Education and Life Chances in Modern Education Essay Example for Free

Education and Life Chances in Modern Education Essay Is there such thing as secret of finding meaning in life? That might some what answers me base on certain articles that I just read and as well as the video that amazed me while viewing. This first article defines life and it’s meaning which is â€Å"Meaning in Life [live the life that you want]† by Albert S. Wang, written on November 19, 1997. This article, questions you if you are really contented and happy of what you have and if this is really the life that you wanted. It is said in here that to be able to live a life that you want and to put a meaning on it; you must first know yourself from within because this makes you know of who you are, second is know where you want to go for it gives you direction in finding your happiness. These things are beginning of having a meaningful life. To find the meaning of your life, you must find it with action not just by waiting for it to come and you can also find this meaning in life not just in distant place but mostly it is found near you. Putting a meaning in your life is all about the choices and decisions that you made on where you want to go. Just live your will and you’ll see that each day you will grow in having a meaningful life. The second article that touches me is entitled â€Å"So What Will Matter? † sent by Leandro G. Cruz and shared by Joe Gatuslao of Bacolod City, Philippines. Its original title is A Life That Matters. This article is so inspiring because it stresses that all that you have got starting from yourself just like beauty, fame, wealth and all other things that you have are just in vain because these things are not forever yours, these are just passing things and you cannot bring these things when you leave earth but what really matters are the thing that you made that others will remember you of your goodness, the things that you gave not just in material aspects but in all, living your life with significance, teaching others and set yourself as an example to them. All of these things are living a life that matters. This third article has an unknown author which entitles â€Å"A Purpose†. The article speaks that all of us who are created by God has a unique and significant purpose. Each of us is given a chance to find our designated purposes but you must wait when the right time comes because God has set it for you at a time when you are equipped and ready. Most of the time you’ll experience the roughness of life but don’t be dismayed because there is always a helping hand that will take care of you, which is God who never leaves you. Just stay at the right path and do good deeds for in the end you will find your own way to the pearly white gate. The next article is the one that I liked most which is â€Å"The Journey of Our Life† shared again by Joe Gatuslao from Bacolod City, Philippines. This article actually tells a story about the Emperor who owned a huge land and he told his horseman that if he could ride on his horse and cover as much land area as he likes, then the Emperor would give him the area of land he has covered. The horseman did not stop riding and whipping the horse because he wanted to cover as much area as possible. Came to a point when he had covered a substantial area and he was exhausted and was dying. Then he asked himself, â€Å"Why did I push myself so hard to cover so much land area? Now I am dying and I only need a very small area to bury myself. † This story is really similar with the journey of our life because most of us are always striving for richness, properties, possessions, power etc. So we work harder and harder until we come to realized that all of these things are not necessary for living a happy and meaningful life; we must balance our way of living so that we could not missed something in life that might happen once. The next thing that I am going to share is all about the video clip that I watched; it’s about an old woman at the age of 47 and her name is Susan Boyle who joined in a certain show that searches for extraordinary talents namely Britain’s Got Talent. During her performance, a big shock was made by Susan because at the beginning when she first introduced herself, everybody was against her like they are judging Susan of joining the show where she looks like so ordinary and nothing to show up but when she start on singing all where stunned by her angelic voice and they gave her a standing ovation but most importantly the three big yes from the strict juries. This gives us an insight that we must not judge the person’s appearance because you’ll never know what’s the biggest surprise that comes from within. God created us with equal gifts and we must use this as an inspiration to others. This last article is a prayer entitled as â€Å"Mere Possessions†. It’s all about the prayer of a woman who asked a help from the Lord, asking that she might not put much stock in possessions because things don’t last and you cannot bring all of these things when you leave earth. That we come into the world with nothing, we leave with nothing. Having a meaningful life is about your choices and decisions that were made; just make sure you have chosen the right path because if you do then you’ll end walking along the pearly white gate and that is the fulfillment of having a meaningful life. There is really no such thing as a secret of finding a meaning in life; it’s just you who will make it meaningful by