Analysis Of Desalination Use In South Australia Environmental Sciences Essay

Another method that is used in desalinization is electrodialysis. This method is a batch more expensive because it uses more energy. When salt dissolves in H2O, it splits up into charged ions. The method electrodialysis uses membranes to pin down the ions go forthing purified H2O on the other side. To make this the salt H2O is placed into a container with a negative electrode and positive electrode at either side of the container. The ions are attracted to the electrodes and acquire stuck in the membrane which leaves a supply of desalinated H2O. Distillation ( or vaporization ) is besides a method used for sublimating H2O in desalinization workss. The seawater is heated in one container to do the H2O evaporate, so go forthing the salt behind. The vapor is so condensed in a separate container to organize purified H2O. However it was found that the distillment was limited for H2O supply because of the fuel costs involved in change overing salt H2O to vapour. Modern engineering has developed to more efficient distillment units utilizing solar energy alternatively of fuel. The units have little capacities so hence their public-service corporation is restricted to how much H2O they can condense at a clip. Benefits and Restrictions of Desalination Benefits of a desalinization works: Desalination workss can provide up to 500 million liters of fresh purified H2O a twenty-four hours, which will decidedly work out South Australia ‘s H2O supply deficit They are ever in usage as there is ever sea H2O in the sea, therefore it can be used all twelvemonth unit of ammunition ( every season ) It is an limitless beginning of H2O If the Murray River or any dikes run out of H2O the desalinization works can work as a backup and make full up the dikes once more Restrictions of a desalinization Plant: It costs $ 1.37 billion dollars to pay for a desalinization works, which is an expensive option. If this option is used people ‘s revenue enhancements will travel up in order to pay for this works, where some are sublimating their ain H2O and so hence should n't hold to. Desalination produces concentrated seawater, which is to a great extent concentrated salt H2O that gets pumped back out to see and can impact the marine life in the ocean. ‘Dr Bolton, one of five South Australians who wrote to the province authorities warning it of the dangers of desalinization when so small was known about its long term effects on marine life. ‘[ 1 ] Releases more nursery gas emanations in the ambiance, hence more pollution They require a batch of energy and electricity to run ( as shown in diagram 3 ) hypertext transfer protocol: //www.lenntech.com/desalination/general/desali6.jpg Diagram 3 How desalinization affects us economically and environmentally: Research has shown that desalinization is really expensive in footings of money wise and the sum of energy that is needed ( shown in diagram 3 ) . There are much cheaper options to sublimate South Australia ‘s H2O nevertheless they may non be the best quality of picks. If South Australia gets a desalinization works it will be about $ 3.7 billion dollars to construct it. The province authorities will so hold to raise the revenue enhancement in order to pay back this money that has been spent on something that non everyone will most decidedly usage. This will so hold an consequence on us politically ; it will raise a great argument and a large statement. Desalination has a large consequence on the environment. In order to sublimate salt H2O utilizing the desalinization works procedure you have to stop up with a concentrated salt solution that has to be pumped back out to sea. This will hold a large impact on the marine life as the salt in the ocean will increase the temperature. Not merely will it hold an impact on the marine life it will hold an impact on the wet in the dirt, which will slowly acquire more salty and have an impact on the workss. Desalination besides has an consequence on planetary heating. This is because most methods ( rearward osmosis, distillment ) use unsafe chemicals that are so released into the air, produce waste ( concentrated seawater ) and foul the local environment. To keep the desalinization workss from a cloggy physique up, cleaning agents are used. These are normally chlorine, alkalic solutions and chemical germicides. Chimneies are besides needed in desalinization workss to acquire rid of all the wast e merchandises that are n't needed, these normally creates unsafe chemical clouds. Decision In decision, desalinization could decidedly be a possibility to work out South Australia ‘s H2O deficit. However there are many other different ways to sublimate H2O that would n't impact the environment or be excessively expensive to run and utilize excessively much energy. A better solution would be storm H2O recycling. This is because it will be cheaper to construct a stormwater recycling works than a desalinization works and the H2O will acquire recycled approximately four times, hence intending less H2O demand to be found from other beginnings. All systems have a defect though ; with stormwater recycling and the idea of imbibing H2O that has been flushed down a lavatory can set some people off.

