Discrimination Within The Workplace Of The Workforce

Discrimination in the Workforce Immigrants come from distinct parts around America, many of their cultures are from around the world. The United States clearly states in the constitution that everyone, despite their cultural background, has the freedom of speech. Categorization by characteristics from ancestral experiences sets many families and workers apart from American workers by how they identify themselves from their place of origin. Despite differences, individuals who travel to America want to pursue a dream, but are being ostracized based on their culture and cannot find employment. In this post-modern society the act of seeing individuals being discriminated against sets off red flags, making society fight for the rights of those being discriminated against. Our American society unfairly discriminates immigration of cultural ethnicity in the workforce and based on geographical locations. Immigrant friendly companies have a highly diverse amount of cultural ethnic workers. Workforces discriminate against w orkers, and do not accept each individual for who they are. According to Workplace Fairness website, it states â€Å"Anti-discrimination protections apply to job applicants as well as current workers. If you are a current employee and are fired, not promoted, or paid at a lower rate, you are protected under the law. If you are not hired because of your race, you are also protected.† In other words, if a worker is improperly treated for their cultural ethnicity orShow MoreRelatedBusiness Case And Moral Case Justification For Diversity Management1748 Words   |  7 PagesOrganisations have sought out to have a more diverse workforce, as it is claimed to increase organisational effectiveness. A team with individuals from different social group, personalities, values and beliefs, and etcetera, when managed well, can be an asset to the organisation. More often than not, there will be some sort of discrimination in the workplace, especially with a very diverse workforce. Therefore , with proper training and benefits to ensure the development of these employees, and legislationRead MoreDiversity Is A Practice Of Acknowledging, Understanding, Accepting, And Valuing People s Differences1313 Words   |  6 Pagespeople and free exchange of ideas, learning, and working harmoniously. This paper aims to explain the current situation of the diversity in the workplace in the United States. The facts coming from the United States’ Department of Labor will be analyzed and appropriately explained to provide recommendations on how to properly enforce diversity in the workplace. Current Situation The American Bureau of Labor Statistics claimed that diversity has not been properly applied in both private and publicRead MoreHow The Flexibility Of Women During The Workplace Is A Social And Structural Issue1511 Words   |  7 Pageswomen in the workplace is a social and structural issue, research on various subjects such as history of women in the workforce, women’s rights, and equal opportunity should be key factors when determining them. Kathleen Christensen, recognized for her expertise on work-family issues and workplace flexibility states that flexibility of women in the workplace is a social and structural issue (sloan.org). Structural and Social issues as they pertain to flexibility of the women in the workplace needs toRead MoreThe Diversity Policies Of Australia1013 Words   |  5 PagesDisability Discrimination is a behaviour that is unlawful and unacceptable toward people that have a disability. Besides that, there is over four million Australians that have d isability living in Australia (1). Therefore, Disability Discrimination Act 1992 was launched in order to protect people with disabilities so that they can have normal life as others. Australia Post was chosen in order to explain in details about the Act as well as diversity policies that the company uses within the companyRead MoreDiscrimination in the Workplace Essay1083 Words   |  5 Pagesthat workplace discrimination is not as common as it is widely thought to be. The survey results showed that most people in this day and age have never experienced discrimination. Out of the ten surveys conducted only one individual from the general public had experienced discrimination in the workplace. To eliminate this sort of behaviour, a no tolerant attitude should be put in place. This would include the laws being tougher in order to discourage employers/employees from discrimination. AnotherRead MoreWe Need Diversity in the Workplace Essay1496 Words   |  6 PagesTodays workplace is more diverse than it has ever been in history. While the workforce has made strides in the direction of equality, it is still far from attaining total equality in the workplace. A com pany must value diversity. The main objectives of valuing diversity include awareness, education, and positive recognition of the differences among people in the workforce. Organizations are increasingly emphasizing group work or teamwork as a source of competitive advantage in a diverse workforceRead MoreManaging Diversity Within An Organization1674 Words   |  7 Pagesvariety of qualities possessed by people within an organisation and creating an environment that understands, values and utilises the differences within people. Due to the rapidly growing trends of a more diverse workforce, diverse market and globalisations of businesses, managing diversity is essential for business success through maximisation of utilization of a firm’s most important resources, its employees. This reflects two broad areas of investigation within managing diversity, one includes studiesRead MoreAge Discrimination At The Workplace Essay1574 Words   |  7 Pages Mrs. Jeanie Gay Lewis Age Discrimination in the Workplace Human Resource Management Dr. Melissa Mann 9-20-2016 1 Introduction An all encompassing definition for age discrimination in the workplace is the practice of excluding applicants for hire or promotion based on the age of the individual. Related to the factor of age, age discrimination is an approach that does not focus on skill levels and job competency, and places emphasis on the calendarRead MoreDeveloping And Managing Multi Cultural Teams1331 Words   |  6 Pages Developing and Managing Multi-Cultural Teams Jason LaVoie Argosy University Online â€Æ' Executive Summary Today’s workforce is ever more diverse in means of personal traits such as race, ethnicity, gender, national origin, religion, gender identification, and sexual orientation. Diversity research proposes that such diversity in the workplace will steer to lesser costs and/or greater revenues, enhancing the bottom line of an organization. A culture is defined as a group or society which impartsRead MoreGender Bias in the Workplace: Its Origin, Cases and Solutions 1767 Words   |  7 Pages Gender Bias in the Workplace: Its Origin, Cases and Solutions Gender bias has long been an issue in the workplace. For decades women have suffered not only a pay gap but also an authority gap. In my paper I will outline how gender bias has taken shape within the workplace and its components. It is key that we not only study the components of the gender gap but also examine how they took root. One would think that gender bias would have subsided considerably but this is not the case. Over the decades

Christian Philosophy of Education Essay - 1990 Words

Christian Philosophy of Education As we go through our day by day lives in a very secular world, I believe it is very easy to question ourselves as Christian educators. We ask ourselves if we are doing our jobs exactly to God’s calling. Are we striving to teach the truth? And with that, what is truth? According to Gaebelein in his book The Pattern of God’s Truth, â€Å"All truth is God’s truth.† As educators we are called upon to cultivate â€Å"Christlike minds† (Moreland). This is quite the task, especially given our surrounding circumstances and constant secular environment. Not only are we, as educators surrounded by this secularism, but our young, adolescent students are as well. So, how do we accomplish such as task of guiding†¦show more content†¦As Christian educators, we are called to promote and support learning in those areas. True teaching is a sharing of realities, likening the teaching process and weaving connections between their teachings and understandings themselves and the world around them. If we do not make connections for the students to the world around them, many times these precious gifts graced upon them will be overlooked or passed by because the young minds may not be able to recognize them. Some areas of observation might be seen as open doors to see or perceive and understand something of God and His motion as reflected through the created world and the Bible. Other areas might be seen as open doors to respond, apply, express and practice in ways that are consistent with biblical values. When these areas are discovered and embraced, many times they can address the major developmental needs in the spiritual, intellectual, physical, social, and emotional realms of the student’s life. Identifying these areas is helping the students begin their walk with the Lord and their own calling. The teaching-learning environment should be receptive to the nature of human nature as i t was originally created in the image of God. This means it should acknowledge students as creatures of God (again, not simply as subjects in a room) by engaging and stimulating the fullShow MoreRelatedEssay on Philosophy of Christian Education1357 Words   |  6 PagesThe education of children has existed since the beginning of time as parents have taught and molded their children into the young adults they desired them to be. Initial training of children was not in a formal setting, although history would see numerous settings, purposes, and methodological changes. Philosophies of education have also changed through the years as various voices have seemed to grasp the purpose of educating the next generation, thus laying out objectives to reach those goalsRead MorePhilosophy of Christian Education2082 Words   |  9 PagesEducation is a matter of discovering what is ultimately real and learning to live in relation to it in a way that produces a life marked by meaning, freedom, and even happiness. Education presupposes truth, even in the most relativistic contexts, because teachers are concerned with correspondence between thought and reality. But from a Christian perspective, truth is not just a label applied to the successful representation of reality in thought, but comes to personify that eternal reality itselfRead MorePhilosophy of Christian Education Essay2583 Words   |  11 Pagesthat there is a distinct difference between a Christian philosophy of education and a philosophy of Christian education. The former being only one of many applicable and credible forms of education and the latter being the only viable form of education. We, as a collective person, were made in the image of God. With this premise given, God alone would hold the keys to educating the entire person, and all other educational systems and philosophies, while holding some truth, cannot hold all truthRead MoreChristian Philosophy Of Education, Evangelism, And Discipleship937 Wo rds   |  4 PagesAccording to Schultz (2003) a Kingdom-focused education must be built on the following four points: Jesus Christ, A Biblical Philosophy of Education, Evangelism, and Discipleship. The most appropriate place for Kingdom education to start is in the family where children are taught that â€Å"only salvation in Christ can perfect a person† (Schultz, 2003, p.19). Because Kingdom education is rooted in development of a personal relationship with Christ it exists as a present reality and not a future physicalRead MoreChristian Philosophy Of Education : The Fear Of The Lord Is The Beginning Of Wisdom925 Words   |  4 PagesElijah House Academy Christian Philosophy of Education â€Å"The fear of the Lord is the beginning of wisdom, and the knowledge of the Holy One is insight.† Proverbs 9:10 In my future role as an elementary educator, I want to make sure I establish a classroom where each student feels safe and supported, not only by me as a teacher, but by their peers as well. When each student feels comfortable, they will be more eager and excited to learn and take risks in the classroom. Education is about cultivatingRead MoreDifferent Philosophies That People Believe1634 Words   |  7 Pagesthan just a worldview: â€Å"A biblical worldview is based on the infallible word of God. When you believe the Bible is entirely true, then you allow it to be the foundation of everything you do.† 2 As Christians those should have different worldviews then nonbelievers. â€Å"Any foundation for a Christian worldview must begin with scripture. It is from the Word of God that we receive special revelation concerning the nature of God, humankind, ultimate reality, goodness and life expectations.† 3 ThereRead MoreChristian Schools And Its Impact On The Development Of The Community871 Words   |  4 PagesChristian schools play a vital role in the development of the community and the students that make up the body. The Christian church has often seen philosophy as a roadblock to understanding our true purpose as humans and not a tool for learning what that purpose is. Philosophy is our response to every area of life, because through philosophy we investigate the truths and principles of being. Apostle Paul wrote two letter to the Thessalonians in which he was concerned about their receptivityRead More Can Education be Classical and Christian? Essay1342 Words   |  6 PagesCan an education be both classical and Christian? Many parents ask this question every year, unknowingly echoing an age-old question. Tertullian, an early church father, was perhaps the first to consider whether these two ideas are compatible when he asked, â€Å"What has Athens to do with Jerusalem?† The church fathers continued to wrestle with the question for centuries, most concluding that all ideas that are taken captive for Christ may be used profitably by Christians. Examining this ongoingRead MorePhilosophy and Religion in Education Essay1166 Words   |  5 PagesPhilosophy and Religion in Education The education mission of the philosophy and religion department serves the general studies core and the major. The department takes seriously its obligation to introduce general studies students to philosophy and religion as humanities disciplines. All courses at the 100 and 200 level are open to and designedRead MoreMy Education Philosophy 1511 Words   |  6 PagesPersonal Mission Statement Education is the imparting and acquiring of knowledge and skills through teaching and learning. As an educator, my personal mission statement is to master my subject area in order to serve as a role model for my students thereby producing students who thoroughly understand the subject matter, and who develop holistically. In order to achieve this goal I must have a set education philosophy with a strong Christian worldview. I must also have a general understanding of the

