Globalization and Firms

41. With the help of an example discuss the characteristics of globalization. Globalization refers to a fundamental shift in the world economy in which national economies are no longer relatively self-contained entities. Instead, nations are moving toward an interdependent global economic system. Within this new global economy, an American might drive to work in a car designed in Germany that was assembled in Mexico by DaimlerChrysler from components made in the U. S. and Japan that were fabricated from Korean steel and Malaysian rubber.A company does not have to be the size of these multinational giants to facilitate, and benefit from, the globalization of markets. 42. Define globalization and discuss it has changed the business environment? Globalization has created many opportunities for businesses to expand their revenues by selling around the world while at the same time reducing their costs by producing in nations where labor and other inputs are cheap. However, globalization h as also produced new threats for companies in the form of increased competition. 41.Compare and contrast a pure democracy and a representative democracy. Which type of democracy is more common today? Why? The pure form of democracy is based on a belief that citizens should be directly involved in decision making. In contrast, in a representative democracy, citizens periodically elect individuals to represent them. The elected individuals form a government and make decisions on behalf of the electorate. Because a pure democracy is impractical in advanced societies with tens or hundreds of millions of people, representative democracies are far more common in today's world. 2. Explain the differences between common law and civil law systems by the approach of each to contract law. Contracts drafted under a common law framework tend to be very detailed with all contingencies spelled out. In contrast, contracts in a civil law system tend to be much shorter and less specific because many of the issues typically covered in a common law contract are already covered in civil law. 43. What are state-owned companies? Why do they exist? Why do they usually perform poorly? A state-owned company is a company that is owned by a nation's government.After World War II, many social democratic governments nationalized private companies that were to be run for the public good rather than private profit. Great Britain, for example, nationalized so many companies that by the end of the 1970s, state-owned monopolies existed in telecommunications, electricity, gas, coal, and several other industries. However, because state-run companies such as the ones that existed in Great Britain are protected from competition by their monopoly position and guaranteed financial support, they become inefficient. 1. Compare and contrast folkways and mores. Folkways are the routine conventions of everyday life. Generally, folkways are actions of little moral significance. Folkways include rituals and symbolic behavior. In contrast, mores are norms that are seen as central to the functioning of a society and to its social life. Mores have much greater significance than folkways. Accordingly, violating mores can bring serious retribution. 42. What is the difference between a caste system and a class system?A caste system is a closed system of stratification in which social position is determined by the family into which a person is born, and change in that position is usually not possible during an individual's lifetime. The caste system is the most rigid form of social stratification. A caste frequently involves a specific occupation. In contrast, a class system is a less rigid form of social stratification in which social mobility is possible through an individual's personal achievements and/or luck. 43.Discuss why the stratification of a society is important to business. The stratification of a society is significant if it affects the operation of business organizations. In a country like Great Britain for example, the relative lack of class mobility and the differences between classes has resulted in hostility between middle-class managers and their working-class employees. This hostility and the resulting lack of cooperation can make it more difficult for firms to establish a competitive advantage in the global economy. While the last two decades has seen a eduction in the number of industrial disputes in Britain, there are signs that class consciousness may be reemerging in China. 44. Describe the four dimensions of culture as identified by Geert Hofstede. Geert Hofstede identified four dimensions that he claimed summarized the differences between different cultures. According to Hofstede, the power distance dimension focused on how a society deals with the fact that people are unequal in physical and intellectual capabilities. The second dimension identified by Hofstede, individualism vs. collectivism, focused on the relationship between the individu al and his/her fellows.Hofstede's third dimension, uncertainty avoidance, measured the extent to which different cultures socialize their members into accepting ambiguous situations and tolerating uncertainty. Finally, Hofstede's fourth dimension, masculinity vs. femininity, examined the relationship between gender and work roles. 41. Compare and contrast import quotas and voluntary export restraints. An import quota is a direct restriction on the quantity of some good that may be imported int o a country. The restriction is normally enforced by issuing import licenses to a group of individuals or firms.In contrast, a voluntary export restraint (VER) is a quota imposed by the exporting country, typically at the request of the importing country's government. Foreign producers agree to VERs because they fear more damaging punitive tariffs or import quotas might follow if they do not. Both import quotas and VERs benefit domestic producers, but hurt consumers through higher prices. 42. What are the political reasons for governments to intervene in markets? There are a number of political reasons why governments intervene in markets. The most common reason for intervention is to protect jobs and industries.Governments may also intervene to protect national security, to threaten punitive retaliatory actions, to protect consumers or to protect human rights, and to further foreign policy objectives. 43. Discuss the economic reasons for government intervention in markets. The economic reasons for government interaction have undergone a renaissance in recent times as more economists support economic reasons for intervention. The oldest argument for intervention is the infant industry argument. Strategic trade policy is the other main reason given for economic government intervention in markets. 44.What is strategic trade policy? Provide an example. Strategic trade policy suggests that in industries where the existence of substantial scale economies implies that the worl d will profitably support only a few firms, countries may predominate in the export of certain products simply because they had firms that were able to capture first-mover advantages. Boeing's dominance in the aerospace industry has been attributed to these types of factors. According to strategic trade policy, a government can help raise national incomes if it can ensure that the firms that gain first-mover advantages in such industries are omestic rather foreign. Further, the theory argues that it might pay governments to intervene in an industry if it helps domestic firms overcome the barriers to entry created by foreign firms that have already reaped first-mover advantages. 45. Explain how trade barriers affect a firm's strategy. There are four main ways trade barriers affect a firm's strategy. First, tariffs raise the cost of exporting, putting the firm at a competitive disadvantage. Second, quotas may limit a firm's ability to serve a country from outside of that country.Third , to conform to local content regulations, a firm may have to locate more production activities in a given market than it would otherwise. Finally, the threat of antidumping actions limits the firm's ability to use aggressive pricing to gain market share in a country. 41. What is a greenfield investment? How does it compare to an acquisition? Which form of FDI is a firm more likely to choose? Explain your answer. FDI can take the form of a greenfield investment in a new facility or an acquisition of or a merger with an existing local firm.Research shows that most FDI takes the form of mergers and acquisitions rather than greenfield investments. Mergers and acquisitions are more popular for three reasons. First, mergers and acquisitions are quicker to execute than greenfield investments. Second, foreign firms are acquired because those firms have valuable strategic assets. Third, firms make acquisitions because they believe they can increase the efficiency of the acquired firm by tra nsferring capital, technology, or management skills. 42. Compare and contrast the advantages of foreign direct investment over exporting and licensing.A firm will favor foreign direct investment over exporting as an entry strategy when transportation costs or trade barriers make exporting unattractive. Furthermore, the firm will favor foreign direct investment over licensing (or franchising) when it wishes to maintain control over its technological know-how, or over its operations and business strategy, or when the firm's capabilities are simply not amenable to licensing, as may often be the case. 43. Discuss the various political ideologies and their impact on foreign direct investment.The radical view writers argue that the multinational enterprise (MNE) is an instrument of imperialist domination. The free market view argues that international production should be distributed among countries according to the theory of comparative advantage. The pragmatic nationalist view is that F DI has both benefits and costs. The radical view has a dogmatic radical stance that is hostile to all inward FDI. The free market view is at the other extreme and based on noninterventionist principle of free market economics. Between these two extremes is an approach called pragmatic nationalism. 4. Describe the situations when licensing is not a good option for a firm. Licensing is not a good option in three situations. First, licensing is hazardous in high-tech industries where protecting firm-specific expertise is very important. Second, licensing is not attractive in global oligopolies where tight control is necessary so that firms have the ability to launch coordinated attacks against global competitors. Finally, in industries where intense cost pressures require that MNEs maintain tight control over foreign operations, licensing is not the best option. 46.Discuss Michael Porter's interpretation of value creation and competitive advantage. According to Michael Porter, low cost and differentiation are two basic strategies for creating value and attaining a competitive advantage in an industry. Porter argues that those firms that create superior value will achieve superior profitability. Porter notes that it is not necessary for a firm to have the lowest cost structure or create the most valuable product; rather it is only important that the gap between value and the cost of production be greater than that of competitors. 7. Discuss strategic positioning. How does strategic positioning relate to the efficiency frontier? The efficiency frontier shows all of the different positions that a firm can adopt with regard to adding value to the product and low cost assuming that its internal operations are configured efficiently to support a particular position. It is important that managers decide where a firm should be positioned with regard to value and cost, configure operations accordingly, and manage them efficiently to ensure the firm is operating on the eff iciency frontier. 8. Describe the benefits of global expansion for firms. Global expansion allows firm to capture many opportunities not open to firms that remain focused purely on the domestic market. Firms that operate globally have the opportunity to sell their product in a much larger marketplace. Location economies can be realized through global expansion by dispersing value creation activities to the optimal location in the world. International expansion allows a firm to realize greater cost economies from experience effects.Finally, global expansion provides firms with the opportunity to earn a greater return by leveraging any skills developed in foreign operations and transferring them within the organization. 49. What are the two types of competitive pressures that firms competing in the global marketplace face? How do firms respond to these pressures? Firms that compete in the global marketplace typically face two types of competitive pressure that affect their ability to realize location economies and experience effects, to leverage products and transfer competencies and skills within the enterprise.They face pressures for cost reductions and pressures to be locally responsive. These competitive pressures place conflicting demands on a firm. Responding to pressures for cost reductions requires that a firm try to minimize its unit costs. Responding to pressures to be locally responsive requires that a firm differentiate its product offering and marketing strategy from country to country in an effort to accommodate the diverse demands arising from national differences in consumer tastes and preferences, business practices, distribution channels, competitive conditions, and government policies. 50.What are the four basic strategies that firms use to compete in international markets? Under what conditions is each strategy most appropriate? The four basic strategies that firms use to compete in international markets are the international strategy, the gl obal standardization strategy, the localization strategy, and the transnational strategy. The international strategy is most appropriate when there is low pressure for local responsiveness and low pressure for cost reduction. When there is high pressure for cost reduction, but low pressure for local responsiveness the global standardization strategy makes sense.A localization strategy is appropriate when pressure for local responsiveness is high, but pressure for cost reduction is low. Finally, when pressure for both cost reduction and local responsiveness is high, the transnational strategy is best. 52. What are the three challenges related to strategy and structure that firms must accomplish if they are to achieve superior profitability? Superior enterprise profitability requires that firms fulfill three conditions. First, the different elements of a firm's organizational architecture must be internally consistent.Second, the organizational architecture of the firm must be consist ent with its strategy. Third, the strategy and the structure must not only be consistent with each other, they must also be consistent with the competitive conditions prevailing in the marketplace. 53. Discuss the relationship between a firm's control systems and a firm's incentive system. Why is this relationship important? The relationships between a firm's control systems and incentive systems is a close one. Control systems are the metrics used to measure the performance of subunits and make judgments about how well managers are running those subunits.Incentives are the devices used to reward appropriate managerial behavior. The relationship between these two areas is important because incentives are very closely tied to performance metrics. For example, the incentives of a manager in charge of a national operating subsidiary might be linked to the performance of that company. Specifically, he/she might receive a bonus if her subsidiary exceeds its performance targets. 54. Discu ss the location of decision-making in a firm that is following a transnational strategy. Decision-making in a firm pursuing a transnational strategy is complex.The need to realize location and experience curve economies requires some centralized control over global production centers. Yet, the need for local responsiveness requires the decentralization of many operating decisions, particularly those for marketing, to foreign subsidiaries. Decentralization of decision-making is also needed to allow subsidiaries the freedom to develop their own skills and competencies—a requirement that is necessary for the global learning component of the transnational strategy. 55. Discuss the sources of inertia in organizations. Is it easy to make organizational changes?Organizations are difficult to change. Within most organizations are strong inertia forces. These forces come from a number of sources. One source of inertia is the existing distribution of power and influence within an organ ization. Managers who are not happy with the changes are likely to resist and slow the process. A second source of inertia is the existing culture. Since value systems reflect deeply held beliefs, they can be very hard to change. A third source of inertia derives from senior managers' preconceptions about the appropriate business model or paradigm.Managers may not recognize the value in a given business model that has been successful in the past. Finally, institutional constraints may act as a source of inertia. In some cases, local content rules or regulations pertaining to layoffs can make it difficult for firms to adopt the most effective strategy and architecture. 45. What are first-mover advantages? Discuss the advantages associated with them. First-mover advantages are the advantages frequently associated with entering a market early. One first-mover advantage is the ability to preempt rivals and capture demand by establishing a strong brand name.A second advantage is the abil ity to build sales volume in that country and ride down the experience curve ahead of rivals, giving the early entrant a cost advantage over later entrants. A third advantage is the ability of early entrants to create switching costs that tie customers into their products or services. Such switching costs make it difficult for later entrants to win business. 46. Explain the relationship between first-mover disadvantages and pioneering costs. When a firm enters a market prior to other international businesses, it can have first-mover disadvantages.These disadvantages may give rise to pioneering costs, costs that an early entrant has to bear that a later entrant can avoid. Pioneering costs arise when the business syste m in a foreign country is so different from that in a firm's home market that the enterprise has to devote considerable effort, time, and expense to learning the rules of the game. Pioneering costs also include the costs of promoting and establishing a product offering. Finally, an early entrant may be put at a disadvantage, relative to a later entrant, if regulations change in a way that diminishes the value of the early entrant's investments. 7. Discuss Bartlett and Ghoshal's perspective on how firms from developing countries should approach international expansion. Bartlett and Ghoshal suggest that companies based in developing countries should use the entry of foreign multinationals as an opportunity to learn from these competitors by benchmarking their operations and performance against them. They argue that the local company might be able to find ways to differentiate itself from foreign companies by focusing on market niches that the multinational ignores or is unable to serve effectively if it has a standardized global roduct offering. Then, the firm from the developing nation may then be in a position to pursue its own international expansion strategy. 48. Discuss strategic alliances. How successful are they? Why do firms form strategic a lliances? The term strategic alliance refers to cooperative agreements between potential or actual competitors. Strategic alliances run the range from formal joint ventures, in which two or more firms have equity stakes, to short-term contractual arrangements, in which two companies agree to cooperate on a particular task.Firms enter into strategic alliances for four main reasons. First, strategic alliances may facilitate entry into a foreign market. Second, strategic alliances allow firms to share the fixed costs of developing new products or processes. Third, strategic alliances allow firms to bring together complementary skills and assets that neither company could develop easily on its own. Fourth, strategic alliances can help firms establish technological standards for an industry.

