a leveling of energy intensity of domestic electricity demand. Prior to electricity reforms, the electricity market in BiH was characterised by disintegration. All the power of the sector was controlled by Governments (Ministry of Foreign Trade and Economic Affairs, Ministry of Energy, Ministry of Industry) This affected and visibly slowed down the process of the reforms having a biggest impact on adopting of uniform laws that were the base for creating key institutions. Because of the unique situation in BiH with three entities, presidents, etc., there are three independent non-profit regulators as well, the state and two entity ones. Each one of them has clearly divided responsibilities which do not interfere in each others work. The commission of State Electricity Regulatory Commission (SERC) consists of three members who manage SERC according to the principle of annual rotation. It consists out of three members, two from the Federation of Bosnia and Herzegovina and the third one from Republika Srpska. While the members from FBiH are proposed by the Parliament of FBiH while the member from RS is proposed by the National Assembly of RS. Currently, the Regulator has 26 employees which include commission members. These two gather money through different ways, while the financing of RERS is provided by the Law on Energy of RS, SERC gathers money from regulatory fees paid by licensed companies. FERK on the other hand operates in the way that it submits the budger proposal to the Parliament of FBiH and then the Parliament itself adopts the budget. FERK is financed by the Law on Energy of FBiH from compensations and taxes of companies. The institutional reform of the electricity power sector BiH has proved to be pretty sucessful and is consistent with good results and continuos improvement. But the electricity sector is still a long way off being stable and in good shape and form. Many deficiencies are still present as for example problems often occur in the distribution of profits and investments or for example a bigger and more serious problem, BiH does not have legislation on the energy efficiency at the state level although that should be obligatory according to Energy Community Treaty and many other signed documents in accordance to the EU legislation. Electricity Regulation and Reforms The power sector reform in BiH officially began with the adoption of the entity laws on electricity, though which a number of important institutions in the energy sector have been made. Bosnia and Herzegovina still relies on several important agreements which are closely related to the reform as they aim to join and keep coming closer to the EU. Due to their ambition to enter the EU as soon as possible, it is obvious that they would have to adapt to the single electricity market of the Union. Three main documents have been signed by the authorities in BiH which have been crucial for its improvement and movement towards the single market in electricity. These are: Energy Community Treaty Treaty establishing the Energy Community of South East Europe Agreement of Stabilisation and Association The first, Energy Community Treaty (ECT), is considered as one of the most important agreements that Bosnia and Herzegovina has ever signed in the energy sector. According to this agreement, the stable regulatory framework, single regulatory space, security of supply, energy efficiency, competition and use of renewable energy should all be visible and present in the energy sector of BiH. Through this agreement, BiH has forced itself to meeting certain obligations and goals which have been agreed upon the ECT. The Energy Community Treaty was also the base for creating the road map for such market openness. It clearly prescribes guidelines and dynamics of key reforms in five key areas. The fact that BiH had only one real customer in Aluminij Mostar until 2012 speaks for itself about the market openness in the electricity sector. But an encouraging fact was that from 2008 all tariff customers, not including households, had the opportunity and freedom to choose their own suppliers and become eligible customers. When comparing BiH to the EU countries, there is an obvious and large distinction in the market openness of the electricity sector. From 2009, almost all EU countries bar a few were fully opened to competition. Two main reasons for low-market openness in BiH: Electricity prices for industrial customers in BiH are the lowest when comparing to EU countries. Electricity prices are equal to the prices at which they are supplied as tariff customers. The Electricity Policy Statement was adopted in 2000. The main reason and objective behind this policy was to establish and achieve in producing a competitive electricity market in Bosnia and Herzegovina which would enable all customers to have a choice between more electricity suppliers. The main goal of this reform plan was ensuring a long-term sustainable and a high-performing sector while introducing EU regulations which would be visible through effective competition. In this effort, the following laws were adopted at the State level: Æ’ Law on transmission, regulator and system operator of electricity (2002); Æ’ Law on establishing the Transmission Company, Elektroprenos BIH (2004); and Æ’ Law on establishing Independent System Operator, NOS BIH (2004) At the entity level, two separate laws on electricity generation and distribution were adopted by FBiH (2002, 2005) and RS (2002, 2003). DERK, as the State regulator, is responsible for electricity transmission while FERC and REERS, the entity regulators, cover generation and distribution in FBiH and RS, respectively. Further to the unbundling of the transmission grid, the restructuring of the vertically integrated state-owned electricity companies has been based on the â€Å"Harmonised Action Plans for the Restructuring of the power sector† adopted in 2003 in Republika Srpska and in 2005 in FBiH. The main stages of this Plan included the reallocation of assets into a joint stock company, the commercialisation and the unbundling of generation and distribution by 2008. While the state-owned electricity companies have been transformed into joint-stock companies (JSC), to date the other stages of the Plan have not been achieved, in particular the creation of a distribution system operator (DSO), a requirement of the Energy Community Treaty. On a positive note, corporate performance, in particular accounting transparency, has progressed. As of 2008, the opening of electricity markets in Bosnia and Herzegovina to domestic and foreign competition has focused on setting eligibility consumption thresholds and connecting directly to the network, as well as third party access to the transmission network as described by DERK’s â€Å"Rule on third party access† (2006). Third party access to 6 distribution networks is monitored by the entity regulators. To date, however, no supplier switch has been reported. Significant progress has been achieved at the national level in adopting a single regulation for transmission and merging national transmission ownership and operation under one regulator. As recently established bodies, the TSO and ISO need to strengthen their capacity and power. However, regulation and oversight for generation and distribution remains separated at the entity level. Furthermore, three (four with Bckro) separate companies operate a very fragmented distribution