‘Of Mice & Men’ †Character Analysis Essay

During chapter two of the novel ‘Of Mice and Men,’ we are introduced to another six different characters as George and Lennie begin work on a farm. These characters are the boss, his son, Curley and Curley’s wife, and the other itinerants Candy, Slim and Carlson. The first of these characters that we meet is Candy. Candy Is introduced as an old man with a physical disability. â€Å"Out of the sleeve came a round stick-like wrist, but no hand.† His physical description shows that he cannot work on a farm, and we find out later that he has been demoted to a cleaner. Candy’s behaviour and the way he speaks links to each other. At first he seems a bit hostile towards George and Lennie as he doesn’t really welcome them. He then starts to talk to them properly and tells them about the ranch. Candy doesn’t really have any moral values. When he talks about the way the black stable buck is beaten up by the boss, instead of expressing concern he laughs and jokes about it. This shows that he is very biased. George and Lennie and Candy get on right from the start, but George is very angry after the interview when Candy eavesdrops on a conversation between George and Lennie. Candy is a very lonely man with no family. The only thing of significance to him is his dog, who is very much in parallel to him. The dog is very old and half-blind. Both are disabled and near the end of their working life. We learn a few things about the boss when Candy is telling George and Lennie about him. The first thing that Candy says about the boss is that he was very angry about them being late. â€Å"Where’s the hell them new men?† He always takes all of his anger out on the â€Å"nigger†, showing that he is racist. The stable buck, Crooks, even has a crooked back which he got from being kicked by a horse. Despite all of this anger, Candy goes on say how nice the boss is and about the Christmas where he bought a gallon of whiskey for the workers. â€Å"He’s a pretty nice fellow†, but he also â€Å"Gets pretty mad sometimes.† We then meet the boss who â€Å"stepped into the room†. As expected the boss is already angry about George and Lennie being late, but he is already suspicious. This is because George doesn’t let Lennie speak and the boss assumes that there is something dodgy going on. The boss accuses George of stealing Lennie’ s wages. â€Å"You taking his pay away from him?† The boss is paranoid and doesn’t really believe in friendship. He is very suspicious about them and asks George questions, forcing him to lie, â€Å"He’s my†¦cousin.† The tone of voice that is used throughout the interview is angry and suspicious. He is angry at George and Lennie for being late and suspicious about George’s behaviour. The next character is the boss’s son, Curley. Curley is described as â€Å"A little stocky man.† The clothes that he wears remind us of a typical cowboy. â€Å"†¦blue jean trousers, a flannel shirt, a black, unbuttoned vest and a black coat. His thumbs were stuck in his belt, on each side of a square steel buckle.† This shows us that he is not a labouring man and has a higher status. This is also shown by the fact that he stands confidently and arrogantly. He is broad, short and stocky, but also powerful. When George and Lennie meet Curley for the first time they immediately make an enemy. Right from the beginning Curley gives them a hostile reception when he walks him. â€Å"He glanced coldly at George and then at Lennie.† For some reason he seems to be looking for a fight, â€Å"his hands closed into fists.† Curley seems to have a problem with Lennie. Curley is very small and not like a normal man and is jealous of Lennie – he sees Lennie as a threat. Lennie is huge and muscular, but Curley is small and stocky. Even though he symbolises a higher status he is morally and physically stunted. Curley is very violent for a small man and can be compared to George, as he is a worse version of George (George is tamed my Lennie.† Of all the characters we have met so far most of them are physically or mentally disabled. Curley is very small and unman-like, Crooks has a crooked back, Candy only has one hand and Lennie is mentally disabled. Steinbeck is trying to show that even though America is the land of dreams, these people have been damaged by America. Crooks is also the target of racism. Even George is damaged by America as he has failed in life. Candy is the first person to talk about Curley’s wife, who describes her as â€Å"a tart†. George and Lennie meet her for the first time when she is supposedly looking for Curley in the bunkhouse. We cannot say that this is the real reason because Curley would not be there and she would have seen Curley go home. This shows that she may be a lonely person, or may have gone there to flirt with some of the men. However, her behaviour doesn’t seem flirtatious. â€Å"I’m trying to find Curley, Slim†, shows us that she is not coming on to Slim, but her physical appearance says that she is. The use of â€Å"red† imagery symbolises danger, and Curley’s wife is full of make-up that is red, â€Å"rouged lips and wide-spaced eyes, heavily made-up. Her finger nails were red.† Not only is her make-up red, but so are her clothes, â€Å"†¦red mules†¦little bouquets of red ostrich feathers.† She is a ‘scarlet’ and loose. She likes showing herself off and is not used to farm life, so she dresses quite provocatively. She is a ‘femme fatale’ because Lennie is attracted to red. This links back to the woman in Weed who had a red dress. This woman is a danger to Lennie, and also to George and Lennie’s jobs. â€Å"Lennie watched her, fascinated.† Slim is the most respected man on the farm. He is described as â€Å"a tall man† who was well-built and strong. He is not crippled in any way like some of the other characters. Slim is a â€Å"master-craftsmen† He was well respected and revered by everyone on the farm and everyone would look up to him and follow him, giving him authority over everyone else. Slim is very serious and intelligent and â€Å"the prince of the ranch.† This shows that everyone looks to him for guidance. â€Å"His voice was very gentle.† Slim doesn’t need to shout to get attention and respect, unlike Curley, who needs to fight and threaten. Slim can even hear things before people say something. Slim seems God-like and unrealistic because Steinbeck shows him as too perfect. He is an omnipotent who is idealised and no one is like him. Slim is used as a moral yardstick to measure everyone else. He welcomes George and Lennie to the ranch. He does this in a friendly and gentle way. â€Å"His tone was friendly. It invited confidence without demanding it.† He is not suspicious like the boss and believes in friends travelling together. He doesn’t seem hostile and gives George and Lennie a welcoming atmosphere and understands that George and Lennie look out for each other. George is also given the confidence to open up to George and reveal his true feelings about Lennie. George is able to trust Slim and knows that he will understand and not tell anyone. Carlson seems like a nice person from the start and by the way he welcomes George and Lennie. â€Å"Glad to meet ya.† Like Slim, he Carlson is described as a â€Å"powerful, big-stomached man†. He shows his respect to Slim and lets Slim go first. â€Å"Carlson stepped back to let Slim precede him†. However, we then find out that he is very insensitive. He begins a conversation about Slim’s dog and then talks about wanting to kill Candy’s dog. â€Å"That dog of Candy’s is so God-damn old he can’t hardly walk.† Stinks like hell, too†¦Why’n’t you get Candy to shoot his old dog.† Carlson wants to kill Candy’s dog because he is too old and smells and is a nuisance. This is very insensitive.

Project on Samsung.

COMPANY PROFILE Samsung Group is a South Korean multi national conglomerate company headquartered in Samsung Town, Seoul. It comprises numerous subsidiaries and affiliated businesses, most of them united under the Samsung brand, and is the largest in South Korean. Samsung Electronics Co. , Ltd. mainly engaged in the production of consumer electronic products. One of the world's largest semiconductor manufacturers, Samsung Electronics is also South Korea's top electronics company.Samsung Distribution ChannelIt makes many kinds of consumer devices, including DVD players, digital TVs, and digital still cameras; computers, color monitors, LCD panels, and printers; semiconductors such as DRAMs, static RAMs, flash memory, and display drivers; and communications devices ranging from wireless handsets and smartphones to networking gear. The company, which is the flagship member of Samsung Group, also makes microwave ovens, refrigerators, air conditioners, and washing machines.Nearly half of sales come from the Asia/Pacific region. Company Vision :- Samsung Electronics' vision for the new decade is, â€Å"Inspire the World, Create the Future. † This new vision reflects Samsung Electronics’ commitment to inspiring its communities by leveraging Samsung's three key strengths: â€Å"New Technology,† â€Å"Innovative Products,† and â€Å"Creative Solutions. † Samsung SWOT analysis Strengths:- 1. Hardware integration with many open source OS and software 2.Excellence in engineering and producing hardware parts and consumer electronics 3. Innovation and design 4. Focus on environment 5. Low production costs 6. Largest share in mobile phones and 2 place in smartphones sales 7. Ability to market the brand Weaknesses:- 1. Patent infringement 2. Too low profit margin 3. Main competitors are also largest buyers 4. Lack its own OS and software 5. Focus on too many products Opportunities:- 1. Growing India’s smartphone market 2.Growing mobile advertising industry 3. Growing demand for quality application processors 4. Growth of tablets market 5. Obtaining patents through acquisitions Threats:- 1. Saturated smartphone markets in developed countries 2. Rapid technological change 3. Declining margins on hardware production 4. Breached patents 5. Apple’s iTV launch 6. Price wars Marketing Mix (4P’S) of samsung smart phones 4 P’s of Samsung smartphone: What made it possible for Samsung to beat Apple in smartphone sales?

