Effects of technology on society

Effects of technology on society Today, use of technology is widely available and aggressively promoted throughout society. However; while technology makes life easier for people, it also creates some problems for our society. Nearly every hot technology is created to fulfill people`s need and satisfy. With the evolvement of technology, people live in a world with better conditions. New technologies come out as every second passes and these technologies make our life more comfortable.. Today, society has enjoyed the benefits of having modern technology. However, there is some unnecessary luxuries frequently comes with unexpected and unwelcome consequences. Every solution appears to bring another problem with it. So companies must think about those consequences and side effects of new released technologies on humanity. For example in today word, there are lots of people who are using internet for different purposes. Most of the internet users say that internet makes life easier for people because of the opportunities offered by technology. Some of those people use internet for entertainment and some of them uses it for do their mandatory works. Some of those internet users are aware of those possible dangers waiting for them also their families and their relatives however some of the internet users don`t even have a clue what kind of problems waiting for them. Illegal downloads, internet users abusing the rights of the people who has rights on works and arts, pornography and online games that make people waste time and money can be listed as the main disadvantages that come with the internet technology. One other technology that seems to help make peoples life easier is the use of vehicles. Everyone believe that there lots of benefits of using vehicles in our life like it makes you save time and it helps to deliver important packages to wanted destination in time. However, overuse of vehicles cause serious harm to the environment as well as leading to traffic jams that affect peoples daily live s`. On the other hand, promotion and marketing of unnecessarily luxuries technologies that most of the society can`t afford divides the society into two and it creates discomfort within the society. Furthermore it`s a common belief that technology changes the way people communicate with each other. It`s argued that people became anti-social as a result of their excessive use of online communications. This has lead people to become very materialistic as they have lost their humane feelings. In this paper, we shall discuss what advantages certain technologies bring to the society as well as pointing out the areas and aspects of those technologies that create problems. Through the analysis of advantages and disadvantages of certain technologies, we aim to define a revision on the use of technology in order to have and maintain a happier society. But it doesnt mean that we must cross out all technology or stop the progress of it.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  First of all, it is obvious that today there is many people using internet and take advantage of blessings of internet. In general, internet is just a net-work between computers all around the word connected by cable or satellite. According to statics of year 2009, there are 6,767,805,208 internet users on the word. (World Internet Users and Population Stats internetworldstats.com. np. Web. 30 Sep. 2009.) People can use internet for their own good for so many different purposes. Student, which studies at any degree of any kind of education can easily find any kind of information on the internet by making quick search on any search web-site or communicate with their teachers without waiting for next day however it also possible to find access inappropriate information and use it for their work. Moreover it is possible to access any kind of entertainment product such as mp3s, movies, games, tutorials without paying any fee for them. A person shares those entertainment products for free and it affects the financial status of owner of these arts. For example The International Federation of the Phonographic Industry stated that 95% of music downloads from internet was illegal according to year 2008. It is equal to US$3.7 billion as a trade value. (Report claims 95% of Music Downloads Illegal Slashdot.org. IFPI. Web. 16 Jan. 2009.) They lose their profits because those illegal downloads. So abuse of the right of the people who has rights on works and arts loses their jobs because of companies profit principles. At the end of last century, internet progressively possessed every action of peoples lives and online shopping heeded many people`s attention. Online shopping saves people time to go to the shopping also with world-wide shopping sites people can find their desired products for very logical prices as well. However security exploit of online shopping makes people to hesitate about purchasing good online. There is a well known exam ple about that issue; three years ago, a young hacker (one who illegally breaks into computer systems) gained the data of hundreds of credit cards which is resulted as chaos between banks and victims. We can accept this occasion that technology occurs problems within solutions. Another good point of internet for every age people is online-gaming. According to statics of NPD group 62% of gamers plays their games online and that number is 217.000.000. (NPD reveals online gaming statics gamepro.com. NPD Eugene Huang. Web. 7 May. 2007.) Most of those games must be played within some real money and losing money is one of the two chances of those games. As a human nature humans always want to win and they are ambitious creatures. Some of them got beaten by their ambition and spends all their money on those online games which will result like marriage breakdowns and spending their children money to those games. It is same with all MMORPG games. There are lots of web-sites which offer gamer s to give power-levelling services or gold in an exchange of real money. Since children don`t know value of money they can easily possessed by those offers. Also there are lots of adultery movies or pictures on internet which will affect young children while they are growing mentally. So how to take advantage of internet or exploit it, is totally decided by people themselves, to resolve problem or misuse it and occur problems. However the certain thing is, technology did not intimidate or affect the quality of life conditions, people may be better to make better use of internet to develop the quality of their life. Because of the reasons I listed above technology creates more problems than it solves so companies which provides those technologies to people must work on those exploits before they release it.