The role of humans in the global warming Term Paper

The role of humans in the global warming - Term Paper Example A war that is now fought with scientific data as the baseline, the rifts between the two opposing sides continues to widen with rising global temperatures, evidently, becoming grossly enjoined in the controversy. From the observed instrumental temperature records, the rising sea levels, to the disappearing glaciers in the Northern Hemisphere relative to the increased greenhouse gas concentrations in the atmosphere, the indication that the present environmental state of affairs is massively man-made is beyond any reasonable doubt (Intergovernmental Panel on Climate (b) Change chapter 2). Indeed, from a sketchy â€Å"greenhouse† effect warning as a result of heat-trapping emissions due to global, heavy reliance on fossil fuels over the last two decades to the recent conviction of an increasing impact on the Earth's climate, coupled with deforestation, but to a lesser extent, the absolute certainty of man’s contribution to global warming has become even clearer. While scie ntific experts have fallen short of determining the precise amounts of warming attributable to human activities, recent measurements of the temperature increases of the world’s oceans relative to the expected amounts of warming from greenhouse gases, strengthen the IPPC consensus (Hansen 1433). Without a doubt, the observed dramatic increases in the concentrations of greenhouse gases in the atmosphere since the advent of modern civilization, buoyed in part by industrial revolution, have been higher than at any other time in history (IPCC (a) chapter 12). As alluded above, the principal greenhouse gases [carbon dioxide (CO2), nitrous oxide (N2O), methane (CH4), and the halocarbons (such as fluorine, chlorine and bromine)], each of which absorbs outgoing infrared radiation in the atmosphere, ultimately warming the planet, are all attributable to human activities. Increases in carbon dioxide (CO2) concentration in the atmosphere have not only resulted from the use of fossil fuel s in transportation, cooling and the manufacture of cement and other goods, but have also emanated from decaying plants occasioned by deforestation (IPCC (b) 19-20). The alterations of natural land cover around the world, principally for crop production since the industrial era, have all negatively impacted global climate. Available evidence indicates that industrial activities over the past 150 years increased the level of Carbon dioxide (CO2) in the atmosphere from 280 parts per million to 379 parts per million (IPPC (b) 54). Agriculture related activities and man’s increasing need of landfills have contributed more than stuffed Methane (CH4) into the atmosphere. The use of fertilizers has also done a fair share in the emissions of nitrous oxide (N2O). Industrial use of halocarbons on the other hand has had irrefutable effects in stratospheric ozone depletion. A number of aerosols, now massively preset in the atmosphere, are the result of biomass burning and surface mining among other industrial processes (IPCC (b) chapter 8). The above human activities, in addition to many more similar activities, have all contributed to significant radioactive forcing in one way or another, consequently altering the earth’s surface temperatures over time. Accordingly, the 2013 revised, integrated scientific review of climate change by the Intergovernmental Panel on Climate Change (7) has

Significance of the study Essay Example for Free

Significance of the study Essay Using a help desk management software leads to the increase in efficiency in operation as it allows for the solution of some of the redundant issues over call. This has the effect of reducing traveling costs and man-hour billing to field engineers as they go to customer sites. Research Question The purpose of this research is to determine whether purchasing COTS or building a service desk tracking application is best for the automation and tracking of the GovComm, Inc. Engineering Support Services’ Helpdesk. To answer this question, this research must explore: ? The entities of GovComm, Inc. Engineering Support Services’ Helpdesk ? Based on advantages and disadvantages, which qualities of each configuration best adhere to Engineering Support Services automation and asset tracking; ? If these applications fulfill stakeholders requirements Design and Methodology This research is qualitative, drawing mostly from a review of the literature on the subject of Helpdesk/support desk tracking applications and the battle of building versus buying to determine which application structure provides efficient asset tracking, failure notification, and metrics collection. GovComm, Inc.’s Engineering Support Services will be reviewed to discover details that might affect the factors that will contribute to the decision of choosing build or buy. From the review of the internal workings of GovComm, Inc. ’s Engineering Support Services a decision will be made upon comparison with the inherent nature of the two systems of implementation. Chapter 2 Literature Review Automated office systems support (AOSS) is a model made up of teams of technicians in computer who are charged with the responsibility of providing a variety of support activities in a desktop computer environment and area networks for any organization. To ensure the provision of high quality services and products, each of these teams must follow the processes, standard and procedures. A process referred to as quality assurances is used in monitoring and evaluation of the level of adherence to the procedures processes and standard in a bid to determine the potential quality that the product will attain. Therefore, QA involves review and audit of the services and activities as a means of verification of their compliance with the relevant procedures and standards so as to assure the appropriate results are seen. The question of whether to buy or build an AOSS is one of the very complex decisions that an organization has to deal with in its daily activities. It is in deed a perpetual dilemma for the organizations that are contemplating on automating their office activities. Buying implies purchasing an off-shelf Automated office systems support that are produced in mass by some software company, more often multinationals (Leopoldo, 1999). The products typically contain contents that are not unique to a particular organizations or user population needs. Moreover, it is the general trend in the software industry to create new softwares that do no conflict with the existing and thus the technology can be implemented without conflict with the existing systems. Build imply the creation of Automated office systems support from scratch (Leopoldo, 1999). Therefore, the process of building requires the determination of the organizational needs, the data and information nature and needs of the organization, design of the system an the actual implementation of the system. The process of building may and often include testing the end product to ensure that its functionality are as per the objectives that acted as the basis for its formulation (Leopoldo, 1999). A decision to buy or build a Automated office systems support may seem to be complex but in reality it can be reduced to three considerations: Resources, Needs and uniqueness. The organization must clearly determine its needs and wants before a decision is made, this may involve identification of features which are critical in meeting the organizations needs. In determination of the organizational needs they must consider the following:? Organizational objectives ? Skills ? Information needs ? Culture ? Corporate direction. Meeting all the needs is an impossible event and therefore setting priorities is inevitable. Resources Resource as a factor is one that many organizations and individual would quickly jump at an opportunity to ignore. However, examination of resources is a very important aspect to the development agenda. Moreover, many organizations make the mistake of viewing resource in the monetary dimension only. Although money as a resource is quite critical, two other pieces; time and personnel, need to be considered to complete the puzzle (Shrapre, 1999). Time When taken in the context of either building or buying a Automated office systems support, time takes the following into account: ? The time that will taken in decision making. ? The developmental time of the Automated office systems support including the time taken in testing. ? The time taken in rolling out the Automated office systems support or implement it within the organization. Analysis of organizations against the three time variables helps in the determination of the importance of time in deciding whether to buy or build.

Why I liked the Movie In And Out :: essays papers

Why I liked the Movie "In And Out" The idea of a man coming to terms with his sexuality is always one that is relevant in our American culture. Its sad to know that in this day in age of advanced technology on society will always be hung up of the life style and preference of other individuals. "In And Out" as a movie did a good job at addressing this issue and making it light hearted enough for people to see, and possibly under stand. I’m sure that we all known some one in some way that we’ve thought to be homosexual: or at least we’ve considered them to be "Feminine" for a guy or to "Masculine" for a girl. With this we have our "doubts." With this movie taking place in a "Typical" suburban city it gives every one a chance to relate with the characters, from the high schools students all the way to the elderly grand parents. This allows the main character to touch the lives of every one. It also shows a little of why he cannot admit to himself his sexuality. He lives his entire life trying to live up to expectations of his community. However he doses know that within his true self needs to escape and some time dose, with his fascination for Barbara Strisand and other typical homosexual interest. However he miserably fails the "man" requirements but dose make the scene very funny. Howard, the movies main character is engaged to a beautiful woman, who becomes confused about her fiancà ©e when the first accusation of Howard’s homosexuality comes out. Howard is a school teacher but when the roomer starts his students don’t know how to react, they don’t know if its "True" or not However a few of them are mature enough to still accept and appreciate the help he has given them through the years. From helping them with schoolwork to helping them get to college, his good natured heart never lets them down. Howard’s mother is typical of most mothers in the way she’s so adamant about, how she wants to see a big wedding before she dies. This is also another reason Howard attempts to oppress his sexuality. He feels that he must give his parents what they want. This is some thing that I am sure most of us can all relate too.

Islam world Essay

European countries colonized most of the Islam world in eighteenth and the first half of the twentieth century. They were able to manage the finances and economies of these countries which only catered on their own interests and in their own ways. Banks all over the world have their own system in operating their organization. They set policies to attain their specific objectives and goals. One of these is the Islamic banking. Islamic banking as defined in Wikipedia, the free encyclopedia refers to a system of banking or banking activity which is consistent with Islamic law (Sharia) principles and guided by Islamic economics. In Islamic law, it forbids usury, the collection and payment of interest which is usually called as riba in Islamic discourse. In general, the Islamic law forbids trading in financial risk which is seen as a form of gambling. It also forbids investing in businesses that are considered haram such as businesses which involve in alcohol or pork, or businesses which produce un-Islamic media. Numerous of Islamic banking was founded in the late 20th century to cater to this specific banking market. History of Islamic Banking During the time of Prophet Muhammad, the Muslim communities have limited banking activity such as acceptance of deposits. In those days, the Muslims deposited their money with the Prophet or with the First Khalif of Islam whose name is Abu Bakr Sedique. The first Islamic bank was founded in Egypt which was put into under cover without giving any hint of Islamic image for having the fear of being seen as a manifestation of Islamic fundamentalism. In 1963, there was a pioneering effort made by Ahmed El Najjar who took the form of savings bank based on profit-sharing in Egyptian town of Mit Ghamr as an experiment. But the experimentation was ended in 1967 because during those days, there were nine banks in the country which had the same system as his. Principles in Islamic Banking Just like other banking systems, Islamic banking follows same purpose except that it operates in accordance with the rules of Shariah which is known as Figh al-Muamalat (Islamic rules on transactions). The sharing of profit and loss and the prohibition of riba’ which means interest is the basic principle in Islamic banking. There are common Islamic concepts which are used by the Islamic banking and these are the Mudharabah ( profit sharing) , Wadiah (safekeeping), Musharakah (joint venture), Murabahah ( cost plus) and Ijarah (leasing). Islamic banking uses many approaches in operating the system, if someone would like to loan the buyer money for him to purchase the selected item he chooses, the bank might be the one to buy that item to the seller and re-sell it to him at a profit by allowing him to pay the bank in installments but before his loan will be approved, the bank would ask him to have his strict collateral for bank’s protection against default. The land or goods which are registered in his name from the start of the transaction are the possible collateral. However, if he has late payment, there will be no additional penalties. This kind of arrangement is known as Murabaha. Ijara wa Iqtina is another approach use by Islamic banking. It is just similar to real estate leasing. All Islamic banks have the same approaches when it comes to vehicle loans. They sell the vehicle at a higher rate than in the market price to the debtor and have his/her ownership of the vehicle until the loan is paid. Islamic banks also used several approaches in business deals. They lend money to the some companies by issuing floating rate interest loans. This floating rate of interest is pegged to the company’s individual rate of return. In other words, the bank’s profit on the loan has equal ratio to a certain percentage of the company’s profit. There will be profit-sharing arrangement if the principal amount of the loan is repaid. This kind of approach is called Musharaka. Another approach is the Mudaraba. It is a venture capital funding which the bank provides financing while a certain entrepreneur provides labor so that both risk and profit are commonly shared. This kind of arrangement reflects the Islamic view that the borrower must not only be the one to bear all the risk or cost of a failure. Islamic banking only finance the Islamic acceptable deals and it doesn’t involve in alcohol, pork, gambling and other form of businesses that are against in their beliefs. The only acceptable form of investment is the ethical investing and moral purchasing is encouraged. Recently, there are numerous Islamic banks opened in the Muslim world but they still have a very small share of the global banking system. Concepts in Islamic debt banking *Wadiah (Safekeeping) The bank is entrusted as a keeper and trustee of funds. An individual deposits fund in the bank and the bank will guarantee and assure refund of the entire amount of the deposit, or any amount of outstanding balance whenever the depositor demands or withdraws it. The depositor may be rewarded with ‘hibah’ also called as gift as a way of showing gratitude for the use of funds by the bank. The bank compensates depositors for the time-value of their money; an example of this is the interest but refers it as a â€Å"gift†. *Mudharabah (Profit Loss sharing) It is an agreement or arrangement between an entrepreneur and a capital provider which the entrepreneur can use funds for his/her business activity. The capital provider and the entrepreneur will share the profits according to an agreed ratio but if ever there are losses, only the capital provider will bear them. The profit-sharing continues until the loan is repaid. The bank will be compensated for the time value of its money through the form of floating interest rate which is pegged to the debtor’s profits. * Musharakah (Joint Venture) This kind of approach is usually applied for joint ventures and business partnerships. They share same profits according to their agreed ratio and divide incurred losses based on the equity participation ratio. This concept is different from fixed-income investing. *Murabahah (Cost Plus) This concept is referring to the sale of goods at a price, which include a profit margin agreed to by both parties. At the time of sale agreement, the purchase and selling price, the profit margin and other costs must be clearly stated. The bank will be compensated for the time value of its money in the form of the profit money. It is a fixed-income loan for the purchase of a real asset such as real estate or a vehicle having a fixed rate of interest. The bank cannot have an additional interest on late payments. The asset remains in the ownership of the bank unless it is fully paid. This kind of concept is also similar to â€Å"rent-to-own† arrangements for furniture or appliances that are very common in North American stores. * Bai’ Bithaman Ajil (Deferred Payment Sale) This concept is almost the same with Murabahah but the debtor in this concept makes only a single installment and will pay on the maturity date of the loan. It also refers to the sale of goods on a deferred payment basis at a price including the profit margin agreed to by both parties. *Wakalah (Agency) The concept happens when an individual appoints a representative to do the transactions on his/her behalf which is just similar to a power of attorney. *Qardhul Hassan (Benevolent Loan) Of all form of loans mentioned, only Qardhul Hassan has an excellent effect to the debtors because in this loan, the debtor is only required to repay the principal amount lent. However, the debtor may pay an extra amount (any amount that is in his heart) beyond the principal amount of the loan as a way of gratitude to the creditor. But this transaction is a true interest-free loan because there are debtors who do not give an extra amount to the creditor. For some Muslims, they consider this loan as the only type of loan that does not go against with the prohibition on riba which is a type of a loan that does not compensate the creditor for the value of money. *Ijarah Thumma Al Bai’ (Hire Purchase) In this concept of loan, there are two contracts involved. Ijarah contract is into leasing/renting and the other contract is called Bai’ contact which means to purchase. These two contracts are undertaken one after the other. An example of this is in a car financing facility. A customer enters in an Ijarah contract where he/she leases the car from the owner which is the bank at an agreed amount over a particular period of time. When his contract in Ijarah expires, the Bai’ contract comes into effect which enables the customer to purchase and own the car at an agreed price. With this, the bank sells the car to the customer at an above market-price profit in return for agreeing to receive the payment over a period of time. The profit margin is equal to the interest earned at fixed rate of return. * Bai’ al-Inah (Sell and Buy back Agreement) In Bai’ al-Inah, the financier sells product to the customer on a long-term payment basis and then the financier immediately repurchased the product for cash with a discount. This agreement permits the bank to assume the ownership over the product or asset in order to protect default without charging interest in late payments or insolvency. *Hibah (Gift) The debtor in this concept voluntarily gives a hibah (gift) as a token given to the creditor in return for a loan. This concept is practice when Islamic banks voluntarily pay their customers interest on their savings account balances. * Takaful (Islamic Insurance) This concept is not new for it had been practiced by the Muhajrin of Mecca and the Ansar of Medina following the hijra of the Prophet over 1400 years ago. Takaful is also an alternative form of cover which a Muslim can avail himself the risk of loss due to misfortunes. Nowadays, in the modern business world, one way to minimize the risk of loss due to unavoidable circumstances is through insurances. The idea behind insurance is the sharing of risk. This concept of insurance does not go against in Shariah concept where resources are accumulated to help those who are in need.