Textual analysis Assignment Example | Topics and Well Written Essays - 750 words

Textual analysis - Assignment Example Turkle effectively used the analytical structure to convey her ethos and logos-based evidence on the transformation happening to machines and its human users, but she lacks a conversational writing style that can engage lay people into taking her caution against humans behaving more like machines. In examining the emerging landscape of computer-mediated communication, Turkle used an analytical structure to layout the relevance and evidence of her arguments. She began with an introduction that generalizes human nature, according to Ralph Waldo Emerson’s diary entry in 1832. Turkle (1995) cited and agreed with Emerson’s prophecy that â€Å"dreams and beasts† are â€Å"keys† to human nature (p. 36). She expanded Emerson’s human nature assessment by adding computers. The introduction effectively prepares the audience regarding the essay’s insights on the effects of interactions between machines and humans on human nature. Furthermore, the succeed ing paragraphs explain Turkle’s evidence. ... Her conclusion, for instance, is based on the implications of using computers to live another life and to perform work and social roles, where she asked: â€Å"Are we living life on the screen or in the screen?† (Turkle, 1995, p. 39). The conclusion is effective in compelling readers to look into their own computer interactions and how it shapes their identities. The structure of the article helps readers understand the connection between what dreams and beasts can do then and what computers do now to human nature. In order to support the analytical structure and to provide evidence, Turkle employed ethos and logos. Before further discussing her claims about machines and human users, Turkle explained the ethos of her analysis. She described that she has interviewed more than a thousand computer users for the past ten years, in order to understand how people use computers and how computers interact with users (Turkle, 1995, p. 36). By providing her work experience, Turkle estab lished her ethos that can make her a convincing expert on analyzing computer-mediated communication. Aside from ethos, Turkle relied on pathos to emphasize her inferential analysis. She provided examples of how computers mimicked people successfully enough to pass as humans. A case in illustration is Julia, a â€Å"bot† that computer scientist Michel L. Mauldin of Carnegie Mellon University created. Turkle (1995) described the wide range of activities that Julia can perform, which made it seem more like human than machine, because Julia can â€Å"chat about hockey, keep track of players’ whereabouts, gossip and flirt† (p. 37). Julia presents strong evidence that machines are humanized through its ability to

NonBelievers, Foreigners, & Strangers Essay Example | Topics and Well Written Essays - 500 words

NonBelievers, Foreigners, & Strangers - Essay Example Essentially, for Jews, foreigners and non-believers were those who believed in many gods and were not subscribing to the idea of one God. One of the key and essential aspects of how Judaism viewed strangers and kept a distance from them can be understood from celebration of the Passover in which God said to Moses that no foreigner shall eat of this Passover except slaves which have been purchased. Judaism also seem to put some conditions on non-believers to live with them and also suggest to love the stranger because Moses was a stranger too in Egypt. Christianity on the other hand however believes that its message is for everyone and that people might convert to Christianity. As such the position it shows towards foreigners or non-believers is relatively different as compared to Judaism. In Romans, it is written that Christians should extend hospitality to the strangers. Lord also says that he will speak to the strangers though they may not listen to him. (Berlinerblau, 2005) Islamic teachings indicate that it is the last religion and have actually perfected what was initially being preached by Judaism and Christianity. Islam explicitly seems to address the issue of non-believers and preach its followers not to take Christians as well as Jews as their friends. Islam however seems to believe in the idea that each one should preach their own religion without actually interfering with each other. Islam particularly prohibits non-believers to visit the cities of Mecca and Medina and restrict the access of non-believers to its sacred sites. Each faction however, is reacting to the current events differently with Muslims believe that Jews and Christians are responsible for most of the problems which are now encountered by the world generally and Muslims specifically. The issue of Jerusalem and Palestine is critical the way three religions attempt to stamp their ownership to the

Barbara Ehrenreichs Pathologies of Hope Essay Example | Topics and Well Written Essays - 500 words

Barbara Ehrenreichs Pathologies of Hope - Essay Example Barbara Ehrenreich was targeting the audience of the Harper Magazine. This is a magazine that has covers a literate audience. It reaches both the educated and the general population. This audience recognizes the power of hope in life. This is because hope is embraced in different areas in the society. The organization of the essay reflects what I am doing with the controlling purpose. The essay begins with an overview of the general understanding of hope. Second, the essay summarizes Barbara Ehrenreich’s understanding of hope as presented in this article. Furthermore, examples are used to control the purpose. Also evidences from the article on how the author views hope are given supported with quotes. Finally, a conclusion is given in the author’s position on hope. For example, the author provides a scenario in which negative thoughts are of help than hope. In making the essay be built on evidence, there is the use of direct quotes. The quotes are from the article to in dicate an understanding and interpretation of the article. The quotes changed through the revision process. They were reduced to ensure that the number of words for the essay was reached. The use of quotes was used in making the essay more reliable because they supplemented the opinions and helped reduce wordiness. Finally, some quotes were paraphrased in the revision process to ensure that plagiarism is avoided and that new opinions are adopted. The author strategy of using life examples in criticizing hope is outstanding.

The Relevant International Accounting Standard (IASB) Assignment

The Relevant International Accounting Standard (IASB) - Assignment Example Contingent assets and contingent liabilities are not recognized but disclosed in the financial statement of the company. The main focus and objective of the standard is that the entity recognizes provision in its balance sheet with is the best estimate of the expenditure to settle an obligation at the end of its financial year. This estimate is the amount of cash outflow that the entity is likely to pay in the future. IAS 37 requires the corporation to take into consideration the following essentials when recording provisions in its financial statements, Take all the future and probable risks and uncertainties into account Calculate the present value of the provision by selecting a suitable discount rate. This will represents the current market value of the assessment of the future outflow of economic benefits Take future changes, such as law and changes in technological changes into consideration Expected disposals form the assets are not taken into consideration no matter how close ly the disposal of asset is linked to determining the provision Similarly, there are circumstances in which provision is closely linked to the recognition of revenue; an example would be when an entity gives guarantees in exchange for a fee. The recognition, measurement and accounting specification are mentioned in IAS 18 ‘Revenue’ Discussing the scope of IAS 37 [1], the standard is applied by all entities on accounting for provisioning except those resulting from executor contracts and those covered under other standards such as provisions pertaining to construction contracts (IAS 11), income taxes (IAS 12), employee benefit (IAS 19) and insurance contracts (IFRS 4). IAS 37 is also not applicable to financial instruments. Recognition, Measurement, presentation and disclosure details   The International Accounting Standard (IAS) 37 ‘Provisions, Contingent Liabilities and Contingent Assets’ describes the accounting treatment in respect of financial provisi ons, contingent assets and contingent liabilities. In this context IAS 37 (2009, p 1888) describes that the entity only recognizes a provision, if the following conditions prevails which are: A present obligation has arise due to certain past event The outflow of economic resources, in order to settle that obligation, is probable; and The settlement amount can be reliably measured [2] Further elaborating on the above mentioned points, an obligating event is the one according to which the company has a legal or constructive obligation to settle that obligation and the company does not have any other alternative to that. As further explained in the relevant provisions of IAS 37, a constructive obligation usually arises on account of past practices. In certain circumstances, it might not be certain whether the entity has a present obligation, and even if it does have a present obligation, the outflow of economic resources out of the entity is not certain. The discussed circumstances gi ve rise to a contingent liability, which is required to be disclosed in the financial statement of the company and does not need to recognize. If the possibility of economic out flow is highly remote, then the company is not required to even disclose it in its financial statements. The amount recognized as provision should be the best estimate of the expenditure that is required to settle the present obligation

Evolution of Family Law in an Ever Changing Society Essay

Evolution of Family Law in an Ever Changing Society - Essay Example Most writers and philosophers argue that family law has evolved to suit modern society and still has to further evolve in the future generations to come. Family law deals with what are highly emotional issues objectively and legally. Despite the strength of emotion involved in many family law cases, justice must still be served to each party. Society grows with time and circumstances and as it achieves growth it must attain development as well. Laws regarding family life have been in place since a long time amidst the growth of a number of civilizations and kingdoms around the world and with time, these laws have been witnessing changes and amendments because what might have been accepted yesterday may not be taken well with the general public today. In yesteryears, it was considered fine for a man to have a number of wives in ancient societies of Greece and the Middle East. Today however, this concept has undergone a certain amount of change keeping in mind the views and aspirations of women. Polygamy might still be accepted but must follow certain rules in order to be in place. In the olden times, it was enough for the older people in the family to lay down the rules to be obeyed by the younger generations. Couples tend to seek legal advice prior to their marriage in order to understand their financial and educational situations and whether or not they are equipped to start a family. In earlier days, arranged marriages were more common where the parents of the newlyweds to be would meet and discuss legal matters in terms of sharing child custody, sharing finances and ownership of assets. These terms were usually negotiated with the groom’s side gaining more than the bride. However, as society evolved, so did the concept of marriage. Today, marriage is seen as a celebration of two individuals and not just their families. It is important for the man and woman themselves to seek legal advice and come to terms with each other’s assets and liabilities. They must have a clean slate in order to proceed with the terms of marriage as it is seen as a contract after all. New rules of negotiation involve both parties acceding their assets and liabilities to each other. In todayâ€℠¢s world, most of the times women still hold on to their apartments

Using GIS Profiling to Solve Serial Burglaries Research Paper

Using GIS Profiling to Solve Serial Burglaries - Research Paper Example It then elaborates on GIS tool and its appropriateness in solving serial crime using geographic profiling. More significantly, the paper relates geographic profiling to solving serial burglaries. Serial crimes are illegal acts that warrant punishment based on criminal law. They are crime defined by repetitive nature. Serial crimes include murder, rape, arson, bombing, and robbery. Serial criminals frequently develop behaviors of committing the same type of crime in a similar manner. Sequence of crimes committed by the same lawbreaker constitutes serial crimes that law enforcement agencies files. Studies relate serial criminals to immoral upbringing or environment. Advancements in technology have contributed to increased serial crimes around the globe. Criminals are highly innovative and frequently adopt emerging technology advancements before criminal agencies acquire such technologies. Such innovative criminals have also acquired similar crime tracking devices used by law enforcement agencies. For instance, innovative criminals have encrypted radio communication networks of state agencies.’ Insecurity cases have increased around the globe because of innovativeness of criminals. Criminals have devised advanced systems of committing a crime and escaping from law enforcement agencies. For instance, Serial killers and terrorists use modern communication technologies such as satellite imagery, night vision goggles and smart phones in locating their targets and enemies. Evidence also exists of terrorists who have formed operations centers for monitoring social networks, videos, and global news broadcasts. Serial killers such as the 2008 Mumbai terrorists used modern weapons such as AK-47s, hand grenades, and explosives (Goodman, 2014, p. 1). The terrorists employed use of search engines in planning the attacks and in identifying specific hostages.