Organizational Behaviour Assignment †Management Essay

A manager is a person who supervises one or more subordinates (Bailey et al., 1991, p. 14) by using the management functions of planning, organizing, leading and controlling. Managers can make a group of individuals more efficient to achieve (Reid) an organization’s goals. In addition to the functions, managers have roles to play in an organization and skills which make easier for them to do so. The management functions of planning, organizing, leading and controlling is a way for managers to mold individuals into ideal employees. With planning, managers can define the goals of the organization, and then establish an approach to achieve it (Gibson et al., 1997, p. 16) by developing a plan. Inputs from subordinates concerning about the plan are very much encouraged; as they’re the ones that make a plan work and by asking for their thoughts, subordinates would feel valued. After a plan is designed, organizing it will be the next step. Everything should be on stand by and everyone should understand the significance of their role (Gibson et al., 1997, p. 16). Next comes leading, where managers are seen motivating the employees and resolving conflicts. When the plan is being implemented, managers can control activities to ensure everything goes accordingly. A back-up plan should be developed in case of a crisis (Reid). Being aware of all these functions, managers can effectively assist an organization to attain its goals. In Henry Mintzberg’s study, he concluded that a manager’s roles falls into three categories; interpersonal, informational and decisional roles (Robbins & Coulter 2002, p. 9). In the category of interpersonal roles, a manager is a figurehead, a leader and a liaison of which he is a person who to gets closer to other individuals in the organization by developing a more personal connection with them. To accomplish this, managers should recognize that individuals have life to lead outside their office. Within the informational roles category, managers are the organization’s monitor, disseminator and spokesperson. Information is used here as an advantage for subordinates; managers facilitate by seeking receiving and transmitting information to them. In the decisional category, managers are seen as an entrepreneur, disturbance handler and resource allocator. Managers make important decisions that can influence individuals’ work environment. By assuming these rol es, an effective manager can be born in oneself. An effective manager needs certain skills as well. Skill is an ability to transform knowledge into act that ends in a desired performance (Bailey et al, 1991, p. 22). The vital managerial skills are sorted out into three categories; technical, conceptual and human skills (Robbins & Coulter 2002, p. 11). A technical skill is a specialized knowledge, which can be learned through experience or basis education. Conceptual skills are the potential to analyze, identify and correct problems. Human skills are the capability to work well with others by using motivation and understanding human behaviors. Organizational Behaviour is a knowledge which helps managers who deals closely with human resources to understand their subordinates as an individual, a group or as a whole organization (Robbins, S. P. et al., 1998, p. 10). Organizational Behaviour offers several concepts in helping managers to understand individuals better. The concepts are globalization, workforce diversity, improving quality and productivity, empowerment, improving people skill, ‘temporariness’, simulating innovation and changes, balancing family with work and ethics (Robbins, S. P. et al., 1998, pp. 13-18). Globalization is interdependency of transportation, distribution, communication and economic networks across global boundaries (Gibson, Ivancevich & Donnelly 1997, p. 54). This influences a manager’s people skills by two ways; he’ll likely be transferred to a foreign country or having to deal with individuals from difference countries (Robbins, S. P. et al., 1998, p. 17). To adapt, managers should think globally and being aware of the process of globalization. Managers should sensitise themselves while dealing with a global organization (Gibson, Ivancevich & Donnelly 1997, pp. 57-58). A clear code of conduct for the workplace can be developed so that employees have respect for difference cultures. To benefit from globalization, managers should equip employees with information about cultures in a country that they wish to penetrate its market (Gibson, Ivancevich & Donnelly 1997, p. 58). Procter & Gamble’s introduction of liquid detergent failed in Europe because European washing machines weren’t equipped for it so modifications had to be made to their product (Gibson, Ivancevich & Donnelly 1997, p. 56). This is an example in which Procter & Gamble had to suffer the loss of profits because they were ignorant in finding out about the pros and cons of launching their product. Managers will have to give pleasure to local as well as international needs so that global success can be attained. A diverse workforce will help managers to appreciate the intricacy of globalization. Workforce diversity occurs when an organization becomes more distinct in terms of gender, race, ethnicity and minority (Robbins & Coulter 2002, p. 41). Managers will have to mingle with the diverse workforce. Cultural awareness training for the current workforce (http://www.pwcglobal.com/us/eng/careers/diversity/index.html, 2001) can help employees and managers to learn about each other’s background. At PricewaterhouseCoopers, a Diversity and Workforce Champions are appointed in each department to find solutions concerning diversity problems; in hope of enhancing work performance. Jim Schiro, the CEO there, said that; â€Å"When you make a genuine commitment to diversity, you bring a greater diversity of ideas, approaches, experiences and abilities that can be applied to client problems. After all, six people with different perspective have a better shot at solving complex problems than sixty people who all think alike.† (http://www.pwcglobal.com/us/eng/careers/diversity/index.html, 2001) From the statement above, it shows that a diverse workforce is well appreciated because it can improve an organization’s quality and productivity. To improve quality and productivity, this is where Total Quality Management (TQM) comes in. TQM is a philosophy of management that is driven by constant attainment of customer satisfaction through continuous improvement of organization (Robbins & Coulter 2002, p. 46). Managers can use the approach of reengineering (Gibson, Ivancevich & Donnelly 1997, pp. 349-50) which is to reconsider how work would be done if it was from scratch. This can be done if a manager’s conceptual skills are used. Managers will have to come out with an arrangement that can improve organization’s productivity and quality so that customer satisfaction could be maximised. The organization should be completely change for the better; not only the final product but also the small things like how quickly is the employees’ response to complaints, how polite are they and so on. Citigroup’s employees are promoted based on their work performance (http://www.citigroup.com/citigroup/corporate/values/index.htm, 2003). At Hewlett-Packard Corporation, customers’ respect and loyalty is earned by providing high-quality services (http://www.hp.com/hpinfo/abouthp/corpobj.html, 2001). This can be done by putting employees in direct contact with customers. By doing so, employees can personally identify customer needs, so better choices can be made to satisfy the customers. Managers can empower employees to achieve customers’ approval. Empowerment means putting employees in charge of what they’re doing. It eases employees because when there’s no managers breathing down their necks during their work. At Nokia, employees are rewarded for the overall success based on their performance so it generates an environment for employees to optimize to their full potential; which managers can provide by giving employees all the information they need to succeed (http://www.nokia.com/nokia/0,8764,5452,00.html, 2003). Motivation is the best means for managers. In the Lesson of the Red Horse, it stated that employees tend to work more competent when employees are able to think on their own (Reid). Managers should treat employees as individuals and show that their contribution to the organization count. Meetings across departments; as a whole should be held regularly to help employees recognize the organization’s objectives better. In those meetings, ‘brainstorming’ (Robbins, S. P. et al., 1998, p. 741) can be done so new ideas from employees can be considered. Susan M. Heathfield wrote that: â€Å"†¦I attended a meeting led by a young manager. I watched †¦ as she provided [information] and led a discussion. The most striking feature of the interaction was that she talked to the group as if they were all colleagues working on the same goal.† (Heathfield, 2003) This exhibits that a manager isn’t more or less important than other individuals in the organization. Organization’s goals can be achieved when its managers’ people skill enhances. Employees should have a sense of importance and thrill, exhibit openness, insight and originality, and flourish on change, challenge and competition. A manager can make an employee have that sense by making them know that mistakes are tolerable as long as it’s being dealt with as soon as possible. Citigroup encourages an ‘open-door’ management style where doors in the office aren’t close at any given time to make the working environment more laid-back and giving the employees an opportunity to converse as well as interaction with their co-workers and managers alike without fear of rejection (http://www.citigroup.com/citigroup/corporate/values/data/index.htm, 2003). Communication is the key to bring individuals closer. At Nokia, a culture of internal and external communication is valued. Its range of communication channels that helps employees to use corporate information that they receive and by doing so knowledge is pooled and a sense of openness in Nokia is supreme (http://www.nokia.com/nokia/0,8764,321,00.html, 2003). Managers can take cue from people at Nokia as there is a Nokia People magazine which is published in 4 languages, a Nokia News Service which offers daily organizational news online, and an Intranet that contains Nokia’s company information. The reason why Nokia was focused is because of their commitment in bringing the Nokia employees throughout worldwide closer to one another (http://www.nokia.com/nokia/0,8764,5450,00.html, 2003). Managers should familiarize themselves with employees to can create a sense of family bond in the workplace. At HalfPrice books, its founder made the working environment enjoyable by encouraging a sense of play at work and enlivening employees so that they feel they’re a part of something brilliant (Heathfield, 2003). Managers have to simulate employee’s creativity and tolerance for change. The business world today is a global one with the introduction of the Internet. It offers plenty of opportunities for organizations to discover in. Hallmark, a greeting card company recognised this and developed their own website. Managers can nurture innovation by making information accessible to its employees and selecting creative people who are trained to develop first-class products (Robbins, S. P. et al., 1998, p. 18). Even if the company is the first to develop something new, it’s time to move on to the next best thing when their competitors reached the same product level. At Citigroup, management are willingly to invest in infrastructure and focus more on technological innovation because they want employees to give the very best service to their customers (http://www.citigroup.com/citigroup/about/index.htm, 2003). A change in an organization is inevitable therefore managers and employees face the concept of ‘temporariness’ (Robbins, S. P. et al., 1998, p. 18). They have to learn flexibility, spontaneity and unpredictability in the workforce today, by constantly updating themselves to better perform. Employees tend to defy changes because fear of getting fired, getting a lower pay or just fear of the unknown (Robbins & Coulter 2001, pp. 345-47). Resistance to changes can be avoided if the changes are planned well and there is clear communication between management and employees. Explaining the need for changes to employees and getting their views can diminish the resistance. Companies like Ford or JVC had to deal with changes when computerised assembly lines were introduced. All these changes happened due to new innovations being made everyday. Change creates stress for employees. Managers have to realise that employees have another part of life outside the workplace (Robbins & Coulter 2001, p. 351). Balancing work and family add more stress to employees that it disturbs their working potential. Work and family relates to one another. Organizations realized family concerns jeopardize business results. Managers should be aware of this as employees are afraid to voice out their concerns in fear of appearing less dedicated to their jobs. At Motorola, a work-life vision statement is made and a â€Å"Special Delivery† program gives expectant parents a 24-hours nurse hotline in hope of comforting and calming employees (Hammonds 1997). Satisfying employees’ personal needs can encourage more effective workers with less constant worry. Companies that recognise the need to adapt work to peoples’ life will win employees’ loyalty which gains them an edge in the business. Managers might find themselves dealing with ethical dilemma where they’re required to define right or wrong conducts. Managers need to create an ethically healthy working climate at the workplace for employees. Levis Strauss became the first global company to establish a broad ethical code of conduct in 1991 (http://www.levistrauss.com/responsibility, 2003). Values of the organization can be seen through its employees. For example, Malcolm Walker who heads a retail food chain called Iceland is also a member of an environmental awareness group called Greenpeace (Robbins & Coulter 2001, p. 130). His company showed ethical behaviour when they decided to sell products which are free of chemicals that can harm Earth. Managers should hire ethical individuals, establishing a code of ethics at workplace (Robbins & Coulter 2001, p. 131) and of course, be a good role model by making the right choices in managing the organization. Managers can either make or break an organization as they can influence and control the employees into doing anything they want. Managing individuals isn’t easy; however, it can be done effectively with the aid of organizational behaviour concepts and knowledge. It is something that a manager can improve on with practice and experience throughout their working profession. Reference List ‘About HP: Hewlett Packard Corporate Objectives’, [online] 2002, Available from: , [2003, October 10]. Bailey, J., Schermerhorn, J., Hunt, J., Osborn, R., 1991, ‘Chapter 1 Organisational Behaviour and the Manager’. In: Managing Organisational Behaviour. London: Jacaranda Wiley Ltd. p. 14. – – -. p. 22. ‘Citigroup – Our Values’, [online], 2003. Available from: , [2003, October 9] ‘Citigroup – About Us’, [online], 2003. Available from: , [2003, October 9]. Gibson, J. L., Ivancevich, J. M., Donnelly, J. H. Jr., 1997, ‘Chapter 1: The Study of Organization’. In: Organizations Behavior Structure Processes. ed. Biernat, J. E., Rob Zwettler. United States of America. p. 16. – – -. ‘Chapter 3: Globalization’. p. 54. – – -. ‘Chapter 3: Globalization’. pp. 56-58. – – -. ‘Chapter 13: Organization Structure’. pp. 349-50. Hammonds, K. H. 1997, ‘Balancing work and Family: Business Week’, [online], Available from:, [2003, October 15]. Heathfield, S. M.,2003. ‘Help People Thrive at Work’. [online]. Available from:, [2003, October 9]. – – -. ‘Make Learning Matter: Become A Learning Organization’. [online]. Available from: , [2003, October 1]. ‘Levi Strauss Co. | Social Responsibility’, 2003. [online], Available from: , [2003, October 4]. ‘Nokia – Internal Communications. [online], 2003, Available from: , [2003, October 4]. ‘Nokia – Nokia as an Employer’. [online], 2003, Available from: , [2003, October 7] ‘Nokia – Performance Based Rewarding’. [online], 2003, Available from: , [2003, October 10]. ‘PricewaterhouseCoopers:US:Careers:Diversity’, [online], 2001. Available from: , [2003, October 10]. Reid, J., 2003. ‘Lesson of the Red Horse’. [online]. Available from: [2003, September 18]. – – -.2003. Management 101. [online]. Available from: [2003, September 18]. Robbins, S. P. & Coulter M. 2001. ‘Chapter One: Introduction to Management and Organizations. In: ‘Management’. Prentice-Hall International Inc. p. 9. – – -. p. 11. – – -. ‘Chapter Two: Management Yesterday and Today’. p. 41. – – -. p. 46. – – -. ‘Chapter Five: Social Responsibility and Managerial Ethics. Pp. 130-31. – – -. ‘Chapter Thirteen: Managing Change and Innovation’. pp. 345-47. – – -. p. 351. Robbins, S. P., Millett, R., Cacioppe, R., Marsh-Waters, T., 1998. ‘What is Organisational Behaviour?’. In: ‘Organisational Behaviour: Leading and Managing in Australia and New Zealand’. French’s Forest NSW: Prentice Hall. p. 10.

