Totalitarianism in Animal Farm free essay sample

The definition of term â€Å"Totalitarian regimes† used to describe a political system total authority over all society. Indeed, it seeks to control all aspects of public and private life of society. A few of politicians disagree with this definition, but most of them agree with this definition. Many politicians believe that it is kind of administration of societies which gives many benefits for those societies; on the other contrary, I think people in those different communities suffer from totalitarian management concept because it tries to control on minds of people and their behavior. Because there are many restrictions for people in those communities, many of them prefer immigration instead of living in these societies, and others would prefer struggling against authority totalitarian to get a freedom. In story â€Å"Animals Farm† by George Orwell the two main characters want to change their lives; therefore, they faced many challenges to make those hard decisions be able to become true. We will write a custom essay sample on Totalitarianism in Animal Farm or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Comparing between these two characters, both of these characters Boxer and Benjamin considered Rebels against injustice. Even though the character boxer has some flaws, I find it a more likeable character. The story is about animals suffered from owner of farm. Jones, who is a farmer and the owner of Manor Farm, faced financial challenges in management of farm. Jones was drunkard, so he lost everything. The owner of farm treated with these animals cruelly; therefore, they decided to throw out the owner, hoping live without abuse. Benjamin, who represents a donkey character, faced many challenges to change his live for better. He is one of wisest animals on the  farm. He can read well. Even he read better than other animals; however, he rarely uses his ability. Benjamin feels that there is nothing worth reading. Even though he loves his friend, Boxer, he didn’t do anything when new leader Napoleon sends Boxer to slaughterhouse. That was negative attitude toward his close friend. In the story, â€Å"Animal Farm,† Boxer, who represents a horse character, faced many challenge to change his live for better. Boxer loves all the animals in the farm; therefore, he was lovable for many animals in the farm. He took care with them. Because he has a good muscles, he helped them to build Windmill. He works overtime. Indeed, he works on behalf of his colleagues. Boxer was brave, for he fought enemies. He continues to defend on his Principles and beliefs until he dead. All his friends on the farm respected and loved him because he has positive attitude toward his friends. When comparing Boxer and Benjamin, I cannot help like Boxer more because of his physically strong. Both characters want to change their lives. In Boxer’s case, he wants to help to success the revolution, so he be able to live a rest of his life respectfully; therefor, he works so hard to reach his goals. In Benjamin’s case, he also wants to show same boxer’s goals which makes him live respectfully, but he did not work hard to reach his targets. Boxer is physically strong, hardworking and In contrast, Boxer has a good ability to face same those situations. It is this ability to face the challenges that I admire with Boxer. From the  beginning of the story, we can recognize him between many characters in the story because he has made the decision to build Windmill, That is beneficial to the animals in the farm, for it he will wake up every day morning early before one hour from his friends. Thinking he would help them every day. Indeed, he works too much seven days a week in lifting heavy stones. In the end, he completes to build the windmill. He was happy to accept the challenge. Then, he started to build the windmill. Now a day, he reached his target.

The Great Moom Hoax Essays

The Great Moom Hoax Essays The Great Moom Hoax Essay The Great Moom Hoax Essay On July 20, 1969 thefirst dusty footprints left by men on the moon were also indelible footprints left on the hearts and imaginations of the human race. No other adventure was shared by more people. No other quest has meant more to our species as a standard by which we measure our incredible potential. This was one of the most famous days in the history of our planet from the various points of view of people who lived it, right here on Earth. It is One Day in the Life of Earth -late 20th century preserved in the reflection of an extraordinary achievement. Or was it Astronomers, specialists, and amateurs alike have come to several conclusive discoveries that play contrary to thefirst acclaimed, lunar landing. In the following document, arguments and examples will be introduced with liable resources, disregarding all past support on Apollo 11s final destination. It backs up the theory that the exploration and expedition of the lunar landing was an utter fraud, call it as you may, The Great Moon Hoax.Therefore, do to resent study and factual proof, the 1969 lunar landing never actually occurred the way America perceived it to through pictures, video footage, and detailed explanations. While this paper deals with the theory that man indeed never did reach the moon, all readers must understand that not everyone agrees with this.Most of Americas population ignorantly feels that Apollo 11, with Neil Armstrong, Michael Collins and Edwin Aldrin was thefirst Apollo flight to land on the Moon, on July 20, 1969. While Collins flew in orbit around the Moon in the command module, Armstrong and Aldrin descended in the lunar module, landing in the Sea of Tranquillity.Some of their back up for attacks against the unlikely hood of the hoax are as follows: In regards to the unseen stars, they support it by stating the stars are there!

BLUE EYES TECHNOLOGY

BLUE EYES TECHNOLOGY Blue eye technology is a technology which is being developed so that the machines get sensational abilities and perceptual abilities just like our human beings. These abilities make the computational machines to understand the feelings of humans and this helps to interact with them. The main aim of this technology is to analyse human brain and understand their physiological conditions. Imagine a world where humans can communicate with their computers. This concept was first developed by a research team in IBM at Almaden Research Center (ARC) in San Jose, California since 1997.This based on the idea of Paul Ekan’s facial expression. The etymology of the term blue eyes goes as blue stands for Bluetooth technology which is wireless and the term eyes are used because it is the only part that helps us in finding the human expressions easily. The main aim of this technology is to provide computers all those human abilities of understanding the feelings of others by just recognizing their facial expressions, and the tone in which they speak so that these machines would interact with human beings very easily. It could understand your feelings even with the touch of the mouse. For example, if you are really tensed and you want to call your friend; this technology automatically understands the urgency and calls your friend who is working in your office or someone who is very close to you. In short its objective is to provide sessional and perceptual powers to machines to interact with humans and help the in all situations. Hence computer could act as intimate partners to humans. This technology works with the combination of both software and hardware components. Central system unit and the data acquisition unit act as the hardware component. Microcontroller acts as the heart for this technology. Bluetooth technology is used for connecting both hardware and those software units. We could use this type of technology in all working places to understand the emotions humans and to record them. It generally consists of the following units data acquisition unit Central system unit The software unit It is otherwise called as mobile measuring unit. The main objective is to get the physiological information from the sensors and transfer it to central system unit. This is done for processing purposes and for verification too. A Bluetooth is integrated with the DAU is used to send the data to the central system. Both CSU and DAU contains their own pin codes and id numbers for authentication purposes. The components that are used are five-key keyboard, beeper and LCD for displaying purposes. The voice is transferred by using a headset. The next component being used is the CSU. It contains a codec and a Bluetooth module. codec refers to those voices transmitted information. This part is connected to our computers by using a USB cable or a parallel cable. The microcontroller which is present in it handles the UART transmission. The physiological condition of the operators will be continually supervised by this blue eye technology software. The operators real time physiological condition will be respond by the software. It helps to transfer the data from manager to analyzer. The data visualization module supports the user for interface section. It will continually fetch the information from database and record audio, video and physiological parameters of the user if the visualization module is offline. The blue eyes software is mainly enables to know about the physiological condition of the operator. To design a computational machine having sensory and perceptual abilities like human beings, we are using ‘blue eyes technology. This technology uses most modern cameras, microphones and advanced non-obtrusive sensing techniques to interact with humans to understand the emotions of human beings. The process of making sensing and emotional capabilities by computer is called Affective computing. Steps involved for designing this type of computers: Process of giving sensing capacity. Human Emotion detection or Affect Detection. Respond appropriately and properly. Brain computer interface is to develop an adaptable computer system. These types include speech recognition, eye tracking, facial recognition, gesture recognition etc. Blue Eyes technology enables the machines to identify the minor emotional variations of human being by a single touch on keyboard or a mouse. According to the emotion level the machine started react with the user. It is a substitute for usually available machine vision face or eye recognition methods. The glass senses and identifies the expressions by analyzing the facial expressions method. The Simple User Interest Tracker: The SUITOR is having the ability to maintain an intimate relationship between the human and the computer by using the revolutionary approaches towards the machine. It continuously analyze where eyes is focus on the screen. Artificial Intelligent Speech: The working environment should be very important for implementing the Artificial Intelligent Speech Recognition system in Blue Eyes technology. Some important factors that influence the features of speech recognition system they are user’s speech, grammar, noise type, noise level and position of the microphone. This THE BLUE EYES technology assures appropriate techniques. It simplifies the life in a more elegant and user friendly way in computer device. Blue Eyes will reach as your handheld mobile devices in future generations.