Economic and Political Systems of Cuba Essay Example for Free

Economic and Political Systems of Cuba Essay The Economic System in Cuba is known to be communism. Communism can be defined as a scheme of equalizing the social conditions of life. This system considers the termination of inequalities in the possession of property as well as the distribution of wealth equally to all individuals. Therefore, the means to achieve this is by the collectivization of all private property. By extension, collectivization is the process of forming collective communities where property and resources are owned by the community and not individuals. Freedom of expression is also mediated by the state. Communism is a system that usually is unsuccessful however, the only way that communism may be achieved is if every single member of a communist society is in complete agreement with the arrangement which was mentioned above. In early Cuban Political history, there were various communist as well as anarchist organizations for example the Communist Party of Cuba which was initiated in the early 1920’s by Julio Antonio Mella, Carlos Balino, Jose Marti and Fabio Grobart. It was then later led by both the first secretary and secondary secretary: Fidel Castro and Raul Castro respectively. In Cuba, no other political party other than that of the Communist Party of Cuba is allowed to be formed in the fear that a non – communist party which will be funded by the United States of America would intervene and claim Cuba’s independence. In comparison to other ruling communist parties around the world, the communist party in Cuba retains a stricter approach and adherence to the tradition of Marxism – Leninism and the traditional Soviet Model. In addition, the Cuban Political System is described as authentic which is based on the unique history of the struggle for equality amongst individuals as well as independence. Cuba is a republic with a centralized socialist system with a structure of the State of Republic of Cuba as follows: * National Assembly of People’s Power * Council of State * Council of Ministers * Provincial and Municipal Governments * Judiciary System

Aesthetics - the issue of the possible existence Essay Example for Free

Aesthetics the issue of the possible existence Essay Burke follows in the empirical tradition of Locke. He believes that all human knowledge comes out of impressions or sense experiences. We then take these simple bits of knowledge and combine them to form more intricate ideas. Our imagination is limited to use of the knowledge we extract from our impressions and are, therefore, incapable of creating anything completely new. He says that our imagination either portrays pleasing images again in the order we experienced them or reorders and combines these images of our experiences. Burke offers that humans receive pleasure from resemblances. Accurate imitations stimulate our minds. Burkes goal and main concern is the issue of the possible existence of a standard or logic of taste. Burke is searching for certain principles that affect our imaginations in such a common and certain way that they could be a basis for the means of reasoning satisfactorily about them1. Burke states that these principles do exist. He says that even though it seems as though there is such a variety of taste, there is a standard that lies beneath the superficial range of differences. All humans perceive external objects in the same way. We become familiar with these external items by way of our natural powers: the senses, imagination and judgment. The most natural understandings that we receive are quite standard, what appears light to one is light to any other and what is sweet to one is again sweet to another. Burke shows that humans have a common agreement on these issues of preference by giving examples of expressions taken from taste experiences such as A sour temper, bitter expressions sweet disposition, a sweet person1. Burke realizes that there are many people who act in ways that would seem contradictory to these assertions, such as the preference of the taste of tobacco over that of sugar. These divergences from the natural pleasures and pains are a result of custom. They do not uphold the argument for diversity of taste, but rather call for a differentiation between Natural and Acquired taste. A man grows to prefer the taste of tobacco to that of sugar by conditioning his palate from habit. It is a synthetic preference, however, and the man still understands that tobacco is not sweet and sugar is sweet. Also if a man finds sugar to be sour we do not say that his taste is different, instead we say that his taste is not functioning correctly. Burke writes that when talking about acquired taste one must consider the surrounding factors such as the specific habits and prejudices of a particular person. These customs and intolerances do not oppose the agreement of mankind, but rather mask it. This conformity among humanity does not exist only in terms of the palate; it is quite the same in matters of sight. Light is more agreeable than darkness and summer and its conditions are more pleasant than winter and its conditions. Burke states that no man truly, naturally believes a goose to be more beautiful than a swan. To Burke sight is less subject to custom than the palate, however, change is applied. This applied change brings him to his next point about the palate. He says that these changes in palate, which make unpleasant flavors more pleasurable, are a result of frequent use combined with an agreeable effect. This affects humans in the way of substances such as opium, tobacco, alcohol, tea, and coffee. Burke writes There is in all men a sufficient remembrance of the original natural causes of pleasure, to enable them to bring all things offered to their senses to that standard and to regulate their feelings and opinions by it 1. Natural pleasures are still preferred to unaccustomed substances that induce agreeable effects. Someone who has grown to prefer opium to sugar would still prefer the taste of sugar to a drug that they do not have a habit with. There is a standard of pleasure of the senses in all humans. Burke explains imagination as our greatest source of pleasure and of pain. Since imagination is based on the senses then it too must have universal agreement among all men. The mind is much more disposed to picking up on resemblances than to finding differences in what we observe. Our imaginations are incapable of creating anything absolutely new so we must expand our stock through experience, and in resemblances we are able to find new images. We unite and accumulate and move forward with our feelings with likenesses rather then difference which cannot be placed.

LIDAR (Light Detection and Ranging) Technology

LIDAR (Light Detection and Ranging) Technology LIDAR (Light detection and ranging) is a method of determining the topography of the surface using a laser. These pulses generated are recorded which provide precise three-dimensional information about the surface. Today various platform LIDAR is available in the market and those are chosen based on the project requirement. E.g. terrestrial LIDAR, which is fixed in ground, airborne LIDAR, which is placed on a flying platform like an airplane or helicopter and space borne Laser which is fixed on satellite platforms. Two types of LIDAR are available, topographic, and bathymetric. Topographic LIDAR use near infrared laser, whereas bathymetric LIDAR us green light which penetrate the water. The use of airborne laser (LIDAR) for measuring the depth of near shore coastal waters and lakes from an aircraft is getting more popular in surveying industry. The demand for faster and cheaper coastline survey can be replaced by using airborne LIDAR technology. The Airborne LIDAR bathymetry was successfully tested by US, Canada, and Australia in the early 1970s. The system built by Canadian Hydrographic Service (CHS) in 1986, the LARSEN 500 system was the first operational airborne LIDAR bathymetry system. Airborne LIDAR bathymetry has proven to be more accurate, cost effective, efficient, and fast method of collecting shallow water bathymetry data than the sonar technology which is less efficient and hard to operate in many cases. The airborne laser bathymetry involves the pulse laser transmitter which emits green and infrared beams. The wave length of green laser is 532 nm which can penetrate coastal water with less attenuation and can be used for coastal bottom detection. The infrared (IR) cannot penetrate the water and can be used for sea surface detection. The bathymetry sensors consist of four major components, the GPS receiver which records the aircraft position, the inertial measurement unit (IMU) which gives the roll, pitch and yaw of the aircraft, the laser scanner which emits the signal and the receiver sensor which read the returning signal. The LIDAR system can record the accurate measurements by knowing the position and orientation of all these components. These sensors c an measure thousands of points per seconds The transmitted laser pulse from the aircraft partially reflected from the water surface and the seabed back to the receiver. By recording the time taken from the laser to reach the surface and back to the receiver and speed of the light in air and in water, the distance to the sea surface and sea bed can be calculated. This information is used to calculate the water depth. The bathymetric LIDAR system also includes RGB cameras which acquire better color photo which is used as a quality check tool in identification of bathymetric features and aids to navigation. Airborne LIDAR bathymetry has various  Ã‚   advantages over other traditional water borne surveying techniques. It has tendency to perform survey quickly, efficiently within small operational window. This can cover a very large area and all those areas where it would be difficult to survey using traditional surveying methods. The ability of the airborne LIDAR to operate from the air gives the surveyor a flexibility that sur vey vessel surveyors could hardly imagine. The modern airborne LIDAR now comes with oblique digital photography which can be merged with point cloud. These georeferenced images are used during the validation process. There are numerous limitations of an airborne LIDAR bathymetry system. The maximum depth the laser can penetrate depends on the clarity of water. The maximum surveyable depths depend on several systems used and the environment condition. The green laser penetrates and travel maximum depth if the water is clear water. The maximum surveyable depths ranges from 50 meters in clean water to less than 10 meters in murky water. The use of airborne LIDAR system is not appropriate for small target detection. The spatial resolution obtained from the airborne LIDAR is not as good as for modern high frequency sonar. Small target detection using airborne LIDAR may be possible by significantly increasing the survey density which becomes more expensive. Various environmental factors like rain, fog, clouds, high winds, high waves, etc. can cause problem when carrying airborne LIDAR survey. Surveying in rain cause laser beam to backscatter to the receiver bye raindrops. The backscatter signal by the mist, fog can result in false surface heights.   Airborne survey in high wind can pose a danger when flying near a coastal mountain and cause changes in survey density. Airborne LIDAR bathymetry technology can be used for many applications like charting, environmental mapping, flood plain and coastal mapping etc. https://www.gim-international.com/content/article/technology-in-focus-bathymetric-LIDAR-2

