Java Syntax Converting Strings to Numbers

Typically in a graphical user interface, there will be text fields that are expecting the user to enter in a numerical value. This number value will end up in a String object which doesnt really help your program if you want to do some arithmetic. Fortunately, there are wrapper classes that provide methods for converting those String values into numbers and the String class has a method to convert them back again. Wrapper Classes The primitive data types that deal with numbers (i.e, byte, int, double, float, long, and short) all have class equivalents. These classes are known as wrapper classes as they take a primitive data type, and surround it with the functionality of a class. For example, the Double class will have a double value as its data and provide methods for manipulating that value. All of these wrapper classes have a method called valueOf. This method takes a String as an argument and returns an instance of the wrapper class. For example, lets say we have a String with the value of ten: String number 10; Having this number as a String is no use to us so we use the Integer class to convert it into an Integer object: Integer convertedNumber Integer.valueOf(number); Now the number can be used as a number and not a String: convertedNumber convertedNumber 20; You can also make the conversion go straight to a primitive data type: int convertedNumber Integer.valueOf(number).intValue(); For other primitive data types, you just slot in the correct wrapper class—Byte, Integer, Double, Float, Long Short. Note: You must make sure the String can be parsed into the appropriate data type. If it cant you will end up with a runtime error. For example, trying to covert ten into an integer: String number ten;int convertedNumber Integer.valueOf(number).intValue(); will produce a NumberFormatException because the compiler has no idea ten is supposed to be 10. More subtly the same error will occur if you forget that an int can only hold whole numbers: String number 10.5;int convertedNumber Integer.valueOf(number).intValue(); The compiler wont truncate the number it will just think that it doesnt fit into an int and that its time to throw a NumberFormatException. Converting Numbers to Strings To make a number into a String follows the same sort of pattern as the String class has a valueOf method too. It can take any of the primitive data type numbers as an argument and produce a String: int numberTwenty 20; String converted String.valueOf(numberTwenty); which puts 20 as the String value of co nverted. or you can use the toString method of any of the wrapper classes: String converted Integer.toString(numberTwenty); The toString method is common to all object types—most of the time it is just a description of the object. For wrapper classes, this description is the actual value they contain. In this direction, the conversion is a bit more robust. If the Double class was to be used instead of the Integer: String converted Double.toString(numberTwenty); the result would not cause a runtime error. The converted variable would contain the String 20.0. There is also a more subtle way to convert numbers when you are concatenating Strings. If a String was to be built like: String aboutDog My dog is numberTwenty years old.; the conversion of the int numberTwenty is automatically done.

Best Administrative Practices Involving Liability - 975 Words

Best Administrative Practices Involving Liability Become familiar with the school’s emergency/health procedures in order to improve teachers’ responses to student injury. To avoid liability teachers must employ a standard of care with is equivalent to that of a â€Å"reasonable and prudent person† (LaMorte, 2012, p.327). LaMorte (2012), further indicated that this standard will be influenced by the â€Å"age of student, mental capacity, environment and circumstance of injury† (p.327). For instance, you would not leave a kindergarten class unattended with scissors. Despite teacher’s best efforts accidents may still occur, therefore, it is increasingly important to have clear and practical emergency procedures. It can be beneficial to create a school-wide emergency response team to insure that the student’s injuries are minimized in an event of bodily injury. Finally, teachers should be trained on the appropriate technologies in order to accurately report classroom incidents. Clearly communicate the expected time of school arrival and departure to parents as an effort to maintain a reasonable degree of student supervision. LaMorte indicated that schools are placed under â€Å"a general duty to supervise the conduct of children on school grounds during school sessions, school activities, recess and lunch periods† (LaMorte, 2012, p.330). Student arrival by bus can be considered the beginning of the school day, therefore, teachers or support staff must be present at that time. Although inShow MoreRelatedDuponts Social Responsibility Programs1620 Words   |  6 PagesSelect a Company Headquarters Introduction Over the last several years, corporations have become increasingly focused on social responsibility. This is when the firm will engage in practices that are designed to promote and address areas that are of social interest. 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The American West Free Essays

I believe this cartoon was published in the early 1840’s to persuade people to not become Mormons. The Mormons were unpopular during the 1840’s as they had different beliefs to the rest of the settlers. They believed they had found the second part to the bible in America, no one really considered the Mormons a serious religion until Joseph Smith set up a church. We will write a custom essay sample on The American West or any similar topic only for you Order Now People were often jealous of the Mormons as the Mormons believed in working hard to obtain success and money. Mormons also followed polygamy like the Native Americans, people disrespected them because of this and as the picture shows the man hiding from his many wives, who are fighting and the children, which are crying on the floor. I believe this cartoon was published in the early 1840’s to persuade people to not become Mormons. The cartoon shows an un-ideal life as everyone is making chaos, this would deter people from becoming Mormons as it shows people what is supposed to go on inside the Mormon life. Because people hated the Mormons for whatever reason, the man is put across as a coward as he is hiding away from what is happening. This cartoon was probably used to create a general impression of the Mormons. I think the Mormons were able to complete their journey across the Great Plains and into the Rockies from what I am shown in the source as the Mormon’s seem to be well supplied and travelling in large groups. You can tell that the Mormon’s were well supplied and organised because they built log houses to keep warm and safe during the winter, we can also assume that the journey was taking them a long time as the log houses are permanent building which would not have been easy to build or move. I don’t think the Mormon population suffered that badly during the crossing despite losing 700 people to illness or starvation as due to polygamy there was a lot of children who would grow up to continue the Mormon faith. I think so many people died because of starvation because in the photo there is no evidence of food or any sources of food. The source shows us a scene in which the Mormons seem to be doing quite well as the have shelter, protection and transport as well as this because the Mormons were friendly with the Native Americans they didn’t have the fear of raids. Source C tells us that some Mormons didn’t find Salt Lake as impressive as they first assumed. They said that the land was beautiful, but there were no resources for building and they were relying on the land to be fertile, otherwise they would have no food. Some of the Mormons would think of ideas that could work, they would then work hard to achieve them as this is what they believed in. Some of the Mormons will have seen prospect in the land and others will have tried to make the most out of what they could see, ‘There is little prospect for log houses, but we can make Spanish bricks’, from the journal of William Clayton from the Mormon Pioneer Band which reached Salt Lake first. I believe that the Mormons were disappointed in the appearance of Salt Lake. However they also believed that there was prospect in the land and surrounding area, so they made the most of what they had and since the rest of the settlers hated them they could start a purely Mormon society. How to cite The American West, Papers

