TLMT313 WEEK 3 FORUM Assignment Example | Topics and Well Written Essays - 250 words

TLMT313 WEEK 3 FORUM - Assignment Example The approach promotes substitution of methods and materials with cheaper alternatives, without altering the functionality. Value engineering lowers operational and management costs, improves efficiency of resources, simplify procedures and minimizes paperwork. Value engineering helps to reduce staff costs as well as achieving optimum balance between function, performance, safety, quality and cost (Mukhopadhyaya, 2009). Value engineering and value analysis effort should be led by designers, manufacturing and production engineer, purchasing specialist and executive staff. The designers help in making decisions at an early stage of the product concerning product design, specifications, equipment required and the effect of the product to another department. Production and manufacturing engineers determines how the product is to be made, and they manage the production process. Purchasing specialists help to convert design elements into material specifications. Operational staff makes the product and deliver service. They also provide the necessary information about production problems. Supply management supports the process by converting design requirements of the product to material specifications. They source materials required to develop the product and suggest suppliers of the materials to the

Japanese American internment of 1942 Essay Example for Free

Japanese American internment of 1942 Essay The Japanese American internment which took place during the second world war referred to the relocation and confinement of over 100,000 people who were Japanese Americans or nationals of Japan. These people were taken to housing facilities which were commonly known as the war relocation camps. This internment was carried out selectively in the United States with most of those who were interned being individuals who were living in the west coast of the country. This operation of forceful internment of the Japanese American people was carried out during the reign of the then president of United States Franklin Roosevelt. He authorized this operation using the executive order 9066 which gave the military leaders power to change military areas to exclusion places where all individuals living in them had to be removed. Using this order, the military declared that individuals who were Japanese or who had ancestry connection with the Japanese were to be excluded especially in the pacific coast. This included those who were living in Oregon, Washington and in California. This order however exempted the individuals who were living in the internment camps (McClellan, pp 23). Why were Japanese Americans interned during World War II? During the Second World War, the Japanese had formed an alliance with the Nazi’s of Germany thus posing great security risk to the United States. War panic thus broke especially after the Japanese attacked and bombed the Pearl Harbor. During this period also, there were so many Japanese and Japanese Americans who had settled in America following unsustainable population growth in Japan. Some of these Japanese and Japanese Americans had joined the American army thus pledging allegiance to the United States. However, due to the fact that Japan was an enemy, there was panic that the Japanese Americans who were serving in the American army could aid the enemies. Confining them was thus necessary to ensure that there were no cases of treason thus defeat of the United States and its alliances during the war against the Nazis (Kelly, Para 4). One of the major reasons which led to the Japanese American intern was the Pearl Harbor attack which took place in 1941. This made the United States to believe that the Japanese had prepared to fully attack the west coast. This believes intensified after the attack of shelling in 1942 which was a submarine belonging to the oil refinery of California. Japanese military conquest in most of Asia during that time also made United States to conclude that Japanese were unstoppable and that they could attack the country. Since most of the Japanese Americans were living in the west coast, they were considered a security risk thus there was a need to confine them to the internment camps. The fear of the attack thus led to the ultimate internment of the Japanese American people during the Second World War (Japan-101. com, Para 6). Another reason which led to the internment of the Japanese American people during the Second World War was due to what was referred to as the magic codes of the Japanese. During this period, the united states were unable to break the Japanese naval codes which were vital in enabling Americans obtain information regarding the Japanese ciphers. Military advisors argued that in case the Japanese naval decided to change those codes, America would not be able to break them again especially due to the language barriers which existed. The United States argued that by confining and prosecuting some of the Japanese Americans, these people could reveal some of the information regarding the Japanese ciphers. The effort of Americans to break the codes was generally referred to as â€Å"magic†. Breaking these codes was vital because battle of midway which Americans had won was attributed to the successful breaking of the Japanese codes (McClellan, pp 45). Some of the Japanese Americans were acting as spies for the Japanese naval which made the confinement of the Japanese Americans necessary. The spy ring which was a Japanese spying group increased the apprehension of the Americans concerning their security. The Nihau incident was one example of treason and espionage. This incident occurred after the attack of the Pearl Harbor. During this attack, two Japanese Americans were reported to have freed a Japanese pilot who had been captured and they also helped him in attacking the native Hawaiians who were living in that area. Such incidences led to the internment of the Japanese Americans as they were assisting the enemies of the country thus posing greater risks to the security of United States. Some of the Japanese American population was disloyal to the government of United States and this was a major threat to the Americans especially during the war period. To ensure that all the spies were not in any contact with the Japanese naval, internment was hence the means thus it was carried out (Japan-101. com, Para 8). The issue of interment revolved around prejudice and fear which American people had against the Japanese Americans. A report which suggested that espionage by the Japanese Americans had led to the Pearl Harbor attack only served to increase the prejudice which was already held by the American people. After this report California newspapers also endorsed this move of mass evacuation thus making the operation more successful. The then American politicians also openly supported this move thus making it more successful. The sentiments that the Americans held against the Japanese Americans thus aided in the internment operation. Other non military reasons which led to the internment of the Japanese Americans especially from the west coast included the competition which these people had brought to that area especially in the agricultural sector. During this period, the white farmers did not like the farmers who were Japanese Americans though this was mostly triggered by self interests. The Japanese Americans had brought high competition in this region especially in farming and as such, the white farmers thought that internment was a good avenue of ensuring that the Japanese were permanently removed from this area thus reducing competition in the farming sector. This was however not based on racial discrimination but the threat the Japanese were posing on white farmers (Japan-101. com, Para 11). It is also argued xenophobia also contributed greatly to the Japanese American interment. During the Second World War, Japan had gained considerable power while the United States had become weaker in military terms. By the fact that Japan had formed alliances with Germany and Italy, and the subsequent recession of the United States power, this threatened the superiority of the United States. Need to remain in control led America to declare the exclusion laws for all the persons who were being viewed as enemy aliens thus reducing any possibility of the Nazis winning. By concentration the Japanese Americans and interning the soldiers and others who were being regarded as enemy aliens, this reduced the purported threat of collapse of the superpower or attack by the Japanese. This also was meant to ensure that the Japanese never got to know the military operations of the Americans (Campbell, Para 3). Reasons which contributed to the Japanese American internment included racial prejudices which were widely held by the Americans against the Japanese and also flaws in the then constitution and the administrators. Today most people argue that the correct name for this operation could have been confinement rather than internment since this operation was not meant to punish the people but to ensure that no acts of treason were being carried out. However, this was a violation of human rights and the United States after the Second World War closed all the internment camps and most of the survivors were compensated. Also, in 1988, the then president of the United States apologized on behalf of the country to Japanese Americans who had gone through the internment (Kelly, Para 9). Conclusion The Japanese American internment continues to raise many questions about its validity and legality especially because most of the intermitted persons were innocent and not â€Å"alien enemies†. Although the government of the United States justifies its acts owing to the security threats which the Japanese were posing to it, these claims have been refuted saying that the threats were not real and that their magnitudes were highly magnified. Despite the flaws of the Japanese American internment of the Second World War, this period forms an important part of the American and the Japanese history. Work Cited: Campbell, Jason J. : Xenophobia and the Internment of Japanese-Americans. (2009). Retrieved on 27th March 2009 from, http://blogcritics. org/archives/2009/03/03/072730. php. Japan-101. com: Japanese American Internment Removal of Japanese and Japanese Americans during WW II. Retrieved on 27th March 2009 from, http://www. japan-101. com/history/japanese_american_internment. htm. Kelly, Martin: Japanese-American Internment at Manzanar during World War II. Retrieved on 27th March 2009 from, http://americanhistory. about. com/cs/worldwarii/a/internment. htm. McClellan, Jim R. : Changing Interpretations of Americas Past: Changing Interpretations of Americas Past, Volume 2. (1999). Published by McGraw-Hill. ISBN 0072285060

Pearl as an Expression of Hester’s Emotions in Hawthornes The Scarlet

The Scarlet Letter:   Pearl as an Expression of Hester’s Hidden Emotions    In literature, authors often represent a character’s hidden emotions or inner thoughts by presenting them in a separate character.   Such is the case in Nathaniel Hawthorne’s The Scarlet Letter as he uses Pearl to express Hester’s inner thoughts and hidden emotions.   â€Å"Above all, the warfare of Hester’s spirit, at that epoch, was perpetuated in Pearl.†Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Despite the public shame she has experienced and many years of wearing the intimation of her adulterous sin, Hester Prynne remains proud and displays her letter boldly.   Anyone that did not possess quite her level of emotional stamina and pride would have surely decreased in character and may possibly even lose all hope in life, but Hester proves to be very different.   Instead of reacting to the humiliation and remarks of the commons in a hostile manner, Hester instead ignores these things and focuses her mind more toward memories of years past, as she did while standing on the scaffold for the first time.   Hawthorne thus uses her young, spriteful daughter, Pearl, to represent the emotions that Hester either cannot, or chooses not to, display openly to others.   In chapter 6, Pearl is described as showing â€Å"a love of mischief and a disrespect for authority,† which frequently reminded Hester of her own sin of passion.à ‚   Similarly, in Pearl’s games of make-believe, she never creates friends.   She creates only enemies – Puritans whom she pretends to destroy.   It is a rare occurrence that a child so young in age should think such thoughts of morbidity, thus strengthening the evidence of Hawthorne’s use of Pearl as a display of Hester’s thoughts – thoughts of retaliating against the Puritans for ... ...ks Cited Chase, Richard (1996). â€Å"The Ambiguity of the Scarlet Letter.† Readings on Nathaniel Hawthorne (pp. 145-152). San Diego: Greenhaven. Fiedler, Leslie A. Love And Death In The American Novel. Normal: Dalkey, 1998. Hawthorne, J. (1886, April). â€Å"The Scarlet Letter.† The Atlantic Monthly [On-line], pp. 1-20. Available: http://wwww.theatlantic.com/unbound/classrev/scarlet.html Hawthorne, Nathaniel. The Scarlet Letter. New York: St. Martins, 1991. Loring, G. B. (1850). â€Å"The Scarlet Letter and Transcendentalism.† Massachusetts Quarterly Review [On-line], pp. 1-6. Available: http://eldred.ne.mediaone.net/nh/loring.html Scharnhorst, Gary. The Critical Response to Nathaniel Hawthorne’s The Scarlet Letter. New York: Greenwood, 1992. Author unknown. â€Å"Hawthorne, Nathaniel.† Microsoft Encarta Encyclopedia 99 [On-line], pp. 1-4.      

