The Personality Analysis Of Wendy Williams - 1334 Words

The Personality Analysis of Wendy Williams Wendy Williams was born on July 18, 1944 in New Jersey. She spent most of her life there, but would eventually rise to fame when she moved to New York to Pursue a career in broadcasting. She is now best known as a radio and television personality. As of now, she is the host for the Wendy Williams show, along with being a designer, a host, and a comedian, among other things. When watching her, it is very clear that out of all the Big Five Personality traits, she is more of an extrovert than anything else. An extrovert, by definition, is an outgoing or expressive person. According to Kendra Cherry (2016), it is often â€Å" characterized by excitability, sociability, talkativeness, assertiveness and high amounts of emotional expressiveness.† In addition to those traits, Kennon M. Sheldon, Richard M. Ryan, Laird J. Rawsthorne, and Barbara Ilardi also found that vigorousness is part of the traits associated with extraversion (1997, p.4) That would make sense because if you watch Wendy Williams show, you will see her express most,if not all of those traits. Those who are extroverts score high in excitement-seeking (or excitability) and adventurous behavior. This means that they are very much into the idea of thrill seeking, and will grow bored without some level of stimulation (class, 9/8/16). This idea could explain why Wendy is in the show business. When you watch her show, every time the curtains rises, you see the excitement in her face.Show MoreRelatedThe Psychoanalytic Approach . And Some Of The Influential987 Words   |  4 PagesThe Psychoanalytic Approach And Some of the Influential People Behind It Diane L. 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What Makes A Good Ruler - 1506 Words

Throughout class one of the major themes has been what qualities make the best possible ruler. Two of my favorite philosophers, Plato and Machiavelli, although very different both attempt to give an answer of what makes a good ruler. Plato’s Philosopher King and Machiavelli’s Prince share their similarities and differences, but in the end Machiavelli paints a more realistic picture of a ruler which makes his prince more favorable. In order to understand why Machiavelli’s Prince may be more appealing than Plato’s Philosopher king, we must 1st come to understand what the King and the Prince look like as described by our writers. When it comes to the Philosopher King we are talking about someone who is truly virtuous on the basis of morality and justice. In Plato’s head a just person can create a just society. The Philosopher King rises to power by using his knowledge, and is very wise. He understands all that is good and evil, which is something your average citizen cannot do. In addition to this, the Philosopher King uses religion and education to bind people together. The King is incorruptible, and has a deeper understanding of reality. He loves truth above all, and uses his rationality to rule as the just person he is. The Philosopher King understand that pleasures of the soul are more important than that of the body. He shows courage, and no fear of death. In the best society the Philosopher King would be serving as a Monarch acting on behalf of everyone. He lives up toShow MoreRelatedWhat Makes A Good Ruler?1411 Words   |  6 Pages What constitutes a good ruler? Is it someone that listens ? Or, perhaps someone that gets everything right? Is a ruler someone that gets things wrong sometimes? Does he listen and learn from his mistakes? Is a ruler always born into his position, or is it stolen? According to Machiavelli, the best ruler is the fairest one. The way to the most successful rulership, as Machiavelli describes, is following the steps that are written in his book- The Prince. Personally, I believe that Machiavelli sRead MoreJustice Is One Of Four Cardinal Platonic Virtues Essay1298 Words   |  6 PagesJustice is one of four cardinal Platonic virtues. These virtues are said to be good by nature, and so they must be ideals that all individuals strive to demonstrate in their lives. In The Republic, Plato (through Socrates) attempts to find the definition of Justice through dialogue with his colleagues. One of his colleagues Thrasymachus proclaims that: â€Å"Justice is in the interest of the stronger.â⠂¬  (338c) In other words, rulers make laws from which only they reap the benefits of. Fortunately, this dark viewRead MoreThe Republic by Plato1645 Words   |  7 Pagesactual interest of the rulers. Second, by claiming that all craftsmen only consider the welfare of the recipients of expertise instead of their own interest, Socrates asserts that a ruler, having an expertise of ruling, also only cares about the interest of the ruled, and thus morality is the advantage of the weaker. In this paper, I will show that Thrasymachus only gives an argument about descriptive morality, and Socrates, by using a completely different definition of a ruler, fails to challenge theRead More The prince Essay1526 Words   |  7 PagesNiccolo Machiavelli’s â€Å"The Prince† attempts to explain the necessary tactics and required knowledge a ruler must attain in order to gain and maintain a successful reign. The novel serves as an abstract manual, addressing the definition of a good/b ad ruler by placing emphasis on the required military organization, the character a ruler must posses, and the success that could be attained if a ruler should follow the guide. The scope in which the book is written is that of a scholarly observant. MachiavelliRead MoreThe Republic By Plato And The Prince By Machiavelli1617 Words   |  7 PagesMachiavelli offer important views on political philosophies of rulers. Plato writes of a perfect society where status as ruler is naturally selected through innate abilities. These abilities are used to sustain the society, better it, and preserve it. Machiavelli writes of a society where anyone can be a prince; which for our purposes is a synonym for ruler, if they follow his instructions. These instructions are to ensure a new ruler can take control of new lands and maintain order in them for theRead MoreAnalysis Of Hsun Tzu s Man s Nature Is Evil1720 Words   |  7 Pagesare made because of the environment. Each person believes leaders possess certain characteristics that make them good rulers. 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Education Essay Teaching For Creativity Essay Free Essays