National Intigration in Malaysia

This article examines the direction of ethnic politics in Malaysia by investigating the 2008 election results and the subsequent political maneuverings of political parties following the election. The results do not clearly demonstrate the demise of ethnic politics; however, the communal political paradigm of the Barista National Party (BIN) has become increasingly ineffective in its attempts to appease both Malay and non- Malay communities.Following the election, the BIN seems to have moved towards the adoption of a multivalent agenda, whereas its affiliated parties have chosen to maintain their communal political paradigm. Furthermore, the Pakistan Arrays has not outlined a clear multivalent platform and has failed to reject communal politics. The Malaysian political paradigm has yet to shift qualitatively away from ethnic politics. View full text Download full text One of the key concepts of national integration in Malaysia is to increase and develop the country economically.In a plural society like Malaysia, citizens nowadays hardly ark together due to lack of communication between each another. Therefore, it is important for national integration to take place so that people in Malaysia work together and help each other to increase the country's income; this is because when there is unity there is teamwork. On the other hand, according to Data Limit P. G. (2003) building a harmony society is also one of the key concepts of national integration.Malaysia a country that has many types of races of people must reduce the difference between them and to come as one to create a community with strong oral and ethic values so that a harmony society can be build. According to Boolean (2007), the other key concept of national integration is to motivate Malaysian nowadays to learn to unite with each other and also to enhance the patriotism spirit in them. This is to ensure that people from various ethnic groups here can learn to tolerate each other and work together to bring our country forward.Bell Abstract An important characteristic of many countries is that they exhibit, to greater or lesser intergovernmental fiscal systems. This paper explores some of the varied extents and manners in which such asymmetrical treatment may help or hinder the maintenance of an effective nation-state, where â€Å"effectiveness† encompasses both how effectively, efficiently, and (perhaps) equitably public services are provided throughout the national territory and also the effects asymmetry may have on the very existence of â€Å"fragmented† nation-states.Key words: federalism, decentralization, asymmetry, subsidiaries JELL codes: HUH, DAD Belgium, Bosnia-Herringbone, Canada, People's Republic of China, Germany, India, Indonesia, Iraq, Philippines, Russia, Spain, Sudan, Switzerland?what can this diverse set of countries possibly have in common? One important answer is that each contains within its boundaries a significant territorially based group o f people who are, or who consider themselves to be, distinct and different in ethnicity, in language, in religion, or Just in history (ancient or recent) from the majority of the population.Indeed, contrary to the common view?one might say mythology?that the most natural† nation-state is a unified and homogeneous entity, such â€Å"fragmented† countries (Bird and Stauffer, 2001)1 are found throughout the world. Homogeneous nations are more the exception than the rule. Indeed, heterogeneity, whether ethnic or economic, is a more common feature of most countries than homogeneity. 2 A second important characteristic of many countries is that they exhibit, to greater or lesser degrees, some â€Å"asymmetry' in the way in which different regions are treated by their intergovernmental fiscal systems. While†¦ [continues]

Incessant Desire -Symbolism Of A Poem, Painting And Song Essays

Incessant Desire -Symbolism Of A Poem, Painting And Song Essays Incessant Desire -Symbolism of a poem, painting and song When I was younger, I lost my boyfriend in a terrible car accident that could not be avoided. I tried to convince myself that I was only dreaming ; but the truth was he was gone and id never, ever see him again. Dante Gabriel Rossetties,?Beata Beatrix?, brings back awful memories I would rather leave in the past. The woman takes up the majority of the painting .A vision of beauty , but also of death, love but most of all despair. Christina Rossetties,?Echo? relats to Dantes painting because they both deal with the same feelings of hope and despair. Toni Braxtons ?Unbreak My Heart ? can be described as a combination of Rossetties ?Echo? and Dantes ?Beata Beatrix? because all three works show the same feelings of despair. Poetry is a way a poet expresses his or her feelings and beliefs. Christina Rossetti wants him to come back any way possible. She starts her poem with ?Come to me in the silence of the night? followed by ?...in the silence of a dream? . She needs him, she misses him. She wants to feel him next to her , so she can hold him and stare into his eyes. One critics opinion is that,? Christina Rossetties songs of love are nearly always of loves loss.? The character is so devastated that she would rather die than be without her beloved,.?...Pulse for pulse, breath for breath.?She would give her own life again though cold in death than live with all the pain. A critc says that, As [Rossetti] she sinks her poetry rises , and gushes pu out of ehr heart to heaven . It stains sad, sweet, tender and musical that a saint might envy. Paintings are art that is used to express lost feelings for lost loves. By using conspicous objects, a painter can forshadow what is to come without actually showing it. Dante uses a bird as a symbol for a messanger of death, as if it has come to take her away forever. He uses a poppy-flower that is used to induce sleep. The woman looks as if she?s finally at peace; she can finally rest. She does not have a care in the world. Dante Gabriel Rossetti painted this intensley spiritual portrait as a memorial to his wife (Lizzie) who died the year of 1862. Her death left the Italian poet and painter griefstricken. Many artists perfer to use music to make their feelings and expressions come to life. Toni Braxton feels helpless, she thinks the world is unkind , that life is so cruel without her companion next to her. Braxton is heart-brocken because hes gone. She feels like dying . The only thing she does is keep crying. She needs him beside her , to hold her, to make her happy. She says she needs him to ,?take back the sad word goodbye -to bring back the joy to her life?. The poem , song , and painting come together in a special way . That is wanting lost lovers to come back , but knowing it is not possible. Even now , not a day goes by that I dont think of John , and what happened and if somehow I could have stopped it, but life goes on and time may pass maybe even years, but you never forget your first love, ever. You just keep thinking its only a dream adn when you die , you will have actually woken up from this nightmare that we call life , and he will be there once again , this time forever.