Cricket World Cup

Abstract Cricket World Cup is the biggest international event of cricket. The first Cricket World Cup was played during 1975 in England (www. wikipedia. org). The first three matches were also recognized as Prudential Cup with the sponsorship of prudential plc, it is a pecuniary services company. Till the1992 Cricket World Cup, only 8 teams used to participate in the tournament. Later on, the number of teams increased and in Cricket World Cup2007, 16 teams had participated. But in 2011 Cricket World Cup 14 teams are participating. IntroductionCricket is a sport that has been played around the world for more than eight centuries. It is one of the most well-loved and feverishly watched sports in the  world. It involves two teams with 11 players on each side. The captain who wins the toss decides whether his team bats or bowls first. If they bat first, their aim is to score a lot of runs and make sure the other team does not reach that score. Cricket is played in many formats, but the most popular are Test cricket And One Day cricket. In Test cricket game goes on for 5 days, with each team batting twice – if time permits.One Day is the most popular format, with each team getting 300 balls to score runs. And the other team tries to outscore them within the same number of balls. One-day cricket originally began between English County teams in the 1960's. The first one-day international was played in Melbourne, Australia, in 1971, with the quadrennial  Cricket World Cup  began in 1975. The Cricket World Cup is organized by the sport's governing body, the International Cricket Council (ICC). The tournament is the world's fourth-largest and fourth-most-viewed sporting event. HistoryThe first attempt at any kind of world championship was in 1912, when a three-way series was arranged between the then current Test playing nations, Australia, England and South Africa. No similar events were held again until 1975. The first ICC World Cup (officially called the Prudential Cup) was in1975, hosted by England (see full list of host countries). This tournament included the six Test-playing nations (England, Australia, New Zealand, West Indies, India and Pakistan), who were joined by Sri Lanka and East Africa. Following the success of this tournament, it was repeated in 1979 and 1983 in England.After this, the tournament moved to be played in other countries, maintaining a four-year cycle. 60 overs were used for the first three world cups. This was reduced to 50 in 1987 and has been that way since. Women also participate in another Cricket World cup since 1975. Cricket World Cup Hosting Nations England, 1975 This was the first ever Cricket World Cup, officially called the Prudential Cup, and was held from June 7 to June 21, 1975 in England. The tournament was held in England as it was considered the only nation at the time that had the resources to stage an event of such magnitude.The matches played consisted of 60 overs per team. Unlike today, all players wore a traditional white uniform and red balls were used. There were also no night games. There were 8 participating countries: o Australia o England o India o New Zealand o Pakistan o West Indies o Sri lanka o East Africa (composed of players from Kenya, Tanzania, Uganda and Zambia) The preliminary matches were played in 2 groups of 4 teams. The top two teams from each group played the semifinals, and the winners of these played the final.The final was played at the Lords ground, between West Indies and Australia, with the favorites the West Indies winning by 17 runs. The West Indies scored 291 runs in 60 overs at a loss of 8 wickets. In reply Australia made 274 runs in 58. 4 overs all out. England, 197 England, 1979 †¢ This was the second Cricket World CUP (called the Prudential Cup), held in England between June 9 to June 23, 1979. †¢ The format of games was the same as in the 1975 World Cup (preliminary matches were played in 2 groups of 4 teams, with the top two teams in each group playing the semifinals, and the winners of these playing the final). The final was played at the Lord's cricket ground in London between the West Indies and England. The West Indies won by 92 runs. They batted first and made 286 runs in 60 overs at a loss of 9 wickets. In reply, England made 194 runs before being all out after 51 overs. New Zealand and Pakistan were the other semifinalists. †¢ There were 8 participating countries: o Australia o England o India o New Zealand o Pakistan o West Indies o Sri lanka o Canada †¢ This tournament saw the introduction of the ICC Trophy, a competition used to determine which non-Test playing teams qualified for the World Cup.England, 1983 †¢ This was the third Cricket World Cup (Called the Prudential Cup). The tournament was held in England for the third consecutive time, between 9 and 25 June 1983. †¢ The preliminary matches were played in 2 groups of 4 each as in the previous two tournaments, t hough this time each country played the other teams in its group twice. The top two teams in each group qualified for the semifinals, and the winners of this played the final †¢ The final was played between India and the West Indies at the Lords ground in England. India scored 183 runs in 54. 4 overs all out.In reply, the West Indies made 140 runs in 52 overs all out, with India winning by 43 runs. †¢ There were 8 participating countries: o Australia o England o India o New Zealand o Pakistan o West Indies o Sri lanka o Zimbabwe (http://www. sportscanon. com/2011/01/25/1983-cricket-world-cup-summary/) India & Pakistan, 1987 †¢ This was the fourth World Cup event (called the Reliance Cup) †¢ It was held jointly in India and Pakistan, held from October 9 to November 8, 1987 †¢ It was the first World Cup held outside of England. †¢ The format was unchanged from previous World Cups, except for a eduction in the number of overs a team played from 60 to 50. à ¢â‚¬ ¢ The final was played between Australia and England at the Eden Gardens stadium in Calcutta India. Australia made 253 in their 50 overs with a loss of 5 wickets. In reply, England came up just short, making 246 in their 50 overs for a loss of 8 wickets. Australia winning by 7 runs. †¢ Australian David Boon was man of the final match, and the winning captain was Allan Border †¢ There were 8 participating countries: o Australia o England o India o New Zealand o Pakistan o West Indies o Sri lanka o ZimbabweAustralia and New Zealand, 1992 †¢ This was the fifth World Cup event and the first tournament held in the Southern hemisphere. It was also the first tournament to feature an African Test nation, South Africa. †¢ This was the first time day/night matches were used and the first tournament to use white cricket balls and colored team uniforms. †¢ The leading run scorer of the tournament was Martin Crowe of New Zealand with 456 runs. †¢ The leading wi cket taker of the tournament was Wasim Akram of Pakistan with 16 wickets †¢ The format for this tournament changed from previous years.All teams were in one group and played each other once, rather than in two groups. The top four qualified for the knockout stage which was contested in similar fashion to the previous events. †¢ The final was played between Pakistan and England in Melbourne, Australia. Pakistan made 249 runs in 50 overs for 6 Wickets, compared to England's total of 227 runs in 49. 2 all out. Pakistan won by 22 Runs. India, Pakistan & Sri Lanka, 1996 †¢ At the World Cup in 1996, Australia and West Indies refused to play their matches against Sri Lanka in Sri Lanka due to security concerns, causing both matches to be awarded to Sri Lanka by default.Also, Sri Lanka was awarded a victory for their semi-final by default against India because of crowd riots. This aided their campaign which eventually led to them winning the final. †¢ The final was playe d between Sri Lanka and Australia in Lahore, Pakistan. Australia made 241 runs in 50 overs for a loss of 7 wickets. In reply, Sri Lanka made 245 runs in 46. 2 overs losing only 3 wickets on the way. The final result: Sri Lanka by 7 wickets. Eden Garden Stadium (Kolkata) (http://en. wikipedia. org/wiki/1996_Cricket_World_Cup) England, 1999 †¢ The 1999 event returned to England after sixteen years. Some matches also held in Ireland, Scotland and the Netherlands. †¢ This tournament has a similar group stage format as 1996, though there was a dramatic change in the second stage, where a â€Å"Super Six† round replaced the quarter-finals. †¢ One of the greatest matches in the ICC World Cup history was the Australia and South Africa tied game in their semi-final. †¢ The final was played between Australia and Pakistan at Lords, London. Australia made 133 runs in 20. 1 overs for 2 wickets; in reply Pakistan made 132 All out in 39 Overs. Australia won by 8 Wickets. (http://breakingnewsonline. et/cricket/6923-1999-cricket-world-cup-at-glance. html) South Africa, Zimbabwe & Kenya, 2003 †¢ The 2003 World Cup was held between 9 February and 24 March 2003, in Southern Africa (co-hosted by South Africa, Zimbabwe and Kenya). †¢ The number of teams participating in the event increased from twelve to fourteen. †¢ Because of security concerns, Zimbabwe and Kenya won their matches against England and New Zealand by default. †¢ The Final was played between Australia and India on 23 March in Johannesburg, South Africa. †¢ Australia batted first and made 359 runs in 50 overs losing only 2 wickets.In reply India made 234 after being all out in 39. 2 overs. Australia was crowned champions after beating India by 125 runs. Wanderers Stadium (South Africa) (http://breakingnewsonline. net/cricket/6966-2003-cricket-world-cup-at-glance. html) West Indies, 2007 †¢ The 2007 ICC World Cup of Cricket was held in April 2007. It was the 9th World Cup tournament, and the first time it had been held in the West Indies. †¢ The tournament consisted of 16 teams, including all 10 Test playing nations and 6 qualifiers. The 10 Test match playing countries plus Kenya qualified automatically.The other five teams qualified via the 2005 ICC Trophy. The field of sixteen teams is the largest ever for the Cricket World Cup. †¢ The 16 teams were allocated into four groups of four. Within each group, the teams played each other in a round-robin format and the top two teams advanced to a ‘Super 8' round. These eight teams then played in a round-robin format, except that they did not play the other team that advanced from their respective group. The top four teams from the Super 8 round advanced to the semi-finals, and the winners of the semi-finals then ompeted in the final, held at Kensington Oval in Bridgetown, on 28 April. †¢ The first hat-trick plus one (4 wickets in 4 balls) in World Cup history was by Sri Lan kan Lasith Malinga against South Africa (Super Eights: South Africa v Sri Lanka at Providence, March 28, 2007) Bangladesh, India & Sri Lank a, 2011 †¢ The 2011 Cricket World Cup was held in Bangladesh, India & Sri Lanka. It was World Cup tournament, and the first time it had been held in the Bangladesh. †¢ Pakistan was originally going to co-host this event but due to security concerns in the years leading up to the event Pakistan’s hosting rights were revoked. The format of the tournament has been revised from previous events, and 14 teams will participate instead of 16. †¢ The new format ensures that each team gets to play a minimum of six matches even if they are ruled out of the tournament due to early defeats. [pic] Sher-e-Bangla Cricket Stadium. Mirpur, Dhaka (Outside Part) (http://dhakadailyphoto. blogspot. com/2011/02/dhaka-set-for-world-cup-cricket-2011. html) Cricket World Cup Firsts 1. The first world cup was held in 1975 in England. 2. The first wor ld cup held outside England was in 1987 in India and Pakistan 3. The first time day/night matches was used was in 1992. . The first tournament to use white cricket balls and colored team uniforms was 1992. 5. The first tournament to feature an African Test nation, South Africa, was in 1992. 6. The first team to remain undefeated throughout the whole tournament was Australia in 2003. They repeated this feat in the 2007 tournament. 7. The first hat-trick at the World Cup was by Indian Chetan Sharma in a game against New Zealand in 1987 www. images. google. com Chetan Sharma Trophy †¢ The current Trophy awarded to the winners of the ICC Cricket World Cup was created for the 1999 championships.It is the first permanent prize in the tournament's history. †¢ The trophy was developed by a team of craftsmen from Garrard, the Crown Jewelers. It was designed and produced in London within two months. Cricket World Cup Trophy †¢ The trophy is 60 cm high, made from silver and gild and features a golden globe held up by three silver columns. The columns, shaped as stumps and bails, represent the three fundamental aspects of cricket: batting, bowling and fielding, while the globe represents the world and a cricket ball. The trophy is designed so that it can be instantly recognized from any angle. The trophy weighs approximately 11 kilograms and has the names of the previous winners inscribed on its base. There is still room for a further ten teams to have their name inscribed on the base. †¢ The actual trophy is always kept by the International Cricket Council. A replica is presented to the winning team, which is identical in all aspects apart from the inscription of the previous champions. (http://en. wikipedia. org/wiki/Cricket_World_Cup_Trophy) Cricket World Cup awards Since 1992, one player has been declared as â€Å"Man of the Tournament† at the end of the World Cup finals: Year |Player |Performance details | |1992 |Martin Crowe |456 runs | |1 996 |Sanath Jayasuria |221 runs and 7 wickets | |1999 |Lance Kluserner |281 runs and 17 wickets | |2003 |Sachin Tendulker |673 runs and 2 wickets | |2007 |Glen McGrath |26 wickets | |2011 |Yuvraj Singh |362 runs and 15 wickets | (http://en. wikipedia. org/wiki/Cricket_World_Cup_awards) ConclusionCricket World Cup is the most premier international championship of men’s One Day International Cricket. It has huge fan following in the world, especially in South Asia. In South Asia cricket is like religion . When ever world cup comes to the people of this region gone mad. Successive World Cup tournaments have generated increasing media attention as One-Day International cricket has become more established. References http://www. wikipedia. org http://en. wikipedia. org/wiki/1975_Cricket_World_Cup http://cricketfreaks. contentcreatorz. com/cricket-world-cup-1979-cricket-histor y/ http://www. sportscanon. com/2011/01/25/1983-cricket-world-cup-summary/ http://en. wikipedia. org/wiki/ 1987_Cricket_World_Cup http://en. wikipedia. rg/wiki/1992_Cricket_World_Cup http://en. wikipedia. org/wiki/1996_Cricket_World_Cup http://breakingnewsonline. net/cricket/6923-1999-cricket-world-cup-at-glance. html http://breakingnewsonline. net/cricket/6966-2003-cricket-world-cup-at-glance. html http://en. wikipedia. org/wiki/2007_Cricket_World_Cup http://en. wikipedia. org/wiki/Cricket_World_Cup_Trophy http://en. wikipedia. org/wiki/Cricket_World_Cup_awards ———————– Lords Cricket Ground [pic] [pic] (http://cricketfreaks. contentcreatorz. com/cricket-world-cup-1979-cricket-history/) (http://en. wikipedia. org/wiki/1975_Cricket_World_Cup) (http://en. wikipedia. org/wiki/1987_Cricket_World_Cup)