string(124) " risk taking and experimentation, so that learners have the chance to come up with new ideas and learn from their mistakes\." INTRODUCTION The lack of creativity in teaching has been a significant issue in recent years. In All Our Futures: Creativity, Cultures and Education, a report by the National Advisory Committee on Creative and Cultural Education (NACCE) in May 1999, there are proposals suggested to implement a wider nationwide scheme for creative education. The report highlighted that children profit from using creative skills and by having these skills developed. We will write a custom essay sample on Education Essay: Teaching For Creativity Essay or any similar topic only for you Order Now It also suggested that creative teaching should be made part of all academic education. This was the first time that this issue had been fully recognised. In response to this report, the government has acknowledged the significance of developing the creative skills of children, as these could become essential in future workplaces. The Nation Curriculum recognises that many employers want and need creative people: ‘Schools that promote creativity will ensure that pupils respond positively to opportunities and responsibilities and are better able to cope with new challenges as well as change and adversity’ (National Curriculum 1999). Creativity helps teachers deliver the academic curriculum to students in an appealing manner. The NACCE report highlighted that there is a difference between teaching creatively and teaching for creativity. Teaching creatively can be interpreted as a teacher being inventive and developing strategies to engage and encourage students. On the other hand, teaching for creativity focuses on strategies that aim to develop the creative skills of the learners. Subjects such as design and technology can contribute greatly to the enhancement of creativity, as evidenced by the specific outcomes of the National Curriculum that indicate learners should be able to think creatively. In design and technology, creativity is central to developing the learner, so it is crucial that teachers of the subject recognise how to foster creativity. Nichol, points out that teachers have an important responsibility to increase ‘creativity in the DT classroom’ (2004, p.1). Therefore, teachers have the responsibility of ensuring the development and promotion of creativity in students. Teachers have to set examples for their pupils, so the use of creativity must originate from the teacher. To do this, there are many things teachers can do. Davies (1999, p.102), suggests the chance for learners to develop creatively in the classroom depends critically on how much support is exploited through teachers. Creativity cannot be easily defined because there are a number of different approaches to understanding creativity. This paper focuses on teaching for creativity. In order to promote this I have considered how teachers can create the conditions of a secure environment where pupils feel they can take risks without being penalised and how imaginations can be stimulated through different strategies. Create the conditions Creativity can be defined as the willingness to be courageous, adventurous, daring and to try new things. Creative people take risks and produce some of the best ideas. Iconic designer, Michael Wolff, has never been afraid of taking risks; he has achieved great things through his passion, vision and daring attitude. Design and technology is a very ‘creative and innovative subject’ where pupils are motivated to utilize different thinking approaches and ‘to take risks’ (Spendlove, 2002). When designing and making, creative work is likely to bring about original knowledge which will incur risk taking. Innovation and risk taking are skills that are close together, as designers have to deal with the insecurity involved in creating something new. Young people tend to be very conservative when designing. However, risk taking as part of innovation can help take students out of their comfort zone. When this happens there can be a high level of uncertainty and a great emotional reaction. If teaching encourages pupils, then ‘there is merit in taking chances in using trial and error to improve ideas’ (Owen-Jackson, 2008, p.142) because a more liberated atmosphere in the classroom is created. It is a well-known saying that we learn from our mistakes. However, the fear of making mistakes can prevent learners from trying anything new, so by an atmosphere of trust and a secure environment reassures pupils that they can take risks without being penalised if the outcome is not what they intended. I try to encourage an atmosphere in the classroom were learners feel comfortable in taking risks, rather than worrying about making a mistake. The National Strategy, Social and Emotion Aspects of Learning (SEAL), is an effective way to encourage communal and emotional skills in students. SEAL encourages learners to be ‘more aware of risk and the consequences of certain choices,’ and educates them ‘how to make appropriate choices’ (The National