The Late 19th Century and the Drive for Empire Essay Example for Free

The Late 19th Century and the Drive for Empire Essay 1. Effects of Industrialization on†¦ the economy The industrial revolution played a role in the emergence of the basic economic patterns that have characterized much of modern European economic life. Some historians characterize the period before 1895 and after 1873 as a great depression. Europeans experienced a series of economic crises during these years (Prices of agriculture produces fell). Slumps reduced profits in the business cycle. Although recession occurred at different times from 1895 to world war 2, Europe experienced an economic boom and got a prosperity level that encouraged people to look back at the era as la belle à ©poque (the golden age in civilization ) specific countries /zones Germany: replaced Great Britain as the industrial leader of Europe. Germany gained superiority in new areas of manufacturing (organic chemicals, electronic equipment). Britain had an established industrial plant and made it more difficult to shift to the new techniques of Industrial Revolution. The relationship between science and technology became closer. Germany was accustomed to change. European economic zones: Europe was divided into two economic zones. The growth led to new patterns for European agriculture that emerged. It included an abundance of grain and lower transportation costs caused the prices of farm commodities plummeting . Southern Italy, Austria-hungary ,Spain=little industrialized the urban environment Urban dwellers make up an increasing percentage of the European Population. There were 40% in Britain, 25% in France and Germany, 10% in Eastern Europe. Then after the industrial revolution, the population increased to 80% in Britain, 45% in F, 6% in germany, and 30% in Weastern Europe. There were also many inventions and innovations that occurred in this time period -Electricity- 1910. Hydro electric power stratons-coal fired steam plants. The electric railway was in 1879. Desire to own sewing machines, clocks,  type writers, etc. New consumer ethic. Mass marketing encourtages people to purchase new consumer goods. Introduction of chemical fertilizers. Workers were of people who abandoned farms because of hardships. Wanted cheaper labor. Ideologu of domesticity: Women should remain at home to bear and nuture children. This is said to keep the well being of familyand forced women to do marginal work at home. The urban and industrial lead was passed from Britain to Germany. demographics/ population patterns Dramatic population increases after 1870. Prices of food and manufactured goods declined. There were also lower transportation costs. The period of the depression was from 1873-1895. This period was composed of a series of European economic crises. There was an abundance of grain: Tarrif barries; machines for harvesting In 1850-1910, THe population grew to 460 million. There was a rising birthrate and also a decline in deathrate Emigration: Excess rural labor migrates to industrial regions. Emigration is about 500 thousand a year. There was improved nutrition because food was transported to poor harvest regions. 2. Social Changes Due to Industrialization Work/School Play/Leisure Mass Society Upper Class This elite was composed of people with the jobs of aristocrats, bankers, merchants, and industrialists. There were elites schools dominated by the children of the aristocracy. The educated elite got leadership roles in government and military. There were pleasures of country living and the aristocrats bought lavish town houses for part-time urban life. Common bonds were made when the sons of wealth families met during school or other meetings. The aristocrats and the plutocrats fused together to one class. The mass education was a product of mass society. To be educated, one had to attend a secondary school or university. European states showed little interest in primary education. Only in the German states was there a  state-run system for it. Europeans made a commitment to mass education becase they believed education was imprtant to social improvement and thought to supplant catholic education with moral training on secular values. Mass Leisure: The new industrial system where evening hours after work, weekends, and later a week or two in the summer. Leisure was the opposite of work; What people did in their free time or for fun Mass tourism: Creation of the first market for tourism. Its wages increased and workers were given paid vacations. One result of mass education was an increase in literacy. With the dramatic increase in literacy, there was also a rise of mass-circulation newspapers. Mass politics became a reality in western European states. Reforms encouraged the expansion of political democracy through voting rights for men. Middle Class This class was a level that included jobs such as professionals in law, medicine, and the civil service as well as moderately well-to-do industrialists and merchants. After the industrial expansion, new groups of jobs were added such as managers, new professionals, engineers, architects, accountants, and chemists. The lower middle class jobs consisted of shopkeepers, traders, manufacturers, and prosperous peasants provided The moderately prosperous and successful middle class shared similar lifestyles and values than the others that dominated 19th century society. The middle class members were active in preaching their world view to children and other society classes. They believed in working hard and christian morality. They had a right way of doing things and propriety. This also gave rise to more books. Lower Class The majority of the lwoerclass were landholding peasants, agricultural laborers, or sharecroppers. There were some prosperous landowning peasants that shared the same values as low middle class. The lower class consisted of the urban working class: Artisans, printing, jewlry making, and semiskilled laborers who included: Carpenters, bricklayers, and MANY factory workers The lower class of urban workers experienced a real betterment in the material conditions of their lives after 1871. Urban improvements meant better living conditions. There was also a rise in wages, then a decline in  consumer costs. This made it possible for workers to buy more than just the necessity food and housing. Workers were now permitted to buy more clothes and leisure that strikes and labor agitation were winning shorter workdays and Days off. Women’s Roles The second industrial revolution brought and enourmous impact on the position of women in the labor market. There was controversy of women for their right to work. The desperate need for money forced women to do marginal work. This work was done at home because it required little skill. A women was expected to nurture and care for children while ensuring the moral/physical well being of the family. Many lower class women were forced to be prostitutes. There were as many as 60k prostitutes in London. Many new job opportunities for women. 3. New Inventions invention its effects and applications Chemicals Electricity The internal Combustion Engine Tarrifs and Cartels A change in the method of making soda enabled France and Germany to take the lead in producing the alkalies used in the textile, soap, and paper industries. Laboratories overtook British in the development of new chemical compounds Electricity was a major new form of energy that provided great value since it was easily converted into other energy forms such as heat, light, and motion. The first generators were developed in 1881 The development of the combustion engine was made in 1878. This ran on gas and air. It was unsuitable for widespread use as a source of power until the development of liquid fuels- petroleum and its distilled derivatives. An oil  fired engine was made in 1897. The hamburg Amerika Line had switched from coal to oil on its new ocean liners. There was increased competition for free trade. protective tariffs guaranteed domestic markets for the products of their own industries. AFter a decade, Europeans returned to protective tarif protections. Cartels were being formed to decrease competition internally/ A cartel is where enterprises worked together to control prices and fix production quotas, restraining the kind of competition that led to reduced prices.