A Visit to a Mosque

Theology I have been a member of the Catholic Church my entire life. Although I have often taken time to reflect on my faith, never once have I made an attempt to explore a religion aside from my own. Recently, I stepped outside of my comfort zone and was fortunate enough to visit a mosque. A mosque is a place of worship for followers of Islam, or one who is Muslim. There are a multitude of services I could have visited to experience a new religion, each with their own identity.The reason I ultimately chose o visit a mosque is because Muslims believe all life begins and ends with God, as do l. However, unlike Catholics, the Islamic religion does not believe Jesus Christ to be the Son of God, nor that he was crucified on the cross. My goal was to gain a better understanding of the beliefs Catholics and Muslims share, how they differ, and why. The experience was refreshing, and I feel as though I left the mosque with solid answers to my questions, and a new outlook on my own faith. The mosque I visited, called the Mosque Foundation, is located in Bridgeview, Illinois.Although there are mosques shorter in distance from my home, I was told the experience would prove to be better at this particular mosque. When first walking in, I observed many people gathered in the hallways visiting and conversing with one another. After a short time, the women proceeded down stairs and the men stayed upstairs near the main entrance. One woman was gracious enough to explain to me the events taking place. Men and women separate to take part in Salat, or prayer. Because the prayer ritual requires putting one's forehead to the ground, shoes are emoved and placed on shelves.Every woman was dressed modestly and wore a veil/ scarf covering their hair. While many people are aware that Muslim women wear this garment on their heads, perhaps what is not known is that this is a religious practice. Many Muslims believe God requires the hair to be covered, as this is stated in the Qu'ran (what Muslims believe to be His final book). I sat on a chair in the back to watch the group of women prays. I noticed there were a handful of girls sitting on chairs in the back as well, away from the group.It was explained to me that Muslim irls who are menstruating are not permitted to participate in prayer, as they are considered to be unclean. In order to practice traditional salat, one must be in a state of ritual purity. The salat itself is of great importance to Muslims because it is one of the Five Pillars of Islam. The Five Pillars of Islam are five basic acts that are mandatory of Muslims and are considered to be the foundation of Muslim life. The pillars are as follows; 1 . Shahadah- declaring there is no God except God, and Muhammad is God's messenger. 2 .Salat-a ritual prayer done five times a day. . Sawm- fasting and self- control during Ramadan. 4. Zakat- giving 2. 5% of one's savings to the poor. 5. HaJJ- Pilgrimage to the Mecca at least once in lifetime if he/she is abl e to do so. The Muslim faith pray five times a day. The actual salat consists of a series of movements called Rakat. Verses are read aloud by a man over a loudspeaker and the movements are made. The movements, or different parts of the Rakat consist of bowing low with the hands on the knees, lowering oneself to the ground with the forehead and sitting with the feet folded under the body.The actual prayer lasts for less than ten minutes. When the men and women were finished praying, I had a chance to sit down with the Imam, the one who lead the worship service. The Imam's name was Khalid. Khalid welcomed me into his office and talked with me for over an hour about Islam. He knew I was of the Catholic faith, thus the majority of our conversation was spent discussing the differences between us. What I gathered from Khalid is that Muslims believe in one God, who created all, and nothing is worthy of worship except Him. Our entire purpose in this life is to serve im.Muslims do love and v enerate Jesus only as a prophet and a messenger, not as the Son of God. They do not feel Jesus was slain on the cross. According to Khalid, Jesus was sent to the people of Israel to revive a spiritual connection with God. This is one very significant way Catholics differ from Muslims, because not only to we feel God gave the world Jesus as His son, but we also worship Jesus and pray to him. Catholics also believe Mary to be the Mother of God. Muslims do believe Mary did indeed give birth to Jesus, though she was a virgin.The Imam was very adamant bout the fact that Muslims do not Judge others, nor impose their beliefs upon others. They do however feel that Imam is the right and only way one should live, and those that do not practice the right way will be sent to hell. Those who do not live as God wanted us to, especially those that have been shown the way and turned their back, will be punished. I asked how the Muslim faith feels about those that were never shown the way of God-per haps a tribe of some sort never connecting with the outside world- how does God treat them? I questioned how could they know if they were never taught?The answer I received was simple. The Muslims leave those type of questions to God, because only He knows the answer-but they do believe He will treat them fairly. The conversation I had with Khalid had me questioning my own fate. Certainly, I nave been shown the way. Even though I am Catholic, I – like the Muslim taitn- teel as though our purpose is to serve God. This is what He wants us to do and why he put us here. My visit to the mosque made me realize that it is time to make a choice on how I serve God. I feel giving minimal attention and thanks to God is not good enough.Khalid opened my eyes when he said â€Å"those who turned their backs will be punished. † I would never turn my back, but I do need to make some small, achievable changes to feel right again with the Lord. I respect how loyal followers of Islam are. Even with the world changing rapidly, the apathetic attitude people have about religion, technology, temptation, etc. , the Muslim faith is stronger than ever, now the largest religion in the world. The reason they devote their lives to Islam is because they are certain they will be rewarded. Perhaps we could all learn something from visiting a mosque once in our lives.

Psychology Essay Example | Topics and Well Written Essays - 500 words - 14

Psychology - Essay Example onal to categorise the human mind as an item of experiment, since one can behave erratically under certain circumstances or irrationality under pressured conditions. Therefore, it has its own pros and cons. 2. Compare and contrast two psychological schools of thought (psychoanalytic, behavioural, cognitive, humanistic, and biological). Which do you believe better explains human behaviour, defend your opinion (at least 3 reasons). The behavioural approach is a scientific study, based on collection and tabulation of data, to analyse the human psychology. For instance, if an individual’s psychological framework has to decided upon or deciphered, a tabulation of his activities, his reactions and other interactions would be made and compared, to obtain a result. It is more of a logical and scientific study. On the other hand, the humanistic school of thought in psychology deals with human beings, not in the form of components or experimental materials. The approach possesses a more humane approach, giving place for feelings, emotions, responsibilities, thought-processes, etc. of humans. It does not merely adopt a scientific approach, and paves way to include the other aspects of humanity, that cannot classify them under experimental scientific components in a laboratory! According to me, the humanistic school of psychological thought explains human behaviour better, since irrational emotions and feelings a re given importance. In addition to this, man is not reduced to a mere experimental device. The approach paves way for the realistic assessment of man’s individuality and capabilities. Thus, it is a better approach. Operant Conditioning is a psychological process, wherein a result is kept in mind and in accordance with it, behaviour

Green Computing Literature Review Research Paper

Green Computing Literature Review - Research Paper Example Since strategy, IT, and business operations are continuously being affected by the green issues, lack of G-readiness can deprive a firm of the opportunities to become increasingly competitive and successful (Molla and Cooper, 2009, p. 20). The aim of this paper is to carry out empirical investigation of the influence of Green IT on the return of investment of businesses. Green IT has been identified as the most important strategic technology of the year 2008 (Thibodeau, 2007). Although plenty of research has been done on the societal role of business, not much has been said about the influence of corporate environmentalism or Green IT policies on the competitiveness of firms and return of investment (Banerjee, 2002, p. 179). The main question that is being researched in the paper is â€Å"To what extent do the green IT policies affect the return of investment of businesses?† The idea of green computing started around 1992 with the launch of Energy Star by the US Environmental Protection Agency (EPA) (Ruth, 2009, p. 80). There are mixed opinions about the adoption of Green IT in businesses in the contemporary age. While some like the Intergovernmental Panel on Climate Change (2007) foresee huge threats associated with this trend, there are many others e.g. Will (2009) that deny or downplay the estimated or assumed risks. Among the professionals and economists who acknowledge the risks, some lay down the option of either accepting lower living standards so that the climate change can be slowed down or reversed or else, pay the price of making modifications and adjustments according to its effects. Others like President Barack Obama are more optimistic and see the adoption of Green IT as a way to have an economy that is not only more energy efficient but also cleaner as he said, â€Å"We will put Americans to work in new jobs that pay well and can’t be outsourced—jobs building solar panels and wind turbines; constructing fuel-efficient cars a nd buildings; and developing the new energy technologies that will lead to even more jobs, more savings, and a cleaner, safer planet in the bargain† (Obama, 2009 cited in Dedrick, 2010, p. 175). The community of information systems has started to seriously consider the importance of the role of IT in the creation as well as reduction of global warming. Dick and Burns (2011) carried out an exploratory study to determine the extent to which small businesses in North Georgia were utilizing the Green IT and also to identify the factors that are motivating or discouraging them to use Green IT, and found that although small businesses know the opportunities and possibilities associated with the Green IT practices, there is huge variation in the take-up. To date, most of the activity and discussion has been focused on the minimization of the direct impacts of IT on the environment by increasing the energy efficiency of the personal computing equipment and data centers. Organizations are feeling a strong incentive to adopt them because of the tendency of these efforts to cause a direct reduction of the costs associated with IT. A lot of research work is being done to introduce new and efficient ways of integration of Green IT in the work setup. Desai and Bhatia (2011) have introduced a Green IT Maturity Model (GITM) that can be used for the assessment as well as implementation of the services

Good Intentions Essay Example | Topics and Well Written Essays - 500 words

Good Intentions - Essay Example To impose themselves as volunteers in villages in Latin America where they do not understand anything is sheer hypocrisy displayed by the Americans. In fact, charity should begin at home but that is not the case with these volunteers who want to associate with their kith and kin who belong to the middle class not the poor at all. Illich argues that North American volunteers in Latin America are there as a result of the quest to invade Mexico under the guise of benevolent gestures. In actual fact, the volunteers in Latin America are there to create â€Å"social disorder† as aptly put by the author. Once this social disorder has been created, the targeted audiences would tend to view themselves in light of the ideals that have been disseminated to them by the people who have been working as volunteers. The intention is good but unethical at the same time given that there is a hidden agenda behind the whole initiative that is destructive to other nations. The volunteers want to seduce the people they purport to help to share the same ideals of America that based on affluence and education. In other words, the volunteers want to impart a lifestyle full of American ideals to people who obviously cannot match the standards. These people are better off if they follow their usual way of life. In other words, the good intentions of the volunteers amount to dominance of other countries. The US wants other people to believe that there is â€Å"heaven on earth† through their policies across the globe. To a larger extent, I strongly agree with Illich because most of the volunteers who operate in poor areas have a hidden agenda. First and foremost, they would be concerned with imparting their values and ideals on weaker nations. This would put them in a position to dominate these nations that are poor. It can be seen that these volunteer groups have good intentions but upon a closer

