Software Requirements Specification free essay sample

Programming Requirements Specification For SYSTEM TO AUTOMATE PAYROLL PROCESSING Team individuals: CH. SAIKIRAN (08R01A0580)- CSE KANTAM RAMESH (08R01A0549)- CSE M. SAIMADHAVI - IT BATCH NO. : 1 TABLE OF CONTENTS 1. Conceptual 2. Necessities Specification (RS) 3. Database Fields Specification 4. Working Environment a. Programming Requirements b. Equipment Requirements 5. Significant Level Design 6. Low Level Design a. Login b. Manager c. Assistant d. Representative 7. Database Design 8. Experiments Abstract of the undertaking: Consider a medium estimated IT foundation which deals with its own finance necessities. This task will intend to build up a mechanized framework to pay representatives their month to month compensation. The framework should store worker compensation subtleties and leave remittance. Toward the month's end the framework ought to consequently credit the employee’s financial balance with their pay. Annual expense and advance installments ought to be deducted at source and fitting records credited. Pay slips ought to likewise be created. This framework can be coordinated with Leave and credit frameworks to give an all encompassing answer for the association. We will compose a custom exposition test on Programming Requirements Specification or then again any comparative point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Necessities Specification (RS) |No. Prerequisite |Essential or |Description of the Requirement |Remarks | |Desirable | |RS1 |The framework ought to have a login for |Essential |A login box ought to show up when the framework is |The logins are relegated by the | |Administrator | |invoked for Administrator with his/her client |admin. | |name and secret phrase. | |RS2 |The framework ought to have a login for |Essential |A login box ought to show up when the framework is |The logins are doled out by the | |staff. | |invoked for Staff with his/her client name and |admin. | |password. | |RS3 |Data Entry screens to keep up |Essential |Online screens ought to be made with inputs |The data kept up by | |employee data. |from end client. |admin. | |RS4 |Data Entry screens to keep up |Essential |Online screens ought to be made with inputs |The data ought to be | |Allowance data. | |from end client. |maintained by administrator. | |RS5 |Data Entry screens to keep up |Essential |Online screens ou ght to be made with inputs |The data ought to be | |Standard Deductions data. | |from end client. |maintained by administrator. |RS6 |Data Entry screens to keep up |Essential |Online screens ought to be made with inputs |The data ought to be | |Attendance data. | |from end client. |maintained by agent. | |RS7 |Data Entry screens to keep up Other|Essential |Online screens ought to be made with inputs |The data ought to be | |Deductions data. | |from end client. |maintained by | |Staff(clerk/worker). |RS8 |Automatic crediting of worker |Essential |These reports will made when a trigger is | |salary | |initiated by the client | |RS9 |Generation of Salary slip |Desirable |Different Depreciation procedures ought to be| | |evaluated and uilt into the framework. The end | |user ought to be permitted to pick any one. | |RS10 |Generating Salary report |Desirable |Database can keep up the pay reports | Database Fields Specification No. |Field Name |Data Type |Remarks | |1 |Employee Number |Te xt |This is the key field of the database as it is | |unique for a worker. This will likewise fill in as | |the login for the framework. This is an essential key | |2 |Employee Name |Text |Special characters like underscore are not | |allowed. |3 |Email id |Text | |4 |Address |Memo | |5 |Contacts |Number | |6 |Designation |Text |Designation like Clerk, Emp and so forth | |7 |Qualification |Text |This determines the Qualification of a worker | |8 |UName |Text | |9 |PWord |Text | |10 |DOR |Date/Time |Date of enlistment of a representative | |11 |Bsalary |Currency |Fixed sum according to worker | |12 |HRA |Text Primary key | |13 |PPA |Text | |14 |Maint_Allow |Text | |15 |SPL_Allow |Text | |16 |EDU_Allow |Text | |17 |Wash_Allow |Text | |18 |Sun_Allow |Text | |19 |EPF |Text |Primary key | |20 |VPF |Text | |21 |LIC |Text | |22 |Canteen |Text | |23 |Transport |Text | |24 |ITax |Text |According to personal assessment rule | |25 |PTax |Text |Professional Tax is fixed according to strategy | |26 |AttndMonth |Text | Current Attendance month. | |27 |TotalDays |Number | |Total working days of an association for every month. |28 |PrsntDays |Number |Present Days of an Employee in current month. | |29 |AbsntDays |Number |Absent Days of an Employee in current month. | |30 |ExtraDays |Number |Extra working days of an Employee in current | |month | |31 |PayDays |Number |Payable days | |32 |EntryDate |Text |Attendance Entry date. |33 |HomeLoan |Number |25% of Basic pay | |34 |EDULoan |Number |15% of Basic pay | |35 |HealthLoan |Number |5% of Basic pay | Operating Environment: Software Requirement: Operating System: Windows 2000 or Higher Service Pack: 2+ Platform: JAVA Language: HTML, JSP JDBC Database :MS Access Web server : Tomcat server Hardware Requirement (Minimum) Processor: PIV Ram: 128 Mb Hard Disk: 1 GB Monitor: VGA Color (256) High Level/Detailed Design (HLD/DD): a. Login : This module acknowledges the username and secret key which on approval passes the control to the individual module. This checks for the approved clients before signing in. b. Chairman: This module is for the executive who keeps up the data of the representatives each related to extraordinary id numbers. c. Representative: This module is for the staff to keep up the participation of the worker and produce the compensations for that present month. d. Representative: This is for the worker who on signing in can see their essential pay, stipends and standard findings gave by the organization. Low Level Design The framework is part in to its plan segments. For every one of the parts, we give data in the accompanying organization: 1. Login Module: This module acknowledges the username and secret key which on approval passes the control to the separate module. This checks for the approved clients before signing in. 2. Overseer Module: This module is for the executive who keeps up the data of the representatives each related to one of a kind id numbers. Their fundamental pay, stipend and standard finding rates are indicated by the executive. He can see the compensation reports of the chose representative for that month and for the given time frame. He can keep up the accompanying data a. Worker information set by head b. Set Allowances c. Set Standard reasonings. d. View Other conclusions. e. View Attendance information. f. View Salary Slip. 3. Representative: This module is for the staff to keep up the participation of the worker and produce the pay rates for that present month. The pay reports for that month and over the given time frame can be seen by the staff. He can likewise see the worker data with stipend and Standard reasoning. Also, he can see the other finding and pay reports. He can keep up the accompanying data a. View Employee information. b. View Allowances data c. View Standard findings. d. Set Other derivations. e. Set Attendance data. f. Get ready Salary Slip. 4. Worker: This is for the representative who on signing in can see their essential compensation, recompenses and standard reasonings gave by the organization. They can determine their different reasonings like Insurance, home advances and so forth which are to be deducted from the present month compensation. These subtleties are to be give by the representative before the compensation date. Worker can likewise see the participation data, compensation slip and pay data. He can keep up the accompanying data a. View Employee information b. View Allowances c. View Standard findings. d. Set Other conclusions. e. View Attendance data. f. View Salary Slip. 5. Mix with leave and credit framework if previously existing, else make screens to enter in leave and advance subtleties. 6. Credit Employee financial balances electronically. 7. Create electronic or printed copies of pay slips. 8. Empower clients to alter annual expense subtleties as these may change much of the time. In general USECASE DIAGRAM FOR PAYROLL SYSTEM: [pic] USECASE DIAGRAM FOR STAFF: [pic] USECASE DIAGRAM FOR ADMIN: [pic] USECASE DIAGRAM FOR EMPLOYEE: [pic]ACTIVITY DIAGRAM FOR PAYROLL: [pic] CLASS DIAGRAM FOR PAYROLL SYSTEM: [pic] Sequence and Collaboration Diagram for Login: [pic] Employee Info: [pic] Allowances: [pic]c [pic] Standard Deductions: [pic] Attendance Info: [pic] OtherDeductions: [pic] [pic]Database Design: Employee table |No. Field Name |Data type |Remarks | |1 |Employee Number |Number |This is the key field of the database as it is | |unique for a representative. This will likewise fill in as | |the login for the framework. | |2 |Employee Name |Text |Special characters like underscore are not | |allowed. |3 |Address |Text | |4 |Contacts |Number | |5 |EMail |Text | |6 |Designati on |Text |This determines the assignment in organization | |7 |Qualification |Text |This indicates the Qualification of a representative | |8 |DOR |Date/Time |Date of enlistment of a worker | |9 |Bsalary |Currency |Fixed sum according to representative | |10 |UName |Text | |11 |PWord |Text | |12 |Status |Text | Allowance Table: |No. |Field Name |Data type |Remarks | |1 |HRA |Number |Primary key. |2 |EDU_Allow |Number | |3 |Maint_Allow |Number | |4 |SPL_Allow |Number | |5 |Wash_Allow |Number | |6 | Sun_Allow |Number | Standard Deductions Table: |No. |Field Name |Data type |Remarks | |1 |EPF |Number |Primary key. |2 |VPF |Number | |3 |LIC |Number | |4 |Canteen |Number | |5 |ITax |Number |According to annual expense rule | |6 |PTax |Number |Professional Tax is fixed according to strategy | Attendance Table: |No. Field Name |Data type |Remarks | |1 |EmpNo |Number |This is the key field of the database all things considered