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Another great blessing of technology is discovered with invention of wheel and it was B.C. From that time with the evolution of technology, use of wheel spread through branches of transportation and nowadays we use it at our cars, trucks, buses and even on planes. So many people believe that there are lots of gains of using vehicles in our life. They stand behind the idea of use of vehicles in our makes our life easier and with todays chances there are lots of cargo companies which offer you to carry your letters, packages to any destination in minimum time. They also have different type of delivery services for every budget. Those are the bright face of medallion however we are skipping the other side; the dark side It`s true that transportation with vehicles have very important role in our everyday life. The car suggests serviceableness to humans. People can easily ride a car to go to their work in a short time, or to go out to have fun from good wea ther and spend their free-time with their families by taking them anywhere they want. However the accumulating quantity of cars results new difficulties. The amount of air pollution, the jammed traffic road in rush hours. Moreover there are limited park areas for vehicles in cities and that overuse of vehicles disturbs city residents. While we are using vehicles, we also burn gas and fuel. According to research at USA car emissions kill 30.000 people every year. (Pollution caruniverse.info. Np. Web. Feb.1998) Same research declares us most of the U.S. more than half of the residents in the U.S. lives in the places which failed to meet minimum air class requirements. It`s also proved that that air pollution threatens people`s life with so many health problems and damages human respiratory system, cardiovascular system and disease on heart and lungs. Since vehicles using petroleum products, after some time those sources will be exhausted too so we will face with the difficulty of find ing new sources for heating and gaining energy. As I mentioned above to solve congestion problems governments making new roads to ease traffic on crowded places. They are using free fields which are located at out of the city so those road constructions creates inconvenience situations for the people lives in those areas. So we must evaluate use of vehicles in our life.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Today in our world, there are many things that gained importance to continue our life with all our desires. People only can make difference if they have some opportunities at the beginning of their lives. Some of them have that chance however some of them not. It`s sad but because of today life conditions rich people gets richer every moment pass and opposite things are acceptable for poor people. In some situations those rich people`s use unnecessary luxuries technologies such as exotic cars, palaces and even islands. Because of the difference between those two kinds of people they divide in to two. Beings jealous is a human feeling so it can count as a normal however this can creates some problems for our society . Robbery and murder attempts will break serenity of public. Main reason behind the robberies is bareness. Those people must find some food for themselves also for their family to survive against hard life conditions.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Final point for side-effects of technology on society will be behavioral change on humans. Most of the people says that it`s more easy to communicate with our friends if we compare times in past so we are socializing more. It depends on the angle you look from. People socializing with each other on online-environments such as Facebook, MSN or phones. So there is no face to face attraction on these type of communications. Nature of the human is not programmed for it. People must live and work together to socialize. Feelings musn`t be virtual. People invented technological tools to make life easier for us and more effective- but by creating such tools he made own as a result more and more free of other living entitties. We can think about invention of the telephone. Inventor of the telephone is Alexander Graham Bell. He probably not invented telephone to replace instead meetings. Nowadays, telephones has technology to show caller`s name. Telephone was supposed to answer incoming calls however with todays technology it`s your choice to answer it or ignore it. So thats one of the reasons of being anti-social. In past times people were taking care of their dailly jobs by going banks, supermarkets. So they were meeting with their neighbours in those social environment. Since they can make exactly same things throught the telephone in these days; people even don`t know who lives their nearby. That problem results as a lack of communication between people. The telephone has made communication faster is causing lesser direct communication. So it also creates loneliness in human race. Another similar example is TV`s. TV`s are amazing boxes which shrinks whole word to that box. We can almost learn whatever w e want by just sitting infront of it so it will take place of our intrest to go outside and socialize with people. Human beings were not intellectually ready to face them.We need each other to understand the . However as a result of these invetions, it makes people to depandent on technology instead of other people which makes a loss of communication between peoples. So we must run from technology from technology while we are socializing to keep our human feelings towards each other.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  If we take those issues to consideration it is obvious that technology creates more problems than it solves. Technology allways gives harm while providing us something so there must be more researchs on new releases to make it more acceptable for human`s future. It`s better to think twice while using those devices and we must keep ourselves away from technology addiction for our and future peoples good.