Reed Solomon Code Applications Essay Example | Topics and Well Written Essays - 500 words

Reed Solomon Code Applications - Essay Example The applications of Reed Solomon codes are mainly obtained in data storage and digital communications. The following major applications can be listed for Reed Solomon codes –†¢ Data Storage – In case of both CDs, and DVDs, it is possible to apply codes for correction of errors and measure the raw errors before correcting them. The application is in holographic data storage or optical storage and the two major schemes that are applicable include Cross-Interleaved Reed-Solomon Code (CIRC) for CDs and a Reed-Solomon Product Code (RS-PC) for DVDs. Each bit of data is considered for a firm decision by both these codes to understand if the bit is 1 or 0. Following this, the correction scheme of the codes can fix the errors in the data storage devices (Curtis et al, 2011).  The application is most effective in cases where error occurs in bursts. Reed Solomon codes are capable of correcting up to 2 byte errors per 32 byte block. Up to 4000 bits of error bursts can be cor rected by CIRC as a result of the features and applications of the codes.  Ã¢â‚¬ ¢ Data Transmission – Reed Solomon codes can be used in several applications for the purpose of transmission of data. Data can be transmitted from the receiver to the transmitter. The applications include transmission systems for mobile data, and for highly reliable military systems of communications. There are specialized forms of RS codes enabling data transmission, such as Caucy-RS and Vandermonde-RS where the code performing the task is an RS(n,k) code.

Assignment Coursework Example | Topics and Well Written Essays - 250 words

Assignment - Coursework Example A three-step test was established to determine whether Meiorin encountered direct discrimination or adverse effects of discrimination in her lay-off. The test is designed that determine if on balance of probabilities, prima facie discriminatory is a bona fide occupational requirement (Catano, 2010). First, the arbitrator must have established that aerobic standard is rationally connected to job performance. In this case, the research conducted in establishing the aerobic standards were not substantive since they were descriptive and failed to distinguish between male subjects and female subject (Catano, 2010). Second, the arbitrator should have established that the forest service established the aerobic standard in honest and good faith and was essential for the performance of the job. The government honesty in establishing the standard is not disputed since there was no intention to discriminate Ms Meiorin (Catano, 2010). Third, the arbitrator should have established if the standard is reasonably necessary for the accomplishment of the work-related purposes. This means that it will be impossible to accommodate any individual employee sharing similar characteristics as Meiorin without imposing unnecessary hardship to the forest service (Catano, 2010). In this case, the arbitrator should have established that Meiorin posed significant safety risks to herself and the public. In Meiorin, it is clear that she could have performed her duties efficiently without posing significant risks to herself or the public even without meeting the aerobic standard 9 Catano, 2010). The Supreme Court observed that individual testing of Ms Meiorin did not constitute discrimination, but the government had failed in establishing that the aerobic standard is a minimal requirement to efficiently perform the duties of a firefighter. Aerobic discrimination was a prima facie discrimination and Ms

John Dewey Term Paper Example | Topics and Well Written Essays - 2000 words

John Dewey - Term Paper Example In the said era, the government enacted first educational law by Massachusetts General Court requiring the parents that their children must able to understand the religion and laws by reading and writing. Following the premier rule, many other consequent policies were endorsed by general court with cooperation and support of federal government. After the permissive era, the next era has been nominated as Encouraging Era (1826-1851). During this era, the educational sector in United States was enough furnished and flourished through educational friendly policies and law enforcement. The education was at its growing phases during these years. It is because people in the government had begun realizing that education is the key that may lead the nation above skies. However people were not forced to must send their children to public schools but the provision of understanding the laws and religion was still persisted. Education was made compulsory in all states of United States in 1855. F rom 1855 to 1980, parents were compelled by the government to send their children to schools. In case of violation of the order, they were charged penalties. In encouraging era, people were motivated by making them aware with the prime significance of education in the development of any nation. During that era, the volunteers and persuaded people blissfully sent their charges to educational institutions while some of those were still overlooking. To compensate the ignorance committed by citizens, government made it compulsory for every child (Kauchak and Eggen, 08, 12, 21). After 1980 to date, the educational era is committed as freedom and choice of school era. People were enough matured and full blown that they were not needed to force any more. The policy approach by historical timeline in perspective of United States of America suggests that government adopted the most suitable strategy for its nation in order to enforce a powerful and well established educational system. It rem ained pretty successful such that literacy rate in United States is reported as 99% (males as well as females) (U.S. Dept. of Education). Philosophical Perspectives of American Education In generalized philosophy, it is comprised of four broader categories which are further applied to other applications. Such as here we are required to apply philosophical concepts over US educational system. The four branches are Epistemology, Metaphysics, Axiology and logic. Every one of these is relative to describe the real phenomenon behind the scene. The purposes of education overlap in different scenarios. Such as if we critically examine the historical perspective of purpose of education, it can be clearly elucidated that educational basis has a strong philosophy behind it. In the same connotation, being most precise, the logic behind education is development and awareness. The twofold rationale behind introducing the education explains the purposes with respect to society and purpose with re spect to culture. The goals of a person’s life may be better achieved with the help of education. It polishes the human mind by putting immunity for critical thinking and decision making in it (King). Not only it gives bookish knowledge only but also it offers a strong sense of socialization, judgment and finding of reality. It has a defined way for every individual through a particular age in order to get an equivalent chance for development and augmentation.

African american music and acculturation Essay Example | Topics and Well Written Essays - 1250 words

African american music and acculturation - Essay Example Despite the fact that West African music differed from one region to the other, all cultures within this region shared sufficient features that enabled them to constitute a heritage that was identifiable as African when they were trans-located to the New World (Jackson 25). From the accounts given by early traders and explorers, it has been deduced that music was a lifestyle of these West Africans. It was used to enhance rituals, worship, provide recreation, and as a means of communication. These cultures shared a characteristic feature in integrating music with dramatic elements and dance. When they were enslaved and stripped of their community and families, their rich stories, customs, traditions, and music remained with them and were passed the new generation. On arrival in the new world, they were designated as heathens and the clergymen of the time were compelled to convert the Africans to Christianity. This religious conversion acted as the first instance in which the Africans were exposed to European music with the singing of hymns and psalms (Jackson 25). They often gathered, on Sundays, to make music, sing, and dance. The first all the black worship churches were established in the 18th century with Reverend Allen Richard realizing the importance that music held for the people, publishing a hymnal for use by the Africans. These black churches provided the people with opportunities earlier denied to them, for instance the experimentation with religious music from set pieces to formal anthems and lowly spirituals (Jackson 27). The 18th century also saw the establishment of the camp meeting that was an interracial revival with all black meets being sponsored by the black churches afterwards. Camp members took to adding their own choruses or verses to traditional European hymns with the first documentation of the ring shout, an African religious dance ceremony with European infected lyrics, happening here. A number of white American writers described this ring shout in the late 19th and early 20th centuries, such as Paul Marshall, in his description of a dance with European melodies accompanied by movement of feet that glided forward without leaving the ground (Jackson 28). To the accompaniment of European hymnals with added verses and choruses, the dancers would do a flat-footed glide that was punctuated by stamping, an African dance style. The influx of free blacks and slaves from Santa Domingo in 1804 during the Haitian Revolution carried with it the Voodoo practices. However, it is believed that these were in existence much earlier in Louisiana as an institutionalized ritual worship cult movement since there had been importation of slaves as early as the 16th century from the West Indies. These ceremonies were centered upon the worship of Damballa the snake god, also called Da, via dancing, singing, and spirit possession. One myth held by the Dahomeans held that Papa Legba was the chief of all the Voodoo gods; he became the first god to master the skill of music and that all human musicians took after him and were considered his offspring. The connections between papa legba and blues and jazz musicians have been found to be far reaching and complex (Jackson 36). In fact, there is very little doubt that Papa Legba has morphed into Pa Pa La Bas when