Best Great Gatsby Character Analysis

Best Great Gatsby Character Analysis SAT / ACT Prep Online Guides and Tips Familiar with the characters of The Great Gatsby, but need to analyze one or more of them for an essay or class assignment? This article has got your back! In it, we'll discuss what the point of analyzing a book character is. We'll also talk about the dos and donts of writing a character analysis, essay, explaining how to go from an argument to finding evidence. Finally, we'll give you an example of how to develop an essay of this type by constructing one around the old money characters (Tom, Daisy, and Jordan). You'll also find links to our in-depth articles on each of The Great Gatsby's main characters, explaining their role and significance in the novel, key quotes for each, and some ideas for essay topics, really helping you pull together your thoughts about these characters! Why Write a The Great Gatsby Character Analysis Essay? By assigning a character analysis, your teacher is giving you the chance to practice many different writing and analysis skills, including: close reading incorporating evidence from the novel into an essay building a larger argument tying small details you notice while reading into one of the book’s larger themes The Great Gatsbyis the perfect book for character analysis since it features seven major characters that interact in interesting ways across gender and class lines.Since this novel has so many beautiful and fascinating bits of character description, it will also get youto practice using evidence from the text in an argument. So make sure that any character analysis you write builds on the skills you are learning in class! We will go over some do’s and don’t of character analysis below. Character Analysis Do's Here are some tips for constructing an excellent The Great Gatsbycharacter analysis essay. Createan Argument, Not Just a Topic There is a big difference between an essay topic and an essay argument. Most of the time,your teacher will giveyou an essay topic - in other words, what your essay should be about generally. Normally a topicwill involve connecting the character to one of the novel’s larger themes, especially money and materialism, the American Dream, love and desire, or the relationship between upper and lower classes in society. If you design your own topic, you could explain howyour chosen character illuminatesone of the novel's symbols or motifs. For our example, let's take the common prompt, â€Å"Write an essay about how either Tom, Daisy, or Jordan represents old money.† This essay assignment has the topicbuilt in: it wants you to takeone of those characters and explain how their individual qualities tie them to the bigger abstract idea of the old money class. But you still have to come up with the argument yourself. An argument is exactly what it sounds like - it's a point that you're trying to make by using reasons and evidence. There's an easy test for figuring out whether you're working with an argument. Could someone argue the opposite of what you're saying? Then yes, that's an argument. Otherwise, it's just a statement of fact.Plus, anessay anchored by a surprising assertion will immediately seem more interesting - how on earth are you going to prove this, your reader will be wondering. In our example essay, let's say that we've decided to analyze Tom. It'stempting to use something like this as the"argument": Tom's wealth and privilege show that he is part of the old money class. But could anyone argue the opposite? Not at all - because this is a factual description, not a contentious statement. Instead, anargument should make some kind of provocative, challengeable point: Tom Buchanan is an example of Nick’s scathing depiction of the old money class as fearful and insecure despite enormous privilege. Now, that someone could argue with! After all, Tom doesn't at first glance seem like someone who is fearful or insecure. Feeling like one of these goats means you're doing the argument right. Outline How You Will Prove Your Argument Make sure each paragraph is anchored by a thesis statement -a one-sentence summary of what part of your argument this particular paragraph is going to prove. Also, loosely plan out what evidence you will use to back up each paragraph's thesis statement. It can be helpful to create a simple outline before hand to guide how you’ll go about your essay. This will keep your essay clearly organized, and make writing easier. In our example essay, an outline could look like: Argument:Tom Buchanan is an example of Nick’s scathing depiction of the old money class as fearful and insecure despite enormous privilege. Paragraph 1: The trappings of Tom’s lifeshow his privilege and his insecurity. Evidence: fancy house polo horses enormous wealth year in France Paragraph 2: Tom actions constantly hint at his insecurity about his status. Evidence: depressed that his football glory days are behind him racist tirade shows he thinks the elite is about to be swept off the map has affairs only with lower-class women he can dominate Paragraph 3: Tom's constant policing of other people's behavior shows how much he wants to reinforce class divisions in the face of them eroding. Evidence: throwing money at Myrtle to buy ten dogs grousing about Gatsby misinterpreting the invitation from the Sloanes andmockingthe pink suit investigating Gatsby's criminal dealings even when already pretty sure Gatsby is a bootlegger Paragraph 4: Tom decisions around Myrtle's murder show that he is more cowardly than his intimidating physical presence leads us to believe. Evidence: manipulating George to kill Gatsby rather because he was scared of George's gun running away with Daisy rather than sticking around to face consequences Conclusion: Tom's privilege only heightens his sense of himself as a victim whose status is in danger of being usurped. Tom isa scathing portrait of old money royalty. Use and Analyze Evidence to Support Your Argument Bold arguments depend on a solid use of evidence to back them up. That means you can't just throw a quote into your writing and move on! Instead, use this rule of thumb: for each line of quoted text you insert, make sure you have 2-4 lines of your own explaining and interpreting the meaning of the quote as it relates to your argument. To back upour example argument, we would nowscour the book to find evidence of Tom being insecure or fearful. Once we've got something, though, it can't just be thrown into the essay willy nilly like this: Nick says that Tom was "one of those men who reach such an acute limited excellence at twenty-one that everything afterward savors of anti-climax" (1.16). Instead, wehave to connect thisdescription to thelarger argument, using close reading to really get at the meaning of the words Nick is choosing: Nick is pointing out that Tom's athletic achievements happened too long ago to keep feeding Tom's ego, Instead, because nothing has ever lived up to his football glory days, Tom is spending his time trying to avoid the depressing feeling of "anti-climax." Use Evidence to Address Counterarguments Because you've created an actually disputable argument, you can take the time to swat away the opposite position. In the example essay we've been constructing, we'rearguing that Tom Buchanan represents Fitzgerald’s critique of old money and is essentially an antagonist. We shouldaddress the idea thatTom is the novel's sharpest observer of people. (After all, unlike Nick, Tom immediately pegs Gatsby as a bootlegger.)This seemingly positive quality could be spun to be yet another example of Tom's insecurity - he is very quick to leap to judgment rather than giving people the benefit of the doubt. Character Analysis Don'ts Now that we've covered what youshoulddo in aGatsby character analysis essay, let's go over some mistakes you should avoid. Avoid Stating the Obvious Don’t just say what the character is like, list descriptions from the book, or summarize what the character did without adding any analysis. For example, don’t just say â€Å"Gatsby is flamboyant, throws big parties, and even wears a pink suit sometimes. He does all of this to try and win back Daisy, the love of his life.† All that does is summarize something that is obvious from the book. Instead, tie those observations to a larger idea. For example, â€Å"the extravagance of Jay’s parties and dress marks him as a member of the newly rich, allowing Fitzgerald to satirize the newly rich in America as he also critiques the cruelty of old money† or â€Å"Jay’s obsessive pursuit of Daisy reveals an unrealistic obsession with reliving the past.† Don’t Make All or Nothing Claims About a Character The beauty of this novel is that the statements â€Å"Daisy is a horrible person† or â€Å"Daisy is a misunderstood martyr† are both wrong. Instead, try and find the nuances, the good and the bad points of each character, and make them work for your bigger argument. For example, if you’re writing an essay about how Daisy represents the limited options available to women in the 1920s, you would likely be more sympathetic to some of her behavior, but you still shouldn’t excuse her hit-and-run! Don’t FocusonIncluding Every Single Scene or Line That Features Your Character Even for a short novel, Gatsby is jam-packed with meaningful dialogue, imagery, and plot events, and you couldn’t possibly analyze every single key moment for each character in one essay! (You could – and people have – write whole books on the subject!) Instead, focus on finding a few moments and analyzing them in detail, then tying them to your main point. Remember that the quality of analysis is worth morethan the quantity of evidence! Character Analysis Links Each of our character pages has a detailed section with analysis of each character. You can also get some helpful background information, a summary of the character’s actions in the book, and important quotes by and about them: Jay Gatsby Nick Carraway Daisy Buchanan Tom Buchanan Jordan Baker Myrtle Wilson George Wilson The Bottom Line onThe Great GatsbyCharacter Analysis Character analysis is achance to practice many different writing and analysis skills. To construct a character analysis essay: Createan argument -a debatable, provocative point that you're trying to make by using reasons and evidence. Use an outline to organize your essay: Anchoreach paragraph by a thesis statement -a one-sentence summary of what part of your argument this particular paragraph is going to prove. Loosely plan out what evidence you will use to back up each paragraph's thesis statement. Use evidence to back up your thesis statements. For each line of quoted text, have 2-4 lines of your own explanation relating to your argument. Take the time to swat away the counterarguments. What not to do when writing your essay: Avoid stating the obvious.Instead, tie observations to a larger idea. Don’t make all or nothing claims about a character.Instead, find the nuancesineach character, and make them work for your bigger argument. Don’t feel like you have to include every single scene or line that features your character. What’s Next? Want to get advice about comparing and contrasting characters? Head on over toour Compare/Contrast post to learn how to best write about common character pairings. Need a little more background on novel’s plot? Check out our Great Gatsbysummary, or look at a timeline of all of the events in chronological order. Interested in gettinghelp analyzing important symbols and motifs? Get an introduction to symbols in The Great Gatsbyand an overview of the novel's motifsto get started. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Meaning and History of the Surname Clement

Meaning and History of the Surname Clement From the Late Latin given name Clemens, the Clement surname means merciful and gentle. CLEMENT is the English version and CLÉMENT is French. CLEMENTE is a common  Italian and Spanish version of the surname, also originating from the given name Clemens. Surname Origin: French,  English, Dutch Alternate Surname Spellings: CLEMENS, CLEMENTS, CLEMENTE, CLEMMONS, CLEMONS, CLEMMENT Fun Fact  about the Surname Clement Clement was the name of fourteen different popes, including Saint Clement I, the fourth  pope and first of the Apostolic Fathers. Famous People with the Surname CLEMENT Gustave Adolphe Clà ©ment-Bayard -  19th-century French entrepreneur and industrialistJean-Pierre Clà ©ment - French economist and historianMartin W. Clement - 11th president of the Pennsylvania railroadNicolas Clà ©ment - French chemist- MLB baseball player and humanitarian Where is the CLEMENT Surname Most Common? According to surname distribution from  Forebears, the Clement surname is found most prevalently in Nigeria, but in the greatest numbers in France, where it ranks as the 75th most common surname in the country. Clement is also a fairly common last name in Luxembourg (195th most common surname), Wales (339th), Canada (428th) and Switzerland (485th). Genealogy Resources for the Surname CLEMENT French Surname Meanings and OriginsDoes your last name have origins in France? Learn about the various origins of French surnames and explore the meanings of some of the most common French last names. How to Research-French AncestryLearn about the various types of genealogical records available for researching ancestors in France and how to access them. Clement Clements Clemmons Y DNA ProjectJoin with other genealogists interested in combining Y-DNA testing with traditional genealogy research in order to identify common Clement ancestors worldwide. Surnames included in the project include Clement, Clements, Clemmons, Clemons and Clemens. Clement Family Crest - Its Not What You ThinkContrary to what you may hear, there is no such thing as a Clement  family crest or coat of arms for the Clement surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male-line descendants of the person to whom the coat of arms was originally granted. CLEMENT Family Genealogy ForumSearch this popular genealogy forum for the Clement  surname to find others who might be researching your ancestors, or post your own Clement query. DistantCousin.com - CLEMENT  Genealogy Family HistoryExplore free databases and genealogy links for the last name Clement. GeneaNet - Clement  RecordsGeneaNet includes archival records, family trees, and other resources for individuals with the Clement  surname, with a concentration on records and families from France and other European countries. The Clement  Genealogy and Family Tree PageBrowse genealogy records and links to genealogical and historical records for individuals with the Clement  surname from the website of Genealogy Today. Sources Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998. Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003. Hanks, Patrick, and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003. Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997. Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997.

Serving Customers in Global Markets Essay Example | Topics and Well Written Essays - 1000 words

Serving Customers in Global Markets - Essay Example Laughter, fear, sadness, desire, and inspiration are just some of the many emotions TV induces in viewers. TV reaches millions of people worldwide, is affordable, and combines audio and visual power to create the ultimate advertising machine. Below is a screenshot of a TV advert: Website advertising uses the power of the internet to convey the intended messages to consumers. With increased internet penetration and the expansion of the â€Å"internet generation,’ website advertising is giving TV a run for its money (Aalberts & Nill, 2012:97). In fact, website advertising is currently the second-most powerful advertising media in the world, in terms of revenue and reach. Just like TV, when used correctly, website advertising can trigger different emotions in consumers and capture their attention (Barry, 2012:37). These facts make these two media the best options for discussion in this paper. Below is an image of a website advert: Understanding consumers’ psychology provides marketers and manufacturers with knowledge of consumer preferences and spending habits. The clichà © saying, ‘customer is king† rings true in this case (Proulx & Shepatin, 2012:58). Understanding consumers’ psychology supports selling products or services that are almost guaranteed to be successful. Studies have shown that marketing expenses, marketing risks and failure of products or services are reduced when consumer psychology is understood. The message the advertiser wishes to communicate in the TV advert is that the new song is exclusive, it is affordable, and it comes with other incentives that the viewer will not get elsewhere. In the website advert, Dolan Jewellers wants the consumer to know that they have a moving sale, there are special offers, and time is running out for those who have not bought anything yet. Research has shown that emotional and psychological messages resonate more with customers than feature and

Is terrorism ever justified Essay Example | Topics and Well Written Essays - 750 words