Functional Health Assessment Essay

Health Perception/Health Management Client’s perceived pattern of healthand well-being and how health ismanaged.Compliance with medication regimen, useof health-promotion activities such asregular exercise, annual check-ups. Nutritional-Metabolic Pattern of food and fluidconsumption relative to metabolicneed and pattern; indicators of localnutrient supply.Condition of skin, teeth, hair, nails,mucous membranes; height and weight. Elimination Patterns of excretory function(bowel, bladder, and skin). Includes client’s perception of  normal†function.Frequency of bowel movements, voiding pattern, pain on urination, appearance of urine and stool. Activity – Exercise Patterns of exercise, activity, leisure,and recreation.Exercise, hobbies. May includecardiovascular and respiratory status,mobility, and activities of daily living. Cognitive-Perceptual Sensory-perceptual and cognitive patterns. Vision, hearing, taste, touch, smell, pain perception and management; cognitive functions such as language, memory, and decision making. Sleep-Rest Patterns of sleep, rest, andrelaxation.Client’s perception of quality and quantityof sleep and energy, sleep aids, routinesclient uses. Self-Perception/Self Concept Client’s self-concept pattern and perceptions of self.Body comfort, body image, feeling state,attitudes about self, perception of abilities, objective data such as body posture, eye contact, voice tone. Role-Relationship Client’s pattern of role engagementsand relationships.Perception of current major roles sandresponsibilities (e.g., father, husband,salesman); satisfaction with family, work,or social relationships. Sexuality-Reproductive Patterns of satisfaction anddissatisfaction with sexuality pattern; reproductive pattern. Number and histories of pregnancy andchildbirth; difficulties with sexualfunctioning; satisfaction with sexualrelationship. Coping / Stress Tolerance General coping pattern and effectiveof the pattern in terms of stresstolerance.Client’s usual manner of handling stress,available support systems, perceivedability to control or manage situations. Value – Belief Patterns of values, beliefs (includingspiritual), and goals that guideclient’s choices or decisions.Religious affiliation, what client perceivesas important in life, value-belief conflictsrelated to health, special religious practices. NursingNursing FormsGordon’s 11 Functional Health PatternsD Ladd 7-16-02

Drawing on the literature, critically discuss the positive and Essay

Drawing on the literature, critically discuss the positive and negative factors that may directly or indirectly influence services workers job performance - Essay Example This is because; the potential buyers formulate their own perceptions regarding the organization and its service quality on grounds of its staff efficiency and service performance (Brown, et al., 2002). This research paper aims to critically analyze the positive and negative impacts of service worker’s job performance. It is highly rational to conduct this critical analysis because it aims to estimate the factors that might both directly and indirectly influence the quality of working within a service providing organization. In this era of â€Å"consumerism†, the firms aim to maximize utility of its potential buyers and hence their business revenue. However, it should be noted that customers satisfaction derived from the products or services of an organization considerably depends on the quality of services provided by the employees of the company. Thus, from the analysis and implications of this essay, managerial authorities of different companies can eradicate the pot ential problems faced by them in human resource management and hence improve the quality of their working in long run (Brown, et al., 2002). Economists treat labour resource of an organization as a type of capital. This is because a worker earns money with the help of acquired education, work experience and knowledge. Originally human capital was perceived to be a microeconomic concept but over time its implications are also linked up with the field of macroeconomics. Lucas introduced the â€Å"New Growth Theory† of economics and claimed that human capital productivity and economic growth is directly proportional to each other (Brown, et al., 2002). A rise in the efficiency level of human capital helps to augment economic surplus procured by the profit making firms within a country and finally leads to growth of its national domestic productivity level. Researchers have stated that quality of schooling, educational level of parents, before and on-the-job training significantly influences the

Case discssion Essay Example | Topics and Well Written Essays - 1500 words

Case discssion - Essay Example By taking into concern the above discussed aspects, the statement "Begum and Playfoot show that the law is based on fair procedures and tests that respects human rights and justly determine the way in which people of different (and no) faith interrelate with each other in school environments† would be discussed. It would be vital to mention that R (Begum) v Headteacher and Governors of Denbigh High School and R (Playfoot) v Millais School Governing Body are two separate cases relating to equality and human right that would be analysed for discussing the above statement. The case of Begum can be apparently observed to examine the phenomenon of expressing religious belief through the selection of specific dresses or outfits. In this similar concern, Begum desired to wear a conservatively styled garment, referred as ‘jilbab’ in the school, which was however disapproved by the school management. Shabina Begum was a student at Denbigh High School in a secondary school in her comunity. The school provided shalwar kameeze specifically for the Muslim girls as school uniform. The disapproval of the school in wearing ‘jilbab’ and its refusal to permit Ms. Begum for attending school unless she wore the proper school uniform, eventually became a ground to bring the lawsuit against the school authority. According to Ms. Begum, she was forced to sue the school arguing that her liberty towards manifesting her ‘religion or belief’ and right to education, as was assured under the European Convention on Human Rights and Fundame ntal Freedoms 1950 (ECHR) and the Human Rights Act 1998 (HRA), were infringed (Butcher, 2011). Notably, the right of an individual towards their conscience, thought and religion is fundamentally assured by Article 9 of the ECHR. This also encompasses the liberty of manifesting one specific

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Oreos Advertising With Breastfeeding Essay Example | Topics and Well Written Essays - 500 words

Oreos Advertising With Breastfeeding - Essay Example In fact, this is the practice that should be promoted because babies are now being bottle fed where they do not get all the nutrients they need. It only portrayed an idealized reality that babies should be breast fed and that there is nothing wrong with the image of a baby being nursed by his or her mother. It made a big difference when the ad was created by a reputable agency such as Cheil Worldwide because the ad was taken seriously and cannot be easily dismissed. Especially when it was shown during awards gathering in South Korea where it becomes credible and reputable. It may be controversial but it cannot be readily dismissed as something obscene or improper because the ad was created by an advertising agency composed of professionals trained and educated in advertising. This made the people looked at the message of the ad closely that breastfeeding mothers liked the message. The creator Cheil Worldwide put ethos or credibility to the ad for it to be taken seriously and not be e asily dismissed. The effective use of rhetorical devices such as pathos (emotional appeal), logos (logical appeal) and ethos (credibility) made the Oreo advertisement powerful that it stirred controversy. In fact, the attention was drawn away from the cookie that image intends to advertise but instead, the focus was centered on the image. It is so powerful that it even raised awareness about breastfeeding and was suddenly transformed from merely an advertisement that intends to sell cookies to an advocacy material for breastfeeding.

Banned Books Essay Example | Topics and Well Written Essays - 750 words

Banned Books - Essay Example Likewise, key examples will be illustrated that show some of the common trends and underlying causes for both past and current censorship that exists in the world. Furthermore, the reader will be able to understand key trends and underlying motives that encourage power structures to take such a drastic approach to seeking to stamp out a given idea/set of ideals. Perhaps one of the most famous examples of censorship is that which surrounded the Soviet Union and the communist party control that dominated nearly every aspect of public and private life. As a means of near total control over such a society, censorship was readily employed to direct and influence the way in which â€Å"foreign† ideas were injected into the society (Plamper 528). To accomplish this, the communist party employed a rigid structure whereby incoming literature and books would need to be approved by the relevant authorities prior to reaching widespread distribution. This structure of censorship is perhaps the most extreme example that our world has witnessed within the past 100 years; however, it is not the only example of a society that has employed censorship, to Ð ° great effect, in order to mould and direct, the social evolution of its populace. Similarly, censorship exists currently in a number of nations; however, the lion’s share of censorship in the current world is derived from a fear of the spread of a foreign religion within a host country and/or region. This is evidenced by strong censorship laws that exist in many Islamic countries. These laws ban everything from the distribution of religious material to â€Å"immoral† texts that can include anything from â€Å"unislamic† attitudes, styles of dress, forms of music and a host of other culturally derived points. A few of the countries that exhibit a high degree of censorship with regard to books and literature are Saudi Arabia, Eritrea and the Islamic Republic of Iran (Information Providers 100). A s imilar situation exists within what most readers might consider a highly democratic country – Germany. However, Germany’s case is somewhat different than the other nations that have thus far been listed in this brief analysis. Germany has placed a ban on many of the Nazi era publications and propaganda pieces to include Adolph Hitler’s Mein Kampf. According to pertinent government institutions and officials this has been done in order to allow the populace a reprieve from the painful and harmful vitriol that was common and circulated around GermanÃ'Æ' a few brief decades ago. Germany of course is the aberration to the rule in that this is a nation that enjoys a wide array of democratic freedoms, elections, freedom of expression/thought and a wide range of freedom of speech and freedoms of the press. However, as a function of the dangers that Nazism has presented the nation, they have chosen to implement a ban on all such material in the hope that doing so will s eek to hasten the healing of many war-era wounds that were caused as a direct effect of the policies and actions implemented by the Nazis government. Although the United States supposedly enjoys freedom of the press and freedom of thought, the United States itself has experienced a long and sordid past with relation to censorship. This censorship has primarily been concentric around education in that certain individuals, teachers, parents and/or government

Employee e-training Essay Example | Topics and Well Written Essays - 750 words

Employee e-training - Essay Example The new technology is advantageous as it provides easy access to training. It requires collaboration among areas of training, information technology, and top management. For technology in training to be effective, it needs to be designed with good learning principles. Transfer of training can be facilitated by using the technology. For example, Electronic performance support systems (EPSS) are computer applications that can provide, as requested skills training, information access, and expert advice. An EPSS may be used to enhance transfer of training by providing trainees with an electronic information source that they can refer to on as-needed basis while they attempt to apply learned capabilities on the jobs. Imaging refers to scanning documents, storing them electronically, and retrieving them. (Lederer 1993). Imaging is particularly useful as paper files take large volume of space. Moreover, it is difficult to access them. It is easy to access them if they scanned and stored in a database. Software applications make it easy to scan them by using the key search words. Imaging can also be very useful to serve the customers in a better way. Imaging reduces the time to locate a particular file and give the necessary information to customers. It is very useful for Abbott Laboratories given the size and magnitude of the organization. Interactive Voice Technology makes it possible to generate automated phone responses by using computers. It is very useful to answer the frequently asked questions. Every organization is using Interactive Voice Response System wherever it serves best. It is especially useful to answer the most common doubts of the trainees. Employees can directly enroll into training programs, and if necessary by consulting a human resources consultant. Distance learning is useful for geographically dispersed companies like Abbott Labs to provide information about new products, policies, or procedures as well as skills training and expert lectures. The new technologies make the virtual class rooms possible. Distance learning features two way communications between people, and it currently involves two types of technology (Picard 1996). The first one is Video Conferencing. It makes it possible to exchange audio, video or text between two or more individuals at two or more locations. The second type of distance learning includes individualized, personal computer-based training. Employees can participate in training from anywhere in the world by logging on to the website. They can get their doubts clarified by using e-mail, bulletin boards, and conferencing systems. The major advantage of distance training is that the company can save on travel costs. Raymond Noe remarks: Distance training allows employees in geographically dispersed sites to receive training from experts who would not otherwise be available to visit each location. (Noe 2008) However, there are some major disadvantages with the system, says Noe. There is a lack of interaction between the trainer and trainee and technology failures. A high level of interactive feature of training is missing in distance training. Keeping these limitations in view, it can be used effectively in training the employees. For a company like Abbott which has its presence in more than 130 countries around the world.