Cultural context of the play Essay Example for Free

Cultural context of the play Essay How does Miller use the character of Alfieri to involve the audience and illustrate the cultural context of the play? Alfieri is used in a multitude of ways by Miller to help the play at various stages. He is a character in the play, which other characters interact with, however, he is displaced somewhat because he comments on the goings on of the play, expands on what has happened to make it clearer to the audience, links scenes together and to a certain extent takes the role of a narrator. The character of Alfieri as a lawyer is wisely chosen. Lawyers at that time were seen as a sign of bad luck as with priests, because they were symbols of the law and law has not been a friendly idea since the Greeks were beaten. This shows that Alfieri does not always bring good news and often brings about the things that people do not want to hear, like when Eddie goes to him and asks what he can do to get rid of Marco and Alfieri tells him that there is nothing he can do. The majority of characters in this play are immigrants who have tried to make a living by living in America so at one point or another they would have wanted to avoid the law. Alfieri being a lawyer also shows us how he is above the other immigrants as they are still uneducated, living lives of hard labour using colloquiums such as yiz which indicates a lack of control or status. However, Alfieri is educated and now has status. The language he uses is so much more formal than that of Beatrice or Eddie. Although Alfieri have status he may not have real respect, just the grudging respect for his status. Others do not see him as one of them , see how uneasily they nod to me. Realistically, Alfieri is the only one of them who has achieved the American Dream, worked his way form poverty to having a good life. Arthur Miller himself was the son of an immigrant and he supported himself through college by working on the docks, so he knew where to come from when writing about the hardships and unreliability of living a life like Eddies. In the area and time that the play is set, the rules of community, the code of honour, is more important than the state laws. Disobeying these unwritten laws and betraying the community could result in ostracization. As with Romeo and Juliet this play features people breaking the family laws, then being suitably punished for it. The issues in this play are ones that have been studied before and will be used again due to the fact that they are still relevant. You will always have people that want to do something that is not against the law but going against traditions in their communities and will often cause them a worse fate then if they were breaking a state law. People can relate to disobeying these community rules. Alfieris prologue introduces the play. He sets the scene and tells us a bit about the history and culture of where the play is set, where men where justly shot by unjust men. He also says in his epilogue that people now settle for half we are quite civilized, quite American. With statements like that you can tell that uncivilized things are going to happen. The opposite of how people are now will come out, the real them. Alfieri also tells us that what we are about to see is not just an ordinary one of his cases, and not simply the petty troubles of the poor. Not only in Alfieris prologue does he give us hints to what will happen in the play. Ina act one when Eddie goes to Alfieri and asks what he can do to get Rodolpho out, Alfieri says that Eddie must let go of Catherine and let her live her own life because after all -what other way can it end? he is almost predicting that if Eddies protective behaviour continues then it shall end in a bad way. The epilogue, also delivered by Alfieri helps us to understand things better as well. After all the commotion and high emotions of Eddies death, Alfieri is there, calm and collected as ever and gives us enough of an explanation to get us thinking, but also one that lets us make our own minds up. It offers a sense of rounding off. Alfieri reminds us f why we first liked Eddie, and talks of what a good character he was and how we will all like him far more than Alfieris sensible clients. Eddie died because he did what he wanted to and Alfieri can see the strength in this action, however, believes it is better to settle for half in order to survive and for there to be peace. Once again, as in the prologue Alfieri is at ease with us the audience. He is relaxed and allowing himself to be honest, to say what he really thinks. Alfieri comments are almost like what you would do to yourself in your head when analyzing or thinking something over. He is going through his thoughts in an almost soliloquy type way. When I went to see the play A View form a Bridge in the Questors theatre in Ealing the role of Alfieri was show to just as much the boob that he was in the svincter . if your happy and you know it clap your hands (clap clap) alice the camel had 95 humps. ride alice ride du du dum cheesh. Im but a little bit bit bit bit show but a little bit bit bit shame but a little bit bit bit , bit bit bit. Peters pepper picked another pickle bearing pussy pepper raaah!!! Vivadixiesubmarine transmitionplot I think that Alfieri is a very good character to have in the play as he manages to fill in all the gaps where extra explanation is needed, such as after scenes. He also acts as an unofficial scene changer, and marks when time has passed or the setting is different. As well as all of this he also points people in the direction of doing things. If it was not for him telling Eddie that the only way he could get rid of Rodolpho was to phone immigration then he would not of thought of it.

Land of Bondage, Land of the Free

Land of Bondage, Land of the Free Essay The tao does not come here tonight to be judged, but to judge, Hear then his accusations and his sentiments. I indict the Spanish encomendero for inventing taxes impossible to bear. I indict the usurer for saddling me with debts impossible to pay. I indict the irresponsible radical leaders who undermine with insidious eloquence the confidence of my kind in the government. You accuse me of not supporting my family. Free me from bondage and I shall prove you false. You accuse me of ignorance. But I am ignorant because my master finds it profitable to keep me ignorant. Free me from bondage and I shall prove you false. You accuse me of indolence. But I am indolent, not because I have no will, but because I have no hope. Why should I labor if all the fruits of my labor go to pay an unpayable debt? Free me from bondage and I shall prove you false. Give me land. Land to own, land unbeholden to any tyrant, land that will be free. Give me land for I am starving. Give me land that my children may not die. Sell it to me. Sell it to me at fair price – as one free man sells to another – and not as a usurer sells to a slave. I am poor, but I will pay for it. I will work, work, until I fall from weariness for my privilege, my inalienable right to be free. But if you will not grant me this last request, this ultimate demand, then build a wall around your house. Build it high, build it strong. Place a sentry on every parapet. For I, who have been silent there three hundred years, will come in the night when you are feasting – with my cry and my bolo at your door – And may God have mercy on your soul!