network over the territory (see map above), raising operational, efficiency and economic issues. The unbundling of these services has not advanced significantly, raising concerns about effective third party access to the respective distribution networks. While regulators set tariffs and prices, most of expenses for an adequate maintenance and replacement of facilities as well as for non-wage obligations (pensions) are not covered. The price structure still subsidises households and large industries (e.g. aluminium). There is a clear need to analyse the costs and benefits of this indirect support system and, if justified, to set up a transparent direct subsidy scheme. Although the TSO is responsible for the country’s transmission development plan and the ISO prepares an indicative generation development plan based on elements provided by the entity administrations and companies, the coordination and coherence of the system is inadequate and ineffective. For instance, the announced investment projects which would see a tripling of domestic installed capacity, with a focus on export markets, is not feasible within the context of the current grid and interconnection capacities. This will require major investments in the transmission network, extremely difficult to finance under the current tariff structure. These projects need to be assessed under a consolidated least cost plan with a more detailed analysis of domestic and export markets, in a context of high volatility. Also in the context of fragmented and weak regulation and administration, major investments by powerful foreign investors could lead to imbalances in the investment and operat ional oversight process and to a strong dependency. The recent decisions (2007) by entities to award concessions without open and transparent tenders to private investors have raised concerns over transparency and the effectiveness of economic benefits at the local and national level. This risks fragmenting the sector still further. At the 4th World Bank Poverty Reduction Strategies Forum it was â€Å"recommended urgent[ly] to develop, adopt and enforce a state-wide, uniform and transparent procedure for the construction of new generation plants in compliance with EU regulation†. A national least-cost electricity supply plan should provide a ranking of the most viable rehabilitation and construction projects and be coordinated with generation and transmission planning of the grid operators. The electricity sector in Bosnia and Herzegovina still faces the challenge of completing its rehabilitation, diversifying the power generation mix and complying with EU environmental standards, in particular the Large Combustion Plants (LCP) Directive. It also needs to improve overall technical and managerial performance, diversify the power mix notably with CHP, small hydropower and biomass in order to compete on export markets and prepare for effective domestic and regional market opening. At the company level, this will require sustained effort to reach EU corporate governance standards. At the ministry and regulator level, there is a clear need to strengthen ownership rights and oversight over the sector as well as to consolidate and coordinate the state and entity levels. The administration in Bosnia and Herzegovina needs to develop an overall, coordinated and coherent national policy and action plan backed by economic tools, in particular independent least cost plans and demand projections. An integrated supply and demand least cost plan would help prioritise refurbishment projects and reduce grid losses. In this respect, the World Bank’s energy study should provide crucial elements and tools to be further developed and used by the administration in coordination with electricity companies. Persistent fragmentation of the electricity sector structure and regulation is not sustainable in the longer term and will risk the sector’s marginalisation in the region. Key issues: Infrastructure rehabilitation, grid losses, non-cost reflective prices, system and regulation fragmentation These reforms had the aim and strived for the electricity sector to: Perform more efficiently, both technically and commercially; Enables efficient and effective competition (most important); Meet international standards in terms of cost effectiveness, quality of service, security of the system and the environment; Allows companies to recover their full costs including a reasonable return on investment; Has a universal service obligation; Attracts private capital to the sector; -Complies with EU rules for the internal electricity market in the medium term. Regulation of network prices All consumers in BiH with the exception of Aluminij-Mostar are captive consumers of their local utilities and have no freedom of choice when it comes to their suppliers. There are also no cases of contracting the supply outside local utility borders and the problem with importing electricity in BiH is that All consumers in Bosnia and Herzegovina except Aluminij–Mostar (8% of Bosnia and Herzegovina’s consumption in 2013) are captive customers of their local incumbent utilities. There are no cases of contracting the supply outside the local utility borders. The incumbent local suppliers were appointed as â€Å"reserve suppliers† in the transitional period before 2015 and â€Å"suppliers of last resort† by the regulatory authorities in all jurisdictions, and are likely to delay market opening in the future. Wholesale market opening suffers from the absence of liquid trading platforms. Trading takes place through bilateral transfers between dominant utilities and registered traders, including exports and transits. In terms of price regulation, the Law on Electricity in the Federation of Bosnia and Herzegovina allows for access to regulated supply for all eligible customers, including large ones and without limitations. This violates Article 3 of Directive 2003/5 4/EC. Even worse, the price of generation for the supply of customers supplied at regulated prices (i.e. the wholesale price) is also regulated. The Law on Electricity in Republika Srpska makes electricity supply at regulated prices by subsidiaries of EP RS available to all customers. This exceeds what is allowed under Article 3 of the Directive. The Law similarly supports price regulation for production by EP RS sold to local utilities and Komunalno Brcko. The Electricity Law in Brcko District also misinterprets the concept of public service in providing regulated supply of all captive customers. This prevents supplier switching in practice. All three regulatory authorities have adopted rules for supplier switching and price methodologies for supply services available to eligible customers in the transition period before 1 January 2015, and to households and small customers as last resort supply. As the electricity market is very specific and almost unique, the market must be regulated in order for the network fees to be reasonable. The reason behind this is that the competition in this market in BiH is almost non-existent what then creates monopolistic tendencies by the authorities in BiH. For instance, FERK and RERS are entity regulators which adopted and developed separated Rules of Tariff Methodology and Tariff Proceeding regarding the distribution tariffs. In the other hand meanwhile, SERC is occupied with approving prices for transmission network that are the same for all participants in