Boy Overboard by Morris Gleitzman Essay

Characters and settings in the book Boy Overboard by Morris Gleitzman help the reader to understand the themes and issues in Afghanistan. The themes of war, freedom, oppression and hope are particularly show through the characters of Jamal and his mother and through the settings of Afghanistan and the boat. This book is written in first person point of view, which helps the reader to understand how war affects children and how women are treated in Afghanistan. Body Paragraph 1 The character Jamal shows the effect of war on children through his daily life in Afghanistan. This is show when Jamal says â€Å" There’s no smoke or nerve gas or sandstorms. I can’t even hear any explosions. Which is really good.† Pg1 This quote highlights the effect of war on the children through the language Jamal uses which shows that it is a regular occurance. The boo shows the reader how war has effected children in Afghanistan and helps the reader to understand it more as it is from a child’s point of view. The book has shown the reader how tough life is for children and the conditions that they live in, in Afghanistan. Body Paragraph 2 The character of Jamal’s mother shows the effect of freedom and oppression through her daily life as a woman in Afghanistan. This is shown through the quote â€Å"Girls playing soccer is a crime. I say. Almost as big as mum and dad running an illegal school.† This quote shows how Jamal’s mother is running an illegal school as the government does not allow women to become teachers. This is shown through the restrictions she faces which the government have made rules. The book has shown the reader what life is like for the women living in Afghanistan and how harsh the government are towards women. It has also shown the reader how very little rites women have and how many rites men have compared to women. Body Paragraph 3 The setting of the boat shows the theme hope through the challenges Jamal, Bibi and their friends face. This can be shown through the quote â€Å"Pay full price, or we turn back†¦. I haven’t got anything he croaks in a tiny voice nor have I.† This quote shows that Jamal and Bibi have a lot of hope and belief even though they have no ide where their parents are and if they are ever going to see them again. This book has shown you must have courage, hope and belief to get through tough times even though it may not be easy. Conclusion Morris Gleitzman shows the themes and issues through the characters and settings in the book Boy Overboard. The reader is shown how tough it is for children especially as on the it is always about the people smugglers but this book focus’s on how war and conflict effects children and I show shown through a young boy named Jamal.

Antigone Character Analysis: Compassion Of Love For Her Brother Essay

In the stage play Antigone, Antigone’s drive and compassion for the love of her brother lead to the sacrifice of her own well-being and life. She gets through the harsh reality of what is destined for her with her set beliefs for what she is doing. She dies a brave death, knowing that she died for all of the right reasons. Antigone is a tragic heroine, who cares about the loyalty to her family and doing what is right in her eyes. Because she has a strong stand on what she thinks is what she needs to do the negative thoughts from others don’t affect her decision to go through with it. When her sister Ismene and her were going back and forth about why she should and should not continue with the task, she disregards what Ismene says because in her mind she already has set what she wants to do and no one can possibly change that. Antigone shows how driven she is in many situations. â€Å"But I will bury him; and if I must die, I say that this crime is holy: I shall lie down With him in death, and I shall be as dear To him as he to me..† (Scene 2, lines 57-60). She is obviously very determined to accomplish the goal that she has set out for herself. These decisions she makes possibly set an example for other citizens of the community to see that is it okay to stand up for they believe in despite what society thinks isn’t right. Another character trait of Antigone is bravery. When knows the new law set by the new king Creon and still decides to go against it. Also questioning Creon’s authority, when arguing with him she technically insults him. â€Å"Think me a fool, if you like; but it may well be that a fool convicts me of folly† (Scene 2, lines 83-84). By Antigone saying this alone, demonstrates how brave she is. To speak as such to the king was a mighty thing to do, coming from a citizen at that. Throughout the whole play Antigone stands by her word, which could be seen as another strong character trait that she has.

Animal farm Analysis Essay essays

Animal farm Analysis Essay essays George Orwells Animal Farm is a novel based around how the animals of Manor Farm overthrew their human master, after they were mistreated and fed very little by Mr Jones and his workers. Orwell tells about the events that occurred when the animals tried to run the farm, however Napoleons failure to lead well results in damaging consequences for the welfare and the interests of other animals on the farm. After the rebellion took place the animals put in writing the Seven Commandments by which all of the animals would live. From this point all of the animals were supposed to be treated equally and were to have a better way of life, but this didnt happen. Napoleon who was an intelligent pig, made sure that he would be the one who took control of the farm, but before he could do this, he had to ensure that his arch rival Snowball was out of the picture. With Snowball gone, Napoleon was in the position to take control of the running of the farm. Napoleon was in the elite class, and the use of Napoleons power is illustrated in the novel when the animals are reassured by Squealer saying: Do not imagine, comrades, that leadership is a pleasure. On the contrary, it is a deep and heavy responsibility. No one believes more firmly than Comrade Napoleon that all animals are equal. He would be only too happy to let you make your decisions for yourselves. But sometimes you might make the wrong decisions, comrades, and then where should we be? This is an example of Napoleon using his power to ensure that the other animals had faith in him and trusted him. Napoleon was taking advantage of the animals, and Napoleon had to ensure that the animals were on his side. A successful leader wouldnt need to brainwash the animals into believing him, only a failing leader would do this. The animals started the construction of the windmill and the other work on the farm, and it is evident th ...

Tensile Test Lab Report Essays

Tensile Test Lab Report Essays Tensile Test Lab Report Paper Tensile Test Lab Report Paper Introduction The construction materials course is an essential part of civil engineering as the strength of all structures and constructions depends on the material used. The tension test is one of the laboratories which help students develop their knowledge in this course by practice. During the laboratory a Tinnitus Olsen Tension Test equipment was used, and the test samples were from low and high carbon steel and timber with grains parallel and perpendicular to the load. Test equipment and materials The test equipment used during the laboratory is one of the Penchant Materials Testing Machines made by Tinnitus Olsen. This machine can test different types of materials and it is provided with software which gives the opportunity to users to fully control the system. Machine two different types of attachments: the first is to fix the metal samples, and second is to hold timber samples. The rate of loading can be controlled by the software. Brief comments on differences and similarities in each property for the set of materials From the tables above it can be seen that: * Low-carbon steel has the largest load and stress at elastic limit among all materials * High-carbon steel has the largest maximum load and stress among all materials * High-carbon steel has the largest failure load and nominal failure stress among all materials * Low-carbon steel has the largest true failure load among all materials * All properties is larger for timber with grains parallel to the grain rather than for timber with perpendicular to the grain Graphs Stress-strain or load-extension graphs have a different form depending on the structure of material and of these graphs can be divided to two different regions: elastic deformation and plastic. Elastic deformation occurs in the region where the curve behaves linearly and after the removing the load material will return to its initial shape. When the elasticity ends the plastic region begins. In plastic region strain can increase significantly whereas stress increases with smaller increment. If the unloading happens the curve will fall parallel to the elastic region. The Stress-Strain graphs have the same shape as Load-Extension graphs. To prove that the stress-strain curves were sketched for three different types of metal: low-carbon steel, high-carbon steel and aluminum. The data used during plotting the stress-strain graphs is represented in Appendix. The graphs for low- carbon (0. 15%) steel (See Figure 1 2). Figure 2. The stress-strain graph for low-carbon steel It can be seen from the graphs that at the beginning the curve behaves linearly until it reaches approximately 14. Non (See Figure 1). Therefore, this section of the graph can be called the elastic region. Then the plastic region begins, and the curve reaches its maximum point at 15. Ink. After that the load decreases gradually for the bigger increment of extension until the break occurs (at 10. Non). The graphs for High-carbon (0. 4%) steel. Figure 4. The Stress-Strain Graph for High-carbon steel The graph for high-carbon steel is similar to the graph for the low-carbon steel. However, the maximum stress in the graph for high-carbon steel is more by non, and equal to the 19. Non. Also it can be seen that the length of high-carbon steel before the failure is less than for low-carbon steel. The elastic region continues until it reaches 12. Ink, and the plastic region ends when specimen breaks at 16. Ink. The graphs for Aluminum. Figure 6. The Stress-Strain Graph for Aluminum The shape of the curve in the graph is similar to the graphs for the steel. However, it can be noticed that the maximum load for aluminum is much less than for steel. Consequently, the load at elastic limit and fail ure load are also small (5. Ink and 3. Ink respectively). The causes of difference of the graphs will be given in Discussion part. The Figures 7-10 illustrate the tension test for timber samples when the load was applied parallel to the grain. From these graphs it is easy to see that the elastic region is very small for timber. In contrast, the plastic deformation takes the bigger region for the large extension. In addition, the specimens break when the maximum load is applied, and it seems that the failure occurs several times. The cause of this behavior is that all grains do not break at one time. The Figures 11-12 show the load-extension graphs for specimens when the load was applied perpendicular to the grain. It can be seen that the failure occurs at small applied load with comparison to other materials. The elastic regions for these specimens are bigger than for samples parallel to the grain. The extension is very small. The calculation of the mean stress, standard deviation, coefficient of variation and characteristic value The mean stress is the arithmetical average of failure stresses: mom=on 7 Where o is the sum of the failure stresses for timber specimens when the load was applied parallel to the grain, and n is the number of specimens. Amp The standard deviation is the degree of spread about the mean stress and it can be calculated as: so=(o-mom)an (8) Where so is variation, s is the standard deviation and o is the failure stresses. Mama s=9. 44 Amp The coefficient of variation: c=somas 9 The calculated result for coefficient of variation (26. %) for this timber was accurate enough as the coefficient of variation for timber must vary from to 30%. The characteristic stress is: char=mom-KS 10 Where k is the standard deviation multiplication factor, and KS is the margin. There kiss equal to the 1. 64 (1 in 20 failure rate). Discussion Firstly, it was noticed that the properties vary depending on the amount of carbon added to the steel. Adding the carbon increases the strength of steel thereby it makes the steel become more brittle. Therefore, the strain for high- carbon steel is less than for low-carbon one, and the maximum stress of low- carbon steel is less than for high-carbon one. Also as the strain or both low and high carbon steel is more than 5% it can be said that they are ductile materials. Secondly, as the strain for the aluminum specimen is less than 1% it seems that it is brittle material. However, the graphs for brittle materials have a little plastic region or even do not have this region. But there is significant plastic region in the Figure 5. It can be predicted that the main causes of that are the defects in the aluminum specimen and the errors related to the equipment. Thirdly, unlike all other materials the graphs for the timber specimens have upturn before failure. The Figures 7-10 are for the same material as timber with grains parallel to the load; however, these graphs differ from each other. Because all specimens do not have the same structure of grains and have different dimensions, also they can have defects as timber is the natural material. Fourthly, the timber specimens with grains perpendicular to the load are the most brittle among other tested materials. As the grains are not connected strongly the failure load of the specimen is not large. Finally, all of the graphs do not show ideal expectations and the possible sources of error are that the specimens were to fixed properly before the test, the material have the defects (was not homogeneous), reduction of decimal points during calculations and errors of the equipment. Conclusion To sum up, the properties such as elastic limit stress, nominal and true failure stresses, etc. Ere obtained. The graphs of stress versus strain were plotted for each type of metals and the graphs of load versus extension were represented with comments for each specimen. The mean stress, standard deviation, coefficient of variation and characteristic stress were calculated for timber samples with grains parallel to the grain. Also the figures of materials after the allure were sketched. In conclusion, the low-carbon stress is more elastic, and the high-carbon stress is stronger. The timber with grains parallel to the load can hold more load than those with perpendicular.