An Inspector Calls Essay Example for Free

An Inspector Calls Essay I am writing to you about a film I would like you to play a part in. Its called An Inspector Calls, it is set in Brumley, an industrial city in the north midlands, 1912. The play is about a young woman named Eva Smith who commits suicide after an unfortunate line of events. An inspector talks to the whole family one by one as they are all involved one way or another. Priestley was trying to show his audience that we can not go on being self obsessed and should think how our actions affect other people. He uses the Birling family as an example of a capitalistic family in the upper class in 1912, who had no care for other people. Shelia is a pretty girl 22 years old, she doesnt have a job as her parents (Mr. Arthur Birling and Mrs. Sybil Birling) are quite well off. In act one Shelia beings the play as a self-centred and likes attention. She recently got engaged. When she is first shown the picture of Eva Smith she recognises her with a little cry and then runs out of the room, as she is upset that she played a part in an innocent girls death. Shelia first met Eva when she was at Milwards to try on some dresses for a party she was going to. As she tried on a gorgeous dress she caught sight of Eva ( who was working at Milwards at the time, as a shop assistant ) she saw Eva smiling at the other shop assistant as if to say doesnt it look awful . This just made Shelia loose her temper, as she was already in a bad mood that day, so she went straight to the manger and told him this girl had to be sacked otherwise her and her mother would close their account with them. She wouldnt have cared, its just Eva was so pretty with her big dark eyes, and the dress looked perfect on her. She was just jealous of Eva and acted out of jealously and petty spite. Sheila almost respects the Inspectors way of handling things and begins to see the world according to his values. She was rather concerned for Eva and couldnt believe she partly caused her suicide also she was genuinely upset about the death of Eva and how she was involved. During the second act she learns of everyone elses involvement in the case. When she sees Geralds reaction to the name Daisy Renton she knows straight away that Gerald had some history with the girl. Gerald says that Shelia only wants to watch him being asked questions so she can watch some one else go through it, this obviously offends her and she questions whether Gerald really knows her. She hears Geralds questioning and soon finds out that Gerald met Eva in the palace bar one night after going to watch a show. He went down and had a few drinks, and noticed Eva as they started talking she gave him a false name so he new her a Daisy Renton. After hearing all this she breaks of her relationship to Gerald as she thinks she doesnt know him any more. When inspector Goole questions Mrs. Birling Shelia discovers that Eva went to her mother for help and appealed to Mrs. Birlings charitable committee because she had now money and no place to stay and she was pregnant. Mrs. Birling used her power over the committee to have Evas case refused and when Shelia discovered that her mother had been so cold she was outraged. She thought what her mother did was cruel and vile, especially as Eva was pregnant. When she realised that Eric was the man who had got Eva pregnant and tried giving her stolen money she was quite understanding of his involvement. During this act you can see Shelia growing as a character and in a way changing. She has been quite helpful to the inspector and sort of looked up to him in a way by agreeing with everything he says and answering all questions even if they werent directed at her. In act three Shelias attitude has almost completely changed she says shes behaved badly and shes ashamed of it. When the inspector left Shelia was the first person to question whether he was a police inspector or not, she doesnt seem to care if he was a fake because she believes it should have made them all realise what they had done wrong and change but the only people who did realise what had gone wrong and the only people who had actually changed where her and Eric. She believes that the truth came out that night and made everyone confess and that is the only important thing that happened that night, not whether or not the inspector was a police inspector or not. When Shelia talks to certain people she is a confident speak I should jolly well think not, this shows shes not afraid to stand up 4 her self or against other people. She asks a lot of questions and had a great deal of curiosity about the case What was she like?, Was she young?, What was her name?, these quotations show that she is eager to know all the information that people will tell her and she wants to know everything. When you play Shelia when you talk about Eva you should sounds slightly distressed and concerned, Sorry its just I can help thinking about this girl destroying herself so horribly, she obviously is in a great deal of distress when she talks about Eva and thinks about her death and how she was a part of it. Also she questions her fathers decisions a lot I think sacking her was a mean thing to do, These girls arent cheap labour they are people. When your playing Shelia you must remember that during act 1 you should be quite snobby and self-centred as Shelia only thought about her self and she was a jealous character. During act 2 you can start the see the changes so dont forget to start being more sympathetic towards other peoples stories involving Eva. In act 3 you can she that the change in her attitude is complete as she learns her responsibilities of others less fortunate and is sensitive towards others and their feelings. Also I think you should wear a dress of that period or something along those lines to do with the upper class fashion during 1912.

