Economic Models Essays - Labour Economics, Keynesian Economics

Economic Models The Classical model of the economy says that all markets always clear. The labor market failing to clear does not exist in the Classical model because of competitive exchange equilibrium in which prices and quantities always adjust perfectly. The Classical model is of a closed economy and the variables are real output, employment, real and nominal wages, the price level, and the rate of interest. It is easier to understand the classical model using five diagrams that are numbered one through five in Appendix One, The Classical Model. These diagrams represent the separate parts of the model that together illustrate, for the most part, the entire Classical model. Diagram one represents the production function, which shows the assumption that real output, y, is determined by the level of employment, N. So y is a function of N and from the slope of the function we can see that output rises as employment is increased. But there is a diminishing marginal productivity of labor, which means that each time employment increases, the increase in output will get smaller and smaller. Diagram one illustrates the relationship between output and employment in the short run, but does not determine the level of output or the level of employment. But when used together with other diagrams of the model, diagram one can be used to figure these things out. Diagram two is the labor market with the real wage, w, on the vertical axis and employment, N, on the horizontal axis. In the classical model, the supply of labor depends upon the real-wage level because as the real wage rises, more people are willing to work. The line SN represents the labor supply function and the line DN represents the demand for labor. As the real wage increases so does the labor supply function, but as the labor supply function increases, the demand for labor decreases. Because the Classical model makes real wages perfectly flexible and allows it to adjust to the level that clears the labor market, the real wage and the level of employment can be figured out by using diagram two. Once given the level of employment determined from diagram two, it is possible to use diagram one to figure out the level of output. So diagrams one and two, also know as the real sector, can be used to determine employment, real output, and the real wage without any knowledge of the monetary sector of the classical model. The monetary sector, given the level of real output, determines only the monetary or nominal variables such as the price level and the money wage. The separate treatment of the monetary sector and real sector is known as the 'Classical dichotomy.' To complete the model, diagrams three, four, and five are needed. Diagram three represents the Classical aggregate demand curve, which shows the relationship between real aggregate demand for output, y, on the horizontal axis, and the price level P, on the vertical axis. Real aggregate demand represents the sum of the demands for output of all the individuals in the economy. The Classical aggregate demand curve, AD, illustrates the level of aggregate demand for a given price level. Since the government or the central bank can control the quantity of money in circulation, it also controls the position of the Classical aggregate demand curve. But it can only control the price level and other nominal variables because it is independent of the monetary sector. The full understanding of the classical model comes with diagrams four and five, which consider money-wage determination and interest rate determination respectively. In diagram four, the real wage, w, is defined as the money wage, W, divided by the price level, P. For this reason there is a relationship between money wages and the price level which results in a straight line through the origin that corresponds to the real wage. The higher the price level, the higher the money wage must be to maintain any given real wage. Diagram five determines the interest rate, r, which is expressed as a percentage per period and depends upon the interaction of the savings and investment functions. The investment function, I, shows that the lower the rate of interest, the higher the amount of investment. The savings function, S, shows that the higher the rate of interest, the more will be saved. Because of the Classical dichotomy, diagram five is basically to show the breakdown of the use of income, or the demand for output, between expenditure on consumption and new capital goods. Like the Classical model,

Six Sigma @ General Electric Company essays

Six Sigma @ General Electric Company essays The most natural place to start a discussion on the Six Sigma quality improvement process is the definition taken from the General Electrics website, company that, as we know, applied this process to the highest degree. As such, Six Sigma is NOT "a secret society, a slogan or a clich", but "a highly disciplined process that helps us focus on developing and delivering near-perfect products and services"[1]. In an ever growing and more dynamic business environment as the companies are competing in today, the customer plays a center role. As a company, you sell products or services. Making sure that you have a targeted market or a potential one, a defined set of customers to whom you can sell these products is a must. However, because of a dynamic business environment, this must is often not enough. You must make sure not only that you can retain the present customer base, but also that you can gain new customers in time and expand your business. In this plot, the customer, as I said, plays a center role. This is because the growing competition allows him to move along to another company if he is not satisfied with the services offered by your own. Running along our train of thought, this means that the products and services you offer must be of the best quality. These are the two poles of the Six Sigma: customer satisfaction and product quality. Thus, the Six Sigma process is highly effective in a company "focused on customer satisfaction"[2] by offering a method and tools "for identification and improvement of both internal and external process problems to better meet customers' needs by identifying the variations in your organization's processes that might influence the customer's point of view negatively"[3]. The concept starts from the normal distribution theorem and the Gauss equation. The graphic for this function is referred to as the Gauss bell ...

Nursing - Nursing Leadership Research Paper Example | Topics and Well Written Essays - 2000 words

Nursing - Nursing Leadership - Research Paper Example It is about understanding the context in which a specific healthcare service is delivered. It may not be exactly about having a solid vision, but still it does involve having a nascent idea as to how things ought to be. It definitely involves having the ability to connect to other people. When one analyzes these salient attributes of nursing leadership, the one name that propitiously comes to my mind is that of Florence Nightingale. Florence Nightingale not only revolutionized the nursing practices as they existed in her times, but also happened to be an instrument of change. Comparing oneself with such a leadership icon is indeed humbling. Still, on doing so I have realized that I do share some attributes with Florence Nightingale, while I need to strive hard to muster some other attributes ascribed to this great nursing leader. Florence Nightingale as a Nursing Leader The one attribute of Florence Nightingale was that she came into nursing with a sense of passion. She happened to be from a well to do family and could have opted for some easy life by marrying into a status family as her family wanted her to do (Donahue, 2007, p. 199). However, contrary to this, Florence decided to be a nurse at the age of twenty five. There is no denying the fact that Florence’s choice of a career was imbued with a sense of purpose, a marked sense of direction and a passion for doing something extraordinary in the career she choose. For Florence, it was not about doing something great, but rather about doing little things with great love. That is indeed true that Florence Nightingale was a luminary and it is not possible for every nurse to achieve that exalted level of vision and purpose, still, considering the present state of healthcare, one indeed pines for that level of passion and zeal in the nursing services. The other big thing about Florence was tha t she had a clear cut sense of how things were at her times and how they should have been. In the Crimean War, Florence, though still lacking much serious experience, was appalled by the circumstances at the hospital at Scutari (Donahue, 2007, p. 201). In fact, learning from such experience, when Florence proposed for change in the way military hospitals were run and managed, she witnessed a stiff resistance from most of the health care personnel deployed in the military hospitals (Donahue, 2007, p. 202). I intensely believe that no matter how inexperienced a nurse happens to be, still every health care professional has an innate sense of how the things should be, at least a vague idea. In that context, Florence Nightingale not only served as a leader who acted as an instrument of change, but also played a pivotal role in the management and administration of change. With little hope of help from the military establishment, Florence