Is terrorism ever justified - Essay Example Terrorism cannot be justified because it causes fear and anxiety among peaceful populations. To some extent, it must be acknowledged that the fear of Arab terrorism among the American population has been cultivated, and that this cultivation clearly implicates the American media. This does not mean that other of the "institutional means of influence" are without fault (Reich and Laqueur 71). For example, fundamentalist Christianity inside the United States (whose churches and televangelists frequently view Israeli dominance as the fulfillment of biblical prophecy) clearly contributes to the real anti-Semitism in the United States. However, compared to the other ideological institutions, media influence is virtually universal and potentially life-long for the population. In a context of alienation, the media becomes both a tranquilizer and a source of the sharpening of images for dramatic effect (Kushner 360). Violence as a part of the terror attack cannot be justified. In the dominant view, those who perpetrate outsider violence are often portrayed as irrational or crazed, exercising a twisted thirst for blood. A political economy of terrorism must take note of such efforts, probing theoretically the structure of ideological systems, and placing these in a material context. Following Singh: "There is almost an infinite variety of violence of anti-social nature-homicide, acts of vandalism, arson, destructive rage, or other expressions of an essentially irrational urge to strike at someone or something" (Singh 377). Beyond this, a political economy of terrorism must place statist behavior in a world system context. However, terror is not confined to purely instrumental linkages between specific nation states and the misdeveloping world. The modern state may be quite "rational" in its projection of national power on a world scale through military force, covert intelligence operations, and e conomic sanctions (Edwards n.d.). State power may be used quite "systematically" to maintain an order of inequality with both global and domestic dimensions. And all of this may be done in the name of national sovereignty and international law. Indeed, it may be a function of lawyers working for the state to find "lawful" reasons for policies of international and national intimidation (Egendorf 2004). Terrorism cannot be justified because it involves the systematic use of torture and the rise of military and police forces engaged in an internal war against a subject population. This form of terrorism may also be waged through shadow organizations, death squads, and the like that have no official power but that are clearly linked with the national elite (Egendorf 2004). However, to focus on regime terror is often deceptive. To cast the issue of terrorism as the abuse of state power by political deviants may be to ignore the more endemic, taken-for-granted, higher forms of sanctioned violence that avoid the terrorist label. It may also ignore state structural imperatives (expressed in policy and action, including the threat or use of force) designed to preserve a transnational market system. At the international level, the higher terrorism takes different forms. It is ironic that in the political lexicon of terrorism, war between states is routinely omitted. Indeed, the architects o f the state may subscribe to humanitarian codes

E-Business Management Essay Example | Topics and Well Written Essays - 2000 words

E-Business Management - Essay Example The highly dynamic and competitive characteristics of e-businesses offer to generate revenue streams in various ways. As Dave (2003) noted, â€Å"all electronically mediated information exchanges, both within an organization and with external stakeholders supporting the range of business processes†, organization needs improved e-business technologies in order to formulate a sustainable business strategy. Innovation among e-businesses usually occurs through new exchange and transaction mechanisms not found in traditional organizations. Due to lack of geographical boundaries, virtual markets are reachable to a huge number of people and products. It is also economically viable for firms to outsource their services quickly and cheaply to the developing countries. Over the last few decades, the dynamics of highly competitive global industry have forced organizations to rethink and re-evaluate the way they design competitive strategies in accordance with the fluctuating demand and d iverse technologies. According to Robert Grant (2005), â€Å"When the external environment is in a state of flux, the firm itself, in terms of its bundle of resources and capabilities, may be a much more stable basis on which to define its identity†. ... Strategic Application of E-CRM and E-Marketing According to Lee-Kelley, Gilbert and Mannicom (2003), â€Å"e-CRM refers to the marketing activities, tools and techniques, delivered over the Internet (using technologies such as Web sites and e-mail, data-capture, warehousing and mining) with a specific aim to locate, build and improve long-term customer relationships to enhance their individual potential.† The adoption of e-commerce has long-term impacts on business profitability. Larger customers reach and existing customers’ base has potential for increasing revenues. Additionally, electronic service greatly reduces the operational costs such as staff, transport and materials reducing the purchasing costs. It also helps to improve communication and relationships with workforce, suppliers and customers. Complex business processes get simplified and standardized increasing the speed of access to information. Integrated business processes improve reliability, accuracy and also shorten the delivery time. After the advent of World Wide Web, firms are using digital technologies such as intranets, extranets, online purchasing and e-government services to promote sales. Companies experienced increase in their stock prices by adapting to the internet. For instance, the web store of North West Supplies is online since 2002. In the first six months of website launch, the company had increased sales by ?20,000 through application of pay per click advertising. In order to reduce further advertising costs, the company redesigned its website and implemented Search Engine Optimization (SEO). The improvements in website design and marketing methods added to the NWS brand value increasing the annual turnover from ?250,000 to ?350,000. For

Modern woman in TV show Essay Example | Topics and Well Written Essays - 1250 words

Modern woman in TV show - Essay Example These shows get women to take off all their clothes and stand stark naked in front of the entire world to see. Or they are used as a seduction technique. They might also be used as dolls/objects which can be bought or fooled into having sex with a man at any time. They are blamed more for every crime that they commit. They are also shown to be the object of drug and sex trafficking. There is a famous method of showing cars in a movie about cars and that is with a large number of girls surrounding it, standing on it or lying on it, naked or nearly naked. This is shown only for the sake of attracting the larger masses. TV shows and movies aside, even the video games, play-stations and the famous X-BOX have animated women appearing at every nook and corner of the game and are used only as a sign of sexuality and femininity. Many of today’s famous TV shows which include this element of sexuality include â€Å"How I met your mother†, â€Å"vampire diaries†, â€Å"Nik ita†, â€Å"Gossip girl†, â€Å"One tree hill†, â€Å"Small-Ville†. Many of these shows bring out women harassment as a joke or a sick humor. But some of them use women sexuality openly, completely owning this fact about their show. Of all the shows, this report will discuss an episode form the season â€Å"Nikita†. The episode is 15 and from season 1. Background of the Show In this, one of the lead actresses, Alex is called out to work for her company as a spy in the form of a very sexy young girl who is spitted out of a blind-dating site to the target person. Alex is forced to wear low-necked and tight clothes, with her hair open and flowing so that she successfully seduces the target victim and steal a gadget from him. During the show she is caught by her old captors who were sex-traffickers. She is then forced inside a cage and heavily drugged. This exploits the factor of women’s weak body and strength. During the show we see that Alex ha d been sold to these sex traffickers as a child, proving men’s inability to take pity even on small girls and using them as symbols of sex and pleasure. We also see that another one of the girls is badly beaten by her captor, which shows that the captor thinks of women only as objects to be threatened and oppressed. Anatomy of the Show The show is divided into two parts: one where Alex is sent on her mission as a sexy girl out for a date, and the second where she has been recaptured by her previous captor, locked in a small cage and interrogated. Part one of the Show In this part, the viewers are shown a beautiful girl, who just became the date for the night of a very weird nerd. Alex has been ordered to dress up sexually and adorable so that the nerd boy (also the target) falls for her beauty and completely surrenders to her. This in turn would pave a way for her to easily steal a device from the nerd. Here we see that the heroin is doubtful if the nerd person would accept s omeone like her as a date, so she asks her boss who replies with a â€Å"please† looking her up and down, as if to prove his point. It is clear from the way the show unravels, that viewers are being told that the women species can be a great sexual device and an amazing criminal/ thief, if they used their femininity and apparent innocence, to good use. After Alex is ready to go to the bar with her new date, looking as sensual as any perfect

Speech class assignment Example | Topics and Well Written Essays - 250 words

Speech class - Assignment Example This is likely to be experienced by people who are not used to deception. General uneasiness when communicating may be a good prediction of deception or attempt of the same. Rapid movements accompanied by change of body posture when talking may suggest an attempt of deception. The second most important clue to attempt of deception is avoidance of eye contact. Whereas habitual and experienced liars will attempt a deception without avoiding eye contact, other people will most likely avoid eye contact while attempting deception. Avoidance of eye contact coupled with touching and handling other items while communicating may strongly suggest an attempt to deceive. Other nonverbal signs of attempt to deceive include, fidgeting and change of facial expressions. A communicator who was talking comfortably but then begins to fidget in the middle of a conversation may mean that they are feeling uneasy with what they are communicating and therefore, fidgeting may suggest an attempt of

Modern woman in TV show Essay Example | Topics and Well Written Essays - 1250 words

Modern woman in TV show - Essay Example These shows get women to take off all their clothes and stand stark naked in front of the entire world to see. Or they are used as a seduction technique. They might also be used as dolls/objects which can be bought or fooled into having sex with a man at any time. They are blamed more for every crime that they commit. They are also shown to be the object of drug and sex trafficking. There is a famous method of showing cars in a movie about cars and that is with a large number of girls surrounding it, standing on it or lying on it, naked or nearly naked. This is shown only for the sake of attracting the larger masses. TV shows and movies aside, even the video games, play-stations and the famous X-BOX have animated women appearing at every nook and corner of the game and are used only as a sign of sexuality and femininity. Many of today’s famous TV shows which include this element of sexuality include â€Å"How I met your mother†, â€Å"vampire diaries†, â€Å"Nik ita†, â€Å"Gossip girl†, â€Å"One tree hill†, â€Å"Small-Ville†. Many of these shows bring out women harassment as a joke or a sick humor. But some of them use women sexuality openly, completely owning this fact about their show. Of all the shows, this report will discuss an episode form the season â€Å"Nikita†. The episode is 15 and from season 1. Background of the Show In this, one of the lead actresses, Alex is called out to work for her company as a spy in the form of a very sexy young girl who is spitted out of a blind-dating site to the target person. Alex is forced to wear low-necked and tight clothes, with her hair open and flowing so that she successfully seduces the target victim and steal a gadget from him. During the show she is caught by her old captors who were sex-traffickers. She is then forced inside a cage and heavily drugged. This exploits the factor of women’s weak body and strength. During the show we see that Alex ha d been sold to these sex traffickers as a child, proving men’s inability to take pity even on small girls and using them as symbols of sex and pleasure. We also see that another one of the girls is badly beaten by her captor, which shows that the captor thinks of women only as objects to be threatened and oppressed. Anatomy of the Show The show is divided into two parts: one where Alex is sent on her mission as a sexy girl out for a date, and the second where she has been recaptured by her previous captor, locked in a small cage and interrogated. Part one of the Show In this part, the viewers are shown a beautiful girl, who just became the date for the night of a very weird nerd. Alex has been ordered to dress up sexually and adorable so that the nerd boy (also the target) falls for her beauty and completely surrenders to her. This in turn would pave a way for her to easily steal a device from the nerd. Here we see that the heroin is doubtful if the nerd person would accept s omeone like her as a date, so she asks her boss who replies with a â€Å"please† looking her up and down, as if to prove his point. It is clear from the way the show unravels, that viewers are being told that the women species can be a great sexual device and an amazing criminal/ thief, if they used their femininity and apparent innocence, to good use. After Alex is ready to go to the bar with her new date, looking as sensual as any perfect

US foreign policy ( chapter 3) Essay Example | Topics and Well Written Essays - 2250 words

US foreign policy ( chapter 3) - Essay Example During the Civil War, oil use was seen in the United States (Committee of Foreign Relations, 1975). Being the largest user and producer of oil, it also supplied oil to the Allied Forces during the First World War. The use of oil in the US industries was prominent in the post-war era and this prompted the US to fear oil supply depletion. The US was also concerned about oil supply being largely controlled by foreign interests like British Petroleum and Royal Dutch Shell (Committee of Foreign Relations, 1975). Moreover, the US also feared British control of numerous oil fields outside the United States. â€Å"All the known oil fields, all the likely of probable fields outside of the United States itself are in British hands or under British management of control, or financed by British capital† (Terzakian, 2006, p. 72). This prompted the US to be more restrictive of its oil exports and to consider other sources of oil. After the First World War, the US Senate asked the President to report on the restrictions being imposed on Americans exploring oil in foreign nations (Committee of Foreign Relations, 1975). Reports on how Americans were excluded from the exploration of foreign oil fields were revealed by a State Department report. Those which were under British control were especially active in excluding American oil explorers. Congress was prompted to pass the Mineral Leasing Act of 1920 and this act set forth that oil and minerals outside the US can be explored by US nationals (Randall, 2005, p. 19). The Congress also implemented what is now known as the Principle of Reciprocity wherein oil and other minerals in the US lands could be used for exploitation by domestic foreign-owned corporations, but if the same privileges were not given to US nationals, these corporations would not be able to own stock or control