Colonialism Changed the Role of the Victorian Male Essay -- British Hi

Colonialism Changed the Role of the Victorian Male One of the most famous slogans of the age of global colonization was: "The sun never sets on the British Empire." As recently as 1940, world maps showed large areas colored pink, representing regions dominated by the British. Much of Africa was pink, along with India, Malaya, Hong Kong, and other scattered territories in Asia and the Americas. The existence of an empire on which the sun never set helped instill in the individual British citizen tremendous pride, and the need to become personally a devoted imperialist. For more than 100 years, the fact that Britain was an empire had changed the British man’s life, and had instilled in him the fact that he was superior to most other peoples especially those of other colors and backgrounds. This was also the period when it was felt that it was the "white man’s burden" to take care of all those countries whose inhabitants were less worthy than the white Anglo-Saxon. This way of thinking was called Social Darwinism. This was an age when even though England, in some respects, tried to act "fatherly" towards some of the countries it had seized, it still felt a strong amount of racism towards the people of those countries. In 1849, General Wolsely wrote from the Gold Coast, "The Africans are like monkeys. They are a good-for-nothing race." In 1849 Thomas Carlyle pronounced Europeans wiser than Africans and said inferior races must obey the superior. It was an idea that by 1900 most English men and women held, one that fit the paternalism of the governing classes and the prejudice of the lower classes. The Empire had created a nation of imperialists. The commercial spirit has always existed in human society. What was peculi... ...ed better sanitation, light, water, and power. More jobs opened up in the pursuit of these needs. As the century ended, national loyalty reached fever pitch in Britain as it did in France and Germany, and its favorite mode of expression was imperialism. It touched all classes, every religious faith, all political parties. This aggressive stance was motivated by many things; racism, greed, and the belief that it was up to the white man to rule the world. My essay has tried to prove that the colonization process within Great Britain, during the Victorian age (1815-1914), greatly changed the roles of men, as well as everyone else within that country’s walls. By changing the way people were educated, how they lived, what their dreams and aspirations were, government policy, and job openings in Britain and abroad, all helped to change the role of the Victorian male.

A Feminist Look at The Descent of Odin :: Descent of Odin Essays

A Feminist Look at The Descent of Odin  Ã‚     It is obvious that there are many differences between men and women.   Throughout history women have been taught to dress, act, and speak differently than men.   These differences are so common that they can sometimes be overlooked in everyday life and in reading.   By taking a closer look at poems and stories one can begin to see how frequently gender differences occur.   Thomas Gray’s â€Å"The Decent of Odin,† read from a Feminist point of view can reveal many examples of these differences through the use of dialogue.      Ã‚  Ã‚  Ã‚  Ã‚   The Marxist Feminist view looks at the relationship between class and gender (HCAL 202).   This poem was written in 1761, a time when women were considered second to men.   Men spoke down to women and controlled them, especially women of a lower class.   In this poem Odin is the chief of the Norse gods and the Prophetess is but a lowly god of the underworld (Grey 61).   This gives Odin control over her. The poem shows a good example of this control that men Odin has.   When he is asking to find out who killed his son he commands the Prophetess to, â€Å"Once again my call obey† (51).   Three times he orders the Prophetess to obey.   This continual order to obey is also a clue to the reader that Odin is of a higher class than the Prophetess.   He not only commands the Prophetess, but also insults her.   After she discovers who Odin is, he lashes back at her by saying, â€Å"No boding maid of skill divine art thou, nor prophetess of good; but mother of the giant brood!† (84-86) At the time that this poem was written chivalry was very important.   Although a woman was not considered equal to a man, she was treated with some respect if she was of an upper class.   The Prophetess, however, was of a class of gods below Odin and, therefore, she was spoken to like a servant.      Ã‚  Ã‚   Gender differences are further woven into the tone of each of the characters. Odin speaks forcefully as men do more often than women.   He is also more direct in what he is saying, where as the Prophetess takes four lines to ask who wakes her from her sleep.   Odin interrupts the Prophetess at one point in the poem, which is an action associated with men more than it is with women.