Fahrenheit 9 11 Movie Review

Fahrenheit 9 11 Movie Review Controversy, conspiracy, and lies are the themes of the film as Michael Moore deals with the sensitive topic of American politics in Fahrenheit 9/11. This documentary is a rhetorical film, with the goal to persuade the viewers to agree with Michael Moores impression on the American foreign policy. In spite of ones political siding, the film will probably have the audience leaving with a different perspective on American politics. Fahrenheit 9/11 is an influential film that clearly gets Moores message across to the viewer; but what exactly is it that makes the film effective? There are several aspects of the film that should be considered in terms of its effectiveness. One is that the movie uses the rhetorical form, which means the entire focus of the film is to convince the audience of something that are supported by strong arguments, facts, and evidence. This film uses three types of arguments: from source, subject centered and viewer-centered arguments. Each of these elements expla in what the films message is, and makes it more interesting and credible, and each of the elements will be explained on how Moore tries to connect the 9/11 attacks to the Bush administration. As previously stated, Fahrenheit 9/11 attempts to convince the viewers of Moores claim that the Bush administration was linked to the 9/11 attacks. Moore opens up the movie by giving evidence of this connection through interviews, news footage, and documents. Apparently, there is a big act of deception and negligence done by the former president that led to the terrorist attacks. With this proposition, Moore tells his intriguing and convincing story of the September 11 attacks. The movie the moves on to investigate the outcomes and effects of the 9/11 attacks from the Patriot Act being passed, to higher and complex airport security, to the questionable war in Iraq. The movie ends with Moore tying these claims together by appealing to the viewers emotion with scenes of the poor, soldiers, and their families. This leaves the audience with a clear idea of what the purpose of Fahrenheit 9/11 was. To connect the bush administration to the tragic terrorist attacks on September 11, 2001. The clear goal of the film is to persuade its audience that the Bush administrations wrongdoings led to the attacks, so we can consider this documentary to be a rhetorical film. If a viewer is a Republican, Moore wants to convince them of his treacherous actions and negligence that led to the attacks. Furthermore he wants to show that the main goal of the party is to have money, power, and control. If the viewer is a democrat, it seems as though Moore wants to spark their minds, and realize how important it is to have him removed from his presidency. This is obviously Moores opinion, which gives the documentary a rhetorical aspect. Although he is conveying mainly his point of view, the film does make good use of evidence to help support his point, even if the evidence seems bias or unreasonable. Another aspect of rhetorical documentaries used in the film is appealing to the audiences emotions. This is probably the films strong point and most touching element since it makes the viewer think differently about what they see, most notably in the news, and takes away their naivety. Even is a viewer completely disagrees with Moores political views, they will be touched by the other emotional elements used, and forced to think about their idea of American politics. These emotional elements become a tool that Moore uses to express and explain his arguments more intensely. One of the arguments made is viewer-centered, which means the film is using emotional images to persuade the viewers on a particular topic. Shown are numerous videos and pictures that are usually non existent in American media. Moore makes the war in Iraq a personal matter when he shows the viewers the dramatizing tragedies that occur everyday. Sure the U.S soldiers that have died are remembered though the media but we rarely hear about those injured. Moore allows these injured soldiers to give their point of view on the war, as well as their injuries, which range from amputated limbs to nerve damage. More importantly, Moore gives us a point of view that we are rarely given in the media. He shows us the hardships of the Iraqi people themselves. We are shown Iraqis being interviewed by Moore about how the men have to carry their dead loved ones in their arms, and we are shown graphic images of women whose faces and heads suffered severe injuries due to misuse of napalm. Images also sh owed dead Iraqis being thrown into a back of a truck when an Arabic male says, translated from Arabic, What was this childs crime? Was he going to fight against the soldiers?. This scene strikingly resembled the atrocities of the holocaust. Interviews by Moore also involved an American mother of a soldier who was killed in Iraq. We see her weeping over the death of her son as well as we see her get into an argument with another American citizen who is pro-war. The point of all these cases being revealed by Moore, is to show the audience what was really going on, and to instill sympathy for all the people who have suffered from the war. A war which was in all reality invented by the Bush administration. This fairy tale of a war goes on into a different argument for rhetorical documentaries, subject-centered arguments, which are arguments based on the films main subject. The main argument to be established in Fahrenheit 9/11 is that the Iraq war was instigated by the Bush administration to gain power, money, control, and an alibi. Moore presents these propositions in a variety of ways. Moore states that, rather than to protect the American people from weapons of mass destruction, or the Iraqis from Saddam Hussein, the war was started because of the money that was generated for the Bush administration. Moore narrates Bushs thoughts when he was told about the 9/11 attacks, and asked which one of them screwed me. Moore is setting up the possible scenarios of who exactly was responsible for the 9/11 attacks with this statement. Moore claims that when bush learned that it was Bin Laden who screwed him, he decided to blame Saddam Hussein by falsely accusing him of having weapons of mass de struction and connections with Al-Qaeda. By blaming Saddam Hussein, Bin Laden was no longer under the microscope, and Bush was safe form being exposed of his financial and friendly ties to the Bin Laden Family. Saddam was the ideal scapegoat, because war in Iraq allowed the Bush administration to make millions of dollars for their companies like Halliburton, and Unocal, in the midst of fighting. Moore proves this point by showing footage of numerous corporations having meetings to discuss the millions of dollars that could be made from war in Iraq. Scenes even showed Bush Sr. and Jr. courting with Saudis who had invested money in a variety of their companies. To be truly convincing though, the film showed scenes of Bush and a Saudi with the song Shiny Happy People by REM in the background to empathize their relationship. Saudi Arabia, not to mention happen to be where Bin Laden and his very wealthy family are from. The film also shows a percentage of U.S wealth owned by Saudis which is at 7 percent. If the Saudis withdrew their investments, it is very liking the economy could collapse. Despite the bias in this claim, it shows that Moore is very knowledgeable and well informed on the subject. The final argument made by Moore is from source, which means to present the film in such a way that the viewer can rely on it as a reliable source of information.Thus, the last argument is from source, which is presenting the film as a reliable source of information. Moore may be most adept in this argument because, in some cases, his opinions are confirmed by the very person he is saying them against. For instance, when Moore states that there were no weapons of mass destruction in Iraq, he reinforces this statement by showing Bush and members of his party saying, pre- 9/11, that Saddam has no weapons of mass destruction. Moore also used news clips from channels like CNN and FOX networks that are considered trustworthy and credible. He also supports his opinion by interviewing people in prominent positions like congressmen. Moore is also able to present himself as a believable and educated person, even if this may not be true. As the narrator, he can talk in first person making the narration more personal. Moores voice and tone changes in relation to the topic at hand. If he is talking about soldiers, their families, or the Iraqi people his voice is filled with compassion. When talking about Bush and his friends his tone of voice is sometimes indifferent as if he were merely presenting facts, but at other times, depending on the subject, his tone would become sarcastic. Moore also proves himself to be researched and visionary when he talks about Bushs National Guard record. Moore he requested a copy of this document, which proves another connection with the Bin Ladens, in 2000 and then one in 2004, when controversy about it surfaced. In the 2004 version a name was blacked out, which was the evidence in this link between Bush and Bin Laden. This name was not marked out in the 2000 one, however. Moore is able to show that he was suspicious of Bush long before other people were. This documentary in its rhetorical form uses different arguments to support its message, through sources, subject-centered, and viewer-centered perspectives. The film can be considered a piece of propaganda but regardless of if you agree with the opinions it expresses or believe the message trying to be conveyed, it is hard to ignore because it makes such strong accusations. Fahrenheit 9/11 is a commentary on current American life and regardless of its truth, it does send a powerful and controversial message that raises questions and does deserve discussion. Despite peoples views not being swayed after watching the film, it will surely cause all of the viewers to discuss it allowing others to receive the message as well. This ultimately may have been Michael Moores point.