Past Forms of Regular and Irregular Verbs Practice Exercise

Past Forms of Regular and Irregular Verbs Practice Exercise This exercise will give you practice in using the correct past forms of regular verbs and irregular verbs. Before attempting the exercise, you may find it helpful to review Forming the Past Tense of Regular Verbs and introduction to Irregular Verbs in English Instructions The paragraph below has been adapted from the opening chapter of  Black Boy, an autobiography by Richard Wright. Complete each sentence correctly by changing the verbs in brackets from the present tense to the simple past tense. For example, the verb tell in the first sentence should be changed to told. When you have completed the exercise, compare your answers with those at the bottom of this page. From Black Boy, by Richard Wright One evening my mother [tell] _____ me that thereafter I would have to do the shopping for food. She [take] _____ me to the corner store to show me the way. I was proud; I [feel] _____ like a grownup. The next afternoon I looped the basket over my arm and [go] _____ down the pavement toward the store. When I [reach] _____ the corner, a gang of boys [grab] _____ me, [knock] _____ me down, [snatch] _____ the basket, [take] _____ the money, and [send] _____ me running home in panic. That evening I [tell] _____ my mother what had happened, but she [make] _____ no comment; she [sit] _____ down at once, [write] _____ another note, [give] _____ me more money, and [send] _____ me out to the grocery again. I crept down the steps and [see] _____ the same gang of boys playing down the street. I [run] _____ back into the house. Below (in bold) are the answers to the exercise above: Practice in Using the Past Forms of Regular and Irregular Verbs. Answers From Black Boy, by Richard Wright One evening my mother told me that thereafter I would have to do the shopping for food. She took me to the corner store to show me the way. I was proud; I felt like a grownup. The next afternoon I looped the basket over my arm and went down the pavement toward the store. When I reached the corner, a gang of boys grabbed me, knocked me down, snatched the basket, took the money, and sent me running home in panic. That evening I told my mother what had happened, but she made no comment; she sat down at once, wrote another note, gave me more money, and sent me out to the grocery again. I crept down the steps and saw the same gang of boys playing down the street. I ran back into the house.

Difference between the USA and UK government type and the difference Essay

Difference between the USA and UK government type and the difference in the checks and balances. (UK unwritten checks and balances list) (USA written checks and balances) - Essay Example UK’s unwritten checks and balances ascribe the legislature with sovereignty and other judicial bodies do not object the statutes that result from the legislature. In a way, this gives the government seemingly unconstrained power because the majority party has the power to pass many bills. USA’s written checks and balances are different because they are codified and this gives them authority. These checks and balances limit and bind all political institutions and establish a hierarchy of law. USA’s political institutions are subjected to judicial review, the judiciary can override a decision by the executive, and the executive can veto a decision made by the legislature (Hauss 459). UK’s unwritten checks and balances recognizes the powers of the monarch as a forth arm of the government in the UK. For example, the queen can dissolve or refuse to dissolve the parliament during emergency. On the other hand, USA’s written checks and balances recognize the judiciary, legislature, and executive as the three arms of government. The checks and balances provide that only the executive can force the legislature to adjourn. UK’s unwritten checks and balances provide that a judges’ council appoint senior judicial elements. Conversely, USA’s written checks and balances task the executive with the role of appointing judges that the legislature approves (Hauss 460). The unwritten checks and balances of the UK stipulate that courts can decide whether a document is a genuine Act. Different from this stipulation, USA’s checks and balance allow the judicial arm of government to interpret the law. UK’s unwritten checks and balance allows the Lord Chancellor to impeach judges while according to USA’s checks and balances, the legislature can impeach judges. UK’s unwritten checks and balances stipulate that the House of the Lords be not democratically elected whereas USA’s written

Revised website design Essay Example | Topics and Well Written Essays - 500 words

Revised website design - Essay Example It is originally presented as that of a simple webpage within dozens of all the other pages in the College’s website. With this, the project aims to give The Mishkin Art Gallery its own identity by providing it an independent say of introducing itself to the World Wide Web. In its redesigned state, The Sidney Mishkin Art Gallery Website makes it easier for the target visitors to find important details. It focuses its usability to the people who will be interested in mainly about the gallery. By removing the pages that does not have much to do with the gallery site proper, the usability of the website is simplified to the main details intended for a person who would like to visit the gallery site. The main particulars that these target audience would be looking upon are usually the dates of exhibitions, brief information about a current exhibit, a past exhibition and the gallery’s collections. All these have been included in the redesigned version of The Sidney Mishkin Art Gallery. Another thing that would be easily recognized is that the redesigned site is aesthetically presented to look poised and elegant. This is offered in the ambience of the design. A black background that would highlight black and white and even colored photographs would enhance the impression left to the interested visitors of the gallery. The blackness classically frames a featured visual at the main page of the site which would increase its elegance since it promotes art as a main subject to contemplate upon. The navigational usability and functions has also been considered in creating the redesigned version of The Sidney Miskin Art Gallery website. The navigational buttons have been arranged in a way that it will easily be accessed by potential gallery viewers. As mentioned earlier, the main subpages that have been included ranked the Present Exhibitions page, the Past Exhibitions page, and the Exhibition Catalogs. This buttons are placed below snapshots of exhibitions to

Contract law assignment Essay Example | Topics and Well Written Essays - 3000 words - 1

Contract law assignment - Essay Example On most occasions, this clause tends to be unfair, partial and one-sided as the weaker party in the agreement could not lay claim to damages or extra-contractual compensations when the Contract is somehow broken. There are some legal cases that tend to demonstrate how the weaker parties, in recent years, have at least tried to see that such exclusion clauses are incorporated into the contracts: this report would investigate how such a clause may be included in a typical Irish legal case that involved disagreement over the commercial contract. A legal case study is used to better explain how this phenomenon works out: Analog Devices BV & ors v Zurich Insurance Company & anor. This case study is necessary in order to highlight the seriousness of exclusion clauses in contractual agreements. Which of the parties would feel cheated or be left to bear the huge losses? What is the nature and scope of the clause being excluded? Does it contain an element of insurance coverage or health benefits scheme or pension system? The legal case of Analog Devices BV & ors v Zurich Insurance Company & anor2, decided upon at the Irish Supreme Court, is a typical case to prove how exclusion clause could result in a monumental loss for one of the parties involved. This is factual background to this case as presented by Baillii3: Analog Devices BV & ors had had engaged in the commercial activities of manufacturing, researching and designing of high performance linear mix signal and digital integrated circuits that are used for several signal processing applications. These activities were carried out at Raheen Industrial Estate in County Limerick. It is a known fact that twice a year the usual manufacturing operation is shut down in order to allow the maintenance team to work on the manufacturing plants. These annual maintenance arrangements often occur in the summer

The Main Arguments for and against Turkey's entry to the EU Essay

The Main Arguments for and against Turkey's entry to the EU - Essay Example Since 1959, when Turkey sent in its application to join the European Union (then known as the European Economic Community), Europe has been pondering over the fact whether a primarily Islamic nation lying mostly outside European geographic borders can really be made a part of the Union. While Turkey and EU have a common past of contractual relationship for many years, which led to the negotiations for accession in 2005, the former has always been perceived as an outsider, with whom Europe established relationships primarily for security reasons. The decision to start official talks on Turkey’s EU membership was made on 16 December 2004, while the accession negotiations started on 3 October 2005. This met with a hurdle, when Austria and Germany asked for permissions to allow ‘privileged partnership’ for Turkey without actually making it a full member. With other member states not agreeing to this clause, accession negotiations started, aimed at a full membership. H owever, negotiations have been adjourned on many instances since 2006, primarily due to objections raised by Cyprus, which is against Turkey’s accession to the EU membership (Barber, 2009). This is owing to the fact that currently the island of Cyprus is divided, wherein the Turkish troops have occupied its northern part and its ships are denied entry into Turkish ports. Austria and France have also declared their intention of holding a referendum on Turkey's EU membership. Currently, out of 35 accession chapters eight have been adjourned, which has effectively interrupted the membership negotiations. Owing to this, there has been a sharp fall in pro-EU support amongst the Turks, where a majority believe the accession process is biased and close-ended (Sayfa, 2013). A closer study reveals that majority of the EU member states never considered the EU-Turkey relationship as an essential part of the EU integration. Even after nearly five decades of EU’s relationship with Turkey, the perspective did not change, on the other hand the feeling of alienation increased on both sides (Cendrowicz, 2009). While a majority of the Europeans viewed Turkey as an outsider, the Turks felt that Europe as a political entity cannot be trusted, especially after the Treaty of Sevres post WWI, and furthermore after viewing unwillingness on part of the EU to assist Turkey once the accession negotiations started. In this context, the essay analyses the highly controversial issue of Turkey’s integration into the EU, and highlights the main arguments for and against Turkey's entry to the Union. Discussion Hurdles to the EU accession based on legal principles There were six member states that created the European Community for Coal and Steel (primarily states from Western Europe) in 1952, later known as the European Economic Community or EEC (1957), and which is now referred to as the EU. The preamble of the EEC treaty stated very clearly that this treaty aimed at cre ating a close union among the European people. In the same treaty, Article 237 stated that all European states are eligible to become a part of this Community. This article has since them become the foundation for integration, and is an essential aspect in the political and legal basis of the EU and the Union’s policy to unite Europe. This aspect has been reiterated in the 1993 Maastricht Treaty and had been considered in the proposal for 2004 drafting of the treaty for the Constitution for Europe, ratified by all EU member states. This treaty states in Article I-58 that all European states are free to enter the Union. Thus, here the main emphasis has always been on ‘European states,’ and all contractual provisions become a part of the common law framed by the different European treaties, binding