doing what is right and just; live happy and be happy all the time because life is just too short, you might missed something so let’s make the most of it. Public education, it can be argued, shapes society, instils social mores and indoctrinates the impressionable with those philosophies the elites value. This essay will focus upon three main areas intrinsic to the education system. These are the social reproduction of ideas, the life chances created and instilled through education, and the socialisation of the individuals undergoing the educational process. Two main sociological perspectives that are useful when studying the education system are Functionalism and Critical Theory, because they focus on macro issues and social structures more than the interactionist perspective. Functionalists believe that the school system is an agent of social reproduction, which operates to reproduce well integrated, fully functioning members of society (Webb, Schirato and Danaher, 2002: 114). Critical theorists, conversely, hold that education is the most effective mechanism for promoting social change and for giving opportunities to less privileged groups so that they can advance their social standing. However, education usually reproduces existing social divisions, maintaining the relative disadvantage of certain groups (Webb, Schirato and Danaher, 2002: 106). Munro (1994: 108) describes the different approaches by stating that, functionalists tend to see education as synonymous with socialisation, while a conflict theorist is inclined to view education as ideological- that is, reflecting the interests of particular groups. Functionalists hold that the major institution for social reproduction is the education system, whereas, from a critical perspective, teachers, who oversee this reproduction, have been made into administrators of programs that provide manpower capitalisation through planned and directed behavioural changes (Illich, 1973: 327). Illich (1973: 327) comments, from a critical perspective, that teaching and learning remain sacred activities separate and estranged from a fulfilling life. This is because the things being taught do not line up with the necessary knowledge needed for life outside of education, and that learning from programmed information always hides reality behind a screen (Illich, 1973: 324). This means that the knowledge provided is set to a secret agenda. The learning process, which supposedly passes on the values and mores necessary in society to students, is not, however, meeting these needs effectively. Relevant information, that is, knowledge, which will add skills to the labour market, is becoming less practical and more theoretical, expanding the gap between study and work. Regardless of this, employers and social elites have attempted to use the schools for the reproduction of compliant workers (Davis, 1999: 65). This double standard has been discussed in a best selling song, The Wall by Pink Floyd (1978) in which they stated that the reproduction received through the school system was set to a hidden agenda, and that society would be better off without it. Drucker (1973: 236) equates the influx of educated people to the potential for producing wealth in any given country. By stating this, educational socialisation and the development of educated people is the most important function education can have. He goes on to state that while this may be the case today, throughout history, being uneducated provided the wealth of a given nation, due to the class differences, and that education was for the rich and idle while the work was performed by the illiterate. This all changed with the Industrial Revolution, and the invention of moveable type in the 17th Century (Drucker, 1973: 232). The moveable type meant that education could be performed at a reduced rate, and words became a commodity that was necessary for improving the quality of the labour force. Education is purported to provide the best possible life chances for its graduates, yet in reality, in many ways education diminishes these chances. Heinz (1987: 132) points out that the life chances of graduates are in a state of flux, that when the labour market is depressed and work is difficult to find, then young people will opt for more education as a means of delaying their entry into a tight work force. The school then takes on the function of a warehouse; it is a place to mark time. At the same time school acts as a socio-political instrument for reducing social and political conflict, and this function gains predominance over its main function of educating young people. In many cases the academic credentials earned are unnecessary for working-class jobs (Furlong and Cartmel, 1999: 12), which changes the focus of education, making it oppressive and irrelevant (Davis, 1999: 83). Heinz (1987: 131) states secondary school-leavers face a worsening outlook when they want to start in working life, and joining a preparatory program is increasingly becoming the only alternative to unemployment. There are a growing number of young people who are finding it harder to find a place, whose prospects on the labour market are poor, being qualified but underemployed, or drifting between unemployment and occasional jobs (Heinz, 1987: 131). This increases social inequalities and the gap between rich and poor. By acting as a warehouse education is not preparing students for life but rather crippling their life chances. The alternative to this are to reassess