The Lottery Research Paper Example | Topics and Well Written Essays - 1000 words

The Lottery - Research Paper Example That is the main reason why the lottery happens every year although not everyone truly looks forward to it. This research paper takes a critical look at this story to establish how the writer uses imagery and other devices to communicate the central theme of the danger of blindly following customs. These exposes underlying backwardness and hypocrisy with which the administrative authority run its affairs (Hattenhauer, p.171). It goes further to draw comparisons and contrasts between Shirley Jackson’s â€Å"The Lottery† and Jane Glaspell’s â€Å"A Jury of Her Peers† focusing on the main characters that are both females living in a male dominated and conservative societies. They symbolize change as they are the ones out to change how things happen by their actions and words. â€Å"The Lottery† The friendly tone that Jackson uses to write the story and the way that she describes the days’ events leading up to the lottery draw actually manages to initially hide the darkness that is actually represented by the lottery (Smith, p.170). No doubt that not a single person in the town ever looked forward to the lottery draws every year because nobody wants to end up being pelted to death with stones just because your name was drawn out of a box. Before we establish the kind of lottery to be done, the preliminary preparations does not depict any kind of violence to give the image of a typically organized society. The man in charge of the process is very shabby and carries a black box that has been used for a very long time without being replaced; this depicts this tradition as an old custom that has no place in the modern society. According to Smith (p.117), the lottery as a practice feeds the blood lust of the villagers and the hypocrisy of the practice. In fact, it could also represent a study of the human psyche that shows how nobody truly knows his neighbor and how mundane activities could actually hold an evil intention behind it. The event is organized in a very shambolic manner with pieces of paper used to write the residents’ name for selection purposes. These events were organized in order to connect with the gods and ancestors for favour of blessings and abundant harvests. The writer however punches holes in the exercise even saying that these people did not even have an idea why they were taking part. They preserve this archaic tradition because it was passed down generations but no factual explanation of when and how it was started. According to Showalter (p.411), the lottery practice in the town itself presents society’s weakness and their ties traditions that they continue to practice even though everyone has already forgotten why the tradition started in the first place. Never mind the fact that they continue to practice legalized murder just because the society is afraid of what might happen if they actually stop the practice of murdering a person from the town every year as an o ffering for an excellent harvest. I find it hard to believe that nobody in the town questioned the reason for the lottery and its outcome. Even harder to fathom is why the townspeople pretend to be excited by the lottery when it is not something that normal thinking people would look forward for annual participation (Duffield, p.62). It can't just truly be all about not wanting to ruffle any feathers when it came to townspeople participation in the event. Why would somebody be afraid of being rejected by their neighbors for not wanting to participate in a bloodbath year after year? No. This was a town that rejected change and the disruption of traditions for some reason. The lottery ends in murder committed annually in a very inhuman way; the

Viewing Disability Binary vs. Continuum Coursework

Viewing Disability Binary vs. Continuum - Coursework Example In this regard, viewing disability in a binary sense would be unfair as persons who have suffered disabilities because of one reason or the other. Therefore, it should be seen as a continuum and hence set as a bio-psychosocial representation incorporating both social and medical forms of disability. A binary view of disability would further hinder an interactive and accommodative situation of the complexities of his or her impairment or disability and the environment. Viewing the disability as a continuum would afford the individual the chance to see all aspects of their body functioning. It would also open for them the opportunity to exploit their capacity and partake in various activities. On the other hand, a binary view of disability would not consider the interrelation between the resultant interaction of contextual factors and an individuals health condition where disability should be regarded as an injury. It should also be measured in the context of the limitations in the activities an individual can perform their capacity and their performance at society levels hence. Schelly, D. (2008). Problems associated with choice and quality of life for an individual with intellectual disability: a personal assistants reflexive ethnography. Disability & Society, 23(7), 719-732.

Has Globalisation Made The World More Dangerous?