Generational Diversity and Its Impact on Organizational Development St

Question: Discuss about theGenerational Diversity and Its Impact on Organizational Development Strategy. Answer: Introduction The workplace is continuously becoming more varied and poses more trials for the human resource managers of today. Misunderstandings are becoming a common occurrence among generational workers, it has become more problematic and still growing. This is because of a difference in work value amongst the different generations. Managing this miscellany in the workplace requires that the Human resource managers comprehend and relate effectually with people who are different from themselves. The ability of personnel to build harmony and strength through their diversity is the muscle propelling these institutions into new magnitudes of performance.(Notter, 2009) Deliberations of office diversity in countries such as the United States tend to commence on topics such as race, sexuality, gender, ethnicity and disability. Establishments that desire to flourish in the future necessitates having a workforce and leaders who are mindful of and experienced enough to deal with the differences along the said identity lines. Another important diversity that is usually overlooked is the generational difference which is the main point of focus. In a majority of large institutions, you are likely to find units, work teams, and divisions, where at least distinctive age group is functioning side by side. Researchers have recognized vital variances amid these generations in the way they approach everyday jobs at the workplace, employee allegiance, and authority(Sweetman, 2004). In the older days, many generations while employed in the same organization were apart from each other due to the nature of their job descriptions, and the groups ranking. Currently, four generations exist at the workplace. These four generations work side by side leading to the occurrence of glitches due to the difference in the ages. Workers from the same generations share work ideals, these ideals commonly differ for a different generation to generation. This includes opinions concerning leadership, authority, and goals at the workplace. A generation refers to a set of individuals who are defined by their age limits. People born in a given period. These people share related familiarities growing up, and their ethics and approaches, especially towards work related ventures tend to be alike(Debra Dupree, 2009). This is by their collective experience during their formative years. This is because of the variations within the generations is enormous. The general features of each age group prove to be valuable in the management of the multiplicity at the workplace; this is because it helps people comprehend their own and others expectations about how establishments should operate and how individuals should treat each other. The Cohort theory states that interests are evident in the effect of generational dissimilarities in the workplace. Work beliefs may vary hence impacting a related age at a point in time(Parry, 2014). Todays workforce comprises of four generations. Matures, the Boomers, Generation x and the Millennials. The Matures This is the generation that was conceived before the commencement of the World War two. Many still have memories of the Great Depression. Many of these individuals have already retired, and this category of workers account for only approximately 5 percent of the workforce currently. An important factor to know is that even though the individuals in this group account for only 5 percent of the workforce, they are in high-ranking positions and exercise substantial power. They are highly swayed by family and conviction; this generation view education as a dream and holiday time are taken to be a compensation for hard work(Underwood, 2007). Many are not comfortable with change and focus on being stable. This generation is characterized by the values such as dedication, hard work, sacrifice, conformity, respect for the authorities and law and order. Boomers This generation consists of those individuals born between 1940 to1960s. The group grew up through a time of fortune (in the 50s), then twisted into the time of social turmoil (in the 60s and 70s). Currently, this group comprises of those aged between forty and sixty years old. This category of individuals account for 45 percent of the labor force; they are more than any other known generation. They are referred to as the generation of the self-absorbed,' flaunting the individuals capability of accomplishing whatever he/she sets out to achieve. The generation practices their parent's hard work beliefs more to the people benefit rather than the companys interest. The generation of this era experienced an evolution in the solidity of the household. However, education was taken to be a right rather than a dream. The important values that are attributed to this generation include team alignment, optimism, personal fulfillment, personal growth and development, involvement, youth and work( Johnson Johnson, 2010). Generation The beginning of this age bracket into the labor force coincides with the identification of the dissimilarities in generations in the workplace. Early in the 1990s, some articles were being written which were describing the emerging force as it moved to employment at that time, with some doubt and frustration. This generation comprises of individuals born between the 1960s and 1980s. Currently, this generation is aged between 20 to 40 years. This number is slightly lower than that of the boomers. They account for only 40 percent of employment. The generation entered the labor force after the first wave corporate downscaling, their approach to the workplace lacked loyalty, and the individuals had a strong entrepreneurial soul(Potter, 2015). Millennials This is the newest entrants in the workforce. Born after 1980, these individuals are more than 22 years of age and occupy only 10 percent of the workforce. In this generation leisure is also a part of their work life. These individual are flexible and are more contented with variety. This is the internet generation, raised around PCs. They value achievement and are very social and confident(Mehta, 2009). The impact of generational diversity on organizational development strategy Range, as a subcategory of corporate growth, continues to achieve substantial status, especially in the last 15 years. Identification of generational Metamorphoses has just of late come to the forefront as a vital issue for crafting a well organizational vibrant. Therefore, this is a new edge for corporate improvement approach and offers untapped opportunities(Matthew Legas, 2011). Flexibility in the administrative arrangement is a vital constituent for taking on generational diversities. New organizational development agendas and strategies will have to advance to reflect this necessity. Like in most theories, it will be subservient for executives to take into account the wishes of the modern business environment and employees. It is likely to prove fascinating in comparing the various emerging diversities in the workplace(Geisman, 2005). The indication is to make it conceivable for the individuals within a particular organization to be able collaboratively to succeed the ethos of that setting in a manner that the goals and purposes of the establishment are achieved, and at the same time, social values of people within the institution are furthered. Individuals in the workplace are also urged to be self-aware, this creates the baseline from which people in the organization work(Rood, 2010). People first need to apprehend their filters in which their needs and morals are entrenched. The individuals then will need to comprehend the needs and values of other generations in common. Generational variance is a lens through which the common behavioral trends and practices in the organization are observed. Specifically, communication styles, ethics of work, management style, interactions, and the workplace enterprise. All these are influenced by the culture of the establishment. Therefore, an application of the empathetic of how these are subjective by generational values backs the foundation of effective intermediation formulas in the institution(Kister, 2012). The critical issue that diversity deals within current organizations is difficult for some even to visualize and consider. The ability of an organization to make good use of a mixture of human and additional resources to create a unique blend of focused policy results, by its nature, develops an inventive progression thats hard to copy. This creates a competitive benefit which is obscure to other competitors. A business that makes use of this generational diversity as a strategy keeps its competitive edge sharp for a long time making the generational difference the primary source for workable, economic potential. Summary While applying strategies to effectively face the generational differences, it is imperative that one ensures that the performance prospects remain persistent to eradicate the presence of favoritism. All workers should have a perfect understanding of expectations. Both of their very own positions, and their behavior in the working place. The management should set consistent performance standards which should employees fail to meet; corrective action is taken by agencys practices. The most dominant correlation in the workplace is the member of staff and his/her supervisor. Managers can profit from on this facilitating open communication within employees themselves to bridge the gap between different generations that exist in the workplace. While several managers have acknowledged the fact that there is a shifting demographic in todays labor force, it is vital that the administration capitalizes on the variation by applying approaches to address the different prerequisites of the different generations. References Debra Dupree. (2009). Four GenerationS,one workplace, the first time ever. Generational Diversity, 1-10. Geisman, J. (2005). Organizational Development and The Power of Generational Differences. Learning organizational effectiveness programs with bottom line results, 4-5. Johnson, M., Johnson, L. (2010). Generations, Inc. : from boomers to linksters--managing the friction between generations at work. New York: New York : AMACOM, 2010. Kister, C. (2012). Intergenerational Communication In An Organizational Setting. A Senior Project Presented to The Faculty of the Communication Studies DepartmentSan Luis Obispo, 76. Matthew Legas. (2011). Leveraging Generational Diversity in today's workplace. Online Journal for Workforce Education and Development, 1-2. Mehta, A. (2009). Organizational Development. New Delhi: Global India Publications PVT Limited. Notter, J. (2009). Generational Diversity in the Workplace. The Multi Cultural Advantage, 1-3. Parry, E. (2014). General Diversity at work. London: Routledge. Potter, J. (2015). Crisis at work : identity and the end of career. New York: Houndmills, Basingstoke, Hampshire ; New York, NY : Palgrave Macmillan, 2015. Rood, S. (2010). Understanding Generational Diversity in the Workplace. Journal of Tourism Insights, 1-3. Sweetman, C. (2004). Gender, development and diversity. Oxford: Oxfam. Underwood, C. (2007). The generational imperative : understanding generational differences in the workplace, marketplace and living room. North Charleston: North Charleston, SC : BookSurge, 2007.

Holes Essay Example

Holes Paper The book of Holes is world famous. I had to go to buy it as my friends recommended the book. They said that Louis Sachar is an amazing writer, with a wide imagination. I am reviewing this superb writing and I will be telling you why you should buy this exciting novel. It all starts when Stanley Yelnats commits a crime and he is sent to Camp Green Lake (a juvenile detention centre). Where he meets strange people and discovers magnificent places. There are lots of twists in the book (I can promise you that you wont want to put the book down). The settings in the book help create an atmosphere that will make the reader want to read on when it says During the daytime, temperature hovers around ninety-five degrees in the shade if you can find any shade. When we first arrive at Camp Green Lake with Stanley on the bus we see that The land was barren and desolate. He could see a few rundown buildings and some tents. It sets the scene that says it isnt going to be as he thought it was. Louis Sachar also describes Green Lake before the Camp is built, he talks about the history, and what lives on the lake. The characters are cleverly written, they are all different from each other, and some of them dont seem to get along with each other. Three of the most effective characters are Stanley Yelnats, he is the protagonist in the book. Stanley is an overweight boy, who had problems in his child hood, so that made him cautious of what to say and do. We will write a custom essay sample on Holes specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Holes specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Holes specifically for you FOR ONLY $16.38 $13.9/page Hire Writer He also seems a bit dim, on the bus he seemed to think that Camp Green Lake was going to be really fun. Stanley is always in the plot, he has a wide imagination and he proves that he is very brave in the book. Zero is a character that comes across as very shy, but he surprises us and shows what he is really like. Zero cannot read or write, so people tease him Mr Pendanski says, they call you Zero because you cant do anything, he is unfairly treated, but he is a main character in the plot. Also, the Warden is a interesting character. The boys are afraid of her, because of her short temper, and you dont know what she will do next. She makes the book tense when she says, this venom will kill a man if it gets in to your skin, but dont worry it is extremely safe, when dry! One of the most original features of this story is three interlocking narratives. The first concerns Stanley arriving at Camp Green Lake, this causes a lot of tension when Stanley said thanks for the ride as he was getting off the bus, and the driver said be careful. Stanley didnt know weather he was saying be careful of the steps, or of Camp Green Lake. The second is about Madam Zeroni and his great great Grand father. This is written as flash back so it becomes really interesting for the reader to learn important facts about Stanleys history. Finally, the third is about Kate Barlow, this is also written as flashbacks. It is very important as you start to understand more on whet is happening, and it says a lot of clues in what is about to happen. Holes is a great book cleverly written by Louis Sachar. The English and Media Magazine, and The Times praise it. Also, you will notice that Louis Sachar likes to repeat specific words, to make it tense and exciting. Also, I would give this book 5 out of 5 for its vocabulary and imagination. I would recommend this book to every age above 8+. I couldnt put this book down, my opinion is it is a must read book. Finally, this book is recommended to everybody. Packed with excitement, this is a favourite of mine, and soon to be yours.