English grammar free essay sample

Peruse the section given underneath: and answer the inquiries a, b, c, and d that follow: [25] A rundown of questions on email requests that beneficiaries name the world’s most extravagant man in 2008; the victor of the world’s golf title in 2007; the creator of the main rockets; the maker of the primary bike, etc? developing a move call of achievers who left their blemish on humanity. It finished with, â€Å"Who was the educator who helped you to appreciate school and whom you recollect most strikingly? † I don’t know a solitary beneficiary of the email who addressed a solitary one of the inquiries with the exception of the last. At the end of the day, everyone’s most extraordinary individual was a supportiveand empowering educator whose riches, notoriety and social standing did not matter by any stretch of the imagination. What the thankful understudy got was past assessment since what the educator gave most uninhibitedly was simply the valuable endowment of the. We will compose a custom exposition test on English syntax or then again any comparable point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page It was not only information to finish an assessment that they gave their understudies however a comprehension of the estimation of information itself and an adoration for it. Incredible instructors try to frame, not only advise their understudies. Today, when educating (particularly showing small kids who have not figured out how to compose) is not, at this point a pined for calling, I wish we could all compensation a quiet tribute to the many darken people who formed our lives and requested so little consequently. Doubtlessly, a great educator has the right to be known as a deva on the grounds that the genuine importance of the word is â€Å"the sparkling one†. Consistently, picking a day when it isn't working, my cousin visits his old fashioned. The structure and compound are a lot of equivalent to they were the point at which he was an understudy, so the feeling of venturing once again into the past is incredible. He moves from study hall to homeroom following the specific movement his understudy chart had taken him the greater part a century back, and pays a quiet tribute to every one of the educators, strongly reviewing those ruined refined men whose closets had barely held multiple shirts. What despite everything moves him is the memory of the consideration they had taken in the lives and progress of each understudy, empowering every one of them and managing each youngster to give a valiant effort to say the very least. A drop in focus or execution prompted the â€Å"master† approaching the child’s guardians to enquire if there was something incorrectly at home which the kid discovered upsetting or couldn't adapt to; not many homes had telephones back then and regardless of whether they did, a teacher would positively not have had the option to manage the cost of a call. In this way, umbrella held high, he would walk those additional miles. My first instructor was a grinning and exceptionally delicate lady named Mrs. Delamose, whose name my sibling and I rehashed again and again to take care of business with the goal that we may welcome her effectively: â€Å"delamosedelamosedelamose†. I despite everything review her dim eyes, and enchanting abnormal grin with black out dashes of lipstick strange, as she drove us through Songs the Letters Sing. She was a genuine educator who accepted that each and every youngster is exceptional and that there is nothing of the sort as a unintelligent kid I owe my calling to her. a) Give the importance of the accompanying words as utilized in the entry: [3] 1. Strong

Life Plan Strategies for Busy People

Life Plan Strategies for Busy People Stress Management Management Techniques Time Management Print Life Plan Strategies for Busy People By Elizabeth Scott, MS twitter Elizabeth Scott, MS, is a wellness coach specializing in stress management and quality of life, and the author of 8 Keys to Stress Management. Learn about our editorial policy Elizabeth Scott, MS Updated on August 12, 2019 Clearing your to do list is challen. desifoto/Getty Images More in Stress Management Management Techniques Time Management Physical Techniques Relaxation Effects on Health Situational Stress Job Stress Household Stress Relationship Stress Do you need a new life plan? Is your schedule packed, and your to-do list approaching a page or more in length? This level of busyness is becoming increasingly common. In fact, despite the wide assortment of time-saving devices now available, people are busier now than they were decades ago when we were less efficient with our time. While many people say that theyd like to be less busy, its often difficult to form a new life plan, know exactly how to pare down a schedule and which activities to cut out -- everything is important, right? Here are some concepts to keep in mind when deciding how to trim down your schedule. Get in Touch With Your Values This is a popular exercise thats widely used with life coaches because its so effective: make a list of your core values, the top few things that are most important to you. (Many people say family, health, and things like that.) Then look at all the activities that fill your schedule. Consider removing any activity thats not in line with a core value. Visualize the Life You Want Heres another approach involving the law of attraction, which can also be highly effective. Imagine the life that you want. Imagine it in detail, focusing more on your desires than on how hard you think it would be to realize them. Get a picture thats both realistic and exciting to you. Now, look at that list of activities again, eliminating things that dont add to that vision, and adding activities that do. The key here is to maintain the vision of the life you want and make decisions based on that. List Your Trade-Offs When saying, yes to new activities, people dont always stop to think about what they are saying no to as a result. Because of the limited number of hours in a day, each activity you choose to take on will eliminate a different choice. You can pare down your schedule by keeping this in mind. With each activity you find yourself doing over the course of a week, ask yourself if theres something else that youd rather be doing that would better serve you. Would you get more out of working out than watching television? Would you rather be spending time with your kids than doing a favor for that ungrateful acquaintance? Stay conscious about your choices for a week, and you should find yourself knowing exactly what needs to change. Consolidate Activities While multi-tasking isnt as productive as once thought, there are some effective ways to combine or streamline activities without detracting too much from your goals. For example, while you cant talk on the phone and write an email at the same time without being less articulate at both tasks, its easy to save time by talking on the phone while you clean. The key to successful activity consolidation is to pair a thought-intensive activity with one thats more physical, or one that you can do on auto-pilot. Its a good idea to bear in mind which activities require full attention and which require less mental concentration when finding two to combine. Take Shortcuts Is there a way you can cut corners without cutting quality? For example, can you use pre-cooked ingredients while making dinner, put your sprinklers on a timer, or streamline tasks at work? If you really make it a point to look for such shortcuts, youll likely start seeing them everywhere. Use Stress Management Strategies When were too stressed, we dont always think clearly; sometimes we feel trapped and overwhelmed. If your stress response is constantly triggered, you may operate from emergency mode, reacting to demands without really thinking instead of proactively seeking out simplified solutions. Also, chronic stress can impact your health and emotional wellness, creating even more problems. While youre working on creating a new life plan, its important to include stress management techniques in the mix! You can start with these quick stress relief techniques, and add in some of these healthy lifestyle habits, too.