Has Globalisation Made The World More Dangerous? Currently the world grapples with the worst economic downturn in decades, a growing body of research suggests the complexity of the modern global economy may make us more vulnerable than ever to catastrophe. Globalisation has impacted societies around the world in both positive and negative ways. Despite positive changes in certain areas though, there are two significant factors that make the globalised (and globalising) world a more dangerous place with respect to the rise of non-State threats. The spread of information and technology greatly increases the risks associated with any given terrorist attack; and economic transformations related to globalisation have left large portions of society disenfranchised while increasing the polarisation of wealth. Furthermore, the globalisation of culture, economics and religion has been a main reason for the increase in non-state threats and violence carried out by insurgents. Since the emergence and expansion of globalisation in the 1990s, t he world has experienced increased problems. The proposed problems are; increased terrorist activity, gaps between religion and cultural ideologies widening, global financial systems being less stable, dangers of pandemic diseases increasing, and global climate change becoming a major danger. One has to explore the extent to which globalisation has created a situation in which non-State threats can thrive and affect a wider number of people, thus making the world a more dangerous place. Globalisation can be defined as the integration of economic, social and cultural relations across borders (CLARK, 1997), and Globalization is best understood as the creation of a variety of transboundary mechanisms for interaction that affect and reflect the acceleration of economic, political and security interdependence. (KAY, 2004: 10) The term non-State threats refers to groups and individuals such as ethnic militias, cults, organised crime and terrorism. (CHA, 2000) Although terrorism has no wid ely accepted definition it has come to mean the use of violence by small groups to achieve political change. (BAYLIS, SMITH, OWENS, 2008: 372) The relationship between non-State threats and globalisation is difficult to describe accurately, but it is inaccurate to suggest that globalisation is responsible for their rise, but technologies associated with globalisation have been exploited. Furthermore the economic transformations that have occurred due to globalisation have made it easier for terrorists to operate globally, communicate between one another and manoeuvre arms, and the breaking down of national territorial and trading boundaries also means that threat can travel further distances. The question asserts that there has been a rise in non-state threats. Indeed, the post cold war era has seen a rise of non-State forms of insurgency and violence, most notably in Mexico, Palestine, Bosnia, Somalia and Rwanda. Global Conflicts seem to be changing from wars between states to wars within them. Of the 89 conflicts between 1989 and 1992 only 3 were between states. These conflicts were seen to be non-State, post-ideological, and more devastating in terms of their human effects. Indeed the world has become a more dangerous place in the last twenty years. However, in order to make a judgement on whether globalisation has been the main cause, one has to assess the extent to which globalisation has helped increase the level of threat posed by non-state insurgency and the potential harm this can cause to the global population. Firstly, globalisation has made the world a more dangerous place as the technological advances associated with globalization have improved the capabilities of terrorist groups to plan and conduct operations with far more devastation and coordination. (BAYLIS, SMITH, OWENS, 2008: 378) The spread of technology, due to globalisation, has huge implications when considering the risk of any given terrorist attack. Globalisation has resulted in more trade, more connectivity, more markets, and more openness, and has therefore greatly enhanced the likelihood of any of a number of weapons of mass destruction, biological, chemical or nuclear, becoming accessible to terrorist groups. Today the potential harm that one terrorist attack can cause is staggering. Weaponry is more widely available in the modern day because they are far more easily bought, sold and transported. Advances in technology have contributed to The mobility of ideas, capital, technology, and people (WEBBER, BARMA, KROENIG, RAT NER, 2007: 50). Therefore non-Sate threats of the present day have a far greater capacity to cause harm globally due the advancement of world communications, transport and other technology. Todays international terrorism owes much to globalisation. Al Qaeda uses the internet to transmit messages, it uses credit cards and modern banking to move money and it uses cell phones and laptops to plot attacks. Globalisation has also empowered terrorist groups as it has allowed an un-censored increase in the volume, range and sophistication of propaganda materials. (BAYLIS, SMITH, OWENS, 2008) An example of this can be seen from 1997 when a website posted the Tupac Amaru Revolutionary Movements communiquà ©s and videos during the seizure of the Japanese embassy in Lima. Furthermore, the terrorist organisation, the Liberation Tigers of Tamil Eelam, has a website that promotes the group as internationally accepted and that they are committed to conflict resolution. Any computer can be used for propaganda purposes, such as with the printing of leaflets, and globalisation has allowed its influence to reach the furthest corners of the Earth. This has made the world more dangerous as the harmful ideals and objectives of terrorists can be spread with ease, and are more accessible to the general public, through the internet, video and various other methods. The technological advancement brought on by globalisation has also meant non-state threats like terrorists can mount co-ordinated attacks, from various areas, in different countries. (BAYLIS, SMITH, OWENS, 2008) The London Underground bombings in July 2005, the Madrid bombings in March 2004 are but two examples. Extremist, fundamentalist groups, terrorists, criminals, and drug smugglers have been enhanced by the globalisation of technology and information. (CHA, 2000) Technologies including hand held phones and radios have allowed insurgents to operate independently and at substantial distances from one another. For example the Global System for Mobile Communications (GSM) standard ensures that any compliant phone will work anywhere in the world where a GSM network has been established. Therefore insurgents can conduct attacks in locations that are geographically separated by large distances. The improvement in global communications brought on by globalisation has certainly aided mil itant Islamic non-State threats as they appear presently to have global depth, power, and reach. For example, the 9/11 hijackers utilized cheap and readily available pre-paid phone cards to communicate between cell leaders and senior leadership and, according to at least one press account, coordinated final attack authorization prior to the jets taking off from different locations. (BAYLIS, SMITH, OWENS, 2008: 380) Moreover, to a certain extent, terrorism has become much harder to counter due to globalisation because groups such as the Islamic fundamentalists have developed into a virtual global community rather than a hierarchical organisation with fixed training camps and headquarters. Various measures have been put in place for privacy on the internet such as passwords and the development of 64 and 128 bit encryption software which is tough to crack. Threatening Non-State groups are fairly well protected in their virtual community. Therefore, not only have technological advanceme nts, spread throughout the world by the process of globalisation, allowed terrorists to co-ordinate with more efficiency, but they have provided more security for non-State threatening actors as well. Terrorist groups have been able to leverage technological developments designed to shield a users identity from unauthorized commercial or private exploitation (GUNARATNA, 2002: 35). Globalisation has also helped Non-State threats of the present day have incredible mobility and what is more frightening is their potential lethality as well. Globalisation has made the crossing of international boundaries far easier. In recent years terrorists have been able to move rapidly between borders, making efforts to track them very complicated. Global commerce has been expanded hugely and this has helped increase the mobility of non-State threats. The volume of air travel and goods that pass through ports has increased exponentially through globalization (BAYLIS, SMITH, OWENS, 2008). The expanding global system of markets has meant border security measures have been relaxed in many areas. Moreover, demands for the efficient supply, manufacture and delivery of goods has made life more difficult for Sates to prevent terrorists exploiting gaps in security measures, which were originally created to deter illegal activity. An increase in mobility has also made it easier for thre atening non-State groups to transfer expertise between one another, and it has become easier for terrorist groups to establish operational bonds with their counterparts and sponsors across the world. Such collaboration flourished in the 1990s, and members of the international terrorism community are believed to have trained in many countries such as Afghanistan; Bosnia-Herzegovina; Chile; Colombia; Iran; Iraq; Libya; Mexico; North Korea; Pakistan; Sudan; Syria; and Turkey. Moreover globalisation has increased the potential lethality of non-State threats. Globalization may allow some terrorist groups to acquire, manufacture, and use weapons of mass destruction in order to conduct catastrophic attacks. (BAYLIS, SMITH, OWENS, 2008: 382) Since the end of the cold war we have been given reason believe that attacks in the future by threatening non-State groups may involve weapons of mass destruction. For example, evidence recovered in Afghanistan in 2001 outlined plans by Al Qaeda to prod uce and test biological and chemical weapons. Globalisation has facilitated access to weapons as opportunities to transport weaponry internationally have grown substantially with the opening of markets and increased trade associated with a globalising world. It has greatly enhanced the likelihood of threatening non-State actors gaining possession of weapons of mass destruction, and therefore there has been a substantial increase in the harmful potential that modern day terrorist attack entails. The breaking down of national trade barriers and the move towards a global free market by globalisation has certainly aided non-State threats. Globalisation is coupled with an ideology of free markets and free trade and a decline in state intervention. (SHELLEY, 2006) The opening of markets has its global benefits but it can also aid terrorists as it has increased their capability to organise and strike globally. The 9/11 attacks are the best example as it was the heart of the US that got struck, which is a fair distance from the Al Qaeda heartland in the Middle East. Globalisation has made the transfer of money across borders literally instantaneous, and opportunities to transport weapons internationally have grown substantially with the opening of markets and increased trade associated with a globalising world. (LI, QUAN, SCHAUB, 2006) The acceleration of trade between states, has resulted in the establishment of Multi-National Corporations (MNCs), and has thus instituted transnati onal organisations that operate by their own rules and regulations rather than that of the governments. The creation of transnational organisations has facilitated trade with less government intervention and this has supported the boom of illicit trade as there are fewer regulations from the government to check the system. Furthermore, the rise in illegal trade of drugs and arms has made it easier for terrorists to fund their organisations and broaden it. As a result of this illicit trade, today terrorism has, in a sense, become a transnational organisation that cannot be easily checked and corrected by the government. Thus terrorists pose more threat to a greater number of people due to globalisation. The current wave of international terrorism, characterised by unpredictable and unprecedented threats from non-state actors, not only is a reaction to globalisation but is facilitated by it. (CRONIN, 2002) A relevant example for this would be resurgence of Al Qaeda and regrouping of T aliban, both labelled as terrorist organizations, funded with cash from heroin trade. (SHANTY, 2008) Globalisation has also made the world more dangerous by creating a system in which international crime, a form of non-State threat, can prosper. Transnational criminals are major beneficiaries of globalisation. Terrorists and criminals move people, money, and commodities through a world where the increasing flows of people, money, and commodities provide excellent cover for their activities. Both terrorists and transnational crime groups have globalised to reach their markets, to perpetuate their acts, and to evade detection (SHELLEY, 2006), thus making the world essentially more dangerous. Globalisation advocates the reduction of international regulations and barriers to trade and investment in order to increase trade and development. However, it is these conditions of a globalised environment that are crucial to the expansion of crime, as the decline in regulations have been exploited and has provided criminals with greater freedom. Transnational crime groups have been able to exte nd their reach by exploiting loopholes of state based legal systems. They travel to regions where they cannot be extradited, base their operations in countries with ineffective or corrupt law enforcement, and launder their money in countries with bank secrecy or few effective controls. By segmenting their operations, both criminals and terrorists reap the benefits of globalization, while simultaneously reducing their operational risks. (SHELLEY, 2006: WEB) Furthermore, globalisation has resulted in global trade increasing enormously, meaning there has been a larger flow of legitimate commodities but also an increase in illicit merchandise. Essentially the world has become more dangerous as globalisation has facilitated the movement of drugs, arms and contraband; which can in turn be used to generate profit for illegal non-State organisations. The drug trade was the first illicit sector to maximise profits in a globalised world. However, as the market for drugs became more competitiv e and law enforcement responses increased, the risk became greater meaning criminals have subsequently sought to benefit financially from other operations like arms trafficking and trade in people. A major service industry has also developed to serve all forms of transnational criminals (SHELLEY, 2006: WEB). For example, providers of false documentation and money launderers such as Riggs Bank in Washington D.C which was prosecuted for laundering money for the dictator of Equatorial Guinea. Overall globalisation has had quite a profound effect on the international criminal community. It has created a situation in which it is easier to prosper from illicit activities, and thus the world is worse off for it. Globalisation is seen by many in todays world as an invasion of different cultures by western (predominantly American) products and materialism. Therefore violence has been sighted by many non-State actors as the only method to preserve certain traditions and values from Americanisation. Western secular, materialist values are increasingly rejected by those seeking to regain or preserve their own unique cultural identity. (BAYLIS, SMITH, OWENS, 2008) Therefore the world may have become a more dangerous place as the process of globalisation, which is viewed by many as a silent American invasion of western ideals and goods, has and will continue to provoke violent reactions throughout the globe. Since the 1990s there have been many social changes due to globalisation, and the spread of free market capitalism appears to overwhelm the identity or values of certain groups. As the new globally connected system is not to the liking of many people, cultural friction may translate into confli cts divided along religious or ethnic lines to preserve cultural identity. Furthermore, economic transformations related to globalisation have left large portions of society disenfranchised while increasing the polarisation of wealth. As Sandbrook and Romano point out, in the era of globalisation, [Economic] inequality has risen in most countries, and in many cases sharply. (SANDBROOK, ROMANO, 2006: 107) Certain fringe groups have suffered terribly from the economic impact of globalisation. Other classes amongst society may have much to gain but the sense of deprivation of those who dont may become a powerful motivator for violence, and globalisation has left out those who pose the greatest threat. The western post-industrial states of the global North dominate international economic institutions such as the World Bank, set exchange rates, and determine global fiscal policies (BAYLIS, SMITH, OWENS, 2008). These actions can often be unfavourable to underdeveloped countries, and provide motivation for many in the global South to shift loyalties to illegal act ivities such as terrorism. Globalisation has provided access to a world market for goods and services, but this has often been perceived as a form of western economic imperialism, and thus can also motivate violence. Globalisation is widely believed to have had a generally positive impact on global economic growth, but the effect of globalisation on employment and the distribution of incomes have been intensely debated in recent years. It does create pressures leading to increased inequality in some countries and the need for structural adjustment in all. Therefore, many in the under-developed world have little opportunity to obtain wealth locally, and this has in turn caused mass emigration to urban centres. However movement is no guarantee of success, and in this case individuals may turn to violence for political or criminal reasons. In conclusion, globalisation has provided threatening non-State actors with a number of benefits. It has improved the technical capabilities of terrorists and given them global reach, and has created a system in which crime has become far more international. Moreover, globalisation has been seen by many as a western intrusion of other cultures and religions which has motivated violence. Essentially all these factors have certainly made the world a more dangerous place. However, in the era of the Cold War before globalisation took its largest strides, a war between the USA and the USSR had the potential to harm nearly everyone on the planet. This is something terrorists, ethnic militias, and global criminals can never achieve despite now having global reach. The potential threat posed pre-globalisation was greater than that of non-State threats of the present day. On the other hand the Cold War did not harm many at all whereas international terrorism now is causing problems all over t he globe. The world may indeed be more dangerous due to the increased powers of non-State threats thanks to globalisation, but the actual danger of new international terrorist networks to the regimes of stable states in the developed world, but also in Asia, remains negligible. Horrifying though the carnage of 9/11 was in New York, it left the international power of the US and its internal structures completely unaffected. (HOBSBAWN, 2008) Terrorism has advanced due to globalisation and has the potential to cause global harm but it can never challenge the existing world order. Globalisation has resulted in both criminals and terrorists developing transnational networks, dispersing their activities, their planning, and their logistics across several continents, and thereby confounding the state-based legal systems that are used to combat non-State transnational aggressors in all their permutations. Threatening non-State groups are major beneficiaries of globalisation. Terrorists and criminals move people, money, and commodities through a world where the increasing flows of people, money, and commodities provide excellent cover for their activities. Both terrorists and transnational crime groups have globalised to reach their markets, to perpetuate their acts, and to evade detection. Therefore, the world has indeed become more dangerous, to a certain extent, as globalisation has created a system in which threatening non-State actors can operate with more organisation and ease; and the consequences are that damage can be caused all over the modern day world.