Education & life Essay Example for Free

Education life Essay Education has always been an important part of my life. I have always believed that through hard work and dedication, I may be able to fulfill my dreams and aspirations. Furthermore, I am more inclined into becoming one of the most successful graduates our school has ever had. I want to be able to show the world how an individual like me can make a difference in life. My name is (insert your name here) in taking (NAME OF COURSE) at the (NAME OF THE UNIVERSITY). I consider myself to be a well rounded individual. As a student, I am proficient with subject relating to Math, History and Science (insert subjects where you’re good at). Unlike others, I never experienced any difficulty with Math, for I am able to easily interpret and solve mathematical equations. This great fascination also led to an inclination for Science. History, on the other hand, opens my knowledge to greater heights, for I am greatly interested in the circumstances that happened in the past. I believe that being knowledgeable about these things would help me grasp things that happen nowadays. Aside from my fascination for education, I am also active in my extra curricular activities. I am a well socialized person and loves dealing with everyone else. I believe that having many friends is one of my greatest achievements because I can relate to their ups and downs. Moreover, I also have passion in taking care animals more specifically marine animals. I was overwhelmed when I received my license in scuba diving and this boost my confidence even more. The said license gave me more opportunity to travel beneath the sea and meet my favorite mammals like dolphins and sharks. I am very proud of this achievement because the water world and animal kingdom are part of the society that is not yet congested by pollutions and negative activities as compared to the land. Receiving my license in scuba diving is not that easy. I undergo various exercises and lessons before I succeeded. This can be compare to life and education as well. If I will not work hard and follow the instructions I will end up drowning not only in water but in the pool of ignorance and misery. Education is best achieved when one works harder each day. Being admitted to your good university will serve as the path towards my dream of becoming (insert ambition here). I know that my skills and talents are not enough for me to be considered for a position in your school. All I know is that I am equipped with my determination to succeed and fulfill my dreams. From my experiences, excelling in both co-curricular and extra curricular activities is not easy. Success surpasses just the basics of passing all subjects in school and excelling in them. Success also requires much determination, dedication, hard work and prayers. Moreover, my dreams and aspirations do not end after graduation. I would use my experiences and knowledge to be of service to those in need. Furthermore, I would indulge myself in more programs that could help me become a better individual and a unique professional. I would apply everything that the (insert name of university here) imbibed in me and still yearn for more information and ideas that would help in the upheaval of our society. Being a graduate of this prestigious institution would also come to my advantage, for I may be able to inspire others to strive hard and become known in their chosen fields. My life is filled with numerous decisions, and choosing the (insert name of university here) is definitely the answer to my dreams.