Music in the Late 90s and 2000s Essays

Music in the Late 90s and 2000s Essays Music in the Late 90s and 2000s Essay Music in the Late 90s and 2000s Essay Compare and Contrast Music in the Late 90s and 2000s As all of us know, music is the universal language. It is the art of expressing and interpreting an opinion or expression through the creation of sound; and it certainly has histories of many centuries and periods since the existence of human. The question is- would you consider music as a necessity in your daily life? Well, I would easily agree to it; with more quotes popping up recently that are related to music, such as, ‘No Music, No Life’, and ‘Music is the Essence of Life’. These quotes never fail to prove how strongly music influences in all our daily lives. However, music is created very uniquely and differently in every century and here we are now, to compare and contrast between music in the late 90s and in the late 2000s, in terms of the style, the presentation, and the genres. From J. S. Bach, to W. A. Mozart, to Ludwig Van Beethoven, to Claude Debussy, to Scott Joplin, to Miles Davis, to The Beatles, and then to the current Justin Bieber; these people are to be said as the ‘icon’ of their century. Each of them showed progression of music along the century; portraying individualistic in music of the century. As for music in the late 90s and 2000s, contrasts in their musical style and elements have been clearly shown through their music. Judging by the music in the late 90s music, musical instruments used seemed to be more original in the sense of its sound and timbre produced compared to the more technology infused music in the 2000s. This creates a huge contrast in both musical style as the sources of the sound produced is very much differ from each other. Besides that, the song lyric in the late 90s music can be judged as more meaningful compared to the 2000s- more insightful lyrics were incorporated in the 90s with more decent vocabulary compared to the more trendy lyrics style in 2000s with more foulness and wildness usage of vocabulary in expressing a music. This clearly shows the influences of generation in the past and in the present that indirectly influence their musical style in music of the century. Next, how do we audience perceive a kind of music? This is a general question with a general answer; which is presentation of the music itself. A presentation of the music is affected mainly by its outlook- recording. In the 90s, the quality of the music recording seemed to be not as excellent as the ones in 2000s; due to the progression of technology at that period. However, music in the late 90s provides and instills good vibes and awareness of quality music into the society with its positively contented music compared to music in the 2000s which concentrated more on catchy and trendy music videos for publication to attract more audiences while neglecting the education of music towards the society’s mind- videos are recorded with more sexual and violent actions incorporated are indeed deluding and corrupting the generation of the century. This shows how a presentation of a music recording affects the perception of the audiences towards the music in the late 90s and the 2000s. Last but not least, technology does play a critical role in music. Evidence could be seen with the increment of music genre that is well equipped with technology influences, especially through the music progress from the 90s to the 2000s. In the 90s, the music produced are played with more authentic musical instruments, such as piano/keyboard, drums, guitars, and etc; while in the 2000s, the music are more technology based with frequent usage of synthesizer which is capable of switching to many types of instruments’ sounds and even have a function to play the drum beats in the background while you play the synthesizer, thus replacing the role of few musical instruments. The dominance of contrast between music in the 90s and the 2000s is clearly seen with the genre of music the century focused on, which is pop/rap/rock music in the 90s and trance/techno/rock metal music in 2000s which obviously prove the influences of technology in music of 2000s. Music is deeply engaged in our daily lives without any doubts, whether we are in the 90s or the 2000s. There is no ‘better’ music through comparison of music from different era. It is purely based on one’s preferences and understanding towards it. Music from the late 90s and the 2000s has strongly showed the musical style of their own with the contrasts found in their music, as stated above. Let us just embrace and appreciate music as it is instead of holding grudges towards them! Reference thepeoplehistory. com/90smusic. html

Language Discussion Essay Example | Topics and Well Written Essays - 250 words

Language Discussion - Essay Example Greater cognitive and logistic skills may be picked up by the child through this technique while at home before joining school. This may give the child a sense of achievement as they enter kindergarten (pre-school), and face other children from well-off backgrounds (Jensen 67). One may beg to differ especially when it comes to the term equality, but the truth is, if parents use greater quantity and variety in their language, the inequality gap may be reduced drastically. Trying to eliminate the presence of inequality may be impossible because of the low-resource schools that most children will attend due to the poverty, but it is vital to note that these children may be able to compete if there is motivation from every angle. It is my believe-or rather hope- that the experiences children pick up while at home may work toward influencing or affecting their cognitive skills positively in a bid to try and level the playing field on which every child is exposed after joining school (Jensen 79). This can be done if parents take up the mantle and elevate their children’s skills through the assortment of language used at

Cog week7 Essay Example | Topics and Well Written Essays - 1000 words

Cog week7 - Essay Example Also the situation posing a challenge to create mental prototypes being this week’s experiment is something I completely agree with. To create a mental distinction between the dots that represented the alphabets was highly confusing. References: Vetter P. Famous Photographer with Disability Challenges Stereotypes Internationally. Disability arts. Retrieved from: http://www.disaboom.com/arts/famous-photographer-with-disability-challenges-stereotypes-internationally Assignment 4 The simplicity with which the concept is so expertly explained is highly commendable. It shows clarity of the concepts as well as observable practical implications of it. The explanation in terms of the distinction of these two concepts of declarative and procedural knowledge falls along similar lines. With the example of the spare parts of the tractor representing processing of information and then step by step performance of actions showing clearly the additional amount of work you have to put in for p rocedural knowledge. The link to learning is understandable in the way the writer indicates how knowledge that is declarative might build up to procedural knowledge which aids learning; with procedural knowledge being used to perform more procedural knowledge. I guess that is the best way to understand the link between these two concepts as they continue throughout our lifetime as a never ending cycle in order so that we learn and store knowledge.

Architecture and Avant-garde Essay Example | Topics and Well Written Essays - 2500 words

Architecture and Avant-garde - Essay Example As acknowledged within the abstract section, Avant Garde is the French version for vanguard culture. In the context of art, vanguard culture refers to non-conformational and experimental approach of developing objects of art like music, structures and paintings. Dorita (2013) says that Avant Garde is distinct from traditional art of 19th Century because it employs substantial innovation and advanced skills in developing iconic pieces of art. This form of culture became dominant during the first four decades of 20th Century, especially in Europe and America. In operation, vanguard culture opposed mainstream norms. It labeled mainstream values as resulting from mass production effects of industrial revolution during the 19th Century. Early founders of Avant Garde criticized the manner in which traditional art and architecture incorporated superficial styling of objects in the name of innovation. In this regard, it sought to distance itself from mainstream habits and foster individual c reativity. It involved seeking autonomous excellence in artistic merit rather than following rigid conventions. Having gained an insight about Avant Garde, it is appropriate to extrapolate on the two concepts of modernism and postmodernism. Sharp (2002) says that most essayists including Max Horkheimer and Adorno assert that vanguard culture serves as an icon for modernism. According to Sharp (2002), autonomy in stylish creativity and innovation creates a distinction and draws boundaries between modernism and the post form. of modernism. In this context, modernism covers the artistic period of early 20th Century, especially the first four decades of this century. According to Heynen (2000), it was a period marked by employment of human intellect in enhancing aesthetical values of art. Innovations and autonomous creativity of modernism led to significant improvement in science and technology. In addition, vanguard ideologies motivated experimentation on almost all spheres of life as seen in architecture. It adopted a hierarchical and procedural approach of acquiring and applying knowledge in improving state of art. According to Heynen (2000), modernism is closely associated with the use of rational thinking models and logic in gaining and utilizing knowledge. Supposedly, modernism ended after 1945, thus giving way to postmodernism. Postmodernism Goldhagen (2005) says that as opposed to modernistic principles of logic and rational thinking, postmodernism adopts unscientific and irrational approach towards art. In the first four decades of 20th Century, architectural designs were taken as representing unique and genuine creativity of artists. However, postmodernism does not regard the work of architecture as the originating from authentic skills of an individual. According to Scoffham and Machedon (1999), postmodern era is marked by subjective and hyper-realistic models of thought as opposed to rigid and logical