Emile Durkheim And Karl Marx Essay - 1709 Words

The division of labor is a complex phenomenon that is characterized by varying aspects of an individual’s social connection to the society in which they reside. The Division of labor is a broad process that affects and influences many aspects of life such as political, judicial, and administrative functions (Bratton Denham, 2014). Two of the main sociological theorists, Karl Marx and Emile Durkheim, had different understandings of the notion about the division of labor. This topic has been contested and debated by many theorists but this paper is going to focus on how Emile Durkheim and Karl Marx views this topic. Karl Marx views the division of labor as a process that alienates the individual from their work (Llorente, 2006). Marx also views the division of labor as a way for the capitalist bourgeoisie to take advantage of the wage labor of the proletariat. Emile Durkheim identifies with Marx in the economic sense that the division of labor furthers the rationalization and bureaucratization of labor, but differs in that the division of labor provides individuals in society with social solidarity and ensures their connection to society. This paper is going to reflect on some of the aspects in which Emile Durkheim and Karl Marx view the division of labor, while showing some of the similarities and differences between the two theorists conception of the topic. Karl Marx had different views about the division of labor such as how it increases productivity. The way how itShow MoreRelatedEmile Durkheim And Karl Marx746 Words   |  3 PagesEmile Durkheim and Karl Marx are considered the founding fathers of sociology. Both men had an influence on the development of sociology. Marx and Durkheim differed in their idea of what alienation consisted of. For Marx, the issue was class conflict. While, for Durkheim, it was a disordered society trying to adapt. Although they both had different concepts of alienation, both men believed that alienation lead to a manâ €™s disconnectedness with society and their natural state of mind. Durkheim andRead MoreKarl Marx And Emile Durkheim Essay1976 Words   |  8 Pages Writing in the late 19th and early 20th century, during a drastic period of change, Karl Marx and Emile Durkheim, two of sociology’s most renowned thinkers, challenged multiple facets of the capitalist social structures in which they found themselves. Marx, a conflict theorist, and Durkheim, a functionalist, sought to analyze and explain capitalist society. In this brief analysis, their theories regarding the will be compared, contrasted, and critically engaged with - highlighting the differencesRead MoreKarl Marx And Emile Durkheim1149 Words   |  5 Pages Is society created by class conflicts or by religious teachings? Karl Marx and Emile Durkheim opine in a polarizing fashion on the framework and functioning of a society; one asserts that conflict shapes society, the other argues that society is a product cohesion due t o the presence of the quintessential social fact, religion. Religion fosters a collective conscious on grounds of shared beliefs and values, argues Durkheim. Marx, on the other hand, claims that social classes and the conflict betweenRead MoreKarl Marx And Emile Durkheim1316 Words   |  6 Pagessurvive. However, all of that had changed when Capitalism and industrialization have been introduced to the world. Karl Marx and Emile Durkheim had different views on what the important aspects are that made up â€Å"modern† society. To Marx, the conflict between the classes and the division of labour caused social structures, which, as a result, caused alienation, which, according to Marx, are important aspects of modern society. With Capitalism came along industrialization, which required workers andRead MoreEmile Durkheim vs. Karl Marx1689 Words   |  7 Pages------------------------------------------------- Emile Durkheim vs. Karl Marx Durkheim vs. Marx Introduction: For so many years, authorities from each field have deliberated normative theories to explain what holds the society together. Almost each specialist, from structural functionalism, positivism and conflict theory perspective, had contributed their works trying to illustrate main problematic to our society. In one way, one of the Emile Durkheim’s famous work is â€Å"division of labor† whichRead MoreEssay on Perspectives of Emile Durkheim and Karl Marx1215 Words   |  5 PagesPerspectives of Emile Durkheim and Karl Marx The seventeenth and eighteenth centuries were full of evolving social and economic ideas. These views of the social structure of urban society came about through the development of ideas taken from the past revolutions. As the Industrial Revolution progressed through out the world, so did the gap between the class structures. The development of a capitalist society was a very favorable goal for the upper class. By using advanced methods of productionRead MoreKarl Marx, Max Weber And Emile Durkheim1447 Words   |  6 Pageswill be a part of culture and society. Karl Marx, Max Weber, and Emile Durkheim are the top three most important figures in sociology; and although each of them viewed religion differently, I strongly believe that they understood its power, and demonstrated its importance to people and societies. As such, I will utilize all three of these great minds, to demonstrate religion as an important and permanent part of culture and society. Let s begin with Karl Marx, and his conflict theory. AccordingRead MoreKarl Marx, Emile Durkheim And Max Weber929 Words   |  4 Pagespeople did not have in the past such as getting food from the grocery store instead of having to find food on our own. Society was originally focused on a single belief, but now our society has expanded and several beliefs are now common. Karl Marx, Emile Durkheim, and Max Weber all have their own observations on social change and order and how certain things dramatically affect the outcome of a society. Marx’s view on social change is influenced by the class struggle that involved the rulingRead MoreComparison Between Karl Marx And Emile Durkheim1501 Words   |  7 Pagesurban theorists as found in Chapter 1 of the course text. (300-400 words) The two theorists i’ve decided to compare and contrast are Karl Marx and Emile Durkheim. Firstly i’ll compare them to one another. From all the readings I did and past education on these individuals I found they have a lot of the same views in regards to religion. Both Emlie Durkheim and Karl Marx believe that religion is a projection of mans hopes and desires. They both also agree that religion plays a powerful role in influencingRead MoreEmile Durkheim, Karl Marx And Max Weber1827 Words   |  8 Pages Emile Durkheim, Karl Marx and Max Weber are considered to be three canon social theorists who laid the foundation of sociology and contributed, in detailed accounts, the fundamentals of study of society. Each theorist belongs to a different school of thought and presents separate theories on how societies work. While there are bits and parts that might seem similar in each theorist’s social theory, each theorist largely differs from each other. Durkheim, Marx and Weber, among other things, also

What Every Body Is Saying About Essay Topics about Imperialism in Bc Is Dead Wrong and Why

What Every Body Is Saying About Essay Topics about Imperialism in Bc Is Dead Wrong and Why The similarities and differences between the 2 periods ought to be woven together to make a bigger statement about the effect of Buddhism on world history. Or the paper might concentrate on medical discoveries, like the polio vaccine or penicillin. The essay part of the test is provided a grade value from 0 to 8. Based on the college, some counselors give printed score reports along with the on-screen report you get at the close of the test. Details of Essay Topics about Imperialism in Bc Thus, your guidance counselor will be in a position to inform you which courses you might or might not have the capacity to take based on your ACCUPLACER scores. An excessive amount of money isn't a good thing. Write a list of ideas you've got or a list of things you're interested in. Make your list as long as feasible take a brief break. Essay Topics about Imperialism in Bc Options The fact ther e are an amazing many folks, like this writer, that are interested in these subjects means nothing to an elitist like Colavito. These people survived to be able to continue human life. Every family needs to have a all-natural disaster survival program. Wealthy individuals might have a head-start in life and if you'd like to call that opportunity, then fine. Vital Pieces of Essay Topics about Imperialism in Bc Through advertising, businesses can get their goods or services known by the public which then promotes sales. 1 World Currency With the evolution of global communication, the world will become smaller. It's more a term for those professionals. Though this is undoubtedly a good deal of information to study, it's important to understand that long-term trends are somewhat more important than small particulars. There's plenty if useful information regarding the Web. Advertising to just put is the promotion of products and services. Your response needs to be informed by your background knowledge in world history, but it ought to be finalized by means of your comprehension of the given context. Who Else Wants to Learn About Essay Topics about Imperialism in Bc? Deciding upon the most suitable essay topic can at times be rather tough. Think of the subject of the history essay you've already written before. If you would like to write a superior history essay you'd better pick a topic that is familiar to you. If you wish to compose an essay about American Imperialism, there's tons of helpful information below. Keep in mind, if you're writing an argument about whether they really existed, you are going to want to present evidence to strengthen your argument but will also will need to deal with the counterargument. Thus, writing a history paper will surely be fun, if you only opt for a really intriguing history essay topic. Nonetheless, it is crucial if you would like to compose a fantastic essay or a research paper and find a high grade for it. Perhaps you simply do not know the subject well enough, and that's the reason you can't locate the idea for your history essay. Life After Essay Topics about Imperialism in Bc Textbooks ought to be free. Life is much better than it was 50 decades ago. Students ought to be permitted to pray in school. School tests aren't powerful. The Start of Essay Topics about Imperialism in Bc Books ought never to be banned. Every American should learn how to speak English. He should learn to speak Spanish. Essay Topics about Imperialism in Bc: No Lon ger a Mystery Gun ownership ought to be tightly controlled. Employing advanced technology, they had the ability to discover a lost city, which is an important discovery regardless of the simple fact it is by no means clear that it's the White City of legend or for that issue just how big the website will prove to be. Since that time, a fantastic many writers and adventurers, as well as two or three archaeologists, have become interested in locating this White City. Your very first idea is nearly always very likely to be too significant. You might also examine 1 religion more closely (like Buddhism, Confucianism, or Christianity) and examine the way the religion differs in numerous elements of earth. All beliefs are sacred and should be respected. There are a lot of people online that are engaged in exposing the falsity of this nonsense. The effect of Imperialism on people's lives and basic welfare. How to Get Started with Essay Topics about Imperialism in Bc? Irrespective of how the civil war of Nigeria has ended, there continue to be internal political wars happening in the nation. Till today, the nation is still experiencing the effect of the war. In the calendar year 1960, Nigeria was officially provided independence. This idea works due to the belief that America is a really exceptional nation. As if they weren't enough, the Britain went further to the degree of taking Nigerians from their very own country to foreign countries for slavery. It was also important they maintain their control to keep different powers from acquiring a foothold. For part (c), you would have to provide an illustration of how increased militarism in Japan affected relationships with different countries at the start of the 20th century. A Secret Weapon for Essay Topics about Imperialism in Bc Teens should have the ability to select their bedtime. Snow days are excellent for family quality time. Silence reigned for the remainder of the ride back to school.