Gender at work Essay Example | Topics and Well Written Essays - 500 words

Gender at work - Essay Example Multiple roles with unique responsibilities of both home and work, are seen to be beneficial to women, if domestic responsibilities are shared with the spouse. The numbers of women in the work force are increasing steadily, and may soon be equal in proportion to men. (p.271). Gender relations are more prone to conflict in today’s stressed lives. One reason is the following of traditional concepts of inequality of the sexes. The concept of imposing one’s will appears both in gender relations and war. Why is that? In gender relationships, the stronger or more dominant partner is perceived as the one who is superior physically, financially, or by education. The term status is linked with power, and refers to an individual’s position in the structure of social relationships with respect to other individuals. Status is dependent on the set of values attached by the culture concerned, to attributes like abilities, education, wealth, etc. Watts (1991) is of the opinion that power is exercised on the basis of higher status. The term ‘dominance’ is often connected to interruptive behavior. In terms of the hierarchy of status relationships, dominance is an explicit expression of power over others. Latent or overt conflict is interruptive behavior between two persons. Watts quotes Weber and Durkheim: â€Å"Power is the opportunity of imposing one’s will on another.† Power also forms part of the content of the network links of each individual. (pp. 55-56). Dominance and power give rise to control, which results in conflict. Conflicts in gender relationships, where the ‘weaker’ partner refuses to submit to the will of the dominant partner arise from perceptions about gender, and an individual’s sense of personal worth. The same definitions of power and conflict can be applied in the larger picture of war between two nations. According to Clausewitz and Rapoport, (1982) â€Å"war is nothing but a duel on an

The Impact of Direct Digital Manufacturing on Supply Chains Essay

The Impact of Direct Digital Manufacturing on Supply Chains - Essay Example Eyebrows are getting raised over the potential of DDM in cutting the demand for logistics services, as products would be manufactured at the place of demand or use. Effect of DDM would be felt in all industry sectors for meeting urgent product needs, providing customized products and parts of products, which were earlier supplied in bulk through the logistics industry. The crucial question before the logistics businesses worldwide is whether DDM would affect the business of logistics industry for transporting goods from one location to another. Naturally future repercussions of the innovation in technology cannot be denied. When customized parts could be accessed from the local DDM in a cost-effective and faster way, who would like to order it through a logistics process? Possibility of getting parts supplied locally becomes more evident for implementing changes in the designs of products. Actually, the risk to logistics business is genuine because no company would like to pay airfre ight for getting a part from abroad when it can be produced locally but the business of DDM depends on innovation in concepts; only genius is not enough. If an idea is good enough, it will take time in proto-typing. 3D printing also requires time to process a concept into a product. It would start a war-like environment for safeguarding intellectual property. Imitators and innovators, both would make attempts to present their products fast to the market (â€Å"3D Printing† par. 27). For getting competitive edge from the given scenario, only those companies would get the leverage that would plan a long-term marketing strategy without considering the profit factor. Delivery of products would demand accuracy of timing in taking the products to the customer locations (â€Å"3D Printing† par. 30). A look at the business growth of DDM can help in evaluating the potential of new technology sweeping the stakes of supply chains. Seeing the latest market trends on manufacturing solid products by 3Dprinters, business in additive manufacturing reached $1.2 billion in 2008 and the possibility is that it could double in size by 2015. For understanding the impact of DDM business on logistics, some crucial data analysis is mandatory such as 75% of the sale of 3D printers has been registered for producing common sort of products while the balanced sale of the 3D printers has been made for producing industrial products. With the approaching time, there would be increase in the sale of cheap 3D printers, which can be to the tune of 90% market as price depreciates and functionality improves of 3D printers. Demand of the DDM machine is increasing not only for model-making and rapid prototyping, but for all types of machines for producing finished products as well (â€Å"A factory on your desk† par. 4). The only difference between the industrial revolution of the 1800s and the seeming-revolution of the future is that the manufacturing industry won’t be a ble to get the benefit of economies of scale that comes with bulk production. Another difference would be seen in the distribution of capital, employment, and intellectual property, thus, indirectly affecting the logistics business as any impact on various industries would get reflected in logistics, affecting its business potential (â€Å"Print me a Stradavarius† par. 9). Have a look at the success story of a U.S. company. Seeing the current status of rapid manufacturing (RM) in the business of making invisible dental braces, U.S. based Invisalign