High School and Education Essay

1a) Cultural Deprivation -Intellectual Development: development of thinking and reasoning skills. Theorists would argue that many WC homes lack educational books, toys and activities that would help stimulate a child’s intellectual development. Douglas- WC pupils scored lower on test of ability, as their parents are less likely to support their children’s intellectual development. Bernstein and Young- mothers choose toys that influence intellectual development. Criticism: WC may not be able to afford these toys etc. -Language: children fail to develop necessary language skills and grow up incapable of abstract thinking and unable to use language to explain, describe, enquire and compare. Restricted & Elaborated code; Bernstein. MC have an advantage as the elaborated code is used by teachers, text books and exams. Also MC pupils are already fluent speakers (socialisation) so they ‘feel at home’ in school and are more likely to succeed. Criticism: Bernstein describes WC speech inadeq uate. -Attitudes and Values: Parents attitudes and values are a key factor affecting educational achievement. Douglas- WC parents place less value on education. Feinstein- the lack of interest is more important than financial hardship or factors within school. Many WC subcultures have different goals, beliefs, attitudes and values from the rest of society. Hyman- WC subculture is a self-imposed barrier to educational success. Sugerman- Fatalism, Collectivism, Immediate Gratification, Present-time Orientation. WC children internalise the beliefs and values of their subculture through the socialisation process meaning under-achievement. -Compensatory Education: Policy designed to tackle the problem of CD by providing extra resources to school and communities in deprived areas. E.g. Sure Start, Education Action Zones etc. Criticism: Don’t see the real cause of under-achievement (poverty and material deprivation). -Criticisms: Keddie; CD is a myth and blames victims. A child cannot be deprived of their own culture they are just culturally different. Troyna and Williams; teachers have a ‘speech hierarchy’ where MC speech is highest. Blackstone and Mortimore; parents attend fewer parent evenings as they may work longer hours/less regular hours or put off by school’s MC atmosphere. Also may not help their children’s progress as they lack the knowledge. -Studies show that WC children are more likely to leave school from the age of 16 and are less likely to go on to sixth form and university. Also working-class children are more likely to start school unable to read, and are more likely to fall behind in reading, writing and number skills. 1b) Material Deprivation -Referred to poverty and lack of material necessities (housing/income). -Stats; 32% of WC students were considering moving out of the family home to attend university. 90% of failing schools are in deprived areas. 33% of those receiving free school meals got 5 or more A*-C GCSE grades. 90% of ‘failing’ schools are located in deprived areas. -Housing- overcrowded housing means less space to do work, play, sleep etc, and greater risk of accidents. -Diet and health- lower intakes of energy, vitamins and minerals. Poor nutrition -> weaker immune system -> lowering children’s energy levels -> get ill easier (poor attendance at school). WC children are more likely to have behavioural or emotional problems. -Financial Support- WC children lack equipment and miss out on school trips. They also make do with hand-me-downs (results in being stigmatised/bullied). Children living in poverty take on jobs (baby sitting, cleaning, paper rounds) which has a negative impact on their school work. Also very few go on to university. The government has tried to tackle this problem, e.g. EMA, raising the school leaving age and providing free-school meals. -Criticisms: Ignores internal factors and cultural deprivation. 1c) Cultural Capital -Bourdieu suggested MC culture is as valuable in educational terms as economic capital. The forms of knowledge, values, ways of interacting and communicating ideas that MC children possess are developed further and rewarded by the education system (qualifications).WC have a lack of cultural capital which leads to exam failure. They also ‘get the message’ that education isn’t meant for them thus they truant/leave school early/provide no effort. -Education, economic and cultural capital can be converted into one another. E.g. MC children with cultural capital are better equipped to meet the demands of school and gain qualifications. Wealthier parents can convert their economic capital into educational capital by sending their children to private schools, and paying extra tuition. -Gewirtz: sees how greater parental choice of school has benefited one social class more. Study; 14 London schools with interviews from parents and teachers. She found that differences in economic and cultural capital lead to class differences in how far parents can implement choice of secondary school. She identifies three main types of parents; privileged-skilled choosers (MC parents who used their economic and cultural capital to gain educational capital for their children), disconnected-local choosers (WC parents whose choices were restricted by their lack of economic and cultural capital), and semi-skilled choosers (mainly WC who were ambitious for their children but lacked cultural capital). Internal Factors (class difference) 2a) Labelling -Attaching a meaning to someone. Teachers often attach labels regardless of their ability or attitude. -Howard Becker- Did a study based on interviews with 60 Chicago high school teachers; they judge pupils to what they think is the ‘ideal pupil’. WC children were furthest (regarded as badly behaved). -Cicourel and Kitsuese- Did a study of educational counsellors in an American high school; they claimed to judge students according to their ability, however, they judged students on their social class/race- MC have more potential than WC children. -Rist- Did a study of an American kindergarten; the teacher used information about children’s background and appearance to place them into separate groups. At the front was the ‘tigers’ (MC, given complex work), ‘cardinals’ and then the ‘clowns’ (given easy work like drawing). -Sharp and Green- Did a study about a ‘child-centred’ primary school; children picked their own activities, teachers felt when a child is ready to learn they will seek help. However, teachers believed that children who weren’t ready should engage in ‘compensatory play’. Their findings support the interactionist view that children of different class background are labelled differently. They argue that the negative labelling of the WC is also the result of inequalities in wider society. 2b) Self-Fulfilling Prophecy -A prediction that comes true because it has been made. Step 1: Teacher labels pupil and makes predictions. Step 2: Teacher treats the pupil accordingly. Step 3: Pupil internalises the teacher’s expectation which becomes part of their self-concept/image, and becomes the kind of pupil the teacher believed (prediction is fulfilled). -Streaming: involves separating children into different ability groups (streams). Each group is taught differently. Studies show that the self-fulfilling prophecy is likely to occur once streamed. WC children are usually put in a lower stream as they aren’t ‘ideal pupils’. It is difficult to move up into a higher stream thus are locked into their teachers expectations -> self-fulfilling prophecy as the children live up to their teachers expectations by under-achieving. 2c) Pupil Subcultures -A group of pupils who share similar values and behaviour patterns. They emerge as a response to the way pupils have been labelled (reaction to streaming). -Lacey: Differentiation- process of teachers categorising pupils according to their ability/attitude/behaviour. Polarisation- process in which pupils respond to streaming by moving towards one of the two opposite extremes. Pro-school subculture- placed in higher streams, remain committed to the values of school and gain status through academic success. Anti-school subculture- placed in lower streams, have inferior status. -Hargreaves: There are two distinctive subcultures: Conformists and Non-conformists delinquents (a delinquent subculture that helped guarantee their educational failure). -Woods: argues that rather than seeing pupil subcultures as either conformist or deviant, it is more realistic to see a variety of possible adaptations/responses to the schooling process. Pro-school: Ingratiation (pupils who try to earn the favour of teachers), Opportunism (those who vary between teacher and peer approval), Compliance (pupils who conform for instrumental reasons), Ritualism (pupils who go through the motions), Colonisation (pupils who avoid trouble, but will deviate if there is less punishment). Anti-school: Ritualism, Retreatism (not opposed to school values, but not concerned about achieving success), Colonisation, Intransigence (deviate and aren’t bothered about the consequences), Rebellion (pupils have little regard to school values and reject school teachings). -Ball: found that when the school abolished banding, the basis for pupils to polarise into subcultures was largely removed and the influence of the anti-school subculture declined. However, differentiation continued. As a result, class inequalities can continue due to teachers labelling. -Limitations: Deterministic: assumes that once pupils are labelled, they have no choice but to fulfil the prophecy and will inevitably fail. Ignores wider structures of power: blames teachers for labelling pupils but fails to explain why. 2d) Marketisation and Selection Policies -Marketisation is a policy that introduces market forces of supply and demand into areas run by the state. Marketisation has brought in; Funding formula (giving a school the same amount of funds for each pupil), Exam League Tables (ranking schools based on their exam performance), Competition among schools to attract pupils. -A-C Economy: Schools need to achieve a good league table position to attract pupils and funding. However, this widens the class gap in achievement. The A-C economy is a system in which schools ration their time, money, effort and resources to those who will get 5 A*-C GCSEs to get a high rank. -Educational Triage: sorting pupils; ‘those who will pass anyway’, ‘those with potential’, ‘hopeless cases’. Those classed as hopeless cases are ignored (self-fulfilling prophecy and failure). -Competition and Selection: Schools with a good league table position will be placed to attract other able/MC pupils. Thus improves the school’s results and makes it more popular which increases funding. Popular schools can afford to screen out less able and more difficult pupils, unpopular schools are obliged to take the, get worse results, and get less funding. Cream skimming: selecting higher ability pupils, who gain the best results and cost less to teach. Silt-shifting: off-loading pupils with learning difficulties, who are expensive to teach and get poor results. -Attraction: creating school contracts to attract parents, buying things like pipe organs to get a ‘traditional’ image of the school (attracting the MC), grant maintained and city technology colleges provide vocational education in partnership with employers (another route to elite education). Ball et al suggests that schools spend more on marketing themselves to parents, and spend less in special needs in other areas. -Marketisation and selection – created a polarised education system, with successful, well-resourced schools at one extreme, and failing un-resourced schools at the other; blurred hierarchy. External Factors (ethnic differences) 3a) Cultural Deprivation -Intellectual and linguistic skills: Major cause of under-achievement. Many children from low-income black families lack intellectual stimulation and enriching experiences. This leaves them poorly equipped for school because they have not been able to develop reasoning and problem-solving skills. Also the language used by black children in inadequate for educational success. Also those who don’t speak English at home may be held back educationally. However, Mirza and Gillborn note that Indian pupils do very well despite not having English as their home language. -Attitudes and Values: Lack of motivation is a major cause of the failure of black children. Many children are socialised in a mainstream culture of ambition, competitiveness and willingness to make scarifies to achieve long-term goals. Black children are socialised into a fatalistic subculture. -Family structure: Failure to socialise children adequately is the result of dysfunctional family structure. Many black families are headed by a lone-mother; their children are deprived of adequate care because she has to struggle financially due to the absence of the male breadwinner. The absence of the father also leads to the absence of the positive role model. Charles Murray: would lead to the under-achievement of some minorities. Pryce: Asian pupils are higher achievers because their culture is more resistant to racism and gives them a greater sense of self-worth. Black culture is less cohesive and less resistant to racism. Thus they have low self-esteem and under-achieve. -Asian families: Driver and Ballard: they bring educational benefits as the parents have more positive attitudes towards education, higher aspirations and are therefore more supportive. Lupton: respectful behaviour towards adults was expected from children, and had a knock-on effect in schools. Khan: parents are ‘stress ridden’, bound by tradition, and controlling. -Criticisms: Driver: ignores positive effects of ethnicity on achievement. Lawrence: black pupils under-achieve because of racism not self-esteem. Keddie: victim-blaming theory. They under-achieve because schools are ethnocentric and favour white culture. Compensatory Education: it is an attempt to impose on the dominant white culture on children who have a culture of their own. Critics propose 2 alternatives: Multicultural education: recognises values of minority cultures and includes them in the curriculum. Anti-racist education: challenges the prejudice and discrimination that exists in schools and wider so ciety. 3b) Material Deprivation -Stats: 1) Pakistani and Bangladeshi women are more likely to be in low-paid jobs. 2) 15% of ethnic minority households live in overcrowded conditions. 3) Unemployment is three times higher for African and Bangladeshi/Pakistani people. -Gillborn and Mirza argue that social class factors don’t ignore the influence of ethnicity. When we compare pupils of the same social class but different ethnic origins, we still find differences in achievement. 3c) Racism in Wider Society -David Mason: ‘Discrimination is a continuing and persistent feature of the experience of Britain’s citizen’s of ethnic minority origin’. -Rex: shows how racial discrimination leads to social exclusion and how this worsens the poverty faced by ethnic minorities. E.g. housing; minorities are more likely to be forced into substandard accommodation than whites. -Noon: two people with the same qualifications and experience applied for a job. However, the white person got the job, rather than the Indian. Thus shows that ethnic minorities are more likely to face unemployment and low pay. Internal Factors (ethnic differences) 4a) Labelling and Teacher Racism -Interactionists: They see that teachers picture an image of the ‘ideal pupil’. But they see that black and Asian far from the ideal pupil. This leads them to label black pupils as disruptive and aggressive, and Asian pupils as passive and a problem they can ignore. -Gillborn and Youdell: due to racialised expectations, teachers were quicker to discipline black pupils than others for the same behaviour. -Black pupils: Teachers misinterpreted their behaviour as threatening/challenge to authority. Pupils then responded negatively and further conflict resulted. This may be why many black pupils are excluded, and their stereotypes may cause them to be in lower sets (under-achievement). -Asian pupils: Teachers assumed that they would have a poor grasp of English and left them out of class discussions or used simplistic childish language. They also felt isolated when teachers mispronounced their names or teachers expressed disapproval of their customs. 4b) Pupil Responses and Subcultures -Fuller: Study of a group of black girls in year 11. Found that the girls conformed as far as school work was concerned. They worked consistently, but gave the appearance of not doing so (positive attitude to academic success, but preferred to rely on their own efforts than teachers). Fuller sees that pupils may still succeed even when they refuse to conform, and negatively labelling doesn’t always lead to failure (no self-fulfilling prophecy). -Mirza: Study of ambitious girls who faced teacher racism. The study failed as their coping strategies restricted their opportunities and thus under-achieved. She found that racist teachers discouraged black pupils from being ambitious through the kind of career advice that was given to them. The colour blind: teachers who believe all pupils are equal but allow racism got unchallenged. Liberal chauvinists: teachers who believe black pupils are culturally deprived and had low expectations of them. Overt racists: teachers who believe blacks are inferior and discriminate against them. -Sewell: Four ways in which boys respond to racist stereotyping: Rebels (rejected both the goals and rules of school, conforming to the stereotype of the ‘black macho lad’. Saw white boys as effeminate), Conformists (keen to succeed, accepted the school’s goals and avoided stereotypes from teachers or their peers), Retreatists (disconnected from both school and black subcultures), Innovators (pro-education but anti-school). 4c) The Ethnocentric Curriculum -Ethnocentric: attitude/policy that gives more value to one culture and ignores the rest. -The curriculum is very ethnocentric (favouring white culture). E.g. in teaching languages; non-European languages are ignored (also other cultures in literature, art and music). However, in history, black history is taught, but it is focused on slavery. This may produce lower self-esteem to black pupils as this image of black people as inferior undermines them and may lead to failure. 4d) Institutional Racism -Institutional racism: discrimination that is built into the way institutions operate. -Schools tend to set schemes for the gifted and talented, and vocational schemes for the less academic e.g. black and Asians. External Factors (gender differences) 5a) Girls -Feminism: McRobbie shows that magazines in the 1970’s emphasised the importance of getting married. Whereas, nowadays, they contain images of assertive, independent women. Also soap operas now highlight the importance of self-esteem and personal choice for young women. -Family: Sine the 1970’s there have been major changes in the family. For example: an increase in divorce rates, increase in cohabitation and a decrease in the number of first marriages, increase in the number of lone-parent families (female-headed) and smaller families. These changes affect girl’s attitudes to education. Such as: the increase in female lone-parent families may mean more women need to take on the breadwinner role. This creates a new adult role model for girls- the financially independent. To achieve this, women need well-paid jobs, and thus good qualifications. Also the increase in divorce rates suggests that girls can make their own living. -Employment: 1970 Equal Pay Act (illegal to pay women less for the same job as men), Sex Discrimination Act. Women’s employment has risen due to the service sector and flexible part-time work. 1975- The pay gap between men and women has increased. Women are now breaking through the ‘glass ceiling’ (keeps them out of high-level professional managerial jobs). -Ambitions: Sharpe- study involved conducting interviews with girls in the 1970’s and 1990’s. In the 1970’s the girls felt that education with unfeminine and if they were interested, it would make them unattractive. In the 1990’s, the girl’s ambitions had changed, and thought careers are more important as they can support themselves. 5b) Boys -Feminisation of education: Schools do not nurture ‘masculine’ traits such as competitiveness and leadership. Also coursework has created differences in educational achievement. -Shortage of male primary school teachers: Strong positive male role models both at home and at school cause may cause under-achievement. 16% of men are primary school teachers. 42% said they made them work harder. Yet, Myhill and Jones found they felt male teachers treated boys harshly. -‘Laddish’ subculture: WC boys are more likely to be labelled as sissies and subjected to homophobic verbal abuse if they appeared to be ‘swots’. Boys were more concerned to be labelled by peers than girls, as it is a threat to their masculinity. Thus, WC boys rejected schoolwork to avoid being called ‘gay’. Epstein- ‘real boys don’t work’ if they do, they get bullied. Internal Factors (gender differences) 6a) Girls and Achievement -Equal opportunities policies: Policies such as GIST and WISE encourage girls to pursue a career in non-traditional areas. The National Curriculum has removed one source of gender inequality by making girls and boys study mostly the same subjects. Also schooling has become meritocentric. -Positive role models: The increase in female teachers shows that women can achieve positions of importance and giving them non-traditional goals to aim for. -GCSE and coursework: Girls are more successful in coursework as they are more conscientious and better organised. Sociologists argue that these characteristics and skills are the result of early gender socialisation. E.g. girls are likely to be encouraged to be neat, tidy and patient. This puts girls in a better place as they achieve greater success. Elwood- not the only cause of the gender gap. -Teacher attention: Teachers paid more attention to boys as they are attracted to reprimands. This may explain why teachers have more positive attitudes to girls, whom they see as cooperative, than to boys, whom are seen as disruptive. This may lead to self-fulfilling prophecy in which successful interactions with teachers promote girls self-esteem and raise the achievement levels. -Challenging stereotypes in the curriculum: Sexist images have been removed from learning materials. This may help raise girl’s success levels- more positive images of what women can do. -Selection and league tables: Girls are more likely to be recruited from good schools as they are more attractive to schools. This may create a self-fulfilling prophecy. -Feminists: Liberal- See that further progress will be made by the continuing developments of equal opportunities, and see education is a meritocracy. Radical- System still remains patriarchal. E.g. sexual harassment continues, education still limits their subject choice and career options, females are less likely to become head-teachers.