The Lost Symbol Prologue Free Essays

House of the Temple 8:33 P.M. The secret is how to die. We will write a custom essay sample on The Lost Symbol Prologue or any similar topic only for you Order Now Since the beginning of time, the secret had always been how to die. The thirty-four-year-old initiate gazed down at the human skull cradled in his palms. The skull was hollow, like a bowl, filled with bloodred wine. Drink it, he told himself. You have nothing to fear. As was tradition, he had begun this journey adorned in the ritualistic garb of a medieval heretic being led to the gallows, his loose-fitting shirt gaping open to reveal his pale chest, his left pant leg rolled up to the knee, and his right sleeve rolled up to the elbow. Around his neck hung a heavy rope noose–a â€Å"cable-tow† as the brethren called it. Tonight, however, like the brethren bearing witness, he was dressed as a master. The assembly of brothers encircling him all were adorned in their full regalia of lambskin aprons, sashes, and white gloves. Around their necks hung ceremonial jewels that glistened like ghostly eyes in the muted light. Many of these men held powerful stations in life, and yet the initiate knew their worldly ranks meant nothing within these walls. Here all men were equals, sworn brothers sharing a mystical bond. As he surveyed the daunting assembly, the initiate wondered who on the outside would ever believe that this collection of men would assemble in one place . . . much less this place. The room looked like a holy sanctuary from the ancient world. The truth, however, was stranger still. I am just blocks away from the White House. This colossal edifice, located at 1733 Sixteenth Street NW in Washington, D.C., was a replica of a pre-Christian temple–the temple of King Mausolus, the original mausoleum . . . a place to be taken after death. Outside the main entrance, two seventeen-ton sphinxes guarded the bronze doors. The interior was an ornate labyrinth of ritualistic chambers, halls, sealed vaults, libraries, and even a hollow wall that held the remains of two human bodies. The initiate had been told every room in this building held a secret, and yet he knew no room held deeper secrets than the gigantic chamber in which he was currently kneeling with a skull cradled in his palms. The Temple Room. This room was a perfect square. And cavernous. The ceiling soared an astonishing one hundred feet overhead, supported by monolithic columns of green granite. A tiered gallery of dark Russian walnut seats with hand-tooled pigskin encircled the room. A thirty-three-foot-tall throne dominated the western wall, with a concealed pipe organ opposite it. The walls were a kaleidoscope of ancient symbols . . . Egyptian, Hebraic, astronomical, alchemical, and others yet unknown. Tonight, the Temple Room was lit by a series of precisely arranged candles. Their dim glow was aided only by a pale shaft of moonlight that filtered down through the expansive oculus in the ceiling and illuminated the room’s most startling feature–an enormous altar hewn from a solid block of polished Belgian black marble, situated dead center of the square chamber. The secret is how to die, the initiate reminded himself. â€Å"It is time,† a voice whispered. The initiate let his gaze climb the distinguished white-robed figure standing before him. The Supreme Worshipful Master. The man, in his late fifties, was an American icon, well loved, robust, and incalculably wealthy. His once-dark hair was turning silver, and his famous visage reflected a lifetime of power and a vigorous intellect. â€Å"Take the oath,† the Worshipful Master said, his voice soft like falling snow. â€Å"Complete your journey.† The initiate’s journey, like all such journeys, had begun at the first degree. On that night, in a ritual similar to this one, the Worshipful Master had blindfolded him with a velvet hoodwink and pressed a ceremonial dagger to his bare chest, demanding: â€Å"Do you seriously declare on your honor, uninfluenced by mercenary or any other unworthy motive, that you freely and voluntarily offer yourself as a candidate for the mysteries and privileges of this brotherhood?† â€Å"I do,† the initiate had lied. â€Å"Then let this be a sting to your consciousness,† the master had warned him, â€Å"as well as instant death should you ever betray the secrets to be imparted to you.† At the time, the initiate had felt no fear. They will never know my true purpose here. Tonight, however, he sensed a foreboding solemnity in the Temple Room, and his mind began replaying all the dire warnings he had been given on his journey, threats of terrible consequences if he ever shared the ancient secrets he was about to learn: Throat cut from ear to ear . . . tongue torn out by its roots . . . bowels taken out and burned . . . scattered to the four winds of heaven . . . heart plucked out and given to the beasts of the field– â€Å"Brother,† the gray-eyed master said, placing his left hand on the initiate’s shoulder. â€Å"Take the final oath.† Steeling himself for the last step of his journey, the initiate shifted his muscular frame and turned his attention back to the skull cradled in his palms. The crimson wine looked almost black in the dim candlelight. The chamber had fallen deathly silent, and he could feel all of the witnesses watching him, waiting for him to take his final oath and join their elite ranks. Tonight, he thought, something is taking place within these walls that has never before occurred in the history of this brotherhood. Not once, in centuries. He knew it would be the spark . . . and it would give him unfathomable power. Energized, he drew a breath and spoke aloud the same words that countless men had spoken before him in countries all over the world. â€Å"May this wine I now drink become a deadly poison to me . . . should I ever knowingly or willfully violate my oath.† His words echoed in the hollow space. Then all was quiet. Steadying his hands, the initiate raised the skull to his mouth and felt his lips touch the dry bone. He closed his eyes and tipped the skull toward his mouth, drinking the wine in long, deep swallows. When the last drop was gone, he lowered the skull. For an instant, he thought he felt his lungs growing tight, and his heart began to pound wildly. My God, they know! Then, as quickly as it came, the feeling passed. A pleasant warmth began to stream through his body. The initiate exhaled, smiling inwardly as he gazed up at the unsuspecting gray-eyed man who had foolishly admitted him into this brotherhood’s most secretive ranks. Soon you will lose everything you hold most dear. How to cite The Lost Symbol Prologue, Essay examples