Server Architectures of Existing Presence Services

Server Architectures of Existing Presence Services In this section, we describe the system model, and the search problem. Formally, we assume the geographically distributed presence servers to form a server to-server overlay network, G = (V,E), where V is the set of the Presence Server (PS) nodes, and E is a collection of ordered pairs of V . Each PS node ni ∈ V represents a Presence Server and an element of E is a pair (ni,nj) ∈ E with ni,nj ∈ V . Because the pair is ordered, (nj,ni) ∈ E is not equivalent to (ni,nj) ∈ E. So, the edge (ni,nj) is called an outgoing edge of ni, and an incoming edge of nj. The server overlay enables its PS nodes to communicate with one another by forwarding messages through other PS nodes in the server overlay. Also, we denote a set of the mobile users in a presence service as U = {u1,,ui,,um}, where 1 ≠¤ i ≠¤ m and m is the number of mobile users. A mobile user ui connects with one PS node for search other user’s presence information, and to notify the other mo bile users of his/her arrival. Moreover, we define a buddy list as following. Buddy list, Bi = {b1,b2,,bk} of user ui ∈ U, is defined as a subset of U, where 0 i ∈ Bj implies uj ∈ Bi.For example, given a mobile user up is in the buddy list of a mobile user uq, the mobile user uq also appear in the buddy list of the mobile user up. Note that to simplify the analysis of the Buddy-List Search Problem, we assume that buddy relation is a symmetric. However, in the design of Presence Cloud, the relation of buddies can be unilateral because the search operation  of PresenceCloud can retrieve the presence of a mobile user by given the ID of the mobile user. Problem Statement: Search Problem When a mobile user ui changes his/her presence status, the presence service searches presence information of mobile users in buddy list Bi of ai and notifies each of them of the presence of ai and also notifies ai of these online buddies. The Search Problem is then defined as designing a server architecture of presence service such that the costs of searching and notification in communication and storage are reduced. 1.2 Motivation Because of the increasing of the Internet, mobile devices and cloud computing environments can provide presence-enabled applications, i.e., social network applications/services, worldwide. Facebook , Twitter, Foursquare, Google Latitude , buddycloud and Mobile Instant Messaging (MIM) , are examples of presence-enabled applications that have grown rapidly in the last decade. Social network services are changing the ways in which They exploit the information about the status of participants including their appearances and activities to interact with their friends. The huge availability of mobile devices (e.g., Smartphones) that utilize wireless mobile network technologies, social network services enable participants to share presence experiences instantly across great distances. For example, Facebook receives more than 75 billion shared items every month and Twitter receives more than 60 million tweets each day. In the future, mobile devices will become more popular than today, sensing and media capture devices. Hence, we believe it is useful and social network services will be the next generation of mobile Internet applications. A mobile presence service is an important component of social network services in cloud computing environments. The key function of a mobile presence service is to maintain an present list of presence information of all mobile users. The presence information includes details about a mobile clients or user location, availability, activity, device capability, and their choices. The service must also bind the this clients ID to his/her current presence information, as well as retrieve and subscribe to changes in the presence information of the user’s friends. In social network services, each mobile user has a friend list, typically called a buddy list, which contains the contact information of other users that he/she wants to communicate with. The mobile user’s status is known automatically to each person on the buddy list whenever he/she moves from one location to the other. For example, when a mobile user logs into a social network application, such as an Instant Messagi ng system, through his/her mobile device, the mobile presence service searches for and notifies everyone on the user’s buddy list. To maximize a mobile presence service’s search speed and minimize the notification time, most presence services use server cluster technology. Currently, more than 400 million people use social network services on the Internet. Given the growth of social network applications and mobile network capacity, it is expected that the number of mobile presence service users will increase substantially in the near future. Thus, a scalable mobile presence service is deemed essential for future Internet applications. In the last decade, many Internet services have been deployed in distributed paradigms as well as cloud computing applications. For example, the services developed by Google and Facebook are spread among as many distributed servers as possible to support the huge number of users worldwide. Thus, we explore the relationship between distributed presence servers and server network topologies on the Internet, and propose an efficient and scalable server-to-server overlay architecture called PresenceCloud to improve the scalability of mobile presence services for large-scale social network services. First, we examine the server architectures of existing presence services, and introduce the search problem in distributed presence architectures in large-scale geographically data centers. The search problem is a scalability problem that occurs when a distributed presence service is overloaded with buddy search messages. Then, we discuss the architecture of PresenceCloud, a scalable server-to-server architecture that can be used as a building block for mobile presence services. The rationale behind the architecture of PresenceCloud is to distribute the information of millions of users among thousands of presence servers on the Internet. To avoid single point of failure, no single presence server is supposed to maintain all the information about all users. PresenceCloud arranges presence servers into a quorum-based server-to-server architecture to facilitate efficient searching. It also leverages the server overlay and a directed buddy search algorithm to achieve small constant search latency; and employs an active caching strategy that substantially reduces the number of messages generated by each search for a list of searching process. We analyze the performance of PresenceCloud and two other architectures, a Mesh-based scheme and a Distributed Hash Table based scheme. Through simulations, we also c ompare the performance of the three approaches in terms of the