History of Rome and the Servile Wars

History of Rome and the Servile Wars Can we understand the servile wars and revolt of Spartacus in terms of a proletariat uprising against Rome? My research focused on the view of slavery as such within the Roman empire from 140 B.C to 70 B.C. My hypothesis is that the Servile wars and Spartacus revolt, did lead to a proletariat uprising against Rome, but these caused the revolt, not the lower classes themselves. However, my main research question, identifies cultural problems in the history of slavery, in terms of the uprising and open revolts against Rome staring with the servile wars, leading through to Spartacus, and how this caused the uprising, as the challenge to roman rule was a direct follow on from the events that preceded it. My aim, therefore, is to show how the impact of the institution of slavery on roman society at large and identify the responses and resistance, in order to show how slavery was integral in roman society, which would inevitably lead to a proletariat uprising. The slave rebellions were extraordinary in Roman time, nothing like them had ever happened before and after the final suppression of Spartacus in 70 B.C, no comparable rising ever took place again.[1] In terms of a reaction from ancient scholars, our evidencestems almost wholly pro roman sources; at best from writers who saw no moral justification in servile revolutions as such[2], indicating somewhat of a bias towards infolding events. Modern scholars such as Bradley and Green, have shown that the uprisings stemmed from the ruthlessness of the Romans military expansion, this can be supported by the fact that, territorial expansion in the Roman empire is considerably linked with the use of slavery, as warfare became inextricably linked with economic growth[3]. To focus on slave, therefore, in terms of the events creating a proletariat uprising, we must consider the views of the ancient and modern scholars, as well as Marxist thought, in order to reason why the wars created the issue of an uprising as slavery has its origins in the deepest mists of antiquity, usually arising from putting prisoners of war to servitude as reparation[4]. In terms of the servile wars, although they were the first warning of an assault against the Romans from a slave perspective, in regard to a proletariat uprising, it didnt have as much of an effect as Spartacus did, and that is why this essay focuses largely on the success of Spartacus in the sense of an uprising. The first slave war had its begging in Enna, this was significant as Sicily had become the first overseas province in the wake of the first war against Carthage, 264 B.C 241 B.C[5]. The massacre which would ensue the destruction of Enna led to full control being taken, leading to complete possession of the area. The prosperity of Siciliy drew comment from Diodorus a land so rich in grain[6] signifying why the Romans wanted it, and furthermore its slaves for economic purposes. Diodorus gives two different accounts of the motives that instigated the slave rebellion. In the first, they are entirely private and domestic. A group of house slaves have been driven to desperate ac tion by the ill treatment they have suffered at the hands of their master and his wife. In the second version, the slaves are clearly deputies from a much larger and more general body. The first version is Roman propaganda, designed to minimise the political motives of the uprising.[7] This clearly identifies the means of a proletariat uprising as early propaganda aimed to stop any kind of opposition before it even began. Furthermore, Diodorus gives the usual catalogue of child-murder and rape[8], this supports the fact mentioned earlier, as many sources came from pro-romans, who didnt support any kind of uprising, so they portray the rebels as doig horrible things in order to stem other citizens participation. In addition, various testimonia suggest that the majoriy of sicilain slaves were field labourers, the chain gangs of the ergastula[9]this only intensifies the proletariat uprising, as with legitimate forms of protest denied them, the Roman plebeians resorted to military tacti cs in abortive but violent attempts to end the widespread debts and break up the latifundia[10]. This, then can argue that Diodorus considered the violence of the Sicilian masters and the power they had over their slaves was a key factor in the outbreak of the rebellions. The Sicilian slave uprisings were suggestive of long-term social change that was required, and though they do signify problems that would lead to an uprising, it was mainly Spartacus actions, that would make Roman society contest the higher powers. The slave rebellions aided as an excuse for the men to release their anger against their owners, this is supported by the fact that the Sicilian slave wars, were essentially revolts of an agricultural workers contesting their own owners rule. The biggest uprising of the three major slave wars in the Roman republic was the last of them, the rebellion of the gladiator Spartacus. The war raged through the core of Italy, not in Sicily like the previous rebellions had, and this significantly challenged Roman power and authority. In the case of the revolt, its importance in linking in to a proletariat uprising is imperative, this is due to the fact that it began as only a few slaves escaping, whereas what it became is hugely important. Slaves did not have much of a common identity, except where they were a conquered people[11]. This led to an escalation of individuals who had grown distasteful of roman citizen rule over the lower class. This suggestively links with modern Marxist thought, and is significant in arguing why Spartacus began the proletariat uprising against Rome. Freeman and slave, patrician and plebeian, lord and serf, guild-master and journeyman, in a word, oppressor and oppressed, stood in constant opposition to one another, carried on an uninterrupted, now hidden, now open fight, a fight that each time ended, either in a revolutionary reconstitution of society at large, or