BiH. Quality regulation One of the most important parts of the electricity market which needs to be regulated and closely observed is most definitely the quality in the electricity supply. It is perhaps the most essential indicator of successful business of electric power companies. It is crucial for the customers to have a freedom of choice when it comes to the selection of the electricity suppliers, and as the competitiveness increases, so does the quality and service in the electricity market. If companies do not proceed to adapt and improve in order to be competitive in the market, they will soon lose out all their customers and the funds which are necessary in order for their company to operate and exist on the market. Competition As mentioned previously, the competition is the healthiest way to improve and motivate companies to continue improving their supply, quality, decrease costs and many other factors which would satisfy the customers further more and be positive for the country in the long run. Also, EU regulations emphasizes competitiveness as a step forward to meeting their standards and achieving one goal more towards entering the EU market. Recommendations: Reorganize and reinforce the way in which the regulators operate. Emphasizing the unity of the three regulators into one single structure with more entity branches and dividing the power and duties by those branches; Unify regulation for generation and distribution in line with EU requirements, ensure cost-reflective tariffs and reduce cross-subsidies; if justified, set up a transparent direct subsidy scheme for large industries; Proceed with improving the restructuring of electricity companies towards European standards Adopt a national least-cost supply plan, generation planning and demand forecast under the supervision of the national regulator and ISO. Sources: http://www.unece.org/fileadmin/DAM/env/epr/experts/BosniaAndHerzegovina/UNDP/UNDP_Bosnia.pdf Sustainable Development of Energy, Water and Environment Systems, Volume 1 edited by N.H. Afgan, R. Della Morte https://www.energy-community.org/portal/page/portal/ENC_HOME/AREAS_OF_WORK/Implementation/Bosnia_Herzegovina/Electricity http://www.unece.org/fileadmin/DAM/env/epr/experts/BosniaAndHerzegovina/UNDP/UNDP_Bosnia.pdf http://fipa.gov.ba/doc/brosure/Energy%20sector.pdf http://www.elektroprivreda.ba/eng/page/general-information

Saturday, July 20, 2019

Pre-speech Thought :: essays research papers

Speech is defined as the use of audible words and/or sounds to communicate. But doesn’t it involve much more? This is where what I call pre-speech thoughts comes into play. In any normal person, much thought goes into what they say or do, since very rarely do people talk just to communicate. People talk with a given motive in mind, be it to obtain, impress, or to pass time. However, when people speak, they prepare themselves ahead of time within their mind. They prepare their phrases, predict what the other person would say or how they would respond, and prepare answers or phrases in a way fitting each of the predicted responses the other person could have, all before the speaking even begins. Take the following example into mind: A boy sees a girl who is attractive to him and of course would like to speak to, and perhaps, court her. Through his head run many phrases that he has perhaps heard elsewhere or formulated on his own. Before even approaching her he plans his actions: will he say â€Å"hi†, â€Å"hello†, â€Å"what’s up†, or a similar greeting. He then decides whether or not he will continue the action and follow up with a way to connect with the girl in some way with a phrase such as â€Å"My name is [ ] what’s your name?† or â€Å"Do you come here often?† The boy predicts her answers and formulates responses accordingly. If she says, â€Å"Yes, I come here all the time,† he will say â€Å"Really, me too, but I haven’t seen you here before.† But if she says â€Å"No, not really,† he will say â€Å"Oh, are you from around here?† or a similar response. He will then plan to try to find a connection, and given her respons e, he will try to expand on it. For example, is she says â€Å"yes†, he might ask, â€Å"Do you live close?† and try to expand on that phrase in engage in conversation. All this occurs before he even approaches the girl, although some people might plan to different levels, all people do indeed plan. If he knew the girl came to the same place every weekend, he might plan for days without knowing it. I don’t mean in an obsessive way, but in a nonchalant way, just a few days before the weekend. He might even subconsciously prepare physically for the meeting by â€Å"dressing up† or putting on his favorite cologne in order to be more presentable or simply to impress.

ELIZABETH AS AN EXAMPLE OF ART CINEMA :: essays research papers

Bordwell and Thompson define the art film as "a film which, while made under commercial circumstances take an approach to form and style influenced by "high art" which offers an alternative to mainstream entertainment" (1). Like avant-garde film making, this style offer the audience with a movie that takes glory in cinemas stance as a modern art form, for art house films are not just intended to be entertaining, they are designed to be imaginative. Shekhar Kapur's 1998 film 'Elizabeth' presents us with a contemporary art film. Although it does offer entertainment through a fascinating narrative, the film as a whole is presented in a creative way, owing to the auteurish vision of Kapur. Indeed, as the film is arguably British, abroad 'Elizabeth' by definition becomes as 'art film', since Bordwell and Thompson also define the term 'art house' as a phrase "used by the U.S film industry to describe imported films of interest to upper -middle class, educated audiences" (2). In America, 'Elizabeth' was packaged solely as an 'art film', or at least an 'art' interpretation of the British Heritage thriller film. This labelling is of course debatable and by comparing the fundamental ideas regarding art films to 'Elizabeth', one can access the validity of its claim to being 'cinematic art'. The characteristics of an 'art cinema' film are best outlined in David Bordwell's article 'The Art Cinema as a Mode of Film Practice' and this text will form the basis of my assessment of 'Elizabeth'. Bordwell suggests that "art cinema defines itself explicitly against the classical narrative" (3), yet 'Elizabeth' is clearly conventional in narrative style. Film analyst Wendy Ide, even suggests that 'Elizabeth' follows the tradition three act narrative set-up precisely, with climaxes at the end of each act. As proof she suggests that Queen Mary's death is the climatic resolution to the first act, "which takes place exactly 30 minutes into the film" following the traditions of narrative ideals (4). Bordwell, goes on to also suggest that the "cause effect linkage of events" is "tenuous in the art film" (5), yet this narrative technique is used continually to advance 'Elizabeth's' narrative. For example, 40 minutes into the film, the royal court debate the danger of an impending "French attack" (6). Queen Elizabeth resolves to send an army, prompting a new narrative strand. The result of this (cause) is shown almost immediately (42 mi nutes into the film) for in a graphic scene the audience comes to realise that English army has been defeated; the resolution to this specific narrative strand has been provided.