number of messages generated and the search satisfaction which we use to denote the search response time and the buddy notification time. The results demonstrate that PresenceCloud achieves major performance gains in terms of reducing the number of messages to reduce network traffic without sacrificing search satisfaction. Thus, PresenceCloud can support a large-scale applications distributed among thousands of servers on the Internet. The contribution of this paper is threefold. First, PresenceCloud is among the imporatanta architecture for mobile presence services. To the best of our knowledge, this is the first work that shown the architecture of presence cloud that significantly best than those based distributed hash tables. PresenceCloud can also be utilized by Internet social network applications and services that need to replicate or search for mutable and dynamic data among distributed presence servers. The second contribution is that we analyze the scalability problems of distributed presenceserver architectures, and define a new problem called the buddy-list search problem. Through our mathematical formula, the scalability problem in the distributed server architectures of mobile presence services is analyzed. Finally, we analyze the performance complexity of Presence- Cloud and different designs of distributed architectures, and evaluate to prove the applications of PresenceCloud. 1.3 Existing System In this section, we describe the previous research on presence services, and survey the presence service of existing systems. Well known commercial Instant Messaging systems has some form of centralized clusters to provide presence services. Jennings III et al. presented a taxonomy of different features and functions supported by the three most popular Instant Messaging systems and Yahoo! Messenger. The authors also provided an overview of the system architectures and observed that the systems use client-server-based architectures. Skype, a popular voice over Internet Protocol application, utilizes the Global Index (GI) technology to provide a presence service for clients and people. Global Index is a multi-tiered network architecture where each node maintains full knowledge of all available clients connected to it. Since Skype is not an open protocol, it is difficult to determine how GI technology is used for presence services. Moreover, Xiao et al. analyzed the traffic of MSN and A IM system. They found that the presence information is one of most network traffic in instant messaging systems. In, authors shown that the largest message traffic in existing presence services is buddy NOTIFY messages. 1.4 Limitations of Existing System This system allows makes congestion in the network. It is not applicable for large scale network. It increases the search latency. 1.5 Proposed System Recently, there is an increase amount of interest in how to design a peer-to-peer Session Initiation Protocol. P2PSIP has been developed to remove the the disadvantages of centralized server, reduce costs, and prevent loses due to failures in server-based SIP deployment. To maintain presence information, P2PSIP clients are organized in a Distributed Hash Tables system, rather than in a centralized server. However, the presence service architectures of Jabber and P2PSIP are distributed, the buddy-list search problem we defined later also could affect such distributed systems. It is noted that few papers in discuss about the scalability issues of the distributed presence server architecture. Saint Andre observed the traffic generated as a result of presence information between users of inter-domains that support the XMPP. Houri et al. Show that the amount of presence traffic in SIMPLE can be extremely high, and they analyze the effect of a large presence system on the memory CPU loading. Those works in study related problems and developing an initial set of guidelines for optimizing inter-domain presence traffic and present a DHT-based presence server architecture. Recently, presence services are also developed in the mobile services. For example, 3GPP has defined the integration of presence service into its specification in UMTS. It is based on SIP protocol, and uses SIMPLE to manage presence information. Recently, some mobile devices also support mobile presence services. For example, the Instant Messaging and Presence Services (IMPS) was developed by the Wireless Village consortium and was united into Open Mobile Alliance (OMA) IMPS in 2005. In, Chen et al. proposed a weakly consistent scheme to reduce the number of updating messages in mobile presence services of IP Multimedia Subsystem (IMS). However, it also suffers scalability problem since it uses a central SIP server to perform presence update of mobile users. In, authors presented the server scalability and distributed management issues in IMS-based presence service. CHAPTER 2: LITERATURE SURVEY Chapter – 2 Literature Survey 2.1 Introduction In this section, we describe previous researches on presence services, and survey the presence service of existing systems 2.2 Related Paper Discussions 2.2.1 Title: A study of internet instant messaging and chat protocols Year: 2006 Author: R. B. Jennings, E. M. Nahum, D. P. Olshefski, D. Saha, Z.-Y. Shae, Description: Well known commercial Instant Messaging systems has some form of centralized clusters to maintain presence services. Jennings III presented a taxonomy of different features and functions supported by the three most popular Instant Messaging systems, AIM, Microsoft MSN and Yahoo! Messenger. The authors also provided a description of the system architectures and analized that the systems use client-server-based architectures. 2.2.2 Title: Understanding instant messaging traffic characteristics Year: 2007 Author: Z. Xiao, L. Guo, and J. Tracey Description: Xiao analyzed the traffic of MSN and AIM system. They observed and got that the presence information is one of most messaging traffic in instant messaging systems 2.2.3 Title: Ims presence server: Traffic analysis and performance modelling Year: 2008 Author: C. Chi, R. Hao, D. Wang, and Z.-Z. Cao, Description: In this, authors shown that the huge message traffic in existing presence services is searching the locations ,buddies etc. 2.2.4 Title: Peer-to-peer internet telephony using sip Year:2009 Author: K. Singh and H. Schulzrinne Description: Now a days, there is an increase amount of interest in how to design a peer-to-peer Session Initiation Protocol . Peer to Peer SIP has been developed to remove the centralized server, reduce maintenance costs, and prevent disadvantages in server-based SIP deployment. To maintain presence information, P2PSIP clients are arranged in a DHT system, rather than in a centralized server. However, the presence service architectures of Jabber and P2PSIP are distributed, the search problem we defined later also could affect such distributed systems.