Humor in Mathematics Classroom Essay Example for Free

Humor in Mathematics Classroom Essay INTRODUCTION To make the learning in classroom more fun, teachers do make a different strategies or techniques. Game and laughter is very important in learning, that’s why teachers that do have humor make their class more enjoyable and interesting. Anyone who has paid attention to great speakers would know that humor is an excellent method for eliciting sympathy from the audience and opening them up to your message. Every teacher also knows that a sense of humor is necessary to winning the hearts of students. How should this inform teaching? Should the teachers focus on creating an entertaining show for their students? Or would the teachers change their lessons into therapy sessions? This study presents a teaching approach that is built around math problems that are for the student at the same time Cheerful (entertaining, funny, cool) and Challenging (difficult). We call this CheCha mathematics. BACKGROUND OF THE STUDY The technique of using humor to enliven lectures is as ancient as the Babylonian Talmud. Rabbah (Babylonian Talmud, Shabbos 30b), a Talmudic sage who lived 1700 years ago, would say something humorous before starting to lecture to the scholars, and they would laugh; after that, he would begin his lecture. Rabbi Meir (Babylonian Talmud, Sanhedrin 38b), another Talmudic sage, was an expert in fox fables and would devote one-third of his lecture to parables. These sages recognized the value of humor in education, even in ethical and religious instruction. Most statistics textbooks do not use a humorous approach, with exceptions such as Runyon (1977) and Pyrczak (1998). Blumenfeld and Alpern (1985) discuss ten reasons to use humor in the classroom. These include such factors as opening communication and the humanizing effect of humor on image. Berk (1996, 1998) claims that humor has the ability to decrease students’ anxiety, improve the ability to learn, and boost self-esteem. This, in turn, can encourage a more receptive learning atmosphere. One researcher found that having students watch an episode of Seinfeld helped calm them and reduced their heartbeats when they were later forced to do something stressful, give an impromptu speech about Bosnia, a subject they knew very little about, in front of a camera. The heart rates of students who had watched the humorous Seinfeld episode rose from an average of 70 to averages of 80 to 85 beats per minute while speaking; the heart rates of students who had not been inoculated with humor rose to a mean of 100 (Burkhart 1998). Lundberg and Thurston (1992) discuss various ways humor can be used in the classroom. THEORETICAL FRAMEWORK CheCha math method is based on three educational approaches: acknowledging the role of affect in math learning (Hannula, 2006), using humor in teaching (Grecu, 2008) and use of open-ended problems in math teaching (Pehkonen, 2004). Affect in mathematical thinking and learning In order to study affect in math education in contexts of actual classrooms there are three main elements to pay attention to: cognition, emotion, and motivation. Achievement without motivation is not sustainable, and neither is motivation without enjoyment. All three domains have a more rapidly changing state-aspect and more stable trait-aspect. (Hannula, 2006). One fundamental principle of human behavior is that emotions energize and organize perception, thinking and action (Izard, 1991). Research has confirmed a positive relationship between positive affect and achievement. It seems that the affective outcomes are most important during the first school years, as they are less likely to be altered later on. Two key elements of a desired affective disposition are self-confidence and motivation to learn (Hannula, 2006). Advances in our understanding of the neuropsychological basis of affect (e.g. Damasio 1995, LeDoux, 1998) have radically changed the old view of the relationship between emotion and cognition. Emotions are no longer seen as peripheral to cognitive processes or as noise to impede rationality. Emotions have been accepted as necessary for rational behavior. Moreover, research has also shown although not yet fully understood that certain emotions facilitate certain type of cognitive processing (Linnenbrink Pintrich, 2004). Focusing on motivation we may find ways to influence what the subjects want to do, not only how they try to achieve it. In the existing literature, psychological needs that are often emphasized in educational settings are autonomy, competence and social belonging (e.g. Boekaerts, 1999). These all can be met in a classroom that emphasizes exploration, understanding and communication instead of rules, routines and rote learning. However, this requires that all feel safe and perceive that they can contribute to the process. A possible approach to meet all these conditions would be the open approach, and more generally focusing on mathematical processes rather than products (Hannula, 2006). Humor Already Kant (1952) considered the nature of humor. He stated Laughter is the result of expectation which suddenly ends in nothing (p. 199). His classical statement has started considering humor as a mental mechanism resulting in laughter. As another early scientific approach to humor, Freud (1991) divided comic into wit, humor and actually comic. Many kinds of activity, including wit, are directed on reception of pleasure from intellectual processes. A person feels pleasure from suddenly released energy, which is splashed out in the form of laughter. From this perspective already, we can perceive how a good joke can generate a joyful atmosphere and create a positive emotional background of activity. The comic, humorous contents can be reached in various ways and techniques. For example, Veatch (1998) suggests a list of types that are funny: finishing to the point of irrationality, satire, literal understanding of metaphors, irony, ambiguity, word-play, contradiction, discrepancy, excessive rationality and a deviation from the usual. Each of these types of the comic can be expressed as a joke or a problem in math context. As an example of a math contradiction we take a joke, here framed within the world of Winnie the Pooh: Pooh and Piglet sit on a small bench and talk. Eeyore has sent them a box. In the box there are ten sweets and a note. In the note Eeyore tells them to divide them: seven for Pooh and seven for Piglet. Piglet: How is that? I do not understand. What do you think of it?† Pooh: I do not even want to think. But I have already eaten my seven sweets. Humor can also act as means of a psychological discharge, and promote efficiency of pedagogical activity. Suhomlinsky (1975) wrote: I would name laughter as a back side of thinking. To develop ability to laugh in the child, to enhance his sense of humor means to strengthen his intellectual forces, abilities, to teach him to think and to see the world wisely. Grecu (2008) has considered use of humor in teaching. She highlights seven basic functions of humor in pedagogical activity: 1) informatively-cognitive (Opens essential features and properties of subjects and the phenomena. Rejecting standard approaches, the humor bears in itself any discovery), 2) Emotional (the Humor can act as means of creation of creative state of health and as means of emotional support) 3) Motivational (The humor can serve as a stimulator of volitional processes) 4) Communicative (the Person with humor is attractive for people) 5) Developing (Humor promotes development of critical thinking, a sharpness of vision of the world, observation and consequently intellect) 6) Diagnostic (by the laughter maintenance at what the person laughs, it is possible to judge about his merits and demerits) and 7) Regulative (the humor gives the chance to look at oneself from an unexpected angle, allowing self-evaluation). In CheCha method most of these are relevant, the most important functions being on top of the list. Grecu suggest the following techniques for designing of humor for educational tasks. These pedagogical techniques are paradox, finishing to the point of irrationality, comparison by the remote or casual attribute, return comparison, wit of absurd, pseudo-contrast or false opposition, a hint, a self-exposure of own faults, intentional ignoring of things that might cause laughter, and exaggeration of the certain features of behavior. Grecu has offered also classification of means of the comic: 1) word-play based on violation of language norm (carrying of terminology over to a context unusual to it). Consider the following riddle: I am it while I do not know that I am. But I am not it when I know that I am. What am I?† 2) Comparison, authors original neologisms, based on artistic expressive means (double entendre, an ambiguity). Examples are easy for finding in Carrolls books (2006, s. 50): â€Å"Explain yourself!† â€Å"I can’t explain myself.† 3) Paradox, an example being the claim â€Å"I am lying now†. Also Dzemidok (1993) distinguishes several humoristic methods: modification and deformation of the phenomena, unexpected effects and amazing comparisons, disproportion in attitudes and communications between the phenomena, imaginary association of absolutely diverse phenomena, creation of the phenomena which deviate from logic. As an example of the latter method consider the following: There were only 3 students attending a professors lecture in University. Suddenly 5 persons left the room. The professor said: If 2 students enter this room, there is nobody attending. Most types of humor and their techniques could be used at mathematics lessons. Thanks to entertaining tasks and comical contents of the problems the classroom climate promotes a positive interaction between the teacher and students. However, one must be aware that opportunities of humor as pedagogical means have their limits. Grecu (2008) gives several suggestions regarding these limits. She suggests that one should use humor gently and support humor of students. She also warns not to ridicule student’s person, laugh at what the student is not able to correct or change or laugh at an involuntary mistake of the student. Rough joking would indicate lack of customs and disrespect of the student and hence is absolutely unacceptable for the teacher. Moreover, the teacher should avoid being the first to laugh at ones own joke, as it can cause the reaction opposite to expected. Problem solving and open-ended problems Problems are said to be open, if their starting or goal situation is not exactly given and they usually have several correct answers (cf. Pehkonen 2008). Open-ended problems emphasize understanding and creativity (e.g. Nohda, 2000, Stacey 1995). This would not mean lowering the expectations, quite the contrary. If an open task allows the solver to gain deeper and deeper insights (a chain of discovery; Liljedahl, 2005) it can facilitate a state of sustained engagement. This would also lead to more intensive working. Research has shown that problem solving can be engaging and enjoyable for many students, but it does not attract everyone. Schoenfeld (1985) defined an individuals beliefs or mathematical world view as shaping how one engages in problem solving. For example, those who believe that math is no more than repetition of learned routines would be more likely to give up on a novel task than those who believe that inventing is an essential aspect of mathematics. Unfortunately, there are students who do not see the potential for engagement and enjoyment in a math problem. We see humor as a means to engage also those students who do not perceive math problems enjoyable to begin with. STATEMENT OF THE PROBLEM The purpose of this study is to answer the following questions: 1. What mathematical problems are entertaining from the students point of view? 2. How CheCha method influences the atmosphere in mathematics lessons?