Learning Styles in the Educational Environment

Many people learn in different ways. Learning Styles are various approaches or ways of learning. There are three types of Learning Styles. People receive, process, and retain information by using visual, auditory, or kinesthetic methods. Visual Learners learn by using their eyes, often focus on the eyes, and body language, gestures and facial expression of their instructors. It is also common for visual learners to remain clearly focused on the material. Auditory learners, learn through listening. These individuals prefer to discuss materials and often pay close attention to the pitch, tone, words and speed of which teachers deliver their messages. Kinesthetic learning gives the need for a student to touch and feel in order to retain information. People who are a kinesthetic learner often become easily agitated due to their needs for further instruction and to physically get their hands on items relating to the material in front of them. Your environment can play an important role in all learning styles. Different environmental factors can affect the learning process in positive and negative ways. Some learners learn better when it is bright while others are bothered by excessive light. Other learners learn better when it is extremely quiet while noise and activity are important for some students. The temperature of an environment can play a role also. When someone is too hot or too cold they have a more difficult time concentrating and cannot learn the material necessary. It is important for an educator to provide the right environment. Some students have different learning styles but they may also have different environmental preferences as well. For an example, some students may like to study when the lights are dimmed, but others may find it difficult to see. Some students may enjoy playing music and some may find it distracting and not easily focused. In today’s society many people are utilizing online learning. Online learning allows students to learn in a distant or disadvantage location. A traditional classroom setting allows students to interact and exchange ideas. In the Quarterly Review of Distance Education (Fall 2006), â€Å"A study compared the effects student learning styles with Web-based learning (WBL) and traditional instructor-based learning (ILB) on student knowledge and satisfaction. Student knowledge and satisfaction were measured at the end of the courses as dependent variables. The Kolb Learning Style Inventory was used to determine learning styles. The results revealed that students' learning styles were statistically significant for knowledge when comparing Web-based format with instructor-based format. The results indicated students with Assimilator and Converger styles achieved better results with the Web-based format. Furthermore, this study found a significant difference in student satisfaction for learning with the Web-based format (p. 313-316). † There are a lot of disadvantages when it comes to learning styles for online learners. Such as, Students who attend online courses will be exposed less to auditory techniques than in a traditional classroom setting. Some course materials will provide you with as much visual and hands-on activities as necessary. In an online class there is a lot of passive learning done through reading text, listening to audio clips, and seeing graphics, but can only communicate through writing, email, and chatting. In the College Student Journal (Sept 2010), the article stated â€Å"there was a study that investigated the relationship between students' learning styles and their achievement in two different learning environments: online instruction and traditional instruction. The results indicated that a) students in the traditional learning group had higher, but not statistically significant higher, levels of achievement than students in the online learning group, b) a student's learning style had no statistically significant effect on their course grades in any of the two instructional methods, and c) there was no significant interaction between the learning style and instructional method. † Whether it is online or traditional when given a good learning environment most people tend to remember best by practicing the real thing. Next, a combination of doing and speaking about what we learn produces a high retention rate, followed by speaking alone. The interaction and delivery methods used in online classes are different from traditional classes. In Using Learning Styles to personalize online learning, Maria Zajac states â€Å"The results of a survey carried out at Warsaw School of Economics, where every semester up to 2,000 students attend online lectures, have shown that there are no significant differences between the grades that student get in e-learning courses and in traditional on-campus classes ([3] Dabrowski and Zajac, 2006). Although, some students indicated in a survey that e-learning methods are more convenient for them as they do not require, for instance, making notes during the lecture, which they perceived as a factor influencing their concentration, there was no significant difference between the final exam scores of those taking online and on campus lectures (p. 256). † If you are an auditory learner at which you learn best by hearing you may want to consider a traditional classroom setting. There are a lot of myths flowing around about learning styles. There is one belief that learning styles is not necessary to incorporate useful knowledge. Supposedly there is no credible evidence that learning styles exist. In the Myth of Learning Styles, (Reiner 2010), the author writhes â€Å"Students differ in their abilities, interests, and background knowledge, but not in their learning styles. Students may have preferences about how to learn, but no evidence suggests that catering to those preferences will lead to better learning (P. 32). The myth of learning styles is based on three premises: learning styles are intrinsic, learning styles can be assessed; learning styles can be matched to instructional styles. The myth of learning styles refers to the idea that teaching methods should be matched to students' unique characteristics. Although individualization is desirable, learning style assumes that certain learner characteristics are intrinsic when they may in fact be the result of experiential factors. As a result, teachers may inadvertently deny low-performing students opportunities to learn. Majority of students have more than one learning style. Students should think about their learning style to identify how they learn. Learning to relate to others in their own style is important in helping us understand others and why they react the way they do. Taking time to learn your learning style will improve the way you communicate with others. In conclusion, there are a lot of environmental factors that can affect the way you learn. Students need to take in account that there environment in which they are learning in plays an important role of how they process there information.

Book of night women

The â€Å"Book of Night Women† by Marlon James is an incredibly authentic-feeling novel that brings into play many deep issues for being a piece of fiction. I found this book to be a real page-turner that helped, among other things, to widen my understanding of the institution of slavery in the West Indies as well as the dynamics of the relationships between the slave and master. It is this often confusing relationship that I wish to further explore in this paper.In the story our main character, Lilith, ends up developing feelings for her master, an Irishman named Robert Quinn. The character Quinn is a white slave owner that eems to understand that the institution of slavery is an evil one, but does not know what to do about it, so he goes on with life the way it is. It is hard to hate him, but it's hard to like him as well. Being an Irishman, he is lower on the social hierarchy put in place by the slave owning community, and because of this he searches for pity and tries to r elate to Lilith, his slave.He compares their lives and social standings, which to me seems almost ridiculous, but to him is a completely legitimate understanding. He does treat Lilith with a certain respect that no other slave owners in the story ives to her. One example that stands out in my mind is the matter of their sexual relationship being more tender and loving than the usual â€Å"animalistic† approach that many of the other masters take out on the slave women. â€Å"No, fucking.No, rutting like animals, like the animal all white man think black woman be. But he say something when he coming and he hold on to her so weak, like she be the master and is all he can do to hold on. † However, Robert Quinn and Lilith are still clearly not equal to one another in the way that Quinn so desperatly tries to convey to her. I feel that the time period placed on this story plays a significant role in Robert Quinn's treatment of Lilith as a woman.At first glance, even if he i s a bit more kind to her, such as insisting that Lilith sit and eat with him while she stands in the corner just watching (something she is accostomed to), and telling her that he wishes to teach her how to ride a horse; he is still incredibly demanding of her. He still tells her that he â€Å"expects a hearty meal† when he returns home late, and that she should clean his home, etc. But keeping this in context, this is how the average woman ould have been treated at the time.Robert Quinn is treating her much more like they are in the average relationship based gender roles of the time, and much less like the usual master and slave relationship. This was a somewhat confusing aspect of the text, that unless put into the perspective time, could be completely missed. It is apparent though, that Robert Quinn wants Lilith to feel this connection between the two of them. He wants her to feel as if she is a free woman when she is with him, so much so that he almost forces this upon h er. As if demanding her to be free woman when in his company, which is redicoulous and hypacritical.In conclussion, Marlon James does a great Job at unfolding this relationship to his readers in a way that touches many aspects of the gender and class roles of the time. It is my opinion that no matter how much Lilith wanted to hate her master, Robert Quinn, she could not simply because of his often soft treatment of her; even if he was them. No matter how misguided the opinions of Robert Quinn may seem, he truely beleived what he infered about his low social standings and the resulting connections he made with Lilith.