Mungo Man Free Essays

History Assignment – Mungo Man The discoveries at Lake Mungo are potentially the most important discoveries made in Australia, if not the world. The skeletal remains uncovered a world that we know very little about. They gave us an insight to the burial practices of the earliest people for both males and females of the time. We will write a custom essay sample on Mungo Man or any similar topic only for you Order Now The skeletal remains were subject to numerous forms of dating, but primarily radiocarbon dating or C-14 dating. Mungo I also known as Mungo woman or LM1 was the first skeleton to be discovered at the site. In 1968 geologist Jim Bowler was conducting research on the Willandra Lakes region, more specifically Lake Mungo. His original intention for the site was to study the Pleistocene layers of the area, looking at the ancient geography of the land. However in one of the lunettes (extended, crescent shaped sand ridges) he happened to notice a bone fragment protruding from an exposed calcrete block. Upon closer inspection he realised that it was not animal but human. Bowler marked the site with a peg for further excavation by archaeologists. Similarly in 1974 Jim also discovered Mungo III/LM3, this time dubbed Mungo Man. His skeleton was discovered after a prolonged period of rain in 1973. The rain has eroded the outer layers of the dirt to reveal a carbonated human skull. These remains were discovered just some 500m from the site of Mungo I. Again marked and excavated later on by archaeologist. Mungo I was the remains of a woman. She was described as a gracile woman, with fine bones and features. She was not found as a whole intact skeleton, rather 175 bone fragments. It was concluded that she was cremated; the charring of the bone fragments supported this theory. From this primary evidence we can hypothesise that the people of the time believed in the ritual passing of an individual, that the deceased should have a physical recognition of the change between the worldly life and the afterlife. We can also guess that from this they had some sort of belief system. Mungo III is an example of how the people of his time treated the males in the society. Instead of the cremation seen in Mungo Woman, this male, again gracile in appearance was instead buried in the ground. Again there is evidence of a ritual burial in the way he was laid. His hands were clasped together and red ochre sprinkled over the body. This arrangement of the body again demonstrates a belief in passing to another world by making the body presentable to this other world. There were numerous ways that the remains have been dated. By using the dated layers that the bones were found in and C-14 dating we are able to get a fairly accurate estimate of when these people were buried. Other ways included electron spin resonance dating, uranium-thorium dating, optically stimulated luminescence dating and thermoluminescence dating. Paleoanthropologists, or people who specialise in studying ancient humans by looking at human fossil primary evidence carried all of these dating methods out. When first discovered in 1968 and 1974 Jim Bowler was able to use his own scientific field of geomorphology. By using the already dated layers that the bones were found in he was able to produce and estimate time of burial. He estimated the bones of LM1 to be around 40,000 years ago and LM3 to around 32,000 years ago. He was able compare the strata of the area and the two skeletons to come up with these estimations. Archaeologists soon came in in the years following each discovery to uncover the remains. After Archaeologists had removed the bones they were handed over to paleoanthropologists and aboriginal peoples for proper testing. The first and most commonly known dating method that they used on the skeletons was radiocarbon or C-14 dating. The second way that archaeologists were able to date the Lake Mungo remains was by electron spin resonance dating. Also known as ESR dating, this method of dating the archaeologist/scientist looks to the radiation damage of bones (mostly teeth) by looking at the amount of radiation an object has been subject to whilst under ground. ESR dating works best on animal teeth so even though the results are still plausible it provided a much larger date area. The results reached showed the conclusion that the bones were around 31, 000 years old for Mungo Man give or take 7, 000 years. This of course would bring the reliability of this method down. Another dating technique they used on the skeletal remains was uranium-thorium dating. Instead of looking at how much of a particular substance is missing uranium-thorium dating records the accumulation of equilibrium between the isotope thorium-230 and its radioactive parent uranium-234. It is useful for determining the age of objects containing calcium carbonate, like bone. This was combined with optically stimulated luminescence dating, where you uncover when the material was last exposed to light to bring an estimate of 62,000 years ago for Mungo III Â ± 6,000 years. This caused controversy and confusion though as the surrounding earth was dated only to 43,000 years. This questions the reliability of these results as not all the facts interlink with each other. While individually these dating methods are quite reliable combined they produce relatively farfetched results. Thermoluminescence dating works in a similar way to optically stimulated luminescence dating in that it measures when it was last exposed to light but also when it was last exposed to heat. By using this technique the bones were dated to no more than 24,600 Â ±2,400 years but no less than 43,300 Â ±3,800 years ago. How to cite Mungo Man, Papers

The meaning of freedom today

Introduction In the contemporary society, people consider freedom a basic need in that person who is not free must be in a rough co-existence with him and others. It is therefore very important to exalt freedom, which begins with personal liberty to the sovereignty of nations. Advertising We will write a custom essay sample on The meaning of freedom today specifically for you for only $16.05 $11/page Learn More The extent to which a person can be free as well as the exact definition of freedom has been subjected to philosophical discourses from time immemorial with renowned philosophers such as Karl Marx, Michael Foucault and Jean Paul Sartre having differing arguments in the matter. According to the school of thought that each one of them represented, the idea of freedom to them bears differing definitions and extends. In order to come up with an agreeable and logical definition of freedom as it is in the contemporary society, people have critically an alyzed the input of these philosophers and their definition of freedom in this paper with the intention of clearly understanding what freedom is according to the schools of thought they represent today. As I reveal, the exact meaning of freedom must comprise of the different aspects such as personal liberty, the right to life, equality and independence from coercion and repressive conditions such as poverty, ignorance and diseases. Any meaning of freedom is wanting if it does not address the issue of personal liberty. Personal freedom Freedom starts with a sense of self-control or rather self-ownership. In this case, reason influences the person’s sense of freedom. In a free state, every person receives an equal chance of exercising freedom at personal level. In this case, no other person influences another’s decisions and the extent to which he/she makes decisions remains strictly limited by him/her. This is in other words to say that in a free state a personâ€℠¢s freedom is not limited as long as it does not impact negatively or limit the freedom of the other people. For instance, a person’s freedom cannot include enslaving other people. As a slave, a person is not free to make certain decisions, movements and interactions with other people in the society. In a free state therefore, a person is not entitle to take the freedom of another person for personal interests since it is against their wish to be treated so. My fellow panelist Sartre concurs with my view of freedom despite his limited definition of the freedom.Advertising Looking for essay on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More Sartre’s existentialist definition of freedom According to Jean Paul Sartre, man is condemned to be free. This is without regard to whether he acts from external constraints to repress it or just follows his pragmatic decisions. A person is free when s/he refuses to act in bad fa ith and instead follow what he is. For instance, when the waiter who knows really well that he is impersonating a waiter stops that and instead does what his freedom grants, he is at that particular moment embracing freedom. By being a waiter, the person is only denying his or her own freedom. According to existentialism, one cannot claim that external forces shape his/her deeds or actions. For instance, the profession of a person cannot shape the person’s identity considering that the roles played in that profession are only as a matter of bad faith and will eventually cease. Being aware of one’s significance in the process of doing the roles in the profession inform the choices that a person makes and that seem directed to the person’s sense of freedom. However, I stand to criticize his definition based on how limited it appears. Sartre, as well as other existentialists, concentrates more on the intrinsic definition of self-freedom rather than giving a defin ition and an extent to freedom that one can put into practice in the contemporary society. He does not clarify whether a person is free or not clearly defined in that existentialists hold that in every situation a person has still the freedom of choice. Having the freedom of choice is not that important and does not qualify as being the absolute meaning of being free. This is basically for the simple reason that even a person who is enslaved by another has the freedom to choose either to rebel or to show complicity but that does not mean that they are free. In the contemporary society, a person is only free if any other person or condition can implement his /her thoughts and choices without any repression. The issue of equality of freedom constitutes the meaning of freedom.Advertising We will write a custom essay sample on The meaning of freedom today specifically for you for only $16.05 $11/page Learn More Equality and independence Equality is very e ssential in any situation for a person to be free in the contemporary society. This ranges from political, sexual, racial as well as religious equality. For people to consider another as free in a free state, he/she must go through an equal treatment with others regardless of their gender or any other affiliations. When a person is marginalized on the any of the above areas, their freedom is interfered with and eventually the person is deprived the necessity of being free. With equality comes independence in making decisions as well as living without any coercion from anyone. This implies that the different types of independence that Karl Marx and others who embrace the Marxist school of thought argued mostly about. Karl Marx on freedom Karl Marx in his Manifesto of the communist party conceptualizes freedom from an economic point of view. Marx conceptualizes freedom from an individualistic point of view whereby he argues that freedom is an individual’s collective use of re ason to create a reconciled definition of personal and public freedom. From this, Marx argues that a person who exercises freedom at the expense of the masses abuses it since the freedom of the majority is the one that matters. For instance, a person who owns means of production and abuses his employees for the sake of enriching himself and expanding his financial freedom by enriching himself is infringing the freedom of the others. It is therefore clear from his arguments that Marx’s view of freedom is more informed by the social relations of people in the society. He argues that for a state to be termed as free there has to be a revolution whereby the proletariat overpower the bourgeoisie and own the means of production. In that case, the majority would be free in that they will be in a position to cope with life without the fear of being oppressed by a powerful ruling class. However, I stand to criticize the view based on its one-sidedness.Advertising Looking for essay on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More Marx’s idea of the masses overpowering the ruling class, as a necessary precondition for their freedom, is one sided and has failed to hold on for a long time. This stands out because he fails to address other important aspects such as equality, the addressing of human rights and the dealing with other factors that lead to the oppression of people. His address however on the issue of economic oppression holds until today as evidenced by workers rising up against their oppressive employers in the contemporary society and demanding for a fair exchange for their labor. This is because a person’s freedom seems abused if he/she faces oppression in any given situation. The practice of freedom The fact that in order to be completely free one must keenly be aware of the limits of his/her freedom is a very important factor to consider when defining freedom in the society today. This is in the sense that other people’s freedom is as important as your freedom. A question arises as to whether a person has or should have the right to defend him/herself against coercion. This brings forth a quite interesting aspect of freedom regarded as the freedom of defense. In most Free states where freedom of people seems held with dignity, always a system acts to differentiate acts of coercion as either offensive or defensive. In this case, whether a person acted in an effort to defend him/herself or was interfering with another’s rights is established. Foucault’s meaning today’s of freedom is wanting based on its failure to explain how one can free him/herself. Michael Foucault on freedom According to Michael Foucault, being free is a practice of the different practices of freedom. To him it is therefore a continuous process. Foucault emphasizes more on the practices of freedom over the process of liberation. He argues that it the practices of freedom that eventually upholds freedom rather than the process of liberation. For instance, he uses the example of a colonized nation, which liberates itself from the colonizers. The society would still be in need of practices of freedom as they engage in building their own government. One can clearly notice that Foucault’s works are in a way, skeptical about the extent to which people can free themselves. If people cannot stand out of the constraints of relations of power, knowledge and subjectivity, then to him their practices of freedom are simply on a small notion of resistance from within. Conclusion In order to answer the question of what one exactly means by ‘being free’ in the contemporary society, it is of great essence to be all-round while addressing the aspects of freedom. The problem with the definitions and the answers that philosophers Karl Marx, Michael Foucault and Jean Paul Sartre presents is that they are in most cases one sided whereby they all aimed at addressing a single aspect within the complex issue of freedom. Therefore, it is ar guable that one can summon their arguments to contribute to the broad definition of today’s freedom. This essay on The meaning of freedom today was written and submitted by user Lauryn T. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Using the Spanish Verb Tomar