Examining The Sonata Form Music Essay

Examining The Sonata Form Music Essay According to Green, D. M. (1979), the term sonata has usually been reserved for works which are performed by one or two players. Sonatas which have more performers are usually called trios for three players, quintets for four players, and orchestra symphonies for many performers. The history of the term sonata is not related to the history of genre itself during the sixteenth century and before because sonata means a piece to be played on instruments and could denote to any type of instrumental compositions. But in genre, sonata is a piece consisting of several sections for one or more instruments. The author also said that in the seventeenth century, the sonatas history was very complicated. During that time, two main classes of sonata emerged. It was usually written for two instruments such as violin with basso continuo, along with harpsichord and other instruments that can produce harmonies. The three movement and four movement types of sonata became standards in the first half of the eighteenth century after it emerged. The three movements usually consist of fast slow fast sections and it has been very common since the beginning of the eighteenth century. The four movements on the other hand, had two fast movements surrounding two middle movements. One of the middle movements is slow, the other will be a minuet. Then the last movement which is fast is usually the scherzo such as Beethovens Piano Sonata Op.2 No.1) Sonata form is a standard form and the most important type of large scale in the eighteenth century for instrumental music. According to Caplin, W.E. (1998), many historians and theorists consider it to be the periods most highly developed and complex compositional design, the one in which composers reveal their greatest technical skill and expressive potential. He also said that the sonata form continued to influence compositional practice in later musical periods and styles until the middle of the twentieth century. The Sonata form consists of three large scale functions which are the exposition, development and recapitulation. Sometimes there are two functions which is the exposition may be preceded by an introduction in a slow tempo and the recapitulation is followed by a coda. The Sonata Allegro, is also known as the first movement form. According to Rosen, C. (1988), this may be one of the most complex and tightly organized series of forms because of the tendency of the late eighteenth century to put a tremendous weight in the opening movement. In the first movement form, there are two sections. The opening bars give a strict tempo, a tonic, characteristic thematic material and texture to create frames. The first part of a sonata form is called the exposition then it goes to development which indicated that the section is often devoted to the motivic development based on the themes heard in the exposition. Lastly is the term recapitulation which indicates the return of a number of themes rather than a single one. According to Rosen, C. (1988), the exposition of a sonata form is a thematic material that articulates a movement from tonic to dominant in various ways so that it takes on the character of the piece that it is composed upon. This character can be defined as a large scale dissonance which the material is played outside of the tonic key. The sonata style did not create this dissonant concept but it is the first style to make it the useful force of an entire movement. This style can be achieved by a variety of procedures. The first procedure is to have a half cadence on the dominant of the dominant with a clear break of texture which is usually seen as V of V on V. It is usually reinforce before going to the tonicization of V. A half cadence on V is followed by a new theme on the dominant which is always seen on any sonata in Mozart and Haydn. The second procedure is a very common procedure and has always remained useful from the eighteenth century until the late of nineteenth century which is the sudden move to the dominant of the relative minor. It usually goes like V of vi to vi, V of V to V, V of V of V of V of V and V. The third procedure it about going to the dominant and remain there which is V of V and to V of V again. This make the music sounds like it has no meaning to want to move on. The fourth procedure is about the changes of texture and rhythm. It will change at the point of departure from the tonic, at the arrival of the dominant and at the confirmed cadence. There are two significant breaks in the harmonic rhythm and there is always a pause so to mark the two events of the exposition. It always begins at the beginning of the second group and at the end of the entire section. The first section is in an animated texture and it will modulate itself. The second section which is the dominant section will also have an animated rhythm toward the end and will have a harmonic rhythm that is against the animation by starting in at a faster rhythm and ending with a stable rhythm. The fifth procedure is that it may be useful to summarize the articulation by theme briefly and a new theme has sometimes a different character which may arrive when the modulation to the dominant key is completed. In order to articulate the movement to the dominant, the first theme might be played in a new key or a part of the theme is played more complex, moving and unstable. This method is usually used by Haydn and it requires longer and more varied modulatory sections between the opening and the dominant section. The eighth procedure is that modulation in an exposition need preparation and this is where we can see the one of the revolutionary side of the sonata style. The dominant is treated as a dissonant tonality in the exposition. The ninth procedure is about the interchange between the harmony and rhythm. It may show us something from some classical expositions such as a move away from the tonic and can be imperative if the initial cadence on the tonic has been final. Rosen, C. (1988) said that the term development consists of two meanings and is also partly overlapped. The first is that it indicates both central section of a sonata. The second is a series of techniques of thematic transformation. The function of development is distributed over both the exposition and recapitulation part and also sometimes in the coda part too. The techniques of the thematic transformation are fragmentation, deformation, used of themes in an imitative contrapuntal texture, transposition and arrangement in a rapidly modulating sequence. There are three main places in a sonata movement where the development is most likely to occur which is the modulation to V in the exposition, second phrase of the recapitulation which often goes to the secondary development section, the development section proper and sometimes found in the coda section. The central section of a sonata form has two different functions which are development and transition. The development usually cre ates polarization and then delays the resolution but the transition prepares the resolution. Rosen, C. (1988) also said that the recapitulation can be said as the most fundamental and radical innovation of the sonata style. This concept is usually found in the Baroque binary forms but for sonata it does not occurs because the sonata does not like binary forms. It sometimes repeats all or parts of the exposition which are transposed into tonic. In the sonata, there is a reinterpretation of the pattern of the exposition and a transformation of articulated movement away from stability into an affirmation of a stable area. This section always exhibits a great variety of forms as the exposition and the development. The form of recapitulation is always determined by the development section as by the exposition on which everything begins from there which is their base. The more dramatic tension is build up by the development section, the more elaborate the measures are taken in the recapitulation section to ease and solve the dramatic tension. The recapitulation can continue the th ematic development while it is resolving the harmonic tension. 2.2 Introduction of the First Movement The first movement, Grave then allegro con brio begins in C minor. The time signature is in 4/4 time. This movement reveals his characteristics such as manly, earnest, painful and passionate. According to Elterlein, E. V. (1920), at the beginning of the first movement, it seemed restraint but sometimes fire breaks out here and there. After that the fire will immediately ease out. But just as the allegro con brio comes in, the fire breaks out again and this time it explodes and became even stronger in E flat minor. Then in D flat major, a soft, soothing voice pleading the storm to retrain itself. After a moments pause which the passage is marked grave; the storm begins to break out and with increased intensity in E minor. Then it became calmer after it modulates to F minor and C minor. A third grave appears and then a last short outburst, followed by a great calmness. The grave which is repeated three times in the first movement is special and it is not written repeatedly by the composer for no reason because the composer might have his own reasons for repeating them and is also to remind us of the introduction to the work. This movement gives the impression that the composer has very strong determination. 2.3 An analysis of the First Movement The passage which is marked grave starts in bar 1 to 10. Then it repeats again in bars 133 until 136. It repeats the third and final time in bars 295 until 298. The difference of the passage is that it starts at a different key but it still plays the same rhythmic pattern. The beginning of the piece is the exposition from bars 1 until 26 because in bar 27 the key of c minor has modulated to the dominant key which is G major. The development starts to build up after modulating from c minor to G major. In the development section, there are modulations which are from G major to Eb minor and then it goes back to G major from bars 27 till 130, including first and second house. After that the piece goes back to the grave passage in the key of G major and then modulates to E major in bar 137. Later it modulates to D major in bar 142 then to G minor in bar 147. It returns back to G major in bars 167 till 186. Before going to recapitulation part, the piece returns to C minor in bars 195 till 220. The recapitulation part is from bars 221 until the end. It is in the key of f minor from bars 221 until 252 before modulating to c minor from bars 253 till 268. Then it modulates back to f minor from bars 254 till 298. The grave passage appears again for the third and last time from bars 295 till 298. The theme in c minor after the grave passage is repeated for the final time as the first movements ending from bars 299 until 309. The piece started in grave tempo in bar 1, it started in fortepiano (fp) which means it is played loud, then immediately soft and it lasted for 3 bars. The sforzando (sf) which means it is played with accent on the first beat of bar 4 then gradually moved to piano (p) which means soft on the second beat in bar 4. There is a crescendo (cresc.) to make it gradually go back to sforzando. In bar 5, it is played in piano (p) then suddenly in fortissimo (ff) which means very loud. In bar 6, it returned back to piano (p) and is played softly until bar 8 where a crescendo emerges. Then a sforzando and immediate piano (p) is played until the ending of the grave theme in bar 10. Then it goes into the Allegro di molto e con brio tempo meaning it is played in the quick and very animated tempo. In bar 11, the dynamic is in piano (p) then there is a crescendo starting from bars 15 18 and went back to playing softly in bars 19 22. The crescendo emerges again in bars 23 26 and went back soft in b ar 27 but the melody on the right hand are reinforced especially on the octaves which are played in bar 27, 28, 31 and 32. The crescendo emerges again in bar 35. In bars 38, 42, 45 48, some of the notes are being accented and goes back to playing softly in bars 49 84. There is a decrescendo in bar 85 because it gets gradually softer to prepare the bar which needs to be played in pianissimo (pp) in bar 88 only and then it returns back to piano on the following bar which is bar 89. There is a crescendo from bars 93 98 so that it is played gradually getting louder towards forte (f) which means loud from bars 99 100. Then immediately became soft again from bars 101 104 and the crescendo emerges again to go to forte in bars 111 112 and again it immediately became soft again in bars 113 116. The crescendo emerges again and gradually gets louder to forte in bars 121 131. Finally, it ended with fortissimo in bar 132 before beginning on the second grave theme. The second grave theme began in fortepiano (fp) and ended it pianissimo in bar 136. Allegro molto e con brio tempo is played again for the second time. It begins softly then crescendo in bar 137 and it gradually goes loud in bar 139 then goes back soft in bar 140. The crescendo is again appearing in bar 143 and gradually becomes louder again in bar 145 then goes back soft in bar 146. Starting from bar 163, it is played softly until bar 167 which it is being played even more softly because it is written pianissimo (pp). It was played in pianissimo until bar 186 which sometimes in between those bars there are crescendos and sforzandos which are written on the score. In bar 187, the fortepiano (fp) returns for a while and gradually becomes softer to piano. Starting from bars 195 284, it is played softly but in between there are a few crescendos and sforzandos. There is also forte in bars 263 264. Forte (f) is played from bars 285 onwards until it reach fortissimo (ff) in bars 293 294 . The final grave theme comes in and it is played softly instead of fortepiano (fp). It gradually became louder then gradually became softer to pianissimo (pp). The first movement ended with fortissimo (ff) which it ended with a very loud ending. The pedal points which are found in the score are mostly consists of the tonic pedal and the dominant pedal. The tonic pedal in c minor is played from bar 11 until bar 15, bar 195 until 199, bar 203 until 207, bar 253 until 254, bar 265 until 266, bar 281, bar 285 until 289 and also from bar 299 until 303. The dominant of c minor are from bar 17 until 18, bar 25 until 27, bar 280, bar 284 and in bar 292. The dominant pedal of e flat minor is from bar 35 until 62, bar 76 until 78, bar 84 and bar 87 until 88. The dominant pedal of A flat major is from bar 89 until 90, bar 101 until 102, bar 117 and bar 121 until 125. The tonic pedals are bar 115, bar 119 and bar 129. The dominant pedal of D major is from bar 141 until 142 and the tonic pedal is from bar 143 until 145. The dominant pedal of f minor is from bar 221 until 230 and bar 245. In bar 246, there is only the tonic pedal. There are suspensions in the first movement. From bars 25 until 26, there is a 4 3 suspension in G major. From bars 46 until 47 and bars 48 until 49, there is a 4 3 suspension in those bars in e flat minor. There is a 7 6 suspension in E major in bar 141. There is a 6 5 suspension from bars 173 until 174, bars 181 until 182, bars 183 until 184 and bars 185 until 186 in G major. There is a 4 3 and 6 5 suspension in bars 201 until 202 in c minor. 