Issues in eDUCATION Essay Example | Topics and Well Written Essays - 4000 words

Issues in eDUCATION - Essay Example In order to provide a good quality education to students, teachers should develop new teaching and learning strategies that could increase the students’ motivation in learning. By doing so, school teachers will be able to convert the students’ negative learning attitude into a positive attitude and behaviour. (Schweinle et al., 2006) For the purpose of this study, the researcher will discuss the factors that could increase the students’ misbehaviour inside the classroom including: (1) the size of the classroom; (2) differences in learning capabilities of each student within an inclusive classroom; (3) Medical or Genetic Factors; (4) school teachers’ inability to develop an outstanding classroom environment that could increase the students’ curiosity in learning; and (5) other factors: boredom in class or frustration in learning. Knowing these factors will enable the readers to have a better idea on how to control the students’ misbehaviour in class. As part of controlling the students’ misbehaviour, the researcher will first examine the difference between disciplinary actions using the managerial and educational activity prior to concluding which among the two methods are more effective in managing a class. Among the five possible factors that could increase the student’s misbehaviour inside the classroom including: (1) classroom size; (2) differences in learning capabilities of each student within an inclusive classroom; (3) medical or genetic factors; (4) school teachers’ failure to develop an outstanding classroom environment that could increase the students’ curiosity in learning; and (5) other factors that could cause boredom in class or frustration in learning; the most important factor that school teachers should artistically learn to control within an inclusive classroom is the medical and genetic factors. This is primarily because other factors could

Islam Essay Example | Topics and Well Written Essays - 1250 words

Islam - Essay Example Thus, although there is no sign at all that Mohammed and his followers were blood descendants of Abraham, Islam is clearly associated with the biblical times, characters and traditions; even if the Bible has not had that profound effect on Islam as upon Christianity (Peters, 2004). Having developed from events that took place some 1400 years ago in the Arabian Peninsula, Islam is currently a world faith with over one billion followers worldwide (Gordon, 2003). On the other hand, although the Islamic religious doctrine, practices, and institutions have been the subject of numerous, if not countless, writings and discussions (Gordon, 2003), Islam remains the most misinterpreted, hence misunderstood religion, especially in the light of recent events such as the 9/11 attacks and the consequent ‘war on terror’. Therefore, this paper attempts to get an insight into the Islamic religion, highlighting some of the most contentious points of the doctrine. Historical Background In order to understand the essence of Islam as fully as possible, one would need to take into consideration first and foremost its historical context in which this religious cult has originated and matured; by the way, this is equally valid as far as any other religious tradition is concerned. Mohammed was born in Mecca about 570 AD, in the Hashim clan of the Quraish tribe which possessed a distinguished status in the town (Schimmel, 1992, p. 11). By that time, the wealth and ancient glory of the Arabian Peninsula, most notably the powerful trading kingdom of Saba (â€Å"The Kingdoms of Ancient South Arabia,† n.d.), was already too far gone (Schimmel, 1992). The religious life of the Arab tribes, particularly in Central Arabia, was still dominated by a rather primitive religion, whose rituals were performed in numerous tribal sanctuaries, including the shrine in Kaaba which appeared the center of the pagan cult; additionally, there were certain Jewish and Christian influences (S chimmel, 1992, p. 7). Arabia was situated in the sphere of influence of its trade partners by then – Persia and Constantinople (Schimmel, 1992). There were also a number of Jewish settlements not far from Medina, and even – according to some authors – the kings of Saba had reportedly converted to Judaism; the latter inter alia indicates a quest of a higher faith (Schimmel, 1992). Somewhere in his forties, Mohammed was overcome by visions and voices, realizing that he was entrusted with a divine mandate – to proclaim, like some Hebrew prophets of earlier times, most notably Amos, the forthcoming Day of Judgment when the human beings will face the one omnipotent God, their Lord, to answer for their actions (Schimmel, 1992, p. 12). The obvious parallel between Mohammed – the last prophet – and the first Hebrew prophet of judgment, Amos, is not only in theological terms, but also in terms of historical necessity. Thus, having seen the decline in Arabia’s power and wealth, likely brought about by the Arab tribes’ disunity and internal feuds, Mohammed found the ultimate means of unification – the belief in one omnipotent God – and saw himself at first as a God’s messenger to the Arabs, a prophet being sent to warn them (Schimmel, 1992, p. 15); later on, however, he put his visions into practice, embarking on a decisive move towards uniting the

Issues in eDUCATION Essay Example | Topics and Well Written Essays - 4000 words

Issues in eDUCATION - Essay Example In order to provide a good quality education to students, teachers should develop new teaching and learning strategies that could increase the students’ motivation in learning. By doing so, school teachers will be able to convert the students’ negative learning attitude into a positive attitude and behaviour. (Schweinle et al., 2006) For the purpose of this study, the researcher will discuss the factors that could increase the students’ misbehaviour inside the classroom including: (1) the size of the classroom; (2) differences in learning capabilities of each student within an inclusive classroom; (3) Medical or Genetic Factors; (4) school teachers’ inability to develop an outstanding classroom environment that could increase the students’ curiosity in learning; and (5) other factors: boredom in class or frustration in learning. Knowing these factors will enable the readers to have a better idea on how to control the students’ misbehaviour in class. As part of controlling the students’ misbehaviour, the researcher will first examine the difference between disciplinary actions using the managerial and educational activity prior to concluding which among the two methods are more effective in managing a class. Among the five possible factors that could increase the student’s misbehaviour inside the classroom including: (1) classroom size; (2) differences in learning capabilities of each student within an inclusive classroom; (3) medical or genetic factors; (4) school teachers’ failure to develop an outstanding classroom environment that could increase the students’ curiosity in learning; and (5) other factors that could cause boredom in class or frustration in learning; the most important factor that school teachers should artistically learn to control within an inclusive classroom is the medical and genetic factors. This is primarily because other factors could

Global marketing Essay Example | Topics and Well Written Essays - 500 words

Global marketing - Essay Example The airline industry is highly competitive with a large number of market players both in domestic as well as international routes. The advent of Low cost carriers has also compounded the competition with a predatory pricing mechanism (Wensveen, 2010). The key market drivers for the growth of the industry include a robust economic growth that would mean increase in business class passengers as well as growth in the tourism industry both of which can act as good drivers for the industry (AAPA, n.d.). Virgin Atlantic was established in the year 1984 under the leadership of Richard Branson under a joint venture with Singapore Airlines that has a 49 percent stake (Virgin Atlantic-a, 2011). The company headquartered at the UK is one of the most favoured and established brand in the industry (Virgin Atlantic, 2011). Considering the fact that there are a large number of market players with heightened levels of competition the role of branding assumes considerable importance in this industry so as to help create a distinction from the other brands in the market. Virgin Atlantic is a global brand and faces stiff competition from some of the well reputed brands including British Airways, Emirates and Delta Air, Continental and American Airlines in the international markets. In the domestic front it faces competition from the legacy carriers as well as low cost carriers like Ryan Air, Easy Jet etc. The competitive advantage of Virgin airlines comes from its excellence in service delivery and a formidable brand image. The project would try to analyze the global airline industry in the context of the chosen organization and would also try to formulate a suitable strategy for the expansion and growth of the airline in the US (Los Angeles) market. Virgin Airlines is a legacy carrier and caters mostly to UK based residents who constitute 60 percent of all the passengers flown by the airline. The company caters to multiple segments with