the curricula and teaching methods, reintegrating skilled workers into vocational education, ensuring that knowledge will be of direct benefit to graduates in obtaining a place within the work force. There are fewer and fewer opportunities becoming available, and school leavers have to undergo more and more relevant vocational training. However, fewer school-leavers are able to go directly into the vocational training they want. Heinz (1987: 130) noted a growing trend 16 years ago that Depending on the region, only between one-third and one-half of these school leavers succeed in getting a training place, and in 1994 Munro (1994: 109) observed that the school-to-work transition had failed which had major ramifications for everyone involved, causing underemployment of school leavers (Munro, 1994: 116). The seriousness of this trend is made even more apparent by the fact that school-leavers are even ready to enter apprenticeships that lead them into dead-end occupations (Heinz, 1987: 129). Drucker (1973: 232) however, states that while this may be so, to be uneducated is an economic liability and is unproductive, even though education is producing an unemployable, overeducated proletariat. (Drucker, 1973: 233) According to Mehan (1973: 240) education is a major socialisation agency, which moulds the individuals self-concepts into a socially accepted format, allowing each individual to be slotted into a specific function (Sargent, 1994: 240). Sargent (1994: 240) points out that in the function of education values are essentially involved and are taught beside worldly knowledge. However, this knowledge interprets the world, but does not necessarily correspond with any external state (Sargent, 1994: 232). The transmission of knowledge, skills and values, helps to sort and rank individuals, that they might be better placed in the labour market (Munro, 1994: 96). This raises a paradox, however, where education is seen by many as the best possible means of achieving greater equality in society (Sargent, 1994: 233), yet it categorises the graduates into job specifications, personality types and the opportunities granted to each. Sargent (1994: 231) furthers this thought by explaining that the education system is an integral part of determining position and power in our society (Sargent, 1994: 231), and that through education the class structures are compounded, making it more difficult for those in the working classes from advancing in the social hierarchy. The education institution both absorbs and perpetuates the ideology, masquerading as knowledge, which legitimises inequality (Sargent, 1994: 231). Regardless of the inequalities produced, it has become the absolute prerequisite of social and economic development in our world to have a highly educated pool of people ready for the labour market (Drucker, 1973: 232). In conclusion, the failure of the education system to reduce social inequality and produce better workers, raises serious doubts as to its effectiveness. Life chances created through education appear to be diminishing, despite the extension of education. The knowledge taught seems to be ineffective in preparing students to cope with life. Functionalists need to reassess the structure of education, as it loses its ability to effectively provide for graduates, becoming dysfunctional in its goals to remove inequality and give a head start to people entering the work force. When looking at the education system, it is necessary to ask if the cost spent on educating people is being effectively used, considering the increasing number of educated poor. The gap between knowledge taught and life experience needs to be bridged, for education to effectively function. If, as it appears, schools are to socialise and reproduce effective and functioning members of society, the curricula has to be addressed. Bibliography Davis, Nanette J. (1999). Youth Crisis: Growing up in the High Risk Society. Praeger Publications, Westport Drucker, Peter F. (1973). The Educational Revolution, Social Change: Sources, Patterns, and Consequences (2nd ed) Amitai Etzioni and Eva Etzioni-Halevy (Eds). Basic Books Inc. , New York. pp 232 238 Furlong, Andy, and Cartmel, Fred (1997). Young People and Social Change: Individualisation and Risk in Late Modernity. Open University Press, Buckingham Heinz, Walter R. (1987). The Transition from School to Work in Crisis: Coping with Threatening Unemployment, Journal of Adolescent Research (Vol 2). pp 127 141 Illich, Ivan (1973). The Breakdown of Schools: A Problem or a Symptom, Childhood and Socialisation Hans Peter Dreitzel (Ed). Macmillan Publishing Co. Inc. , Canada. pp 311 336 Mehan, Hugh (1973). Assessing Childrens School Performance, Childhood and Socialisation Hans Peter Dreitzel (Ed). Macmillan Publishing Co. Inc. , Canada. pp 240 264 Munro, Lyle (1994). Education, Society and Change: A Sociological Introduction to Contemporary Australia Brian Furze and Christine Stafford (Eds). Macmillan Education Australia Pty. Ltd. , South Melbourne. pp 96 128 Pink Floyd (1978) The Wall, The Wall. Mushroom Records, California. Sargent, Margaret (1994). Education for equality? employment? emancipation? , The New Sociology for Australians. Longman Cheshire Pty. Ltd. , Melbourne. pp 231 256 Webb, J. , Schirato, T. and Danaher, G. (2002). Bourdieu and Secondary Schools, Understanding Bourdieu pp 105 106 (Reprinted in Sociological Reflections on Everyday Life: GSC 1201 Reader). Allen and Unwin, Sydney. pp 227 238.