A IMPORTANCIA DO USO DA MUSICA

A IMPORTANCIA DO USO DA MUSICA A IMPORTANCIA DO USO DA MUSICA PARA O ENSINO DA LINGUA INGLESA A importAncia do uso da mUsica para o ensino da là ¬ngua inglesa RESUMO A cada dia surgem novos metodos e propostas que pretendem auxiliar no aprendizado da là ¬ngua inglesa de forma efetiva. Porem, ao tentar usar formas inovadoras o profissional da area de là ¬nguas estrangeiras se depara com um problema muito comum: o aluno escuta, mas nà £o compreende, escreve, mas nà £o cria a là ¬ngua escrita, repete expressoes e palavras, mas nà £o fala. Ou seja, nà £o se comunica, realmente, numa segunda là ¬ngua. e importante entender que o sucesso na aquisià §Ãƒ £o de uma nova là ¬ngua requer comprometimento e participaà §Ãƒ £o total por parte do aluno. Metodologias rejuvenescidas, ou a aplicaà §Ãƒ £o de regras, nà £o significam aprendizado efetivo. O educando precisa se sentir familiarizado com a là ¬ngua; necessita sentir-se parte deste meio. A mUsica tem esse poder de abrir caminhos e ligar conceitos e ideias. Ela consegue propagar ate aspectos culturais de uma determinada regià £o, usando uma combinaà §Ãƒ £o de linguagem sonora, verbal e, muitas vezes, visual. Ferreira (2009) comenta que desde os primà ³rdios da humanidade, a mUsica ja servia de subsà ¬dio para as primeiras manifestaà §oes verbais orais da humanidade. A partir desta constataà §Ãƒ £o, este estudo pretende apresentar e ressaltar a importAncia da mUsica, como auxiliadora na aprendizagem da là ¬ngua estrangeira (LE), neste caso, a là ¬ngua inglesa (L2). O objetivo e mostrar que o uso da mUsica pode auxiliar o educando no desenvolvimento das quatro habilidades: compreensà £o auditiva, compreensà £o oral, leitura e escrita. PALAVRAS-CHAVE MUsica. Aprendizado. Desenvolvimento. Comunicaà §Ãƒ £o. A importAncia do uso da mUsica para o ensino da là ¬ngua inglesa 1 Introduà §Ãƒ £o O ser humano e um ser musical. Podemos notar isso em qualquer tipo de evento ou comemoraà §Ãƒ £o. A mUsica e usada para expressar sentimentos ou mesmo para traduzir o grau de importAncia que cada um tem sobre determinado evento em sua vida. Porem alem de manifestaà §Ãƒ £o pessoal segundo Ferreira (2009) com a mUsica, e possà ¬vel ainda despertar e desenvolver nos aluno sensibilidades mais aguà §adas na observaà §Ãƒ £o de questoes prà ³prias à   disciplina alvo. Sendo assim, ao utilizarmos a mUsica em aulas de là ¬ngua inglesa, podemos despertar o desejo e o envolvimento do aluno, considerando tambem que ela e uma forma de comunicaà §Ãƒ £o comumente usada entre grupos em conversas, trocas de mensagens, lazer, festas, encontros, principalmente entre pessoas mais jovens. Porem nà £o podemos desconsiderar que, por vezes, a mUsica e caracterizada como outra linguagem, e dessa forma, pode apresentar barreiras ao profissional que intencione dela fazer uso, mas que nà £o domina essa tecnica ou   que se sente desconfortavel neste tipo de atividade. Nà £o e desconhecido que um dos grandes problemas enfrentados pelo professor de là ¬ngua estrangeira e o de procurar formas ou adaptar materiais para que o seu aluno aprenda e desenvolva os conhecimentos da là ¬ngua estrangeira. E mesmo quando, apà ³s pesquisas e tentativas, se desenvolve uma forma mais pratica de transmissà £o de dados e informaà §oes, o professor se depara com a falta de interesse do aluno, pois este percebe que seu aprendizado nà £o e completamente satisfatà ³rio. Qual educando nà £o se desencanta ao perceber que seu aprendizado da là ¬ngua estrangeira nà £o o habilita e capacita a se comunicar? Nerici (1985, p.11) afirma que praticar atividades nas quais o indivà ¬duo se revele mais eficiente; faz com que ele se sinta capaz, o que lhe confere auto-confianà §a. Alem disto, toda a atividade educativa deveria ser motivada na realidade. Esta deveria ser a fonte de motivaà §Ãƒ £o para se educar ou ensinar uma disciplina, principalmente quando falamos de linguagem e comunicaà §Ãƒ £o. Devemos aproximar o aluno da là ¬ngua e nà £o afasta-lo. Rivers (1975) menciona que a maneira ideal de desenvolver ao maximo a habilidade oral seria viver entre os falantes da là ¬ngua alvo. Acontece que, na nossa realidade brasileira, nem todos os alunos podem viajar, mesmo que por um espaà §o curto de tempo, para um paà ¬s falante de là ¬ngua inglesa, neste caso, a fim de praticar o que vem aprendendo em seu conteUdo escolar e ampliar seu vocabulario. Um dos principais fatores no aprendizado de uma là ¬ngua estrangeira e a habilidade e oportunidade de pratica-la, testar sua elasticidade[1] (Rivers, 2000 p.94, traduà §Ãƒ £o minha[2]). Para que o educando tenha o melhor aproveitamento da là ¬ngua inglesa, o professor muitas vezes, precisa descobrir ou adaptar tecnicas que propiciem bons resultados de aprendizagem. O material didatico atualmente usado em algumas instituià §oes educacionais ou escolas de idiomas, em certos aspectos, nà £o fornece bases necessarias para o real aprendizado de um idioma estrangeiro. Sà £o livros muitas vezes compostos de conteUdo ultrapassado ou que nà £o condiz com a realidade. Ou seja, a là ¬ngua inglesa que se ensina nà £o e a que e falada, por um falante nativo. Como consequà ªncia, por vezes o aluno se sente desmotivado, pois nà £o se acha capacitado em aprender a L.E. , ou simplesmente por nà £o entender o que e falado em series de TV, filmes, programas de variedades etc. E o pior e que essa desmotivaà §Ãƒ £o pode afetar diretamente o educador, que nà £o và ª o resultado de seu esforà §o em ensinar a L2. O educando precisa se familiarizar com a realidade. Essa realidade deve ser atraente a ele, a fim de que este queira conhecà ª-la, e sinta que pode atuar nela. Metodologias especializadas para o ensino de là ¬nguas estrangeiras orientam enfaticamente que um bom aprendizado requer interaà §Ãƒ £o entre aluno e là ¬ngua a ser aprendida, mediada ou liderada por um professor. Este professor deve ter, como qualidades essenciais, um grau de lideranà §a tanto quanto sensibilidade, percepà §Ãƒ £o e afeto. Quando um professor demonstra essas qualidades, os alunos perdem o receio de se atrapalharem com os exercà ¬cios, principalmente diante dos colegas, pelo contrario, tà ªm desejo de interagir e se expressar. Acrescido a isso, o uso de materiais como filmes, jornais e textos de gà ªneros variados, mUsicas e a interaà §Ãƒ £o com os costumes, farà £o   com que esses alunos compartilhem suas opinioes acerca da cultura da là ¬ngua alvo (Rivers, 2000). 2   MUsica para ensinar Ferreira (2009 p.14) define que uma comunicaà §Ãƒ £o efetiva e Compreender aquilo que faà §o com a maneira pessoal de expressar-me e ser compreendido por aqueles que me cercam. Rivers (1975), por sua vez, afirma que a aprendizagem da habilidade auditiva e de compreensà £o deve ser desenvolvida com exercà ¬cios para os estagios de identificaà §Ãƒ £o e retenà §Ãƒ £o. Nà £o estamos apenas falando do exercà ¬cio de retenà §Ãƒ £o de informaà §oes e repetià §Ãƒ £o de palavras, mas sim da real comunicaà §Ãƒ £o com um mundo globalizado, sendo assim, com linguagens e sinais. Trabalhar com exercà ¬cios que fogem da realidade ou que sà £o construà §oes artificiais nà £o produzira o resultado esperado de aprendizado, pelo contrario, pode confundir o aluno na hora em que a este forem requeridas a compreensà £o ou comunicaà §Ãƒ £o na là ¬ngua alvo. Rivers (1975) faz objeà §Ãƒ £o a afirmativa de que se ao aluno forem ensinadas a leitura, a escrita e a gramatica de uma maneira adequada, ele aprendera a falar rapidamente, de maneira fluente e natural, no momento em que se encontrar numa situaà §Ãƒ £o em que o uso oral da là ¬ngua lhe seja importante. Analisando o aprendizado, de uma forma geral, nà £o podemos deixar de constatar que e essencial o interesse do aluno. Sera uma tarefa ardua e inglà ³ria tentar desenvolver algum tipo de habilidade em alguem que nà £o sente empatia pelo assunto a ser estudado; ela deve ser despertada. Nerici (1985, p.12) afirma que o conhecer algo traz como consequà ªncia empatia acompanhada de um agir responsavel em relaà §Ãƒ £o a esse mesmo algo. Ao entrar em contato com o universo que e a là ¬ngua estrangeira, e neste caso, com o auxà ¬lio da mUsica, o aluno tende a se aprofundar, por empatia, no conhecimento e na aquisià §Ãƒ £o gramatical, lexical, cultural da L.E. . Aos poucos, este educando vai ampliando seu conhecimento, promovendo assim seu efetivo aprendizado. Nà £o se trata apenas do conhecer informal, mecAnico, mas de um conhecimento vivo. Atraves de metodos, analises e releituras de formas de ensino, nà ³s professores podemos criar uma ponte entre o aluno e o conhecimento, de uma maneira agradavel, interessante e ampla. A realidade que nos deparamos quando observamos alunos dentro do contexto escolar por vezes e preocupante. Existem educandos que sà £o naturalmente propensos ao estudo e ao desenvolvimento de uma L.E. Mas sà £o alguns. Deparamo-nos com um grupo que e falante de uma mesma là ¬ngua materna, porem com propà ³sitos e motivaà §oes e interpretaà §oes particulares. (Brown, 2001). Se os educandos hoje sà £o ecleticos, e o que os norteia tem diferentes cores e formas, nà ³s, enquanto professores, precisamos encontrar um ponto em comum, ou pelo menos, tentar desenvolver atividades que mantenham a dinAmica da aula e proporcionem a aquisià §Ãƒ £o da là ¬ngua estrangeira. A interaà §Ãƒ £o entre a sua abordagem e a atividade em sala de aula e a chave para o dinamismo no ensino. Os melhores professores sempre correm alguns riscos calculados em sala de aula, tentando uma ou outra atividade nova. [3] (Brown, 2001 p.40). A proposta e a abordagem de exercà ¬cios que usam   esta estrategia para exercitar a memà ³ria (aquisià §Ãƒ £o de vocabulario); as habilidades cognitivas (raciocà ¬nio e significado de expressoes); e afetivas (simpatia pelo grupo e/ou cantor). Nà £o se trata mais de privilegiar a gramatica ou a comunicaà §Ãƒ £o, mas de promover o conhecimento e o reconhecimento de si e do outro. Brown (2001) sugere que o professor motive os seus alunos por meio de atividades que desenvolvam compreensà £o, autoconfianà §a, interesse pela là ¬ngua e cultura. Segundo Rivers (1987) a mUsica promove interaà §Ãƒ £o nà £o somente do aluno-aluno, mas tambem do professor-aluno. Ha uma troca de conhecimentos e discussà £o sobre determinado aspecto, dentro da mUsica que esta sendo utilizada em determinado exercà ¬cio. Atividades musicais tà ªm a capacidade de promover e desenvolver quatro estagios ou habilidades: preparaà §Ãƒ £o, compreensà £o, expressà £o e reaà §Ãƒ £o. e por esse motivo   que e um recurso que promove resultados satisfatà ³rios tanto para   o professor quanto ao aluno. O uso de mUsica e canà §oes de maneira organizada, com letras de facil interpretaà §Ãƒ £o e com pouca repetià §Ãƒ £o descansa o grupo de alunos, quando eles està £o envolvidos em atividades gramaticais, por exemplo. Ha tambem outro fator importante que e a motivaà §Ãƒ £o. O educando que esta motivado com determinado exercà ¬cio tem melhor resultado. Rivers (2000, p.95) afirma que ha um elemento motivacional especà ¬fico no ensino de mUsicas em là ¬ngua estrangeira. Em inglà ªs, que e a là ¬ngua da mUsica pop, este fator motivacional e evidente. [4]   De fato, a mUsica da acesso à   parte reacional do aluno, fazendo-o sentir o que esta sendo dito ou a mensagem que se esta passando atraves da letra. (Rivers, 2000). A mUsica e uma das maneiras que usamos para nos exprimir e interagir com o outro. E por ser uma ferramenta poderosa de comunicaà §Ãƒ £o, e possà ¬vel usa-la no aprendizado da là ¬ngua, para facilitar a compreensà £o e a absorà §Ãƒ £o do insumo de conhecimento teà ³rico. A tecnologia eletrà ´nica, atualmente, facilita de forma ampla o uso da mUsica em sala de aula, pois hoje, e muito facil ao aluno e ao professor disporem de aparelhos portateis, ou ainda, ter acesso a uma vasta e diversificada quantidade de mUsicas via internet. No entanto, toda essa diversidade musical deve ser usada de maneira direcionada. Do contrario, o aprendizado com a mUsica passara a ser sà ³ mais uma aula com mUsica. Quase um passatempo. Existem diversas formas musicais. Dentro dessas formas, distribuem-se os varios gà ªneros. A escolha do gà ªnero mais adequado para um resultado satisfatà ³rio no aprendizado e absorà §Ãƒ £o por parte do aluno e de extrema relevAncia. Ferreira (2009 p.25) ressalta que hoje sabemos a relaà §Ãƒ £o à ¬ntima que a mUsica tem, por exemplo, com disciplinas como a arte (em geral), a là ¬ngua (portuguesa, inglesa, italiana, latina etc), a histà ³ria, a matematica, a fà ¬sica [. . . ] Trata-se de uma arte extremamente rica e que dispoe de farto e vasto repertà ³rio, acessà ¬vel em qualquer lugar no nosso planeta. No entanto, quando nos propomos a usar a mUsica associada a uma outra disciplina, que nà £o a prà ³pria arte musical e suas caracterà ¬sticas, constatamos que o aluno associa essa atividade ao lazer e diversà £o e nà £o especificamente ao aprendizado. Nà £o e incomum os educandos nà £o levarem as aulas com mUsica a serio, o que pode causar desordem e barulho, atrapalhando inclusive salas vizinhas. Esta constataà §Ãƒ £o nà £o e notada somente nos alunos; o prà ³prio professor pode ter influenciado este tipo de comportamento, ao tratar atividades com mUsica, nas aulas de inglà ªs, de maneira inapropriada. Para que problemas provenientes da falta de organizaà §Ãƒ £o e inabilidade sejam evitados, a mUsica que sera usada nas aulas deve ser cuidadosamente avaliada; da mesma forma que seu conteUdo e qualidade do audio. Sons baixos, ruidosos, gravaà §oes de baixa qualidade e de difà ¬cil compreensà £o mais incomodam que auxiliam Canà §oes em inglà ªs, a exemplo de milhares de outras canà §oes, nà £o tà ªm a intenà §Ãƒ £o de ensinar a là ¬ngua inglesa. Para sua composià §Ãƒ £o, seus autores usam as mais variadas composià §oes linguà ¬sticas e recursos estilà ¬sticos, expressoes idiomaticas, gà ¬rias, para expressar um ponto de vista, um aspecto cultural, fazer um protesto contra injustià §a social ou polà ¬tica. E toda essa combinaà §Ãƒ £o permite-nos introduzir o aluno na cultura da L2. Tomemos, como exemplo, um trecho retirado da mUsica Crazy[5], do grupo norte-americano Simple Plan. Tell me whats wrong with society. When everywhere I look I see. Young girls dying to be on TV. Wont stop til. Theyve reached their dreams. Diet pills, surgery. Photoshop pictures in magazines. Telling them how they should be. It doesnt make sense to me Nestas duas estrofes podemos encontrar aspectos culturais atuais: (Garotas morrendo para aparecem na TV[6]); podemos abordar o uso de contraà §oes, muito comuns na là ¬ngua falada (Whats, til);   alem de explicar ou mesmo retomar os Modal Verbs (Does/doesnt, Will/wont).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Para que a mUsica, uma forma de linguagem que apresenta em sua composià §Ãƒ £o aspectos complexos, seja usada com sucesso, o professor deve dedicar-se ao seu estudo, procurando compreendà ª-la, considerando os sons e ritmos variados, ou seja, a sua amplitude. Este professor deve estar disposto a aceitar o desafio, vencer a timidez, caso nà £o o tenha feito ainda, de usar e disponibilizar tanto a tecnologia, quanto de seu prà ³prio talento musical. Deve explorar e desenvolver atividades musicais a fim de ampliar aspectos culturais, como expressoes idiomaticas, gà ¬rias, abreviaà §oes e coloquialismos. E ficar atento aos resultados que o uso de mUsicas em sala de aula pode lhe proporcionar. Nà £o se trata de aprofundamento na teoria musical, ou suas raà ¬zes e histà ³ria. A proposta aqui e fazer uma ponte entre a disciplina de là ¬ngua inglesa e a mUsica. A mUsica alem da arte de combinar sons, e uma maneira de exprimir-se e interagir com o outro, e portanto, devemos compreendà ª-la. (Ferreira, 2009). 3 Inteligà ªncias MUltiplas na sala de aula Inteligà ªncia musical A escola com a qual trabalhamos hoje passa por mudanà §as significativas a cada dia. Sà £o novas tecnologias, novas metodologias. O aluno esta muito mais crà ¬tico ao aprendizado, e fà ³rmulas muitas vezes usadas nas salas de aulas nà £o dà £o mais o mesmo resultado. A escola que nà ³s educadores visualizamos busca estimular o profundo entendimento dos alunos a utilizarem conhecimentos adquiridos para resolverem tarefas e problemas com os quais se deparam na comunidade e ambiente em que vivem (Gardner, 1993 apud Armstrong, 2001). O aluno hoje, nà £o deve aprender somente teoria. Ele deve usar toda a informaà §Ãƒ £o adquirida em prol de seu desenvolvimento e inserà §Ãƒ £o num mercado cada vez mais global. Mas para que esse convà ¬vio real, numa sociedade bilà ¬ngue aconteà §a, a escola de hoje tem a missà £o de mediar ou auxiliar esse aluno. O està ¬mulo ao uso e compreensà £o da L2 deve acontecer de forma familiar. Isso evitara o fracasso do professor, e derrubara problemas inerentes à   abordagem sou obrigado a aprender uma L2, discurso muito comum encontrado hoje em dia. A proposta e o uso de algum mecanismo que faà §a esse aluno se sentir familiarizado com tanta mudanà §a à   sua volta. Na Europa Oriental, ha vinte e cinco anos, pesquisadores em educaà §Ãƒ £o descobriram que os alunos conseguiam gravar mais informaà §oes na memà ³ria se escutassem a exposià §Ãƒ £o da materia, pelo professor, com sons musicais ao fundo. E se a mUsica promove este conforto e sucesso, essa descoberta e uma forte aliada para qualquer professor de là ¬nguas. Porem nà £o podemos desconsiderar que quando falamos do uso da mUsica, tambem temos outros fatores envolvidos em resultados satisfatà ³rios. Ha alunos que, naturalmente, sà £o predispostos à   linguagem musical. Sà £o aqueles que tà ªm uma aptidà £o nata à   mUsica. Neste caso, o uso desta linguagem para o aprendizado tera excelente resultado, pois estarà £o envolvidos alem da aquisià §Ãƒ £o de conhecimentos, o fator emocional, o prazer, a receptividade. Quanto aos educandos que nà £o possuem uma inteligà ªncia musical nata, se houver o desenvolvimento de atividades que propiciem integraà §Ãƒ £o e comprometimento no aprendizado, os resultados tambem serà £o satisfatà ³rios. Isso vale tambem para desenvolver tal habilidade em educadores, se estes se considerarem nà £o possuidores de inteligà ªncia musical. Devemos lembrar que ao falar de atividades com mUsica nà £o estamos considerando somente o cantar em grupo, ou mesmo, repetir palavras dentro de um contexto. Estamos abordando tecnicas e exercà ¬cios de concentraà §Ãƒ £o, predisposià §Ãƒ £o e relacionamento com uma determinada atividade linguà ¬stica. Nà £o e tarefa facil definir padroes de enquadramento, para se chegar num consenso se um aluno e ou nà £o possuidor de inteligà ªncia musical[7]. E tambem o objetivo principal e o aprendizado atraves da mUsica, resultando em desenvolvimento pessoal e intelectual. e importante sempre considerar que o mais importante em qualquer tipo de aula, ou atividade diferenciada, que se desvie do padrà £o e o resultado para a pessoa do aluno. Antes de levarmos adiante qualquer tipo de modelo de aprendizagem em um ambiente de sala de aula, baseado tambem, dentre tantas outras consideraà §oes, na inteligà ªncia musical, devemos primeiro aplica-lo a nà ³s mesmos como educadores. Armstrong (2001) nos adverte que um passo importante no uso da Teoria das Inteligà ªncias MUltiplas e determinar a natureza e a qualidade das nossas prà ³prias inteligà ªncias mUltiplas, buscando maneiras de desenvolvà ª-las na nossa vida. Somos educadores, mas tambem somos aprendizes. A melhor maneira de avaliar o desempenho de nossos alunos, e explorar de forma significativa as inteligà ªncias e examinando de maneira realista nosso desempenho diante das tarefas que propomos aos nossos alunos. Em vez de realizar tarefas com os alunos, podemos desempenha-las juntamente a eles. Por exemplo, podemos propor um teste, cujas perguntas se enquadrem numa avaliaà §Ãƒ £o das inteligà ªncias separadamente. A partir das respostas, alem de conseguirmos entender mais profundamente a sala, poderemos explorar e despertar o interesse dos alunos, de forma interpessoal. Perguntas como Aprender uma là ¬ngua estrangeira (inglà ªs) e relativamente facil para mim? ou Ouà §o as palavras em minha cabeà §a antes de là ª-las, fala-las ou escrevà ª-las? para medir a Inteligà ªncia linguà ¬stica; ou mesmo Minha vida seria mais pobre se nela nà £o houvesse mUsica? e ainda Conheà §o a melodia e a letra de muitas mUsicas? para medir a Inteligà ªncia Musical seria um exercà ¬cio revelador e envolvente para toda a sala. A teoria das inteligà ªncias mUltiplas e um modelo atrativo e interessante para nos auxiliar. Ela serve para avaliarmos a sala, como um todo, mas a nà ³s mesmos, pois nos desafia a superarmos nossas prà ³prias dificuldades e limitaà §oes. Armstrong (2001 p.32) orienta-nos da seguinte forma: Se vocà ª nà £o tem ideias para levar a mUsica à   sala de aula porque sua inteligà ªncia musical e pouco desenvolvida, pense em pedir ajuda à   professora de mUsica da escola ou a um colega com inclinaà §oes musicais. Cada aluno tem inclinaà §oes diferentes nas inteligà ªncias mUltiplas. Portanto, sabemos que determinados exercà ¬cios que usam ritmos e cAnticos serà £o bem aceitos por uns e rejeitados por outros. Devido a essa diferenà §a inerente a qualquer grupo heterogà ªneo, o professor pode usar estrategias variadas para a mesma aula. Aquele aluno que tem inclinaà §oes mais fà ¬sicas e verbais, por exemplo, podera nà £o se interessar por atividades musicais, mas apreciara exercà ¬cios do tipo preencha as lacunas ou complete o restante que falta na frase e assim por diante. Ja à  queles que apreciam o ritmo e a melodia, sera interessante exercà ¬cios orais e repetià §Ãƒ £o de expressoes e estruturas complexas, por exemplo, os phrasal verbs ou tempos verbais. Ao falar do exercà ¬cio da inteligà ªncia musical, Alvarez (2002) remete-nos ao fato de que tanto na Idade Media quanto no Renascimento, a mUsica ja era considerada um dos quatro grandes pilares da aprendizagem, juntamente à   geometria, a astronomia e a aritmetica. Armstrong (2001 p.83) reforà §a sua importAncia, relatando-nos que por milhares de anos, conhecimentos foram transmitidos de geraà §Ãƒ £o em geraà §Ãƒ £o por meio de mUsicas ou cAnticos. No seculo XX, os publicitarios descobriram que os jingles musicais ajudam as pessoas a lembrar o produto de seu cliente. Os educadores, todavia, demoraram mais para reconhecer a importAncia da mUsica na aprendizagem. Como resultado, a maioria de nà ³s tem milhares de jingles musicais comerciais na memà ³ria a longo prazo, mas relativamente poucas mUsicas relacionadas à   escola. Podemos ate criar um ritmo moderno, um rap ou um cAntico, associado à   aula que queremos explanar. Por exemplo, se colocarmos um ponto central que queremos ensinar numa aula expositiva, de forma rà ¬tmica, com repetià §oes, a sala toda podera se envolver tanto no conteUdo quanto no ritmo. Esse exercà ¬cio e muito comum entre os alunos, e sà ³ observar alunos cantarolando mUsicas e palavras em inglà ªs, nos corredores das escolas. Outro exercà ¬cio e convidar os alunos a criarem seus prà ³prios jingles ou canà §oes sobre o tema a ser estudado. Esse exercà ¬cio ajudara os alunos a sintetizarem a materia e a aplicaà §Ãƒ £o dos significados aprendidos, alem de proporcionar uma atmosfera mais descontraà ¬da e emocional para a aula. Se o professor tocar algum instrumento de percussà £o, ou qualquer outro instrumento musical tambem sera uma à ³tima contribuià §Ãƒ £o para bons resultados. Alem disso, podemos encontrar frases musicais, ou trechos de canà §oes que resumam algum ponto essencial da materia estudada. Tambem e possà ¬vel falar sobre literatura, usando ritmos opostos para sugerir situaà §oes mais calmas ou tensas, da peà §a Romeu e Julieta de Shakespeare, por exemplo. Armstrong (2001). Essas estrategias oferecem um grau de amplitude e criatividade consideraveis tanto para os alunos, quanto para os professores. O desafio maior   aqui e vencer a resistà ªncia quanto à   timidez e o envolvimento com o grupo que se esta trabalhando. 4 Traduà §oes e Versoes Existem hoje diversas formas, com resultados satisfatà ³rios, de se trabalhar com a mUsica em sala de aula. Podemos citar os exercà ¬cios mais comuns de preencha as lacunas em branco ate praticas mais elaboradas de traduà §oes. Atualmente e muito facil encontrar mUsicas na internet, que dispoem de traduà §oes. Isso pode ser considerado uma à ³tima estrategia de ensino pela facilidade e disponibilidade tanto para o professor quanto para o aluno. Considerando essa disponibilidade tecnolà ³gica, acessà ¬vel ate para as escolas de menor poder aquisitivo, podemos trabalhar uma analise de letras de hinos, poesias cantadas, canà §oes (esta Ultima muito mais comum e de facil traduà §Ãƒ £o). Nà £o podemos negar que muito do que e traduzido aos alunos, provem de nossa prà ³pria experià ªncia como professores ou tradutores. Porem, existem traduà §oes que sà £o verdadeiras perolas para a compreensà £o. Vejamos o exemplo da mUsica Im not dog no, de Falcà £o e Tarcà ¬sio Matos, uma versà £o do portuguà ªs para o inglà ªs da canà §Ãƒ £o Eu nà £o sou cachorro nà £o[8], de Waldick Soriano. A mUsica foi traduzida ao pe da letra. Sabemos que foi intencional, porem, com o uso desta canà §Ãƒ £o, o professor podera trazer à   tona erros que devem ser evitados ao lidar com letras e traduà §oes, e assim explicar expressoes idiomaticas e coloquialismos. Im not dog no, for live so humbleIm not dog no, for you be so very farYou dont know understand who is love, who is likeE eu ja estou querendo stay hereAnd so there I go away Eu nà £o sou cachorro nà £o, para viver tà £o humilhado Eu nà £o sou cachorro nà £o, para vocà ª estar tà £o longe Vocà ª nà £o sabe entender o que e amar, o que e gostar E eu ja estou querendo ficar aqui E assim, la eu ir embora As mUsicas de carater humorà ¬stico servem para descontrair a aula, alem de tornar o aprendizado atraente para a maioria dos educandos, sejam eles das mais variadas idades. Os alunos passam a aprender e adquirir conhecimento nà £o somente observando os acertos e construà §oes linguisticamente corretas, mas notando ou localizando os erros. Duas pessoas diferentes nà £o interpretam ou entendem um trecho exatamente da mesma maneira. A personalidade, experià ªncia e a referà ªncia de memà ³rias farà £o com que esta interpretaà §Ãƒ £o varie de aluno para aluno (Rivers, 2000). A contribuià §Ãƒ £o, por exemplo, que teremos ao interpretar uma mUsica, como exercà ¬cio em sala de aula, sera outro fator motivacional e por que nà £o dizer, uma promoà §Ãƒ £o à   relaà §Ãƒ £o   interpessoal   entre   o grupo, pois cada aluno trara uma versà £o diferente de um mesmo trecho de mUsica. MUsicas e canà §oes usadas como atividades conduzem naturalmente ao aprendizado ou aperfeià §oamento da là ¬ngua estrangeira. A pronUncia e entonaà §Ãƒ £o sà £o assimiladas com facilidade atraves de canà §oes na là ¬ngua alvo. Alem disso, segundo Rivers (2000, p.160) trabalhar com mUsica pop pode envolver quanto à   leitura sobre o cantor/cantora, acompanhar entrevistas com o cantor/cantora no radio ou TV, assistir os và ¬deos ou cantar as mUsicas[9]. O aluno, ao ser motivado a aprender as palavras, podera exercitar atividades diferentes sozinho e depois compara-las à  s dos colegas de classe. O professor inclusive pode se valer desta iniciativa do aluno e fornecer-lhe a mUsica com os espaà §os em branco para completar. 4.1   A TECNOLOGIA NA SALA DE AULA Quando alguem fala no uso de tecnologia e mUsicas em sala de aula, logo pensamos em computadores, ou nas aulas de computaà §Ãƒ £o na sala de multimà ¬dia da escola. A questà £o e que, tudo que nà £o seja cad