The Effect Of Wind Direction On Wind Turbines

The Effect Of Wind Direction On Wind Turbines I expected to learn from this project what the effect wind source direction had on a horizontal wind turbine. I found out that going from one side to the other, depending on how the pinwheel was shaped, that the power generated would increase or decrease. The homemade pinwheel generated power that peaked at the 180 degree mark and gradually went down with a slight spike upwards at the 0 degree mark. The store bought pinwheel had an average power that peaked at 180 degrees and went down gradually and spiked all the way almost to the 180 degree mark at 0 degrees. These results are important because currently, there are wind farms and they have windmills to produce energy, it is important to imply these facts when constructing the windmill to know how to make the windmill most efficient to produce the most energy it can with the given situations. Background Research Introduction My project researches wind turbines and how changes in wind direction affect the amount of work the windmill can do. I will use two types of turbines a store-bought pinwheel and a homemade pinwheel. The two turbines will be exposed to the same amount of wind force and wind source direction. As I change the angle that the wind blows, I will calculate the amount of energy it takes to do the same task haul five paperclips vertically. My project question is: What effect does wind source direction have on a horizontal wind turbine? My hypothesis is: The more indirect the wind source is, the slower the turbine will spin, thereby working harder and using more energy. For many years my family and I have been going to Lake Tahoe. Every time we travel there, we pass a field of windmills. I used to always ask my dad what they were for and how they worked. I always loved to watch them spinning. When I was looking for a science fair topic, I saw an experiment involving wind turbines. I remembered the windmills on the way to Tahoe and thought it would be interesting to find out how they really work. I thought the mechanics of this project would be fun to make and to watch work. I hope to learn how wind turbines generate electricity, the mechanics of windmills, and under what conditions windmills spin the fastest. Scientific Background When it comes to windmills or wind turbines, there are two major types. The more well known type is the Horizontal Axis Wind Turbine (HAWT). These wind turbines are the ones you typically see; they are your stereotypical type of windmill. The other type is known as the Vertical Axis Wind Turbine (VAWT). These wind turbines are not as common but still have the same capability of the HAWTs. The VAWTs are not used as much because they puts more strain on the support pole, making them more likely to collapse. They also need a small generator to start spinning because most of the time the wind is not strong enough to push it alone. These windmills have generators inside of them that generate electricity when the gears spin. Discovery The first windmill was invented by none other than the Heron of Alexandria, in Greece, in the first century AD. He invented this windwheel to power a musical organ; however, this idea of wind power was not well embraced. At the time, slave labor was cheaper, faster, and more reliable. The first modern designed windmills were invented by the Persians in the 9th century AD. There is no one inventor to which to give the credit, but Persian geographer Estakhri noted the invention. The discovery of wind power is important because it introduced a new, free source of energy other than slave labor. Today our environment is at risk of being destroyed. Due to the increase in population and technological advances, the resources in our world are quickly being depleted and we are damaging our environment. We are using an increased amount of energy, specifically fossil fuels, to power almost everything we use. Instead of using fossil fuels we could and should be using more wind energy to create energy. Despite these masterminds of history, there is still more to be discovered in this area. Scientists could discover a new, more reliable, and more efficient model of wind turbine to replace the HAWTs. They need to discover more in this field in order to replace fossil fuels and stop global warming. Application Today, we use windmills as a renewable source of energy and electricity. If scientists in the future can have a breakthrough with windmills, it could permanently replace fossil fuels, therefore stopping global warming. Residential wind power is becoming more available, but not as accessible as we need them to be. Conclusion From this project, I hope to learn how wind turbines generate energy. I hope to learn some of the mechanics behind windmills, under what conditions windmills spin the fastest, and how they can create energy. Experiment Details Experiment Question What effect does wind source direction have on a horizontal wind turbine? Experiment Hypothesis The more I move the wind source to one side of the turbine, the wind turbine will spin more slowly. Experiment Variables Independent Variable The angle in degrees that the wind source will blow at the rotor. Dependent Variable How much time, in seconds, it will take the wind turbine to pull up 5 paperclips. Controlled Variables The amount of weight the wind turbine will pull up The amount of wind being blown at the wind turbine (hairdryer on high speed) The temperature of the air being blown (hairdryer on cool setting) The height the turbine will have to life the paperclips The wind turbine itself Materials and Procedures Materials Used Pinwheel, store-bought or homemade Scissors 8.5-inch x 8.5-inch sheet of paper Ruler Pen Nail Wooden skewer, available at grocery stores Tape, any kind Empty oatmeal canister with plastic lid Handful of rocks (or heavy objects to keep the oatmeal canister weighted down) Small compression spring (approximately  ½ inch long and able to fit over skewer) Clear tape Spool of thread (1) Paper clips, #1 size (5) Measuring tape Room in your home that is free from drafts Hair dryer Table or chair Sticky notes, small size A helper Stopwatch Lab notebook Graph paper Procedures Building My Rotor For a store-bought pinwheel: STEP 1: I have to remove the rotor blades from the shaft by cutting off the plastic nozzle tip of the shaft. This rotor is now on the skewer and is ready for testing. For a home-made pinwheel: STEP 2: Fold a square piece of paper diagonal then back then diagonal the other direction then back. When I am finished I should have an X crossing the middle of my paper. STEP 3: Measure about 2 inches from the center on each crease and draw a line with my pen. STEP 4: Make four holes in the paper with the nail near the corner. STEP 5: Make a fifth hole in the center of the paper STEP 6: Cut along the creases with the scissors and stop where the lines were drawn 2 inches out from the center. Building my Horizontal-Axis Wind Turbine STEP 7: Use the nail to poke two small holes on corresponding sides of the Oatmeal container about one inch down from the top. STEP 8: Place rocks inside the container and close the lid. STEP 9: Put the skewer between the two holes. STEP 10: Thread the spring on one side of the skewer. STEP 11: Put on one of the rotors (homemade or store bought) next to the spring on the skewer. STEP 12: If I were using the homemade rotor I must first fold the four corner holes onto the middle hole so they are all on top of each other and form one hole. Then thread the skewer through the hole and the rotor is ready. STEP 13: Tape the rotor to the skewer so it will not slip off the skewer. STEP 14: Cut about 2 feet of thread. STEP 15: Tie one end of the thread to the end of the skewer that does not have the rotor taped to it. STEP 16: Tie the other end to one paper clip. Then attach the remaining four paper clips to each other then attach the four to the first one that is tied to the thread. This is the load that the wind turbine will be pulling. STEP 17: Measure the threads full length with the measuring tape from the skewer to the first paper clip. Record measurement in lab notebook. Now I am ready to start testing. Testing My Wind Turbine STEP 18: Place Wind turbine on the edge of a table or chair in a room without drafts. STEP 19: I will be testing my wind turbine at five different points around the rotor, 0 degrees, 45 degrees, 90 degrees, 135 degrees, and 180 degrees. To mark these points on the table, extend and lock the measuring tape so that it is approximately 6 inches longer than the radius of the rotor. Hold one end of the measuring tape directly below the point where the rotor meets the skewer, and the other end of the measuring tape at the approximate points around the pinwheel. Mark the points on the table with small sticky notes. When I begin the test, I will hold the handle of the hair dryer on the sticky notes and the blower end will point at the rotor. The goal is to have 1-2 inches between the rotor and the blower. If I dont have enough room, or have too much space, then I would have to adjust my sticky notes outward or inward. STEP 20: Have the helper manage the stop watch while you hold the hair dryer in position. As a test run, start the hair dryer on low and move it from sticky note to sticky note and record what happens in the notebook. STEP 21: Extend thread to full length STEP 22: Place the handle of the hair dryer on the first sticky note and turn the hair dryer on low and face it away from the rotor. STEP 23: When the helper says go, point the hair dryer at the rotor and leave it there. Keep the hair dryer at the same level for every test. STEP 24: Observe the motion of the paper clips. When the top of the first paperclip reaches the skewer, the helper should stop the stopwatch. If the paper clips do not to rise all the way to the skewer, then stop the stopwatch when the paper clips stop moving. STEP 25: Turn off the hair dryer when the clips reach the top or when they stop moving and record the time in the table drawn in the notebook. STEP 26: Repeat steps 21-25 until all testing is done. Challenges and Technical Issues I experienced several technical challenges relating to timing and angle as I performed this experiment. First, it was difficult to keep the direction of the air source constant. While I held the hairdryer, I found it difficult to keep it still. It was also difficult to ensure that the angle was kept constant throughout the experiment. I did my best to make several markings on the table to align the hairdryer. I also found that while using the homemade pinwheel, the pinwheel would sometimes push the skewer forward, causing the string to make contact with the canister, therefore slowing it down. To resolve this, I moved the pinwheel to the front end of the skewer and secured it there. Similarly, I found that while using either pinwheel, the string would sometimes wrap part of the way on the skewer but run out of skewer and fall off the edge before it was fully wound. To resolve this, I moved the string closer to the canister so there was more room for it to wind onto. Timing was also one of the human errors. Coordinating the actual start and stop of the stopwatch with the actual wind source (hairdryer) was tricky. My assistant and I counted down 3-2-1 and got as close as possible. There were times that we needed to restart the trial due to timing issues. Experiment Results With my tests results from the store bought pinwheel, the averages in ascending order staring at zero degrees going up are: 27.18 seconds, 36.94 seconds, 47.84 seconds, and 26.53 seconds. In these tests, there was only one outlier. That outlier was in the 90 degree testing when the outlier was below every other time with a time of 28.36 seconds. This was due probably to movement of the wind angle. In the homemade pinwheel, the averages of the times are in ascending order from zero degrees going up are: 57.86 seconds, 1 minute 2.20 seconds, 1 minute 21.66 seconds, 41.67 seconds, and 35.11 seconds. There were four outliers within these tests. One was with the 0 degrees test; it had a time of 1 minute 7.97 seconds. There were two outliers in the 45 degree angle testing. The first had a time of 40 seconds and the next had a time of 1 minute 12.17 seconds. Both of these did not get all the way to the top of the canister. The fourth outlier was in the 135 degree tests with a time of 1 minute 4.91 seconds. All of these faulty times were most likely due to movement of the hairdryer. With all of the outliers in my experiment, I included them into the average and did not change or discard them. Time Data Table Store-Bought Pinwheel Position of Wind Source (degrees) Time to Raise Load (seconds) Trial 1 Trial 2 Trial 3 Trial 4 Trial 5 Average Uncertainty 0 29.78 31.81 23.85 26.90 23.54 27.18 Range: 8.27 sec. Human error possibility: movement 45 38.62 38.87 43.38 33.56 29.78 36.84 Range: 13.6 sec. Human error possibility: movement 90 38.75 36.61 42.22 38.74 28.36 36.94 Range: 13.86 sec. Human error possibility: movement 135 45.41 54.28 49.75 47.82 41.93 47.84 Range: 12.35 sec. Human error possibility: movement 180 28.10 25.98 28.88 27.31 22.38 26.53 Range: 6.5 sec. Human error possibility: movement Time Data Table Home-Made Pinwheel Position of Wind Source (degrees) Time to Raise Load (seconds) Trial 1 Trial 2 Trial 3 Trial 4 Trial 5 Average Uncertainty 0 53.91 54.34 1:07.97 54.66 58.44 57.86 Range: 14.06 sec. Human error possibility: movement 45 40.0 1:12.17 56.06 1:07.59 1:15.18 1:02.20 Range: 35.18 sec. Human error possibility: movement 90 1:30.43 1:29.16 1:04.91 1:23.35 1:20.43 1:21.66 Range: 25.52 sec. Human error possibility: movement 135 45.78 41.59 44.94 39.53 36.50 41.67 Range: 9.28 sec. Human error possibility: movement 180 35.22 37.56 37.31 32.38 33.09 35.11 Range: 5.18 sec. Human error possibility: movement Distance-Work Data Table Store-Bought Pinwheel Average Work Done = Force . Average Distance (N . m ) Mass of load (5 paperclips) = 0.00215 kg Force = Mass x 9.81(m/sec2) = 0.0210915 Newtons Position of Wind Source (degrees) Distance Paper Clips Were Raised (cm) Trial 1 Trial 2 Trial 3 Trial 4 Trial 5 Average Distance (meters) Average Work Done (N . m ) 0 61 61 61 61 61 0.61 0.013 45 61 61 61 61 61 0.61 0.013 90 61 61 61 61 61 0.61 0.013 135 61 61 61 61 61 0.61 0.013 180 61 61 61 61 61 0.61 0.013 Position vs. Power Data Table Store-Bought Pinwheel Position of Wind Source (degrees) Power=Average Work Done Divided By Average Time (W) 0 .0004782 45 .0003528 90 .0003519 135 .0002717 180 .00049 Distance-Work Data Table Home-Made Pinwheel Average Work Done = Force . Average Distance (N . m ) Mass of load (5 paperclips) = 0.00215 kg Force = Mass x 9.81(m/sec2) = 0.0210915 Newtons Position of Wind Source (degrees) Distance Paper Clips Were Raised (cm) Trial 1 Trial 2 Trial 3 Trial 4 Trial 5 Average Distance (meters) Average Work Done (N . m ) 0 61 61 61 61 61 0.61 0.013 45 16.5 38 61 61 61 0.475 0.010 90 61 61 61 61 61 0.61 0.013 135 61 61 61 61 61 0.61 0.013 180 61 61 61 61 61 0.61 0.013 Position vs. Power Data Table Store-Bought Pinwheel Position of Wind Source (degrees) Power=Average Work Done Divided By Average Time (W) 0 .0002246 45 .0001607 90 .0001591 135 .0003119 180 .0003702 Data Analysis and Discussion There is one main reason why I got the results I did from my experiments. I got these results because of the way the pinwheel is shaped to spin. For example, the home made pinwheel I shaped, not intentionally, to spin to the right and it had fewer blades than the store bought pinwheel, but the store bought pinwheel was manufactured to spin to the left. In addition, the store bought pinwheel had twice as many blades as the homemade pinwheel; therefore it was able to catch more wind from the hairdryer, making the averages of the store bought much higher than most of the home made pinwheel averages. Windmills, when they spin, produce energy via a generator. The windmills I constructed are the same way but without a generator. I was able to calculate the power the windmills generated by pulling up the five paperclips and by using the time they needed to pull the paperclips all the way to the top. My graph shows the power that was generated using the load pulled (2g) and the time needed to pull the load on a scatter plot graph. The line that is drawn between the points is the trend in increase or decrease of the data. On the x axis, the position of the wind source in degrees is shown. On the y axis, the power in watts that is being generated by the windmill pulling the paper clips. This graph is useful to me because it is an easy way to show which position and windmill produced more power. My results answer my original question with proof from the experiments; it shows that my hypothesis was incorrect. Regarding the store bought pinwheel, the power in watts goes down starting from 0 degrees but then spikes up at 180 degrees. The home made pinwheel goes down all the starting from 180 degrees to 0 degrees. I never stated in my hypothesis that it mattered which direction, whether left or right, it decreased from. / Conclusion My hypothesis was incorrect. I thought the more I moved the wind source from the center to one side of the turbine, the wind turbine would spin more slowly and produce less power. I expected the graph to show an upside down V. This was disproved with my trials. The trend line essentially formed a V, showing an increase in power produced with both pinwheels. Recommendations If someone does want to retry this project or study more in this field, I would give them the following advice. If someone wanted to retry this experiment, I would recommend that they try to eliminate all possible human and mechanical errors such as movement. They could try to make a stand for the hair dryer to ensure that it stays straight and at the same height for each test. Slight movements can make a difference in how the wind catches the blades of the pinwheel. For someone wanting to study in this field, I would recommend that they perform this experiment comparing pinwheels that were equally matched. That is, use pinwheels that have the same number of blades in the same direction. They could also test pinwheels made of different materials and compare them that way. If someone just wanted to know which pinwheel to buy to be most efficient, I would tell them to get one that is made out of sturdy material, has a lot of blades, and one that has blades that are perfectly shaped to catch the wind. Acknowledgements For this experiment, there are a few people that I would like to mention who helped me perform this experiment. First, this project took me about three hours in all to perform and many after that to organize the board and all of the data. Throughout those hours, my mother helped motivate me to get my project done, helped me perform my experiment. She gave me the knowledge of how to make a computerized graph and helped me when I struggled. I would also like to mention Mrs. Roy, my 8th grade science teacher, for giving me initial tips on what to do differently with my experiment to make it the best it could be.