Reasons For Using Jungle Computing Systems Information Technology Essay

Reasons For Using Jungle Computing Systems Information Technology Essay The application of high-performance and distributed computing in scientific practice has become more importance, among the most available platforms such as clusters, grids and cloud systems. These infrastructures are now undergoing many changed due to the integration of core technologies, providing speed improvements for selected compute kernels. As the distributed and high-performance computing is becoming more heterogeneous and hierarchical, complexity in programming is increased. Further, these complexities arise due to urgent desire for scalability and issues like data distribution, heterogeneity in software and hardware availability. These issues force scientists into simultaneous use of multiple platforms (e.g. clusters, grids and clouds used concurrently). 6.1 Jungle Computing Jungle Computing is a distributed computing paradigm. It simply emerged out of the plethora of distributed resources available. A Jungle Computing System consists of all compute resources available to end-users, which includes clusters, clouds, grids, desktop grids, supercomputers, as well as stand-alone machines and even mobile devices. There are several reasons for using Jungle Computing Systems. Firstly, an application may require more compute power than available in any one system a user has access to. Secondly, different parts of an application may have different computational requirements, with no single system that meets all requirements. From a high-level view, all resources in a Jungle Computing System are in some way equal, all consisting of some amount of processing power, memory and possibly storage. End-users perceive these resources as just that: a compute resource to run their application on. Whether this resource is located in a remote cloud or located down the hall in a cluster, is of no interest to an end-user, as long as his or her application runs effectively. Despite this similarity of resources, a Jungle Computing System is highly heterogeneous. Resources differ in basic properties such as processor architecture, amount of memory and performance. As there is no central administration of these unrelated systems, installed software such as compilers and libraries will also differ. For example, where a stand-alone machine is usually permanently available, a grid resource will have to be reserved, while a cloud requires a credit card to gain access. Also, the middleware used to access a resource differs greatly because of using different interfaces. The heterogeneity of Jungle Computing Systems makes it hard to run applications on multiple resources. For each used resource, the application may have to be re-compiled or even partially re-written, to handle the changes in software and hardware available. Moreover, for each resource, a different middleware interface may be available, requiring different middleware client software. Once an application has been successfully started in a Jungle, another aspect that hinders usage of Jungle Computing Systems is the lack of connectivity between resources. 6.2 Jungle Computing Systems When grid computing was introduced over a decade ago, its foremost visionary aim was to provide efficient and transparent (i.e. easy-to-use) wall-socket computing over a distributed set of resources. Since then, many other distributed computing paradigms have been introduced, including peer-to-peer computing, volunteer computing and more recently cloud computing. These paradigms all share many of the goals of grid computing, eventually aiming to provide end-users with access to distributed resources (ultimately even at a world-wide scale) with as little effort as possible. These new distributed computing paradigms have led to a diverse collection of resources available to research scientists, which include stand-alone machines, cluster systems, grids, clouds, desktop grids, etc. With clusters, grids and clouds thus being equipped with multi-core processors and many-core add-ons, systems available to scientists are becoming increasingly hard to program and use. Despite the fact that the programming and efficient use of many-cores is known to be hard, this is not the only problem. With the increasing heterogeneity of the underlying hardware, the efficient mapping of computational problems onto the bare metal has become vastly more complex. Now more than ever, programmers must be aware of the potential for parallelism at all levels of granularity. But the problem is even more severe. Given the ever increasing desire for speed and scalability in many scientific research domains, the use of a single high-performance computing platform is often not sufficient. The need to access multiple platforms concurrently from within a single application often is due to the impossibility of reserving a sufficient number of compute nodes at once in a single multi-user system. Moreover, additional issues such as the distributed nature of end-users, simultaneously comprising any number of clusters, grids, clouds and other compute platforms. Summary For every new technology several research frontiers are to be exploited. So in Cloud computing. Topics of such a kind are effective data protection in Internet clouds, innovative applications on the clouds, data centers and the Internet of things (IoT). The material in the Chapter 1 deals with future trends of cloud computing, next-generation services related to cloud computing are explained. With the emergence of the mobile cloud, more and more productivity applications residing on mobile devices are developed. Chapter 2 details how mobile and cloud computing can be combined and also exploits its key requirements. It is time to design and build computing systems capable of running adjusting to different circumstances and using their resources to handle most efficiently the workloads we put upon them. These autonomic systems combined with cloud computing is called as Autonomic Cloud computing is discussed in Chapter 3. With Web 2.03.0, Internet multimedia is emerging as services. To provide rich services in media, multimedia computing became a promising technology to generate, edit, process, search media contents which includes audio, image, video and graphics. Chapter 4 presents principal concepts of multimedia cloud computing. Energy efficiency is an important aspect IT field. Energy consumption, resource utilization and performances of workloads in Cloud are dealt in Chapter 5. We need a platform which will need speed and scalability in everyday scientific practice and the resources employed by end-users are often more diverse than those contained in a single cluster, grid, or cloud system. Jungle Computing is explained in Chapter 6.