Violent Video Games Dont Lead to Increases In Violent Behavior Essay

A young, blonde woman stands with her fists raised. She shifts her weight back and forth, staying in constant motion. Her jaw is set and her blue eyes dangerous. She faces her opponent with no fear. Her fellow combatant is a skilled warrior and a member of a Shirai Ryu clan. He’s spent years mastering his own special style of martial arts. The woman observes him carefully. He’s muscular and, no doubt, fast. She cannot see most of his face, as a gold and black mask obscures it, but she can see his eyes. They’re merciless. She eyes the harpoon at his hip. He’ll probably go for that first and try to stun her with it. The cue is given and, sure enough, he grabbed his harpoon and aimed it at her, snarling, â€Å"Get over here!† She’d anticipated his moves well and she sidestepped his harpoon. He figured out that she knew his obvious attacks, he began to use more quick attacks, moving quickly in the shadows, confusing her. He soon overpowers her. Dazed and dizzy, she is at his mercy. Unfortunately, mercy is a quality he lacks. He wraps his harpoon around her neck and opens a portal. She’s pulled into it and he holds onto his chain tightly. Another portal opens above and her body dangles from it, strung up by his chain. The announcer’s voice lets out in a deep grumbling voice, â€Å"Fatality†. Meanwhile, in a living room, the gruesome scene fades to black and two friends laugh at each other for the graphic execution and go on playing the newest release of the Mortal Kombat series. While today’s games are ridiculously violent, can one honestly believe they can open a portal to hang their enemies? Do video games really warp the mind and cause players to be aggressive? Recent studies say no. It is not the game’s fault for a player to react viol... ...While there are violent games out there, children could, with the help of their parents, play cleaner games such as The Legend of Zelda or any game in the Mario series, and in the end, be benefited from it. Whether their stress is relieved, their brains stronger, or their connections with their families made unbreakable, video games can truly be a good thing for kids. Works Cited Hanna, Patrick. â€Å"Players. Not Games, Cause video game violence.† New Zealand Herald. New Zealand Herald, 27 July 2010. Web. 24 October 2011. Jayson, Sharon. â€Å"Study the Player, Not the Game.† USA Today. USA Today, 15 September 2011. Web. 24 October 2011. Jayson, Sharon. â€Å"Video Games Tied to Aggression.† USA Today. USA Today, 1 March 2010. Web. 24 October 2011. Paulson, Ken. â€Å"How obscene is video game violence?† USA Today. USA Today, 2 November 2010. Web. 24 October 2011.