Using the Spanish Verb Tomar To say that the Spanish verb tomar means to take isnt doing the word justice. Although it can usually be translated that way, it actually has a wide variety of meanings and is used in all sorts of expressions. Thus, like with some other common verbs, you need to pay attention to context when translating tomar. It generally isnt all that difficult figuring out what the verb means, as long as you realize that it usually conveys the idea of taking something or taking something in. What is a bit more difficult is knowing when to use it when speaking Spanish; it isnt always appropriate to use tomar when you mean to take. One quality of tomar, however, is helpful: It is one of the most common verbs that is conjugated regularly. Meanings of Tomar Here are some of common meanings of tomar with sample sentences. Note that meanings often overlap. If you choose something to eat, for example, you might translate tomar as either to choose or to eat, depending on which sounds more natural in the context. To Take Physical Possession Tomà ³ el libro y volvià ³ a su habitacià ³n. (He took the book and returned home.)Toma mi mano y camina conmigo. (Take my hand and walk with me.)Los campesinos tomaron como rehà ©n al gerente. (The farmworkers seized the manager as hostage.) To Choose Habà ­a muchas. Tomà © el azul. (There were many of them. I picked the blue one.)Mi filosofà ­a es tomar lo difà ­cil como un reto. (My philosophy is to choose what is difficult as a challenge.) To Eat or Drink Tomo cafà © como parte del desayuno en mi programa de dieta. (I drink coffee as part of breakfast for my diet)El segundo dà ­a tomaron una sopa de pollo. (The second day they had chicken soup.) To Use a Form of Transportation Tomemos un taxi. (Lets take a taxi.)Cuando tomo el metro tardo hasta 45 minutos. (When I use the subway Im as much as 45 minutes late.)No quiero tomar el autopista. (I dont want to go on the freeway.) To Take Medicine Recomendamos que tome ambas pà ­ldoras a la vez. (We recommend that you take both pills at the same time.)Es necesario que tomes medicina para combatir la infeccià ³n. (It is necessary that you take medicine to fight the infection.) To Interpret Something a Certain Way Me tomaron por loco. (They thought I was crazy. They took me for a crazy man.)La mayorà ­a de crà ­ticos se lo tomaron a broma. (Most of the critics took it as a joke.)Le tomaron por espà ­a. (They thought he was a spy.) To Adopt a Course of Action Para demostrar que el cambio era efectivo, se tomaron medidas muy drsticas. (In order to demonstrate that the change was effective, very drastic measures were taken.)Tomemos un enfoque diferente. (Lets take a different approach.)Viajar no perjudica la salud, si se toman precauciones. (Traveling isnt dangerous to your health, if precautions are taken.)Tomà © la derecha. (I turned to the right.) Using the Reflexive Tomarse The reflexive form, tomarse, is usually used with little or no change in meaning from the nonreflexive form. Sometimes tomarse refers specifically to drinking alcoholic beverages. Tà ³matelo con humor y disfruta el momento. (Take it with a sense of humor and enjoy the moment.)No se tomà ³ toda la cerveza. (He didnt drink all the beer.)Luego, me tomaba un autobà ºs a Panam. (Later, I took a bus to Panama.) Phrases Using Tomar Additionally, tomar is used in idiomatic phrases. Many of them are equivalent to English phrases using the word take. Here are some of the more common: Tomar apuntes - to take notes (an Anglicism, tomar notas, is heard in some areas).Tomar el control - to take control.Tomar (un) examen - to take a test.Tomar fotos - to take photos (sacar fotos is preferred in some areas).Tomar responsabilidad - to take responsibility.Tomar nota - to take note.Tomar parte - to take part.Tomar la pluma - to begin writing.Tomar el sol - to sunbathe.Tomar tierra - to land (said of aircraft). ¡Tà ³mate esa! - Take that! (said, for example, when hitting someone). Key Takeaways Tomar is a very common verb that carries the idea of taking, although it can be translated in many ways. It often suggests that a choice of some sort was made.Tomar is used in a variety of phrases and idioms.The reflexive form, tomarse, usually has no translatable difference in meaning than the standard form.

Everyday French Phrases

Everyday French Phrases There are some French phrases that you will hear literally every day or even multiple times a day and even use yourself. If you are studying French, or plan to visit France, its important that you learn and practice five often-used French phrases. Ah Bon Ah Bon  literally means oh good, though  it  commonly translates into English as: Oh yes?Really?Is that so?I see. Ah bon  is used primarily as a soft interjection, even when its a question  where a  speaker is indicating interest and maybe a little surprise. The examples list the French sentence on the left with the English translation on the right.      Speaker 1:  Jai vu un film intà ©ressant hier.  I saw an interesting movie yesterday.  Ã‚   Speaker 2: Ah  bon?     Oh, yes? Or in this example: Speaker 1: Je pars aux États-Unis la semaine prochaine.   Im going to the United States next week.  Speaker 2: Ah bon? Really? Ça va Ça  va  literally means it goes. Used in casual conversation,  it can be both a question and a reply, but its an informal expression. You probably wouldnt want to ask your boss or a stranger this question unless the setting was casual. One of the most common uses of  Ãƒ §a  va  is  as a greeting  or to ask how someone is doing, as in: Salut, Guy, à §a va?   Hi, Guy, hows it going?Comment à §a va?   Hows it going? The expression  can also be an exclamation: Oh! Ça va!   Hey, thats enough! Cestdire Use cestdire when you want to say I mean or that is. Its a way to clarify what youre trying to explain, as in: Il faut à ©crire ton nom l, cestdire, ici.   You need to write your name there, I mean, here. Il faut que tu commences y mettre du tien ici.   You need to start pulling your weight around here. Il Faut In French, its often necessary to say its necessary. For that purpose, use il faut, which is the conjugated form of  falloir,  an  irregular French verb.  Falloir  means to be necessary or to need. It is  impersonal, meaning that it has only one grammatical person: the third person singular. It may be followed by the subjunctive, an infinitive, or a noun. You can use  il faut  as follows:   Ã‚  Il faut partir.  Ã‚  Its necessary to leave.  Ã‚  Ã‚  Il faut que nous partions.   We have to leave.  Ã‚  Ã‚  Il faut de largent pour faire à §a.   You need money to do that. Note that this last example literally translates to, Its necessary to have money. But, the sentence translates into normal English as You need money to do that, or You have to have money for that. Il Y A Whenever youd say there is or there are in English, you would use  il y a in French.  It is most commonly followed by an  indefinite article   noun, a  number   noun, or an  indefinite pronoun, as in: Il y a des enfants l-bas.   There are some kids over there.Jai vu le film il y a trois semaines.   I saw the movie three weeks ago.Il y a 2 ans que nous sommes partis.   We left two years ago.