Post Enlightenment European Culture: Metropolis (1927)

Post Enlightenment European Culture: Metropolis (1927) Final Paper: Metropolis (a 1927 German film) 14210568 Many people are used to the image as a way to receive information, through the film is the story. Film is not just the life of entertainment, as a media form, is presented in conjunction with a lot of culture produced by an art type images. The film â€Å"Metropolis† is a significant German silent science-fiction film released in 1927 by Fritz Lang. It able to represent and portray the culture, political and social ideologies in Germany during that time. Since the remarkable work of â€Å"Metropolis†, it is regarded as one of timeless classics that withstand the test of time. The film â€Å"Metropolis† explicitly demonstrated different aspects of European culture since the Enlightenment, including the working class culture, totalitarian culture and the worship of technology. First of all, the relation between the working class and the bourgeoisie is revealed. In the film, the city was vertically separated into two spaces clearly, implying the differences of lifestyle between the working class and the capitalists, by sharply contrast of spatial distribution and configuration. The film opens by showing the city of the workers which is below the ground. Workers who wearing monotonous uniforms have to work day and night as a machine in the factories where are completely dark. Conversely, there is an entirely subversive life on the ground. It is the world of the bourgeoisie which is a thriving metropolis. It is a magnificent, gigantic city with gleaming skyscrapers linked by aerial highways, suspension bridges, and bustling street. People live in comfort and plenty, with huge stadiums and pleasure gardens. These effusive and energetic images show the life of the bourgeoisie are full of technology and possibilities. Also, the presence of the sentence â€Å"As deep as lay the workers’ city below the earth, so high above it towered the complex named the ‘Club of the Sons,’ with its lecture halls† in the film also revealed the mirroring yet opposite environments in which the labor and the capitalists live in. Such high distinction emphasizes the social relationship of bourgeoisie and proletarians, and the rulers and the exploited. Working people are seen as a labor force, and usually regarded as passive victims of laissez faire as well as the capitalism (Thompson, p.3). For the purpose of working for the chosen elite Joh Federsen, the ruler of Metropolis, they are the masses of nameless workers who have to labor in an industrial complex to accomplish repetitive and dull tasks, and just served as a cog in a machine or a tool or production without emotional expression and communication, in order to sustain Metropolis. It seems that the film â€Å"Metropolis† portrays the working class culture which workers are always in alienation, and squeezed and exploited by the rulers, in particular their labor forces, by comparing the lives of workers to capitalists. Besides, the pictures drawn in the movie indicates that the workers has class-consciousness (Thompson, p.1). For instance, Freder is not accepted by the workers when he attempting to integrate into the working class since the workers recognize him as Joh Fredersen’s son. Apart from the working class culture, totalitarian cultures are also demonstrated in â€Å"Metropolis†. Totalitarian movement and government are characterized by aiming at total domination and resting on mass support (Arendt, p.351). Totalitarian regimes seek to hold the total authority over the society and dominate all aspects of public and private life wherever possible. In the film, Metropolis is ruled by wealthy industrialists (capitalists), led by Joh Fredersen, a king in a suit, also the commander-in-chief. Joh Fredersen is the â€Å"head† of the city, is to give commands to the machine systems (i.e. the workers), in order to keep the city runs. He is the leader of the â€Å"elites† who holding most of the resources and managing the working class. However, underground-dwelling workers have to toil constantly to operate the machines, and they have no choice. The workers were only the â€Å"hand† of the city, just like robots, â€Å"one command, one a ction†. They are not be respected and cared by the ruler; instead, they are just considered as the means of production. For example, when Freder told his father about the industrial accident that resulted in death of workers, Joh Fredersen first seen to be no response and tried to ignore him, and later he said the workers should belong to the depth where it was not they belonged to. It seems that no actions should be taken since Fredersen think those workers are just the tool operating the machine system. On the other hand, the workers did not have complaints and actions against the commander, even still continued to work as before as nothing was happened. It reveals that the working class is living worthless, and is dominated to work for serving the capitalists. Metropolis is obviously a totalitarian regime as the working class is managed by Fredersen, and they have been isolated and ignored. Furthermore, the worship of technology and science and its relation with the bourgeoisie are also reflected in the movie. â€Å"Capitalism is the first mode of production in world history to institutionalize self-sustaining economic growth.