Instructional Design | Definitions and Principles

Instructional Design | Definitions and Principles Section 1 – My Definition of Instructional Design According to the Internet Wikipedia, â€Å"Instructional Design, also called Instructional Systems Design is the practice of maximizing the effectiveness, efficiency and appeal of instruction and other learning experiences.† The course of action to be undertaken is made up in a broad sense of deciding the state in which the learner is in as we see it, stating the end purpose of the teaching, and cause the existence of some light at the end of the tunnel so as to make the transition smooth. Andragogical and pedagogical theories of learning inform the instructional design process which may transpire in three settings; teacher-led, community-based and student-only. Instructional design may be measured scientifically, observable directly or hidden completely and assumed. As much as there may be so many models of Instruction design, most of them are based on the ADDIE model in which the different phases are analyzed; design phase, development phase, implementation phase and evaluation phase. Training is everything. The peach was once a biter almond; cauliflower is nothing but cabbage with a college education (Mayer et al, 1996). In addition, Nadler (1984) postulates that training is defined as learning that is provided in order to improve performance on the present job. â€Å"Instructional Design is the systematic process of translating general principles of learning and instruction into plans for instructional materials and learning† (Alessi Trollip, 1991). Most authors have looked at Instructional Design as a Discipline, a Science, and a Process and also as a Reality. â€Å"Instructional Design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of instructional materials and activities; and tryout and evaluation of all instruction and learner activities† (Gentry, 1994). Instruction Design can also be explained as a Discipline. â€Å"Instructional Design is that branch of knowledge concerned with research and theory about instructional strategies and the process for developing and implementing those strategies† (Anglin, 1991). It can also be explained as reality. â€Å"Instructional Design can start at any point in the design process. Often a glimmer of an idea is developed to give the core of an instruction situation. By the time the entire process is done the designer looks back and her or him checks to see that all parts of the â€Å"science† have been taken into account. Then the entire process is written up as if it occurred in a systematic fashion† (Venezky, R. Osin, L., 1991). Instructional design is the systematic development of instruction by using learning and instructional research and theories, as well as established best practices, to ensure the quality of classroom/course materials (Learner, 1986). The entire process of analysis of what a group of learners needs, objective identification and development of learning objects constitutes instructional design. Instructional design cannot come to a standstill at some point then pick up again. It is an ongoing process. When instruction comes to a completion, there is evaluation and after this the instruction design starts all over again. From the many authors, I can say instruction design is a process in which instruction is followed up to its completion and also the means and ways the same could be achieved. In education, instruction is part and parcel of the system. It is therefore important that means to follow instructions by students is looked into. Research and observations has it that most students do not fail because there is anything wrong with them but they fail because everything is right with them but cannot follow instructions! Section2 – The principles of Instructional Design Before looking at the key principles of Instructional design, we need to list the most important of the principles and elements of the instruction design. They include; objectives, evaluation, the learner and methods. We are going to look at the most important elements of the four principles of instruction design and see how they fit in the instruction design models that exist. Under the elements of the instruction, for one to develop a good instruction design then we need to identify the people the instruction is being developed for. This gives us a starting point. It becomes clear immediately when we have the target audience. In this way, we can profile the targeted audience and out of the profiling, we may get a rough idea of how to design the instruction. It is also important to come up with a list of things that the people for whom the instruction is being developed for should be able to accomplish after going through the instruction. This also adds some meat to the skeleton of the design of the instruction we have from the profiling we did above after identifying the people the instruction is being designed for. This is like starting from the end in order to design the instruction. Once we have an idea of what a learner should have achieved by the end of the instruction then we can come up with the best ways in which to achieve the same for the learner. Some of the things we need to think about are the teaching methods or learning methods that could be employed so as to have the objectives achieved in the best way possible (Mayer, 2001). Activities to be included in the design and resources to be used are also very important factors that we should also look into. The way to look at them is to have an established plan of how to use the resources and the activities in order to achieve the objectives of the instruction design. Another element that needs to be looked at is a way of knowing whether the learner has been able to do the things the learner should be able to do once the instruction is complete. This is some kind of the examination of the design of the instruction. One wise man once said that an unexamined life is a wasted life. Examination in whatever we do is very crucial and so it is also very important in the design of an instruction (Newby et al., 1996). It is the examination that reveals whether something is working or not. It is also good for us to put measures in place so as to determine whether the design of the instruction has made the learner learn something. Evaluation of the learning characteristics, objectives of the instruction and the methods of instruction needs to happen before taking on the actual instruction design. Learner characteristics are one of the factors to put into consideration before designing an instruction. It is very important to run a background check on the level of exposure the learner has on the topic, the grades of the learner and also how the learner has been performing academically in the past not necessary in the instruction topic but in general. The social characteristics o rather personal characteristics have to be looked at. The learners work experience, age, the relation of the content of the instruction to the leaners life and the attitude as well. It is also good to put non-conventional learners into consideration. These may include the learners who have disabilities, learners from different cultures and also primary language learners. The style of the learner is also put into consideration. This means looking at the conditions the learner has to be in when learning. Lastly, we all know that when one is motivated, the motivation quickly serves as an ingredient for success (Sweller, 1988). The motivation of a leaner is also a point to look at. Some of the pointers are the students grade, a persons credit, the self improvement of a person, the salary one earns and also the advancement of ones status. Section 3- Models of Instructional Design ADDIE model The ADDIE model is the most common of all models. The acronym ADDIE stands for five words which make up the five phases of the ADDIE model. The â€Å"A† stands for analyze. The analysis is of things like the characteristics of the learner, the tasks that the learner should learn. The â€Å"D† stands for design where the learning objectives are developed and also an approach that is instructional in nature is chosen in this phase. The second â€Å"D† stands for develop where the training or the instructional materials are brought to existence. The â€Å"I† stands for a big word and the word is the â€Å"I† stands for is implement. Implementation in a nutshell involves the distribution of the materials containing the instructions. Lastly, the â€Å"E† stands for evaluate. In the evaluation phase, checking of how the materials distributed in the implementation phase affected the learner takes place (Saettler, 1990). It is in this phase that we a re able to know whether the goals for designing the instruction were achieved. Most models of instruction design have been modified from the ADDIE model. Rapid Prototyping Rapid prototyping is a model that was adopted from the ADDIE model. It is considered a simpler version of the ADDIE model b y many instruction designers. The heart of Instruction design is the analysis phase. This phase comes first. It is the doorway to the other four phases of instruction design (Seels Glasgow, 1990). It is after the analysis stage that we are in a position to choose the instruction design model that is most suited for the design of the instruction. This is because it is only after understanding exactly what we are dealing with is one able to pick the right bus to take him or her to the right destination. Analysis should be done thoroughly. Most instruction designers do not do a thorough job when it comes to analysis. The result of this is pretty much obvious. This is synonymous to expecting a very strong house to be sustained by a very weak foundation (Smith Ragan, 1993). The analysis is the foundation of the house called instructional design. It is therefore encouraged that at the analysis stage, a lot of time and keenness should be put into the analysis so as to gather as much information as possible. The Dick and Carey Systems Approach Model In the book entitled The Systematic Design of Instruction, which was published in 1978, Walter Dick and Lou Carey came up with The Dick and Carey Systems Approach Model. In this model, the instruction is not viewed as a breakdown of parts isolated but as a system. Its main focus is on the interrelationship between content, instruction, context and learning. â€Å"Components such as the instructor, learners, materials, instructional activities, delivery system, and learning and performance environments interact with each other and work together to bring about desired student learning outcomes† (Clark et al, 2006). The components to this model include instructional goal identification, instructional analysis conduction, learners and contexts analyzing, writing of performance objectives, developing of assessment instruments, developing of instructional strategy, developing and selecting of instructional materials, designing and conducting formative evaluation