in the common ruin of the contending classes[12] This quote from the communist manifesto, links heavily with the problems non-roman citizens faced, as the escaped slaves that began the revolt were the lowest-ranking members the roman society. I argued earlier that despite their importance, the servile wars were not as significant s Spartacus revolt in terms of a proletariat uprising against Rome. This can be supported by add Marxist quote from Doc 3, this clearly shows his visionary leadership in objection of the oppressing rule. Thus, the complexity of the argument changes somewhat, as its no longer just about slaves, it is about all citizenry contesting roman rule, which occurred after the defeat of Spartacus. In terms of the occurrences during Spartacus revolt, limitations on the sources used again must be considered , as like Diodorus, pro-roman writers contested any happenings of an uprising as such. limitations of the literary sources that provide our evidence. There are only a handful of accounts of the war, and the fullest of these were composed centuries after the events they describe. Importantly, no account of the war from the view of Spartacus himself or any of the rebels exists. What remains is the representation of the revolt that was written by ancient scholars who believed slavery to be part of the hierarchical society norm. It is important to note that the uprisings that occurred heavily linked to the roman economy. Capua were Spartacus revolt began prior to its defection of Hannibal had previously been Romes equal[13], this is significant as it shows why slavery was so rife as it was the center for bronze manufacturing and the extraordinary production of grain and relied on a large servile population[14]. Capua had access to a certain amount of wealth and manumission was sufficiently practiced to allow the assimilation of some slaves with established frameworks of authority. Thus, collaboration with the status quo was once responsive to servitude that could at times lead to really social advancement[15]. This can be supported by the fact that Bradley argues that the violence of the revolt was the product of the violence slave owners themselves had long fostered into their slaves[16], this is important as it shows why the battle engaged so many to up rise against roman rule. Furthermore, he argues that the escalation of the revolt of gladiators into a sustained war of servile resistance cannot possibly have been what they hoped to achieve when they made their escape from Capua.[17] It is important to note that at the time of the uprising lead by Spartacus gladiatorial contest where still in the process of becoming prolific entertainment[18] and so early witnesses to the sport didnt understand the barbaric actions of some gladiator owners. First of all, it is important to note that Gladiators tended to be the first-generation slaves[19] and so thus, a proletariat uprising led by Spartacus was significant as the attractiveness of manumission was a motivating impulse[20] to most slaves who joined the rebellion. This is significantly supported by the fact that Spartacus practice of equally dividing the spoils and special inducement for encouraging discontented agricultural workers to join the movement[21] increased the number of radicals joining the movement. He wasnt like most leader s as he had been subject to the horrors of slavery himself, and so believed in helping all who wanted to fight for their freedom. General servile involvement in political and civil strife had now come into being[22]. This was also major as this led to many thinking that Spartacus was a figure who was surrounded by an aura of religiosity, and this is aided by the fact that he was known to be manipulating religious associations for the purpose of promoting resistance to slavery[23]. The aftermath of Spartacus death is significant in why he led a proletariat uprising in the first place leading on from the events of the servile wars. After the battle, the legionaries found and rescued 3,000 Roman prisoners in their camp all of whom were unharmed[24]. This is particularly significant as it shows how all the rebels wanted was freedom and change. This civilized treatment of the Roman prisoners contrasts starkly with the fate meted out to Spartacus followers. Crassus had 6,000 slaves crucified along the Appian Way between Capua and Rome a distance of about 200 kilometres. Their corpses lined the road all the way from Brundisium to Rome. Since Crassus never gave orders for the bodies to be taken down, for years after the final battle all who travelled that road were treated to this macabre spectacle[25]. This was significant as it sent a message, and heightened the sense that slavery was imperative to the economy and survival of roman rule and even more so the hierar chal system in operation, which led to a proletariat uprising. While the slave rebellions were intensified by the substantial volatility of the later Roman Republic, the slave wars and the Spartacus revolt significantly challenged the Roman Republic on a social and economic front. This was indefinitely aimed to increase the power of Rome, which would lead many modern historians arguing the fact that Spartacus revolt was an uprising against the brutal treatment of slaves throughout the roman world. In conclusion, the Spartacus rebellion was the last main slave revolts that Rome would face. This being quite possibly due to the fear which Crassus instilled with the crucifixions of all the rebels who were captured after the defeat of Spartacus[26]. The fear instilled on the roman hierarchy prompted by the three main slave wars would worry the Roman rule for the rest of its dominance, this because it seriously challenged the power and authority of the hierachy. Spartacus had defeated one Roman army after another, and it baffled many scholars how ordinary slaves had defeated legion after legion with ease. As Engels has written, where was the way out, salvation for the enslaved, oppressed, and impoverished, a way out common to all these groups of people (slaves, ex-slaves, the plebeian mob, impoverished free men) whose interests were mutually alien[27]. This is suggestive of the fact that the proletariat uprising was due to a common cause, which in fact it was, as the mass of Roman c itizenry became a mob of do-nothings more abject than the former poor whites in the southern country of the United States, and alongside of them developed a mode of production which was not capitalist but dependent upon slavery.