Cultural Anthropology Essay Example for Free

Cultural Anthropology Essay 1. How does a cultures physical environment shape the type of subsistence pattern they practice? How does subsistence impact a cultures degree of social stratification? How is the degree of social stratification mirrored in religious systems? The amount of sunlight and rainfall and the types of soil, forests, and mineral deposits all have an effect on the type of subsistence pattern a particular society develops. For example, In the U.S society people have different choices to obtain their food such as obtain their food from a fast-food restaurant or obtain their food for cooking from a grocery store or supermarket; other societies have different ways to obtain their food supplies. Which lead us to different type of life practices to get food such as people who live close to sea do fishing practices and people who live near to a desert obtain their food by hunting. The specific biome and environmental conditions may limit the development of certain types of subsistence patterns. For example, Arctic conditions are not conducive to agricultural activities, nor are arid regions suitable for rice production. In some societies of wealth, power and prestige are linked with ownership of land or the number of animals acquired. 2. Describe economic exchange among band societies and it purpose. How does this type of exchange change with different societal types and why? The major form of economic system with band societies is called reciprocal economic system; the system is based on exchanges among family groups as a means of distributing goods and services throughout the society. One of the main reasons for this system of reciprocal exchange is that food and other resources must usually be consumed immediately. There are three types of reciprocity: generalized, balanced, and negative. The most used one among societies is called generalized reciprocity (Own Group), an immediate return is not expected and that the value of the exchanges will balance out in the long run. For example, in our society parents take care of their kids, so you take care of them in their old age. Another one is balanced reciprocity (Other Groups); this type is more direct with immediate return. For example, in our society change money for someone, such as change a dollar for someone to four quarter to use the snick machine. The last one Negative Reciprocity (Rare), it is the attempt to get something out of nothing. For example, in our societies people who go to the car dealer try to take the car for the cheapest price they can and the dealer try to take more money from the buyer. Both of them are negative reciprocity which means try to get something out of nothing. They do them because it makes the life for them easier and without the sharing between them life would be barder and less pleasant. The greater predictability and concentration of resources within a particular region, the more pronounced the conceptions of private ownership and exclusive rights to territory among foragers in comparison to territorial rights among different hunter-gathers. 3.What are some ways in which the higher degree of mobility affects the technologies, subsistence behaviors, and social organization of pastoralists versus horticulturalists? Higher degree of mobility affects the group to maintain a certain number of people in the group to keep it effective to move to another place. To do so, they use this mean called, Fissioning, moving of people from one group to another. Another means of population control is infanticide, the deliberate abandonment or killing of infants, and geronticide, the killing of old people. Higher degree of mobility also affect the technologies. In this case, technology does not refer to just tools or artifacts, but it also includes the cultural knowledge that has to be maintained by the society. All foraging peoples have an extensive knowledge of their environmental conditions and of the appropriciate means of solving technological problems in these environments. Different from horticulturalists, foragers need to know where to find the plants, when to find them during different seasons, which plants are edible, and so on since they need to move during different seasons to pursue game and other resources. Inuit created an extremely complex foraging technology. Because of the weather conditions and the environment, they developed sophisticated techniques for curing hides from caribou and seals to make boots, parkas, and snow goggles. 4. Marriage is a human universal. In what forms does marriage exist and why? What is the function of endogamy and exogamy? How do forms of marriage exchange vary and how does each function to serve society? Marriage provide a systemic form of social mobility for the entire society. Endogamy is a type of marriage between people of the same social group or category. Endogamous marriages are carefully arranged so as to maintain genealogically appropriate kinship bonds and descent relations in the top-ranking descent group. Exogamy is a type of marriage between people of different social group or categories. Having this type of marriage gives significant benefit to the one side of kinship, which does not have as power as the another kinship, because they can share the power once one get married. Most agricultural states practiced some form of marital exchange. The most common type of exchange was dowry- goods and wealth paid by the bride’s family to the groom’s family. Dowry appears to be to the groom’s family exchanges wealth for the bride. The dowry was used as a social exchange between families to arrange a marriage contract.

Jeffersonian and Jacksonian Democracy :: American America History

Jeffersonian and Jacksonian Democracy Jeffersonian and Jacksonian Democracy are the same in just about every regard. Their views and goals as presidents are the same. Both are in favor of the common man and feel that it is the common people who should have the biggest influence on government, not the wealthy aristocrats. They also support states rights and feel that the federal government should not get involved with the states affairs. Both men's actions clearly show that the common man does not include minorities. Both Jackson's and Jefferson's actions and words are very similar and support the same beliefs. Thomas Jefferson was a strong supporter and spokesman for the common man and self-government. He strongly believed that the purpose of American government is to look after and support the common interests of the people. He was against anything that he felt would hurt the common man such as the Bank of the U.S. and big government. Jefferson believed the Bank was hurting the common man and became a damaging monopoly. "It would swallow up all the delegated powers [of the states], and reduce the whole to one power..."-Jefferson referring to the Bank. He was strongly against big government and felt it would oppress the common man. "I am not a friend of a very energetic government...it places the governors indeed more at their ease, at the expense of the people." Jefferson was also a strong supporter of the Bill of Rights, which protected the rights of the people. "A bill of rights is what the people are entitled to..." He felt the Bill of Rights would clearly state and protect people's ri ghts, "freedom of religion, freedom of the press, protection against standing armies, restriction of monopolies, the eternal and unremitting force of the habeas corpus laws, and trial by jury...." It was based on Jefferson's suggestions that Madison proposed a Bill of Rights. Jefferson did everything he could to help the common man. Andrew Jackson was undoubtedly a man of the people. He was the first president to be chosen by the people and his background was not that of a typical president. He was not born into a rich family. Jackson's favored the general public rather than the wealthy. His election shifted the balance of power from the wealthy East Coast, to farmers and small businesspeople in the west. Jackson vetoed more bills than all previous presidents did in an attempt to help the common man.

The Bluest Eye by Toni Morrison Essay -- Toni Morrisons The Bluest Ey

The Bluest Eye There are many themes that seem to run throughout this story. Each theme and conflict seems to always involve the character of Pecola Breedlove. There is the theme of finding an identity. There is also the theme of Pecola as a victim. Of all the characters in the story we can definitely sympathize with Pecola because of the many harsh circumstances she has had to go through in her lifetime. Perhaps her rape was the most tragic and dramatic experience Pecola had experiences, but nonetheless she continued her life. She eliminates her sense of ugliness, which lingers in the beginning of the story, and when she sees that she has blue eyes now she changes her perspective on life. She believes that these eyes have been given to her magically and in some respects her eyes begin to corrupt her as an individual. The story begins to take a turn and the reader realizes that the main character has begun to entirely rely on self-image in order to build confidence. This leads to the question of h ow significant are the "Blue eyes" to society and how does the theme of beauty and ugliness linger throughout the story. With this in mind, how does this make Pecola a victim of society and a victim in herself? If any person can be credited for creating the obsession of beauty that Pecola builds it is Pauline (Pecola’s mother). Pecola experiences many insecurities and it can definitely be said that many of these are because of the way that Pauline acts in society and around Pecola. It was stated in the story that Pauline would always go to the movies and rate the characters on their beauty. This is one example that shows the obsession that Pauline has with beauty and looks. This rubbed off on to her daughter and that is where Pecola received her lack of self-esteem. It is clear that Pecola idolizes the ideals of being beautiful. It is interesting that Pecola is not the person telling the story in this book, and it is Claudia instead. It seems that the author wants the reader to build an immense amount of sympathy for Pecola because it would just be less effective if Pecola was telling the story. If it Pecola that was narrating in many parts then it would be more difficult to see her as a "total victim". The structure and way this book is organized is a good clue of how Morrison wants us to see Pecola’s and all black peoples situations. Instead of ord... ...could work miracles." This comes from the character Soaphead who finally realizes what it must be like to be an African American in a racist society. If only Pecola could literally see life through the eyes of someone who is not oppressed by their society. Pecola only wants to live up to the image of a blue-eyed white person. This is important, and it shows that the author is not only speaking to the black person about their sorrows, but also to the white person which shows how a racist social system can wear down an innocent mind. Basically being white is being successful and Pecola has no hope in this society. It is not solely because of racism that Pecola is not accepted. Not only does she have to deal with the hatred she receives from the white person, but also she is an outcast in the black infrastructure. This proves that Pecola is a "total victim" because she has no way out and the only way she can be normal is to try to change who she is in order to be someone she is not. Basically Pecola is totally entrapped by everything, her past (rape etc..), her present (society both black and white) and her future (she has very little hope at being an contributing member of society).