Feminism Essay -- social issues

Feminism In the past and present women have had to endure sexism as a part of everyday life. This is unfair and unjust to the female species. In this paper I am going to be talking about some of the issues of sexism and how they affect women. Some of the issues I will be talking about are the white males club and how non-membership effects women. What are the benefits of having a membership to it. How women are kept in their place by society and by themselves. How has this unequal affected women through their lives and the business world. If women are being liberated or not. What types of problems women are experiencing. These are the issues we will be discussing in this paper. The first issue we will be discussing in this paper is the White Males Club and the benefits of being a member are. To become a member of the white males club is easy if your white and a male, but on the other hand if you’re a women, black, or Native American it’s a different story. The Native Americans h ad to endure many hardships such as genocide, broken treaties, club-controlled reservations, and false promises. The Blacks they had two ways to be treated. The southern blacks were permitted to do three things. They could care for white children, cook, or do some housekeeping. In the north they were put into ghettos and could do what they pleased as long as they kept their distance. White women on the other hand were a different question because they were white and women. This questioning left room for white males to come in and manipulate them. Because of this odd position many women praised the white male protection and forgot about their own suppressed living conditions. For women in the south this meant protection from Black male assault. The other section of women realized that they didn’t have that much power as they thought they did. Over the course of history not much has changed women got to vote and gain a little independence but not much. Today the average man still makes more than the average women. A woman is still far more likely to be poorer than a man. So you have to think to yourself have women really been liberated. I think they have but only to some extent. They have made some good gains like they can hold actual corporate positions, and vote. So they have made some gains but not that much. They still don’t get paid as much and it’s harder for them to f... ...uldn’t be any problem. If women can do as much as men do why can’t they stand there ground and fight back. I would just like to say in this last part that I totally disagree with this paper and think it was ridicules to make us write from a females point of view, and not have the girls right from the males point of view. I believe this was a very sexist paper and making us write this paper was defeating the purpose of this paper. By making write this paper you are striving to defeat sexism were you really created it. Making men right from the female point of view and not having the Women right from the male’s point of view you have just created what was meant to be destroyed only this time it was on the other side. You said in the beginning the point of this paper was to make me do the laundry, but in reality if I worked and she worked I cooked all my food and did dishes then it would be an unequal relationship. By her not doing something around the house you have just created sexism so you see sexism will never be destroyed because someone will always be creating it from either side, as did you. I’m not calling you sexist I’m calling us all sexist because we all help to create it.

Paris in the 1920’s †“The Lost Generation” Essay -- History France Pa

Paris in the 1920’s – â€Å"The Lost Generation† Between the end of the First World War and Hitler's seizure of power a cultural explosion occurred in Paris that altered our notions of art and reality and shaped our way of viewing the world ever since. In the 1920's, Paris became the undisputed international capital of pleasure and was regarded as the cultural and artistic center of Europe with a reputation for staging one of its most glamorous eras, as well as some of the most spectacular revues in the world. Imagine for a moment, that it really is 1920's Paris. You are leisurely strolling through the gas lit promenades. World War I is over and the exuberance of jazz musicians, symbolist painters, and American expatriates fills the â€Å"City of Light† with a buzz as sharp as electricity. The city revolves around nothing more than cafà © life, drinking, and dining. A young, American man enters a small, smoky cafà © that is popular among other expatriates. He is the world-famous novelist, F. Scott Fitzge rald, and he sits down next to Ernest Hemingway. The two authors begin a friendship that characterizes the artistic culture of 1920's Paris – an era described by Gertrude Stein as "where the twentieth century was." Finding two artists like Fitzgerald and Hemingway pleasantly chatting together in a random bookstore or cafà © in 1920's Paris was not unusual. Paris swarmed with a number of intellectuals, poets, and artists who had fled America seeking a less materialistic and more uncomplicated lifestyle. Paris was the center of it all. It became a breeding ground for the arts and for some of America's greatest authors, including F. Scott Fitzgerald, Ernest Hemingway, Gertrude Stein, E.E. Cummings, John Dos Passos, Ezra ... ... N/A. â€Å"Searching for Ernest Hemingway’s Paris.† http://www.thaiair.com/flying/aroundworld/aroundworld-06.htm. Around the World with Thai Airways International. This is a good site because it talks a lot about how Ernest Hemingway saw Paris during the time he was living there, so you can get a good picture of it yourself. It also talks a little bit about modern day Paris and some of the historical places that still remain today from the 1920’s. N/A. http://easyweb.easynet.co.uk/~garychapman/paris.html. (Home Page) I thought this was a neat site to include because it describes the fashion and costume design of the 1920’s in Paris. There are some good pictures to look at that help you to get a better idea of how Parisian women typically dressed. However, it only focuses on one woman, Dolly Tree, so it is a bit limited.