Friday, July 19, 2019

Different Types of Digital Libraries Essay example -- Computer Technol

Digital libraries are libraries in which collections are stored in a digital format. A digital library has also been known as a virtual or electronic library. In this essay, different types of digital libraries will be compared. This essay will provide an in depth look at the many different digital library programs that have had a profound impact on the field of digital libraries. Archival formats will be explored. Techniques for the conversion of textbased formats into digital formats will be analyzed and compared. This essay will also uncover the pros and cons of a digital library compared to a traditional library. Suggestions for the future of digital libraries will also be considered. In 1945, Vannevar Bush had a vision. In his article, "As We May Think," he describes a technical fix for the information explosion that begun after World War II. Vannevar named this technical fix the Memex. The Memex was descibed as "a device in which an individual stores all his books, records and communications which is mechanized so that it may be consulted with exceeding speed and flexibility" (Bush, 1945). Vannevar was most certainly a visionary. His ideas were well before his time. His idea of the Memex can be considered the basis for digital libraries and maybe even the world wide web. In the 1980s, libraries card catalogs were being replaced by Online Public Access Catalogs (OPACs). These were usually closed systems that could contain little more than bibliographic data. Most OPACs were are done in Machine Readable Cataloging (MARC) format. It generally represents an individually published item or "information product," and describes the physical characteristics of the item itself (Brenner et al, 20... ... Materials. A Case for Full Information Capture. Digital Library Magazine. Digital Library Foundation (1995). America's Heritage: Mission and Goals for a Digital Library Federation. Retrieved April 25, 2007, from http://www.diglib.org/about/dlfcharter.htm American Memory, The Library of Congress. Mission and History. Retrieved April 24, 2007, from http://memory.loc.gov/ammem/about/index.html Morgan, E (2007). Alex Catalogue of Electronic Texts. Retrieved April 26, 2007, from http://www.infomotions.com/alex/ Alexandria Digital Library Project (2007). About ADL. Retrieved April 26, 2007, from http://www.alexandria.ucsb.edu/research/about/history.htm CSDL (2007). The Center for the Study of Digital Libraries. Texas A&M. Retrieved April 25, 2007, from http://www.csdl.tamu.edu/csdl/center/center.html

Thursday, July 18, 2019

Challenges and Opportunities for Ob

ORB PQ Chapter 3 : Attitudes and Job Satisfaction1. Which of the following answer choices is the best definition of attitude? a. Attitudes indicate how one will react to a given event. b. Attitudes are the yardstick by which one measures one’s actions. c. Attitudes are the emotional part of an evaluation of some person, object or event. d. Attitudes are evaluative statements concerning objects, people or events e. Attitudes are a measure of how the worth of an object, person or event is evaluated. 2. The belief that â€Å"violence is wrong† is a evaluative statement. Such an opinion constitutes the component of an attitude. . cognitive b. affective c. reflective d. behavioral e. reactive 3. The _____ component of an attitude is the emotional or feeling component of that attitude. a. affective b. cognitive c. behavioral d. evaluative e. reaffective 4. The following are possible actions that an individual may take if they behave in a way that is inconsistent with an attitude that they hold: I: change the behavior II: change the attitude III: rationalize the behavior IV: ignore the inconstancy Which of these actions are the most likely to be taken? a. Either I, or II b. Either III or IV c. One of I, II or III . One of I, III or IV e. One of II, III or IV 5. Any incompatibility between two or more attitudes or between behavior and attitudes results in _____. a. organizational dissonance b. cognitive dissonance c. attitudinal clarification d. values clarification e. affective reactance 6. The theory of cognitive dissonance was proposed by ______________. a. Maslow b. Festinger c. Hofstede d. Skinner e. Pavlov 7. â€Å"Dissonance† means ______________. a. reactance b. constance c. resistance d. consistency e. inconsistency 8. According to Festinger, people will seek a(an) ________________________. a. ariable state with variable dissonance b. stable state with maximal dissonance c. unstable state with maximal dissonance d. unstable state with minimal dissonance e. stable state with minimal dissonance 9. Festinger proposed that the desire to reduce dissonance is determined by three factors including the_________________. a. values of the elements creating the dissonance b. degree of influence the individual believes he or she has over the elements c. degree of positive affect the person has toward the behavior d. fact that values and attitudes will vary over the short term e. wareness that dissonance exists 10. The primary organizational implication of cognitive dissonance theory is that it helps to predict _____. a. overall job satisfaction for employees b. the likelihood of a given employee engaging in impression management c. the overall level to which the workforce will accept gender, racial or other types of bias d. the willingness of the workforce to accept company rules and work practices e. the propensity to engage in attitude and behavioral change of the workforce 11. Which of the following is not a moderating variable of the A-B relationship? . direct experience b. consistency c. specificity d. accessibility e. importance 12. The theory that attitudes are used, after the fact, to make sense out of action that has already occurred is best explained by ______________. a. cognitive dissonance b. escalation of commitment c. self perception theory d. uncertainty avoidance e. organizational commitment 13. The E. M. Foster quote, â€Å"How can I know what I think ‘til I see what I say? † reflects the notions captured by ______________ theory. a. cognitive dissonance b. escalation of commitment c. self perception d. ncertainty avoidance e. social affirmation 14. The degree to which a person identifies with his or her job, actively participates in it, and considers his or her performance as being important to self-worth is _________________. a. job satisfaction b. job involvement c. job stability d. organizational commitment e. social embeddedness 15. ________________ can be defined as a positive feeling about one’s job resulting from an evaluation of its characteristics. a. Job satisfaction b. Job involvement c. Job stability d. Organizational commitment e. Social investment 16.In her work in the publishing industry, Vera seeks out new authors who she considers promising. In the past two years she has found a number of new writers whose work she thought was exceptional, and immersed herself in the task of helping them shape their manuscripts for submission to her managers for publishing. Although she was extremely proud of the results, none of the authors she worked with were chosen for publication. Vera believes that the decision not to publish these authors was based on personal rivalries within management, rather than the quality of her writers’ work.She is extremely frustrated, dreads coming into work each morning and is seriously thinking of resigning. How can Vera’s job attitudes best be described? a. low job satisfaction