Dont Know Essay -- essays research papers

Everyone knows that it is illegal to consume alcohol until the age of 21. Many people are In agreement with this legal restriction. Some would even say that it needs to be raised. Why is 21 the "magical" age that makes one intelligent and mature enough to consume alcohol? Surely, some adults abuse alcohol and some teenagers would be perfectly able to drink responsibly. Many have asked the question, should the drinking age be lowered from age twenty-one to age eighteen. The national drinking age for men and woman should remain at age twenty-one. Before 1982 there was no national conformity in the laws dealing with alcohol consumption legal age. Each state had different laws and regulations set on the drinking age. In the mid-1980's this changed. "The drinking age was set by federal law in the mid-1980's mostly because of pressure from Mothers against Drunk Driving (MADD)" (Dogan 1). This gave conformity throughout the nation with a national drinking law.?????????? ????????????????????????? Today there are many arguments put forth to justify attempts to lower the drinking age. One of the most prevalent arguments for the drinking age heard is, "if were old enough to be sent to war and die we are old enough to drink alcohol" (Heffernan 1). This argument has an underlined fallacy. When an eighteen-year-old youth is drafted into the military he is subjected to many months of rigorous training and preparation for his duties as a solider. Not only is he ...

Twilight 16. CARLISLE

16. CARLISLE He led me back to the room that he'd pointed out as Carlisle's office. He paused outside the door for an instant. â€Å"Come in,† Carlisle's voice invited. Edward opened the door to a high-ceilinged room with tall, west-facing windows. The walls were paneled again, in a darker wood – where they were visible. Most of the wall space was taken up by towering bookshelves that reached high above my head and held more books than I'd ever seen outside a library. Carlisle sat behind a huge mahogany desk in a leather chair. He was just placing a bookmark in the pages of the thick volume he held. The room was how I'd always imagined a college dean's would look – only Carlisle looked too young to fit the part. â€Å"What can I do for you?† he asked us pleasantly, rising from his seat. â€Å"I wanted to show Bella some of our history,† Edward said. â€Å"Well, your history, actually.† â€Å"We didn't mean to disturb you,† I apologized. â€Å"Not at all. Where are you going to start?† â€Å"The Waggoner,† Edward replied, placing one hand lightly on my shoulder and spinning me around to look back toward the door we'd just come through. Every time he touched me, in even the most casual way, my heart had an audible reaction. It was more embarrassing with Carlisle there. The wall we faced now was different from the others. Instead of bookshelves, this wall was crowded with framed pictures of all sizes, some in vibrant colors, others dull monochromes. I searched for some logic, some binding motif the collection had in common, but I found nothing in my hasty examination. Edward pulled me toward the far left side, standing me in front of a small square oil painting in a plain wooden frame. This one did not stand out among the bigger and brighter pieces; painted in varying tones of sepia, it depicted a miniature city full of steeply slanted roofs, with thin spires atop a few scattered towers. A wide river filled the foreground, crossed by a bridge covered with structures that looked like tiny cathedrals. â€Å"London in the sixteen-fifties,† Edward said. â€Å"The London of my youth,† Carlisle added, from a few feet behind us. I flinched; I hadn't heard him approach. Edward squeezed my hand. â€Å"Will you tell the story?† Edward asked. I twisted a little to see Carlisle's reaction. He met my glance and smiled. â€Å"I would,† he replied. â€Å"But I'm actually running a bit late. The hospital called this morning – Dr. Snow is taking a sick day. Besides, you know the stories as well as I do,† he added, grinning at Edward now. It was a strange combination to absorb – the everyday concerns of the town doctor stuck in the middle of a discussion of his early days in seventeenth-century London. It was also unsettling to know that he spoke aloud only for my benefit. After another warm smile for me, Carlisle left the room. I stared at the little picture of Carlisle's hometown for a long moment. â€Å"What happened then?† I finally asked, staring up at Edward, who was watching me. â€Å"When he realized what had happened to him?† He glanced back to the paintings, and I looked to see which image caught his interest now. It was a larger landscape in dull fall colors – an empty, shadowed meadow in a forest, with a craggy peak in the distance. â€Å"When he knew what he had become,† Edward said quietly, â€Å"he rebelled against it. He tried to destroy himself. But that's not easily done.† â€Å"How?† I didn't mean to say it aloud, but the word broke through my shock. â€Å"He jumped from great heights,† Edward told me, his voice impassive. â€Å"He tried to drown himself in the ocean†¦ but he was young to the new life, and very strong. It is amazing that he was able to resist†¦ feeding†¦ while he was still so new. The instinct is more powerful then, it takes over everything. But he was so repelled by himself that he had the strength to try to kill himself with starvation.† â€Å"Is that possible?† My voice was faint. â€Å"No, there are very few ways we can be killed.† I opened my mouth to ask, but he spoke before I could. â€Å"So he grew very hungry, and eventually weak. He strayed as far as he could from the human populace, recognizing that his willpower was weakening, too. For months he wandered by night, seeking the loneliest places, loathing himself. â€Å"One night, a herd of deer passed his hiding place. He was so wild with thirst that he attacked without a thought. His strength returned and he realized there was an alternative to being the vile monster he feared. Had he not eaten venison in his former life? Over the next months his new philosophy was born. He could exist without being a demon. He found himself again. â€Å"He began to make better use of his time. He'd always been intelligent, eager to learn. Now he had unlimited time before him. He studied by night, planned by day. He swam to France and -â€Å" â€Å"He swam to France?† â€Å"People swim the Channel all the time, Bella,† he reminded me patiently. â€Å"That's true, I guess. It just sounded funny in that context. Go on.† â€Å"Swimming is easy for us -â€Å" â€Å"Everything is easy for you,† I griped. He waited, his expression amused. â€Å"I won't interrupt again, I promise.