Change and Inner Journey

â€Å"Any Journey includes both realities and possibilities†, the three texts that we have studied in class, the film ‘Pleasantville' by Gary Ross and the poems ‘Road Not Taken' by Robert Frost and ‘Journey to the Interior' by Margaret Atwood, support this idea as these texts include the protagonist having embarked on not only physical and interior journeys in reality but also imaginary. The journey is known to be imaginary for the audience, but for the characters of the text these journeys have led them to be in a different stage in life, not only physical but internally, evolving into different people or having what become completely different people due to these journeys. In the 1977 film ‘Pleasantville' by Gary Ross, the protagonists, David and Jennifer begin their physical journey when they are â€Å"sucked† into the 1950's television program â€Å"pleasantville† when it becomes imaginary; impossible. When their journey was first embarked David and Jennifer where very different characters which is juxtaposed with the fact that they are brother and sister. At the beginning of the film David is portrayed as an awkward teenage boy, not being the popular one at school and definitely not having many friends. David is shown as being unhappy with his life and is therefore outlined using the television program â€Å"pleasantville† as an escape. In Ross's film this is shown in a scene between David and his mother, David's mother is shown on the phone arguing to his father about who received custody of the children on that weekend, the audience can see the distance between the children and parents, this is one of the complications in David's life. David is depicted sitting in the next room watching his favourite T. V program â€Å"pleasantville†, a close-up is used on David's face to show his intense concentration on the program, he attempts to block out his mothers voice as she becomes louder by also increasing the volume of the television. What David longs for is to be a part of Pleasantville where there is zero negativity. Opposed with David is his sister Jennifer. Typical 90's teenage girl, Jennifer wears the latest clothes, and dating the â€Å"coolest† boys in school, her main priority is increasing her rank in the social ladder. These differences are depicted in a scene from the playground when David sits and talks to his friend about Pleasantville, the camera then pans the playground to the opposite side of a fence, where Jennifer is seen alking to her friends. The pan shows the distance between the two characters, whilst the objective of the fence is to act as a symbolic object symbolising their differences. Once they are transported into pleasantville, physical and imaginative journey, David takes the role of â€Å"Bud† one of the protagonists in the program and Jennifer now taking on the role of â€Å"Mary Sue†, the roles of David and Jennifer have changed as David understands all the values of pleasantville, but it is all new to Jennifer. Due to Jennifer's lack of knowledge she doesn't care about Pleantville like David does and she begins to make changes, David isn't happy, â€Å"we have to play along or we will alter their universe†. Pleantville is David's fantasy and he doesn't want it to change in any way, â€Å"maybe it needs to be messed with† said by Jennifer demonstrates her opposing views. This gives the audience the knowledge that things are going to change. These changes are caused when the relationship between Jennifer, â€Å"Mary Sue† and Skip, captain of the basketball team, begins to advance. The beginning of change is depicted by a red rose in the alternate black and white world. Colour is very symbolic in â€Å"Pleasantville†, it signifies not only physical change of pleasantville but also the inner journeys each character undergoes. The values of Pleasantville also change with the physical changes. Individuality is not tolerated and these changes increases the characters ability to have their own thoughts and beliefs. David and Jennifer have remained black and white, even though they have been the cause of all the changes in pleantville, this symbolises that they are also in need for change. The intolerance for individuality is demonstrated when Betty, mother of Bud and Mary Sue, feel the need to hide the fact that she has also become coloured to conform to the norms of society, â€Å"I cant go out there looking like this† the grey make up is juxtaposed with the colour. Betty's personal inner journey deals with her appreciating her individuality therefore her colour. Her values as a housewife are also tested. David and Jennifer's values and characteristics are also shaped and moulded, these changes occurred in when their physical journey became and inner journey. David is more confident and content with who he is, and Jennifer also begins to appreciate herself a lot more and begins making personal changes such as studying and reading books. Once the two protagonists have reached the end of their inner journeys, they too become coloured. At the end of the film the audience is presented with the understanding that David and Jennifer have gone through a physical and inner journey not only in reality but in possibilities. â€Å"The Road not taken† by Robert Frost is an analogy of an inner journey in the form of a physical journey. â€Å"two roads lay in the yellow woods† this allows the reader to see the obvious possibilities involved in the journey the protagonist is undergoing, it also gives the reader the appearance of a physical journey. The audience will then come to an understanding that it is also an inner journey, the fork in the road outlines the decisions and options one must make in life, and there is always more than one. Robert Frost creates the atmosphere that one can only choose one path in life and it determines everything, one must choose the path that is best suited for themselves although you may not know what the future holds, â€Å"looking down both, not seeing past where the path meets the undergrowth†. The path that is chosen will grow and change the character of the person, therefore being an inner journey. The â€Å"yellow woods† are symbolic as they represent maturity. â€Å"I choose the one less travelled by and that made all the difference† this quote suggest that Frost has chosen the less popular option in his life, maybe utilising harder work, but that made all the difference in his future. The readers have great feeling that he has also grown as a person. â€Å"Journey to the Interior† by Margaret Atwood is another analogy of an inner journey in a physical journey. Atwood uses the Canadian landscape to describe her conscience, she describes it as being â€Å"dark† and â€Å"spindly† also calling it â€Å"poor land†. Atwood allows the reader to feel as if inner journey to find oneself are treacherous and dangerous, and if undergoing a physical journey which will eventually be part of the inner journey one is presented with many distractions, a person may also feel completely lost and incapable like being caught â€Å"in tangles of branches† or an â€Å"invincible net of air†. Like Robert Frost, Atwood makes the future seem uncertain, full of possibilities that one can not prepare for she describes the future as â€Å"not the easy going from point to point, a dotted line on a map†¦ †, she also mentions that one can not take directions from others on their own personal journey, they must be their own guide â€Å"a compass is useless†¦ †. In her poem Margaret Atwood explains that a person must make time to find their inner self, keeping focused on the journey they began â€Å"whatever I do I must keep my head†, causing changes and becoming a better and happier version of their former self. These three text have outlined that any journey includes both realities and possibilities as there is always more than one option in life and in any situation presented. These possibilities and realities are also determined with the individual and how far they plan to exceed in their journeys.

First Year Psychology Students’ Memory for The News as a Function of Media of Presentation

7O psychology students were presented with a selection of four news stories in three different media; print form, audio form and audio visual form. Participants were tested immediately after exposure to the news to measure retention of story details, via a questionnaire. Subsequent results showed significant differences in information recall between the medium of presentation. Recall of detail was greatest from print, and worst from audio mode. It was made clear that when in print form, information is better absorbed, processed and retained than when in audio-visual mode and audio form. INTRODUCTION As the world's technology grows, and the public's demand for information is ever increasing, the news is presented in increasingly varied media. The news is a key factor in modern day society, with the vast majority of the U.K population being exposed to it at least once every day. Despite the various forms in which news can be accessed, for example radio, print and even music, it can be gathered from public opinion surveys that the vast majority of individuals endorse television as their most important source of news information. Subjective views of audiences indicate that television is an important news source, from which they learn a lot. Yet, research in the past has shown that on the whole, individuals frequently fail to remember very much from television broadcasts. One survey of people living in the San Francisco area, where respondents were telephoned shortly after the evening's main broadcast and asked, â€Å"What do you recall from tonight's broadcast?†, showed 51% could not recall any stories. On average subjects remembered just 6% of bulletin's stories.(Stern 1971) These losses of information recalled can be due to various factors concerning the viewer's motivation, attention, interest in the story and relationship with the story (Gantz 1979, Neuman 1976). For example, British research indicated that gender differences in the recall of TV news is linked to content factors. Interestingly, males recalled information from news narratives about violent incidents accompanied by violent images better than females did. Yet when these same stories were presented in sound only and print form, these gender differences disappeared(Gunter,Furnham and Gietson 1984). Also, research has questioned a variety of news presentation factors as having significant effects on learning(Berry, Gunter and Clifford 1981). It must therefore be questioned whether television is in fact the most memorable form of presentation of information, when compared with audio-only or print form. Printed media convey greater quantities of information, and also allow readers to process the news at their own pace, whereas in both visual and audio-visual modes, the pace of information presentation is set by the producer. It is also argued that people are able to process information more deeply when reading or listening to the source. This is due to the fact that when watching the news item, the viewer is given all the information at once; visual and audio. This can not only be somewhat confusing(especially if the visual information does not correlate to the audio or narrative, often due to quick cutting of visual scenes), but also means the individual does not need to pay attention as much, as no extra thinking must be done. When reading and to some extent listening to an article, the individual must think of the visual ingredient themselves, as this is not given. This additional processing of the material can result in better retention. This has been supported by various researchers(Greenfield 1982, Meringoff 1980). It should be noted that this theory is argued in research, it has been found that recollection of the same story in print and audio-visual modes is better from print(Beighley 1952; Browne 1978). On the other hand, a study using television, radio and print to present information, it was reported that retention of abstract information is far superior when from television, in turn with better memory performance from radio than print(Williams,Paul and Ogilvie 1957). Yet more recent research by Wilson (1974), which involved all three media, found that retention was better from print than audio and audio visual. It is possible that these differences in findings is because Williams tested recognition, whereas Wilson tested free re-call(Gunter,Furnham and Gietson 1984). This therefore could help argue that printed presentation of information produces better free recall performance as reading requires more cognitive effort and requires deeper information processing than television. Millions of pounds are spent on advertising and sponsorship on television, as it is presumed that information that people see on TV will be remembered and hence may lead to buying a certain product. This, therefore is an important and interesting area of research, not only due to the controversy of previous