Operating System Architecture :: Computers Technology Technological papers

Operating System Architecture By gaining control of computers, computer viruses, worms, trojans, software bugs, and bad people can create extraordinary damage by shutting down infrastructure, using online banking to steal money, or using robots to attack people. Our civilization is increasingly depended on computers for survival. Therefore, a fully secure operating system is essential for the society. Below is the architecture by which maximum security against viruses and other threats can be achieved. Operating system and the rest of the software should be modular. Each small module performs a function and may take parameters. For example, a web browser uses an HTML renderer to display a webpage. In turn, the HTML renderer uses a jpg-renderer to display jpg images. An e-mail program might use the same HTML renderer. The rich collection of functions (with application program interfaces) makes writing programs much easier, greatly reduces the need to write the same functionality many times, and allows the same program to work on different computers. Modularity is also essential for stability and internal security of a complex program--failure of some modules to work properly should affect only the functions the modules perform and (usually) should not cause the program to crash or become unnecessarily insecure. Moreover, proper multi-tasking (see below) ensures that a delay in a non-essential module does not excessively delay the program. While the code for a function is loaded once into the memory, multiple executions can occur simultaneously. Functions remain in memory until the memory (RAM) is about to run out; when that happens, functions least likely to be called are unloaded or put into the swap space. Each process has a set of rights and priorities. The rights include the type of resources the process can access such as what devices (speakers, networks, etc.) and files the process can access and at what permission level. For example, a process may be allowed to modify only a certain region of the monitor. A process can be denied access to a file, given a read-only access, allowed to read and append, or allowed read-write access. Ideally, each process is given just enough rights to perform all of the functions it should perform. The priorities are specified for limited resources such as the amount of memory, processing time, bandwidth, and disk space. The priorities are determined based on the importance of each process. The process managers allocate scarce resources based on the priorities.