Raising Achievement of Ethnic Minority Children Essay

This literature review would explore the barriers in raising educational achievements of ethnic minority students. As this is a broad area of concern the literature would examine two main barriers such as social background issues and English as Additional Language (EAL) while briefly looking at other barriers such as†¦ Statistical data collected from the Pupil Level Annual School Census (PLASC) 2002 would be analysed in respect to this group social economic status and its effect on their learning. The literature would outline the significance of raising achievement, particularly ICT teacher’s responsibility. This report would identify some strategies/solutions including pedagogical approaches to raising achievement which would be supported by research. The overall findings would illustrate why ethnic minority children underperform academically than their counterparts in school. INTRODUCTION It is important to recognise that ethnic minority pupils may fall into the category of low class low achievement. (Battle and Lewis 2010 pg35) said â€Å"a person’s education is closed linked to their life chances, income and wellbeing† it’s therefore, fair to say that ethnic minority communities are most likely to underachievement than others because of their socio-economic conditions. Language in education has long been the subject of attention by educationists at all levels. Initially as concerning the ‘problem’ of teaching English to children for whom it is not a first language, The Swann Report 1985 pg385 Other drawbacks to raising achievement are institutional racism, lack of motivation, lack of suitable challenge, the appropriateness of activities and tasks, a mix-match of expectations, a perceived irrelevance of the activities and tasks. National Education Authority claim to be â€Å"raising achievement to higher levels and closing student achievement gaps are priorities in schools and communities at all economic levels and in urban, rural, and suburban settings†. (http://www.nea. org/home/17413. htm. Accessed 02/11/12) What is Raising Achievement? According to (DfES 0013-2006. Pg. 6) (Excel and enjoy) raising achievement means a â€Å"tailored education for every child and young person, that gives them strength in the basics, stretches their aspirations, and builds their life chances. It will create opportunity for every child, regardless of their background†. Teachers have a committed liability to enable all learners to attain and achieve their full potential, whether they are SEN (Special Education Needs), EAL (English as an Additional Language) or ethnic minority student. What is Ethnic Minority? The ethnic minorities in the UK, 50% are Asian or Asian British (Indian, Pakistani etc. ), 25% are Black or Black British (Black African, Black Caribbean etc. ), 15% are Mixed Race, 5% are Chinese and 5% are of other ethnic backgrounds. (http://www. historylearningsite. co. uk/ethnic_minorities_education. htm. Accessed 02/11/12) Cabinet Office defined it as â€Å"Ethnicity refers to cultural heritage (thus the term ethnic minorities can also be used to include White ‘ethnic’ minority groups in Britain, such as the Irish or people from other European countries). However, the systematic historical and continuing pattern of disadvantage for Black and Asian groups singles them out for special consideration†. (webarchive. gov. uk. Accessed 02/11/12). Barriers to Raising achievement Socio-Economic Backgrounds: Socio class can cause inequality in class which could in turn influence the achievement in children; (C. Stephen pg. 269) Social scientists have recognised the importance of an individual’s family socio economic status (SES) has an influence on the academic achievement of children since the mid-1960s. It could cause low their self-confidence and self-esteem â€Å"ethnic minorities may have special issues related to self-esteem. Because of prejudice, minority members are likely to see a negative image of themselves† ( DeLamater. J & Myers. D pg. 88). (http://www. historylearningsite. co. uk/ethnic_minorities_education. htm) â€Å"Ethnic backgrounds that are less successful in education is because they have a higher percentage of pupils from working class backgrounds. Also the lower a child’s class position, the lower their income. Bangladeshi, Pakistani and Black pupils are more likely to be raised in low income families. This can affect how well they do in school because lack of funds means lack of school equipment, less favourable working conditions e. g. cold house, no desk etc. This inequity could lead to poor or erratic attendance which was cited as a contributory factor to poor attainment in several schools. Table1 the Pupil Level Annual School Census (PLASC) 2002 illustrates the impact of socio-economic disadvantage by comparing relative GCSE performance for pupils who are eligible for free school meals. This shows that pupils from lower socio-economic groups tend to achieve less good results than those from higher socio-economic groups and that this difference is particularly large for white pupils. (Aiming High Raising the Achievement of Minority Ethnic Pupils) Table2: The pupil level annual school census (PLASC) 2002 characteristics: Proportion achieving 5+ A*-C GCSEs for those entered for GCSEs in Maintained Schools in 2002 Note: these charts are based on data collected as part of the 2002 Pupil Level Annual Schools Census. From 2003, data will be based on an updated set of categories including mixed heritage, Gypsy/Roma and Travellers of Irish heritage which are listed at annex A. (Aiming High Raising the Achievement of Minority Ethnic Pupils) Discrimination on grounds such as race will affect effective learning fundamentally in most cases, which is linked to disparities in school. Some schools are ‘institutionally racist’, says Oftsed’s Director of Inspections, Jim Rose – to the annoyance of teachers’ unions. Mr Rose said â€Å"Much of that [racism], we think, is to do with unwitting stereotyping of youngsters and the lack of expectation or lowered expectation of teachers as a result of that sometimes (http://news. bbc. co. uk/1/hi/education/294078. stm)†. With the fact that their â€Å"ethnicity influences their class and their class influences their attitude†, there is concern about the aspirations of underprivileged children â€Å"socio-economic barriers may hinder aspiration formation for these children because of lack of mentors, opportunities, and resources and also doubt their ability to attain in learning† (http://www.learningbenefits. net/Publications/ResReps/ResRep27. pdf pg3). The majority of schools are engaged in a wide variety of initiatives to improve provision and raise the attainment of all pupils. However, few schools monitor these activities systematically and rarely do they have a specific ethnic focus. (Raising_the_attainment_of_minority_ethnic_pupils_school_and_LEA_responsespg7). Strategies to raising achievement of Socio-economic barrier: Having realistic expectations of the educational achievement of children of lower socioeconomic groups will make them feel they can achieve their potential. â€Å"Expectations are also shaped by teacher and student perceptions of the reasons for successes and failures. A â€Å"low ability† student, who views failures as lack of ability and successes as luck, will lose his motivation, feeling that there is little he can change to improve his learning†. (Rose Miller 2001) As evidenced earlier pupils from ethnic minority group have low self –esteem therefore, it is crucial for teachers to encourage the child or young person to find their own preferred style and rhythm of learning so they are motivated to pursue their learning process, making them have ownership of their own learning and work. To help raise achievement teachers and leaders should monitor and track achievement, encourage and support the child to maximize their potential – be aspirational for them. â€Å"Parents with fewer financial resources tend to hold lower aspirations for their children, and young people from socially disadvantaged backgrounds tend to have lower aspirations than their more advantaged peers (Schoon, 2006). Promoting a culturally friendly environments and establishing classroom ethos of respect with a clear approach to racism and bad