† He chuckled darkly, and finished his sentence. â€Å"Because, technically, we don't need to breathe.† â€Å"You -â€Å" â€Å"No, no, you promised.† He laughed, putting his cold finger lightly to my lips. â€Å"Do you want to hear the story or not?† â€Å"You can't spring something like that on me, and then expect me not to say anything,† I mumbled against his finger. He lifted his hand, moving it to rest against my neck. The speed of my heart reacted to that, but I persisted. â€Å"You don't have to breathe?† I demanded. â€Å"No, it's not necessary. Just a habit.† He shrugged. â€Å"How long can you go†¦ without breathing?† â€Å"Indefinitely, I suppose; I don't know. It gets a bit uncomfortable – being without a sense of smell.† â€Å"A bit uncomfortable,† I echoed. I wasn't paying attention to my own expression, but something in it made him grow somber. His hand dropped to his side and he stood very still, his eyes intent on my face. The silence lengthened. His features were immobile as stone. â€Å"What is it?† I whispered, touching his frozen face. His face softened under my hand, and he sighed. â€Å"I keep waiting for it to happen.† â€Å"For what to happen?† â€Å"I know that at some point, something I tell you or something you see is going to be too much. And then you'll run away from me, screaming as you go.† He smiled half a smile, but his eyes were serious. â€Å"I won't stop you. I want this to happen, because I want you to be safe. And yet, I want to be with you. The two desires are impossible to reconcile†¦Ã¢â‚¬  He trailed off, staring at my face. Waiting. â€Å"I'm not running anywhere,† I promised. â€Å"We'll see,† he said, smiling again. I frowned at him. â€Å"So, go on – Carlisle was swimming to France.† He paused, getting back into his story. Reflexively, his eyes flickered to another picture – the most colorful of them all, the most ornately framed, and the largest; it was twice as wide as the door it hung next to. The canvas overflowed with bright figures in swirling robes, writhing around long pillars and off marbled balconies. I couldn't tell if it represented Greek mythology, or if the characters floating in the clouds above were meant to be biblical. â€Å"Carlisle swam to France, and continued on through Europe, to the universities there. By night he studied music, science, medicine – and found his calling, his penance, in that, in saving human lives.† His expression became awed, almost reverent. â€Å"I can't adequately describe the struggle; it took Carlisle two centuries of torturous effort to perfect his self-control. Now he is all but immune to the scent of human blood, and he is able to do the work he loves without agony. He finds a great deal of peace there, at the hospital†¦Ã¢â‚¬  Edward stared off into space for a long moment. Suddenly he seemed to recall his purpose. He tapped his finger against the huge painting in front of us. â€Å"He was studying in Italy when he discovered the others there. They were much more civilized and educated than the wraiths of the London sewers.† He touched a comparatively sedate quartet of figures painted on the highest balcony, looking down calmly on the mayhem below them. I examined the grouping carefully and realized, with a startled laugh, that I recognized the golden-haired man. â€Å"Solimena was greatly inspired by Carlisle's friends. He often painted them as gods,† Edward chuckled. â€Å"Aro, Marcus, Caius,† he said, indicating the other three, two black-haired, one snowy-white. â€Å"Nighttime patrons of the arts.† â€Å"What happened to them?† I wondered aloud, my fingertip hovering a centimeter from the figures on the canvas. â€Å"They're still there.† He shrugged. â€Å"As they have been for who knows how many millennia. Carlisle stayed with them only for a short time, just a few decades. He greatly admired their civility, their refinement, but they persisted in trying to cure his aversion to ‘his natural food source,' as they called it. They tried to persuade him, and he tried to persuade them, to no avail. At that point, Carlisle decided to try the New World. He dreamed of finding others like himself. He was very lonely, you see. â€Å"He didn't find anyone for a long time. But, as monsters became the stuff of fairy tales, he found he could interact with unsuspecting humans as if he were one of them. He began practicing medicine. But the companionship he craved evaded him; he couldn't risk familiarity. â€Å"When the influenza epidemic hit, he was working nights in a hospital in Chicago. He'd been turning over an idea in his mind for several years, and he had almost decided to act – since he couldn't find a companion, he would create one. He wasn't absolutely sure how his own transformation had occurred, so he was hesitant. And he was loath to steal anyone's life the way his had been stolen. It was in that frame of mind that he found me. There was no hope for me; I was left in a ward with the dying. He had nursed my parents, and knew I was alone. He decided to try†¦Ã¢â‚¬  His voice, nearly a whisper now, trailed off. He stared unseeingly through the west windows. I wondered which images filled his mind now, Carlisle's memories or his own. I waited quietly. When he turned back to me, a gentle angel's smile lit his expression. â€Å"And so we've come full circle,† he concluded. â€Å"Have you always stayed with Carlisle, then?† I wondered. â€Å"Almost always.† He put his hand lightly on my waist and pulled me with him as he walked through the door. I stared back at the wall of pictures, wondering if I would ever get to hear the other stories. Edward didn't say any more as we walked down the hall, so I asked, â€Å"Almost?† He sighed, seeming reluctant to answer. â€Å"Well, I had a typical bout of rebellious adolescence – about ten years after I was†¦ born†¦ created, whatever you want to call it. I wasn't sold on his life of abstinence, and I resented him for curbing my appetite. So I went off on my own for a time.† â€Å"Really?† I was intrigued, rather than frightened, as I perhaps should have been. He could tell. I vaguely realized that we were headed up the next flight of stairs, but I wasn't paying much attention to my surroundings. â€Å"That doesn't repulse you?† â€Å"No.† â€Å"Why not?† â€Å"I guess†¦ it sounds reasonable.† He barked a laugh, more loudly than before. We were at the top of the stairs now, in another paneled hallway. â€Å"From the time of my new birth,† he murmured, â€Å"I had the advantage of knowing what everyone around me was thinking, both human and non-human alike. That's why it took me ten years to defy Carlisle – I could read his perfect sincerity, understand exactly why he lived the way he did. â€Å"It took me only a few years to return to Carlisle and recommit to his vision. I thought I would be exempt from the†¦ depression†¦ that accompanies a conscience. Because I knew the thoughts of my prey, I could pass over the innocent and pursue only the evil. If I followed a murderer down a dark alley where he stalked a young girl – if I saved her, then surely I wasn't so terrible.