The White Pages Website in Context of an Information System

Examine the White Pages Website in context of an information system Submitted by: Ivan Tabal Submitted to: Mr. Chris Kalodikis Information Processes and Technology Year 11 Marist College Kogarah Introduction The White Pages website’s purpose, like other telephone directories, is to allow the telephone number of a subscriber identified by name and address to be found. Subscriber names are generally listed in alphabetical order, together with their postal or street address and telephone number. The general purpose of the website is to allow people to easily find others through search features, such as quick search and reverse lookups.This report will examine the purpose and its importance of the White Pages website, the information processes involved and the people who use it and also the participants who’s contributed towards its development. It will then go on to outline the appropriate data needed to run the website and also the information technology involved in order to produce the website. The final part of the report will discuss the influences made by the environment during the website’s development and the social and ethical issues raised during the website’s development. The Purpose * Who is the white pages for?The Purpose of the white pages is to provide information of peoples, name address, phone number. It also provides information on businesses, and governments organisations. It was originally designed to help people find quick information about others for travelling purposes. But today it is slowly becoming obsolete due to some ethical and social issues. * Why is it an important source of information? It was an important source of information because it contained important details about people, which could be accessed to help friends or family members easily find their location or call them.The White pages provide information on suitable shops that people would want to attend to and for different types of problems. This includes the taxation companies, it companies The Information Processes Involved * How is the data collected? Data is collected through a number of ways into the white pages. Each year it must print out white pages about businesses and residence. It can collect its information by people who have provided them with information about either residential or Business or The white pages reuses information from older contacts that have been given before. * How is data organized?Data is organized into three categories: 1st Category is the residential. It contains addresses and phone numbers of people who have registered in the white page and provide their information to be easily found. 2nd Category is for Businesses, which use the website to mostly advertise to the public which can hopefully give them an edge over other businesses. But today businesses mostly use the internet to advertise and the TV or billboards. 3rd Category is the Government category which shows laws in the states, educ ation, provides information on immigration, health and other social factors that can affect a person.But the information is very limited and contains nothing for most of the links clicked except education. The data is then sub organised into different section, e. g. for Businesses it provides different categories for IT, Taxation, Health, Banking, Beauty and etc. This is made to easily locate the business which the consumer is looking for. * How is the data analysed? The data from the people of businesses or of residents is firstly stored on the website as data. It is then transformed according to what information it contains into 3 categories. Data is searched, selected and sorted.We as users of the website are able to Search and Select the data which is provided through the white pages. But before we are able to do this it must be entered and classified by the Analysts and People working in White Pages * How is the data stored? Data can be stored in different ways on the White Pag es. Most likely on Rational Database which is stored and kept on a server. This allows for the White pages website to keep the information in one particular spot without moving the hardware. The data is retrieved by people by first clicking on the object we want to see.The request then goes to the hardware server and the request is searched and goes back to the user with the information so he can see. * How is the data processed? Data is processed through a number of ways. Existing records of the white pages are renewed each year. They are asked about any changed that have occurred to see if the company has changed or close down and then update the white pages. The same process is done with residents, and updated, but if the residents do not want their information held in the white pages they can take it down. * How is the data transmitted?The data is transmitted through the internet to users. From the White pages server through the internet of the person’s computer and then displays the requested information to the person. * How is the data displayed? It can be displayed through a number of ways which can include Screens and Printers. Screens – Displays the text and information through a screen of a computer. Printer – Displays the text in a book which can be written and printed. The Participants Involved When the white pages were created, they were created by a company which collected information about people.Workers of the white pages may have included system analysts, printer, directors, overseers, editors and people who collected the information from customers either by going from door to door or registering them in the local post office. People who used the white pages were every day citizens. They needed the white pages before to find each other when needed. Now the citizens of the new generation are stopping to use the white pages even though by law they must be printed. The Appropriate Data * Residents who register into the white pages can provide: * Their first and last name Suburb * Address * Phone number * Businesses who register can provide: * Their name * Owners name * Phone number * Suburb they are located * Brief description about them * Government who register have to provide * Name of Business of Government * Phone * Address The Methods of Information Technology Required * Hardware involved in producing the White Pages Website * Internet-ready PC * Domain * Fibre optics (wired internet) * Software required to produce the White Pages Website * HTTPD e. g. Apache * Internet * Computer methods required to output information Audio; speakers, headphones, earphones, headsets, microphones * Hardcopy; printing, photocopying * Internet services The Influences Made Towards the Environment During the Website’s Development Like many other telephone directory companies, running phone books on websites has made positive impacts towards the reduction of cutting down trees and also the disposal of phone book s in landfills which is a major contributor towards pollution. A survey shows that almost 75% costumers are completely unaware of the environmental and financial impact in printing, delivering and recycling these books.Online access to white pages, yellow pages etc. is becoming more and more popular and a much better choice as it is easier to find others whilst also making positive contributions to the reduction of phone book wastes. It is also cheaper and easier to run for companies due to the ease of access and flexibility it provides for their employees, whereas phone book publishers go through a series of process in order to make and deliver their phone books, every year. As for the website, it only requires minimal effort to keep it running, at a lower cost and in a less tedious manner.The THREE Social and THREE Ethical Issues Raised in the Development of the Website Social and ethical issues associated with: 1. Planning, design and implementation * Machine-centred systems simp lify what computers do at the expense of participants * Human-centred systems as those that make participants’ work as effective and satisfying as possible * How the relationships between participants change as a result of the new system * Ensuring the new system provides participants with a safe work environment * Awareness of the impact the system may have on the participants: * Opportunities to use their skills Meaningful work * Need for change * Opportunities for involvement and commitment 2. Information systems and database * Acknowledgment of data sources * The freedom of information act * Privacy principles * Accuracy of data and the reliability of data sources * Access to data, ownership and control of data * New trends in the organisation, processing, storage and retrieval of data such as data warehousing and data-mining 3. Communication systems * The use of communication systems to share knowledge, not just data * Issues related to messaging systems Ideas delivered by this means appear less forceful and caring than ideas delivered personally * Danger of being misinterpreted * Power relationships * Privacy and confidentiality * Electronic junk mail * Information overload * Implications of Internet trading including: * Local taxation laws * Employment ramifications * Nature of business * Trading over the Internet and its commercial implications * The difficulties of censoring content on the Internet * Issues arising from Internet banking, including: Security of banking details * Changing nature of work * Branch closure and job loss * The removal of physical boundaries by enabling: * Work from home * Virtual organisations, ie organisations structured around the communication system * Removal of national and international barriers to trade * How participants are supported: * Individuals by providing a means for communication * Participant teams by enabling the exchange of ideas and data * The emerging trend of accessing media such as radio and vid eo across the Internet