The Education of John Dewey - a biography by Jay Martin Essay

The Education of John Dewey - a biography by Jay Martin - Essay Example John Dewey was considered as one of the most ten important thinkers in the history of the country of America. This was of the many instances of popularity he achieved during his lifetime from his birth in the year 1859 till his death in 1952. The short hand word of Pragmatism identified his line of thinking conventionally. The body of thought as prescribed by the prominent thinker has been identified as one of the distinctive philosophy of the American society that had been ruling the philosophy of the country for the last fifty years. The work he had done for the education system of the society has still been famous and influential in recent period in the eve of the changing world and has been considerably famous for the worldwide system of education. According to him education is the immediate necessity of life. The ascendance of multiculturalism and that of independent thinking of individuals in the American pedagogy of the contemporary period was anticipated in the educational wo rks that had been done by him in his lifetime. In the emerging democracies of the present world The University of Chicago Laboratory School that have been founded by him in the year 1896 has been a model for the schools and also in entire world of schools. John Dewey had well established himself as one of the eminent reformers of the education system of the country.... The movement of progressive education emphasized on attacking the established education system of the country from both inside and outside the establishment. However, according to some critics of the education philosophy of John Dewey, the philosophy had racial assumptions underlying it. The famous child centered education philosophy of John Dewey holds true for the American as well as the European American students but not for the African Americans. Apart from this criticism the educational thoughts propagated by him had been truly helpful for education of every society of the country. There was a need of continuous interaction of the classroom education of an individual along with experience of his real life. There is the need of students in continuously learning the use of the past experience of the individual along with the present one for the attainment of decisions intelligent enough in the future. Education of the individual is defined as the only process in achieving so. Acco rding to John Dewey harmonization of individuals with the people of the society, which is involved in the growth of the mental power of individuals, is the ultimate meaning of education. A democratic society in the country could only be evolved with the achievement of education with respect to the intelligence capacity of each individual of the society along with his or her own uniqueness. Dewey perceived democracy as a ‘â€Å"way of life† founded on a working belief in the possibilities of human nature and in the capacity of humans for â€Å"intelligent judgment and action† (Martin 438). He addressed the League for Industrial Democracy in 1931 and suggested the ban of Japanese commodities unless they receded their forces from the borders

Leadership Coursework Example | Topics and Well Written Essays - 3500 words

Leadership - Coursework Example These numerous studies have identified a variety of skills, personalities, and competencies that leaders possess. These studies include the renowned political and sociological legendary leaders as well as in the organizational set up. In the present context, an evaluation of the concept of leadership is done based on the teachings of Hughes, Ginnett and Curphy (2008) who assert that leadership is a complex phenomenon that involves the leader, the followers, and the situation. In the present context, leadership is assessed based on these three critical elements; in addition, leadership skills essential for effective leadership have been evaluated. Further, impact of management on leadership and vice versa has also been assessed. These evaluations are based on leadership conceptualization of Hughes et al (2008) with reference to leadership conceptualization made by Zenger and Folkman (2009). References have been made to Zaleznik’s (1992) article that differentiates manages from leaders. Personal experiences with respect to leadership have also been opined and explained. Considering Hughes et al.’s (2008) explanation of leadership, it is difficult to arrive at one specific definition of leadership because the definition depends upon the kind of leader being studied, the situation as well as the followers’ perception of their leader.... These people are self driven and proactive. However, for leaders to be effective, they must possess specific skills, which will enhance their effectiveness as leaders. Zaleznik (1992) describes individual leader as a person with unique qualities that distinguishes the leader form the rest of the group on the basis of courage, personality, and ability to control others. This does not mean that leaders tend to exert power or authority to control others or display their courage. Though famous leaders are known to have lead by these qualities, they possess other qualities that actually attract huge masses of people into believing in what the leader believes and influence them to achieving what the leader envisages. This means the leader’s vision eventually becomes people’s shared vision. Leaders can exert such influence on others through their effective and powerful communication, convincing abilities, inspiring speeches, conversations as well as actions. Zaleznik (1992) ar gued that leadership cannot be taught or trained; however, Hughes et al (2008) assert that leadership can be taught and leaders can be made. Usually great leaders or highly talented people emerge from those who were once seen as submissive, self-absorbed, or indifferent. Zaleznik (1992) refers to Albert Einstein, who was once seen as a mediocre and timid student in school and later became the world’s renowned scientist through his irrefutable discoveries and propositions. Einstein is known as a human being with unique set of abilities and passion for his work. Though he is known to be highly talented, he was extremely hardworking and passionate towards his work, which took him to the great discoveries. Other such notable leaders are Abraham