2.3.1 This is a table of the analysis of the first movement. The Graves theme that appear in the first movement of the piano sonata. The modulations which are found in the first movement of this piano sonata. Bars 1 10 Begins in the key of c minor. Bars 11 26 The key still remains in c minor. Bars 27 50 The key is modulated to G major in bar 27 and remains in that key until bar 50. Bars 51 92 The key is modulated to e flat minor in bar 51 and remains in that key until bar 92. Bars 93 132 The key is modulated to A flat major in bar 93 and remains in that key until bar 132. Bars 133 136 The key is modulated to G major in bar 133 and remains in G major for 4 bars. Bars 137 141 The key is modulated to E major in bar 137 and remain in E major for a short while. Bars 142 146 The key is modulated to D major in bar 142 and remain in D major for a few bars. Bars 147 166 The key is modulated to g minor in bar 147 and lasted in the same key until bar 166. Bars 167 194 The key is modulated in G major in bar 167 and remain in the same key until bar 194. Bars 195 220 The key is modulated back to c minor in bar 195 and remain at the same key for 5 bars. Bars 221 258 The key is modulated to f minor in bar 221 and it remains in the same key until bar 258. Bars 259 268 The key is again modulated back to c minor in bar 259 and remain in c minor until bar 268. Bars 269 284 The key is modulated to f minor in bar 269 and remain in f minor until bar 284. Bars 285 310(ending of first movement). It goes back to c minor in bar 285 and ends perfectly in the tonic chord in bar 309. Bar 310 are a long pause and a semibreve. The dynamic markings which are written on the first movement of this piano sonata by the composer. Bar 1 3 Fortepiano(fp) is on the first beat of every bar. Bar 3 A sudden sforzando (sf) on the third beat of the bar. Bar 4 On the first beat issfthen gradually getting softer to piano(p) on the second beat of the bar. There is a crescendo(cresc.) then a sfon the last beat of the bar. Bar 5 6 On the first beat is pand the third beat is played in fortissimo(ff). Bar 7 This bar is played in p. Bar 8 A crescendois written in this bar to prepare for the sf in the next bar. Bar 9 Sf is played on the first beat and is immediately soft to p. Bar 10 It is played in p. On the last beat and a half, it is played in sf with a pause sign. Bars 11 14 Is played in p. Bars 15 18 A crescendois written and so it is played gradually getting louder. Bars 19 22 It is played in p. Bars 23 26 A crescendois played. Bar 27 It is played in p. On the third beat of the bar, there is rforzando(rf). Bar 28 There is rfon the third beat of the bar. Bars 31 32 There is sfon both bars on the third beat. Bars 33 34 They are played in p. Bars 35 37 A crescendois played. Bar 38 42 There is sfon the first beat of both bars. Bars 39 41 Bars 43 44 They are played in p. Bars 45 48 The sfdynamic are played on the third beat in every bar. Bars 49 87 They are played in p. Bars 53 54, bars 61 62 bars 69 70 The sfis played on the first beat of every bar which is mentioned while still maintaining pfrom bars 49 87. Bar 79 There is rfon the second beat of the bar. Bars 85 87 There is a decrescendoto prepare for bar 88. Bar 88 It is played in pianissimo(pp). Bars 89 92 It is played in p. Bars 93 98 A crescendois played to build up the tension for the next bar. Bars 99 100 It is played in forte(f). Bars 101 104 It is played in p. Bars 105 110 A crescendois played to build up the tension for the next bar. Bars 111 112 It is played in f. Bars 113 116 It is played in p. Bars 117 120 A crescendois played to build up the tension for the next bar. Bars 121 131 It is played in f. Bar 132 This bar is played in fortissimo(ff). Bars 133 135 Fpis played on every bar but in bar 135 it is played in pon the third beat. Bar 136 There is a decrescendoon the first beat and ends with ppon the last beat of the bar. Bar 137 The first beat is played in pand then a crescendois started on the third beat of the bar. Bar 139 It is played in f. Bars 140 142 It is played in p. Bars 143 144 A crescendo is played. Bar 145 It is played in f. Bars 146 148 It is played in pimmediately in bar 146. Bars 149 162 A crescendois played. Bars 163 166 It is played in p. Bars 167 170 It is played in pp. Bars 171 174 A crescendois played. Bars 175 178 It is played in pp. Bars 179 186 A crescendois played. Bar 181, 183 185 The sfis on the third beat of these bars. Bar 187 The first beat is played fp. Bars 188 198 It is played in pbut on the second beat of bar 198 the sf is played. Bars 199 202 A crescendois played. Bars 203 206 It is played in p but in bar 205, there is sfon the third beat. Bars 207 218 Crescendosare played from bars 207 until 210. Pis played on the first beat of bar 211 and then on the third beat a crescendois played. The same goes in bar 215. Bars 219 250 Pis played but in bar 223, 224, 231, 232,239 and 240 have sfon the first beat. There is a decrescendoin bar 245 and it gradually gets softer until it reaches bar 250. Bars 251 252 It is played in pp. Bars 253 256 It is played in p. Bars 257 262 A crescendois played. Bars 263 264 It is played in f. Bars 265 268 It is played in p. Bars 269 274 A crescendois played. Bars 275 276 It is played in f. Bars 277 280 It is played in p. Bars 281 284 A crescendois played. Bars 285 292 It is played in f. Bars 293 294 It is played in ff. Bars 295 296 It is played in p. Bars 297 The crescendostarts on the second beat. On the third beat, there is sfand it gradually gets softer. Bars 298 Decrescendois played and the third beat is played in pp. Bars 299 302 It is played in p. Bars 303 304 A crescendois played. Bars 305 310(end of first movement) It is played in ff. The pedal points which are in the first movement. C minor Tonic pedal Bars 11 15, bars 19 23, bars 195 199, bars 203 207, bars 253 254, bars 265 266, bar 281, bars 285 289 and bars 299 303. Dominant pedal Bars 17 18, bars 25 27, bar 280, bar 284 and bar 292. E flat minor Dominant pedal Bars 35 62, bars 76 78, bar 84 and bars 87 88. A flat major Dominant pedal Bars 89 90, bars 101 102, bar 117 and bars 121 125. Tonic pedal Bar 115, bar 119 and bar 129. D major Dominant pedal Bars 141 142. Tonic pedal Bars 143 145. F minor Dominant pedal Bars 221 230 and bar 245. Tonic pedal Bar 246. Suspensions which are found in the first movement Key Suspension Bar C minor 4 3 Bars 26 27 E flat minor 4 3 Bars 46 47 E flat minor 4 3 Bars 48 49 E major 7 6 Bar 141 G major 6 5 Bars 173 174 G major 6 5 Bars 181 182 G major 6 5 Bars 183 184 G major 6 5 Bars 185 186 C minor 4 3 and 6 5 Bars 201 202 2.4 An Analysis of scores edition According to Badura-Skoda, E. (1994), sometimes a serious musician feels agitated about a previously trusted edition. For example, the musician is disturbed by an articulation mark or by a piano sign in a passage that he or she thinks should be played in loudly. After looking at other editions, the author discovered that printed editions of the same work often contradict each other. There are some editions which proudly labeled themselves as Ur-text but some might not be favoured by the musicians. The term Ur-text also means original or authenticity. The author said that a good Ur-text edition always states which markings are the composers and which are editorial additions by printing them in italic or parentheses and further explanations are written in footnotes. There should be a preface to inform the musician about the editors addition. The Beethovens piano sonata in c minor, op.13 Pathetique first movement piano score that will be used are the ABRSM version and the G. Henle Verlags Urtext version. They will be compared to which edition is the best to be used by everyone who is interested in playing this piece. G.Henle Verlags Urtext Version ABRSM Version This movement consists of 8 pages. For example, see Appendix I. This movement consists of 10 pages. For example, see Appendix II. The title is written in German. For example, view Example 1.0. The title is written in English. For example, view Example 1.1. The score also includes the year that it was composed. For example, see Example 1.0. The score in this version did not include the year that it was composed by the composer. For example, see Example 1.1. The score is not altered by the editor. For example, see Example 1.2. It is bar 1 of the first movement. The score is a bit altered by the editor. For example, see Example 1.3. It is bar 1 of the first movement. The arrangement of the melody and chords are the same as what the composer had written. For example, see Example 1.2. It is bar 1 of the first movement. The arrangement of the melody and chords are slightly altered especially in page 1 (Gravepart). For example, see Example 1.3. It is bar 1 of the first movement. There are no pedal markings. For example, see Example 1.4. There are pedal markings written on the score by the editor. For example, see Example 1.5. There are no staccatissimo in the score. For example see Example 1.6. There are staccatissimo in some bars. For example, see Example 1.7. The fingering markings are written as followed by the composer. For example, see Example 1.8. This is in bar 10. The fingering are slightly different than what was written by the composer because that is the editors fingering after deciding that the fingering the editor used is easier to be played than the composers given fingering. For example, see Example 1.9. This is in bar 10. Example 1.0 Example 1.1 Example 1.2 Example 1.3 Example 1.4 Example 1.5 Example 1.6 Example 1.7 Example 1.8 Example 1.9 After comparing and analyzing both versions, there are pros and cons in using either one of the versions of this first movement from this piano sonata. It seems that the ABRSM version is a better version to be used in the 21st century for any musicians who wished to play this piano sonata. The Urtext version of the piano sonata consists of eight pages of the first movement but the ABRSM version of the piano sonata has ten pages of the first movement. The ABRSM version has the piano sonata name written in English but for the Urtext version, it is written in german. The Urtext version and the ABRSM version also includes what the composer had been written on the score which is Beethoven dedicated this piano sonata to Prince Lichnowsky. Only the Urtext version included which year it was composed although they were all written in German. On the other hand, the ABRSM version of this piano sonata, this version did not include when the piano sonata was composed although it was written in Eng lish. The Urtext version of the first movement does not have pedal markings on the score but the ABRSM have meaning that the editor has added his own opinion on how the first movement should be played. The Urtext version of the first movement does not have pedal markings and is maybe because it follows what the composer had written. There is also a possibility that the editor wants the pianist to apply the pedal on the chord or bar which is suitable to the pianist own technique of playing the piano for that piano sonatas first movement. In the G.Henles Urtext version of the first movement of this piano sonata, the score is still the same as what the composer, Beethoven had written. The editor of this book did not want to change anything on what the composer had written because he wanted to preserve the originality of the score. But, in the ABRSM book, the editor had slightly altered the originality of the score because the editor tried to make it easier and understandable for the pianist w ho wants to play the composers pieces. For example, the arrangements in bar 1 of the first movement, in the Urtext version of this first movement, the c minor chords are all written in the bass line with only the middle c on the treble clef line but in the ABRSM version they appear different. The ABRSM version has both lines with chords. Another example is that the Urtext version does not have staccatissimo on their scores. They have only staccatos written on the scores but in ABRSM it is slightly different. Some of the notes in the ABRSM version are played in staccatissimo which is written by the editor of the ABRSM edition. The staccatissimo is written on the score by the editor and is most possibly the editors suggestion on whether to play it in staccatissimo rather than in staccato. On the other hand, the Urtext version is only written in staccato and it might be possible that the editor wants the pianist who is playing this piano sonatas first movement to play it with their own preferred technique, creativity or just want them to follow what was originally written on the score. The fingering on the first movement is slightly different after comparing both versions. The Urtext version follows according to what the composer had written but the ABRSM version of fingerings for this first movement is according to the editors fingering. It might be even easier for some pianist to follow his fingering. The finger markings which are on both versions can be used but it also depends on the pianist on which is most suitable for him or her to use while playing the first movement of the piano sonata. Some pianist will prefer the Urtext version because it is tidier, lesser pages and lesser markings. It might be possible that they prefer it too because it is almost like the original version of the piano sonata that was written by Beethoven and the pianist have more freedom in applying other playing techniques on the first movement while playing it without getting distracted by the markings on the score. But, some pianist would prefer the ABRSM version because it might be possible that they must follow what the