[28] Finally, for Marx, Spartacus was revealed as the most splendid fellow in the whole of ancient history. Great general noble character, real representative of the ancient proletariat.[29] This finalises my argument, as I have argued that Spartacus, more so than the two servile wars instigated a lower class uprising due to his actions, and furthermore by Crassus murders of his followers, it showed how imperative slavery was to Rome. [1] Peter Green, THE FIRST SICILIAN SLAVE WAR, Past And Present, 20.1 (1961), pp. 10-29 . [2] Peter Green, THE FIRST SICILIAN SLAVE WAR, pp. 10-29. [3] Graham Stevenson, Spartacus And Class Struggle In Ancient Rome, [accessed 23 March 2017]. [4] Graham Stevenson, Spartacus And Class Struggle In Ancient Rome, [accessed 23 March 2017]. [5] Keith R Bradley, Slavery And Rebellion In The Roman World, 140 B.C. 70 B.C, 1st edn (Bloomington, Ind. [u.a.]: Indiana University Press, 1998), p.46. [6] Keith R Bradley, Slavery And Rebellion In The Roman World, p.47. [7] Peter Green, THE FIRST SICILIAN SLAVE WAR, pp. 10-29. [8] Peter Green, THE FIRST SICILIAN SLAVE WAR, pp. 10-29. [9] Peter Green, THE FIRST SICILIAN SLAVE WAR, pp. 10-29. [10] Graham Stevenson, Spartacus And Class Struggle In Ancient Rome, [accessed 23 March 2017]. [11] Graham Stevenson, Spartacus And Class Struggle In Ancient Rome, [accessed 23 March 2017]. [12] Communist Manifesto (Chapter 1), Marxists.Org, 2017 [accessed 23 March 2017]. [13] Keith R Bradley, Slavery And Rebellion In The Roman World, p.83 [14] Keith R Bradley, Slavery And Rebellion In The Roman World, p.83. [15] Keith R Bradley, Slavery And Rebellion In The Roman World, pp.83,84. [16] Keith R Bradley, Slavery And Rebellion In The Roman World, p.92. [17] Keith R Bradley, Slavery And Rebellion In The Roman World, p.98. [18] Keith R Bradley, Slavery And Rebellion In The Roman World, p.84. [19] Keith R Bradley, Slavery And Rebellion In The Roman World, p.85. [20] Keith R Bradley, Slavery And Rebellion In The Roman World, p.89. [21] Keith R Bradley, Slavery And Rebellion In The Roman World, p.93. [22] Keith R Bradley, Slavery And Rebellion In The Roman World, p.90. [23] Keith R Bradley, Slavery And Rebellion In The Roman World, p.93. [24] Alan Woods, Spartacus A Real Representative Of The Proletariat Of Ancient Times | Ancient History | History Theory, Marxist.Com, 2017 [accessed 23 March 2017]. [25] Alan Woods, Spartacus A Real Representative Of The Proletariat Of Ancient Times | Ancient History | History Theory, Marxist.Com, 2017 [accessed 23 March 2017]. [26] Alan Woods, Spartacus A Real Representative Of The Proletariat Of Ancient Times | Ancient History | History Theory, Marxist.Com, 2017 [accessed 23 March 2017]. [27] Graham Stevenson, Spartacus And Class Struggle In Ancient Rome, [accessed 23 March 2017]. [28] Graham Stevenson, Spartacus And Class Struggle In Ancient Rome, [accessed 23 March 2017]. [29] Graham Stevenson, Spartacus And Class Struggle In Ancient Rome, [accessed 23 March 2017].

lighthod Binary Oppositions in Joseph Conrads Heart of Darkness Essay

Binary Oppositions in Heart of Darkness       In Heart of Darkness, Joseph Conrad used a series of reversed traditional binary oppositions to convey the theme that every man has his own heart of darkness that is simply masked by the superficial light of civilization.    The novella focused primarily on the adventurer Charlie Marlow's journey into the African Congo, but dealt with larger themes. Marlow was from Europe and understood the basic premises of imperialism, but was unprepared for the world he encountered in the wilderness. The world of the African jungle did not abide, at that time, by the same laws with which Marlow had been raised. There was an inherent savagery in the jungle that he had not previously encountered and for which he was unprepared. This is first apparent when Marlow encountered the shaded death grove early on in his journeys. Marlow saw the natives suffering immensely for what seemed to be nothing - their work seemed for naught - but he did not speak up or stop his trek. This is also the first time that the reader gets a glimpse of the broader binary oppositions within the text. Marlow glanced at one of the dying natives, one with a piece of white European yarn tied around his neck. In the area that is the Outer Station, th e white Europeans had the natives - and vicariously the jungle nature, as the natives became symbols for the land surrounding each station - in a stranglehold. In this case, the color white, usually associated with purity or goodness, became a symbol for the evil that was imperialist colonialism. The black of the native's skin, bearing the color often associated with evil and inner darkness, is a stark contrast to the white of the yarn. The fact that Marlow responded with q... ... oppositions, it becomes clear that it is only through the pretense of civilization that mankind is able to resist the internal darkness inherent in its nature. However, the intensity of civilized behavior is directly related to the physical and moral environment in which humans are placed, and is therefore unstable. Through Kurtz and Marlow, and their underlying binary oppositions, Joseph Conrad proved that every man has a heart of darkness that is often obscured by the false illumination of a civilized society.    Works Cited and Consulted Adelman, Gary. Heart of Darkness: Search for the Unconscious. Boston: Little & Brown, 1987. Conrad, Joseph. Heart of Darkness. Ed. Robert Kimbrough. 17th ed. New York: Norton, 1988. Levenson, Michael. "The Value of Facts in the Heart of Darkness." Nineteenth-Century Fiction 40 (1985):351-80.   