Identity in Rural Communities: Sociological Concepts

Identity in Rural Communities: Sociological Concepts Introduction Rural communities have been a source of much interest for those engaged within the sociological and geographical realms of study for many years now. The industrial revolution of the 18th and 19th centuries triggered the phenomenon of rural depopulation as millions throughout the Western nations, lured by the promise of a more prosperous existence in the urban core, abandoned their agrarian settlements. However, the late 20th century has witnessed a dramatic increase in the standard of living for the inhabitants of the developed world. Cataclysmic advancements in the spheres of transportation, infrastructure and technology have permitted the denizens of our cities with greater access to regions which were once isolated and peripheral. For the first time in over two centuries populations are now increasing throughout the urban hinterland and countryside. As a consequence, rural communities are now faced with a growing influx of ‘outsider’ or alien elements which may be per ceived to threaten their unique cultural and social traditions. Such elements range from governmental legislation (imposed from a regional, national or supranational level) to tourism and second home ownership. However, in an increasingly globalised and homoginised world, academics have developed great interest in the methodologies deployed by erstwhile isolated settlements as they strive to conserve their very identities and notions of ‘community’. Mewitt has argued that the ‘esoteric cultures’ of rural communities have been much undervalued. He states that, ‘a local population can possess a largely unique culture that remains distinctive in that its symbolic manifestations convey meanings that are commonly understood only among those people.’[1] Defining the Communal Boundary Muir eloquently highlights that, ‘every landscape is enmeshed in networks of boundaries. Some of these are living or current and others are relics of former patterns of overlordship and partition.’[2] He further adds that, ‘some boundaries are political in character’ whilst ‘others relate to ownership and tenancy.’[3] Indeed, the configuration of the present day counties of England dates from Medieval times when the Normans attempted to organise and rationalise the physical landscape. Muir explains that as the number of people residing in a specific locale increases, the greater the necessity precipitates to impose physical boundaries to ‘serve both instructive and symbolic roles.’[4] The remnants of Medieval ‘landscapes of power’ can still be observed in the guise of churches or castles positioned on elevated terrain. Indeed Muir emphasises that, ‘Medieval crosses were frequently associated with marking route way s and the places where roads entered ecclesiastical property.’[5] However, sociologists argue that the concept of ‘boundary’ often surpasses the purely mundane realm. Cohen insists that the boundary of a community is ‘more complex than its physical, legal or administrative basis’ and even ‘ethnic, racial, religious or linguistic differences.’[6] Indeed, he believes that communal, social and physical frontiers may ‘exist in the minds of their beholders’ and are often not objective entities.[7] Indeed, according to Cohen and other commentators the boundaries of a community may be defined in a variety of ways including local genealogy, traditions, idioms, land distribution, folk histories and idiosyncrasies. Defining the Rural Community Shuttles argues that whilst urban communities were traditionally defined on the basis of ‘race, ethnicity and socioeconomic differences,’ rural communities were typically ‘more homogenous.’[8] However, he notes that power was normally concentrated ‘in the hands of a small group of local elites.’[9] Shuttles’ comments are interesting when one considers what many regard as being symbolic of the typical or idyllic rural community. The English manor house and rustic thatched cottage conjure up images of a romantic and traditional arcadian scenario. Indeed, sociologists are now quick to highlight how the paintings of artists such as Constable, and the lucid literary descriptions of writers like Thomas Hardy, have done much to perpetuate the myth of idyllic rural communities within the collective mindset. These were communities where everyone seemingly had his or her ‘place’ within a clearly defined and functional social hierarchy. However, Seymour et al. state that ‘recent debates in rural studies have highlighted the need to reconsider power relations in the countryside by allowing other voices to be heard.’[10] They insist that previously marginalised groups, such as manual workers and housewives, play just as important a role in defining the local community as those in positions of economic and political power. They also note that traditional stereotypes of the rural community are changing both within and out with the locale. For example, farmers were typically viewed as ‘patriotic food producers and the guardians of the countryside.’[11] Since the 1980s the pollution issues concerning unsustainable farming practices and use of chemical fertilisers and pesticides have severely altered the once romantic myth of the farmer as custodian of the landscape and lynch pin of the rural community. Jones’ study of social attitudes in and around the town of Cwmrheidol in rural west Wales is most illuminating. In the late 1980s she began to interview a wide range of locals and incomers; participants included: ‘traditional women and feminists, Welsh speakers and English speakers, residents and summer visitors, New Age travellers, hill farmers and urban commuters.’[12] Indeed, Jones’ findings reveal a plurality of attitudes regarding what constitutes ‘community’ in the local area. Ieuan, a Welsh-speaking hill farmer, seemed to resent official bodies and felt that EU legislation was gradually eroding traditional farming practices and his way-of-life. He was also angry with the planting of Forestry Commission coniferous forests on the hillsides and the imposition of alien boundaries upon once communal pasturelands. Ieuan complained about the ‘thoughtlessness of tourists’ and was sceptical regarding plans to diversify the tourist in dustry.[13] His conservative attitude was shared by Alison and Phil, ‘incomers’ from England, who also opposed development of the area and believed that new housing projects could destroy the rustic character of the local milieu. Another ‘incomer’ named Ros also exhibited similar sentiments and did not want change, so much so that she stated how she would protest vehemently against the renovation of a nearby ‘ruin’. Indeed, one could say that Ieuan, Alison and Phil, and Ros viewed the traditional community as something which should be cherished and remain static throughout time. However, the ‘incomers’ did state that they felt very much like ‘outsiders’ despite having lived in the region for some time. As Ros stated, ’the old locals they’re a community on their own.’[14] The local vicar Patrick Thomas was more than aware of the existence of ‘communities within communities’ throughout this part of Wales. A principal boundary was of a linguistic nature and those who could not speak the Welsh language became effectively excluded from many social and communal activities. Many older inhabitants simply did not view ‘incomers’ as part of the community and seemed to view them as a threat. The vicar strove to promote individual responsibility and attempted to encourage community values regardless of whether an inhabitant was of an ‘insider’ or ‘outsider’ status. Indeed, Patrick Thomas clearly viewed the entire community as a cohesive whole whilst others chose to be more selective in their analysis, often on the grounds of language, ethnicity and place of origin, regarding who was a part of their local ‘community’. Mewett notes how the inhabitants of the Isle of Lewis choose to define the boundaries of the community. He emphasises the importance of nicknames throughout the island by ‘expressing to people the attachment of themselves and others to the local community’[15] and by effectively defining their very social identities. Cohen’s study of the Shetland Island community of Whalsay revealed the existence of a ‘public treasury of personal knowledge.’[16] This social treasury included; ‘the public identities of Whalsay people: the characters attributed to them in public discourse and formulated on the basis of the stereotypical qualities of their kinsfolk or their township of origin; the anecdotal knowledge of incidents in which they were participants; supposed personal idiosyncrasies and so forth.’[17] Such a methodology of social definition is representative of a local folk history and assists in binding the local community together and affirming the notion of ‘being Whalsa’. Cohen concludes that public identities provide social boundaries for the community and serve as veritable ‘compass bearings’.[18] Cohen also highlights the linkage of a person to a place in Whalsay and the propensity of locals to depersonalise individual talents and skills. If someone exhibits an aptitude for woodwork they are said to have ‘Skaw-blood’ in them. The origin of this saying derives from the belief that many skilled carpenters once came from the town of Skaw in the north. This was due to the fact that drift wood commonly accumulated on the coast near this town and the local artisans had a ready supply of the raw material. To compliment one’s ability in such a way effectively grounds the individual within the historical, genealogical, physical and symbolic boundaries of the imagined island community. McFarlane’s study of four villages in Northern Ireland highlights how rural communities choose to define their communal identities and demarcate boundaries within a nation fraught with religious tension. In the predominantly Protestant village of Ballycuan the local history is recounted from a Protestant perspective. The July band marches also symbolised Protestant hegemony within the community and, as the local band master stated, ‘remind everyone that Ballycuan is a Protestant village.’[19] Conversely, in the village of Glenleven, Protestants seemed to ‘present histories which appear to be much less certain about Protestant strengths.’[20] This was due to their minority status in the town and the general consensus amongst all inhabitants that a good sense of community outweighed religious differences. This is an example of how rural inhabitants may choose to redefine the symbolic boundaries of their communities in order to accommodate a plurality of interests. Conclusion As Tuan emphasises, human territoriality and the creation of community is very different to that of the animals which is ‘unburdened by symbolic thought.’[21] There is often ‘an emotional bond between man and nature, man and place.’[22] Cohen’s and Mewett’s studies of rural island communities have highlighted this fact. Community boundaries may be imposed by a variety of individuals or groups in accordance with how they perceive, or wish to perceive, their local society. Such symbolic representations are often crafted on the basis of class, gender or ethnicity but, as Cohen has shown, they can also be very subjective. Cohen also notes that the coming of improved transport linkages to rural communities and the mass market will offer new challenges to how people in the countryside identify themselves collectively. He is however confident that they will continue to define the symbols and boundaries which establishes one as ‘an integral piece of the fabric which constitutes the community.’[23] Bibliography COHEN, A. P. Belonging: Identity and social Organisation in British rural Cultures, Manchester University Press, 1982 COHEN, A. P. Symbolising Boundaries: Identity and Diversity in British Cultures, Manchester University Press, 1986 COHEN, A. P. Whalsay: Symbol, Segment and Boundary In a Shetland Island Community, Manchester University Press, 1987 CRANG, M. Cultural Geography, Routledge, 1998 GIDDENS, A. Sociology, 5th Edition, Polity Press, 2006 LEWIS, G. J. Rural Communities, David and Charles, 1979 LOWERTHAL, D. BOWDEN, M. J. Geographies of the Mind: Essays in Historical Geosophy, Oxford, 1976 MILBOURNE, P. Revealing Rural Others: Representation, Power and Identity in the British Countryside, Pinter, 1997 MITCHELL, D. Cultural Geography: A Critical Introduction, Blackwell, 2000 MUIR, R. The New Reading the Landscape: Fieldwork in Landscape History, University of Exeter Press, 2000 PENNING-ROWSELLE, E. C. LOWENTHAL, D. Landscape Meanings and Values, Allen and Unwin, 1986 SALTER, C. L. The Cultural Landscape, Dixbury Press, 1971 1 Footnotes [1] Cohen, A. P. Belonging: Identity and Social Organisation in British Rural Cultures, Manchester University Press, 1982, pg. 222 [2] Muir, R. The New Reading the Landscape: Fieldwork in Landscape History, University of Exeter Press, 2000, pg. 68 [3] Muir, R. The New Reading the Landscape: Fieldwork in Landscape History, University of Exeter Press, 2000, pg. 68 [4] Muir, R. The New Reading the Landscape: Fieldwork in Landscape History, University of Exeter Press, 2000, pg. 69 [5] Muir, R. The New Reading the Landscape: Fieldwork in Landscape History, University of Exeter Press, 2000, pg. 82 [6] Cohen, A. P. Whalsay: Symbol, Segment and Boundary in a Shetland Island Community, Manchester University Press, 1987, pg. 14 [7] Cohen, A. P. Whalsay: Symbol, Segment and Boundary in a Shetland Island Community, Manchester University Press, 1987, pg. 14 [8] Shuttles, G. D. The Social Construction of Communities, University of Chicago Press, 1972, pg. 260 [9] Shuttles, G. D. The Social Construction of Communities, University of Chicago Press, 1972, pg. 260 [10] Milbourne, P. Revealing Rural Others: Representation, Power and Identity in the British Countryside, Pinter, 1997, pg. 57 [11] Milbourne, P. Revealing Rural Others: Representation, Power and Identity in the British Countryside, Pinter, 1997, pg. 58 [12] Milbourne, P. Revealing Rural Others: Representation, Power and Identity in the British Countryside, Pinter, 1997, pg. 135 [13] Milbourne, P. Revealing Rural Others: Representation, Power and Identity in the British Countryside, Pinter, 1997, pg. 137 [14] Milbourne, P. Revealing Rural Others: Representation, Power and Identity in the British Countryside, Pinter, 1997, pg.139 [15]Cohen, A. P. Belonging: Identity and Social Organisation in British Rural Cultures, Manchester University Press, 1982, pg. 243 [16]Cohen, A. P. Whalsay: Symbol, Segment and Boundary In a Shetland Island Community, Manchester University Press, 1987, pg. 61 [17]Cohen, A. P. Whalsay: Symbol, Segment and Boundary In a Shetland Island Community, Manchester University Press, 1987, pg. 61 [18]Cohen, A. P. Whalsay: Symbol, Segment and Boundary In a Shetland Island Community, Manchester University Press, 1987, pg. 61 [19] Cohen, A. P. Symbolising Boundaries: Identity and Diversity in British Cultures, Manchester University Press, 1986, pg. 94 [20] Cohen, A. P. Symbolising Boundaries: Identity and Diversity in British Cultures, Manchester University Press, 1986, pg. 94 [21] Lowerthal, D. Bowden, M. J. Geographies of the Mind: Essays in Historical Geosophy, Oxford, 1986, pg. 13 [22] Lowerthal, D. Bowden, M. J. Geographies of the Mind: Essays in Historical Geosophy, Oxford, 1986, pg. 13 [23] Cohen, A. P. Belonging: Identity and Social Organisation in British Rural Cultures, Manchester University Press, 1982, pg. 21