† I shivered, imagining only too clearly what he described – the alley at night, the frightened girl, the dark man behind her. And Edward, Edward as he hunted, terrible and glorious as a young god, unstoppable. Would she have been grateful, that girl, or more frightened than before? â€Å"But as time went on, I began to see the monster in my eyes. I couldn't escape the debt of so much human life taken, no matter how justified. And I went back to Carlisle and Esme. They welcomed me back like the prodigal. It was more than I deserved.† We'd come to a stop in front of the last door in the hall. â€Å"My room,† he informed me, opening it and pulling me through. His room faced south, with a wall-sized window like the great room below. The whole back side of the house must be glass. His view looked down on the winding Sol Duc River, across the untouched forest to the Olympic Mountain range. The mountains were much closer than I would have believed. The western wall was completely covered with shelf after shelf of CDs. His room was better stocked than a music store. In the corner was a sophisticated-looking sound system, the kind I was afraid to touch because I'd be sure to break something. There was no bed, only a wide and inviting black leather sofa. The floor was covered with a thick golden carpet, and the walls were hung with heavy fabric in a slightly darker shade. â€Å"Good acoustics?† I guessed. He chuckled and nodded. He picked up a remote and turned the stereo on. It was quiet, but the soft jazz number sounded like the band was in the room with us. I went to look at his mind-boggling music collection. â€Å"How do you have these organized?† I asked, unable to find any rhyme or reason to the titles. He wasn't paying attention. â€Å"Ummm, by year, and then by personal preference within that frame,† he said absently. I turned, and he was looking at me with a peculiar expression in his eyes. â€Å"What?† â€Å"I was prepared to feel†¦ relieved. Having you know about everything, not needing to keep secrets from you. But I didn't expect to feel more than that. I like it. It makes me†¦ happy.† He shrugged, smiling slightly. â€Å"I'm glad,† I said, smiling back. I'd worried that he might regret telling me these things. It was good to know that wasn't the case. But then, as his eyes dissected my expression, his smile faded and his forehead creased. â€Å"You're still waiting for the running and the screaming, aren't you?† I guessed. A faint smile touched his lips, and he nodded. â€Å"I hate to burst your bubble, but you're really not as scary as you think you are. I don't find you scary at all, actually,† I lied casually. He stopped, raising his eyebrows in blatant disbelief. Then he flashed a wide, wicked smile. â€Å"You really shouldn't have said that,† he chuckled. He growled, a low sound in the back of his throat; his lips curled back over his perfect teeth. His body shifted suddenly, half-crouched, tensed like a lion about to pounce. I backed away from him, glaring. â€Å"You wouldn't.† I didn't see him leap at me – it was much too fast. I only found myself suddenly airborne, and then we crashed onto the sofa, knocking it into the wall. All the while, his arms formed an iron cage of protection around me – I was barely jostled. But I still was gasping as I tried to right myself. He wasn't having that. He curled me into a ball against his chest, holding me more securely than iron chains. I glared at him in alarm, but he seemed well in control, his jaw relaxed as he grinned, his eyes bright only with humor. â€Å"You were saying?† he growled playfully. â€Å"That you are a very, very terrifying monster,† I said, my sarcasm marred a bit by my breathless voice. â€Å"Much better,† he approved. â€Å"Um.† I struggled. â€Å"Can I get up now?† He just laughed. â€Å"Can we come in?† a soft voice sounded from the hall. I struggled to free myself, but Edward merely readjusted me so that I was somewhat more conventionally seated on his lap. I could see it was Alice, then, and Jasper behind her in the doorway. My cheeks burned, but Edward seemed at ease. â€Å"Go ahead.† Edward was still chuckling quietly. Alice seemed to find nothing unusual in our embrace; she walked – almost danced, her movements were so graceful – to the center of the room, where she folded herself sinuously onto the floor. Jasper, however, paused at the door, his expression a trifle shocked. He stared at Edward's face, and I wondered if he was tasting the atmosphere with his unusual sensitivity. â€Å"It sounded like you were having Bella for lunch, and we came to see if you would share,† Alice announced. I stiffened for an instant, until I realized Edward was grinning – whether at her comment or my response, I couldn't tell. â€Å"Sorry, I don't believe I have enough to spare,† he replied, his arms holding me recklessly close. â€Å"Actually,† Jasper said, smiling despite himself as he walked into the room, â€Å"Alice says there's going to be a real storm tonight, and Emmett wants to play ball. Are you game?† The words were all common enough, but the context confused me. I gathered that Alice was a bit more reliable than the weatherman, though. Edward's eyes lit up, but he hesitated. â€Å"Of course you should bring Bella,† Alice chirped. I thought I saw Jasper throw a quick glance at her. â€Å"Do you want to go?† Edward asked me, excited, his expression vivid. â€Å"Sure.† I couldn't disappoint such a face. â€Å"Um, where are we going?† â€Å"We have to wait for thunder to play ball – you'll see why,† he promised. â€Å"Will I need an umbrella?† They all three laughed aloud. â€Å"Will she?† Jasper asked Alice. â€Å"No.† She was positive. â€Å"The storm will hit over town. It should be dry enough in the clearing.† â€Å"Good, then.† The enthusiasm in Jasper's voice was catching, naturally. I found myself eager, rather than scared stiff. â€Å"Let's go see if Carlisle will come.† Alice bounded up and to the door in a fashion that would break any ballerina's heart. â€Å"Like you don't know,† Jasper teased, and they were swiftly on their way. Jasper managed to inconspicuously close the door behind them. â€Å"What will we be playing?† I demanded. â€Å"You will be watching,† Edward clarified. â€Å"We will be playing baseball.† I rolled my eyes. â€Å"Vampires like baseball?† â€Å"It's the American pastime,† he said with mock solemnity.