Strategy, 2010). The National Endowment for Science, Technology and the Arts (NESTSA), launched a project in 2009, Butterflies in my Tummy, which combines aspects of DT and SEAL. The scheme’s objective is to â₠¬Ëœpromote innovation and risk-taking when children are designing’ (DT Association, 2010). The concepts of SEAL are encouraged to create a secure environment and positive working relationship that expand the abilities and approaches required for risk taking and creativity. Creativity for me is all about taking risks. I totally agree that ‘experimenting and notional failure are essential to good DT education’ (Spendlove, 2002). A popular British proverb, the man who does not make mistakes is unlikely to make anything, can be seen to be true when it comes to creativity. POST-IT notes, for example, were conceptualized from a bad glue formula; sometimes mistakes lead to better ideas. Creativity is often blocked by the fear of being wrong, so using the SEAL approach is helping me support risk taking and therefore nurture creativity in the classroom. Being prepared to be wrong is an important part of being creative and having original ideas that have value. Learners should not be penalised if a bad outcome occurs through taking a risk, as long as the learner recognises where they went wrong and learn from their mistakes. I have embedded SEAL into my teaching by supporting the learners to take risks, encouraging experimentation and providing cons tructive feedback to address any problems. In the exploration and development of ideas, I encourage risk taking and experimentation, so that learners have the chance to come up with new ideas and learn from their mistakes. You read "Education Essay: Teaching For Creativity Essay" in category "Essay examples" Having pupils look at their final product and reflect on what they did right as well as what they did wrong is very important. Recently, I undertook a ‘Stars and Wishes’ task with a Year 9 design and technology class. The task involved each pupil commenting on two things they were proud of, their Stars, and two things they needed to improve, their wishes. This was in relation to a food product they had made. Some pupils felt like they had failed because their product was not perfect or not what they had expected. However, when I encouraged them to think of two things that they were proud of, they realised that there were many things they had achieved. They then began to appreciate the effort they had put in. If pupils cannot see anything they have done well, they are likely to stop trying and give up. After looking at positives, I then encouraged the pupils to reflect on their mistakes. The nature of the task encouraged an environment where the pupils felt comfortable in admitting to their mistakes or areas that needed improving; this is where significant learning takes place. If pupils do not acknowledge their mistakes, they will be likely to repeat them. The two ‘wishes’ for each pupil became their objectives for the next practical lesson. In many situations it is often the teacher that comments on areas of improvement. However, because the pupils had the opportunity to reflect and comment on their own performance, it created a more enthusiastic approach to learning and the pupils wanted to achieve and perform even better. The next lesson the pupils learned from their mistakes and did better. As a result, their work was more creative because they were comfortable to take a risk. The students knew that it was acceptable if they made a mistake, as long as they acknowl edge it and learned from it. Teachers provide a supportive environment that encourages risk taking by acting as a role model. I show pupils that I am not afraid to take acceptable risks and when I make mistakes I remind pupils that mistakes are opportunities to learn. Through my examples, pupils see that taking risks is a valuable and necessary part of learning. By designing classroom environments that encourage risk taking, learners are supported and encouraged to take creative risks. These teaching strategies promote creativity by creating an atmosphere that encourages sensible risk taking, allows for mistakes and encourages learners to persist and to accept not getting things right the first time. Stimulate Imaginations It is often common to hear that good teachers are ‘imaginative’. These teachers show a mental flexibility that permits them to present a subject in a new and engaging way that supports students to be creative and enjoy learning. Philosopher Mary Warnock studied imagination and referred to it as the ‘chief aim of education’ (1976, p.9) and that ‘we have a duty to educate the imagination’. Many would argue this statement, however, I believe that imagination enhances creativity and only through this can we bring our ideas into realisation. Imagination helps to realise our full potential, therefore teachers have an essential responsibility to educate imagination. In order for imagination to grow there has to be resources to stimulate it. The more experiences pupils gain the greater their imagination, so pupils must have the resources they need to be creative. I have considered just a few teaching strategies that I consider to be effective ways of st imulating imagination in the classroom. Often imagination is associated with imagery and when people try to describe imagination, often they refer to the capacity we have to hold images in our minds. Good visuals have the potential to enhance creativity. Several professional designers were interviewed by Malcolm Welch and David Barlex (2004) to find out what they used to support and enhance their creativity. The designers used ‘job bags’ which contained anything relevant to a particular project: models, photographs, drawings and digital