Knowledge Management Processes and Technologies

Question: Discuss about the Knowledge Management for Processes and Technologies. Answer: Introduction Human resource management can be considered as a system of application of various concepts that guides the HRM practices towards a more efficient work performance. The HRM sector of any country plays a very important role in setting out certain working principles guidelines that are needed for a smooth flow of workforces. Moreover, a set of skilled and dedicated employees support their organizations in fulfilling their performance objective (Argote, 2012). Due to certain issues in Singapore, the existing HRM is not capable enough in producing the desired number of workforces. Approximately, 258,000 retirements might occur by 2030 while at the same time, only 171,000 employees would form the new workforce. Another problem is the availability of skilled local employees, which makes this important for the HRM to invite foreign aspirants to fill the gaps created. Foreign aspirants are mainly from the Asian region (Becerra-Fernandez Sabherwal, 2014). Explicit and Tacit forms of knowledge To mitigate the present and the upcoming issues related to the workforce availability, the HRM of the Singapore needs to undergo some kinds of restructuring under the supervision of a governing body. The governing body is required to bring the required changes in the existing face of HR practices. KM and OL principles are those governing body, which can help in restructuring the HRM of Singapore. These principles are solution for several of working domains of HRM such as future recruitment, training for the development retention of skills and inception of reward system to incept motivational thoughts into employees (Dent Whitehead, 2013). Knowledge Management can be referred to a process that helps in managing the learning system in the organization. It works through sharing of knowledge skills that are influenced by various technological cultural environments of an organization. The explicit form of knowledge management refers to the established mode of training and development programme in the organization. On a same note, the tacit type of knowledge management can be defined as a resource to socialization of few activities in the organization. It mainly resembles its familiarities with the succession planning strategy in the organization. The Human Resource Management of Singapore has loads of problems in the form of available number of skilled employees. Nevertheless, different types of knowledge management are extremely helpful in sorting out the created problem (Dent Whitehead, 2013). KM OL Principles The HRM of the Singapore needs to incept the KM principles into its working domains to cater the inclusion of skills sharing. The principle is cooperated with various external internal bodies of an organization, which provides supportive hands to the inclusion of the principle. The probable numbers of retiring workforces need to impart their learned skills to the new employees. It ensures a strong bonding of the fresh employees with the organizational values. Indeed, this is very important for the success of organizational objective (Deshpande, 2012). Imparting the knowledge to the new workers mitigates any risk of knowledge gaps in the fresh workforce. It is not only related to the knowledge and skills sharing but; it also imparts values from one to another. Indeed, an organization needs both the committed and dedicated employees that have values for the organizational objectives. To fill up the gaps created by the unavailability of a sufficient number of local workforces in the Singapore, knowledge management needs to be retained for an improved performance. Organizational Learning (OL) can be referred to a result that is produced because of proper knowledge management in the organization. Organizational learning can only be maintained if a controlled management of knowledge in the organization governs it (Fuller, 2012). KN and OL can be classified as an integral part of organizational practices as it helps in developing skilled and honest employees that are an asset for an organization. However, both the processes need certain strategies that drive the operation of these processes. Training and development are one of such tools that help in the implementation of these principles. Training helps in gaining the necessary knowledge and skills that are a part of knowledge management programme. It also helps in learning the basic skills that helps in justifying the allotted roles responsibilities (Geisler Wickramasinghe, 2015). Incapable face of HRM in Singapore The incapable face of HRM in Singapore needs to work on incepting some training and development programmes into the list of their working domains. The training may include the participation of those employees, which are near to their retirement. Moreover, fresh employees might get to know about something very important, which might not have caught the attention of the HRM and the Management. Nevertheless, a system can only brief the requirement to a particular individual but it may not necessarily guide to the implementation of required techniques. Some of the employees might find few difficulties in justifying their roles; however, a predecessor can efficiently narrate the responsibility. Moreover, the predecessor has practically implemented those techniques during his or her works (Grandori, 2012). The HRM needs to understand the most feasible learning programme for its workforce. The development programme is governed by various factors such as characteristics, culture, personality traits and many more. Those who are experienced in the organization, they generally have an ocean of knowledge with them; however, they lack in memory strength and absorbing speed. On a same note, the fresh and young talents are more energetic, quick absorber of the learning modules and an improved memory. Moreover, the HRM in the Singapore needs to analyse the most feasible mode of training programme rather than implementing the one form of training for all approach (Groff Jones, 2012). Inclusion of culture The HR practices in Singapore need to consider the inclusion of a culture that could act as a supporting hand to the training process. Knowledge management and organizational learning principles help in incepting a culture that drives the HR practices for the inception of a culture that encourages for innovative thoughts. Moreover, it helps in forming an organizational culture that encourages and welcomes new ideas thoughts from employees. It provides such a working environment in the organization that encourages for a collaborative participation of workforces. Moreover, such an environment does also support giving rewards to the deserving employees. Further, intrinsic and extrinsic modes of incentives given to employees are one of the forms of a motivational approach (Hislop, 2013). In the environment led by KM and OL, the HRM in Singapore can efficiently implement monitor various functions that are important for creating maintaining the required workforces. The formal mode of training conduction and development programme can very well guide to the organizational needs. However, for the sharing of knowledge in between the fresh and experienced employees needs to be addressed with the inclusion of proper culture in the HR practices (Kasemsap, 2013). Employees are a valuable asset for an organization and for a country. However, there are shortages of sufficient workforces in Singapore. It needs to be filled up by a quick inclusion of employees either from the local or from the other international countries. The inclusion needs to be accompanied by a proper supplying of training development programme. It is helpful in bringing a competitive spirit into employees, which is required for the execution of innovative ideas to bring the profitability (Levine, Thompson, Messick, 2013). Succession planning is an important tool as discussed earlier in this assignment, which is useful in imparting knowledge sharing in between the predecessor and the existing employees. Under the current circumstances in Singapore, it becomes necessary to incept the succession strategy in the HR practices as it helps in restoring the earned skills of predecessor into the fresh employees. In the absence of this strategy, the HRM might witness a notable gaps created by the departure of experienced employees. Moreover, the successor might not be able to grab its hold on the occupied skills. The HRM of Singapore need to think on seriously implementing the succession technique as it enables the transference of information skills in between the successor and the experienced employees (North Kumta, 2014). Knowledge imparting The best way to incept the execution of succession strategy might be to include the knowledge imparting from the predecessor for a shorter period if possible. The current programme at the time of final contract with the experienced employees does include the collection of all the Company belongings, making of last payroll, conducting a brief discussion and few others. The addition of a training programme from the predecessor for a shorter period might boost the production of skilled employees that could actually fill the gaps created by the one nearing the retirement. However, it all depends on the retiring person. They need not to be forced to undergo the kind of innovative programmes that are best suited to the current circumstances (Paulin Suneson, 2012). With the existing shortage of labour in Singapore, the companies might face a strong challenge ahead of them in terms of knowledge gap. Moreover, in the coming five years, they need to face the consequences of workforce shortages. To be competitive in the market and to incept new ideas to achieve the same, the HRM needs to implement the succession strategies. With the help of KN OL, the HRM can consider induction of this strategy alongside the training the development programme. The HR practices need to analyse the employees that are coming closer to their retirement and their achieved performances. Indeed, this is immensely helpful in short listing the candidates that can become the part of succession planning programme (Rao, 2012). To be competitive in the next five years, the HR practices need to analyse the progress of the incepted fresh talents based on their allotted roles responsibilities. It is necessary for realizing the necessity of incepting the training development programme in the organization. Competition is very high at present, which is only going to be bigger bigger in the coming five years. To respond to the growing competitiveness in the market with a capable workforce, organizations need to develop the multidimensional characteristic in employees. It is only possible if their performance is analysed ion a regular basis (Rollett, 2012). Training Development programme The ageing workforce of Singapore might face the shortages of labour in the next five years. To stay in competition, Singapore needs to restructure its training development programme to respond efficiently to the created urgency. It also needs to consider the succession form of strategy as this is helpful in preventing any knowledge gap with the departure of experienced employees. Moreover, it is helpful in avoiding the loss of vital knowledge as it can happen with the retirement of baby boomers in Singapore. By incepting KM and OL, companies in Singapore can encourage its HR practices for the inclusion of succession planning along with the training the development programme (Wiig, 2012). The above said principle might also help the organization in analysing the feasibility of the hired employees after the exclusion of baby boomers on their retirement. It is helpful in analysing the progress of the hired personal, which enables the HRM in distinguishing the talents pool from the incapable workforce. It is not advisable to fill the gaps created by baby boomers with the incapable workforces. It rather requires filling this up with the skilled and dedicated employees that are responsive to the added programmes in the environment of KM and OL. As per the belief of the Singapore government, the inclusion of added programmes under the governance of organization learning and knowledge management is of utmost urgency (Fuller, 2012). The OL and KM principles can well hold an organization firm strong under the threatening circumstances that is probable to happen after the exclusion of experienced workforce. The next five years in Singapore, might witness a huge shortage in its workforce, which can well be controlled and reduced with the help of knowledge management and organizational learning principles. These principles do support the inclusion of succession plan, which is very important for the imparting of knowledge from the predecessor into the fresh talents. The HR practices in the Singapore needs to incept a continuous development and training programme along with succession strategy to ensure a balanced move of the workforce. It is very important for the sustenance of skills in existing employees (Geisler Wickramasinghe, 2015). Conclusion Training followed by a development programme forms the backbone of an organization or a country. It imparts knowledge sharing into employees of irrespective domains. The ageing labours of Singapore have created an urgency to hire a capable and sufficient number of employees that could well occupy the gaps created by the removal of experienced labour. Moreover, organizational learning and knowledge management plays an important role in such circumstances by assimilating the traditional form of training development programme with the succession strategies. The HRM of Singapore needs to include the OL KM principles into their practices to form an efficient bench of workforce that could fill the probable gaps in the next five years. Bibliography Argote, L. (2012). Organizational learning: Creating, retaining and transferring knowledge. Springer Science Business Media. Becerra-Fernandez, I., Sabherwal, R. (2014). Knowledge management: Systems and processes. Routledge. Dent, M., Whitehead, S. (. (2013). Managing professional identities: Knowledge, performativities and the'new'professional. Routledge. Deshpande, A. (2012). Workplace spirituality, organizational learning capabilities and mass customization: An integrated framework. International Journal of Business and Management, 7(5), 3-18. Fuller, S. (2012). Knowledge management foundations. Routledge. Geisler, E., Wickramasinghe, N. (2015). Principles of knowledge management: Theory, practice, and cases. Routledge. Grandori, A. (. (2012). Interfirm networks: organization and industrial competitiveness. Routledge. Groff, T., Jones, T. (2012). Introduction to knowledge management. Routledge. Hislop, D. (2013). Knowledge management in organizations: A critical introduction. Oxford University Press. Kasemsap, K. (2013). Synthesized framework: Establishing a causal model of organizational learning, knowledge management, knowledge-sharing behavior, and organizational performance. International Journal of the Computer, the Internet and Management, 21(2), 29-34. Levine, J. M., Thompson, L. L., Messick, D. M. (2013). Shared cognition in organizations: The management of knowledge. Psychology Press. North, K., Kumta, G. (2014). Knowledge management: Value creation through organizational learning. Springer Science Business Media. Paulin, D., Suneson, K. (2012). Knowledge transfer, knowledge sharing and knowledge barriersthree blurry terms in KM. The Electronic Journal of Knowledge Management, 10(1), 81-91. Rao, M. (2012). Knowledge management tools and techniques. Routledge. Rollett, H. (2012). Knowledge management: Processes and technologies. Springer Science Business Media. Wiig, K. (2012). People-focused knowledge management. Routledge.