of instruction, revi sion of instruction and lastly, designing and conducting of summative evaluation. In the Dick and Carey Systems Approach Model, the execution of components is done in an iterative, parallel manner and not in a linear manner as in the Rapid prototyping. Apart from the above mentioned models, there exists the Instructional Development Learning System (IDLS), the Smith/Ragan Model and the Morrison/Ross/Kemp Model. Section 4- Relationships Between the Principles and the Models In this section we are going to look at the way the models have applied the key principles of instruction design. As we had seen in section two, the key principles of instruction design include; objective, evaluation, the learner and methods. Our goal in this section is to see how the models of instruction design have taken the principles of instruction design and blended than in the models of instruction design. We had also seen that the ADDIE model was broken down into five phases and these were analysis, design, development, implementation and evaluation phase. At the analysis, all the blind spots to the problem are removed and this is where the goals and objectives are established. It is at this stage that the identification of the skills the learner needs is identified and the learning environment determined. The analysis stage in the ADDIE model goes hand in hand with the principle of objectivity. This shows that the ADDIE instruction model has used one of the principles of objectivity as per the analysis above. At the design level, the objectives determines in the analysis level are learnt. At the design phase, the instruments to be used to asses are determined, the content of the exercises to be done are also determined. Planning of the lessons as well as the selection of media is done here. This is consistent with the principle of methods. Under the methods principle, all the items looked at are more or less similar to the ones put into consideration under the design phase in the ADDIE model. Under the evaluation phase in the ADDIE model, there exist two sides to the coin; summative and formative. Formative has been there in each and every phase in the ADDIE model. However, Summative evaluation is specific to an identified area of problem from the learners. Under the lists of principles used in the design of an instruction, there is the principle of evaluation. This goes to show that the ADDIE is consistent with the key principles of Instructional design. If we were to look at Rapid prototyping, we can say that it is also consistent with the principles of instructional design. We can say this because it is a simpler version of the ADDIE model meaning it is very similar to the ADDIE model and since the ADDIE is compliant with the principles of Instructional design, Rapid prototyping also is consistent with the key principles of instructional design. So far, we have looked at ADDIE model and also Rapid prototyping in relation to the key principles of instruction design. The Dick and Carey Systems Approach Model is seen to have quite a number of components of which we are going to look at each and every component to see of it is consistent with the key principles of instruction design or not (Paas et al., 2004). This is the model that looks at instruction as a system and not a sum of isolated parts. The identification of a goal is consistent with the objectives principle. The conducting of the analysis of the instruction is rather on its own there. There seems to be no principle in tandem with the analysis of the instruction. The principle of objectivity is in line with the analysis of learners and contexts. Writing of performance objectives can be put under the objective principle. The developing of the instruments to be used in the assessment can fit quite well under the methods principle (Clark Mayer, 2002 Cooper Sweller, 1987). The development of the instructional strategy to be used when distributing the instructions can be out under methods. The evaluation of the instruction, revision of the instruction and the summative evaluation will all fall under the evaluation principle. We can safely say therefore that all the components of the Dick and Carey Systems Approach model all follow the principles of the key principles of the design of instruction. Most models adhere to the simple key principles of instruction design. Section 5-My Lesson Plan Subject Matter and Grade Level The subject matter I choose for my lesson plan is geometry for the 6th graders. The reason behind this choice is firstly because when I was in the 6th grade, geometry was not a smooth ride but when I moved to higher grades, I felt so stupid for not being able to understand the simple geometry the teacher always taught. I would tail the class in geometry and this was not a good feeling as it interfered with my ability to grasp other subjects confidently. I can easily identify with kids whom their teachers would clearly, loudly and publically say that they have given up on them. This is because they never get above a certain grade in some subjects. This is what my teacher used to say and I would feel so inadequate. I have narrowed down to geometry because most kids at this stage feel that geometry or anything mathematical such as college algebra is hard and is beyond their capabilities (Chandler Sweller, 1991). The truth is with the principles and models of instructional design, there is nothing that cannot be learnt! The lesson I want to design is the simple formula on how to get the circumference of a circle. This was also an area I used to be confused at. Firstly, the confusion came when choosing the figure to put as diameter and the figure to put as radius. There may be students who have no problem with this but my target is the students who have time and time again gotten this geometric question wrong. The Model The model I choose to work it is the Dick and Carey Systems Approach Model. I chose this model because I want to have a system approach to the instruction and not as a sum of little instruction bits and pieces. The goal of the instruction is to prompt the learner to give the circumference of a circle whether operating from the radius or the diameter. The instruction can either be wordy or delivered using the mathematical language. The Lesson The sixth graders analyzed cannot tell the difference between the radius and the diameter and this may be the reason as to why the question is failed so many times. The performance objectives are to see a bigger percentage of the sixth graders getting questions related to the circumference of a circle correct. In school, every single mark is important just the same way as in life, every small thing done to enhance your life counts. The assessment instrument to be used is a geometry test. The strategy in getting the objectives met is to make the learning process as interesting as possible. For example, instead of drawing boring shapes using chalk on the board, we use colorful shapes and abstract shapes so as to make learning less formal for the students to relate with the interesting shapes (Kemp et al., 1996). These will be the interesting instructing materials. The formative way of checking if the instruction did work is by looking at the marks to the geometry test. If the grades ar e higher than what they were then the instruction design process was a success. Relationships The model is consistent with my theory of learning because of the components. B following the components of the Dick and Carey Systems Approach Model, I already could feel how easy the learning process has been broken down. This is exactly what I believe learning is all about. It is about taking the â€Å"complex† stuff and simplifying it further into step by step basic components which can easily be digested by the learners whom you have already profiled. The model also allows for evaluation (Mayer, 1997). Whenever there is learning, the learnt information has to be examined for the instructor to know whether their way of instruction design helps or not. References Alessi, S., Trollip, S. (1991). Computer-based instruction. Englewood Cliffs, New Jersey: Prentice-Hall Inc.. Anglin, G. (Ed.). (1991). Instructional technology: Past, present and future. Englewood, Colorado: Libraries Unlimited. Chandler, P. Sweller, J. (1991). Cognitive Load Theory and the Format of Instruction.† Cognition and Instruction 8 (4): 293–332. Cooper, G., Sweller, J. (1987). Effects of schema acquisition and rule automation on mathematical problem-solving transfer.† Journal of Educational Psychology 79 (4): 347–362. Clark, R.C., Mayer, R.E. (2002). e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. San Francisco: Pfeiffer. Clark, R. C., Nguyen, F., and Sweller, J. (2006). Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load. San Francisco: Pfeiffer. Gentry, C. (1994). Introduction to instructional development. Belmont, California: Wadsworth Publishing Co. Kemp, J., Morrison, G., Ross, S. (1996). Designing effective instruction. Upper Saddle River, New Jersey: Prentice-Hall, Inc. Learner, R. (1986). Concepts and Theories of Human Development (2nd ed.). New York: Random House). Mayer, R.E. (1997). Multimedia Learning: Are We Asking the Right Questions?† EducationalPsychologist 32 (41): 1–19. Mayer, R.E. (2001). Multimedia Learning. Cambridge: Cambridge University Press. Mayer, R.E., Bovet, W. Bryman, A. Mars, R. Tapangco, L. (1996).When Less Is More:Meaningful Learning From Visual and Verbal Summaries of Science Textbook Lessons. Journal of Educational Psychology. 88 (1): 64–73. Mayer, R.E., Steinhoff, K., Bower, G. and Mars, R. (1995). A generative theory of textbook design: Using annotated illustrations to foster meaningful learning of science text.† Educational Technology Research and Development. 43 (1): 31–41. Nadler, Leonard (1984). The Handbook of Human Resource Development. New York: John Wiley Sons. Newby, T., Stepich, D., Lehman, J., Russell, J. (1996). Instructional technology for teaching and learning. Englewood Cliffs, New Jersey: Prentice-Hall Inc.. Paas, F., Renkl, A. Sweller, J. (2004). Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture. Instructional Science 32: 1–8. Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science 12 (1): 257–285. Sweller, J., Cooper, G. A. (1985). The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction 2 (1): 59–89. Saettler, P. (1990). The evolution of American educational technology. Stolovitch, H.D, Keeps, E. (1999). Handbook of human performance technology. Seels, B. Glasgow, Z. (1990). Exercises in instructional design. Columbus, Ohio: Merrill Publishing Company. Seels, B. Glasgow, Z. (1998). Making instructional design decisions. Columbus, Ohio: Merrill Publishing Company. Smith, P. Ragan, T. (1993). Instructional design. Upper Saddle River, New Jersey: Prentice- Hall, Inc. Venezky, R. Osin, L. (1991). The intelligent design of computer-assisted instruction. New York: Longman. Furagin: Forced Degradation Studies Furagin: Forced Degradation Studies