Reflection Paper on Effective Listening Skills

Reflection Paper on Effective Listening Skills Listening is defined, the act of hearing attentively (Princeton, 2010). Restated, it takes more than simply hearing communication; listening is an active thought process. It is hearing and concentrating on the verbal as well as the non-verbal. I took the listening quiz (Burley-Allen, 1982). My score was 75. What does this mean? According to Burley-Allen (1982), a score of 75 is average. I think effective listening skills are analogous to the Gestalt style of psychoanalysis. According to Corey (2004), Gestalt therapy is based on the assumption that we are best understood in the context of our environment. The basic goal of Gestalt therapy is to provide a context that will enable individuals to increase their awareness of what they are experiencing and doing. Moment-to-moment awareness of ones experiencing, together with the almost immediate awareness of ones blocks to such experiencing, is seen as the goal of this therapy. As a physician, Gestalt therapy does not use the language of p athology, or normal and abnormal. Instead, individuals are viewed as having the capacity to self-regulate and to develop their dealings with the various environments they encounter throughout life (Corey, 2004). Listening is defined, the act of hearing attentively (Princeton, 2010). Restated, it takes more than simply hearing communication; listening is an active thought process. It is hearing and concentrating on the verbal as well as the non-verbal. In addition, most of our communication is non-verbal, which includes listening. What did your score say about your listening skills? Were you surprised by the outcome? I took the listening quiz (Burley-Allen, 1982). My score was 75. What does this mean? According to Burley-Allen (1982), a score of 75 is average. What does this mean? I do not know because, unfortunately, Burley-Allen omitted the explanation of his four score categories. He did not describe the strengths and weaknesses of each score category. Therefore, this paper will answer the remaining questions from my point of view, instead of Burley-Allens. In addition, I will focus the paper as pertaining to my profession of medicine. I believe this will help me become a more effective listener because I will be able to learn from my strengths and weaknesses and apply them accordingly. I think effective listening skills are analogous to the Gestalt style of psychoanalysis. According to Corey (2004), Gestalt therapy is based on the assumption that we are best understood in the context of our environment. The basic goal of Gestalt therapy is to provide a context that will enable individuals to increase their awareness of what they are experiencing and doing. Moment-to-moment awareness of ones experiencing, together with the almost immediate awareness of ones blocks to such experiencing, is seen as the goal of this therapy. As a physician, Gestalt therapy does not use the language of pathology, or normal and abnormal. Instead, individuals are viewed as having the capacity to self-regulate and to  develop their dealings with the various environments they encounter throughout life (Corey, 2004). I believe this is an invaluable tool as a physician. Listening to patients explain their symptoms, being aware of their moment-to-moment experience, will facilitate the therap eutic process and even lead to more accurate diagnosis. What are your strengths and weaknesses when listening to others? How can you improve your listening skills to strengthen your weaknesses? In addition, how can your strengths be utilized and applied to your profession? The listening quiz does not qualify if a listening habit is considered a strength or weakness. Some individuals will define certain listening strengths as weaknesses and vice versa. For example, habit eight states, Form a rebuttal in your head while the speaker is talking? (Burley-Allen, 1982). The score for this habit is one point for most of the time, two points for frequently, three points for occasionally, and four points for almost never. In order to score the maximum four points then the answer would be almost never. However, I disagree with Burley-Allens assumption. I think effective listening is to be engaged in the thought process while the speaker is communicating. This includes forming a rebuttal in your head while the speaker is talking. The listener can then adjust the rebuttal accordingly to the speakers suggestions. Forming a rebuttal includes concentrating on the communication (habit 5), learning from the speaker (habit 6), recognizing semantics (habit 7), accomplishi ng communication (habit 17), think about reactions (habit 19), and etcetera. According to Burley-Allen, some of these habits are considered strengths and some are considered weaknesses. Therefore, the listening quiz shows low internal validity. The primary act that a physician does with a patient is listen. During the first encounter between a physician and patient, the physician will start the communication process by asking, What brings you in today? This question is followed by active listening. During this process, the physician tries to understand the patient and assemble a diagnosis. If pieces of an analysis are missing, then the physician will paraphrase the data and ask additional questions in order to narrow the choices. I believe that active listening is the most important act that a physician can do. In relation to the topics covered thus far, identify at least three techniques that could help you improve your skills. The three techniques that can help improve my skills are: (1) resist distractions, (2) summarize in my own words, and (3) keep an open mind. The first technique is resisting distractions. The Penguin Dictionary of Psychology (2001) defines stereotype as, A set of relatively fixed, simplistic overgeneralizations about a group or class of people. Here, negative, unfavorable characteristics are emphasized, although some authorities regard positive but biased and inaccurate beliefs as components of a stereotype. It is easy for my mind to become distracted while listening to a speaker. I tend to do this frequently. For example, if a patient comes in who looks underprivileged, then I tend to stereotype the patients background and struggles. This causes me to ignore important communication from the patient. (Note: It is difficult to resist distractions when a patient has a foul odor and the physician is trying not to vomit.) The second technique I have identified is summarizing. This is a useful tool when applied correctly. However, I tend to assume to know what the patient means and not summarize  in my own words. If I can learn to summarize a patients story in my own words, then there will be fewer miscommunications. This will lead to a more productive doctor-patient relationship. The third technique is to keep an open mind. The Penguin Dictionary of Psychology (2001) defines ethnocentrism as, The tendency to view ones own ethnic group and its social standards the basis for evaluative judgment concerning the practices of others, with the implication that one views ones own standards as superior. Hence, ethnocentrism connotes a habitual disposition to look with disfavor on the practices of alien groups. I am very judgmental. I consider this habit a strength; Burley-Allen scores it opposite as I do (habit 28). Being judgmental allows the listener to form personal thoughts from the speakers message a gestalt of the communication. Habit 28 did not specify if judging was considered positive or negative, so I give it a positive connotation. Our textbook states, Try to understand the emotions or interests that may lurk hidden beneath a given complaint or statement. Often the person youre talking with wont be fully aware of them themselves (Hattersley McJannet, 2008 ). In the context of ethnocentrism and judging negatively, this can be detrimental to effective listening. For me, this is similar to technique one: resist distractions. I can be a more effective listener if I keep an open mind and not judge negatively about a patient. (Note: It is difficult to keep an open mind if a patient does not have insurance, which is unethical by the physician.) Why is it important to possess strong listening skills in business and management? The Website for the California Society for Oriental Medicine reports, The February 19 issue of the Journal of the American Medical Association published a report by the Agency for  Health Care Policy that studied the communication level between primary providers and patients. They found that physicians who listen to their patients and use a friendlier manner during visits might reduce the risk that they will be sued for malpractice. In the randomized controlled study they found that physicians that told their patients what procedure or technique they were doing, or going to do, who elicited opinions and questions from the patient, and were more likely to use humor and laugh, were more often in the group without any malpractice claims. Physicians who spent more time with their patients were also more likely to be in the no claims group (CSOM, 2003). This is invaluable including non-monetarily as a physician. The patient will feel more comfortable and allow the physician to perform examination procedures if the physician first explains the procedure and actively listens to a patients opinion and questions. In addition, I think it is essential to allow multicultural or multiethnic patients to construct their own understandings of the therapeutic process and to engage in interpretation and other forms of higher-level functioning. This will further facilitate an active process of listening by the patients. I believe sacred and confidential communication between physician and patient contain specific phases that can maximize listening efficacy. First, during the initial interview, the physician can begin to establish a collaborative relationship with the patient. It is essential that the interview focus on the patients own wishes and goals. Second, the physician should honor the patients concerns. It can be easy to respond to the emotional side of patients feelings the pain or need that motivates them to seek help and enter the hospital. The reactive emotions and resistance of patients disclosure may be helped through effective listening. Third, physicians need to respond to patients questions and suggestions that can only be accomplished through the  active listening process. Responding to the patients feelings, in an open-ended way, will usually produce the most information and intensify the doctor-patient communication. Finally, termination is an important and distinct phase of me dicine that needs to be negotiated thoughtfully. Ending the relationship will almost always be of great significance to patients. It is necessary to listen to a patients closing remarks because this usually suggests the overall quality of care. I believe that all of these phases will contribute to a more effective listening and communicating relationship between doctor and patient. The Penguin Dictionary of Psychology (2001) defines countertransference as the analysts displacement of affect onto the client [and] the analysts emotional involvement in the therapeutic interaction. This means that all feelings, thoughts, or actions of the physician that involve or influence the doctor-patient communication process are countertransference. This definition suggests that countertransference is a destructive element in medicine; however, not all countertransference issues are unconstructive. I believe that through maturity and growth, as a professional, combined with a thorough understanding of his/her ethnicity, values, and biases, can enable a physician to effectively identify and manage countertransference to make it productive. Countertransference is a constant element in interpersonal processes, and I believe it is inevitable in the doctor-patient relationship. In conclusion, when a physician engages in effective listening, the physician, without sharing it with the patient, has an opportunity to learn something about him or herself and utilize it for his or her personal maturity and professional growth. The physician needs to be aware of his/her own personal assumptions, values, and biases, and understand the worldview of culturally diverse patients to develop appropriate interventions, strategies, and techniques.

Rene Descartes Impact on the Scientific Method Essay -- Philosophy E

Rene Descartes' Impact on the Scientific Method People have always thought about the world around them. Through the centuries they have wondered about what their surroundings were made of. Modern science has proven to be most effective in explaining our environment. What makes modern science superior to the ancient schools of thought is the employment of the scientific method. The man credited to a great extent with the development of the scientific method is Renà © Descartes, a French philosopher who lived from 1596 to 1650. The Cartesian method maintains that in order to arrive at a groundwork for a structure of thought, commonly accepted knowledge must be abandoned, based as it is on the subjective nature of the senses. Science is a framework for gaining and organizing knowledge. The idea that this framework needs to be based on a solid foundation is an essential part of Descartes' writing. This belief is expressed in Descartes' Meditation I : It is now some years since I detected how many were the false beliefs that I had from my earliest youth admitted as true, and how doubtful was everything I had since constructed on this basis; and from that time I was convinced that I must once for all seriously undertake to rid myself of all the opinions which I had formerly accepted, and commence to build anew from the foundation, if I wanted to establish any frame and permanent structure in the sciences. (Porter 31) Analogous to Descartes' pursuit of finding a groundwork for his structure of thought, the scientific method calls for rigorous proofs of every part of the scientific framework, especially of its foundation. One result of this pursuit was that of giving calculus a solid structure and basis in the 19th century. Ev... ...iments to refine or replace the existing theories. This is generally done," he continues, "by using the currently accepted theory to make a prediction and then performing an experiment to see whether the results bear out this prediction" (Zumdahl 5). Some contemporary philosophers question the Cartesian method, arguing that it disregards things like intuition. However, no other method has been as successful as the Cartesian one. The overwhelming progress of modern science is strong evidence for Descartes' philosophy, a kind of evidence no other school of thought can claim. Works Cited Porter, Burton. Philosophy. 3rd ed. Fort Worth: Harcourt Brace college Publishers, 1995. Zumdahl, Steven. Chemistry. 3rd ed. Lexington, Massachusetts: D.C. Heath and Company, 1993. Halliday, David, and Krane. Physics. 4th ed. New York: John Wiley & Sons, Inc., 1992.