Consequences of the Korean War

Consequences of the Korean War * The Korean War never ended, and they are still under an armistice to this day. The Korean War is technically not over; all that's keeping the two sides from going to war again is a cease-fire agreement. * The Korean War brought the US and Russia further apart, and the fear of communism would later lead the US to throw itself into Vietnam, to avoid another North Korea. * It also brought China into conflict with the US, bringing bad feelings between the two countries which would last for decades. To this day, American troops are staitioned along the border between the Koreas and there are still reports of sporadic firing. * The war also created a strong bond between South Korea and the United States. * Syngman Rhee's southern regime became even more dictatorial, and in 1960 he resigned after student riots. South Korea only became more unstable with his departure, and it is only in the last two decades that South Korea has really seen sustained economic growth. * In North Korea, Kim Il-sung developed a full-scale personality cult, and ruled until his death in 1994. Tensions between the two countries remain to this day, perhaps seen best in North Korea's boycott of the 1988 Seoul Olympics, to which the USSR and PRC sent athletes. The legacy of the Korean War continues to haunt the United States, as the US worries about North Korea's possession of nuclear weapons. * * The Korean War was able to bring diverse effects to not only Korea but the World. The Korean War was one of the most destructive and brought economic and social damage to Korea. However, the Korean War was able to boost the economy of both Japan and the US.The Korean War also legitimized the United Nations and led to further expansion of military power. The Korean War also showed the growing anti-communist feeling across the US. The Korean War brought both positive and negative effects to the world. * The Korean War brought many negative effects to Korea. â€Å"The Kor ean War was one of the most destructive of the 20th century. Perhaps as many as 4 million Koreans died throughout the peninsula, two-thirds of them civilians. This compares, for example, with the 2. 3 million Japanese who died in WWII.China lost up to 1 million soldiers, and the US suffered 36,934 dead and 103,284 wounded. Other UN nations suffered 3322 dead and 11,949 wounded. † (http://encarta. msn. com/text_7 6559607__0/Korean_War. html) The Korean War also brought social damage to Korea, â€Å"especially in the North, where three years of bombing left hardly a modern building standing. †(http://encarta. msn. com/text_761559607__0/Korea_War. html) The war also reinforced the boundaries between the North and the South. North Korea remained a communist nation and South Korea became a free republic.This social difference still brings conflict even today. * Although the Korean War had negative effects on Korea, it did however boost the economy of Japan,† The war ha d a lasting consequence beyond Korea. Much of the material used in the war was bought from nearby Japan. This gave Japanese economy such an dynamic boot after the ravages of WWII that some have called the Korean War, Japan’s Marshal Plan, a reference to the US economic aid program that helped rebuild post-war Europe. The Korean War had similar effects on the American economy, as defense spending nearly quadrupled in the last six months of 1950. (http://encarta. msn. com/text_761559607__0/Korea _War. html) The Korean War although devastating to Korea was able to bring a new beginning to the Japanese with a better economy. The Korean War was able to give the Japanese the success that WWII gave the US after the depression. * Besides world economic success and social devastation the Korean War was also able to legitimize the United Nations as well as bring larger military expansion to the world. â€Å"It confirmed the ideas behind NSC-68, with its call for US to expand its milit ary and to lead an anticommunist alliance. Goldfield, pg 870) The Korean War also, â€Å"responsible for establishing America’s chain of military bases around the world and its enormous defense and intelligence system at home. † (http://encarta/msn. com/text_761559607__0/Korean_War. html) The Korean War was able to reinforce the idea of a more prominent military system and the importance of the United Nations. * The Korean War had both positive and negative effects. The Korean War was able to boost the economy of the Japanese government and revive their economy similarly to the way ours was during WWII. The Korean War, however, was very destructive to Korea.Both North and South Korea had much causality but they both were stretched economically. With the end of the Korean War it left Korea still split and still with a communist government to deal with even through today. The Korean War also legitimized the United Nations as well as brought more military power throughout the world. The effects of the Korean War can without a doubt still be seen throughout the world today. * January 14, 1950: Ho Chi Minh proclaims DRV (Democratic Republic of Vietnam). * April 25, 1950: Truman approves NSC-68 * May 30, 1950: In South Korea, Republic Of Korea elections.Many conservatives ousted by moderates. * June 25, 1950: North Korea crosses the 38th Parallel, invading South Korea. * June 25, 1950: First Blair House meeting. * June 26, 1950: North Korea's tanks reach the outskirts of Seoul. * June 27, 1950: Truman commits US Naval and Air support to South Korea. * June 27, 1950: American Delegate asks UN to furnish assistance to ROK (Republic of Korea) to restore international peace. * June 29, 1950: General MacArthur flies to South Korean headquarters at Suwon. * June 30, 1950: Truman and advisers agree to give MacArthur 2 divisions. July 2, 1950: NKPA (North Korean People's Army) takes Suwon. * July 22, 1950: Communist Chinese attack Nationalist Chinese islands, Quemoy and Little Quemoy. * July 29, 1950: MacArthur visits Formosa, home of the Nationalist Chinese defeated by Mao. * August 17, 1950: US announces in UN its goal of a unified, anti-Communist Korea. * August 27, 1950: US planes accidentally attack Manchurian airfields. * September 11, 1950: Truman approves NSC-81/1. * September 15, 1950: With US/UN/ROK forces pushed back nearly to the end of the Korean peninsula, MacArthur launches the Inchon Invasion. September 27, 1950: Walker's Eighth Army makes contact with X Corps. MacArthur gives OK for US forces to cross the 38th Parallel. * September 29, 1950: Syngman Rhee's government ceremonially restored in reconquered Seoul. * October 9, 1950: US Army crosses 38TH Parallel near Kaesong. * October 15, 1950: Wake Island Meeting * October 19, 1950: US forces occupy Pyongyang * October 24, 1950: MacArthur orders his troops into Korea's northernmost provinces. * October 25, 1950: South Korean ROK forces annihilated by PRC (People's Republic of China) forces at Pukchin. * November 1, 1950: First US vs.Communist Chinese fighting at Unsan * November 3, 1950: UN resolution passed, censuring North Korea for â€Å"breach of peace† * November 7, 1950: Congressional Elections in US, seen as a referendum on Truman's policy. * November 27, 1950: US Marines/Infantry surrounded by Chinese Communist forces at Chosin Reservoir. * November 30, 1950: In press conference, Truman admits US may be considering using A-Bomb. * December 15, 1950: Truman declares a state of national emergency. * January 4, 1951: Ridgway evacuates Seoul, withdraws from Inchon * January 25, 1951: Operation Thunderbolt. US/UN/ROK forces go back on the offensive. February 1, 1951: UN censures People's Republic of China for â€Å"aggression† * February 1951: Operation Killer begun. * March 7, 1951: Ridgway launches Operation Ripper. * March 15, 1951: US/UN/ROK forces retake Seoul. * March 24, 1951: MacArthur unilaterally issues an ultimatum to the People's Republic of China. * April 4, 1951: Congress endorses NATO, sends Eisenhower to head unified NATO command. * April 5, 1951: Operation Rugged. * April 5, 1951: Truman dismisses MacArthur from command. * May 3, 1951 to June 25, 1951: Senate Foreign Relations Committee investigates MacArthur's dismissal. April 14, 1951: Gen. James Van Fleet assumes tactical command of Eighth Army. * April 22, 1951: All-out Communist offensive fails to retake Seoul. * May 15, 1951: Another Communist offensive, again fails to take territory. * May 18, 1951: Ridgway launches counteroffensive. * May 18, 1951: UN nations start military goods boycott of the People Republic of China. * May 30, 1951: Operation Piledriver, an offensive against the Iron Triangle, begins. * June 30, 1951: Ridgway broadcasts first American overture for peace talks. * July 8, 1951: Peace talks begin at Kaesong. August 19, 1951: Communists accuse UN forces of violating the Kaesong area, suspend the talks. * October 25, 1951 : Peace talks resume at Panmunjom. * March 29, 1952: Truman announces he will not run for reelection. * April 11, 1952: Truman relieves Eisenhower of command so he can run for President. * June 1952: Washington authorizes bombing Korean power plants on the Yalu river. * July 11, 1952: US air attack on Pyongyang. * August 5, 1952: Rhee wins another clearly rigged election. * November 4, 1952: Eisenhower wins Presidential election in landslide. November 29, 1952: Eisenhower secretly goes to Korea on fact-finding mission * February 11, 1953: Eisenhower replaces the frustrated Van Fleet with Lt. Gen. Maxwell Taylor. * April 16, 1953: Communists attack â€Å"Pork Chop Hill† * April 26, 1953: Talks resume at Panmunjom. * June 8, 1953: â€Å"Terms of Reference,† regulating POW repatriation, signed. * July 19, 1953: Delegates reach agreement at Panmunjom. * July 27, 1953: Peace Treaty signed at Panmunjom. 38th parallel reset as boundary between communist North and anti-communi st South. Cold War tensions continue unabated.