Irrational Beliefs Essay

Report on some of your own irrational beliefs that have gotten you off course and lowered your self-esteem. Offer rational beliefs that you can take on to dispute your stinkin’ thinkin’. How will changing your irrational beliefs help you to achieve your academic goals? Our upsets are caused not so much by our problems as by what we think about our problems. When our thinking is full of irrational beliefs, what Ellis calls â€Å"stinkin’ thinkin'†, we feel awful even when the circumstances don’t warrant it, and how we think about the issue in our lives is the real issue. I have a few irrational beliefs myself. These include my fear of public speaking, my fear of how people perceive me, and my personal appearance. In high school I enrolled in a speech class that was required for my diploma. My problem wasn’t remembering what to say but being able to speak in front of a classroom full of people. I shouldn’t have had a problem with it at a ll, considering the classroom was full of people I’ve known my whole life, people I’ve grown up with. I got up in front of the class ready to go, I managed to spit out two sentences then my mind went blank. I was embarrassed, scared of what they would think about me if I were to mess up. Would they call me names? Would they think I wasn’t prepared? Would they think I was dumb, powerless, uncreative, and weak? The only thing I could think to do was run to the nearest exit, so out I went. My teacher had followed me but at that point I had tears in my eyes, I was shaking with sweaty palms. She managed to calm me down, she gave me the rational beliefs that I needed, and she believed in me exactly how I should have believed in myself. It all tied into how I am obsessive over what others think of me, my clothes, my hair, and my shoes. I have the irrational belief that everyone needs to look at me and think that I have everything together. In reality my life is usually a mess but I have those materialist things to hide behind. My weight has always been another irrational belief of mine, constantly calling myself fat, not wearing the clothes I want, looking in a mirror and talking myself down. I gained forty pounds in almost two years. I wasn’t the small delicate girl I used to be and I didn’t think I would ever get back to the point of being happy with my body. In order to change these irrational beliefs I need to fill my mind with rational beliefs, such as I am a great public speaker when I am prepared, I am beautiful and smart with or without materialist things, and lastly if I am unhappy with my body then  I have every right to change it. According to psychologist Ellis, a key to correcting irrational thinking is changing a â€Å"must† into a preference. I can always distract myself from negative, judgmental thoughts by simply telling myself, â€Å"STOP!† Then replace my blaming, complaining, or excusing with something positive. Wisely choosing the thoughts that occupy my mind, as well as avoiding automatic, negative thoughts that undermine my self-esteem will also help. Changing my irrational beliefs will help me achieve my academic goals by giving me the confidence to organize my schedule, and be able to speak in front of people as well as with others.

Anti-Anxiety Medication and the Brain

Anti-Anxiety Medication and the Brain When one is bed-ridden with the flu, it only makes sense for that person to see a doctor to seek treatment. Such treatment could be in the form of medications. Much like a physical illness, the anxiety-ridden may even seek medicinal therapy. However, the underlying difference among the medications is their function and how they function. While one may answer those problems for the wide class of antibiotics, may we say the same for treating the ailments of the mind? In order to understand the advancements in modern medicine and technology, we must first look back to the primitive practices of treating anxiety disorders. In order to treat, psychologists and psychiatrists must be able to diagnose and classify. Before they were recognized by the American Psychological Association in the 1980’s, anxiety disorders were seen as normal bouts of stress (Tracy). As a type of neurosis, psychologists and psychiatrists questioned to validity of treatment for the individual. However, e ven decades before its official classification, anxiety was treated in varied, primitive, and even absurd, ways, including the use of essential oils and salves, applying severely cold or hot temperatures to the inflicted, and draining blood with the use of blood-sucking animals (Tracy). In more negative connotations, medieval doctors placed the blame on mild demonic possession and witchcraft. Following these types of remedies were electric shock therapy and institutionalization, quickly replaced with the invention of lobotomies (piercing the brain with an icepick through the patient’s eye), developed by Dr. Moniz and Dr. Walker Freeman in the 1940s. The shocking, unethical practice is abandoned for anti-psychotic therapies and medicines. With advancements in technology came advancements toward modern medicines, giving psychiatrists the ability to alter the brain’s wiring with the use of pills. Anxiety, in textbook definition, is the feeling of intense fear in respons e toward an unreal threat (Rathus). To treat mental illness such as anxiety, psychiatrists must know the inner workings of how the nervous system delivers messages. A message is received by the dendrites of a nerve cell, which travels through the cell’s body (Rathus). It then moves along the axon, protected by the myelin sheath (Rathus). The message’s final destination is the axon terminals, where it passes along the synapse and onto the dendrites of the next nerve cell (Rathus). This message, whatever it entails, continues this repetitive journey in one direction until it reaches its destination (Rathus). The most important part when looking at anxiety disorders is the axon terminals and the synapse, where chemicals containing these messages, neurotransmitters, are released (Rathus). With anxiety disorders, one’s body may be low on those â€Å"feel-good† neurotransmitters. These neurotransmitters include serotonin, norepinephrine, dopamine, and gamma-ami nobutyric acid (GABA) (Staff). Psychiatrists have also concluded that one’s with an anxiety disorder may have an excessive amount of the neurotransmitter cortisol, which invokes stress (Staff). Another offender lies right within the brain, the amygdala (Simon). This pea-sized site of the brain responds to fear, and those with anxiety disorders are found with amygdala hyperactivity (Simon). With this pertinent information in mind, psychiatrists can alter the brain’s behavior with the presence of these neurotransmitters. Much like antibiotics alters how the body’s immune system behaves, anti-anxiety medication can alter how the nervous system behaves. Anti-anxiety medication depresses brain activity, lowers vitals such as blood pressure, heart and respiratory rates, and decrease feelings of uneasiness and dread by modifying brain behavior (Association). While these medications cannot safely replenish levels of neurotransmitters, one method of controlling the bra in’s behavior is closing up the source of the neurotransmitter. This is the role of SSRIs, which stands for Selective Serotonin Reuptake Inhibitors (Staff). Serotonin is famously known as the â€Å"feel-good† neurotransmitter and the prime suspect of anxiety and depressive disorders. A problem with many anxiety sufferers is either the lack of serotonin or the quick reuptake of serotonin in their nervous systems (Staff). To remedy this obstacle, SSRIs block the reabsorption of serotonin, allowing the chemical to remain available (Staff). Some FDA approved SSRIs include citalopram (Celexa), citalopram (Lexapro), fluoxetine (Prozac), paroxetine (Paxil, Pexeva), and sertraline (Zoloft) (Staff). Remedies may have its drawbacks, for side effects of these medications include fatigue, dependency, restlessness, muscle tension, blankness, irritability, sleep problems, insomnia, and even its adverse effect, suicidal thoughts among children and teenagers (Staff). Withdrawal from S SRIs, especially sudden, may invoke more intense feelings of dread or uneasiness, nausea, gastrointestinal issues, and strange sensations in vision and touch (Tartagovsky). While these problems may arise, these medicinal therapies work well with those who experience chronic anxiety. Another approach a psychiatrist turns to is to open receptors to neurotransmitters. This class of medicines are known as benzodiazepines (or Benzos, for short) (Anderson). These medications are known as â€Å"tranquilizers† due to their functions (Anderson). A natural tranquilizer itself, gamma-aminobutyric acid (GABA) is a neurotransmitter which depresses the brain’s activity; this neurotransmitter has also been scarce in those suffering from anxiety disorders (Anderson). Benzodiazepines remedy this by opening the frequency of the GABA-A receptor responsible for reacting with GABA (Anderson). This allows more availability of GABA in the nervous system, inevitably calming the brain and bo dy. Some FDA approved benzodiazepines include clonazepam (Klonopin), diazepam (Valium), alprazolam (Xanax), and oxazepam (Serax) (Anderson). Some benzodiazepines are found to have faster onset action than others (Anderson). Onset action is how fast the medicine acts and how long the treatment lasts. Since these medications are only for short-term usage, the only known side effects of benzodiazepines include drowsiness, forgetfulness, and unusual sleep patterns (WebMD). However, long-term usage of benzodiazepines can lead to dependency and addiction to the medication (WebMD). Abusers of the medication may experience drowsiness, confusion, dizziness, impaired vision, speech, and coordination, respiration difficulties, and even coma-like states and death (WebMD). When used responsibly, benzodiazepines aid in sufferers of acute anxiety and panic attacks. Just as pharmacologists and medical doctors have found ways to modify a body’s functions, pharmacologists and psychiatrists h ave also worked to modify the brain’s functions. For those suffering from anxiety disorders, psychiatrists prescribe medications to open and close synapses and receptors in the nervous system of the body, making these â€Å"feel-good† neurotransmitters more available and inevitably remedy the bed-ridden mind. References Anderson, L. Drugs.com . 4 May 2014. Web. 2 December 2016. Association, American Psychiatric. Diagnostic and Statistical Manual of Mental Disorders Vol. V . Arlington, 2013. Print. Rathus, Spencer A. Psychology; Principles in Practice . Austin: Holt, Rinehart, and Winston, 2003. Textbook. Simon, Harvey. New York Times . 11 March 2013. Web. 25 November 2016. Staff, MayoClinic. Mayoclinic . 24 June 2016. Web. 25 November 2016. Tartagovsky, Margarita. PsychCentral . n.d. Web. 25 November 2016. Tracy, Natasha. Healthy Place . 30 July 2016. Web. 2 December 2016. WebMD . n.d. Web. 2 December 2016.