images of models (Barlex, 2007). Mood boards are also excellent visual guides that stimulate inspiration. According to Bill Nichol (2004), strategies such as developing mood boards help learners develop their creative potential. During Nichols research on creativity and innovation, pupils commented on the ‘freedom’ they had when producing mood boards (2004, p.4). The benefits of using visuals help increase the learner’s creative capacity. An ancient proverb states that on a blank sheet of paper the most beautiful of marks can be made, however, Welch (Bartlex, 2007) deliberates that a blank piece of paper may be very intimidating to pupils. From my experience, pupils tend to reflect Welch’s theory and are daunted by the thought of making the first mark. As often as possible I try to give pupils a choice to work from a blank piece of paper or an alternative. Most often the pupils choose the alternative. The alternative could be a mini white board which, although is a blank canvas, pupils do not have the fear of making a mistake because they know it can easily be erased. In a Food Technology lesson I undertook, the pupils had the task of designing a cupcake decoration, so I provided templates of cakes for the pupils to illustrate their ideas on. As a result the pupils created more ideas and were more experimental, compared to those that did not use templates. One approach to help stimulate imagination is to encourage divergent thinking through questioning. Effective questions in this instance are those that are open and do not have only one answer. Questions with one word answers are either too easy or too hard; therefore some pupils become bored or frustrated which results in a loss of imagination. Open and relevant questions stretch and add flexibility to the mind. Teaching design and technology imposes many questions throughout each and every process. One of the fundamental notions of DT is the investigation into the design and production of existing products, as well as ‘how they may develop in the future’ (National Curriculum). In order to further enhance the pupil’s awareness, abilities and comprehension the following questions could be asked: What designs already existWhat do you think of themCould they be improvedThis strategy of questioning could also be used to explore the relationships between ‘principles of good design, existing solutions and technological knowledge to develop innovative products and processes’ (National Curriculum). For example: is the product or solution likely to solve the design problemThese type of questions help stimulate imagination by encouraging pupils to see lots of possible answers and see things from different perspectives. Creativity can be enhanced by sharing knowledge. Sharing creative ideas and thoughts can help to stimulate ideas. One way for teachers to promote an atmosphere where pupils can share ideas is through group work. Teachers TV offers a series of programs named ‘Proven to Work’, where one of the programs, ‘Collaborative Enquiry’, shows how collaborative enquiry can be used to stimulate imagination. A class is spilt into mixed ability groups and asked to look at a photograph. The groups are asked to consider what they know from the photograph, what they would like to find out about the image and what it might be. The group discussions then lead to imaginative answers. This technique is often used in design and technology lessons where groups have different objects or products and have to work out what the function or purpose is. Group members have the opportunity to share their perspectives and listen to different views and approaches to problems. When pupils are working in groups they will differentiate between good and bad ideas, so the teachers must not be critical. The responsibility of the teacher is to praise pupils for coming up with ideas, whatever these ideas may be. It is also important that the students are motivated to select and develop the good ideas further. Pupils will profit from experiencing the methods, approaches and skills that others use in the creative process. There are many ways to stimulate imagination and I have only considered a few ways teachers can achieve this. Most pupils already have a rich and varied imagination, but through the teaching of design and technology, teachers can stimulate imagination through various way of teaching for creativity. Conclusion Creative teaching methods are vital for the effectiveness of a teacher. Renzulli (1992) argues that teachers are a fundamental tool in the nurturing of creativity in students. Fasko (2001) stated that ‘creative teaching can enhance learning’. Good teachers use creative teaching methods so they can reach all their pupils and engage them effectively. Creative teaching strategies can help teachers utilise pupil’s strengths to enhance learning and encourage them to develop deeper levels of thinking. Overall they ensure the role of the teacher creates an environment that fosters creativity. This paper has attempted to outline some of the key approaches to improving creativity in classrooms. If creative teaching strategies are incorporated into every lesson they can help children succeed. However, teaching for creativity is ‘a complex and demanding activity in which the role of the teacher is crucial’ (Barlex et al, 2007, p.152). Coming up with creative teaching strategies can put extra strain on teachers if they are not particularly innovative themselves. Morris states that teaching for creativity ‘can involve more time and planning to generate and develop ideas and to evaluate whether they have worked’ (2006, p. 5). Nicholl points out that it is the ‘teachers who sanction creative work’ (2004, p.6). However, encouraging creativity in the classroom is a skill not all