† (Habermas, p. 247) It leads to an extremely fast rate of economic growth, which can increase living conditions and lead to a more prosperous country, therefore, legitimacy of the state can also be provided. And technology and science is the dominating force in the capitalist society. Metropolis is obviously a kind of capitalist society. In the film, there are lots of tall skyscrapers touching one another with roadway fingers and buzzed about by airplanes and blimps, in particular the Tower of Babel, and thus it is technology-driven. In order to enhancing the economic growth, the leader of Metropolis as well as the capitalists will emphasize work as an important force; technology plays a major part of the society in sustaining the city. The refore, no longer is work part of the subsystem of the society, work becomes the driving force in the society. For example, when the grievances of the workers broken out, with strike, revolt and revolution, the Metropolis has to face the suffering from the attack of underground water. It seems that there will be the collapse of the society when the action of work, the dominating force in the capitalist society and is prompted by the bourgeoisie who are profit-seeking, is not functioning. The machine system used to sustain the city is fail as the strike of the workers. On the other hand, Fredersen also cannot build, control or monitor the city without technological power and the work-flow of information supported by technology.He has to depend on technology for his control of Metropolis. It seems that technology and science become the ideology of Metropolis, the capitalist society, to maintain the city operates. For the movie â€Å"Metropolis†, the scene showing the two clocks vertically strike me most. The bottom clock counts off the time in ten hour increments for the workers, while the upper clock uses a 24-hour system, for managers, engineers and administrators. I think these two clock is about the interpretation of time, reflecting the two social classes which is the working class and the capitalists, also implying work is the driven force of the society. This scene is fully illustrated the working class culture. The clock emphasizes the control of time over the workers. Just as a machine is always under the control of an external influence, the worker is controlled by the system of Metropolis. They just know they should work day by day, and denied the rhythms of daylight and night. Unlike the capitalists on the ground, their lives is work, no other things. For them, time is not important and even meaningless. The exploitation of the workers, and as the passive victims of capital ism are the significant characteristics of the working class culture. To conclude, different aspects of European culture since the Enlightenment are demonstrated by the film â€Å"Metropolis†. Not only that, the movie also represent and reveal the current working condition of labors in the certain extent. In some workplace, especially in the developing countries with cheap labors, workers are much easier in alienation, only working relationship and exploitation but no meaningful communication and mutual care between them and the capitalists. Same as the film portrayed, no one will leave their sphere. No one thinks about how the other half lives. No one is curious. The interaction becomes less important, and many of the social and cultural attributes of society fall apart. This is an unhealthy social phenomenon that should be aware and addressed.

Essay --

It has been said that pre-numerical counting systems pre-dated the written language. Business accounting is rooted in the organization of monetary claims throughout the history of the Western civilization, developing even before the ancient accountants could note the mathematical entries. Beginning in Mesopotamia around 3500 B.C, and developing throughout the 14th century in Europe, accounting has become one of the largest advancements in the Western world. This long standing form of collaborating financial data has evolutionalized the way we approach business in the 21st century. While today's accountants are involved in the analysis of financial data and the auditing of cash flow through a corporation, this hasn't always held true. The recording of financial transactions dates back to B.C with the use of clay tablets written by scribes, this process developed through the Eastern world gaining popularity through the Industrial Revolution when the accounting foundations were brought to the American land. As the career begins to take the driver's seat in the public sector, we must evaluate the evolution of the financial field while we continue to develop new ways to serve the money centered world we inhabit. Thousands of years before the emergence of organized accounting, the Mesopotamians were beginning to increase agriculture production, and as they did the civilization began to seek structure in the recording of transactions for extended credit terms on gold and silver. Those responsible for this organization and coding of trades and sales in the area were referred to as scribes. These scribes