“My Last Duchess” by Robert Browning Essay

Robert Browning sets the tone of â€Å"My Last Duchess,† by using three significant poetic techniques, one of which is imagery. Browning uses the Duke’s monologue to sketch out images in the reader’s mind of the Duchess herself, and the sinister personality of the Duke. Browning also uses another key device, which is diction to illustrate the darkness in this poem. Browning’s careful word choice adds to the description of the Duchess and perhaps her disgraceful behavior, as well as the Duke’s terrifying jealousy, and expectations. Finally, Browning also uses symbolism, which is instrumental in showing the Duke’s jealousy, which possibly could have led to the Duchess’ demise. Robert Browning is able to achieve a haunting, mysterious, and eerie tone in â€Å"My Last Duchess,† by using imagery, precise diction, and symbolism. The imagery in â€Å"My Last Duchess,† conveys a clear picture in the reader’s mind of not only of the Duchess, and her portrait, but also the darkness of the Duke’s life. The Duke begins his soliloquy by saying, â€Å"That’s my last duchess painted on the wall, / Looking as if she were alive,† (1-2) already the reader is hit with the image of the late Duchess’ portrait. A mysterious tone lurks as the Duke speaks because the reader now wonders how the Duchess died. As the Duke continues with his speech, he vividly paints a picture of the Duchess. The Duke recounts how the painter, Fra Pandolf compliments her beautiful skin by saying, â€Å"Paint / Must never hope to reproduce the faint /Half-flush that dies along her throat† (17-19). As the Duchess blushes at Pandolf’s kindness, the Duke’s jealousy is building up. As the Duke and his guest make their way downstairs to meet the rest of the company, the Duke says, â€Å"Notice Neptune, though / Taming a sea-horse, thought a rarity† (54-55). The image of Neptune as he tames the sea horse is a perfect example of the Dukes temperamental, and controlling personality. This image reflects his domineering disposition, which adds to the haunting, eerie tone. An eerie and mysterious tone is further enhanced by Browning’s use of diction. Browning’s particular word choice in this dramatic monologue steers the reader to believe that over time the Duchess’ flirtatious nature becomes more difficult for the Duke to handle. As he says to the emissary, â€Å"Sir, ’twas not / Her husband’s presence only, call that spot / Of joy into the  Duchess’ cheek,† (12-14) the Duke begins to explain how she is charmed by anyone, and â€Å"too easily impressed† (24). In addition to being overly impressed by gifts from â€Å"officious fools,† (27) the Duke is especially upset as he says, â€Å"she ranked / My gift of a nine-hundred-years-old name / With anybody’s gift.† By marrying the Duchess the Duke gave her the gift of nobility, and she now holds a higher social rank. He feels that that gift alone should maintain her happiness, and commitment to him. The Duke’s anger, and jealously have now escalated, and the reader begins to question what his madness will carry him to do. Another meticulous selection of words Browning uses is, † Oh, sir, she smiled, no doubt, / Whene’er I passed her; but who passed without / Much the same smile? This grew; I gave commands; / Then all smiles stopped together.† (43-46) The poem has now turned very mysterious, how was the Duchess executed, and who other than the Duke is responsible? Browning is able to make the Duke’s controlling nature apparent through the use of symbolism. The Duke’s need to be dominate and in control at all times is frightening. The portrait of the late Duchess is a symbol to show the Duke’s dominance. The Duchess had slightly rebelled against the Duke, and he questions her fidelity when he says, â€Å"She thanked men, good! But thanked / Somehow I know not how† (31-32). The Duke was distraught that he was unable to control her innocent blushes, or friendly smiles at others. It finally came time for the Duke to take matters into is own hands, he then, â€Å"gave commands,† (45) and â€Å"then all smiles stopped together† (46). The art is a symbol that he is now able to control her every glance and every smile. Not only does he now have complete control over her, his guests are only allowed to see her when he draws a curtain and permits them to. It is exceptionally haunting that the Duke is so obsessed with having the power to control someone. The imagery brought to the reader’s mind as the Duke is entertaining the emissary is chilling. Browning’s comparison between the Duke and Neptune increase the mysterious effect. As the Duke explains that he refuses to allow his next wife to behave the way the late Duchess did, mystery sets in as it makes the reader question if he is capable of committing this crime  again, and how the Duchess was brought to her demise. Browning’s word choice also enhances the mystery and eeriness of the poem. By using diction, the Duke’s controlling personality was described. Finally, Browning uses the Duchess’ portrait as a symbol In conclusion, Robert Browning achieved a haunting, mysterious, and eerie tone through the use of three poetic techniques.

Late Adulthood and Death Paper - 1460 Words

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These measures are not always followed because people make poor life choices such as smoking. Aging adults will even spend millions of dollars trying to slow the process of aging. No matter how much money they spend aging will occur. Most aging adults do not receive the necessary preventive services to help promote health and wellness during this stage of life. These preventive services include vaccinations and screenings. These important services help detect many diseases, delay their onset, or identify them early in their most treatable stages to ensure healthier, longer, and more productive lives for older adults (Prevention, 2011). Better people take care of themselves the longer they will live. People who balance: the right diet, making better choices and not acting sedentary has a better chance in living longer lives. With the advances in medical care, better health practices, improved nutrition, and other factors help people live longer. 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Behavior Health Technician ( Bht ) At Children Hospital Of...

1. Describe the event/experience/scenario. I am currently a Behavior Health Technician (BHT) at Children Hospital of the King’s Daughters (CHKD). My role is to provide guidance and support patients with acute mental health and suicide ideation. I relatively enjoy my job and often find it very easy to build strong client-worker relationships. Before a recent event as well as other current life experiences, I was very confident of myself. Even though I did not always apply what I was under the assumption was intrinsic self -confidence. I have always believed in my heart; â€Å"I can accomplish anything I put my mind to.† However, recently indicative of several challenging experiences my philosophy was put to the test. In this paper, I will be discussing a particular event that made me reevaluate my impartial subjective thinking and its potential fallacy. About a month ago, while at work, I was asked to assist a behavior health patient in the emergency room. On a typical day, the first thing I do is collect historical background data of the client from a standard report. In my opinion, this is helpful for me to determine suitable intervention approaches. However, because of time limitations I spoke directly to another BHT to collect the client’s information. She seemed profusely negative and acrimonious about having to work with the patient. I believe she had already formed her opinion about the client and was now trying to infringe her feelings on me. As a result, I immediately