teachers possess, yet any person can encourage creativity given the correct skills and knowledge. Teachers have to plan to make it happen; they may have to change their teaching styles so there is more potential for creativity. There is much that teachers can do to enc ourage creativity in the classroom; I have only considered a small fraction of strategies that can aid and stimulate creativity in the teaching of design and technology. Morris comments that there are many ways teachers can use creativity in their classes but it is ‘only a job half done without the support of the school leadership’ (2006, p.7). Morris suggests that school leaders can support teachers in many ways such as providing resources that stimulate creativity and a stimulating environment. Ofsted suggests that school leadership should be dedicated to the encouraging of creativity. It will also ensure that good practise is resourced effectively across the schools. Our government is starting to realise that is it important for children to foster these creative skills, as they may become vital in the future. The need to foster all pupils’ creativity has become an important issue after the NACCE report. The development of creativity should be a concern of the entire school. Creative teaching strategies offer a chance for a fresh vision on education. Unfortunately, there is very little literature and research to evidence that teaching for creativity is effective. The NACCE committee is currently gathering a substantial amount of information that suggests that pupils achieve higher and behave better when they are more engaged in creative activities. The connection between creativity and effective teaching will more than likely be fully explored in the future. Since the NACCE report, creativity has been a debated topic in education and it is likely to remain this way. References Books Barlex, D. ed., 2007. Design Technology: For the next Generation.Shropshire: Cliffe Company. Fisher, R., and Williams, M., 2004. Unlocking Creativity: Teaching Across the Curriculum. London: David Fulton Publishers. Owen-Jackson, G. ed., 2008. Learning to Teach Design and Technology in the Secondary School. Abingdon: Routledge. Warnock, M., 1978. Imagination :University ofCalifornia Press. Journals Davies, T., 1999. Taking Risks as a Feature of Creativity in the Teaching and Learning of Design and Technology. The Journal of Design and Technology Education, 4 (2), pp.101-108. Fasko, D.J., 2000-2001. Education and Creativity. Creativity Research Journal, 13 (34), pp.317-327. Morris, W., 2006. Creativity: It’s Place in Education NACCE (1999) All Our Futures: Creativity, Culture and Education. National Advisory Committee on Creative and Cultural Education Report.London: DfEE. The NACCE report. Renzuli, J., 1992. A General Theory for the Development of Creative Productivity Through the Pursuit of Ideal Acts of Learning. Gifted Child Quarterly 36: 170-182. Websites Department for Education: The National strategies: Seal. [online] Available at: http://nationalstrategies.standards.dcsf.gov.uk/inclusion/behaviourattendanceandseal/seal [Accessed 12/12/10]. DT Association: Nesta: Butterflies in my Tummy [online]. Available at: http://www.data.org.uk/index.php?option=com_contentview=articleid=316Itemid=383 [Accessed 12/12/10]. Spendlove, D., 2002. Risk Brings Rewards. TES Magazine, [online]. Available at: http://www.tes.co.uk/article.aspx?storycode=371276 [Accessed 11/12/10]. Teaching expertise: Valuing and developing creativity. [online] Available at: http://www.teachingexpertise.com/articles/valuing-and-developing-creativity-1007[Accessed 21/12/10]. Teachers TV: Collaborative Enquiry. [online] Available at: http://www.teachers.tv/videos/collaborative-enquiry [Accessed20/12/10]. 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Using Cloud Computing Technology Microsoft â€Myassignmenthelp.Com

Questions: How Can Microsoft, Australia Implement Its Cloud Computing Technology To Provide Betters Security To Data And Information Stored In Databases? Why Does The Cloud Computing Technology Incurs Such A Huge Cost And Expertise That Is Needed To Be Possessed By The Workers Of Microsoft In Australia? What Kinds Of Measures Are Recommended For Microsoft, Australia To Overcome The Issues Related To Data Security And Higher Capital Investments? Answers: Introduction The research proposal is designed to discuss the various advantages and disadvantages that have been derived by using cloud-computing technology at Microsoft, Australia. The cloud computing enables computing technologies based on the internet technology for allowing the users to run programs that have been downloaded on a computer server. The cloud computing plays a major role in managing accessibility to different types of applications and programs with the use of internet technology. The research will illustrate about how the cloud computing can be used as an effective computing infrastructure by the organization to access computer networks, hardware and software components along with servers, applications and services efficiently. All these will be possible with the use of internet technology (Arora, Parashar and Transforming 2013). Other than the benefits, the cloud computing has resulted in various issues too including essentiality of internet connection, otherwise the accessibi lity to servers, computer networks, applications and programs will not be possible. If Microsoft exceeds the actual bandwidth allowance, then charges can be quite high and without downloading all the services, it can create cerate severe complexities to business the files and data through multiple devices (Microsoft.com 2017). Project Objective To determine the benefits obtained by Microsoft, Australia through the utilization of cloud