How Computers Affect Human Being Essay Example

How Computers Affect Human Being Essay Example How Computers Affect Human Being Essay How Computers Affect Human Being Essay Essay Topic: Black Panther Film The night is dark and silent. A young boy and his father are alone in a hut in the middle of the jungle. Soon the father leaves his son alone and goes out into the jungle. Where does he go and why? OBJECTIVES At the end of this lesson, you will be able to: read and understand a story in English; use homophones correctly; use the to-infinite, gerunds and participles appropriately; edit your writing; and give and take messages. 13. 1 SECTION I Tembu, the boy, opened his eyes in the dark and wondered if his father was ready to leave the hut on his nightly errand. There was no moon that night, and the deathly stillness of the surrounding jungle was broken only occasionally by the shrill cry of a cicada. Sometimes from far off came the hollow hammering of a woodpecker, carried along on the faint breeze. Or the grunt of a wild boar could be heard as he dug up a favourite root. But these sounds were rare, and the silence of the forest always returned to swallow them up. ENGLISH 111 The Tiger in the Tunnel The Tiger in the Tunnel Baldeo, the watchman, was awake. He stretched himself slowly unwinding the heavy shawl that covered him. It was close on midnight and the chill air made him shiver. The station, a small shack backed by heavy jungle, was a station in name only; for trains only stopped there, if at all, for a few seconds before entering the deep cutting that led to the tunnel. Most trains merely slowed down before taking the sharp curve before cutting. Baldeo was responsible for signalling whether or not the tunnel was clear of obstruction, and his manual signal stood before the entrance. At night it was his duty to see that the lamp was burning, and that the overland mail passed through safely. ‘Shall I come too, Father? ’ asked Tembu sleepily, still lying in a huddle in a corner of the hut. ‘No, it is cold tonight. Do not get up. ’ Tembu, who was twelve, did not always sleep with his father at the station, for he had also to help in the home, where his mother and small sister were usually alone. They lived in a small tribal village on the outskirts of the forest, about three miles from the station. Their small rice fields did not provide them with more than a bare living and Baldeo considered himself lucky to have got the job of Khalasi at this small wayside signal stop. Still drowsy, Baldeo, groped for his lamp in darkness then fumbled about in search of matches. When he had produced a light he left the hut, closed the door behind him and set off along the permanent way. Tembu had fallen asleep again. Notes INTEXT QUESTIONS 13. 1 I. a. What is the father’s name? . What is his son’s name? c. How old is the son? II. a. Where did Baldeo spend the night? b. What was Baldeo responsible for? III. a. Where did Baldeo’s family live? b. Why did Baldeo have to take up the job of a Khalasi? IV. Pick out three phrases which describe the station from the list below. dark and cold; a small shack; surrounded by rice fields; in the middle of a thick forest; near a tunn el; in a tribal village. 112 ENGLISH The Tiger in the Tunnel The Tiger in the Tunnel 13. 2 SECTION II At midnight, Baldeo goes out of his hut, into the thick forest. The jungle is full of dangerous animals, but Baldeo has a job to do and it is important. Notes Baldeo wondered whether the lamp on the signal- post was still alight. Gathering his shawl closer about him, he stumbled on, sometimes along the rails, sometimes along the ballast. He longed to get back to his warm corner in the hut. The eeriness of the place was increased by the neighbouring hills which overhung the main line threateningly. On entering the cutting with its sheer rock walls towering high above the rails, Baldeo could not help thinking about the wild animals he might encounter. He had heard many tales of the famous tunnel tiger, a man-eater, which was supposed to frequent this spot; he hardly believed these stories for since his arrival at this place a month ago, he had not seen or even heard a tiger. There had, of course, been panthers, and only a few days ago the villagers had killed one with their spears and axes. Baldeo had occasionally heard the sawing of a panther calling to its mate, but they had not come near the tunnel or shed. Baldeo walked confidently for being a tribal himself, he was used to the jungle and its ways. Like his fore-fathers he carried a small axe; fragile to look at but deadly when in use. He prided himself in his skill in wielding it against wild animals. He had killed a young boar with it once and the family had feasted on the flesh for three days. The axehead of pure steel, thin but ringing true like a bell, had been made by his father over a charcoal fire. This axe was part of himself. And wherever he went, be it to the local market seven miles away, or to a tribal dance, the axe was always in his hand. Occasionally an official who had come to the station had offered him good money for the weapon, but Baldeo had no intention of parting with it. The cutting curved sharply, and in the darkness the black entrance to the tunnel looked up menacingly. The signal-light was out. Baldeo set to work to haul the lamp down by its chain. If the oil had finished, he would have to return to the hut for more. The mail train was due in five minutes. Once more he fumbled for his matches. Then suddenly he stood still and listened. The frightened cry of a barking deer followed by a crashing sound in the undergrowth, made Baldeo hurry. There was still a little oil in the lamp, and after an instant’s hesitation he lit the lamp again and hoisted it into position. Having done this, he walked quickly down the tunnel, swinging his own lamp, so that the shadows leapt up and down the soot-stained walls, and having made sure that the line was clear, he returned to the entrance and sat down to wait for the mail train. ENGLISH 113 The Tiger in the Tunnel The Tiger in the Tunnel The train was late. Sitting huddled up, almost dozing, he soon forgot his surroundings and began to nod. Back in the hut, the trembling of the ground told of the approach of the train, and a low, distant rumble woke the boy, who sat up rubbing the sleep from his eyes. Father, it’s time to light the lamp,’ he mumbled and then, realizing that his father had been gone some time, he lay down again, but he was wide awake now, waiting for the train to pass, waiting for his father’s returning footsteps. Notes INTEXT QUESTIONS 13. 2 1. Name the four wild animals which were to be found in the forest. 2. Was Baldeo afraid? Which sentence in the passage gives you the answer? 3. What weapon did he carry? Who had made it? 4. Did the barking deer call out because: a) it saw Baldeo? b) it saw a tiger? c) it was afraid of the dark? ) it was calling to its mate? 5. a) How did Tembu know that the train was coming. b) What is he waiting for? 13. 3 SECTION III Baldeo finds himself in a dangerous situation. How does he deal with it? A low grunt resounded from the top of the cutting. In a second Baldeo was awake, all his senses alert. Only a tiger could emit such a sound There was no shelter for Baldeo, but he grasped his axe firmly and tensed his body, trying to make out the direction from which the animal was approaching. For some time there was only silence. Even the usual jungle noises seemed to have ceased altogether. Then a thump and the rattle of small stones announced that the tiger had sprung into the cutting. Baldeo, listening as he had never listened before, wondered if it was making for the tunnel or the opposite direction the direction of the hut, in which Tembu would 114 ENGLISH The Tiger in the Tunnel be lying unprotected. He did not have to wonder for long. Before a minute had passed he made out the huge body of the tiger trotting steadily towards him. Its eyes shone a brilliant green in the light from the signal lamp. Flight was useless, for in the dark the tiger would be more sure-footed than Baldeo and would soon be upon him from behind. Baldeo stood with his back to the signal –post, motionless staring at the great brute moving rapidly towards him. The tiger, used to the ways of men, for it had been preying on them for years, came on fearlessly, and with a quick run and a snarl struck out with its right paw, expecting to bowl over this puny man who dared stand in the way. Baldeo, however, was ready. With a marvellously agile leap he avoided the paw and brought his axe down on the animal’s shoulder. The tiger gave a roar and attempted to close in. Again Baldeo drove his axe which caught the tiger on the shoulder, almost severing the leg. To make matters worse, the axe remained stuck in the bone, and Baldeo was left without a weapon. The tiger, roaring with pain, now sprang upon Baldeo, bringing him down and then tearing at his broken body. It was all over in a sharp few minutes. Baldeo was conscious only of a searing pain down his back, and then there was blackness and the night closed in on him forever. The Tiger in the Tunnel Notes INTEXT QUESTIONS 13. 3 1. What made Baldeo’s job as a signal man dangerous? . Pick out words and phrases from the text that describe the tiger. 3. What was Baldeo more worried about: his own safety or his son’s? 4. Why did Baldeo decide to fight the tiger? 5. How did Baldeo die? 13. 4 SECTION IV Baldeo, the bread winner of the family was dead. Who took on his responsibilities and how did he tackle them. The tiger drew off and sat down licking his wounded leg, roaring every now and then with agony. He did not notice the faint rumble that shook the earth, followed by the distant puffing of an engine steadily climbing. The overland mail was approaching. Through the trees beyond the cutting as the train advanced, the glow of the furnace could be seen, and showers of sparks fell like Divali lights over the forest. ENGLISH 115 The Tiger in the Tunnel The Tiger in the Tunnel As the train entered the cutting, the engine whistled once, loud and piercingly. The tiger raised his head, then slowly got to his feet. He found himself trapped like the man. Flight along the cutting was impossible. He entered the tunnel, running as fast as his wounded leg would carry him. And then, with a roar and a shower of sparks, the train entered the yawning tunnel. The noise in the confined space was deafening but, when the train came out into the open, on the other side, silence returned once more to the forest and the tunnel. At the next station the driver slowed down and stopped his train to water the engine. He got down to stretch his legs and decided to examine the head-lamps. He received the surprise of his life; for, just above the cow-catcher lay the major portion of the tiger, cut in half by the engine. There was considerable excitement and conjecture at the station, but back at the cutting there was no sound except for the sobs of the boy as he sat beside the body of his father. He sat there a long time, unafraid of the darkness, guarding the body from jackals and hyenas, until the first faint light of dawn brought with it the arrival of the relief-watchman. Tembu and his sister and mother were plunged in grief for two whole days; but life had to go on, and a living had to be made, and all the responsibility now fell on Tembu. Three nights later, he was at the cutting, lighting the signal-lamp for the overland mail. He sat down in the darkness to wait for the train, and sang softly to himself. There was noting to be afraid of – his father had killed the tiger, the forest gods were pleased; and besides, he had the axe with him, his father’s axe, and he now knew to use it. Notes INTEXT QUESTIONS 13. 4 1. Why did the tiger enter the tunnel? 2. What happened to the tiger? 3. Why was there excitement at the station? 4. What was happening at the cutting? 5. Why did Tembu sit by his father’s body? 6. Why did Tembu take up his father’s job soon after his death? 116 ENGLISH The Tiger in the Tunnel The Tiger in the Tunnel OVERALL QUESTIONS 1. Write two incidents to show the quality of responsibility in Baldeo and Tembu. . Most wild animals avoid human beings. Why did this tiger come straight to Baldeo. 