Cyber Ethics Essay -- essays research papers

Cyber Ethics: Rules for Using the Web We all have heard of ethics. According to Webster’s II New College Dictionary (1995), ethics is the rules or standards governing the conduct of a person or the members of a profession. As Winn Schwartau (2001) stated â€Å"ethics is also about understanding how your actions will affect other people†. Cyber-ethics is the ethical decisions we make when using the Internet. We are tasked to use the Internet on a daily basis and we task students to use the Internet regularly, but to use it properly we must adhere to ethics. Ethics is not a law but your moral code. We must know how to avoid plagiarism, know the acceptable use of the Internet, and we must be familiar with Censorship in order to know what moral standards to follow with the World Wide Web. Plagiarism, or as Steven Gardiner (2001) calls it cyber cheating is the new twist for cheating. Over the years plagiarism has become much harder to detect. But, how do you know when a student has copied his work from online, and not give the proper credit to the rightful owner? I remember working on my undergrad and to prevent cyber cheating my professor only allowed us to use a limited number of Internet cites. The rest were to be from physical books from the library. I can see why a student would copy a paper over writing one. It only takes a few minutes to search the web, cut and paste, and then add you name. The time they saved in research just added more time for them to do the things that are fun. The second way to detect cyber cheating according to Gardiner (2001) is that if you task a student to write a paper is MLA and the paper is in APA it is almost a given that the paper was not written by the student. As most teachers are parents or have that parental instinct, they are aware of the capabilities of their students. So another way to determine if the paper is a fake is ask yourself if that student could really produce that quality of work. To understand the appropriate use of the Internet you have to know what is acceptable and what is not. The Department of Justice categorizes computer crimes in three different ways: the computer as a target, the computer as a weapon, and the computer as an accessory (e.g., para 2, â€Å"What is Cyber Crime?† n.d.). We must teach children how to use the Internet the right way. Much of what we know is learned, and the same goes for using the ... ...hnology era a living nightmare. References Crystal, J., Geide, C.A., & Salpeter, J. (2000, November). The concerned educator's guide to safety and cyber-ethics. Tech Learning [Online]. Retrieved October 22, 2004: http://www.techlearning.com/db_area/archives/TL/112000/cyberethics.htm Federal Censorship. (2002, February). Retreived October 22, 2004 from the World Wide Web:http://www.epic.org/free_speech/censorship/ Gardiner, Steven (2001). Cybercheating: A New Twist on an Old Problem. Retrieved October 22, 2004 from the World Wide Web: http://www.pdkintl.org/kappan/k0110gar.htm Radnofsky, Mary and Vuko, Evelyn ( 2004, June 1). Teacher Says: Teaching Cyber Ethics: Kids on the Internet. Washington Post Online. Retrieved October 22, 2004 from the World Wide Web: http://www.washingtonpost.com/wp-dyn/articles/A64135-2004May28.html Schwartau, Winn (2001). Cyber Ethics 101: What Are (Is) Ethics?. Retrieved October 22, 2004 from the World Wide Web: http://www.ed-u.com/cyber-ethics.htm Webster's II New College Dictionary. (1995). Boston, MA: Houghton Mifflin Company. What is a cyber crime? (n.d.). Retrieved October 22, 2004 from the World Wide Web: http://www.cybercitizenship.org/ Cyber Ethics Essay -- essays research papers Cyber Ethics: Rules for Using the Web We all have heard of ethics. According to Webster’s II New College Dictionary (1995), ethics is the rules or standards governing the conduct of a person or the members of a profession. As Winn Schwartau (2001) stated â€Å"ethics is also about understanding how your actions will affect other people†. Cyber-ethics is the ethical decisions we make when using the Internet. We are tasked to use the Internet on a daily basis and we task students to use the Internet regularly, but to use it properly we must adhere to ethics. Ethics is not a law but your moral code. We must know how to avoid plagiarism, know the acceptable use of the Internet, and we must be familiar with Censorship in order to know what moral standards to follow with the World Wide Web. Plagiarism, or as Steven Gardiner (2001) calls it cyber cheating is the new twist for cheating. Over the years plagiarism has become much harder to detect. But, how do you know when a student has copied his work from online, and not give the proper credit to the rightful owner? I remember working on my undergrad and to prevent cyber cheating my professor only allowed us to use a limited number of Internet cites. The rest were to be from physical books from the library. I can see why a student would copy a paper over writing one. It only takes a few minutes to search the web, cut and paste, and then add you name. The time they saved in research just added more time for them to do the things that are fun. The second way to detect cyber cheating according to Gardiner (2001) is that if you task a student to write a paper is MLA and the paper is in APA it is almost a given that the paper was not written by the student. As most teachers are parents or have that parental instinct, they are aware of the capabilities of their students. So another way to determine if the paper is a fake is ask yourself if that student could really produce that quality of work. To understand the appropriate use of the Internet you have to know what is acceptable and what is not. The Department of Justice categorizes computer crimes in three different ways: the computer as a target, the computer as a weapon, and the computer as an accessory (e.g., para 2, â€Å"What is Cyber Crime?† n.d.). We must teach children how to use the Internet the right way. Much of what we know is learned, and the same goes for using the ... ...hnology era a living nightmare. References Crystal, J., Geide, C.A., & Salpeter, J. (2000, November). The concerned educator's guide to safety and cyber-ethics. Tech Learning [Online]. Retrieved October 22, 2004: http://www.techlearning.com/db_area/archives/TL/112000/cyberethics.htm Federal Censorship. (2002, February). Retreived October 22, 2004 from the World Wide Web:http://www.epic.org/free_speech/censorship/ Gardiner, Steven (2001). Cybercheating: A New Twist on an Old Problem. Retrieved October 22, 2004 from the World Wide Web: http://www.pdkintl.org/kappan/k0110gar.htm Radnofsky, Mary and Vuko, Evelyn ( 2004, June 1). Teacher Says: Teaching Cyber Ethics: Kids on the Internet. Washington Post Online. Retrieved October 22, 2004 from the World Wide Web: http://www.washingtonpost.com/wp-dyn/articles/A64135-2004May28.html Schwartau, Winn (2001). Cyber Ethics 101: What Are (Is) Ethics?. Retrieved October 22, 2004 from the World Wide Web: http://www.ed-u.com/cyber-ethics.htm Webster's II New College Dictionary. (1995). Boston, MA: Houghton Mifflin Company. What is a cyber crime? (n.d.). Retrieved October 22, 2004 from the World Wide Web: http://www.cybercitizenship.org/

Gabriel Garcia Marquezs A Very Old Man with Enormous Wings Essay

Trisha â€Å"A Very Old Man with Enormous Wings" Critical Analysis If I ask you to picture an angel, what do you see? Is it a vibrant white, majestically dressed individual with lush and strong wings who commands reverence with his presence? What does this ethereal creature stand for? Righteousness? Protector of good and the purest form of a celestial being besides God? If you have read Gabriel Garcia Marquez’s â€Å"A Very Old Man with Enormous Wings† then you may have been introduced to a conflicting image of an angel. This angel is in no way similar to the one described above. Actually, we are not even sure he is an angel. What we do know after reading this story is that the creature presented represents the overwhelming need of humans to understand and interpret every facet of their lives. The angel does not fit the general consensus of what an angel is and leaves human expectations unmet. This story embodies the nature of humans to explain, categorize, and label any affair that is not already so. Marquez’s story is written in a fairy tale format with strong magic realism elements throughout. This style combines real, normal details of day to day life with fantasy and blurs the reader’s division of reality and magic. This method of writing emphasizes the attempt of man to apply logic and knowledge to all matters. Marquez is so skilled in this technique that we come to view the fact o...