I Will Always Love and Cherish You :: Love Letters Dating Email Relationships

Dear Hilary, Seven years have passed since our first encounter and in those past seven years, we have made many memories and parted ways several times. Whenever we parted ways, we were led back to each other as if there was a spark between us. Ever since you entered my life I felt as if God somehow sent one of his angels down to me. Over the last few months, I feel like my heart has grown stronger because of the love I have for you. This love gets stronger and stronger each and every day. I long for your soft, warm, and loving touch not only at sunrise but at sunset and at night as well. I think and dream about you 24 hours a day, 7 days a week. Hearing your voice at night always soothes me after a long day. With a woman like you, I look forward to nightfall and wish that night would come sooner so we could be together in dreamland. In November, I will show you my true self and show you all that is in my heart, that I can only vaguely describe to you. You captured my heart fully this year and I'm glad it was you that did it. This is just the beginning of our lifelong journey together. My first path is southwest to be with you. The words of this letter cannot fully describe how I feel about you but they are the words and the small voice of my heart. You are a one of a kind woman and I want you to know that. I cannot wait to finally have you in my arms again and declare you safe from world's harm. I cannot wait to feel your soft lips against mine. I cannot wait to feel your heartbeat. I cannot wait to look into your bright, beautiful green eyes and tell you I love you. I cannot wait to run my fingers through your long, flowing blonde hair to ease your worries. Lastly, I cannot wait to wake up in the morning with you lying next to me.

Léopold Sédar Senghor :: essays research papers

Là ©opold Sà ©dar Senghor Senegalese poet and statesman, founder of the Senegalese Democratic Bloc. Senghor was elected president of Senegal in the 1960s. He retired from office in 1980. He was one of the originators of the concept of Nà ©gritude, defined as the literary and artistic expression of the black African experience. In historical context the term has been seen as a reaction against French colonialism and a defence of African culture. It has deeply influnced the strengthening of African identity in the French-speaking black world. "L'à ¨motion est nà ¨gre, la raision est hà ©llà ¨ne." (emotion is Negro, reason is Greek) "Negritude is the totality of the cultural values of the Black world." Là ©opold Sà ©dar Senghor was born in Joal-la-Portugaise, a small fishing vilage about seventy miles south of Dakar. His father was of noble descent and wealthy merchant. His mother was a Peul, one of a pastoral and nomadic people. Later Senghor wrote: "I grew up in the heartland of Africa, at the crossroads / Of castes and races and roads" The first seven years of his life Senghor spent in Djilor with his mother and maternal uncles and aunts. At the age of twelve, he attended the Catholic mission school of Ngazobil. He continued his studied at the Libermann Seminary and Lycà ©e Van Vollenhoven, finishing secondary-school education in 1928. After winning a state scholarship, Senghor then moved to Paris and graduated from the Lycà ©e Louis-le-grand in 1931. During these years he read African-American poets of the Harlem Renaissance and such French poets as Rimbaud, Mallarmà ©, Baudelaire, Verlaine and Valà ©ry. Among Senghor's s friends were Aimà © Cesaire, with whom he would develope the idea of Negritude, and Georges Pompidou, who later elected President of France. In 1932 Senghor was granted French citizenship. He served in a regiment of colonial infantry and in 1935 he obtained the agrà ©gation degree in grammar. From 1935 he worked as a teacher, notably at Lycà ©e Descartes in Tours, then in Paris at Lycà ©e Marcelin Berthelot. At the outbreak of World War II, he joined the French army, but was captured by the Germans and spent eighteen months in a camp as a prisoner of war. During this period he learned German and wrote poems, which were published in HOSTIES NOIRES (1948). In 1944 he was appointed professor of African languages at the École Nationale de la France d'Outre-Mer. Senghor's first collection of poems, CHANTS D'OMBRE (1945), was inspired by the philosopher Henri Bergson, and dealt with the themes of exile and nostalgia.