behaviour â€Å"modelling and promoting values, attitudes and behaviour supportive of race equality in class would explore and target underachievement to raise attainment†. (excellentandenjoymentlearning pg23). Strategically choosing students to work in groups, peer assessment where they can see others work which could help them shape their own work and attain a better grade. However, teachers need to provide students with a stress free learning environment so they can feel included . (EVIDENCE OF WHY THEY NEED STRESS FREE ENVIRON,ENT) The revised National Curriculum includes a statutory inclusion statement setting out how teachers can ensure the curriculum is accessible to all pupils which would certainly help raise attainment for also ethnic minority students . It states that teachers must follow three principles for inclusion: setting ethnic focus. (Raising_the_attainment_of_minority_ethnic_pupils_school_and_LEA_responsespg7). Strategies to raising achievement of Socio-economic barrier: Having realistic expectations of the educational achievement of children of lower socioeconomic groups will make them feel they can achieve their potential. â€Å"Expectations are also shaped by teacher and student perceptions of the reasons for successes and failures. A â€Å"low ability† student, who views failures as lack of ability and successes as luck, will lose his motivation, feeling that there is little he can change to improve his learning†. (Rose Miller 2001) As evidenced earlier pupils from ethnic minority group have low self –esteem therefore, it is crucial for teachers to encourage the child or young person to find their own preferred style and rhythm of learning so they are motivated to pursue their learning process, making them have ownership of their own learning and work. To help raise achievement teachers and leaders should monitor and track achievement, encourage and support the child to maximize their potential – be aspirational for them. â€Å"Parents with fewer financial resources tend to hold lower aspirations for their children, and young people from socially disadvantaged backgrounds tend to have lower aspirations than their more advantaged peers (Schoon, 2006). Promoting a culturally friendly environments and establishing classroom ethos of respect with a clear approach to racism and bad behaviour â€Å"modelling and promoting values, attitudes and behaviour supportive of race equality in class would explore and target underachievement to raise attainment†. (excellentandenjoymentlearning pg23). Strategically choosing students to work in groups, peer assessment where they can see others work which could help them shape their own work and attain a better grade. However, teachers need to provide students with a stress free learning environment so they can feel included . (EVIDENCE OF WHY THEY NEED STRESS FREE ENVIRON,ENT) The revised National Curriculum includes a statutory inclusion statement setting out how teachers can ensure the curriculum is accessible to all pupils which would certainly help raise attainment for also ethnic minority students . It states that teachers must follow three principles for inclusion: setting suitable learning challenges; responding to pupils’ diverse learning needs; and overcoming potential barriers to learning and assessment for individuals and groups of pupils. (cabinet office pg14). NALDIC (National Association for Language Development in the Curriculum), states that we should therefore ensure access to and progress through the curriculum or subject content. (using ict for eal pg5) Also very few schools review their curricular and pastoral strategies to ensure that they are sensitive to the ethnic groups in the student population and the wider community. In those instances where schools have done this as a result of concerns about a particular minority ethnic group, positive outcomes have resulted. (Raising_the_attainment_of_minority_ethnic_pupils_school_and_LEA_responsespg7) Schools working effectively with pupils in low attaining groups were not found to adopt specific approaches for particular groups of pupils such as minority ethnic groups, but instead personalised the curriculum, pedagogy and assessment such that pupils in any group could benefit. (Effective Teaching and Learning for Pupils in Low Attaining Group). Self- assessment and appropriate target setting according to individual learning styles would help them to build identities as successful learners. The new Teachers’ Standards (DfE, 2011) would enable this strategy to work perfectly as teachers have to ‘Adapt teaching to respond to the strengths and needs of all pupils’†¦evaluate distinctive teaching approaches to engage and support them’. (Standard 5 The QTS Standards: DFES ‘Qualifying to Teach’(2002) In additional, as â€Å"they are much more likely than their peers of a higher socioeconomic environment to have a poor attendance, leave school earlier and with fewer qualifications, and are at far greater risk of being excluded from school. † http://education-landscapes. eu/pdf/learning_barriers. pdf . Teachers recognise strengths and improvements praising their effort would encourage children participation. Using positive words (‘I’ve seen a spark in you) and encourage this group would make them feel motivated, believe in themselves and appreciated to want to attend school (promoting attendance) regardless of any socio-economic worries. Attending â€Å"parents’ evenings and other less formal school functions can help understand difficulties and help to remove any barriers† http://education-landscapes. eu/pdf/learning_barriers. pdf. This could help build parent teacher relationship and both parties could devise ways to help raise the achievement and eliminate barriers affecting this young person’s learning. ? Respect frustration and encourage a positive approach to setbacks. http://education-landscapes. eu/pdf/learning_barriers. pdf. English as an Additional Language (EAL) barrier on Ethnic Minority: EAL learners will be affected by attitudes towards them, their culture, language, religion, and ethnicity http://www. mkweb. co. uk/emass/documents/Website_EAL_Artwork. pdf. The proportions of pupils with English as an additional language are from ethic minority background groups about five per cent (Black Caribbean pupils) to over 90 per cent (those from Bangladeshi backgrounds). Approximately 9. 3% (over 632,000) of all pupils in schools in England are recorded as having English as an additional language (EAL) according to Statistics of Education 2002(aiminghighraisingachievent pg28). These speech patterns are argued to be consistent with many low income families which are inadequate to meet the demands of the education system. These patterns directly contribute to educational failure as students cannot always understand elaborated speech which teachers use and teachers often misunderstand students who use the restricted speech. As a result there is a breakdown in communication between teachers and pupils. http://www. historylearningsite. co. uk/ethnic_minorities_education. htm. This is a major barrier to achievement as English is not their first language and cannot communicate effectively in lesson, with peers and content of the curriculum it is helpful for the to access prior knowledge so they have a fair understanding before the next lesson â€Å"Language learners need access to the subject curriculum while they are learning English†. EAL students learning is NOT a learning difficulty, learners should not be placed in groups or sets for ‘slow learners’–they need good peer models of subject specific talk and writing. Teacher expectations are powerful determiners of student success. Teachers should reflect high expectations in the ambitious targets set for these children. Bilingual learners need to make more progress each year than their peers in order to catch up (Collier, 1995) –their efforts need to be acknowledged and appreciated, to build their self-image and self-esteem as successful learners. (Making the Difference Teaching and learning strategies in multi-ethnic schools) Solution/Approaches: (Bourne, 1998 and others) Reforming the mainstream to be more language aware is not only good for bilingual learners, but benefits ALL students (Making the Difference Teaching and learning strategies in multi-ethnic