3. Give three reasons why Tembu was not afraid of anything. Notes VOCABULARY ENRICHMENT 1. ‘Wood’ and ‘would’ are two words which sound the same, but have different meanings, and are spelt differently. Fill in the blanks in the sen tences below, with the correct words from the pairs of words given. e. g. wood, would This table is made of wood of poor quality. It is so cold tonight that I would not like to go out. 1. Bore: boar a) The film that we went to last night was badly made. It was quite a _____________. ) A wild __________ is a very dangerous animal 2. herd: heard a) A large __________ of spotted deer came out of the forest onto the road last night. b) I __________ that the examinations are to be postponed again this year. 3. root: route a) Some _____________ (s) like that of the tapioca are good to eat. b) The _________ to Jaisalmer is long and complicated. 4. weather: whether a) The ________ has been cold and damp all month. b) Baldeo was responsible for signaling __________ the tunnel was free of obstruction or not. 5. male: mail a) The ______________ has been delayed due to the strike by postmen. ) The _________ birds are always more decorative than the females. ENGLISH 117 The Tiger in the Tunnel T he Tiger in the Tunnel 6. threw: through a) Amar __________ away all the fish curry thinking it had gone bad. b) The train to Mumbai goes __________ many tunnels. Notes 7. bare : bear a) The black Himalayan ________ is very dangerous. b) People have been cutting trees so carelessly that many beautiful forests have become __________ of vegetation. 8. steel : steal a) ___________ utensils are easy to keep clean. b) Ravi knew that there was Rs. 10 in his father’s almirah, and he needed some money. But he did not take it because it is wrong to __________. 9. their : there a) __________ is no time to go shopping before we leave for the station. b) Ravi and Neha are friends. I have forgotten ________ phone numbers. 2. Pick out the odd words from each set of words below:Example : watchman, engine, driver, fireman, boy, cook (boy) 1. tiger, deer, panther, hyena, jackal ________ 2. father, brother, neighbour, son, aunt __________ 3. bullock cart, train, car, aeroplane, scooter. 4. axe, gun, spear, knife, blade 5. grunt, roar, cry, shout, men 6. hut, house, cave, station, garage 7. see, hear, read, taste, feel 8. eap, run, jump, walk, sleep 9. cow, dog, hen, crow, pig GRAMMAR: Non- Finites I. To-Infinitives Look at the following sentences. Study the underlined words. 118 ENGLISH The Tiger in the Tunnel a. Tembu wondered if his father was ready to leave the hut b. At night it was his duty to see the lamp was burning. The underlined words are called Infinitives. They are formed by writ ing to + verb – e. g. 1. He had also to help at home. 2. It’s time to light the lamp i. e. to + help, to + light Note: ‘to’ is followed by the first form of the verb i. e. the original form of a verb without any change. Exercise I Underline the Infinitives in the following sentences. 1. He agreed to postpone the meeting. 2. It is dangerous to play with a gun. 3. We tried to open the door, but it had jammed. 4. We have to learn more about Infinitives. 5. Bank is a place to deposit money. 6. Children go to play in a park. Exercise II Fill in the blanks using the infinitive form of the verb in the box. post help go sleep accompany report park live sit waste 1. I forgot ________ you letter. 2. He wants ________ to the station. 3. She pretended __________. 4. Would you like __________us? 5. He asked her _________ the progress of the project. . Is it safe __________ the car here? 7. _________ without air is impossible. 8. __________ in the sun in winter is pleasant. 9. __________ water is foolish. 10. I shall be glad ___________ you. The Tiger in the Tunnel Notes ENGLISH 119 The Tiger in the Tunnel The Tiger in the Tunnel II. Gerunds Observe the following sentences and see how the underlined words functio n. a) Swimming is good for health Notes b) Sita loves dancing. Swimming and dancing are used as Nouns although they are derived from verbs. A word which was a verb does the work of a Noun by adding ‘ing’. It is used in the same way as a noun. Hence we say – He likes driving. Writing poems is his hobby. Exercise I Underline the gerunds in the following sentences. 1. Anju likes reading novels by Thomas Hardy. 2. Boys like playing cricket. 3. Riding is an interesting hobby. 4. Giving is better than receiving. 5. Singing gives us joy. Exercise II Use the gerundial form of the verb in the brackets and fill in the blanks: 1. __________ (bath) is necessary for good health. 2. _______ (see) is _________(believe). 3. We go to school for __________ (study). 4. He dislikes _______ (wear) a green shirt. 5. Baldeo was responsible for _________ (signal). . He heard the __________ (hammer) of a woodpecker. 7. He stopped __________ (tremble) when he was that the tiger was dead. 8. The leopard waited at the _______________ (cut). 9. __________ (shop) had made her tired. 10. _________ (study) grammar is fun. III. The Present Participle You saw/that by adding ‘ing,’ we can use the verbs as Nouns also. Now look at 120 ENG LISH The Tiger in the Tunnel the underlined words in the following sentences. The ‘ing’ words function like adjectives or adverbs. They are present participles. a) He heard a barking deer. b) The toy was a dancing girl in a glass case. Exercise I Pick out the present participles in the following sentences. 1. The boy sitting in the corner is my friend. 2. He jumped into a moving bus. 3. The frightening cry was followed by a crashing sound in the under growth. 4. They disapproved of playing cards. Exercise II Fill in the blanks with the present participle of the words in the box speak menace excite learn yawn write 1. We got some _________ news last evening. 2. We had a ________ activity in class today. 3. The black entrance to the tunnel looked _______. 4. The train entered the ___________ tunnel. 5. She was busy __________ letters. 6. It was a _________ experience for us. V. The Past Participle Observe the following sentences a) They found hidden treasure under the stone. b) They ate cooked food. c) They cut a fallen tree. d) These are burnt sticks. The past participle (hidden, cooked, fallen) use – ed, en or – t (hide+en, cook+ed, fall+en, burn+t) to express a completed action as an adjective to qualify- treasure, food, tree, sticks. The Tiger in the Tunnel Notes ENGLISH 121 The Tiger in the Tunnel The Tiger in the Tunnel A. Pick out the past participles in the following sentences and underline them. a. A frightened child ran to his mother. b. He is a changed man now. Notes c. Don’t use a broken scale. B. Fill in the blanks with the past participle form of the verbs in the box. write, complete, paint steal break a) Submit a _________ report. b) The police found the ________ goods. c) Please submit your _________ assignment. d) Don’t play with ________ toys. e) It is a _________ picture not a photograph. LET’S WRITE Editing Spelling Compare the sentences given in the boxes below: I. The cuting curved sharpli, and in the darknes the black entrence to the tunel looked up menacingly II The cutting curved sharply, and in the darkness the black entrance to the tunnel looked up menacingly. Do you notice that the sentence in box I had a lot of spelling mistakes. But in box II the same sentence has seen corrected and all the spelling are corrected. That is, the sentence have been edited. a) Now edit the following sentences by correcting the spelling. It swa about 10 o’clock on Hali day and the gaty had began. The grounds of the twonshipe were filing up with people splashing colurs at each other. Forteen year old Minal Pawar, who lives in one of the ground –floor flats was hanging out the whashed cloths in the courtyard. She planed to join the fun as soon as she finished. 22 ENGLISH The Tiger in the Tunnel Now you have edited the spelling mistakes . You can also edit the punctuation marks like capital letters, commas, full stops, question marks, use of ‘I’, like the one give below. e. g. Box I ‘shall i come too father asked tembu sleeply still lying hunddled in a corner of the hut. Box II ‘Shall I come too, Father? ’ asked Tem bu sleepily, still lying huddled in a a corner of the hut. The sentences in Box I have been edited by putting the punctuation marks. They have been underlined in Box II. Now edit the following passage by correcting the punctuation. Exercise I are you going far asked the doctor i’m going all the way to Detroit said the man a rather thin man with small black eyes filled with tears from the wind. The Tiger in the Tunnel Notes LET’S TALK Worksheet Listen to conversation number on giving and taking messages on tape. Then fill in the blanks below Ravi wanted to speak to _____. ________ offered to pass on Ravi’s message to _______. Ravi said that Ajit should contact __________ regarding a trip to __________. Ravi also said that Suresh will give Abhay all details including how much __________ will be needed for the trip. CHECK YOUR ANSWERS Intext Questions 13. 1 I. a) Baldeo b) Tembu c) Twelve II. a) In a railway station/small station/ signal stop ENGLISH 123 The Tiger in the Tunnel The Tiger in the Tunnel b) Signalling whether or not the tunnel was clear of obstruction (to see the signal lamp was burning) III. a) In a small village three miles from the station. Notes b) Their rice fields did not provide the family with a living. IV. A small shack; in the middle of a thick forest; near a tunnel Intext Questions 13. 2 1. tiger, panther, bear, barking deer. 2. No; Baldeo walked confidently, for being a tribal himself he was used to the jungle and its ways. . A small axe; his father 4. (b) 5. a) by the trembling of the ground b) for the train to pass and his father’s returning foot steps/his father to return. Intext Question 13. 3 1. He had to face the tiger any time. 2. It was a man eater. 3. Tembu’s/his son’s 4. He had an axe to kill it; he didn’t think the tiger was dangerous. 5. The axe got stuck in the tiger’s shoulder so he couldn’t fight it. Intext Question 13. 4 1. He was trapped when the train came, flight along the cutting was impossible. 2. It got caught in the cow-catcher of the engine. 3. The driver found a tiger cut in half just above the cow-catcher of the engine 4. There was no sound, the boy sat beside the body of his father. 5. To guard the body from jackals and hyenas. 6. All the responsibility fell on Tembu. OVERALL QUESTIONS 1. Baldeo – 1) took up his job inspite of the dangers. 2) tried to kill the tiger. Tembu – 1) took up his father’s job 2) looked after the family in place of his father. 124 ENGLISH The Tiger in the Tunnel 2. It was used to the ways of men and expected to bowl over Baldeo who stood in the way. 3. 1. his father had killed the tiger. 2. the forest gods were pleased. . he had his father’s axe. VOCABULARY ENRICHMENT 1. (a) bore, (b) boar 3. (a) root, 5. (a) mail, 7. (a) beer, (b) route (b) male (b) bare 2. (a) herd, (b) heard The Tiger in the Tunnel Notes 4. (a) weather, (b) whether 6. (a) threw, 8. (a) steel, (b) through (b) steal 9. (a) there, (b) their 2. (1) deer, (5) men, (2) neighbour, (3) bullock cart, (4) gu n, (6) cave, (7) read, (8) sleep (9) crow CHECK YOUR ANSWERS Grammar To-Infinitives Exercise I 1. to postpone 4. to tearn Exercise II 1. to post 5. to report 9. to waste Gerunds Exercise I 1. reading 4. giving, receiving ENGLISH 2. to play 5. o deposit 3. to open 6. to play 2. to go 6. to park 10. to help 3. to sleep 7. to live 4. to accompany 8. to sit 2. playing 5. singing 3. riding 125 The Tiger in the Tunnel The Tiger in the Tunnel Exercise II 1. Bating 5. wearing 2. seeing 6. signaling 10. shopping 3. believing 4. studying, 7. hammering 8. trembling 11. studying Notes 9. cutting The present Participle Exercise I 1. sitting 4. playing. Exercise II 1. exciting 4. yawning The Past Participle A. (a) frightened B. a) written d) broken (b) changed b) stolen e) painted. (c) broken c) completed 2. speaking 5. writing 3. menacing 6. earning 2. moving 3. frightening, crashing CHECK YOUR ANSWER Let’s write a) It was about 10 o’clock on Holi day and the gaiety had begun. The grounds of the township were filling up with people splashing colours at each other. Fourteen year old Minal Pawar, who lives in one of the ground-floor flats was hanging out the washed clothes in the courtyard. She planned to join the fun as soon as she finished. Exercise I â€Å"Are you going far? † asked the doctor. â€Å"I’m going all the way to Detroit,† said the man, a rather thin man with small black eyes filled with tears from the wind. 126 ENGLISH