Essay --

â€Å"You Learn Something New Every Day† Bud Blake, ‘Tiger’ (1918-2005) This comical strip of art created by â€Å"the genial cartoonist whose ‘Tiger’ comic strip was adored worldwide† (King Features, 2005) raises many important and striking questions. Although we have a general idea of what learning means, do we know its true definition? Do we understand its significance, its inevitable role in our everyday lives from the moment of birth? The old adage says â€Å"You learn something new every day†. So does that mean that learning is a continuous process? Or does it only happen in a classroom or a lecture room? How does learning happen? Is it a voluntary process or involuntary, conscious or unconscious? However, defining learning and explaining the various learning theories alone, does not provide enough accuracy or truthfulness when applying the theory to third-level students. It is vital to keep in mind who the modern Irish third-level student is as the interpretations may vary. The 21st century presents students of all diffe rent shapes and sizes, with various abilities and backgrounds. This essay will examine theories behind the phenomenon of learning in an attempt to draw up a vivid explanation of what it is, how it works and how it can be applied to a modern Irish third-level student. So what is learning? Well, it can be understood as â€Å"a relatively permanent change in behaviour that is brought about by experience† (Feldman, 2010) or â€Å"just a matter of creating associations among ideas as a direct result of experience† (Gleitman, Gross and Reisberg, 2010). Many other educational psychologists define learning as â€Å"the achievement of greater proficiency, mastery and fluency in a person’s capacity to know or do something that they were previo... .... Clearly, not all behaviour observed is repeated. If a satisfactory reward follows a behaviour, it will be repeated. If there is a punishment for carrying out a behaviour, chances are, it will not reoccur. Observational learning is really common third level education. If a student sees his friend study well, attend all lectures and tutorials and get rewarded with good grades and increased motivation, that student will be encouraged to do the same. Undeniably, no two people are the same. We all differ in one way or another, including in how we learn. We are born with different abilities and brought up in different circumstances through which the values of learning are passed on to us. Therefore, some students are more motivated to succeed than others. For example voluntary immigrant students perform better than those who are involuntary immigrants (Feldman, 2011).