noted the transaction, usually on a clay pad, and ensured the agreement followed all rulings by Sumerian government. During a trade, b... ...e organization of the financial script throughout the history of the Western civilization. Beginning in Mesopotamia around 3500 B.C, and developing throughout the 14th century in Europe, accounting has become one of the largest advancements in the Western world. This long standing form of collaborating financial data has clearly evolutionalized the way we approach business in the 21st century. Computing for monetary record dates back to B.C with the use of clay tablets written by scribes, this process developed through the Eastern world gaining popularity through the Industrial Revolution when the accounting foundations were brought to the American land. We must always remember our roots in the West as we continue to develop new ways to serve the money centered world we inhabit, for as the famous proverb goes, â€Å"the past is simply a window to the future.†

The Poetry of A. E. Housman Essay -- essays research papers

The Poetry of A. E. Housman Housman was born in Burton-On-Trent, England, in 1865, just as the US Civil War was ending. As a young child, he was disturbed by the news of slaughter from the former British colonies, and was affected deeply. This turned him into a brooding, introverted teenager and a misanthropic, pessimistic adult. This outlook on life shows clearly in his poetry. Housman believed that people were generally evil, and that life conspired against mankind. This is evident not only in his poetry, but also in his short stories. For example, his story, "The Child of Lancashire," published in 1893 in The London Gazette, is about an child who travels to London, where his parents die, and he becomes a street urchin. There are veiled implications that the child is a homosexual (as was Housman, most probably), and he becomes mixed up with a gang of similar youths, attacking affluent pedestrians and stealing their watches and gold coins. Eventually he leaves the gang and becomes wealthy, but is attacked by t he same gang (who don't recognize him) and is thrown off London Bridge into the Thames, which is unfortunately frozen over, and is killed on the hard ice below. Housman's poetry is similarly pessimistic. In fully half the poems the speaker is dead. In others, he is about to die or wants to die, or his girlfriend is dead. Death is a really important stage of life to Housman; without death, Housman would probably not have been able to be a poet. (Housman, himself, died ...

Document 2 analysis Strayer Essay

1.)The Mesopotamian ideal of kingship is looked down upon. The kings treated the commoners & peasants so poorly during this time. 2.)That the afterlife isn’t so great. Gilgamesh goes out to find morality but it turns out it is tragic. â€Å"There is the house whose people sit in darkness; dust is their food and clay their meat.† That doesn’t sound like much fun. That states that even in the afterlife you can be miserable. 3.)The philosophy of life that comes from the Gilgamesh Story is that, you should appreciate what you have in the life you live, and not try to find it somewhere else. (Or in a power beyond you.) 4.)The epic portrays the gods as awful people, they don’t have a great relationship with people, and they treat them poorly. Document 2.2 1.)Shown from the Code of Hammurabi, one can conclude that they were very adamant about getting what was right. Society was all for it, shown in â€Å"If a man put out the eye of another man, his eye shall be put out.† The economy wasn’t great. If something went wrong, the king would take his life or his home. They wanted the city to be kept in good conditions, â€Å"If any one be too lazy to keep his dam in proper condition, and does not so keep it; if then the dam break and all the fields be flooded†¦ he would be sentenced to punishment,† because of the crop damage. 2.)The kind of economy prevailed in the region was either you were rich or you were poor. 3.)The different social groups mentioned in this code were mainly peasants. Slaves, and poorer men and women. There are specific sections â€Å"On Class and Slavery† and â€Å"On Men and Women†. 4.)Women couldn’t, â€Å"open a tavern, or enter a tavern to drink, then shall this woman be burned to death†¦Ã¢â‚¬  â€Å"If the ‘finger is pointed’ at another man’s wife about another man, but she is not caught sleeping with the other man, she shall jump into the river for her husband†¦Ã¢â‚¬  women couldn’t drink or cheat on their husbands. But women could declare a man to not be her husband if they did not have intercourse, and â€Å"If a man take a wife, and she be seized by disease, if he then desire to take a second wife, he shall not put away his wife who has been attacked by disease, but he shall keep her in the house.† 5.)The kind of social problems that afflicted ancient Mesopotamia were simple in a way. An eye for an eye; tooth for a tooth was one if wrong was done to you by someone, wrong would be done back. If something was stolen you were punished to death, and if you cheated on your spouse you were also sentenced to death. 6.)The principles of justice that underlay Hammurabi’s code are simple. An eye for an eye; a tooth for a tooth. So if something is done wrong to you, its done wrong back to the person that did you wrong. 