Computerized Scheduling System Essay

A computerized reservations and scheduling system is provided which alternately allows transportation consumers to select from pre-scheduled transportation services provided by transportation providers or to negotiate and contract with transportation providers who have available unscheduled transportation space. The system comprises a central computerized data base. Transportation providers and consumers alike access the computer via a plurality of terminal units. The central computerized data base comprises a â€Å"maybe† file for storing information regarding available unscheduled transportation space which may be offered by a provider for service if a suitable consumer demand exists and for storing information regarding unscheduled transportation space which is needed by consumers. The â€Å"maybe† file facilitates negotiating and contracting between the parties. Scheduling is the process of deciding how to commit resources between a variety of possible tasks. Time can be specified (scheduling a flight to leave at 8:00) or floating as part of a sequence of events. The word may also refer to: * I/O scheduling, the order in which I/O requests are submitted to a block device in Computer Operating Systems * Scheduling (broadcasting), the minute planning of the content of a radio or television broadcast channel * Scheduling algorithm * Scheduling (computing), the way various processes are assigned in multitasking and multiprocessing operating system design * Scheduling (production processes), the planning of the production or the operation * Schedule (workplace), ensuring that an organization has sufficient staffing levels at all times * Job scheduler, an enterprise software application in charge of unattended background executions. * Job Shop Scheduling, an optimization problem in computer science. http://en.wikipedia.org/wiki/Scheduling Scheduling is a key concept in computer multitasking, multiprocessing operating system and real-time operating system designs. Scheduling refers to the way processes are assigned to run on the available CPUs, since there are typically many more processes running than there are available CPUs. This assignment is carried out by softwares known as a scheduler and dispatcher. The scheduler is concerned mainly with: * Throughput – number of processes that complete their execution per time unit. * Latency, specifically: * Turnaround – total time between submission of a process and its completion. * Response time – amount of time it takes from when a request was submitted until the first response is produced. * Fairness – Equal CPU time to each process (or more generally appropriate times according to each process’ priority).

Lesson Plan for Social Studies Class Grades 9-12

UnitSocial Studies:   The Civil War — Emancipation ExperienceObjectiveThrough this lesson, the students will be able to:  1. Given a particular situation, recognize the period of history portrayed following the inquiry period.  2.   Given a particular scenario, distinguish groups after the inquiry period.  3.   Study and come into contact with changeable emotions of every group.  4.   Examine and differentiate the differences in the lifestyle of every group.  5.   Assume/imagine and identify with what life was like for Americans during that period.RationaleHardly any event in mankind can measure up to the damage and destruction of war.   However, nearly every generation of man cannot break away from its ongoing reality. Our country has also had its won share of experiences of war. Ever since our origin, with the American Revolutionary War, our country has already been at war.   In addition, in our 200 plus years of survival there was one war that cannot be matched up to to any other war when measured in terms of devastation and American loss of lives — the American Civil War.   Just like any civil war there is no winner- just a loser, as losses on both sides make up the entire loss of that nation.   This lesson will try to look at the changes that occurred in the lives of Americans that were the outcome of this catastrophic war.Therefore, the rationale of this inquiry lesson is to provide students an affective encounter of the pre and post American Civil War incident on Americans- both Whites and Blacks (or northerners and southerners).ContentGroup activity using charts and internalizing the role of each groups involved in the Civil War.Procedures1.   By means of random, divide class into three (3) groups- A, B, C according to size.Group A (Slaves)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1/4 of classGroup B (S. Whites)   1/4 of classGroup C (N. Whites)   1/2 of classNote:   Don’t inform the class what every group stand f or.2.   Then instruct every member to name themselves utilizing a marker and a piece of tape.   It must be visible.3.   Move desks apart from each other and split the classroom in half.   Break up the room by means of putting tape on the floor.   Area I will be shared by Groups A and B.   Next, move desks so that 1/4 of area I is free of desks and chairs and then put newspapers on the floor.   This area must be surrounded with tape.  4.   Next, show Chart I to all the groups and inform them regarding each group's location, food allotment, and movement as shown below:Chart IGroup  Ã‚   Location  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Food Allotted  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   MovementA  Ã‚  Ã‚   Sit on newspapers  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Plate of broken crackers  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   NoneB  Ã‚  Ã‚  Ã‚   Sit on chair in area I or II  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Plate of whole crackers  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Full (everywhere in the      classroomC  Ã‚  Ã‚  Ã‚   Sit on chair in area I or II  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Plate of whole crackers     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Full (everywhere in the  classroom)  5.   Start conducting Part I for a period of 5-10 minutes.   Guide groups to their own location, their capability to move without restraint or none at all, and provide every group either whole or broken crackers on a plate to be shared with that group.   Allow member of just groups B and C speak without restraint to one another.   But let every group speak to each other.  6.   End Part I.   