Globalization or Cultural Imperialism Essay

The concept of cultural imperialism is not a new one. The idea of winning the hearts and minds of another society via exporting values and cultural tendencies dates back to at least the Roman Empire (Rothkop 1). The basic concept of cultural imperialism is that a stronger, usually larger and with more military might, has forced its culture on another nation, usually a smaller and less politically powerful nation. Cultural imperialism can be either deliberate, as a conscious effort of the more powerful society, or as an unintended consequence of the larger society’s actions. Generally, those who use the term cultural imperialism use it as insult against the larger nation. The claim is that cultural imperialism, sometimes also referred to globalization, is detrimental to smaller cultures around the world, including the destruction of the indigenous cultures, languages, foods and art forms. This paper will examine the claim that this is a detrimental effect and determine if globalization is a negative force on the world or an acceptable part of an internationally aware world. â€Å"Cultural imperialism involves much more than simple consumer goods; it involves the dissemination of ostensibly American principles, such as freedom and democracy. Though this process might sound appealing on the surface, it masks a frightening truth: many cultures around the world are gradually disappearing due to the overwhelming influence of corporate and cultural America. The motivations behind American cultural imperialism parallel the justifications for U. S. imperialism throughout history: the desire for access to foreign markets and the belief in the superiority of American culture. † (Galeota 1) The first discussion of cultural imperialism in the mainstream discussion of political science began in the 1970s in relation to Latin America (Tomlinson 36). â€Å"The definitions of cultural imperialism appear to range along a continuum. On the one side, there are quite narrow and polemic definitions of cultural imperialism as ‘the domination of other cultures by products of the U. S. culture industry. ’ On the other hand, there are more formal and abstract definitions like Shiller’s which states that cultural imperialism is ‘the sum of the processes by which a culture is brought into the modern world system†¦Ã¢â‚¬  (Hamm 3). But then what does it actually mean? The short version is that the United States’ exports of everything from movies to McDonald’s are destroying native cultures around the world. The longer argument is that cultural imperialism is part of the growing process, a natural aspect of development. Determining which of these theories is the actual reality of the process is a sociological debate that has been raged for nearly forty years. The first question is whether the exportation of American culture is responsible for the destruction of native cultures around the world. To determine this, we must first look at the track record of history and use it as a measuring stick. When the term cultural imperialism began to take root in the 1970s it was universally applied to mean the impact, primarily by American media, on the remainder of the world. While it was initially applied primarily to Latin America and other regions where the United States displayed a colonial type relationship with the emerging nations, it would later be applied to the American media domination worldwide and credited/blamed for everything from the downfall of Soviet communism to the rise of English as the primary language of business worldwide. (Dunch 302). But this argument needs to be placed in a historical context. â€Å"The Soviet Union fell in part because a closed society cannot compete in the Information Age. These countries will fare no better. They need look no further than their own elites to know this. † (Rothkop 4). While American media is popular worldwide, many of the countries which have adopted English as an official language in conjunction with their native culture are former British colonies, part of the great empire. It may be, then, that people who were once citizens, reluctant or otherwise, of the British Empire have assimilated that portion of their history into their national identity and the loss of historical culture has more to do with the history of conquering nations than the worldwide media. (Dunch 304). And, as Rothkop points out, it is the Information Age that is making the difference. Further complicating the question is the discussion of what â€Å"lost cultures† are under consideration. Certainly, traditional values have changed worldwide, but nowhere more so than in the United States itself. The country was founded largely by religious, agrarian people seeking to be free from state-sponsored religion and the only one of those things that is still representative of American society is the desire to avoid state-sponsored religion (Dunch 308). Who then is to be blame for the deterioration/changes in American society? The possibility exists of course, that American media has even influenced its own culture, drawing it away from its Puritanical roots, but another explanation would be that this is the natural progression of civilization. No longer are we the nomadic hunters and gatherers of prehistory or even the agrarian societies that we once were (Chilcote 81). Perhaps, the destruction of these â€Å"indigenous cultures† is in fact a move away from prehistory to a modernization. That is not to say that there are not things being lost and that this loss does not profoundly affect society, it does. However, evidence that the blame should be placed on the prevalence of American-based fast food chains worldwide or an international love affair with â€Å"Grey’s Anatomy† seems weak, at best. Likewise, the discussion and blame of the American culture for the loss of indigenous languages also seems far-fetched. Americans cannot even agree on a single language of their own. While countries around the world often have standards adopting a native language as one of their official languages, the United States as a whole does not recognize a national language. In New Zealand, Maori is recognized as an official language as is Welsh in the United Kingdom, protecting the indigenous languages. According to the U. S. Census Bureau, there are major portions of several states where as much as 25 percent of the population does not speak English in the home and in some parts of Alaska, Colorado, California, Arizona, Texas, New Mexico and Florida more than 50 percent of the population is non-English speaking (Census 2000). It would then seem off to hold the United States responsible for the decline of native languages around the world when the country does not even enforce English-speaking within its own borders. Another oft thrown brick in the debate about cultural imperialism is the concept that the proliferation of American fast food around the world is leading to a decline in the native foods of some regions. The concepts centers on the idea that somehow the existence of McDonald’s means that people have stopped eating whatever their native cuisine is in favor of a quarter pounder and fries. But despite their prevalence worldwide, McDonald’s is by no means homogenous everywhere. In India, for example, where the great majority of the population is Hindu, the traditional Big Mac has been replaced by a lamb and chicken â€Å"and there is a vegetarian burger, the McAloo Tiki† (Adams 1). If American fast food were the demise of national cuisines, why would the menu ever vary from one country to the next? But here are just a few variations on the traditional American McDonald’s menu served worldwide† †¢ In fish-loving Norway, they have the McLaks, a sandwich made of grilled salmon and dill sauce. †¢ In parts of Canada, have a lobster dinner with the McLobster lobster roll. Pardon me – â€Å"McHomard† (in French). †¢ Japan totally reinvents McDonald’s with its Ebi Filet-O (shrimp burgers), Koroke Burger (mashed potato, cabbage and katsu sauce, all in a sandwich), Ebi-Chiki (shrimp nuggets) and Green Tea-flavored milkshake! †¢ In Israel, McDonald’s has 3 kosher restaurants where cheeseburger and dairy products are not served because Jewish Law forbids serving â€Å"the child [cow/beef] in its mother’s milk [dairy]. † They have McShawarma, meat in a pita bread roll (Adams 1) The accusation then that America is destroying international cuisine with the exportation of American fast food companies is a bit like saying that Chinese food as made in China is the same as Chinese food made in America. Food, lie civilization, evolves and adapts. As more things become available around the world, local cuisine adapts. Oftentimes, the cuisine was dictates by a local prevalence of certain foods, spices, etc. and now with refrigeration and shipping techniques evolving, so can the local foods. Another criticism some scholars have of globalization is that it destroys local art forms, but again, the international community has taken action to protect international indigenous art. Furthermore, the globalization of the world environment has meant that there are more markets for international art, giving greater exposure to the traditional arts and artists. To argue that globalization is destructive to the artistic community is a broad statement with no real basis (Winslow 711). Ultimately all the critics of globalization, who use loaded terms like cultural imperialism to describe what might be a natural process, point to factors that may be just part of the natural development process. Globalization may be a nature function of the move forward into the information age. â€Å"Globalization has economic roots and political consequences, but it also has brought into focus the power of culture in this global environment – the power to bind and to divide in a time when the tensions between integration and separation tug at every issue that is relevant to international relations. The impact of globalization on culture and the impact of culture on globalization merit discussion. The homogenizing influences of globalization that are most often condemned by the new nationalists and by cultural romanticists are actually positive; globalization promotes integration and the removal not only of cultural barriers but of many of the negative dimensions of culture. Globalization is a vital step toward both a more stable world and better lives for the people in it† (Rothkop 1) The problem is that people are not willing to understand that the economic power of the United States is going to mean that it plays an important role in globalization. That the economic development of globalization has to revolve around the economic powerhouses. Instead of blaming the changing world culture on the economic domination of the United States, countries need to look at the valuable consequences of the process. The best potential affect of globalization is a new understanding of other cultures and their interrelatedness to our own. â€Å"Language, religion, political and legal systems, and social customs are the legacies of victors and marketers and reflect the judgment of the marketplace of ideas throughout popular history. They might also rightly be seen as living artifacts, bits and pieces carried forward through the years on currents of indoctrination, popular acceptance, and unthinking adherence to old ways. Culture is used by the organizers of society – politicians, theologians, academics, and families – to impose and ensure order, the rudiments of which change over time as need dictates. It is less often acknowledged as the means of justifying inhumanity and warfare† (Rothkop 2) The question becomes is the decision to move to a world culture a bad thing? And, if the answer is that it helps do away with potential sources of conflict then it might be a good thing. The easiest way to make the argument in favor of globalization is to look at the cost of culture in the 20th century. Before we even discuss the individuals who lost their lives because of cultural conflicts, let’s talk about the entire groups lost. â€Å"As a reminder of the toll that such conflicts take, one need only look at the 20th century’s genocides. In each one, leaders used culture to fuel the passions of their armies and other minions and to justify their actions among their people. One million Armenians; tens of millions of Russians; 10 million Jews, Gypsies, and homosexuals; 3 million Cambodians; and hundreds of thousands of Bosnians, Rwandans, and Timorese all were the victims of â€Å"culture† – whether it was ethnic, religious, ideological, tribal, or nationalistic in its origins. † (Rothkop 3). The hope then is that as the Information Age leads to international globalization that culture as point of contention leading to war can be avoided. â€Å"Inevitably, the United States has taken the lead in this transformation; it is the â€Å"indispensable nation† in the management of global affairs and the leading producer of information products and services in these, the early years of the Information Age. † (Rothkop 4). While some people fear this will lead to a homogenous world, sociologists assure that it will not happen with 6 billion people on the planet. The key though will be to allow globalization to bring people together instead of simply creating a new reason for warfare: economics. â€Å"Though the United States does boast the world’s largest, most powerful economy, no business is completely satisfied with controlling only the American market; American corporations want to control the other 95 percent of the world’s consumers as well† (Galeota 2) As the formerly Third World countries emerge and become a larger part of the global market place, the question will be whether the United States can maintain its economic superiority. â€Å"It is in the general interest of the United States to encourage the development of a world in which the fault lines separating nations are bridged by shared interests†. (Rothkop 5) The fear becomes that economic development will be the next issue to create international incident. Indeed, just as the United States is the world’s sole remaining military superpower, so is it the world’s only information superpower. While Japan has become quite competitive in the manufacture of components integral to information systems, it has had a negligible impact as a manufacturer of software or as a force behind the technological revolution. Europe has failed on both fronts. Consequently, the United States holds a position of advantage at the moment and for the foreseeable future. (Rothkop 5) The United States clearly wants to maintain this position of economic superiority and other countries will attempt to take it over. However, if the world’s nations can learn a form of economic interdependence that goes beyond the borders, then the world may be able to find a way to continue to evolve and to improve conditions for all citizens. As the world’s economies go beyond national borders, the wealth of the world can be more evenly distributed and all people can live happily. The reality of cultural imperialism or globalization is that it is a fact of life, not something that can be hidden from or condemned. Civilization is progressing and globalization is part of that progress. Is it destroying indigenous societies, via their art, culture, language and cuisine? Probably not. Are those cultures adapting to the world of the 21st century? Yes, they are. The world is completely different that it was and to be a part of it, cultures must adapt with it. Those who chose not to can attempt to close their borders and minds to the progress that is going on elsewhere, but the reality is that they are cursing themselves and their people to life less rich. While it is possible that shutting out the world can preserve outmoded traditions and cultures, it also restricts the natural processes of life. When life is not allowed to grow, it begins to die. The same with culture. If it is not allowed to grow and develop into a new world order, it will regress and lose the benefits of technology and modern science. WORKS CITED Adams, Beatrice. â€Å"McDonald’s Strange Menu Around the World† July 19, 2007. Census Data, (2000) December 2, 2007. Chilcote, Ronald H. â€Å"Globalization or Imperialism? † Latin American Perspectives > Vol. 29, No. 6, Globalization and Globalism in Latin America and the Caribbean (Nov. , 2002), pp. 80-84 December 2, 2007 Dunch, Ryan. â€Å"Beyond Cultural Imperialism: Cultural Theory, Christian Missions, and Global Modernity†. History and Theory , Vol. 41, No. 3 (Oct. , 2002), pp. 301-325 , December 2, 2007. Galeota, Julia. â€Å"Cultural Imperialism: An American Tradition† May 3, 2004. Hamm, Bernd and Russell Charles Smandych. â€Å"Cultural Imperialism: Essays on the Political Economy of Cultural Domination. † Broadview Press: USA, 2005. Rothkop, David. â€Å"In Praise of Cultural Imperialism? Effects of Globalization on Culture† Foreign Policy, June 22, 1997, , December 2, 2007. Tomlinson, John â€Å"Cultural Imperialism† Continuum International: USA, 2001. Winslow, E. M. â€Å"Marxian, Liberal, and Sociological Theories of Imperialism† The Journal of Political Economy , Vol. 39, No. 6 (Dec. , 1931), pp. 713-758 , December 2, 2007. .