computing. To make an evaluation of the negative effects of cloud computing on Microsoft, Australia To assess the different ways or approaches by which Microsoft in Australia has implemented its cloud computing systems To make recommendations for resolving the issues related to cloud computing and ensure successful business functioning for Microsoft, Australia. Project Scope There is immense scope for managing this research project because Microsoft, Australia has managed to provide Azure Cloud region for the Government of Australia to manage the data and information properly that have been left unprotected and not classified as well. The project scope helps in determining the various ways by which clouding computing can be implemented and proper business functioning is possible for Microsoft in Australia. With the identification of a proper scope, there will be enough opportunities to conduct a detailed market research and evaluate the benefits and drawbacks of using cloud computing with ease and effectiveness (Beloglazov, Abawajy and Buyya 2012). Advantages of cloud computing For the business organization, the cloud provider in Australia could deliver enhanced cloud services for the management of data and information that would be required to be protected and kept secure. Cloud computing provides an excellent digital platform to remain connected with the customers and stay ahead of the rivals within the competitive business environment, furthermore manage transformation of data to develop smartest applications and programs. The support by Government of Australia could help in making informed decisions and improve the engagement of customers. It could drive necessary changes, improvements and make clarification of the public trends among the workers to make them deliver services according to their needs and preferences (Chaisiri, Lee and Niyato 2012). Delivering innovation options The hybrid cloud has been used by many organizations in Australia to provide innovation options to the developers of programs and applications in Australia and deliver unmatched value that can satisfy the customers quite easily. The utilization of cloud computing has not only facilitated the development of better quality apps but also has led to the delivery of innovation services for allowing the organizations to achieve the business goals and objectives accurately (Chen and Zhao 2012). Decrease in capital investments Cloud computing allows for making investments for only how much it has been used. There is no need for greater capital investments to manage the deployment of local systems. The business organizations need to pay only for any extra users and in any case the members of a team decrease, the cost of cloud computing applications and programs will also be reduced. Therefore, the running costs would also be lowered and enhance the capability of the organizations to deliver better outcomes and productivity (Fernando, Loke and Rahayu 2013). Advantages of scalability While upgrading the functions and activities of the local system, there is need for purchase of hardware components along with management f proper licensing and configuration of networks and servers. Cloud computing provides better scalability by managing the hardware and software components and provide necessary support to the local systems whenever necessary. It has also enabled automatic upgrades and maintain the cloud services within less time too (Hamlen et al. 2012). Scope for mobility is huge The business organizations have stored the applications and programs in the cloud service provider with internet connection for accessing the software applications with ease. This would allow for managing the accessibility of data and information by the organizational staffs and keep that information stored securely. Advantage of disaster recovery Disasters tend to happen and this could result in huge loss of important data and information, because of which consistent backup should be required. As it is quite time consuming and costly, cloud computing has overcome these issues by managing safety of data and ensuring that the services and data are protected and made operational. This could transform the business as well as enhance the security mechanisms (Hashizume et al. 2013). It is because the data and information are stored in clouds and it prevents any unauthorized access to the data. Better collaboration and competitiveness The cloud computing delivers good cloud based applications that can encourage the staffs to work as a team and increase their potential to perform efficiently too. With the help of cloud computing system, small and medium sized organizations could be benefited through improvement of software systems and infrastructure of the organization, furthermore making the internet servers, computer networks and database systems function far better than previously (Lee and Zomaya 2012). Disadvantages of cloud computing for Microsoft, Australia In spite of the benefits drawn from the utilization of cloud computing system, there are several disadvantages too. Dependency on internet connection The cloud computing technology is purely based on internet connection and in case of any latency issues or lower bandwidth, the organizations suffered and failed to implement the cloud computing system properly. Depending upon the internet connection entirely was a major drawback, as without proper internet connection, the organizations would be unable to access the data and information (Microsoft.com 2017). Security issues There were security issues like emergence of NSA snooping scandals and even breach of data through hacking activities. These kinds of issues hindered the security maintenance and even exposed passwords and user names of the users within the organizations. High