results, but due to the present day necessity for effective advertising and could also lead to future improvements in education and teaching methods. In this experiment, it is Hypothesised that- scores regarding information retention would be higher from groups who receive written material than audio, which would be higher than audio-visual material. In order to carry out this study, a similar study's framework was used as a template for the design. In this case, the study- â€Å"Memory for the news as a function of the channel of communication† (Gunter, Furnham and Gietson 1984) was replicated. METHOD Design and Materials- Random assignation of participants (a control) produced three groups (see participants subsection later) with no limitation on sex ratio in each group. These three groups were the independent variable. The groups were presented with varying media all of which gave the same narrative script (a constant throughout each item), in different forms. Group A(n=25) were presented with news in audio form. Group B(n=22) received the information in print form and Group C(n=23) received the news in audio-visual form. The news items were originally recorded from TV news bulletins transmitted by an experimental TV service, and had not been aired on mainstream networks throughout the U.K. The bulletins were originally broadcast separately over 18 years ago, therefore further reducing the likelihood of a participant having previously seen said items. Participants in were confronted with four separate news stories, which were presented in the same order for each media. In its audio/audio-visual state, each of the four stories lasted approximately one minute, with a total time of 4 minutes, 33seconds from beginning of story 1 to the end of story 4. Two items were scenes of street fighting between protesters/demonstrators and police in El Salvador and South Korea. The two other news items depicted non-violent events – Japan lifting trade restrictions and A Greek Prime Minister's visit to Yugoslavia. Each story had a common narrative voiced over by an unseen narrator, and it was this common narrative which was transcribed in the print form given to Group B. Footage presented to Group C depicted the following scenes- the El Salvador footage showed gun-fighting between individuals in the streets, with commentary from the narrator. Footage from South Korea showed rioters throwing stones at police and rioters reprimanded being clubbed and beaten by officers. The story told gave reasons for these disturbances, which were varying social groups' dissatisfaction with each Government. Japan's reduction on tariffs on certain goods due to disapproval from the U.S.A and the E.E.C was accompanied by footage of delegates at a summit meeting in Versailles concerning various matters including those mentioned previously. The last story concerning the Greek Prime Minister's visit to Yugoslavia depicted images of the visit and documented reasons for the visit. Group C were presented the stories via a colour screen with sound capability. Group A were presented with only the sound stream from the audio-visual medium. Group B were given transcripts of the narrative from the broadcasts. A questionnaire was then given to the groups, which contained twenty questions, five from each story, which questioned the groups about certain facts from the news items, hence testing the content retention of each group. The questions tested remembrance of where and why certain events occurred. The participants then were awarded two points for each correct answer, one point for a partially correct answer and zero for an incorrect answer, giving a maximum score of forty points. Participants- A total of 70 subjects were used in the experiment, all of whom were University of Bath first year psychology students, with ages ranging from 18 to 40. Group A,B and C each had three males in them, and subsequently contained 22, 19 and 20 females respectively. Procedure- Once seated, participants were given a letter which referred to their group- A,B or C. Group B were then removed from the room, and given scripts which they had four minutes to read. They remained in the building's foyer until time was up. Groups A and C were presented with a video with sound on a projected colour screen in the main room. Group A (audio only) were then instructed to cover their eyes as to only listen to the audio from the video, whilst Group C were allowed to watch the video and listen. The exposure times for each group were equated across each media. Once all groups were re-assembled, they were handed with a questionnaire which they had twenty minutes to complete. Subjects then were told the correct answers and marked their own tests. They then handed in the scripts with their group letter and total score on, from which the results were calculated. RESULTS Table 1 (shown below) shows the processed data gained from the experiment. The table presents the means from each group's results on the questionnaire, and the standard deviation of each group. Table 1 Group Number of subjects Mean Score Standard Deviation A- audio 25 7.9 4.6 B- print 22 12.0 5.1 C- audio-visual 23 8.9 4.9 The mean scores of each group are a point of interest in this study as they illustrate the extent to which each medium was recollected, as an average for each group. Group B gained the highest mean score on the questionnaire with an average of 12. Group C gained the next highest average, with a mean score of 8.9, and Group A had the lowest score with 7.9. This indicates that those who received information via print recalled the greatest level of detail, as they scored highest (on average) in the questionnaire. The comparison of mean scores also indicates the superiority of audio-visual medium over audio in terms of detail recollection. It was also necessary to include standard deviation in the data as this shows the dispersion of individual results around the mean for each group. As can be seen from Table 1, the standard deviation for each group was relatively similar; 4.6, 5.1 and 4.9 respectively for groups A, B and C. The standard deviation scores were also relatively low in each group, with group B having the most dispersed results around the mean with the highest standard deviation (5.1). Group A had the lowest standard deviation with 4.6, with group C in between with 4.9. The standard deviation indicates that scores were more agglomerated in group A than groups C and B. As the dispersal around the mean for each group were rather similar, it is indicated that the memory performance of participants in all three groups varied to a certain extent, even though averages were different. DISCUSSION The extent to which the news was recalled by participants was highly dependant upon the mode of presentation. As hypothesised, the results show that the level of detail recalled was greatest following pint presentation of the news. This was the expected outcome, and has been confirmed in previous research, for example Beighley(1952) and Browne(1976), who both found that print in the most memorable medium of presentation. There are a number of theories as to why print is the superior format for news recollection, firstly it is argued that in print form, there is a greater quantity of information offered to the reader. Although the print format was purely a transcript of the narrative of the audio/audio-visual media, the amount of information that can be absorbed and processed by the reader is greater. This can be due to the fact that when in print format, information can be processed at a self-paced speed( Gunter, Furnham and Gietson 1984), whereas in audio and audio visual formats, i nformation is presented at the set pace decided upon by the producer. This leads to a greater absorption of information from print format and hence a greater level of detail recall (as shown in the results of this report; the mean score for subjects given the print format was 12, compared to 7.9 and 8.9 for audio and audio-visual formats respectively),indeed imagery is known to act as a strong mnemonic device(Paivio and Csapo, 1973; Kosslyn and Pomerantz 1977). Printed news also necessitates the reader to conjure up his/her own images whilst reading the script, in order to get a mental picture of the scenes documented. It is this process which also may lead to greater remembrance of detail, as the reader must process the information further than participants who received the audio-visual format( Greenfield 1982 and Meringoff 1980). To some extent, this is prevalent with audio only subjects, as images are not given, so must be imagined. The experiment showed that, contrary to the hypothesis, Group C(audio-visual) scored a higher average than Group A(audio),as can be seen from the results; Group C's average on the questionnaire was 8.9 whilst Group A's average was 7.9. This determination was also made by Williams, Paul and Ogilvie (1957) in a similar study. The findings in their study showed that audio-visual media led to greater information retention than audio only. This result was unexpected, yet there are a number of reasons as to why news presented in audio-visual format was better recalled than in audio. Firstly, the structure of the audio feed was not purposefully made for audio presentation – subjects in Group A(audio) simply covered their eyes and listened to the video's audio stream. Therefore it could be argued that if the audio format was structured for audio presentation, then absorption of information would be greater, as the audio-visual format would rely somewhat on its visual imagery to present its information, therefore Group A(audio) would miss out on this extra source. Another bias in performance could be due to Group A simply having to cover their eyes so as to prevent them from watching the video. This could prove to be distracting, as the subject would to some degree focus on not watching the video footage and therefore lose slight interest in listening to the information. It could also be argued that the act of shielding the information source from oneself has subconscious implications, in that the listener subconsciously feels removed and distanced from news source due to covering his/her eyes. This would limit the amount of information processed and therefore retained. Listeners may also get bored of the blank visual stimuli, therefore making it harder to focus and retain information. There is also the possibility that those who watched the news scored more highly on average than those who listened to the news due to the violent images displayed. It is said that many individuals(especially male) recall images in the video which aid them in retaining information(Gunter, Furnham and Gietson). This is especially prevalent when concerning images of a violent nature- for example scenes from El Salvador of gun fighting. Emotionally charged images, such as war and fighting are proven to be better recalled than neutral images(i.e those with no emotional connotations)(Cohen, Wigand and Harrison, 1976). Therefore video footage may in fact aid the retention of detail. A theory put forward by A. Paivio is that of Dual Coding Theory(Paivio and Csapio 1973), which helps to explain why the hypothesis in this report was partially disproved(in that audio-visual ave rage was higher than audio). Dual Coding theory suggest two cognitive sub-systems, one which deals imagery and the other specializes in language. In this case, Dual Coding theory would assume that due to two sources of information(audio and visual) a were presented to group C, the group members had more information to gather, and furthermore, each source re-enforces the other. This means that the visual imagery would be re-enforced by the audio source, but would itself re-enforce the audio, therefore creating a circumstance in which information is easily absorbed and processed and consequently retained. The investigation could have been hindered and distorted by certain factors encountered. Firstly, Group B were kept in a seating area in a building's foyer whilst reading the transcript. This could have proved to be distracting due to events outside of the building visible through the windows and the coming and going of unrelated individuals through the foyer. Perhaps a closed room would have been more suitable to use for the reading group. The audio feed was not perfect either, as subjects had to sit with other group members and cover their eyes whilst listening to the video, this could result in distancing from the source and loss of focus hence distorting the results. The questionnaires were also marked by the subjects themselves, once told the correct answers. Therefore there was the possibility for cheating, and so the results themselves may be incorrect. This could be improved by using external markers to score the questionnaires, as they have no bias towards the result. Future research could focus on whether Dual Coding theory is a valid argument, and the extent to which it operates.