and low job involvement b. low job satisfaction and high job involvement c. high job satisfaction and low job involvement d. high job satisfaction and high job involvement e. low organizational commitment17. Organiza tional commitment is defined as ___________________________. a. the degree to which an employee identifies with the organization they work for and its goals b. n employee’s belief that the organization they work for will go to considerable lengths to ensure that its employees are treated fairly c. the degree to which an employee’s sense of fulfillment and self worth is related to their job d. the amount of effort an employee will make in order to keep or advance their position in an organization e. the degree to which an employee believes their work impacts their organization18. Of the following, the best predictor of turnover is ______________. a. job satisfaction b. job involvement c. organizational commitment d. cognitive dissonance e. ffective dissonance19. The following are methods of measuring employee attitudes: I. a one-question global rating II. a summation score made up of a number of job facets III. a 360? battery Which of these methods are the best to use i n order to measure job satisfaction? a. I only b. II only c. III only dI and II are equally as good e. II or III are equally as good20. The following statements are about the relationship between job satisfaction and customer satisfaction for frontline employees who have regular customer contact: I. employee satisfaction is positively correlated to customer satisfaction II. employee satisfaction has no correlation to customer satisfaction III. satisfied customers tend to raise employee satisfaction Which of these statements are true? a. I only b. II only c. III only d. I and III e. II and III21. Actively and constructively attempting to improve conditions, including suggesting improvements and discussing problems with superiors would be what type of response? a. exit b. voice c. loyalty d. neglect e. reification22. Quietly continuing to do your work when you know things won’t improve, is what type of response to dissatisfaction? a. exit b. oice c. loyalty d. neglect e. social voice23. Maria is dissatisfied with the way that her manager treats her. She has quit her job and found a new position with another firm. She has expressed her dissatisfaction through __________. a. exit b. voice c. loyalty d. neglect e. social voice24. Henry is dissatisfied with his job but believes that his supervisor is a good man who will do the right thing. Henry has decided that if he just waits, conditions will improve. Henry’s approach to this problem is termed ________. a. exit b. voice c. loyalty d. neglect e. reificationSCENARIO-BASED QUESTIONSMrs. Jonas believes strongly that it is important that worker’s rights be respected, and that one of the more important ways of doing this is to ensure that all workers be properly documented. She is supervising a contracting company that is building a new warehouse for her company. While doing this she discovers that many of the workers employed by the contractor are undocumented aliens working for well below minimum wage.25. Mrs. Jonas is likely experiencing _____. a. cognitive dissonance b. unresolved anger c. ethical evasion d. uncertainty avoidance e. social pressure 6. In this situation Mrs. Jonas has a/an _____ that is in conflict with a/an _____. a. behavior; behavior b. attitude; attitude c. social need; social interest d. social need; social need e. behavior; attitude27. Mrs. Jonas can be expected to relieve the discomfort she is experiencing by _____. a. deciding this issue is unimportant b. rationalizing that it is not her problem since she is not the contractor c. attempting to stop the contractor using undocumented workers d. coming to accept that using undocumented workers does not harm workers’ rights e. any of the aboveEmployees at Acme Express are dissatisfied with working conditions, salary, and the general attitude of management. Mark, Susan, and Toni are good friends who work at Acme, yet each seem to be reacting differently to the problems at work.28. Toni has decide d that she’ll just get a new job and get away from the problem. Toni is dealing with her dissatisfaction through _____. a. exit b. voice c. loyalty d. neglect e. acceptance29. Susan has composed a list of concerns along with her suggestions for improving conditions. Susan is dealing with her dissatisfaction through ________. a. exit b. voice c. oyalty d. neglect e. acceptance30. Mark believes that his manager is a good person and will work things out if Mark just gives him time to do so. Mark is dealing with his dissatisfaction through _____. a. exit b. voice c. loyalty d. neglect e. acceptanceDESCRIPTIVE QUESTIONS1. Explain the concept of job satisfaction and discuss how job satisfaction can impact employee productivity, absenteeism and turnover.1. Discuss Cognitive dissonance and Self – Perception Theories and examine their significance in understanding relationship between Attitude and Behavior ( A – B Relationship) ___________________ Challenges and Opportunities for Ob International Review of Social Sciences and Humanities Vol. 3, No. 2 (2012), pp. 139-147 www. irssh. com ISSN 2248-9010 (Online), ISSN 2250-0715 (Print) The Constructivist Theory in Mathematics: The Case of Botswana Primary Schools Thenjiwe Emily Major (Corresponding Author) Department of Educational Foundations University of Botswana Private Bag- 00702, Gaborone Botswana- 00267 E-mail: [email  protected] ub. bw Boitumelo Mangope Department of Educational Foundations University of Botswana Private Bag- 00702, Gaborone Botswana- 00267 E-mail: [email  protected] ub. w (Received: 13-10-11 / Accepted: 12-4-12) Abstract This paper is based on a large research study that compared teacher quality and student performance in Southern Africa countries of Botswana and South Africa. In this paper we explore the extent to which the primary school teachers in Botswana use the constructivist approach in the teaching and learning of mathematics. Data was collected through classroom videotaping. Sixty out of the 64 mathematics teachers teaching at least one mathematics lesson, and more than one third of the teachers were videotaped twice.A total of 83 mathematics lessons were videotaped. The results of the study indicated that a large percentage of lessons observed required learners to simply recall rules, while a very small percentage of the lessons observed required learners to investigate or explore relationships between mathematical ideas. Keywords: Constructivism, mathematics, active learning, Botswana, passive learning. Introduction Constructivism is a learning theory describing the process of knowledge construction.Knowledge construction is an active, rather than a passive process. Constructivists believe that knowledge should not be just deposited into the learners’ minds; instead it should be constructed by the learners through active involvement in the learning process. Hausfather (2001) noted that, Constructivism is not a method. It is a theory of knowledg e and learning that should inform practice but not prescribe practice. By its very nature, constructivism emphasizes the Thenjiwe Emily Major et al. 140 mportance of the teaching context, student prior knowledge, and active interaction between the learner and the content to be learned. (p. 18). In the constructivist perspective, knowledge is constructed by the individual through his/her interactions with the environment. Unlike the traditional mode of