Definition and Examples of Rhetorical Questions

Definition and Examples of Rhetorical Questions A rhetorical question is a  question (such as How could I be so stupid?) thats asked merely for effect with no answer expected. The answer may be obvious or immediately provided by the questioner. Also known as  erotesis, erotema, interrogatio, questioner, and reversed polarity question (RPQ). A rhetorical question can be an effective persuasive device, subtly influencing the kind of response one wants to get from an audience (Edward P.J. Corbett). See Examples and Observations, below. In English, rhetorical questions are commonly used in speech and in informal kinds of writing (such as advertisements). Rhetorical questions appear less frequently in academic discourse. Types of Rhetorical Questions Anthypophora and HypophoraEpiplexisErotesis Examples and Observations Something [rhetorical] questions all have in common . . . is that they are not asked, and are not understood, as ordinary information-seeking questions, but as making some kind of claim, or assertion, an assertion of the opposite polarity to that of the question.(Irene Koshik, Beyond Rhetorical Questions. John Benjamins, 2005)Marriage is a wonderful institution, but who would want to live in an institution?(H. L. Mencken)It did not occur to me to call a doctor, because I knew none, and although it did occur to me to call the desk and ask that the air conditioner be turned off, I never called, because I did not know how much to tip whoever might come- was anyone ever so young?(Joan Didion, Goodbye to All That. Slouching Towards Bethlehem, 1968)The means are at hand to fulfill the age-old dream: poverty can be abolished. How long shall we ignore this under-developed nation in our midst? How long shall we look the other way while our fellow human beings suffer? How long(Michael Harringt on, The Other America: Poverty in the United States, 1962) Must I argue the wrongfulness of slavery? Is that a question for republicans? Is it to be settled by the rules of logic and argumentation, as a matter beset with great difficulty, involving a doubtful application of the principle of justice, hard to understand?(Frederick Douglass, What to the Slave Is the Fourth of July? July 5, 1852)Hath not a Jew eyes?Hath not a Jew hands, organs, dimensions, senses, affections, passions?If you prick us, do we not bleed, if you tickle us, do we not laugh?If you poison us, do we not die?(Shylock in William Shakespeares Merchant of Venice)Can I ask a rhetorical question? Well, can I?(Ambrose Bierce)Arent you glad you use Dial?Dont you wish everybody did?(1960s television advertisement for Dial soap)To actually see inside your ear canalit would be fascinating, wouldnt it?(Letter from Sonus, a hearing-aid company, quoted in Rhetorical Questions Wed Rather Not Answer. The New Yorker, March 24, 2003)If practice makes perfect, and no ones perfect, then wh y practice?(Billy Corgan) Isnt it a bit unnerving that doctors call what they do practice?(George Carlin)Am I alone in thinking it odd that a people ingenious enough to invent paper, gunpowder, kites, and any number of other useful objects, and who have a noble history extending back three thousand years, havent yet worked out that a pair of knitting needles is no way to capture food?(Bill Bryson, Notes From a Small Island. Doubleday, 1995)The Indians [in the Oliver Stone movie The Doors] serve the same function they did in Dances With Wolves: they make the far more highly paid white movie actors seem soulful and important and in touch with ancient truths. Do Indians enjoy being used this way, as spiritual elves or cosmic merit badges?(Libby Gelman-Waxner [Paul Rudnick], Sex, Drugs, and Extra-Strength Excedrin. If You Ask Me, 1994)Rhetorical Questions in Shakespeares Julius CaesarRhetorical questions are those so worded that one and only one answer can be generally expected from the audience you are addressin g. In this sense, they are like the unmentioned premises in abbreviated reasoning, which can go unmentioned because they can be taken for granted as generally acknowledged.Thus, for example, Brutus asks the citizens of Rome: Who is here so base that would be a bondman? adding at once: If any, speak, for him have I offended. Again Brutus asks: Who is here so vile that will not love his country? Let him also speak, for him I have offended. Brutus dares to ask these rhetorical questions, knowing full well that no one will answer his rhetorical questions in the wrong way.So, too, Marc Antony, after describing how Caesars conquests filled Romes coffers, asks: Did this in Caesar seem ambitious? And after reminding the populace that Caesar thrice refused the crown that was offered him, Antony asks: Was this ambition? Both are rhetorical questions to which one and only one answer can be expected.(Mortimer Adler, How to Speak How to Listen. Simon Schuster, 1983) Are Rhetorical Questions Persuasive?By arousing curiosity, rhetorical questions motivate people to try to answer the question that is posed. Consequently, people pay closer attention to information relevant to the rhetorical question. . . .At this point, I think it is important to note that the fundamental problem in the study of rhetorical questions is the lack of focus on the persuasive effectiveness of different types of rhetorical questions. Clearly, an ironical rhetorical question is going to have a different effect on an audience than an agreement rhetorical question. Unfortunately, little research has been conducted on how different types of rhetorical questions operate in a persuasive context.(David R. Roskos-Ewoldsen, What Is the Role of Rhetorical Questions in Persuasion? Communication and Emotion: Essays in Honor of Dolf Zillmann, ed. by Jennings Bryant et al. Lawrence Erlbaum, 2003)Punctuating Rhetorical QuestionsFrom time to time, people become dissatisfied with the broa d application of the question mark and try to narrow it down, usually by proposing distinct marks for the different kinds of question. Rhetorical questions have attracted  particular attention, as- not requiring any answer- they are so different in kind. An Elizabethan printer, Henry Denham, was an early advocate, proposing in the 1580s a reverse question mark  (ØŸ) for this function, which came to be called a percontation mark (from a Latin word meaning a questioning act). Easy enough to handwrite, some late 16th century authors did sporadically use it, such as Robert Herrick. . . . But printers were unimpressed, and the mark never became standard. However, it has received a new lease of life online . . ..(David Crystal, Making a Point:  The Persnickety Story of English Punctuation. St. Martins Press, 2015) The Lighter Side of Rhetorical QuestionsHoward: We need to ask you a question.Professor Crawley: Really? Let me ask you a question. What does an accomplished entomologist with a doctorate and twenty years of experience do when the university cuts all his funding?Rajesh: Ask uncomfortable rhetorical questions to people?(Simon Helberg, Lewis Black, and Kunal Nayyar in The Jiminy Conjecture. The Big Bang Theory, 2008)Penny: Sheldon, have you any idea what time it is?Sheldon: Of course I do. My watch is linked to the atomic clock in Boulder, Colorado. Its accurate to one-tenth of a second. But as Im saying this, it occurs to me that you may have again been asking a rhetorical question.(Kaley Cuoco and Jim Parsons in The Loobenfeld Decay. The Big Bang Theory, 2008)Dr. Cameron: Why did you hire me?Dr. House: Does it matter?Dr. Cameron: Kind of hard to work for a guy who doesnt respect you.Dr. House: Why?Dr. Cameron: Is that rhetorical?Dr. House: No, it just seems that way because you cant think of an answer.(House, M.D.)I forget, which day did God create all the fossils?(An anti-creationism bumper sticker, cited by Jack Bowen in If You Can Read This: The Philosophy of Bumper Stickers. Random House, 2010)Grandma Simpson and Lisa are singing Bob Dylans Blowin in the Wind (How many roads must a man walk down/Before you call him a man?). Homer overhears and says, Eight!Lisa: That was a rhetorical question!Homer: Oh. Then, seven!Lisa: Do you even know what rhetorical means?Homer: Do I know what rhetorical means?(The Simpsons, When Grandma Simpson Returns) Pronunciation: ri-TOR-i-kal KWEST-shun

I Hate World Music essays

I Hate World Music essays Why does David Byrne Hate World music? Can you find other examples of this cultural bias in American Pop Culture? I hate world music. Thats probably one the most perverse reason I have been asked to write about it (Byrne 1). Those were the words of David Byrne introducing his position, feelings and attitude towards the term world music. The above quotation not only sets the tone of Byrnes argument, but it also represents his disillusions with the term world music. Personally, I do not believe Byrne hates world music; in fact he is passionate about world music. Byrne is very disappointed with the way anything that is anti-western popular culture is portrayed- in this case, world music. He believes that regardless of stereotypes everyone should have access to this kind of music. World music is constantly being suppressed and oppressed, its not prolific and this limits its ability to saturate the market and maximize its true industry power. Byrne is appalled by the constant Them and Us categorizing and separating that the American culture has been doing with world music. He sees this as a strategic and organized way of dismissing anything that is anti-western popular culture in style, taste and appeal. Byrne strongly and enthusiastically expressed that there are some really terrific music being made out there. However, due to the constant oppression, exploitation, and limitation that faces this kind of music only a small amount is consumed. While Ricky Martin, Shakira, Los Del Rio and Gloria Estefan has somehow made the transition, and have broken a few records, this is just a blimp on the music radar that is dominated by western popular music. Cultural biases are also observed in other American popular culture such as movies- Hollywood versus the world. Producers of movies that are anti-we...