Women in the Cuban Revolution Essay Example

Women in the Cuban Revolution Essay Throughout the course of history, many revolutions have brought forth the greatest outcomes of a country. The Revolutionary movement of Cuba during 1959 was a pathway to independence and also a separation of gender roles fought by women. This Revolution for Independence is also a revolution in the changes of women roles. Women had legal rights that were protected by law due to the participation in the Revolution of Cuba equal codes gender, legal entitlements, and many other rights were created. The Cuban Revolution started in 1959 when a small group of guerrillas and urban insurrectionists overthrew the dictatorship of Fulgencio Batista. A transformation of government modernized Cuba, the redistribution of wealth, separation of church and state, and the economic and political power of selected Cuban families were changed by the socialistic Revolution fought by Fidel Castrov. Castrov’s new change in Cuba also affected women’s lives. Castrov said that, â€Å"A people whose women fight alongside men – that people is (sic) invincible. the traditional behaviors of women were challenged. Pre-Revolutionary women had minimal rights; they were bared by gender roles in the Latin American community. The Revolution affected all life-aspects of the Latin American continent; however, women were highly affected by the Revolution. President Batista created the Cuban Constitution of 1940 which prohibited the discrimination of sex. When Fidel Castrov began to challenge Batista’s administration, women from the middle and upper classes began to utilize their skills and supported Fiedel Castrov’s movements. We will write a custom essay sample on Women in the Cuban Revolution specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Women in the Cuban Revolution specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Women in the Cuban Revolution specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The women used their skills in writing, networking, and they were â€Å"selling war bonds and producing rebel uniforms, taking part in propaganda work, participating in action and sabotaged units in the cities, transporting arms, and fighting in the mountains. † (Randall 1981, 22). The women support for Castrov’s movements has incredibly increased nationalism for the people of Cuba. â€Å"Cuba ought to be free and independent, and the government should be turned over to the Cuban people. † (McKinley), he support of women in Fidel Castrov’s Revolutionary movement in July 26 by the Women’s Marti Civic Front and the endless support of The Revolutionary Women’s Union (UFR) constituted the victory and pathway of equality for Cuban women. Feminists organized groups such as the UFR in which they began an extensive door-to-door campaign to fundraise and recruit. Women were arguably capable of doing any task a male can do at this time. Some Women were on the war-fronts fighting; they wielded weapons and shot enemies. Women also served as nurses and suppliers to the army, the contribution of women skillset also represented the importance and expectations of women during this time. These women changed traditional gender roles; they participated in the Revolution politically and militarily. In Havana, Cuba 1959 the first-women platoon, Mariana Grajales Brigade, found themselves a victory in the revolution. The women fought alongside the men and this – provided the necessary facts that women were important, the victory of these women guaranteed a positive change in the hierarchical status of gender. Melba Hernandez, the general of the first-women platoon states, â€Å"We [the women] of Cuba are revolutionists, we will fight for the equality of women for our future generations to come. † In the year 1960, the Federation of Cuban Women was recognized by the Cuban Government, they work to ensure the protection of Women’s Rights, and they are activists and politicians that still fight for gender equality. Women and men now share the same legal entitlements, job opportunities, sickness and maternal benefits, social security benefits, etc.

Overview of Night by Elie Wiesel

Overview of Night by Elie Wiesel Night, by Elie Wiesel, is a concise and intense account of the authors experience in Nazi concentration camps during the Holocaust. The memoir provides a good starting point for discussions about the Holocaust, as well as suffering and human rights. The book is short- just 116 pages- but those pages are rich and challenging and they lend themselves to exploration. Wiesel won the 1986 Nobel Prize. Use these 10 questions to keep your book club or class discussion of ​Night  challenging and interesting. Spoiler Warning Some of these questions reveal important details from the story. Be sure to finish the book before reading further.   10 Key Questions About Night   These 10  questions should start some good conversation, and most of them include mention of a few pivotal points that your club or class might want to explore as well.   At the beginning of the book,  Wiesel tells the story of Moishe the Beadle. Why do you think none of the people in the village, including Wiesel, believed Moishe when he returned?What is the significance of the yellow star?  One of the few things Wiesel describes is his childhood, and life before the Holocaust and is his faith. How does his faith change? Does this book change your view of God?How do the people Wiesel interacts with strengthen or diminish his hope and desire to live? Talk about his father, Madame Schachter, Juliek (the violin player), the French girl, Rabbi Eliahou and  his son, and the Nazis. Which of their actions touched you the most?What was the significance of the Jews being separated into right and left lines upon their arrival in camp?Was any section of the book particularly striking to you? Which one and why?At the end of the book, Wiesel describes himself in the mirror as a corpse gazing back at himself. In what ways did Wiesel die during the Holocaust? Does the memoir give you any hope that Wiesel ever started living again? Why do you think Wiesel titled the book Night? What are the literal and symbolic meanings of night in the book?How does Wiesels writing style strengthen his account?Could something like the Holocaust happen today? Discuss more recent genocides, such as the situation in Rwanda in the 1990s and the conflict in Sudan. Does Night teach us anything about how we can react to these atrocities? A Word of Caution   This is a difficult book to read in several ways, and you might find that it prompts some very provocative conversation. Wiesel was taken by the Nazis when he was just a teenager. You might find that some members of your club or your classmates are reluctant to wade into this, or conversely, that they get pretty fired up about issues of genocide and faith. Its important that everyones feelings and opinions be respected, and that the conversation prompts growth and understanding, not hard feelings. Youll want to handle this book discussion with care.

Provide an example of one of the forces in Porter's Five Forces Model Assignment

Provide an example of one of the forces in Porter's Five Forces Model - The threat of the entry of new competitors - Assignment Example American Boeing has 70% of the worldwide market share and is a prime manufacturer of engines and aircrafts. Remaining 30% is shared by Airbus. Boeing has established its market and brand name over the years and cannot be threatened by new entrants or competitors that easily. We can analyze that because of the high capital and technology requirement of the business, the entry barriers are quite high. The high entry barriers show that the threat of new entrants and thus for any competitors for Boeing is quite low. Any company to enter the industry and to compete with Boeing has to be financially stronger than Boeing. It has to bring in with it new and highly advanced technology to give fierce competition to the existing and established company. The initial investment or the startup cost in the airline industry is very high. An 800-seat plane that Boeing manufactures requires an investment of more than $10 billion. Competitors require huge costs and budget for research and development a nd production of the differentiated and unique product that Boeing produces. The threat of new competitors for Boeing is quite low it is because barriers of the knowledge and expertise required for the business as well.

Individual Argument Assignment Research Paper Example | Topics and Well Written Essays - 1000 words

Individual Argument Assignment - Research Paper Example The argument shows that God is responsible for allowing evil to exist. God has the power to stop evil by stopping the evil persons from that since there is evil in the world (Lavery & Hughes, 2008). Further, Einstein’s argument Evil is the absence of God, who exists shows a logical argumentation. Einstein uses the logic of the darkness and light to prove his argument. Einstein insists that cold and darkness was invented by people to explain the absence of heat and light. However, God did not create darkness and cold. Similarly, evil is the absence of God in the lives of the evil persons. Consequently, God did not create evil but some individuals chose to exercise their free will to be evil by making God from their daily lives (Asheim, 2006). Furthermore, there are weaknesses in the arguments between the professor and the student, Einstein. In every rule there is always an exemption. Just because God created everything does not literally include creating evil. On the other hand, individuals commit evil by refusing to obey God’s laws to be good citizens. In the Einstein statement Evil is the absence of God, who exists may not be all true. In the story of Noah’s Ark, God flooded the entire earth to kill the evil people of the world (Tucker, 2005). God can do something to remove the evil individuals from society. God can lend a hand to stop the evil persons’ acts. The use of a better premise will translate an argument to a more effective one. If the premise is erroneous, the conclusion is questionable. If the premise is logically persuasive, the conclusion is tenable (Louw, 1998). Further, the professor and Einstein could have done a better job at improving their concepts. The professor could have stated: God did not create everything in this world. The revised statement shows that persons exercise their free will to do evil acts by refusing to obey God’s laws. The professor is using wrong logical reasoning. Using the same argument, God

MACROECONOMICS Case Study Example | Topics and Well Written Essays - 1500 words

MACROECONOMICS - Case Study Example This results in the shift of the AD curve to the left. Aggregate supply (AS) is the total desired output of all the nations’ producer (Chrystal, p. 666). Since there is imported inflation in UK because of the rising oil prices, the AS is shifted leftwards as shown in the diagram below. Keynesians argue that demand (AD) finds its own supply. They stress about increasing AD or implementing policies that will stimulate aggregate demand. Monetary and Fiscal policies are demand-side policies; they serve to boost Aggregate demand. Aggregate demand can be increased by implementing expansionary fiscal policy like more government spending and lower tax rates and expansionary monetary policy which is reducing interest rates and increasing money supply. Classical economists are proponents of supply-side policies. They argue that supply finds its own demand. They are in favor of boosting aggregate supply through supply side policies like training and educating workers. Classical economist s argue that if AS increases due to supply-side policies, there will be less inflation. Inflation associated with production costs will be lowered. There is also lower structural and frictional unemployment as a result of increased AS. It works this way: increasing AS will require more workers so employers will start hiring. Since productivity increases as a result of increasing AS supply, a country like UK will be able to export more as a result of this. Q.b) This economic shock where the whole economy has slowed will result in workers being laid off and people who are already unemployed will find it very difficult to find a job. Cyclical unemployment or demand-deficient unemployment occurs whenever total demand is insufficient to purchase all of the economy’s potential output, causing a recessionary gap in which actual output is less than potential output (Chrystal, 2004, p. 595). It can be measured as the number of people who would be employed if the economy were at potent ial GDP minus the number of persons currently employed (Chrystal, 2004). Frictional unemployment results from the normal turnover of labor. Young people who enter the labor force and searching for jobs are an important source of frictional unemployment (Chrystal, 2004, p. 600). Also people who are planning to switch their present job are a source of frictional unemployment. Some people leave a job because of job-dissatisfaction and others are terminated. Structural unemployment occurs because structural adjustments can cause unemployment (Chrystal, 2004). Since the demand for labor is a derived demand, when the demand for product changes, the demand for labor also changes. If labor does not adjust as per the changing product demand, there is structural unemployment. Cyclical unemployment best describes the rising unemployment in the UK. Since UK is in the recessionary period of the business cycle, it means there is low economic activity and also there is less demand for the countryà ¢â‚¬â„¢s output. Hysteresis is a Greek word which means ‘coming late’ and in economics, it means that the current equilibrium is not independent of what has gone before- it is path dependent (Chrystal, 2004, p. 601). The impact of hysteresis on NAIRU (natural rate of unemployment) is that the NAIRU will be higher after periods of high unemployment than after periods of low unemployment. Through hysteresis, the shock