Class System in Pakistan

ABSTRACT In this paper I would like to introduce interrelated propositions about the Social structure of Pakistan: (i) that Pakistan society is characterized by a social stratification process which is compensatory in nature; (ii) that the compensatory process of social stratification over the years has given rise to status-centric value orientation; and (iii) that the most significant indicator of status-centric orientation is emergence of artificial middle class which can be distinguished from real middle class in terms of norms. INTRODUCTION They originated as the cast system in the time of divin-reite monarchs,  Upper  related to, or avored by the monarchy. Middle related to management, legal and business. Lower:  often called, â€Å"The work force those whom have no rights the ones that die and sweat. That the rich might richer get. The everlasting poor. In Pakistan society, the  middle class may be divided into two or three sub-groups. When divided into two parts, the lower middle class, also sometimes simply referred to as â€Å"middle class†, consists of roughly one third of households, roughly twice as large as the upper middle or  managerial class. Common occupation fields are semi- professionals, such as lower-level managers or school teachers, small business owners and killed craftsmen. These individuals commonly have  some college education  or perhaps a  Bachelor's degree  and earn a  comfortable living. Already among the largest social classes, rivaled only by the working class, the lower middle class is diverse and growing. Though not common in sociological models, the middle class may be divided into two sections, And the least working class that’s express a lot of peoples. A social class is a homogeneous group of people in a society formed on the combined basis of * Education * Occupation * Income * Place of residenceAnd have who have similar social values similar interest in life and they behave a like have approximately equal position of respect or status in a society. The social classes of Pakistan: – 1. Upper class 2. Middle class 3. Working class 1. UPPER CLASS: – The upper social class which generally have high level of income and belong to be most high paying profession and they live in most cleanest place of the country and money will be no problem for them and their size is  2%  of the total society and approximately  3. 7 million  they have 60% to 65% of money of the country. They are actually * High status leadership * Big business man Top management of the company Members of the upper class control and own significant portions of the corporate and may exercise indirect power through the investment of capital. The high salaries and the potential for amassing great wealth through  have greatly increased for the power and visibility of the â€Å"corporate elite†. Many sociologists and commentators, however, make a distinction between the upper cla ss (in the sense of those in the families of inherited wealth) and the corporate elite. By implication, the upper class is held in lower regard (as inheritors of idle wealth) than the self-made millionaires in prestigious occupations.Yet another important feature of the upper class is that of inherited privilege. While most Americans, including those in the  upper-middl class  need to actively maintain their status, upper class persons do not need to work in order to maintain their status. Status tends to be passed on from generation to generation without each generation having to re-certify its status. Overall, the upper class is the financially best compensated and one of the most influential socio-economic classes in society. (i) Upper Middle Class The upper middle class consists of highly educated salaried professionals whose work is largely self-directed.Many have advanced graduate degrees and household incomes commonly exceed the high five-figure range. Members of this cla ss commonly value higher education – most holding advanced academic degrees – and are often involved with personal and professional networks including professional organizations. The upper middle class tends to have great influence over the course of society. Occupations which require high educational attainment, are well-compensated and are held in high public esteem such as physicians, lawyers, engineers, scientists and professors are largely considered to be upper middle class.The very well-educated are seen as trend setters with movements such as the anti-smoking movement, pro-fitness movement, organic food movement, and environmentalism being largely indigenous to this particular socio-economic grouping. Education serves as perhaps the most important value and also the most dominant entry barrier of the upper middle clas 2. MIDDLE CLASS: – The USC and MSC education are met different like USC study in foreign country like oxford university and MSC are study in local university of their country but income size will found more different their houses are ifferent their house are not huge and not think for a huge house of defense and think a house of Gulshan-e-iqbal their population is 28% out of the total population their population is 53 to 54 million of the total population They are actually * They are small to medium size business man. * Middle management * Low ranking govt officer And the big difference in USC and MSC is house concentration they focus more to their house but USC not so much home focus they are less and MSC lot home focus. The  middle class  is perhaps the mostly vaguely defined of the social classe.The term can be used either to describe a relative elite of professionals and managers also called the upper middle class or it can be used to describe those in-between the extremes of wealth, disregarding considerable differences in income, culture,  educational attainment, influence, and occupation. As with all soci al classes in pakistan there are no definite answers as to what is and what is not middle class. Sociologists have brought forth class models in which the middle class is divided into two sections that combined constitute 47% to 49% of the population.The upper middle or professional class constitutes the upper end of the middle class which consists of highly educated, well-paid professionals with considerable work autonomy. The lower end of the middle class – called either lower middle class or just middle class – consists of semi-professionals, craftsmen, office staff, and sales employees who often have college degrees and are very loosely supervised. Although income thresholds cannot be determined since social classes lack istinct boundaries and tend to overlap, sociologists and economists have put forward certain income figures they find indicative of middle class households. Sociologist identifies a husband making roughly $57,000 and a wife making roughly $40,000 w ith a household income of roughly $97,000 as a typical middle-class family. Sociologists identify household incomes between $35,000 and $75,000 as typical for the lower middle and $100,000 or more as typical for the upper middle class. Though it needs to be noted that household income distribution neither reflects standard of living nor class status with complete accuracy. i) Traditional Middle Class Those households more or less at the center of society may be referred to as being part of the pakistan middle or middle-middle class in vernacular language use. In the academic models featured in this article, however, the middle class does not constitute a strong majority of the population. The most prominent academic models split the middle class into two sections. Yet, it remains common for the term middle class to be applied for anyone in between either extreme of the socio-economic strata.The middle class is then often sub-divided into an upper-middle, middle-middle, and lower-mid dle class. In colloquial descriptions of the class system the middle-middle class may described as consisting of those in the middle of the social strata. The term middle class in this manner, especially when discussing the  middle-class squeeze. The wide discrepancy between the academic models and public opinions that lump highly educated professionals together in the same class with secretaries, may lead to the conclusion that public opinion on the subject has become largely ambiguous. ii) Lower Middle Class The lower middle class is, as the name implies, generally defined as those less privileged than the middle class. People in this class commonly work in supporting occupations. Although they seldom hold advanced academic degrees, a college degree (usually a bachelor's degree) is almost always required for entry into the lower middle class. Sociologists divide the middle class into two groups. In their class modes the middle class only consists of an upper and lower middle cla ss.The upper middle class, as described above, constitutes roughly 15% of the population with highly educated white collar professionals who commonly have salaries in the high 5-figure range and household incomes in the low six figure range. Semi-professionals with Bachelor's degrees and some college degrees constitute the lower middle class. Their class models show the lower middle class positioned slightly above the middle of the socio-economic strata. Those in  blue  and  pink-collar as well as  clerical  occupations are referred to as working class in these class models. . WORKING CLASS: – The term working class applies to those that work at this tier in the social hierarchy. Definitions of this term vary greatly. Population to be in either the upper-lower class or lower-lower class in 1949, modern-day experts argue that the working class constitutes most of the population. The WSC are not much more educated they are not in very accurative profession their incom e is low and they build one two room poorly houses, electricity not available water etc. Their size is 70% out total population of Pakistan.They are actually * They are very small size shop owner. Skill, semi skill ; unskilled * Low grade govt staff ( peons, driver) * Poor former * Political worker The term commonly includes the so-called â€Å"blue bloods† (multi-generational wealth combined with leadership of high society). There is disagreement over whether they should be included as members of the upper class or whether this term should exclusively be used for established families. Twentieth century sociologist divided the upper class into two sections: the â€Å"upper- upper class† and â€Å"lower-upper class† .The former includes established upper-class families while the latter includes those with  great wealth. As there is no defined lower threshold for the upper class it is difficult, if not outright impossible. Income  and  wealth  statistics m ay serve as a helpful guideline as they can be measured in a more objective manner. In 2012, approximately one and a half percent (1. 5%) of households in the had incomes exceeding $250,000 with the top 5% having incomes exceeding $157,000. Furthermore only 2. 6% of households held assets (excluding home equity) of more than one-million dollars.One could therefore fall under the assumption that less than five percent of Pakistan society are members of rich households As the day proceeded, I found myself reflecting and comparing the education system of that of Canada to that of   various parts of the international community. Before proceeding let me attest to the reality that I am in no way suggesting that the education system of that of Canada is not saturated with disparities, BUT, I do however want to allude to the reality of the increasing opportunity when considering the  access to education  when compared to countries like Pakistan, for example. my reference to Pakistan i s a direct reflection of my personal interactions with various members of the Pakistani community hence my first-hand take on the dynamics unfolding within the Pakistani education system) In Pakistan, and in most countries for that matter, (comprising the ‘West)  is  seen as  a provincial responsibility  ensuring the attainment of education  up to and including high school. Access to education in Pakistan however, does not serve as a preamble  for  social or economic  progression in the near future.Gender disparities,   the social hierarchical positioning of an individual, income, religious affiliation and perhaps the most infuriating of all, the structure of the education system in Pakistan all serve as challenges to achieve a substantive level of access to education. The society that limits access to education and knowledge is short-sighted and destined for extinction, like the societies described in  Collapse  by Jared Diamond. Furthermore, along with people’s pursuit of social justice one needs to also embark  on the pursuit of equal opportunities in education.Plato in â€Å"Utopia† makes reference to every citizen, regardless of sex, outlining that we must receive education from an early age, and that this should be the earliest concept of equality of educational opportunity. Education provides the bedrock for reducing impoverishment and enhancing social development. In Pakistan, there has been a downsizing trend for the quality of education but moreover, the transparency of curriculum made available to students in various schools is questionable as different schools provide arraying levels of educationMadrasas (religious schools housed at local mosques), state-owned schools, English  governed schools  and private schools are the various components of the educative framework in Pakistan. Although Canada also consists of both public and private schools, does curriculum vary by leaps and bounds in such a way t hat it further perpetuates class difference, taking away from any opportunity to erode the clashing of civilizations? Are students in Pakistan belonging to the lower classes able to even fathom the idea of attending a private and/or prestigious school within Pakistan?Why has the education system become reflective of the social and economic classes of Pakistan? Why the arraying curriculum? Are school’s like Karachi Grammer School, Frobels, Aithison College, Beaconhouse, American School Franchise   (and many others for which I would have to re-engage into conversations with certain individuals to remember and that in itself would be an unbearable task for me)   not aware of the students that are being pumped out of their system? The ‘elite’ schools of Pakistan are producing replicas of individuals who acclaim to be ‘elite’ as they are able to converse in English, shunning and onsidering their very own culture to be tainted with traits of backward a nd outdated. If access to education wasn’t atrocious enough, such ‘elitist’ schools have further contributed to ejecting students who, in some cases, further foster the already created social hierarchies within Pakistan. [Case and point:  Ã‚  Consider the social interaction of  some Pakistani students abroad and their pre-conceived notions of each other based on the school they've attended within Pakistan Access to what may be considered ‘decent’ education is undeniably tied to the class structure looming within Pakistan.This included geographical placement (and 70% of Pakistanis live in rural areas) so if one does not live in a major city your hopes for a post-secondary education are drastically low. When shedding light on job prospects and a prosperous future, the decline ratio between that of the Cambridge system (targets upper and upper-middle class) and the Urdu medium system (this encompasses government schools catering to the ‘restâ €™ of the population) is dramatic and continues to rise exponentially. From Nicholas D. Kristof’s article, formulated in Nov 2010 and published in the NY Times states One reason Pakistan is sometimes called the most dangerous country in the world is this: a kindergarten child in this country has only a 1 percent chance of reaching the 12th grade, according to the Pakistan Education Task Force, an official panel. The average Pakistani child is significantly less likely to be schooled than the average child in sub-Saharan Africa. † Such numbers are not surprising, but it seems that they have to be parroted time and time again to shake up the myopic vision of upper-class Pakistan. It is said that nations are not developed in factories and industries but it is developed in  colleges and universities.In the 2nd world war Churchill and Hitler passed a resolution that both armies were not attack on the  universities  of other countries. You can’t believe that most of the  children  those were born during 2nd world war were born in  colleges and universities. This resolution revealed the importance of education in the western countries. They believed that  colleges and universities  are the factories where their future leaders would be made. The education system of developed countries is very much strong and effective while the education system of under developed countries like  Pakistan  is not so good.Our  educational  system in  Pakistan  is facing lots of problems and  not working  properly. The main deficit of our  educational  system is that we have not a proper system on which every one should act. The education minister who is governing the education of  Pakistan  doesn’t believe on his own system and send his/her  children  abroad for studies. The upper class of  Pakistan  also send their  children  abroad for studies or they adopt the British  educational  system O’ Level and A’ Level in  Pakistan. The lower class people send their  children  in  government  schools that schools are at bottom in  ranking  due to bad performance.The products of these schools not compete with the upper class  children  which makes a huge difference between both classes. When both classes  students  got admission in  colleges  are  universities  for higher studies there is also a big difference in them due to the quality of education in English medium schools and the low quality of education at  government  school. Now the  government  has taken initiative to reduce this difference that English is necessary for all  government  educational  institutes. Here we will discuss the  educational  system of  Pakistan  in  colleges and universities.Students  are very much assured about getting job right after the graduation or master’s degree in any renowned  university. But they have to wait for a l ong time for a good job first they have to gain experience of any field. In our  educational  system of  Pakistan  you know  examination  system is not very good, you can’t believe it that at master’s level if you’ve read only 10 to 15 questions that are enough for passing exams. Some  universities  there are semester system and some has annual system, interesting is that there are many  universities  which have both semester and annual system at a same time in different disciplines.All the Pakistani  universities  and  colleges  have developed their own curriculum for studying. There should be the same course and curriculum for any  university  or college in  Pakistan. Government  should do some arrangement for this that all the  universities  should have same course outline of a specific study program. If the  universities  have the same course outline it would be very beneficial for the  students  as well as it would be helpful to improve education in  Pakistan. Poorstudents  of a college in a village would be study the same course and subjects which would be read by a student of any biggest  university  of  Pakistan.