Show Chart II to the class, which contain as follows:Chart IIGroup  Ã‚   Location Food Allotted      MovementA  Ã‚  Ã‚  Ã‚   Chairs      Plate of broken crackers  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚   Shaded areaB  Ã‚  Ã‚  Ã‚   Chairs       Plate of broken crackers  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   Area I onlyC  Ã‚  Ã‚  Ã‚   Chairs       Plate of whole crackers  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   Area II only7.   After showing Chart II, direct the class to start conducting Part II for a period of five (5) minutes. At this time, movement or talking between groups B and C is prohibited since they should stay put in their particular areas (I or II). Then, take out 1/2 the members from group B and put them into a neutral corner where they would not be able to eat, speak, or move from their chairs.8.   End Part II.   After the Part II activity, show Chart III explain to the class as follows:Chart IIIGroup  Ã‚   Location         Food Allotted  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   MovementA  Ã‚  Ã‚  Ã‚   Chairs                  Plate of whole crackers  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   FullB  Ã‚  Ã‚  Ã‚   Chairs                  None   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   FullC  Ã‚  Ã‚  Ã‚   Chairs                  Plate of whole crackers  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   Full9.   After showing chart III, you can start conducting Part III for a period of five (5) minutes.   Guide students just like what was done in Part I and Part II consistent with what is instructed in Chart III.   Remove the shaded area.   Do away with all tape placed on the floor.   The groups can now freely move.   But, Group B merely receives broken crackers.10.     End Part III and the whole activity.   Arrange the room to bring it back to its original order.MaterialsMasking tape, pen markers, chart paper/chalk board, newspapers, 5 packages saltines/crackers, and 3 paper plates.AssessmentAt the end of the activity, ask the students the following questions to assess their feelings and reactions about the act ivity:1.  Ã‚   What can you say about this activity? Did you like it? If yes, why? If no, why not?2.   How did you feel about being in Group A, B, or C?3.   In your opinion, how did the groups differ from each other?4.   What do you think was the best group to be in?   How about the worst group to be in?5.   What primary event in American History did this simulation describe?Answer:   The American Civil War.  6.   Who do you think did each group stand for?Answer:   Group A. represented the Black SlavesGroup B symbolized the White SouthernersGroup C stood for the White Northerners7.   What do you think did the headings in the charts symbolized?Answer:   Location (floor or chairs) represented social statusFood Alloted (either whole or broken crackers) symbolized economic statusMovement (either full or restrained) symbolized political status8.   In your opinion, what did Parts I, II, III stood for?Answer:   Part I stood for the Pre Civil War periodPart II. r epresented the Civil War era  Part III represented the Post Civil War period9.   Consistent with the headings of the charts and what they symbolized, what can you say or notice about every group?Example:   Compared to Groups B & C, Group A was instructed to sit on the floor  Ã‚  Ã‚   symbolizing a lower social status, they also had to eat broken crackers representing a lower economic status, and were just limited to move in a particular area. Thus, Group A stood for the Black Slaves of the South.   The, take note of the change in Group's A status from Part I to Part III depicting the changes from the Pre to the Post Civil War period.Meanwhile, for Group B, in Part I, they were instructed to sit on chairs and eat whole crackers and also to move freely. Hence, it can be said that these activities symbolized good, economic, social, and political status.   Nevertheless, in Part II they had be restricted to move outside of Area I since battle lines were established between th e North and South. .Moreover, the South survived extreme devastation and destruction since most of the war happened there.   This was represented when half of the group was pulled out and placed into a neutral area.   Then, in Part III, social and political status were recovered as movement was not restricted and chairs were utilized.   But their economic status turned negative, as symbolized by broken crackers because it experienced devastation and destruction of its factories and cities.   Moreover, due to the closure of plantations and freedom of slaves, agriculture transformed and changed drastically.Then for Group C, all throughout the three parts (I, II, & III), they enjoyed good economic, political, and social status since the war happened on southern soil thus the northern property was not destroyed.Rubric:Group Learning ActivityRubric A: ProcessExceptional Admirable Acceptable Amateur  Exceptional Admirable Acceptable Amateur Group Participation Every member activ ely participate At least  ¾ of the members enthusiastically participate At least half of the members share their ideas Only one or two members enthusiastically participate Shared Responsibility Responsibility for task is equally shared among members Most group members share the responsibility Only  ½ of the group members share the responsibility The members depend only one member Quality of Interaction Members display excellent leadership and listening skills;   in their discussions, members display awareness   and knowledge of other's ideas and opinions s During interaction, members exhibit   adeptness; active  discussion and interaction focuses on the task  Members display some capability to interact; members listen attentively; there is some proof of discourse or  alternativeThere is only little interaction; members converse briefly; some  students show disinterest Roles within the Group every member was assigned a  distinctly specified role; the  group memb ers execute  roles successfully and effectively every member was assigned a  role, however, roles are not clearly  specified or systematically  followed.Members were given roles to perform, however, roles were not  consistently followed.  No effort was shown to assign roles to every group member ReferencesCommager, H.   (1982). The Story of the Civil War as Told by Participants.   Fairfax Press,   Ã‚  Ã‚   1982.Jasmine, J. (1993) Portfolios and Other Assessments. California: Teacher Created   Ã‚  Ã‚  Ã‚   Materials.Rubistar.   Create Your Rubric.   Retrieved April 29, 2006 from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://rubistar.4teachers.orgSass, E.   Social Studies Lesson Plans and Resources.   Retrieved April 29, 2006 from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.cloudnet.com/~edrbsass/edsoc.htm