Examining The Network Simulations Of NS2 Information Technology Essay

Examining The Network Simulations Of NS2 Information Technology Essay NS2 is a Linux based tool to perform network simulations. NS2 is based on C++ and TCL programming Languages. TCL uses simple commands to define network configuration and C++ allows users to adjust protocol functionalities in detail and also to define new protocols. Our Project involves simulation of VoIP over two transport layer protocols UDP and SCTP. Installation of NS2: Installation of NS2 involves many steps. These Steps are: Checking for pre-requisites: Please make sure that you have installed the fedora 12 O.S with all packages and you are logged in as administrator. Downloading latest version of NS2: We first Downloaded NS2 v. 2.34 from: http://sourceforge.net/projects/nsnam/files/allinone/ns-allinone-2.34/ns-allinone-2.34.tar.gz/download Extracting the NS2 package: Extract the contents of .tar file in a directory and go into that directory. The following snapshot shows the extracted file against .tar file. Patching of SCTP module: Initially NS2 does not provide support to SCTP, so we have to download apply its patch before installation of NS2. The patch can be downloaded from http://pel.cis.udel.edu Now untar the patch in a directory and type the given command in terminal: patch -p0 Now we are ready to install NS2 with SCTP module. Installation of NS2 : We can either install NS2 by typing commands in the terminal. Or we can do this by simply double clicking the install file. The snapshot below shows the later. Now the installation has started. It would take some time to complete it. Configuring the installation path of NS2: The terminal will get get closed after installation of NS2. Now open terminal again and type: gedit ~/.bashrc to configure the path file Now edit this file as in the figure: Now save and close bash file and type following command in the terminal to tell your O.S about the path of NS2: source ~/.bashrc Confirming the installation of NS2: To confirm that NS2 is correctly installed, type ns in the terminal. The outlook of the terminal will be changed in this way: (Else it would print some filter of error in the terminal.) To revert to the normal mode type exit in the terminal. Running a simple code on NS2: NS2 executes .tcl file format. If you have followed all the previous steps, then you can execute a .tcl file by typing the following syntax in the terminal: ns [file name].tcl But make sure you are the directory where the .tcl file is present. e.g: Here we have a sample code script.tcl. In this code we are simulating a simple topology of two wired nodes. On typing ns script.tcl in the terminal, we get the following output: Handling the output trace file: On execution of .tcl code, two output files are generated. One is the .nam file with which we see the graphical simulation of our code. The other one is the .tr trace file, with which we can analyze the output of our simulation. The trace file looks like: It contains various parameters such as arrival time of packets, packet size transport agent etc. Using the trace file, we can get the graphical outputs to analyze the behavior of our simulation. To do this we need a graph drawing software such as xgraph or gnuplot. Here we are using gnuplot. But to draw a graph, we need to filter the trace file and get the coordinates out of which we can draw a graph. To filter a trace file, we write an awk script. Since we have to draw graphs for latency and throughput, therefore we will write one script for each type of graph. The awk script for latency is: #latency BEGIN { time1 = 0.0; time2 = 0.0; } { time2 = $2; if ($1==r) { printf(%f %fn, time1, time2) > latency; time1 += $2; } } END { print(Done); } And awk script for throughput is: #throughput BEGIN { node =1; time1 = 0.0; time2 = 0.0; num_packet=0; bytes_counter=0; } { time2 = $2; if (time2 time1 > 0.05) { thru = bytes_counter / (time2-time1); thru /= 1000000; printf(%f %fn, time2, thru) > throughput; time1 = $2; } if ($1==r) { bytes_counter += $6; num_packet++; } } END { print(Done); } Now type the following command in the terminal to filter the trace file: gawk file=[awk file name].awk [trace file name].tr The filtered file would be like this: Now weve to give a plot for which our graph is to be ploted. (i.e: weve to tell about the x and y coordinates) So we create a simple file in which we tell about these parameters. set title VoIP over UDP Latency! set grid set ylabel s set xlabel time plot latency w linespoints title voip throughput Now type gnuplot in the terminal to enter into gnuplot mode. Here type the command: load [x-y parameters file] (inner double quotes inclusive) And type exit to exit gnuplot Formation of VOIP Traffic over the Network: VoIP (Voice over IP) is simply the transmission of voice traffic over IP-based networks. The Internet Protocol (IP) was originally designed for data networking.   It is also referred to as IP  Telephony  or Internet Telephony. Simulating VOIP in NS2: VoIP is basically just UDP packets encapsulating RTP packets with the voice data inside, all you should need to do to simulate a VoIP stream is set the correct packet size and frequency that the packets are sent out and that would simulate a stream. In NS2 we will implement VOIP over UDP and SCTP protocols. We will implement VOIP using a simple two-node topology. For this we will do the following steps: create two .tcl files simulate VOIP traffic handle the trace files to draw graphs for latency and throughput for evaluation between the two protocols Simulation of VoIP over the network using UDP: Creating the tcl file:- First create a tcl file for Voip simulation over UDP protocol. Given below is the source code for our file voip_udp.tcl # start new simulation set ns [new Simulator] # setup tracing/nam set tr [open voip.tr w] set nf [open voip.nam w] $ns trace-all $tr $ns namtrace-all $nf # finish function, close all trace files and open up nam proc finish {} { global ns nf tr $ns flush-trace close $nf close $tr exec nam voip.nam exit 0 } ### creating nodes set node0 [$ns node] $node0 label Voice 1 $node0 color red set node1 [$ns node] $node1 label Voice 2 $node1 color blue # creating duplex-link $ns duplex-link $node0 $node1 256Kb 50ms DropTail $ns duplex-link-op $node0 $node1 orient right # setup colors $ns color 1 Yellow $ns color 2 Green ## 2-way VoIP connection #Create a UDP agent and attach it to node0 set udp0 [new Agent/UDP] $ns attach-agent $node0 $udp0 # set udp0 flowid to 1 $udp0 set fid_ 1 # Create a CBR traffic source and attach it to udp0 set cbr0 [new Application/Traffic/CBR] $cbr0 set packetSize_ 128 $cbr0 set interval_ 0.020 # set traffic class to 1 $cbr0 set class_ 1 $cbr0 attach-agent $udp0 # Create a Null sink to receive UDP set sinknode1 [new Agent/LossMonitor] $ns attach-agent $node1 $sinknode1 # Connect the UDP traffic source to Null sink $ns connect $udp0 $sinknode1 set udp1 [new Agent/UDP] $ns attach-agent $node1 $udp1 $udp1 set fid_ 2 set cbr1 [new Application/Traffic/CBR] $cbr1 set packetSize_ 128 $cbr1 set interval_ 0.020 $cbr1 set class_ 2 $cbr1 attach-agent $udp1 set sinknode0 [new Agent/LossMonitor] $ns attach-agent $node0 $sinknode0 $ns connect $udp1 $sinknode0 # end of voice simulation setup # start up traffic $ns at 0.1 $cbr0 start $ns at 0.1 $cbr1 start $ns at 10.0 $cbr0 stop $ns at 10.0 $cbr1 stop $ns at 10.5 finish # run the simulation $ns run Simulate VOIP traffic: Now type the following command in the terminal to view simulation of VOIP over UDP: ns voip_udp.tcl The output is: Performance of SCTP: Now we draw the graphs with gnuplot using above mentioned steps. The performance is evaluated on the basis of latency, throughput and capacity. The capacity can be evaluated with the help of latency and throughput. Latency: Throughput: Simulation of VoIP over the network using SCTP: Creating the tcl file:- First create a tcl file for Voip simulation over UDP protocol. Given below is the source code for our file voip_sctp.tcl # start new simulation set ns [new Simulator] # setup tracing/nam set tr [open voip.tr w] set nf [open voip.nam w] $ns trace-all $tr $ns namtrace-all $nf # finish function, close all trace files and open up nam proc finish {} { global ns nf tr $ns flush-trace close $nf close $tr exec nam voip.nam exit 0 } ### creating nodes set n0 [$ns node] $n0 label Voice 1 $n0 color red set n1 [$ns node] $n1 label Voice 2 $n1 color blue # creating duplex-link $ns duplex-link $n0 $n1 256Kb 50ms DropTail $ns duplex-link-op $n0 $n1 orient right # setup colors $ns color 1 Yellow $ns color 2 Green ## 2-way VoIP connection #Create a UDP agent and attach it to n0 set sctp0 [new Agent/SCTP] $ns attach-agent $n0 $sctp0 $sctp0 set fid_ 1 set cbr0 [new Application/Traffic/CBR] $cbr0 set packetSize_ 128 $cbr0 set interval_ 0.020 # set traffic class to 1 $cbr0 set class_ 1 $cbr0 attach-agent $sctp0 # Create a Null sink to receive Data set sinknode1 [new Agent/LossMonitor] $ns attach-agent $n1 $sinknode1 set sctp1 [new Agent/SCTP] $ns attach-agent $n1 $sctp1 $sctp1 set fid_ 2 set cbr1 [new Application/Traffic/CBR] $cbr1 set packetSize_ 128 $cbr1 set interval_ 0.020 $cbr1 set class_ 2 $cbr1 attach-agent $sctp1 set sinknode0 [new Agent/LossMonitor] $ns attach-agent $n0 $sinknode0 $ns connect $sctp0 $sctp1 $ns at 0.1 $cbr0 start $ns at 0.1 $cbr1 start # stop up traffic $ns at 10.0 $cbr0 stop $ns at 10.0 $cbr1 stop # finish simulation $ns at 10.5 finish # run the simulation $ns run Simulate VOIP traffic: Now type the following command in the terminal to view simulation of VOIP over UDP: ns voip_sctp.tcl The output is: Performance of SCTP: Now we draw the graphs with gnuplot using above mentioned steps. The performance is evaluated on the basis of latency, throughput and capacity. The capacity can be evaluated with the help of latency and throughput. Latency: Throughput: Difference between SCTP and UDP: SCTP: SCTP Stands for Stream Control Transmission Protocol. It is a Transport Layer protocol. It is a connection-oriented protocol similar to TCP, but provides facilities such as multi-streaming and multi-homing for better performance and redundancy. It is used in Unix-like operating systems. UDP: UDP stands for User Datagram Protocol. It is a minimal message-oriented transport layer protocol. It enables two hosts to connect and send short messages to one another. Unlike Transmission Control Protocol (TCP), it does not guarantee that data is received or that it is received in the order in which it was sent. Comparison between SCTP and UDP: Message Orientation: In SCTP, message boundaries are preserved. If an application sends a 100-byte message, the peer application will receive all 100 bytes in a single read: no more, no less. UDP provides a message-oriented service, but without SCTPs reliability. Un-Ordered Service: In addition to ordered message service (and parallel ordered service discussed above), SCTP offers the reliable delivery of messages with no order constraints. UDP provides unordered service, but again without SCTPs reliability. Unordered reliable delivery will be useful for many applications, in particular disk over LAN services (iSCSI, RDMA, etc.) where the application already provides ordering. Stronger checksum: SCTP uses a 32-bit end-to-end checksum proven to be mathematically stronger than the 16-bit ones-complement sum used by UDP. SCTPs better checksum provides stronger verification that a message passes end-to-end without bit errors going undetected. These were some of the differences between SCTP and UDP. A tabulated contrast between the two protocols is given below: Services/Features SCTP UDP Connection-oriented yes no Full duplex yes yes Reliable data transfer yes no Partial-reliable data transfer optional no Ordered data delivery yes no Unordered data delivery yes yes Flow control yes no Congestion control yes no ECN capable yes no Selective ACKs yes no Preservation of message boundaries yes yes Path MTU discovery yes no Application PDU fragmentation yes no Application PDU bundling yes no Multistreaming yes no Multihoming yes no Protection against SYN flooding attacks yes n/a Allows half-closed connections no n/a Reachability check yes no Psuedo-header for checksum no (uses vtags) yes Time wait state for vtags n/a SCTP vs. UDP Latency: From the graphs of latency we conclude that latency is slightly higher in UDP. In real practice, latency in UDP is much higher than in SCTP. Practically, the latency in UDP is about 15% more than SCTP. Throughput: From the graphs of throughput we see that UDP shows a constant but less throughput while SCTP shows continuous fluctuations in its graph. But overall SCTP has a higher throughput than UDP. In real practice, throughput in SCTP is about 15% more than in UDP. Capacity: By observing the graphs of throughput, we conclude the SCTP can support more capacity than UDP. UDP will loose its performance at higher data rates. Conclusion: From the above statistics, we conclude that SCTP is better than UDP in terms of latency, throughput and capacity. Therefore there is no doubt in the fact that that SCTP is going to be the future of VOIP and many other network technologies. But since this technology is under the process of evolution so it may take some time for it to replace the older technologies like UDP and TCP etc. Refrences: http://yonghoon.livejournal.com/4799.html http://www.isoc.org/briefings/017/index.shtml http://www.google.com/dictionary?source=dict-chrome-exsl=entl=enq=sctp http://www.google.com/dictionary?langpair=en|enq=udphl=enaq=f http://mailman.isi.edu/pipermail/ns-users/2006-August/056723.html http://books.google.com.pk/books?id=bF3L7g1u_mQCpg=PA189lpg=PA189dq=udp+vs+sctp+latency+throughputsource=blots=zdb5JeCsMfsig=PPt8c4nvtcrIJcXr5eKBIe_GbkQhl=enei=XhIgTYCeLs-z8QO8_KS8BQsa=Xoi=book_resultct=resultresnum=2ved=0CB4Q6AEwAQ#v=onepageqf=true