schools). Education authorities have recognised the fact that student with EAL will struggle to reach their potential and has incorporate into the new Teachers’ Standards, saying that â€Å"all teachers and trainee teachers will benefit from an understanding and recognition of EAL as a significant field of teaching and learning. (http://www. naldic. org. uk/eal-teaching-and-learning/outline-guidance/pedagogy.) It is important to recognise that children learning EAL are as able as any other children, and the learning experiences planned for them should be no less cognitively challenging â€Å"High challenge can be maintained through the provision of contextual and linguistic support and raise attainment. (ExcellenceandEnjoyment:learningandteachingintheprimaryyears,Creatingalearningculture:Classroomcommunity,collaborativeandpersonalisedlearning(DfES 0522-2004 G) However, Schools and colleges will need therefore to provide both physical and virtual learning environments that motivate and support the EAL learner’s distinctive needs. Raising achievement of ethnic minorities students with low attainment and EAL by developing appropriate resources across the curriculum; make effective use of displays boards to support their learning and develop their knowledge of the linguistic, cultural backgrounds. (excellentandenjoymentlearning pg32) It is a legal requirement for literacy to be included into lesson; literacy is fundamental to good learning and achievement. It must therefore be a top priority for teachers consider how subject specific vocabulary like writing out keywords on white board, spelling and pronouncing words correctly which would help improve their English language â€Å"grammar should be introduced, modelled, extended and supported through the teaching of subject content to enhance literacy† (ExcellenceandEnjoymentlearningandteachingforbilingualchildrenintheprimaryyears). Organise small groups for computer-based activities that enable early stage learners to work with other first language speakers and to hear good models of English. â€Å"Establishing layered curriculum targets as a context for language development. Speaking and listening: guided sessions for language development. † (Effective Teaching and Learning for Pupils in Low Attaining Group). Using ICT to raise achievement of Ethnic Minority pupils with EAL. ICT has a vital role to play in providing the appropriate resources and technology for both learners and teachers. Using ICT to support EAL students presents challenges for many teachers of how best to make use of these new and emerging technologies to raise the achievement of their EAL students. (Using ICT to support students who have English as an additional language) Using Creative use of ICT in the classroom can promote inclusion and reflect cultural and linguistic diversity. Multimedia Projects provide excellent opportunities for learners to work collaboratively with other first language speakers. Email, local network links, user groups and video conferencing facilities provide opportunity for learners to communicate with proficient speakers of English and also of their first language across the world. Pupils learning EAL require opportunities to draw on additional contextual support to make sense of new information and language. Content learning for pupils learning EAL can be greatly improved through the use of visual support. This can help learners to conceptualise learning tasks that are being presented to them, or in which they are engaged, even when their knowledge of the target language is limited. http://www. naldic. org. uk/eal-teaching-and-learning/outline-guidance/pedagogy OCD/Migraine/ Metal plate in head due to past injury. If *** bumps her head call carer immediately/ unhappy to come SRS/difficult to make friends/suffered bullying/kept away from other students at break times in primary school/attention seeker/ mother died due to violently attacked by father (sees father in prison) / CAMHS/ care placement/ Literacy/maths/low self esteem/limited support from home/ IEP/PEP Pedagogy approach to EAL EAL pedagogy is the set of systematic teaching approaches which have evolved from classroom based practices in conjunction with the development of knowledge through theoretical and research perspectives. These approaches meet the language and learning needs of pupils for whom English is an additional language. They can be used in a wide range of different teaching contexts. http://www. naldic. org. uk/eal-teaching-and-learning/outline-guidance/pedagogy Setting out limited number of objectives criteria describe what the outcomes will look like when they are achieved; and actions linked to the target objectives to identify what has to be achieved by the end of lesson is said to raise success of learners whose second language is English (excellentandenjoymentlearning pg23). Personalisation is the key to tackling the persistent achievement gaps between different social and ethnic groups. It means a tailored education for every child and young person, that gives them strength in the basics, stretches their aspirations and builds their life chances. Higher standards, better schools for all (HMSO 2006)(from-excellentandenjoymentlearning pg14) The development of EAL pedagogy has been influenced by social constructivist theories which emphasise the importance of scaffolding learning, and those which highlight the importance of socio-cultural and emotional factors. Children learning EAL will be affected by attitudes towards them, their culture, language, religion and ethnicity. (excellentandenjoymentlearning pg14) Learning of English should be distinguished into communicative skills and cognitive and academic language proficiency. Children should be paired up in group so they can become conversationally fluent in the new language by communication and collaborating with others and to catch up with monolingual peers in the development of cognitive and academic language. Activating pupils prior knowledge â€Å"Finding out what pupils know about a topic through questioning, supporting self-monitoring and using KWL (Know, Want to find out, Learned) charts, brainstorming in small groups or pairs, discovery tasks, enabling use of first language. †http://www. naldic. org. uk/eal-teaching-and-learning/outline-guidance/pedagogy. Peer and share, questioning strategies using oral feedback is also important to move learners towards the forms of language used in writing (cognitive) and linguistic development. Children learning an additional language are not just learning vocabularies, grammars and pronunciations; it helps them to learn all other language functions such as questioning, analysing, hypothesising that they need for other subjects like mathematics, science, ICT and so on. Planning lesson for a class that has EAL student.

Recrutiment Process at Infosys Essay

Infosys Technologies has got the most structured recruitment process among all IT companies in India. First of all, they do not have any distinction between any branches of Engg. Whatever be the branch, you can sit up for the selection process if you qualify their other eligibility criteria like marks and time gap. i. e Once you had appeared for any test at Infosys, you will have to wait for 9 months until you appear for any of their recruitment process. For Off-campus, send in your resumes to the mail-Id mentioned and you are sure to get a call letter if you meet their academic criteria. Hence once you send the resume, start preparing for the exam, because you are sure to get a call. You may get call through e-mail invitation and further the admit card will be send to your postal address through courier/post. Latest selection process. ( As on March 2006) The duration of the selection process is 2. hrs which includes filling in an application form, an Aptitude Test (Analytical Thinking and Arithmetic Reasoning) and a test of Communicative English Language. The duration of the tests alone will be 90 minutes. The Aptitude Test will be generally of Puzzles type and the no. of questions will vary between 9 -15. The best way to practice for the tests is to go through the previous question papers at Freshersworld. com or refer books like Sakuntala Devi or George Summers. Go through the Maximum No. of previous question papers and prepare well for the puzzles.