Compare and contrast the concepts of Leadership and Power. Draw Essay

Compare and contrast the concepts of Leadership and Power. Draw comparisons between French and Ravens (1959) Bases of Power, expansions of the bases, and a - Essay Example The capacity for individual and organizational transformation must be accompanied by moral responsibility, for transformational leaders shape powerful social and institutional cultures, which may either, be liberating or oppressive. Sources of Interpersonal Power may be 1) Expert -- based on knowledge and expertise, 2) Referent -- extent to which subordinate likes or identifies with supervisor, 3) Legitimate -- job title, 4) Reward -- ability to reward subordinates and 5) Coercive -- ability to punish subordinates.5 While Sources of Political Power (Yukl, 1989)6, Control over decision processes, 2) Forming coalitions, 3) Co-optation, and 4) Gaining influence in large organizations likely to be more a matter of political power than individual power. While t leader-member relations, task structure, and position power to deal with situation, determines the best kind of leader.

Fed Chairman Game Essay Example | Topics and Well Written Essays - 500 words

Fed Chairman Game - Essay Example The purpose of this paper is to discuss the results of the â€Å"Fed Chairman Game.† In the game the player must choose the fed interest rates for period of four years or 16 quarters. The player must keep inflation and unemployment below 4 and 7 percent respectively. The logic that must be used to make decision is that you can lower inflation by setting federal funds well above the inflation rate, but doing so will also push unemployment upwards. You can lower unemployment by pushing up inflation by setting the federal funds rate close too or below the inflation rate. Throughout the game after each decision there is a newspaper headline that reports what is occurring in the economy based on the Fed decisions. The news must be used by the player in order to make decisions. The table below has a list of some of the newspaper headlines that I saw during the game. During the simulation I utilized the news as a point of reference to make decisions. I had to look at the impact my decisions had on inflation and unemployment at all times. The actions that I took to get reelection were geared at maintain the general public happy. I ran the simulation three times and I was not able to get reelected. The job of the chairman of the Fed is very hard. During the first two runs I was not able to keep inflation low enough to get reelected. During the third run I messed up as far as having negative inflation or deflation. I learned from the simulation that monetary policy is extremely important for the well being of the United States. People are happy with their government when there are jobs available in the marketplace and when their money has good purchasing power. Inflation decreases the purchasing power of the US

American Flag Desecration Essay Example | Topics and Well Written Essays - 1500 words

American Flag Desecration - Essay Example George Washington said "We take the stars from Heaven, the red from our mother country, separating it by white stripes, thus showing we are separated from her, and the white stripes shall go down to posterity representing Liberty" ("History of the Flag," 2007). Other nations often take the red as the blood of those who risked their life for the nation's freedom, and white as purity for the ideal freedom they fought for. The Congress in 1977 was credited for speaking of the flag's symbols as "the star is a symbol for heaven and a divine goal to which man has aspired from time immemorial; and the stripe is symbolic of the rays light emanating from the sun"("The United States Flag," 2006.) This is how much Americans value their symbols of nationalities. However, through freedom of speech and expression towards presidential governance, some use the flag to extend their disagreement; such as burning, ripping or any indecent display that could attract the administration's attention to listen to their stipulations (Foppian, 2007). The massive public burning of flag during the Vietnam conflict on 1968 alarmed the Congress that was forced to come up with the first federal flag protection of general applicability. However, due to the Supreme Court's refusal to review the statute, it took a couple of decades that only the lower courts were the ones that upheld its constitutionality (Luckley, 2003) According to John Luckley's (2003) study of Flag Protection, up until now, the Congress finds difficulty in fully enforcing the federal law of flag desecration. To fully constitute the statute is to suppress the freedom of speech, but it may appear also as if the constitution is tolerating the desecration of the American flag (Luckley 2003:4). The 108th Congress Report of the House of Representatives (Library of Congress, 2007) cites that flag desecration is protected under the First Amendment as expressive conduct. The only stated law from the same source is that "The Congress shall have power to prohibit the physical desecration of the flag of the United States." The ineffectivity of this law is due to the conflict of freedom of speech which the Supreme Court favors more and is the inclined stance taken mainly by the State (Luckley, 2003). Federal Law of Flag Desecration about Burning The United States Flag Code outlines flag etiquette. The Federal law states that "when American flag has worn out due to regular use and no longer fit for display, it should be destroyed by burning in a dignified manner" ("Cracking the Flag-Burning," 2005). The specified term allows the burning of the flag in order to discharge the worn-out flag in respectful conduct. Its implication is that any manner and intent of the flag burning act aside from the mentioned tolerable act is punishable. As accounted for by the Library of Congress, House Joint Resolution 4 gives Congress authority to legislate the federal law even though not precisely recognized by the State (Luckley, 2003). The United States Veterans of Affairs stated that "there is no penalty for failure to comply with the Flag Code, and that it is not widely enforced." This insinuates that to emphasize or enforce the flag code of conduct would conflict with the First Amendment's right of freedom of sp

Gun Control Persuasive Essay Example for Free

Gun Control Persuasive Essay I believe that guns should not be banned in the US. â€Å"Guns don’t kill people, people kill people.† I am sure most of us have heard this saying at some point in our lives. Surely, it is a statement of the obvious, but the logic behind it rings true. It may seem rational to ban guns entirely to prevent people from killing, but it is not the guns themselves that are the problem. That is just a simple solution to a complex problem. The criminals who kill others are willing to break the law and risk going to prison for the rest of their lives to murder, yet they are expected to follow firearm laws? If a nationwide gun ban is enacted, criminals will not suddenly follow the law and reject the thought of buying a firearm on the black market. Banning all guns in the United States would be irrational because it would not lower crime or prevent firearm-related murders. Outlawing firearms punishes the law-abiding citizens by leaving them defenseless against criminals who obtain their firearms illegally .Protecting yourself with a legally obtained firearm should not be against the law and should me more of a necessity for the safety of your family and property. The Department of Justice’s own National Institute of Justice study titled Guns in America: National Survey on Private Ownership and Use of Firearms estimated that 1.5 million Americans use guns for defensive purposes every year. People who commit crimes are already willing to break the law to kill someone, why wouldn’t they break the law and buy a firearm off the black market. As we’ve learned from the war on drugs, prohibiting a particular item only makes a stronger criminal enterprise. It would seem logical that the banning of firearms would lead to less firearms and less crime, but statistics show just the opposite. Washington D.C. has had a handgun ban in effect since 1976. After the ban, D.C.’s murder rate only once fell below what it was in 1976. Furthermore, Washington D.C. has been notorious for being one of the most violent cities in the country. Not only is this the case in the United States, but the trend continues in other countries around the world. For example, after firearms were banned in England and Wales in 1997, the number of deaths and injuries from gun crime increased 340 percent in the seven years from 1998 to 2005. The claim that guns are the problem is merely a scapegoat for larger socioeconomic problems such as poverty, drugs, poor parenting, and undesirable role models. As for the mass shootings that have become a staple for the fear mongering corporate media, it should be noted that every single mass shooter since columbine had been prescribed serotonin boosting psychiatric drugs, yet the media seldomly mention this and never correlate it with the crime. Perhaps they don’t want to point the blame towards their big pharmaceutical sponsors, whose ads bombard you during every commercial break. Furthermore the media also sensationalizes these shooters making them seem like martyrs for the next potential shooter. An abundance of registered firearms in the hands of law-abiding citizens acts as a deterrent against crime. The city of Kennesaw, Georgia passed an ordinance in March of 1982 requiring each household to own and maintain a gun. Kennesaw’s crime rate dropped significantly after the ordinance, and there has not been a single murder over the twenty-six years that it has been in effect. The claims that a high gun ownership results in high amounts of violence is nothing more than a fabrication. Switzerland, a country known for having one of the highest rates of gun ownership in the world, also maintains one of the lowest firearm-related crime rates in the world. In areas where gun ownership is high, the threat of an armed civilian acts as a hindrance against the criminal element. Overall, I speculate that the United States will continue to see a reduction in crime in areas of rising gun ownership. A firearm ban would not stop crime and would only hurt responsible, law-abiding citizens. As long as there is a criminal element, people will always feel the need to protect themselves against a perceived threat. The second amendment was implemented by the founding fathers of the United States as a fundamental right of the people to protect themselves from all forms of tyranny. The right to keep and bear arms is deep-rooted in American culture, and it will not be going away any time soon.