7.)People living at the time of Hammurabi would assess this system of justice as normal. Considering they didn’t know anything else, they would have gone with whatever was given to them. 8.)People in the 21st Century would assess this system as harsh. Because, when one would steal an animal they would be sentenced to death. Or, when you cheated on your spouse you would also be sentenced to death. Today, cheating doesn’t matter in the sense of law and stealing is usually dealt with less harshly. Document 2.3 1.)The afterlife of the pharaoh is represented by warm greetings. Resembling that Teti never really dies. He meets his father, and he rejoices at the sight. â€Å"Kisses you, caresses you, the hidden ones worship you, the great ones surround you,† The afterlife is good for a pharaoh; it’s almost as if he never died. 2.)In the Pharaoh’s afterlife, it is great, almost as if he’s not dead. But in Gilgamesh’s afterlife, its horrible. â€Å"There is the house whose people sit in darkness; dust is their food and clay their meat.† That doesn’t sound like much fun. Document 2.4 1.)Once the Negative Confession came out, only ones with money could buy this way into the afterlife. Stated in the intro paragraph, â€Å"The spells could be purchased by anyone who could afford them. The owner then inscribed his own name and title and had the document placed in his tomb.† This changed from traditional Egyptian religious thinking, because now you could just buy it. 2.)When one buys the Negative Confession, they are then making the claim for eternal life. 3.)The Negative Confession provides more violence and wrong doing, now that you can purchase the right thing. This causes conflict and discord in New Kingdom Egypt because now you can buy something saying â€Å"I have caused no man to suffer.† Or â€Å"I have made no man weep. I have slain no man.† This compares to the social problems revealed in the code of Hammurabi, because in Mesopotamia if you couldn’t pay you got thrown in the river. Same in Egypt, if you can’t buy your way into the afterlife, you practically can’t go. Document 2.5 1.)In Egypt there were several different occupations, a washerman, pot maker, watchman, cobbler, merchants, ship crew, outworker, soldiers, and scribes. Everything, but the scribes were viewed poorly. For instance â€Å"The cobbler mingles with vats. His odor is penetrating. His hands are red†¦, like the one who is smeared with blood†¦Ã¢â‚¬  Then when the scribe is mentioned, â€Å"Be a scribe and be spared from soldiering!† You were only safe if you were a scribe. 2.)Learning how to write offers you many things. â€Å"I instruct you to†¦make you become one whom the king trusts; to make you gain entrance to treasury and granary. To make sure you receive the shipload at the gate of granary. To make you issue the offerings n feast days. You are dressed in fine clothes; you own horses.† You become a higher power than others. 3.)A timeless frustration of a teacher evident here is that kids don’t listen and they don’t want to write. â€Å"Young fellow, how conceited you are!†¦ But though I beat you with every kind of stick, you do not listen†¦ you are a person fit for writing, through you have not yet known a woman. Your heart discerns your fingers are skilled; your mouth is apt for reciting†¦ But though I spend the day telling you ‘Write’ it seems like a plague to you†¦Ã¢â‚¬ 

Colored People Essay

The â€Å"I have a Dream† speech by Martin Luther King Jr. is considered one of the most memorable speeches of all time. The speech was given August 28th, 1963 at the Lincoln Memorial in Washington, DC. Some say that it was an effective speech and some say it wasn’t. In his speech Martin Luther King Jr. tried to convince his audience that all people should be treated equally. He believed that black people should have the same rights as the white people and not be punished as brutal than whites. In his speech King use pathos, ethos, and logos to try and get his audience to agree with him. He begins his speech by telling a short story about how an American signed the Emancipation Proclamation and was still not free because of segregation and discrimination. He descriptively talked about how the man is still in poverty and was not considered part of the American society. When talking about this King uses a lot of emotion. By using emotion he was able to emphasize and show his audience that discrimination really was a problem and that it was only getting worse. Martin Luther King’s speech is based on facts and it also comes from his heart. When stating facts, he talks about how colored people are victims of police brutality and how they aren’t allowed to stay at hotels and motels. He also says that they can’t vote, and should be allowed to. King talks about things that come from his heart, such as when he says, he wants his four children to live in a society where they will be judged for who they are and not by the color of their skin. He also said that he wanted all children to be able to be friends with each other and live normal lives together. In his speech King states, â€Å"One day right there in Alabama, little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers â€Å" (3).