What to do about immigration essays

What to do about immigration essays The concern about the impact that immigration impose on American society is not a new one. Since the discovery of the New World immigrants from all over the world moved to American continent in search of a better life, that this vast and rich in sources, yet scarce in population land had promised them. Soon the immigrants outnumbered the native population. They came from England, Europe and Asia. In addition, millions of Africans were imported as slaves. By 1700 the United States became a country of immigrants and more were still to come. At that time America welcomed everybody who ventured to settle in the new country. At the end of the last century, however, not all immigrants were gladly received. The Chinese Exclusion Act of 1882 shut the door for Chines immigrants. It was followed by Quota Act of 1921 and Immigration Act of 1924 which restricted immigration from southern and eastern Europe. Finally, the Immigration and Nationality Act of 1965 restricted the number of immigrants from every nation. Today, as the United States experience "the fourth wave" of immigration, the debate about what to do about it heats up. According to Linda Chavez, "In 1993 [...],over 800,000 legal immigrants were admitted to the United States and an estimated 300,000 illegal aliens settled here, more or less permanently. Over the last decade, as many as ten million legal and illegal immigrants established permanent residence..." (327). However, as Kenney David remarks the numbers by themselves, may not be so disturbing, for the foreign-born people represent only 8.7 percent of entire population of the United States (311). What bothers many Americans is the fact that the majority of immigrants comes from Latin America, predominately Mexico. The main objective of so-called "nativists", to whom one can refer Nicolaus Mills, is that the growing ratio of Hispanics leads to disintegration of the American nation as a union. In his article called "Lifeb...

The Changing nature of crime in the twenty-first century Essay

The Changing nature of crime in the twenty-first century - Essay Example Unlike in the past, cybercrime is no longer committed by only a small group of individuals, but by large criminal organizations which work with technology professionals who are criminally minded. Technology has affected the approaches by security departments in solving such crimes by requiring such departments to increasingly change and conform to the rapidly changing nature of crime. However, such departments such as INTERPOL will be able to combat these crimes in the future as they are developing institutions that would allow them to quickly adopt to the changing internet environment and to keep track of the masked criminals. For instance, the INTERPOL Global Complex for Innovation (IGCI) and the INTERPOL Digital Crime Center will facilitate INTERPOL’s efforts in fighting crime as they facilitate proactive research into latest techniques of training and coordinates various operations in fighting crime (Interpol, 2014). Traditional notions of jurisdiction do not necessarily limit the ability to investigate crime in the current cyber world. The network created by the internet allows responsible agencies and departments to properly investigate and bring the criminals to justice. In addition, international agencies such as INTERPOL are able to investigate crime without boundary limitations. Technological advancement has led to a shifty from violent crime to property crime (Grossberg & Tomlins, 2008). This is the trend that is most likely to be experienced in the future of

Creativity and Play Essay Example | Topics and Well Written Essays - 1500 words

Creativity and Play - Essay Example In reality teachers should be creative in so many areas in teaching felid such as, classroom environment, technology, and activities. To begin, and Teachers should be attention to the classroom arrangement. For example if the teacher is the one how is giving the lesson and explaining to student their desk should face the board, but if they are in team- working activity they should set in circle so they will communicate easily with each other (SARACHO,1998, p6). There should be an interaction between teacher and students; teachers must arrange the class depend on the current situation. Arranging classes properly is in the beneficial of students. Secondly, Technology is also a useful tool which enhances the creativity in classroom. Using computer, active table, and smart board will defiantly increase student engagement during the learning process (Lubart, pp 24). Educators should learn how to teach by technology to be creative. New digital technologies are very useful in classroom and educators should take an advantage of this opportunity and use it to help students in their learning process. Thirdly, activities also play important roles in creativity factor. It helps students to be innovative in solving their problems. Educators should give their students many useful activities that are aimed at helping them to participate and generate ideas. Getting involved in any kind of activity will increase the student IQ (Intelligence quotient) and make them critical thinker (LILLEMYR, 2009, p15). Learning and development depend on internal cognitive structures that are complex in their subsequent evolution and origins. These cognitive structures are intimately connected to children’s cultural and social worlds (WAGEMAKER et al, 1984, p46). Processes such as practice, exploration, mastery, repetition and revision are vital in extending, constructing and connecting cognitive structures. Play activities enable children to impose some structure or organization on a ta ste, engage in ongoing rehearsal of the cognitive processes and make sense of their experiences (MACLUSKY & COX, 2011,