Comparing Thoreau’s Civil Disobedience and Kings Letter From a Birming

Comparing Thoreau’s Civil Disobedience and Martin Luther King's Letter From a Birmingham Jail The two essays, "Civil Disobedience," by Henry David Thoreau, and "Letter From a Birmingham Jail," by Martin Luther King, Jr., effectively illustrate the authors' opinions of justice. Each author has his main point; Thoreau, in dealing with justice as it relates to government, asks for "not at once no government, but at once a better government. King contends that "injustice anywhere is a threat to justice everywhere." Both essays offer a complete argument for justice, but, given the conditions, King's essay remains more effective, in that its persuasive techniques have more practical application. Both essays extensively implement both emotional and ethical appeal to give their respective ideas validity. One persuasive technique that each author implements to support his ideas emotionally is the use of biblical allusion. However, in comparison, King's use is stronger in that the tone of his allusions is more appealing to the reader. King's allusions cause the reader to want take action against injustice, whereas Thoreau's are darker -- more likely to make the reader want to submit to and accept the injustices portrayed. For example, King, in his first biblical allusion, manages to draw glory into his struggle by comparing himself with the Apostle Paul, feeling "compelled to carry the gospel of freedom beyond my particular home town," just as Paul "left his little village of Tarsus and carried the gospel of Jesus Christ to practically every hamlet and city in the Graeco-Roman world.. . ." This stirs admiration in the reader for King and adds relevance to his struggle. Later King discusses the history of his style of civil dis... ...ide: ". . .one does not remain inert to make way for the other, but both obey their own laws, and spring and grow and flourish as best they can, till one, perchance, overshadows and destroys the other." All three of these comparisons, while being beneficial to the essay's main idea, are too obscure and irrelevant to have any real persuasive power. Granted, both essays effectively implement both emotional and ethical appeal to the reader in order to be persuasive, and each, given the right conditions has the potential to be equally effective. But, given the conditions we are under, including the time frame, ("Civil Disobedience" was written over one hundred years before "Letter From a Birmingham Jail") King's essay, overall, features more of the characteristics, as well as the accessibility to produce a higher level of comprehension and relevance for the reader.