Strategy Innovation & Change - Critically evaluate the alliance Essay

Strategy Innovation & Change - Critically evaluate the alliance between Avebe and Noveon. What does this case show us about strategy as a process and its imple - Essay Example is a holistic approach that is adopted by organisations in planning the future course of business and as Mintzberg points is out, â€Å"strategies are both plans for the future and patterns from the past† (Mintzberg, 1987, P. 67). Of the various methods that organisations generally adopt in order to manifest strategic success, strategic alliance is very popular, and as Kanter propounds, â€Å"business alliances are living systems, evolving progressively in their possibilities† (Kanter, 1994, P. 97). She further suggests that â€Å"relationships between companies begin, grow, and develop – or fail – much like relationships between people† (Kanter, 1994, P. 99). This essay will focus on the strategic alliances and their conceptual tenets. This essay will focus on the strategic alliance that was struck between Avebe and Noveon in March 1995, and was terminated in September 1999. It was observed that the alliance was based on shared-supply as they joint ly developed a product but marketed it independently (Dussauge & Garrett, n.d., P. 63). When companies wish to enter into a shared-supply alliance, comparative analysis of core competencies is indispensable in evaluating technological and other resources-related compatibility and thus helps in anticipating the outcomes of such alliances. Generally firms also take into consideration the mutual competencies in terms of marketing as well in order to project the future prospects of the novel products, if any, that are focused on developing. While conducting an internal appraisal, organizations should also consider their cultural aspects and try their best to enhance employee-involvement so that they are properly aligned with strategic objectives. Das and Teng suggest that â€Å"the first stage in forming alliances is the selection of partner firms† (Das & Teng, 1999, P. 56-57). Prior to formulating any organizational strategy, the management should take into consideration the external business environment as these

Contemporary issues review Essay Example | Topics and Well Written Essays - 750 words

Contemporary issues review - Essay Example Human capital cannot be owed by an organization because it is inherent in people, hence when people leave organizations, human capital leaves too. It encompasses how organization utilizes its people resources effectively as measured by innovation and creativity; structural capital, this is the supportive processes, infrastructure and organization’s databases which enhances the functionality of human capital. Structural capital may include hardware, buildings, software, patents, processes, information system, organization’s image, proprietary databases, and trademarks. Structural capital can also be classified into process, organization, and innovation capital. Intellectual properties are protected by trademarks and copyrights. Intangible assets include all other theory and talents through which an organization is run; and relational capital, which consists of supplier and customer relationships, trade names and trademarks, franchises, and licenses (Tayles et al., 2007). The perception that customer capital is distinct from structural and human capital shows its central importance to the worth of an organization. Even though intellectual capital may be similar to tangible assets in its potential to generate future cash flow, it is different radically from tangible capital in various respects: intellectual assets are not rival assets. Intellectual assets can be multiplexed unlike tangible assets that can only do one thing at a time; relational capital and human capital cannot be owned and are shared with suppliers, customers and employees. It therefore demands careful nurturing in order to grow; structural capital on the other hand can be owned and is often controlled by the management. It cannot be easily traded however, since there is not market in existence for that purpose; structural capital can be substituted with expensive expenditure on capital in the form of real time inventory control systems and just in time process of procurement; firms leveraging their intellectual capital to perform their knowledge work generate higher profit margin compared to those firms who offer mass produces solutions; and structural, human and relational capital usually work together in order to give rise to core competencies in judicious combinations that assume strategic significance. Therefore, it is not totally enough to invest in people, customers and systems separately, that produce end value in combinations. Intellectual capital is measured in order to help organizations in formulating their strategy, assisting in the diversification and expansion of the decisions of the firm, evaluating the execution of the strategy, communicating with external shareholders, and as a foundation for compensation management (Gowthorpe, 2009). Summarily, intellectual capital is the sum total of a firm’s structural capital, human capital and relational capital. They distinguish firms’ performance from one another and form a source of disti nct competitive advantage. Sustainability and accounting Accounting for sustainability entails linking initiatives of sustainability to company strategy, opportunities and evaluating risks, accounting and performance management skills, and providing measurement in order to ensure that sustainability is rooted into daily operations of the company. Sustainability a

Marketing (branding) Essay Example | Topics and Well Written Essays - 500 words

Marketing (branding) - Essay Example Firstly, branding is an elementary method of strategizing a firms’ position within the market that involves the entire aspects of the firms. Although branding is a task of the marketing department, it cannot be kept restrained to that department alone. Secondly, a brand has to be the carrier of a firm’s value and at the same time the value has to be explained in such terms which can be adapted by the consumers (Randall, G., â€Å"Branding: A Practical Guide to Planning Your Strategy†). Branding as a Business Policy â€Å"Functions, differences, image and source† are considered as the four dimensions of brand that eventually shapes the essence of brands. The brand identification becomes strong as a result of uniformity among the above mentioned dimensions. If it happens that cohesion among the dimensions is not strong and any one dimension among those is sending ambiguous indications to the market, then the essence of the brand gets hampered as the customer s perceive confusing notion about the brand (Randall, G., â€Å"Branding: A Practical Guide to Planning Your Strategy†). Source: (Randall, G., â€Å"Branding: A Practical Guide to Planning Your Strategy†).

Why are some firms Born Global Essay Example | Topics and Well Written Essays - 1000 words

Why are some firms Born Global - Essay Example The motivation behind this phenomenon has been the increasing ease in conducting international trade and the globalisation concept that is being embraced the world over where the globe is one big market. This paper shall seek to look at why some firms are born global and look into the risks that they face in international markets. Firms that are born global have various characteristics in common that are both internal and external and they have similar market strategies they use to approach the international market. The born global concept therefore circles around internationalisation of firms and thus their ultimate expansion strategy (Fillis 2001, pp. 767-83). As mentioned earlier these firms enter into the export market when they are relatively small and young and the drive to do this emanates from their perception of the world being a market place. They take advantage of this and venture into markets abroad. These firms have been a subject of intense research for many years and particularly for the last two decades. They were first labelled as innate exporters but these were more characterised by high level management skills as well as a broader and in-depth international business outlook. Some firms were also taken for study and they were the high technology ones. These firms were seen to sprout to the i nternational business arena right from their start. The basic reason for this was the nature of their products where they needed to venture into new market so as to have a wider market base for their exotic products. All these firms that were characterised by their speed to enter into the international market were later termed as International New Ventures (Child and Rita 2001, pp. 1135-48). The following diagram illustrates this concept better: Although it was mentioned earlier that born global firms have been under research for a number of years now, the various challenges they

Legal advice to Bruce on his emergency leaves Essay

Legal advice to Bruce on his emergency leaves - Essay Example Legal Position Every employee has a right to emergency leave to take care of dependants across many labor law jurisdictions. Public and private employees have equal access to time allowance in order to take care of their dependants, usually in form of unpaid emergency leaves. According to Miller (2012, p. 419), the Family and Medical Leave Act (FMLA) of 1993 was enacted to provide protection to employees who require emergency leaves to take care of family or medical needs. The Act provides for emergency leave allowances of up to 12 weeks per year for general employment environment, which is accordingly extended in certain types of reasons for the dependant’s emergency need. For instance, if the dependant needs care following an injury while on a military duty, the Act provides for emergency leave of up to twenty six weeks a year. Under the details provided in the case facts, it is not clear what the cause is for the illness that Mary suffers from. The bottom line, however, is that Bruce as an employee is entitled to a certain amount of time for emergency medical attention for his wife. Within the restrictions under the Act for the number of weeks allowed within a twelve months working period, the question of how procedural Bruce was in taking leave may be the cause of the stand-off as opposed to whether he had a claim (McFarlane 2012, para4). It is not clear how many days Bruce took the emergency leaves as well as the reason for the illness that his wife suffered from. As explained above, there are certain causes of Mary’s sickness that could extend the days allowance. The size of the organization in which Bruce works may also bring the consideration of the length of time that he has claimed for emergency leaves into perspective. Ordinarily, the duration of the leave within the twelve month period is dictated by the size of the employee base, which is assumed to be 50 employees (Hunter 2009, p183). However, certain states do not have reservations in the limit of number of employees in the organization in order for the emergency leave to be allowed. It is only logical for the employees to be allowed to take an emergency leave if there is enough cover during the absence, presumably from the pool of colleagues. The danger to life of the dependant may, however, compel the situation to be stretched to accommodate emergency leaves. In order to qualify for an emergency leave, the employee must satisfy the basic requirements of an emergency under the Act. According to the case facts, Bruce’s relationship with Mary qualifies to access an emergency leave on family grounds. Perhaps more definitions of marital status and relationship would require visitation, but the low threshold on cohabitation may dispel such doubts. In case the employer requires proof of entitlement, Bruce will have to provide some form of evidence to support the argument that Mary is his wife (Hunter 2009, p24). Although certain circumstances may make it imp ossible to prove such a relationship immediately, the requirement of evidence reasonable under the circumstances is a sufficient proof. Legal Advice Bruce’s position in this case is that though he is entitled to a medical emergency leave for his spouse’s care, there are limitations in the allowable number of days. The sickness of Bruce’s wife is reportedly a lengthy one, stretching to over 15 years. However, it is not verifiable how many days