Idaho Legislature 2000 Project essays

Idaho Legislature 2000 Project essays The Idaho Legislature held its first session in 1890. At that time the legislature was composed of 18 senators and 36 representatives. The state constitution was amended so each county had at least one Senator and one Representative. Currently reapportionment that occurs every 10 years determines the size of the Idaho Legislature. Until 1968 the Legislature was only in session every two years. In 1968 the Legislature shifted to annual sessions to meet more frequently to pass needed legislation and to prepare budgets that more closely suited the changing needs of state agencies. According to Idaho state law, each legislative session is to begin on the Monday closest to the ninth of January, and to continue for 60 to 90 days, however much deemed necessary, until late March or early April. The Governor may call a special legislative session, but they are uncommon, and rarely exceed a few days in length. According to tradition, Republican House members sit to the right of the podium facing the front and Democrats sit to the left. In the Senate the majority party sits to the left and the minority party members sit to the right. The most senior legislators are given first choice of seats on their party's designated side. Another unique tradition of the Idaho Legislature is that of the black cloth crow. If the House defeats a bill by an overwhelming margin the legislative sponsor is awarded the crow as a symbol of their legislative ineptness. The crow must be tied to the microphone until it can be passed to another unsuccessful legislator. This years session was unexpectedly delayed a week because President Pro Tem Jerry Twiggs died on the opening day, thus creating a absence of leadership. The Senate elected Robert T. Geddes, a Republican from Soda Springs, as the new President Pro Tem. The confusion because of the uncertain course of action for the legislature to follow resulted in a bill signed into law this session ...

Proposing a Solution Essay Example | Topics and Well Written Essays - 1250 words

Proposing a Solution - Essay Example obe, with regard to the production of energy, its use as well as energy policies, are crucial determinants of sustainability of the present and future ecosystems and resources on the surface of the earth. Fracking presents a potential danger to the integrity of groundwater and ecosystem. The chemicals used in the fluid used for fracturing have the propensity to leak and contaminate groundwater. Besides, it has been pointed out by critics that fracking uses enormous amount of freshwater, which poses a big threat to the availability of freshwater for human consumption. The United States remains at a quagmire owing to the fact that natural gas is a crucial energy source in the country. This paper explores possible solutions to fracking, which is a threat to ecosystem and groundwater. Fracking also known as hydraulic fracturing refers to is used to extract natural gas from rocks by pumping pressurized chemical-laced water into a well to shatter the rocks. Critics assert that the consequences of Fracking (Hydraulic fracturing) far much outweigh its benefits. Fracking does not only produce natural gas, which is hazardous in terms of global warming, but also its environmental impacts raise eyebrows. It also imposes negative social impacts on the society. Fracking contributes to air pollution, water contamination as well as wastage (The Center for Media and Democracy). Fracking can weaken the ground and make it susceptible to earthquakes. This is a health hazard that must be well taken care of in order to prevent potential risks that come with drilling too many holes in an area. Fracking is a common practice in the oil and gas industry in the United States. In Texas alone, â€Å"though the total number of wells drilled for oil & gas may well top 20,000 over the next few years† (Wittmeyer Para 10). Fracking comes with both positive and negative impacts. From one point, it is considered crucial for the growth of economy. Drilling industry is perceived as one of the main

Managing interpersonal behaviour at work 2 Essay

Managing interpersonal behaviour at work 2 - Essay Example Thus, the workplace is not a stable box but a dynamic environment where relationships and interactions enliven it with changes that shift even by the next moment. An effective manager must be one fully equipped with all the tools and experience to manage an environment. He/she should be flexible, respectful to subordinates and decisive in his/her action (What does it mean, 2008). The manager should know the principles of business management and principles of psychology applicable in the business sector. Effective management includes understanding the culture of the organization, the workers, their ethnicity and background, diversity management, interpersonal communication and interaction, human behaviour, etc. The field of psychology has become a relevant discipline in organisational management that universities and colleges at present offer it as course for managers and leaders in an organisation. Psychology is relevant in any organisation that it is utilised even from the start of the screening and hiring process with written test given to applicants based on psychological principles. Focusing on individuality, Gilbreth (2008) posits three types of management – traditional management, transitory management and scientific management. Traditional management almost neglects the concept of personality. It focuses on the mind and body that includes satisfactory food and sleeping quarters, not forcing workers to overwork, amusement for workers and related concerns. It focuses on the group or class or workers rather than the individual (Gilbreth, 2008). The manager may even take pride of treating everyone equally (Gilbreth, 2008). Transitory management gives focus on â€Å"the physical and mental welfare . . . more systematically† (Gilbreth, 2008, p. 47). Individuality of the worker is given more importance (Gilbreth, 2008). Scientific management gives emphasis on the body and mind of the worker and his