Brighton Rock by Graham Greene

In 1947 Donat O’Donnell wrote that â€Å"far more than the left-wing militancy of such poets as Auden and Spender†¦ the thrillers of Mr. Greene reflect the state of the West European mind in the thirties. † (25). For O'Donnell, Greene is â€Å"the most truly characteristic writer of the ‘thirties ir England, and the leading novelist of that time and place† (28). What Greene draws attention to in his novels from the period is, as McEwen notes, the condition of violence and savagery repressed beneath a seeming peace.Greene’s work such as Brighton Rock used the apparatus of the thriller to expose and investigate contemporary social problems; these novels are vehicles for social commentary particularly in the implicit equation they make between the violence and cruelty of their protagonists, Raven and Pinkie, and the background of poverty against which they are presented. This paper analyses Brighton Rock through a prism of narrative theory. In addi tion some socio-philosophical implications are discussed.Analysis In Brighton Rock Pinkie's gang murders Hale but only after he has made the acquaintance of Ida Arnold, a fun-loving pragmatist who repeatedly insists on her knowledge of the difference between right and wrong. Responding to an irrational compulsion—she calls herself a â€Å"sticker where right's concerned† (16)—she investigates Hale's death, seeking to bring Pinkie to justice and to save Rose the suffering that Pinkie will inflict upon her.Like Mather, Ida, despite fulfilling the role of the detective, is mocked by the narrative: her inability to see beneath the surface of things severely limits her understanding of the case and of the world she inhabits. Brighton for her is a place of fun and excitement, and life is always â€Å"good† (19, 72): â€Å"I always say it's fun to be alive† (17). The dark side, both of life and of the city with its beggars and its crime, is completely ali en to her (73):Death shocked her, life was so important. She wasn't religious. She didn't believe in heaven or hell, only in ghosts, ouija boards, tables which rapped . . . but to her death was the end of everything. . . . Life was sunlight on brass bedposts, Ruby port, the leap of the heart when the outsider you have backed passes the post and the colours go bobbing up. Life was poor Fred's mouth pressed down on hers in the taxi, vibrating with the engine along the parade. . .. she took life with deadly seriousness: she was prepared to cause any amount of unhappiness to anyone in order to defend the only thing she believed in. (36) Both her naive optimism, which has â€Å"something dangerous and remorseless† (36) in it, and her spiritual blindness prevent her from understanding Pinkie and Rose and account for the ironic tone that dominates many of the descriptions of Ida: Ida Arnold was on the right side. She was cheery, she was healthy, she could get a bit lit with the best of them.She liked a good time, her big breasts bore their carnality frankly down the Old Steyne, but you had only to look at her to know that you could rely on her. She wouldn't tell tales to your wife, she wouldn't remind you next morning of what you wanted to forget, she was honest, she was kindly, she belonged to the great middle law-abiding class, her amusements were their amusements, her superstitions their superstitions (the planchette scratching the French polish on the occasional table, and salt over the shoulder), she had no more love for anyone than they had. (80)This kind of mockery has led numerous critics to denigrate Ida for her lack of spiritual awareness (she boasts to Rose that â€Å"It's the world we got to deal with† [198]) and to elevate Pinkie to tragic stature because he professes a belief in a divine order (â€Å"it's the only thing that fits† [52], he says) wherein the crucial difference is not between right and wrong but between Good and Evil. In that Rose shares Pinkie's knowledge, she and Pinkie are presented both in the text and in critical discussions as morally superior to Ida and other characters like her such as Dallow, Cubitt, Colleoni, and Phil Corkery.The point is made particularly clear in comments made by Rose to Pinkie and in exchanges between Ida and Rose: â€Å"I only came here for your sake. I wouldn't have troubled to see you first, only I don't want to let the Innocent suffer†Ã¢â‚¬â€the aphorism came clicking out like a ticket from a slot machine. â€Å"Why, won't you lift a finger to stop him killing you? † â€Å"He wouldn't do me any harm. † â€Å"You're young. You don't know things like I do. † â€Å"There's things you don't know. † she brooded darkly by the bed while the woman argued on: a God wept in a garden and cried out upon a cross; Molly Carthew went to everlasting fire.â€Å"I know one thing you don't. I know the difference between Right and Wrong. They di dn't teach you that at school. † Rose didn't answer; the woman was quite right; the two words meant nothing to her. Their taste was extinguished by stronger foods—Good and Evil. The woman could tell her nothing she didn't know about these—she knew by tests as clear as mathematics that Pinkie was evil—what did it matter in that case whether he was right or wrong? (198) As is illustrated here, the narrative frequently contrasts two distinct views of the world—the secular outlook of Ida and others and the religious perception of Rose and Pinkie.From a social perspective there is no escaping the fact that Pinkie's evil makes him a criminal. However, as with Raven, Pinkie's guilt is mitigated by a background of poverty (â€Å"Man is made by the places in which he lives,† the text tells us [37]) and by the presence of Colleoni, a self-described â€Å"business man† (64), who, though the leader of a vast criminal organization, is also well reg arded by the Brighton police and by the Conservative party which seeks to persuade him into politics (159).As for Ida, whatever her shortcomings, she succeeds in her task of ridding society of Pinkie's menace, although the conditions that produced Pinkie, the source of the evil, remain. On one level, then, Ida is the instrument of law and order who brings about the socially desirable end, the social good, that Rose, representative of a religious or spiritual Good, cannot. Ida is, in this respect, a figure of the law defending a secular middle-class vision of society that relies on human justice which, as we have noted, Greene sees as both limited and limiting.On the other hand, criticism of Ida often seems to have at its root a prejudice against the detective story because it is a popular form of literature. Ida, herself, is strongly tied to popular culture, and in many respects she represents a populist spirit. The text tells us that â€Å"She was of the people, she cried in cinem as at David Copperfield, when she was drunk all the old ballads her mother had known came easily to her lips, her homely heart was touched by the word ‘tragedy'† (32). Similarly, her bed-sitting room contains the trappings of popular culture and an assortment of popular literature:pieces of china bought at the seaside, a photograph of Tom, an Edgar Wallace, a Netta Syrett from a second-hand stall, some sheets of music, The Good Companions, her mother's picture, more china, a few jointed animals made of wood and elastic, trinkets given her by this, that and the other, Sorrell and Son, the Board. (42) In one sense then, her success represents the triumph, albeit limited, of the popular. However, for critics like R. W. B. Lewis, Ida's â€Å"popular heart† (34) and her role as the investigating detective underpin the condemnation of her character and the neglect of her function in the book.In Lewis's eyes, the Ida Arnold plot threatens Brighton with the disaster of be ing two different books under the same cover (244): â€Å"The entertainment is Ida's; it begins with the first sentence . . . The tragedy is Pinkie's; it begins more subtly in the atmosphere of place† (243). As these remarks imply, not to condemn Ida is to elevate in their importance the book's detective-story aspects-something Lewis cannot and will not do. We can see in Brighton Rock how the detective story complements and underscores the narrative of Pinkie's religious struggle.To be fair, however, Lewis does recognize the interdependence of the two stories, despite his perception of â€Å"generic confusion† in the novel (239) the relation between the detective story and the tragedy expresses exactly what Brighton Hock is finally all about. It is a relation between modes of narrative discourse that reflects a relation between two kinds or levels of reality: a relation between incompatible worlds; between the moral world of right and wrong, to which Ida constantly and confidently appeals, and the theological world of good and evil inhabited by Pinkie and Rose.(244) However, we might add to these remarks that the relation between the two modes of narrative discourse can also be read as an inscription of the relationship between popular discourse and serious discourse. In the pure classical detective story that Todorov describes, the story of the crime becomes present in the text only through the story of the investigation; that is, the crime takes place outside the frame of the narrative and all its details are revealed only in the course of the investigation.The events leading to the crime make up a story that is seen only through its periodic intrusion by means of clues, or ciphers, into the story of the investigation which we read: we find out about the one story in the telling of the other. As Todorov figures it, this pattern reveals the two aspects that the Russian formalists identify as part of any story—fabula and sjuzhet—whe re the fabula is revealed only through the sjuzhet while yet providing the sjuzhet with the material of its own existence.However, as we have noted, to determine which of these two precedes the other is a task fraught with ambiguity, and this ambiguity is reflected in Brighton Rock's departures from the paradigm of the classical detective story. This ambiguity emerges in the novel's handling of the mechanics of the classical detective story's structure: Ida explicitly begins her pursuit at the place from which Hale disappeared (81) and then works to reconstruct the crime which, as even Pinkie realizes (86), is the standard investigative process.In a general sense, Ida traces over the previously laid path of Pinkie and his gang—an activity that is consistent with the structural dynamics of the classical detective story plot—and so figures the actions of the sjuzhet (the discourse) upon the material of the fabula (the story). As well, her retracing figures the act of wri ting that produces narrative as a rewriting of a prior narrative which is repressed in the later narrative although its existence is revealed in the later narrative—the narrative of the investigation—through the presence of clues which are the tangible signs marking the return of the repressed.However, in Brighton Rock Ida's pursuit of Pinkie intensifies the story of Pinkie's efforts to avoid capture. As Ida proceeds in her reading or events—explicitly linked to her reading of an occult text (â€Å"Fresuicilleye†)—she uncovers indications of Pinkie's story marked in the narrative's details, which in more orthodox detective fiction are formalized as clues: things such as Hale's dislike of Bass beer and his confession that he was â€Å"going to die† (18) arouse Ida's â€Å"instincts† so that she senses that â€Å"there is something odd† about Hale's death (31).Late; details that come out after his death, such as the fact that he used a false name (31), had bruises on his arms (79), and left a restaurant without eating despite telling Ida he was hungry (33), confirm Ida's suspicions that something is puzzling about the death while, at the same time, they reveal details of Pinkie's story. As the novel progresses, it becomes clear that Ida's investigation of Hale's death forces Pinkie's actions.Since the official investigators agree that Hale died of natural causes, they have closed the case (78-80), which means that it is only Ida whom Pinkie has to fear. In an odd way, then, Ida's search originates, explains, and validates all of Pinkie's actions from his courtship of Rose to his murder of Spicer to his attempt to arrange Rose's suicide: as Dallow accuses Ida late in the novel, â€Å"this is your doing. You made him marry her, you made him . . . † (236).To be sure, Pinkie fears that the police may ask questions about the man who left the card at Snow's, but, as we realize, they do not and will not reo pen their inquiry. In their place, though, is Ida. In this sense, the detective story plot determines the course of Pinkie's story; although, conversely, it is Pinkie's story that gives rise to the detective narrative. The two lines of action are entangled in each other with each standing as the origin of the other.Indeed, the question of origin is complicated further by the fact that the disturbance that excites the narrative of Brighton Rock into being—the murder of Hale—is considered an act of revenge: the initial action occurs in response to an earlier action—the murder of Kite—the story of which, though sporadically erupting into Pinkie's story (63, 218-19), lies in another narrative, another text; as the text explicitly remarks, â€Å"The whole origin of the thing was lost† (217).As a model of narrative mechanics, then, Brighton Rock, figures narrative's ability to perpetuate itself by inscribing within itself two separate narrative strands t hat generate and then feed on each other. Since Pinkie's story—the story of the crime—sparks Ida's story into life and since her investigation determines the content of Pinkie's story, each story can be seen as the origin of the other as each lies behind the other. Ida's investigation uncovers the contents of Pinkie's story, but his narrative also becomes the means by which Ida's story is discovered.To illustrate with just one example of how this works one can look at part 4, section 1 (99-120), where Pinkie and Spicer are at the race track. Although the storyline in the foreground involves Pinkie's betrayal of Spicer to Colleoni's men, one glimpses the other narrative line involving Ida. Spicer tells Pinkie about a woman who â€Å"backed Black Boy for a pony† (103). One then finds out that Black Boy won the race, and again Spicer mentions the woman who now has won so much money (104); the narrative goes on to report that Pinkie â€Å"heard a laugh, a female la ugh† which is attributed to the same woman (104-105).She is, of course, Ida, who bets on Hale's tip and so wins enough money to persist in the investigation. In this example one sees how the story of detection is revealed in the telling of Pinkie's story. Another way for us to see the relationship between the two narratives of Ida and Pinkie, of investigation and crime, is to think of either narrative strand as the repressed content of the other: each reveals its presence in intermittent clues that surface into the respective narrative.However, whichever way one chooses to view Brighton Rock again depends on one's point of view, but ultimately one is looking at the same thing. Greene reflects the indeterminate nature of narrative origins in his handling of the classical detective story's structure. As Brighton Rock stands, the story of the detection is interrupted by the story of the criminal, which reveals details of the crime; the two stories are presented in roughly alterna ting chapters occurring more or less along a shared timeline.The reader, then, gains knowledge of the circumstances of Hale's death from two sources, the chapters dealing with Ida and the chapters dealing with Pinkie. The two stories of the investigation and the crime become blurred in the novel as each begins to include the other. As if to underscore this blending of narrative, it is notable that the novel's first scene places Pinkie, Ida and Hale in the same room: murderer, detective, and victim have their stories begin at the same time in the same place. The novel figures, then, the indeterminate nature of narrative origin from its outset.Because Ida's investigation of events, metaphorically figured in her reading of an occult text, both reveals and determines the text she reads, we also see in Brighton Rock how the perceiving subject effects what it perceives, and in terms of reading the implications of this action are complex. On one level, reading a text actualizes that text f or the reader by inscribing it in the reader's consciousness where it previously did not exist. At the same time, the reader sees in the text what he or she is, in a sense, programmed to see through his or her experience of the â€Å"already-read†.This phenomenon lies behind the differing judgments on Brighton Rock: probable or improbable plot, proletarian novel or moral allegory, detective story or religious drama, light fiction or serious literature, entertainment or tragedy, and so on. However it is seen, the novel is the product of an interpretive act. Brighton Rock shows us both how these differences are generated and how they coexist within the textual field of the novel. The question of how texts are read is one of the issues at the heart of Brighton Rock.Perhaps more than in other detective stories, Brighton Rock foregrounds the reading process as a concern from the first page when we find Hale as Kolley Kibber following a route (itself prescribed by a text) through B righton in search of someone with a copy of The Daily Messenger in hand who can repeat a prepared text: â€Å"You are Mr. Kolley Kibber. I claim the Daily Messenger prize† (5). Language is, thus, explicitly figured as a code. The text stresses that the claim must be made â€Å"in the proper form of words† (5), and hence the possibility of arriving at a correct, univocal reading of a text, of fully understanding the code, is implied.However, since the challenge Hale receives ultimately results in his death, we see figured in Brighton Rock the inadequacy of such a simple method of reading. This possibility is confirmed in the larger investigation of reading that is enacted in the novel. As the detective, Ida is the reader of the fictions that Pinkie creates to explain Hale's, Spicer's, and, though it does not occur, Rose's deaths. In producing these fictions, Pinkie uses tangible signs, which are meant to mislead their reader. The cards he has Spicer lay along Hale's rou te are meant to stand as the visible traces of Hale's presence, as Hale's signature.Similarly, in preparing the story of Rose's suicide, Pinkie uses a note that Rose herself has written and insists that she â€Å"add a piece† to explain her death (231); for Rose, this involves â€Å"signing away more than her life† (227) because in committing suicide she commits a mortal sin which will, according to her belief, damn her. But in both instances, and particularly in the latter, the creation of a fiction is explicitly tied to the production of a written text, and in this way the act of detection that involves the reading of Pinkie's texts mirrors the activity of Greene's reader and of reading in general.Conclusion If Brighton Rock demonstrates the limitations of reading, it also insists upon the necessity of reading. Just as Chesterton described every detail within the urban landscape as a sign to be read by the detective in his or her search for truth, so is every detail within a detective story of potential significance to the reader's interpretation of the narrative. In Brighton Rock the experience of the world is figured in terms of reading; the world of Brighton is explicitly a world of text.Rose's father's face is â€Å"marked deeply with the hieroglyphics of pain and patience and suspicion† (142); â€Å"the edge of the sea is like a line of writing in whitewash: big sprawling letters† (152); and Ida, herself, is likened by the narrative to an enigmatic text that insists it be read: â€Å"she stood there like a wall at the end of an alley scrawled with the obscene chalk messages of an enemy† (196). In this context, reading becomes an unavoidable activity linked to power; those best able to read or even to offer convincing and authoritative readings are those who exercise power in this world.Both Ida and the police are confident in their interpretations of clues and events. The police, assigned the task of interpreting evide nce in order to determine whether or not a crime has been committed, produce their own reading of Hale's death. Their report presents a univocal interpretation of the details of the death and so preserves their power because in their eyes and in the eyes of the society the case is solved.The closing of the case thus maintains an impression of efficiency, which, in turn, justifies the authority conferred upon the police. As Edwin Muir wrote of Pinkie in a review of Brighton Rock, â€Å"he is an evil product of an evil environment, a living criticism of society, and on that plane genuine† (76). Muir's remarks could just as easily apply to Raven, who is said to be â€Å"made by hatred† (66). Indeed, because one of his obsessive boasts is â€Å"I'm educated† (15, 46), the social system that shapes Raven is severely criticized.In Brighton Rock there are hints of a repressed desire for goodness and peace in Pinkie that are seen in his emotional reactions to music, his recollection of his days in the church choir and his desire to be a priest, his faint stirring of tenderness for Rose and pity for Prewitt, and his sense of an â€Å"enormous emotion beating on him . . . the pressure of gigantic wings against the glass† as he drives Rose to what he assumes will be her death (242)—all of which indicate that Pinkie's evil arises out of the corruption of his innocence.In his case, the crippling effects of his environment destroy a natural tendency to goodness. The three â€Å"entertainments† that follow Brighton Rock, while not abandoning the social critique of the books from the thirties, become more obvious than Greene's text was in the interrogations of the thriller form and of the structures of authority—whether political, literary or textual—that exist within society. Bibliography Greene, Graham. Brighton Rock. 1938. Harmondsworth: Penguin, 1988._____________. Our Man in Havana. 1958. Harmondsworth: Penguin, 197 7. Lewis, R. W. B. â€Å"Graham Greene: The Religious Affair. † The Picaresque Saint: Representative Figures in Contemporary Fiction. Philadelphia and New York: Lipponcott, 1959. 220-74. McEwen, Neil. Graham Greene. Macmillan Modern Novelists. London: Macmillan, 1988. O'Donnell, Donat. â€Å"Graham Greene. † Chimera 5. 4 (Summer 1947): 18-30. Todorov, Tzvetan. The Poetics of Prose. 1971. Trans. Richard Howard. Ithaca: Cornell UP, 1977.