Succubus Heat CHAPTER 25

To her credit, Grace didn't cower. She stood firm, regaining her composure as she matched Jerome's stare with one of her own. In fact, she regained enough of herself that she remembered to avoid the rain. The drops parted around her, much as the fire had parted around Roman. Her suit and hair were dry again, crisp and perfect. â€Å"You would have done the same thing,† she told Jerome. I couldn't see Jerome's face when he spoke. â€Å"I wouldn't have got caught. You did. You failed.† â€Å"You should be impressed with my ingenuity.† She crossed her arms, almost defiant. â€Å"I'm useful to you.† â€Å"You are meaningless. I could blight you out of existence, and no one would think twice about it.† I wasn't sure about that. Demons smote each other all the time, but that didn't mean Hell liked it. It created paperwork, and if you were caught, you got sent to Hell's equivalent of prison. Grace apparently shared my doubts about how easy it would be for Jerome to kill her. â€Å"I don't think so. As it is, you'll be lucky if you have your job when you get back. You got yourself summoned.† Her eyes flicked to me and Roman, huddled together on the sand. â€Å"Your territory's in chaos. They'll send you off to a desk job-or make you somebody else's subordinate. Quite a fall from an archdemon's position.† â€Å"Not likely,† said Mei, speaking up. â€Å"Not if we spin this right. Jerome's got powerful connections. So do I. And Cedric will advocate for him.† Her willingness to help and assurance about Cedric surprised me, but then, perhaps it was back to the know-thy-enemy philosophy. Grace glared at her former counterpart. â€Å"You're the biggest fool of all here.† â€Å"Enough,† snapped Jerome. â€Å"There's been enough villainous exposition here. The matter's done.† I didn't have to see him to know he was smiling at Grace-only, I suspected it wasn't a very nice smile. â€Å"I will see you in Hell.† He snapped his fingers, and suddenly, what looked like black ice sprang up from the ground and crawled up Grace's body. She hardly had any time to scream because it coated her so quickly and then froze into place, leaving her immobile. She had become a thorny black statue. â€Å"What is that?† I breathed. â€Å"Kind of a demon stasis,† Roman murmured back. â€Å"A prison of sorts. He's ten times more powerful than her-it's an easy thing for him to do.† I wondered then just how powerful Roman really was. He'd seemed matched against Grace, but I still wasn't sure if he'd been holding back or not, for fear of detection. As it was, he now had his signature turned off, appearing as a human for all intents and purposes. He'd done it just before Mei fully materialized. â€Å"You need to get out of here,† I told him. â€Å"Wait,† he responded. Indeed, Roman seemed the least of Jerome's concerns as the archdemon studied Grace's frozen form. Her defeat had been anticlimactic, really. There had been no flashy brawl as everyone else seemed to have had today, but then, I supposed when you wielded the kind of power Jerome did, there was no need. I also had a feeling that Grace had been right about something. Even if he did have connections, Jerome probably couldn't risk doing anything rash to reestablish his control back in Seattle. He probably did want to torture her and blight her from the face of the earth, but binding her and taking her to face hellish justice-such as it was-was going to do him more good. Hell would be more kindly disposed to him if he followed their rules. He turned and faced Mei, who stood off to the side. It was the first time I'd gotten a good glimpse of my boss since his return. His face was blank and cold, but I was pretty sure I could see the fury kindling behind his eyes. Being summoned was pretty much the worst thing that could happen to a demon. â€Å"She was right to a certain extent,† he told Mei. â€Å"It could have been advantageous to turn against me.† â€Å"And be second to her?† Mei shook her head. Like Grace, she had put herself back together. â€Å"No. I won't serve you forever, believe me, but for now, I see what my best course of action is. I'm throwing my lot in with yours.† â€Å"Your loyalty is appreciated.† Mei gave a small nod of acknowledgment. Unlike Kristin and Cedric, where she served him out of love as much as duty, Mei's loyalty was all pragmatism and assessment of what could advance her. Jerome knew this and accepted it. â€Å"And it will be rewarded.† â€Å"I know it will be,† she said evenly. â€Å"And I'll have no co-lieutenant when we return?† â€Å"No. Not if I have anything to do with it.† And for the first time since I had known her, Mei smiled. Her eyes then flicked to the Grace statue. â€Å"Do you need me†¦?† â€Å"No,† said Jerome, seeming to remember us. â€Å"You can go.† Mei wasted no time. She vanished, and Jerome turned around and stared down at Roman and me. His eyes fell on me first. â€Å"So. You're here, Georgie. Why am I not surprised?† â€Å"Because I'm the only one who cared about getting you back and wasn't too lazy to do anything about it?† The ghost of a smile flickered across his lips. â€Å"Fair enough. And you will be rewarded too.† I wanted to tell him that I didn't need a reward, but Jerome had already shifted his attention to Roman. The smile faded. â€Å"You, however, have some balls in coming here.† â€Å"Must run in the family,† said Roman. As beat up as he was, he still managed mockery. â€Å"A suicidal nature does not, however. You know you're seconds away from being destroyed, don't you?† â€Å"Yeah, yeah,† said Roman. â€Å"And I'm sure killing me would help reinforce your badass status. But the truth is, I helped save you. You wouldn't be here if it wasn't for me.† I wasn't entirely sure if he'd done as much work as me in all this, but he had certainly made it easier for me. Nonetheless, even if he had actually single-handedly saved Jerome, it meant nothing. Demons didn't operate by a sense of fairness or feel obligations. Jerome affirmed as much. â€Å"I owe you nothing. If you want to risk your life, that's no concern of mine. I don't care whether you live or die.† Roman struggled to his feet. â€Å"That's not true, or else you would have killed me already. Maybe you don't owe me anything†¦and yet, you're indebted to me, even if you don't believe in paying off debts-and I think you do. You can't stand knowing you owe me.† Jerome narrowed his eyes. â€Å"What is it you want?† â€Å"Amnesty.† â€Å"What?† I squeaked. No one paid any attention to me. As far as they were concerned, they were the only two people in the world, father and son. â€Å"I'm tired of running, tired of hiding. I want a place to stay. A place I can settle down in for a while.† â€Å"You don't need me for that.† â€Å"Don't I?† asked Roman. â€Å"Any place I live, even with my signature masked, I live in fear of being discovered by the greater immortals who control it. I'm always watching my back. I want to be somewhere where I can walk around knowing I have at least some measure of protection.† â€Å"If someone else wants to kill you, I'm not going to stand in their way.† â€Å"I know that. But at least I won't have to worry on a daily basis about you being one of them.† Jerome fell silent, and to my complete and utter astonishment, I realized he was deliberating about this. I never would have thought it possible†¦and yet, as Roman had said, if Jerome's mind had been made up, he would have smote Roman already. Last fall, when we'd learned Jerome had his twin nephilim, we'd also learned that he'd had a wife long ago, a woman he loved so much that he'd fallen from grace to be with her. Did any of that love remain? Had it burned out over these millennia as a damned creature? Did he see any of her when he looked at Roman? When Jerome had helped hunt Roman and his twin, it seemed as though he didn't care. He'd even helped kill Helena. Now, I wondered if Jerome was truly as indifferent as he appeared, and I wondered if Roman had long suspected that. I knew Roman hated Jerome-probably more than he hated me-but was it worth an uneasy alliance with Jerome to have some peace? Had Roman realized playing off this paternal relationship might be the only way to buy him a temporary reprieve? Of course he had. That had been Roman's plan all along. Lingering love for Roman's mother†¦and a bit of obligation thrown in. That was why Roman had helped free Jerome-and why he hadn't wanted me to let anyone else in on what I learned, I realized wryly. Secrecy might have been a true concern, but he would have undoubtedly wanted to minimize others' involvement so that he could play a major role in Jerome's rescue and use that as leverage. â€Å"Mei knows,† said Jerome. â€Å"I can't control what she'll do.† â€Å"She doesn't,† said Roman. â€Å"I knew what Georgina sent Seth off to do, and I had shut down just before Mei arrived. She never saw my face last time, so she didn't recognize me now. She doesn't realize what I am.† â€Å"He's right,† I realized, recalling how Grace had had him in a chokehold. Roman had been gradually letting go of his power and had had very lucky timing. â€Å"Even if that's true,† said Jerome, who seemed to be growing frustrated by the logic, â€Å"I can't control what others'll do. The angels will always be a problem.† â€Å"Well, not that much of a problem.† The new voice was accompanied by the arrival of an all-too-familiar aura, one that felt crystalline and cool. Carter now stood beside us. â€Å"Welcome back.† Jerome glanced over at the angel, and for half a second, he almost looked pleased. The two of them appraised each other, probably communicating telepathically. Or maybe not. Maybe after so many eons of friendship, they no longer needed to. â€Å"I suppose you're going to advocate for him too,† said Jerome. Carter shrugged and glanced over at Roman. â€Å"I don't know.† Angels had as much of an instinct to hunt down nephilim as demons did. I thought of Carter as benevolent, but he too had helped destroy Helena. â€Å"He did help. Maybe he'll stay on good behavior.† It was a sign of how crazy things had become when Jerome and Carter seemed on the verge of letting a nephilim stick around-and that I was the one who protested. â€Å"Are you guys out of your minds?† I exclaimed. â€Å"You know what he's done! He killed those people and hurt others. For all we know, this is a scam. Let him back in Seattle, and he could try to kill others. He could try to kill you. He could try to kill me !† Everyone turned to me, seeming a bit startled by the outburst. â€Å"And here I thought we were partners,† mused Roman. â€Å"Bind him,† said Carter. â€Å"Bind him in a deal.† Jerome and Roman sized each other up, and I held my breath. An immortal deal reached a creature's soul and could not be broken without dire consequences. I'd made a couple in my life. Everything rested on Jerome now, whether he was willing to go against every immortal taboo and knowingly let a nephilim live in his territory. Finally, Jerome spoke. â€Å"I will allow you to live in my domain. During such time, I will not harm you-unless you're discovered by others and I am given no choice. I make no guarantees about other immortals who find you and offer no protection should that occur. You in turn vow not to implicate me in any way for doing this. You promise not to harm me or any other immortals who cross into my territory, unless it's self-defense-or unless I've given my okay. You also promise to harm none of my subordinates†-he glanced at me-â€Å"anywhere in the world.† â€Å"I accept,† said Roman gravely. â€Å"And,† added Jerome, a sharp glint in his eyes, â€Å"you vow to be available should I require your services in a defensive, covert, or-in very rare conditions-offensive way.† There it was. The reason Jerome could go along with something like this. In offering Roman sanctuary, he was bargaining to have a secret nephilim agent, a powerful weapon none of his enemies knew about it. I'd never heard of anything like this. â€Å"I accept with the condition that I won't kill on your command,† Roman said at last. Jerome considered. â€Å"Agreed. The terms of this deal end should you at any time openly renounce my amnesty. Or if I also declare the deal null and void.† â€Å"I want a time frame on that,† said Roman wryly. â€Å"When does my lease expire?† â€Å"A century. Then we'll renegotiate.† â€Å"I accept it all, then.† â€Å"And I agree to the same amnesty terms as Jerome,† piped in Carter. â€Å"Except I don't need you to spy or kill for me.† â€Å"Agreed,† said Roman. It was all so terribly formal, and my presence felt complete superfluous. All three of them shook hands, and as they did, power burned in the air, binding them all to what they'd agreed. â€Å"Well,† said Jerome briskly. â€Å"Now that that's done, I'm going back to clean up the mess that's been made in my absence.† He gave Roman a wry look. â€Å"Considering you aren't technically in my territory yet, I'd advise you-† Jerome suddenly stopped and scanned the beach. â€Å"What about the other summoner? The human one? Was he here?† I looked around as well. The beach was empty. â€Å"It was Dante†¦Ã¢â‚¬  I said slowly. Jerome rolled his eyes. â€Å"Typical. Where is he now?† â€Å"I don't know,† I said honestly. â€Å"Grace beat him up.† I'd worried he was dead, but apparently not. Glancing over to where he'd been lying, I saw what looked like tracks in the sand where he'd been dragged off. I decided to keep that to myself. â€Å"Wonderful,† said Jerome. Turning back toward us, he scrutinized me. â€Å"You will keep this deal to yourself, Georgie. And we'll discuss your reward another day.† He disappeared and with him, the Grace statue. I didn't envy her. Roman, Carter, and I started walking back toward the parking lot. I couldn't speak for them, but my mind was reeling with everything that had happened. â€Å"Did you see what happened to Dante?† I asked Roman. â€Å"Afraid I was kind of busy. What happened to Mortensen after he called Mei?† â€Å"I told him to leave, and I think†¦Ã¢â‚¬  I hesitated, not entirely sure how I knew this, unless it was just my understanding of Seth's nature. â€Å"I think Seth may have carried him off in the confusion. Oh man, he actually listened to me.† The parking lot was empty. My car was gone. â€Å"They took my car,† I explained. I honestly hadn't thought Seth would, despite my pleas for him to leave. â€Å"Wow,† said Roman, clearly delighted. â€Å"Your ex-boyfriend helped save your current boyfriend and then stole your car. Or-well, wait-is Mortensen your boyfriend now? Did he technically save your ex?† â€Å"Oh, shut up. It doesn't matter. We don't have a way to get back.† â€Å"Did you tell him to take the car?† asked Carter. â€Å"Yeah. I told him to get far away. I wanted him safe, and I guess he listened.† â€Å"Depends on how you define it,† said Roman. â€Å"Him coming back for the other guy put him in the demon line of fire. Why would he do that for someone he didn't like?† I stared at the empty parking spot. â€Å"Because he's Seth.† Carter seemed as nonchalant about all this as Dante. â€Å"Well, it's a good thing I'm here, huh?† He rested his hands on our shoulders, and I braced myself for immortal teleportation. â€Å"Ready for a ride home?† â€Å"It beats walking,† I said. Carter paused and gave Roman a curious glance. â€Å"What are you going to do for a home?† Roman was thoughtful for a moment. â€Å"Well, I hear Georgina's moving to a bigger place.† He glanced over at me with one of his beautiful grins. â€Å"Need a roommate?†