Botany :: essays research papers

Botany   Ã‚  Ã‚  Ã‚  Ã‚  Choosing a career in botany ensures a person a wide choice of career opportunities, a fair salary, and an exciting life. If you prepare yourself with a good education and a positive attitude, you’ll be well on your way to becoming a successful botanist.   Ã‚  Ã‚  Ã‚  Ã‚  Anyone can find enjoyment and fulfillment in a career field as fun and beneficial to others as botany. If you like nature and being outdoors, you might enjoy a career as an ecologist, taxonomist, conservationist, forester, or even a plant explorer. With a job in one of these fields, you might find yourself doing exciting traveling to all types of new and beautiful places. If you take well to mathematics, maybe you should look into a career in biophysics, developmental botany, genetics, modeling, or systems ecology. If chemistry is more your thing, you should enjoy working as a plant physiologist, plant biochemist, molecular biologist, or chemotaxonomist. If you like designs and microscopy, you would probably find plant structure interesting. If microscopic organisms appeal to you, you should look into microbiology, phycology, or mycology. If you are artistic, ornamental horticulture and landscape design might be right up your alley. If you worry about feeding the hungry, you should study plant pathology or plant breeding. At some larger universities, you can even study specific types of botany, each with its own department. These departments include argonomy (field crops), microbiology (microbes like bacteria and fungi), horticulture (fruits, ornamentals, and veggies), and plant pathology (diseases pertaining to plants). If you are a people person, you might even be interested in teaching botany or providing public service.   Ã‚  Ã‚  Ã‚  Ã‚  After hearing the endless list of career opportunities, you have probably found one that appeals to you. But how should you prepare for your new career in the wonderful world of botany? Well, first you should keep in mind that four years of college and a Bachelor’s degree are the bare essentials for most of the careers aforementioned. If you have these requirements, careers as laboratory technicians or technical assistants in education, industry, government, museums, parks and botanical gardens are all readily available. However, there are great deals of other positions where a Master’s or Doctor’s degree is essential. For most teaching and research positions in universities and colleges, a Ph.D. is vital. For those of you still in high school, its never too early to plan ahead. When selecting your courses be sure to include college preparatory classes including English, mathematics, foreign language, physics, chemistry, biology, social studie s and humanities.

Eastern Religious Philosophy Quotes

The first quotation that I would like to discuss is Buddhism: Siddhartha Gautama. Siddhartha was a great figure because one day on a trip to the city, he discovered that many people with in the city were suffering. He wanted to know why people had suffered that way they did so he chose to leave his life of luxury, abandon his family and live in the woods as one of them for several years. When doing he so he came to the conclusion that suffering can be avoided. He explains that ignorance and selfishness causes suffering. Suffering is in part with Karma which means â€Å"action† or â€Å"deed†, karma reflects in the later life through the actions or deeds done right now. Quote: â€Å"All wrong-doing arises because of mind. If mind is transformed can wrong-doing remain? † I like this quote because a person does have a choice to change their selfish ways, by understanding how it affects people, and how ignorance and selfishness can be locked away permanently through cleansing of the mind. Lao Tzu- â€Å"To know that you do not know is the best. To pretend to know when you do not know is a disease. † He believed that even the wisest if humans is still ignorant, and this quote show some reflection on that thought process. Tzu was very interested in how we should live ad different ways that a good society is governed. The quote reminds us that we can always be open to learning and discovering even when we think we have mastered something! Another thing that I would like to add is that Tzu believed that all enduring change is brought by weakness and not by strength; by submission and not intervention. I feel that this means people bring about change on themselves. Selfishness and ignorance can blind us and we eventually have to submit to change. There were three great systems of thought dominate Chinese civilization: Confucianism, Taoism and Buddhism. The predominant system is the one founded by Confucius. He loved to learn and sought a better way and order of doing things. He believed that learning and knowledge must in a way be practical. Confucius – â€Å"What you do not want done to yourself, do not do to others† Confucius taught that to establish one’s own humane character was important and could be done by following positive role models from the past. People can always better themselves through learning and servicing others. It makes sense that a man who believes these principles would quote such a simplistic, yet profound statement. I chose this quote because it makes a huge point. I feel that this quote is related to karma in a way. I say this because things that a person does to another, can be done right back to them now or in the future. Mencius â€Å"Seek and you will find, neglect and you will lose it† According to Mencius, he believed that the natural goodness of humans was perverted by circumstances. On the other hand he still believed that a person still had time to change their ways. He felt that every person had the potential to set aside the selfish ways, but in order to change they have to recover the lost mind and the forgotten heart. It is a matter of thinking naturally and following intuition and conscience.   

History of computing Essay

Way back in early history, when people relied mainly on their brains to perform calculations, people used their fingers, pebbles, and tally sticks for computing purposes. Various attempts were made to build general-purpose programmable computers from the same mechanical devices used in calculators. But the problems posed by the lack of technology at the time were not satisfactorily solved until the introduction of electronic computing techniques in the mid-20th century. Between Pascal’s invention and around 1820 there were about 25 manufacturers of calculating machines; most of them were the work of one man. Few of them worked correctly and even less actually reached the manufacturing line. In the mid-19th century Charles Babbage, a visionary British mathematician at Cambridge University, designed the first computers to perform multistep operations automatically. The technologies were entirely mechanical. He called this first computing machine the Difference Engine, and it was intended to compute and print mathematical tables automatically. The Difference Engine performed only one arithmetic operation: addition. Babbage constructed a small portion of his first Difference Engine in 1832, which served as a demonstration prototype. The first widely known general-purpose electronic computer was the Electronic Numerical Integrator and Calculator (ENIAC) that John W. Mauchly and J. Presper Eckert built at the University of Pennsylvania. The primary motivation for the ENIAC was the need to construct ballistic tables for the U. S. Army. Work began on the ENIAC in 1943 and in 1946 it was completed. It was an enormous machine weighing about 30 tons and filling a 30 by 50 foot room. It contained 1,500 electromechanical relays and over 18,000 vacuum tubes and when it was switched on it consumed 150,000 watts of energy. Despite its enormous size it stored only the equivalent of 80 characters of information. However, it was substantially faster than any previous computer. The idea of storing programs and their data in the same high-speed memory – the stored-program concept – was first put forth by von Neumann in a publication entitled, â€Å"First Draft of a Report on the EDVAC† (Electronic Discrete Variable Computer). The IAS machine in its overall design is quite modern, and can be regarded as the prototype of most subsequent general-purpose computers. It had the general structure depicted in Figure 4. It had a CPU (Central Processing Unit) for executing instructions, a main memory for storing active programs, a secondary memory for backup storage, and miscellaneous input-output equipment. The IBM PC series was introduced in 1981 and quickly became the de facto standard for this class of machine. IBM made a smart decision by making the architecture of the PC open, meaning its design specifications were available to other manufacturers of computers and software. As a result of this decision the IBM PC became very popular and many versions of it, PC clones, were produced by others. Many other significant achievements have occurred in the PC era and continue to occur with the widespread use of the Internet and networked computers. Here are a few other notable historical achievements having to do with PC’s: o 1976 – The Cray 1 Supercomputer was the first commercially developed supercomputer. It contained 200,000 IC’s and was cooled by Freon. o 1977 – Apple II computer introduced. o 1979 – Commodore Pet released, with 1 MHz computing power, 8K RAM, cassette deck, and 9†³ monitor displaying monochrome text. o 1979 – The compact disk was invented. o 1982 – The TCP/IP network communications protocol was established and the â€Å"Internet† was formed as a connected set of networks using TCP/IP. o 1982 – Commodore 64 released, costing just i 595. o 1982 – Compaq releases their IBM PC compatible, the Compaq Portable. o 1983 – The IBM XT is released. This machine had a 10MB hard disk, 128KB of RAM, one floppy drive, a mono monitor, and a printer, all for i5000. What a bargain! o 1984 – Apple Macintosh released. o 1985 – Microsoft Windows launched, but not really widely used until version 3 in 1990. o 1987 – IBM introduced its PS/2 System which was very successful, selling over 2 million machines in less than 2 years. o 1989 – The World Wide Web (WWW) is invented by Tim Berners-Lee who saw the need for global information exchange that would allow physicists to collaborate on research. The Web was a result of the integration of hypertext and the Internet. Hyperlinked pages could not only provide information but could provide transparent access to other pages of information as well as other Internet facilities such as ftp, telnet, Gopher, WAIS, and USENET. The Web started out as a text-only interface but NCSA Mosaic, an early browser, later presented a graphical interface for it and its popularity exploded as it became accessible to the novice user. The explosion of the Web started in earnest during 1993 and in a single year Web traffic increased by 300,000%. o 1990 – Windows 3. 0 introduced by Microsoft. This graphical user interface OS offered true multi-tasking, meaning you could run multiple programs at the same time. o 1993 – The Pentium microprocessor released by Intel. It was only available at that time in 60 and 66 MHz versions. o 1995 – Windows 95 operating system released by Microsoft. o 1995 – Pentium Pro microprocessor released. o 1997 – Pentium MMX (166 and 200 MHz) released. o 1997 – Pentium II (233, 266, and 300 MHz) released. o 1998 – Windows 98 released. o 1999 – Linux, a free alternative operating system to Microsoft’s Windows, is estimated to be running on over 10 million computers worldwide.