learning whereby the teacher plays an active role in the teaching/learning environment, and learners passively receive the content, constructivists believe the learning should be centered on the learner.This has been acknowledged by Simon (1995) that â€Å"we construct our knowledge of our world from our perceptions and experiences, which are themselves mediated through our previous knowledge† (p. 115). When teachers believe that learners are empty vessels to be filled with the information from the authority, then teacher domina tion will always exist in the teaching learning environment. According to Freire (1970) the domination of the teacher is referred to as the ‘banking concept’ education.The banking concept sees the teacher as the only source of information. It is important that teachers should actively involve learners in their teaching to enable the students to construct knowledge. According to the Educational Broadcasting Corporation (2004) â€Å" in the classroom teaching, constructivist view of learning can point towards a number of different teaching practices†¦it means encouraging students to use active techniques (experiments, real-world problem solving)† (p. 1).Kennedy (1997) also noted that â€Å"what students learn is greatly influenced by how they are taught† (p. 2). Mathematics by nature is a subject that requires learners to be fully engaged in order for learning to take place. Therefore, this paper explores the extent to which learners were given the oppo rtunity to construct their own knowledge in the mathematics lessons. Statement of the Problem Botswana students need to learn mathematics differently than the current practices employed. Research has revealed that most teachers in Botswana end to present mathematics knowledge to the learners to swallow and regurgitate when needed, and not with the aim of helping them to develop independent skills to construct their own mathematics knowledge (The Report on the process of learning in Botswana: An in-depth study of the quality of mathematics teaching in sixth grade classrooms and its effect on learner achievement, 2011). Teachers have also been discovered to have insufficient skills to present maths skills to learners (The Report on the process of learning in Botswana, 2011).Teachers, therefore, must change their instructional techniques for learners to be actively engaged in their own learning and not passive recipients. Learners must learn to communicate and think mathematically. For future educational growth, , Botswana needs learners who are creative, analytic, problem solvers. Such skills can be promoted at the school level through the constructivist approach. Review of Literature Constructivism The constructivist theory to teaching and learning has been broadly addressed in a number of researches in mathematics education (Katic, Hmelo-Silver & Weber, 2009; Steele, 1995).According to this theory, students do not just passively receive information but constantly create new knowledge based on prior knowledge in conjunction with new experiences. As opposed to the traditional approaches where students learn by copying â€Å"word for word† what teachers say, constructivism has shifted to a more radical conception of teaching and learning whereby learners’ fresh ideas are brought to class, acknowledged, and enhanced through a variety of teaching and learning techniques that actively engage them.A number of studies have shown the effectiveness of the constructivist approach in teaching and learning in contrast to the traditional drilling and reciting approach (Hmelo-Silver, Duncan, & Chinn, 2007; Steele, 1995). A study by Steele, (1995) on â€Å"A construct visit Approach to mathematics teaching and learning†¦.. † revealed that using constructivist International Review of Social Sciences and Humanities, Vol. 3, No. 2 (2012), 139-147 141 learning strategies has positive gains. For example, such strategies tend to create an exciting environment for students to learn mathematics and enhance their self-esteem.According to this study, when students learn to construct their own knowledge, they tend to have control of mathematical concepts and think mathematically. Another study by Katic, Hmelo-Silver & Weber, (2009) on Material Mediation, suggest that materials can help to motivate and mediate the participants’ collaborative problem solving discussions. In this study, Katic, et al. , teachers used a variety of resou rces to solve a mathematics problem and construct explanations about the learning process; they, then, posed questions about the problem to clarify their solutions.This is a method that is encouraged in social theories like constructivism, as it generally assists in keeping the learners on task. Although constructivist learning theory does not tell us how to teach mathematics, a teacher with a constructivist background can facilitate learners’ construction of knowledge by applying different constructivist teaching approaches that are in aligned with this learning theory. This type of mathematics teaching forms the basis of this study.Nevertheless, a number of studies in Botswana on teacher centered versus learner centered approaches have revealed that teacher centered approaches are dominant in Botswana classrooms (Prophet, Rowell, 1993; Republic of Botswana, 1993; Tabulawa, 1997, 1998). For example a study By Tabulawa, (1997), on Pedagogical Classroom Practice†¦Ã¢â‚¬ ¦ has indicated that students in the classrooms have been shown to be passive recipients of knowledge, which means that they are not given the opportunity to construct their own knowledge.The commission on Education (1977) has also highlighted this as a major concern in the education system of Botswana. According to this policy, teachers have a tendency to dominate in the classroom as most of the information transmitted to students is often too abstract and mostly requires them to memorize. This policy in a way was calling for a radical change in the classroom practices to allow for students’ growth through teaching and learning that is learner driven.Tabulawa, (1998) has also indicated a concern on the perceptions that teachers have that influence their classroom practices. In addition, Tabulawa, noted that there are certain factors that influence teachers to be dominant in the classrooms such as â€Å"teachers’ assumptions about the nature of knowledge and the ways it ought to be transmitted and the perceptions of students†. These factors are worrisome as they tend to perpetuate teacher centered approaches as opposed to learner centered practices.The study is out to find out the extent to which teachers apply the constructivist theory of teaching and learning when teaching mathematics. This is a theory that has been proven beyond reasonable doubt to enhance students’ independent learning. Methodology Sampling To address the objective of the study, the researcher used data from Human Research Science Council (HRSC) -Stanford- University of Botswana Regional Education Study that was conducted in 2009/10 as a comparative study on teacher quality and student performance in Botswana and South Africa.Out of 60 sampled schools in Botswana, data was obtained from 58 schools and 64 classrooms (two math classrooms in six of the schools taught by the same teacher in each school). The sample focused on 5 districts in Botswana, namely; low-incom e schools in five districts within 50 kilometers of the South African border, Gaborone (18 schools, 617 students), Kgatleng (16 schools, 495 students), Lobatse (6 schools, 152 students), South East (10 schools, 305 students), and Southern (8 schools, 205 students). InstrumentationData was collected through videotaping 83 standard six mathematics teachers teaching at least one mathematics lesson. More than one-third of the teachers were videotaped twice. The filming was done at the middle and towards the end of the year by trained personnel of the Thenjiwe Emily Major et al. 142 Botswana team from the University of Botswana. Teachers whose classes were videotaped were informed in advance about the research team visits. They were further told that the videos will only be used for the study. Data AnalysisThe videotape analysis was also done by well trained personnel from the University of Botswana and the U. S. A. From various video analyses conducted, the levels of cognitive demand we re selected based on the relevance of this paper since the focus was on the thinking process in which the learner was engaged. The ‘level(s) of cognitive demand’ in which learners were engaged in during the lesson were derived from a rubric in Stein et al. ’s (2000) classification of higher and lower cognitive demand. These are: Lower Level Demand 1.Memorization: Memorization recollection of facts, formulae, or definitions 2. Task requires the recall of previously learned material. Or the committing of facts, formulas or definitions to memory. Task cannot be solved using procedures because procedures do not exist or the time frame in which task is to be completed is too short to use a procedure. Tasks involve exact reproduction of previously seen material and what is reproduced is clearly and directly stated. Task has no connection to concept or meaning that underlies the facts, rules, formula, or definition being learned or reproduced.Processes without Connectio ns: Performing algorithmic type of problems and have no connection to the underlying concept or meaning Task is algorithmic. Use of procedures either is specifically stated or its use is evident based on prior instruction, experience, or placement of task. Task leaves little ambiguity about what needs to be done and how to do it. No connection or explanation of the concept is needed. Task focuses on producing correct answers rather than developing mathematical understanding. Higher Level Demand 3.Processes with Connections: Use of procedures with the purpose of developing deeper levels of understanding concepts or ideas Task requires use of procedures to develop deeper understanding of the concept. Task suggests pathways to follow that are broad general procedures rather than algorithms that are opaque with respect to underlying concepts. Tasks are usually represented in multiple ways (e. g. visual diagrams, manipulatives, symbols, problem situations) Connections among the represent ations builds meaning to concept. Tasks require some thinking, although using a procedure t cannot be followed mindlessly. Students need to engage in conceptual ideas to successfully complete the task. Doing Concepts and Processes: Doing mathematics complex and non-algorithmic thinking, students explore and investigate the nature of the concepts and relationships Task requires access of relevant knowledge, self-reflection on actions, exploring concepts, processes and relationships in non-algorithmic activity. Task demands self-monitoring or self-regulation of thinking. – 4. – International Review of Social Sciences and Humanities, Vol. 3, No. 2 (2012 139-147 (2012), 147 143 –Task requires analysis of constraints that may limit possible solution strategies and solutions. Task is unpredictable due to nature of solution process required. The focus in this component (the levels of cognitive demand) is the thinking processes in cognitive which learners engage in the observed lessons. In a constructivist classroom, learners are expected to think at a very high level, – as they are actively involved in their own learning. Apart from the analysis of the levels of cognitive demand, the data analysis members also s made some observations on how students interacted with the teacher.They made notes on these observations. Findings Levels of cognitive demand in classroom teaching in a sample of Botswana School 90 80 70 Percent of Lessons 60 50 40 30 20 10 0 Memorization Procedures without connections Procedures with connections Doing mathematics The findings of the study indicated that 7. 3. 5% of the lessons required learners to recall a fact which in fact is memorization, 85% of the lessons do procedures without connections, and 23% do procedures with connections and only 3% students explore and investigate the nature of the concepts and relationships.From the video note observations, the data indicates that in most lessons teachers asked the s tudents questions and allowed the whole class to call out the answers. These findings concur with Arthur’s (1998), that â€Å"I observed many teacher dominated classroom procedures, in teacher-dominated particular lengthy recitations of questions by teacher and answers by individual or whole class† (p. 314). When teachers are the only ones asking questions and students being the s† respondents, learning is no longer centered on the learner but more on the teacher.Discussions From the findings it is evident that teachers used the procedural teaching and students learned by memorizing facts. When learners do the rote learning they are not encouraged to think critically and to construct their own knowledge as the teacher is the one who provides the one content for them. Memorization in Botswana classrooms is very common as evidenced by previous researchers such as Fuller and Snyder (1991), Arthur (1998), Tabulawa (2004, 1998, Thenjiwe Emily Major et al. 144 and 1997 ).Arthur and Martin (2006) in their study on comparative classroom teaching and learning found that most teachers in Botswana â€Å"ask low-level factual questions, with few opportunities for pupils†¦learners do not exercise their reasoning powers or imaginations† (p. 195). As data has indicated that lessons were predominately recalling of facts and procedures without any application to real life situations, one may assume that learners were not constructing their own knowledge but were simply spoon-fed by teachers. The National Commission on Education of Botswana (1977) also oncurs with this study that learning is mostly memorizing and recalling of facts which, in a way, does not add any value to the learning process. One of the goals of vision 2016 is for the education system of Botswana to provide quality education that would enable Batswana to adapt to the changing needs of the country as well as the global changes. This vision goal can be achieved if teachers adapt to theories such as constructivism that allow learners to explore and come up with their own solutions to the problems.Memorization and imitating teachers will not give Botswana learners sufficient wisdom to survive independently in this world of socio-political and economic unrest. From the data, one concludes that learners were not given tasks that challenged their thinking and the construction of their own knowledge. Henningsen and Stein (1997) noted that Mathematical tasks are central to students' learning because â€Å"tasks convey messages about what mathematics is and what doing mathematics entails†(NCTM, 1 991, p. 24). The tasks in which students engage provide the contexts in which they learn to think about subject students. p. 525) matter, and different tasks may place differing cognitive demands on Indeed if learners are given tasks that encourage memorization of ideas, according