Compare and Contrast North and South Korea Essays

Compare and Contrast North and South Korea Essays Compare and Contrast North and South Korea Paper Compare and Contrast North and South Korea Paper The North Korea is dramatically different compared to the South Korea. Unlike China, which is rapidly developing its economy and diverging from the self-contained world, until this day North Korea still remains undeveloped and backward. Many of those who are not familiar with the affairs in the South and North Koreas might not understand why both regions, which are adjacent to one another, differs so much in terms of political, economic, and social developments. North Korea is a country which focuses heavily on its military forces, promotes a government succeeded by one family line, one autocrat, and one party, and rejects foreign innovations and investments taken place within the country. These, are all the characteristics that lead North Korea to its current backwardness. Compared to South Korean, North Korea was better off after the division of Korea partly because of its physical circumstances. As it could be seen from the geography of Korea, the division between both regions cuts off South Korea from the connecting land. South Korea was then left as an â€Å"island† relying on solely foreign support mainly from the United States. North Korea, on the other hand, had China as its neighbor, allowing it to preserve Korea’s historical origins and its Chinese heritage. The territory within the North Korea border also sustained high level of confidence because the Japanese had previously focused on the northern region for â€Å"industrial development due to its wealth of natural resources, especially its mineral deposits and hydroelectric potential. As a result, it had led to the emergence of northern Koreans whom acquired skills to operate in the industrial fields, leaving North Korea a considerable advantage in terms of human capital. As mentioned that North Korea was geographical connected to China and the Soviet Union, North Korea benefited from the aids given by these two countries and was politically and economically influenced by them. Additionally, China

King Leonidas of Sparta and the Battle at Thermopylae

King Leonidas of Sparta and the Battle at Thermopylae Leonidas was a 5th century B.C. military king of the Greek city-state of Sparta. He is most well known for bravely leading a small force of Greeks, including the famous 300 Spartans, along with a few hundred Thespians and Thebans against the much larger Persian army of Xerxes, at the pass of ​Thermopylae in 480 B.C. during the Persian Wars. Family Leonidas was the third son of Anaxandridas II of Sparta. He belonged to the Agiad Dynasty. The Agiad Dynasty claimed to be decedents of Heracles. Thus, Leonidas is considered a decedent of Heracles. He was the half-brother of the late  King Cleomenes I of Sparta. Leonidas was crowned King after the death of his half-brother. Cleomenes died of a suspected suicide. Leonidas was made king because Cleomenes had died without a son or another, closer male relative to serve as a suitable heir and reign as his successor. There was also another tie between Leonidas and his half-brother Cleomenes: Leonidas was also married to Cleomenes only child, the wise  Gorgo, Queen of Sparta. Battle of Thermopylae Sparta received a request from the confederated Greek forces to help in defending and protecting Greece against the Persians, who were powerful and invading. Sparta, led by Leonidas, visited the Delphic oracle who prophesized  that either Sparta would be destroyed by the invading Persian army, or the king of Sparta would lose his life. The Delphic Oracle is said to have made the following prophecy: For you, inhabitants of wide-wayed Sparta,Either your great and glorious city must be wasted by Persian men,Or if not that, then the bound of Lacedaemon must mourn a dead king, from Heracles line.The might of bulls or lions will not restrain him with opposing strength; for he has the might of Zeus.I declare that he will not be restrained until he utterly tears apart one of these. Faced with a decision, Leonidas chose the second option. He was not willing to let the city of Sparta be wasted by the Persian forces. Thus, Leonidas led his army of 300 Spartans and soldiers from other city-states to face Xerxes in Thermopylae in August of 480 BC. It is estimated that the troops under Leonidas’ command numbered about 14,000, while the Persian forces consisted of hundreds of thousands. Leonidas and his troops fended off the Persian attacks for seven days straight, including three days of intense battle, while killing off large numbers of enemy troops. The Greeks even held off the Persian’s elite Special Forces known as ‘The Immortals.’ Two of Xerxes brothers were killed by Leonidas’ forces in battle. Eventually, a local resident betrayed the Greeks and exposed a back route of attack to the Persians. Leonidas was aware that his force was going to be flanked and taken over, and thus dismissed the vast majority of the Greek army rather than suffer more high casualties. Leonidas himself, however, remained behind and defended Sparta with his 300 Spartan soldiers and some other remaining Thespians and Thebans. Leonidas was killed in the resulting battle.

Human Variation in Skin Colour Essay Example | Topics and Well Written Essays - 1250 words

Human Variation in Skin Colour - Essay Example One of the reasons why the globe has been facing slow economic growth is as a result of racial discrimination or social exclusion on human capital formation and economic contribution. Skin color has been one of the major obstacles on human capital contribution. The discriminated population having no access to education, economic and political opportunities has largely contributed to their limitation to acquire capacity to develop human capital hence lowering the economic values. Persons across the world should stem racial discrimination based on skin color and inject their time to develop human knowledge and skills that will contribute to economic growth and development. Across the globe schools and institutions face racial discrimination; having standardized testing for instance, has largely contributed to discrimination based on skin color, it being the assessments in a learning institution, it highly favors students from a specific social cultural background, while those students from racial minorities groups score poorly. In addition, the minority groups of students are educated in a low-income society where they cannot afford to purchases books as those schools that are set in middle or high-income areas. As a result of discrimination, the schools are forced to use old text books which further aggravate the extant of socio-economic differential established with skin color racial institutional discrimination. Structural racism also accentuate most institutional provisions that are identified as exceptional to certain group of people who form the majority of the people in the regions, such as the absence of labour unions or weak voices of the labour unions and disorganized... This paper aims to focus on skin color variation and racial discrimination based on economic, institutional and power. Species differ in the degree of their variability; it is believed that the degree of variation is higher in human beings than other species. Skin pigmentation is determined by the presence of melanin in human being skinned, and the color of the skin ranges from black to white. It is not completely certain that evolutions contributes to skin variation, however, the variation of the natural skin color can be determined by genetic processes. According to scientists, the Sub-Saharan Africans have the highest skin color diversity, whereby, their values of skin reflectance range from19 to 46, while the values of Europeans are range within 62 to 69 and the East Asians range from 58 to 59. Schools and institutions face racial discrimination, having standardized testing for instance, has largely contributed to discrimination based on skin color, because it highly favors stude nts from a specific social cultural background, while students from minorities groups score poorly. In conclusion, the question of human pigmentation is one of supreme relevance and one that holds the key to answering fundamental questions about our existence and may hold the key to generating a cure for various human ailments. And with the advent of new technology, scientists are delving deeper into the mystery. With this is the erosion of various racial stereotypes and ingrained social assumptions as what can be categorized as beautiful.