to Stein et al. ’s (2000) levels of cognitive demands, the learners are at the lowest level. In this level students are given formulas to memorize and just follow procedures without making any connections to real life situations. For example, in one of the videos the teacher was teaching the topic â€Å"area†. This is how she taught the lesson; first she asked the learners the meaning of the word area.Learners could not define the word, and instead of the teacher defining it, she gave the learners the formula for solving the area of a square. She then drew some shapes on the board, solved one as an example and then asked the learners to use the formula to find areas of the rest shapes. Indeed using the formula given, most learners were able to find the areas of the shapes drawn by their teacher. But can the learners apply the idea to real life? The procedure may be correct. However, did the learners make any connections to real life?From the analysis of the data it is evident that most tasks given to the learners only concentrated on the low levels of c ognitive demand. The task focused on producing correct answers rather than developing mathematical understanding. Various reasons such as examination driven curriculum may have contributed to Botswana teachers delivering facts (giving lower level tasks) to learners rather than allowing learners to think and construct their own knowledge. The centralized curriculum as well as examinations does contribute to teacher-domination as teachers are more concerned with completion of the syllabus at a given period.Arthur and Martin (2006) acknowledged that â€Å"pupils examination success provides access to further education in Botswana† (p. 192) forcing teachers to rush through the syllabus. This has also been confirmed by Tabulawa, (1998), that teachers’ perceptions of students and the goals of schooling have a direct influence in the way teachers teach because teachers see themselves as the main transmitters of knowledge, while students are passive recipients who must memoriz e and produce during examinations.Another reason may be the large numbers of teacher to students’ ratio which then encourages delivering of facts rather than allowing learners to construct their own knowledge. In a constructivist learning environment, learners learn best by discovering their own knowledge. Teachers encourage higher – level thinking so that students can reach beyond the simple factual response. Moreover, in a constructivist classroom, learners are encouraged to summarize concepts by analyzing, predicting, justifying, and defending their ideas.Cobb (1999) noted that â€Å"constructivist learning theory predicts that knowledge encoded from data by learners themselves will be more flexible, transferable, and useful than knowledge encoded for them by experts and transmitted to them by an instructor or other delivery agent† (p. 15). International Review of Social Sciences and Humanities, Vol. 3, No. 2 (2012), 139-147 145 In constructivism knowledge co nstruction is emphasized rather than knowledge reproduction. Knowledge construction helps the learners to remember what they have learned.The second highest level of cognitive demand encourages ‘use of procedures with the purpose of developing deeper levels of understanding concepts or ideas’. For learners to master the content, constructivist believe that higher order thinking skills and deeper understanding should be emphasized in the learning environment. Learners develop into critical thinkers if they are actively involved in the learning process and are encouraged to apply the concepts to real life situation. By this, learners are making meaningful connections.Learners can use their experiences to construct new information if given the opportunity to practice in the teaching/learning environment rather than having facts poured into them by the one in authority. The role of the teacher is to serve as a facilitator. The highest level of cognitive demand calls for doi ng mathematics complex and nonalgorithmic thinking, students explore and investigate the nature of the concepts and relationships. Tasks that learners are supposed to be engaged in should help them explore the relationship between concepts they are learning and reality.For, example, if learners are doing ‘area’ as a topic of study, let them explore the idea and find out how the topic can be applied in real life situations. Teachers should provide tasks that will lead the learners to explore, discover, and apply the concepts. Richard cited by Simon (1995) noted that It is necessary [for t he mathematics teacher] to provide a structure and a set of plans that support the development of informed exploration and reflective inquiry without taking initiative or control away from the student. The teacher must design tasks and projects that stimulate student to ask questions pose, problems, and set goals.Students will not become active learners by accident but by design through the use of the plans that we structure to guide exploration and inquiry. (118) It is, therefore, the responsibility of every teacher to plan activities that require high level of cognitive demand. It is important to note that high levels of cognitive demand require students to use their prior knowledge as advocated by the constructivists. Henningsen and Stein (1997) contended that â€Å"connections with what students already know and understand also play an important role in engaging students in high-level thought processes† (p. 27). For students to perform tasks that require critical thinking and applying of concepts, experience or prior knowledge used as a base is crucial. The findings in this study indicate that teachers did not engage the learners on tasks that required them to use higher levels of cognitive demand. These findings concur with what Prophet and Rowell cited by Fuller and Snyder (1991) that teachers in Botswana classrooms â€Å"ask for factual information through sentence completion exercise with pupils individual or in chorus simply adding the missing word.Students are rarely asked to explain the process or the interrelation between two or more event† (p. 276). This is a clear indication that teachers in Botswana classroom give learners tasks that are mostly associated with the low level of cognitive demand of which the constructivist theory does not encourage. The theory of constructivism also values the uniqueness of every learner. Students learn differently. The teacher, as the facilitator, should appreciate every learner’s strengths and weaknesses. Each learner should be given the opportunity to construct knowledge from his/her own experiences.Summary DeVries, Zan, Hildebrandt, Edmiaston, and Sales ( 2002) asserted that â€Å"teacherswho have been accustomed to teaching by telling and directing children’s work must shift from seeing themselves as central in producing learning to seeing thechild as centralâ⠂¬ (p. 36). From the study one concluded that there was a lot of spoon-feeding in most classes. Students were not given tasks that encouraged them to be doers and thinkers of mathematics, but rather to be consumers of mathematics concepts. Knowledge construction was very limited in most classes making learning more teacher-centered.Thenjiwe Emily Major et al. 146 The continued teacher domination in the Botswana teaching/learning environment will result in learners who cannot think deeply and critically. Knowledge is not passively received, but actively built up by the learners. 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