cost of implementing the cloud computing Though cloud computing looked like it reduces capital investments and operating costs, still all the features might not be present in the cloud and this it would need additional investments to add the features that were found missing. The customization of cloud based software and programs had greatly increased the cost and thus it had been a major drawback too (Rittinghouse and Ransome 2016). Though the inbound transfer of large amounts of data is free, the outbound data transfer incurs huge cost. Impact of cloud computing usage on Microsoft, Australia The cloud computing technology had allowed the business organizations to manage the servers, computer networks, applications, programs and databases with the use of internet and even monitor the ways by which customers utilize the big data and analytical information (Microsoft.com 2017). Cloud computing and provide various benefits for the business organizations in Australia through effective management of business operations and processes with convenience. This would evolve the business and boost the production level through proactive monitoring and management of capital assets properly (Xu 2012). The financial services would be improved to ensure customer satisfaction. Other advantages include benefiting the organization by enhancing its capability to attract more customers and generate positive outcomes with the support of Australian Government. The cloud computing usage by Microsoft in Australia had improved the customers services and support and even transformed the ways of keep ing data and information secured. The use of SQL server further enhanced its efficiency by providing exceptional security and enhanced performance within the organization (Zissis and Lekkas 2012). Literature gaps While conducting the research, various websites, articles and documents were reviewed, among which few of those did not contain relevant data and information. The presence of inaccurate data and information also hindered the successful accomplishment of research. There was poor access to the journals and articles because of which the negatives of using cloud computing were not assessed properly as audit. Qualitative research The main steps involved in the qualitative research include identifying the questions prepared based on the objectives, determine ways of collecting data and generate validated findings to prepare the final report. The qualitative data is obtained by interviewing the managers of the organization and obtaining their responses and opinions for the questions related to the use of cloud computing. Among the various sampling techniques, the non-probability sampling technique is the most suitable for obtaining their opinions by selecting a proper time when they can be available to become part of the interview session (Arora, Parashar and Transforming 2013). The sampling size is chosen as 10 managers of the organization from whom qualitative data has been obtained in the form of their views, opinions and responses. The managers provided their answers without any bias, so the data is valid and reliable and thus it can be used for conducting research on the same topic afterwards as well. The variables specified are cloud computing, advantages and disadvantages (Chen and Zhao 2012). Quantitative research Quantitative research allowed for obtaining the responses of customers and managed generalization of data for the development of a research hypothesis and identify the aims and objectives that are needed to be achieved properly. The sampling techniques used here are random sampling and purposive sampling techniques. This had helped in selecting a particular group of people from a huge population and then survey questionnaires were provided to them regarding the benefits and drawbacks of cloud computing. The questions present there were subjective, which helped in maintaining the validity of the research. The reliability of data was achieved because the customers provide their responses that were considered as data and information collected without bias and these could be used for further researches in the future as well (Fernando, Loke and Rahayu 2013). The sample size has been chosen as 55 customers for collecting quantitative data. Research Limitations Due to language barriers, many of the respondents could not understand the survey questions properly and this even wasted a lot of time during the research completion. They could not understand certain questions properly, because of which certain responses were not provided. The lack of time was another limitation, because though the research had been completed within the assigned time period, there was need of some extra time to accomplish the research conduction in much details (Hamlen et al. 2012). Time Schedule (Research plan) Main activities/ stages Month February Month March Month April Month May Month June Month July Selection of topic Collecting data from secondary sources Constructing the research layout Literature review Development of research Plan Selection of Appropriate Research Techniques Primary data collection Analysis Interpretation of Data which are collected Conclusion Development of Draft Final Work submission Conclusion The research was conducted to identify the major strengths and issues related to the use of cloud computing at Microsoft, Australia. The objectives, questions and collection of data procedures had been included here to show how the research was conducted. The literature review section provided an insight about how the cloud computing technology had created a positive impact on the organization and transformed the business entirely though betterment of services and products delivered to the customers. Reference List Arora, R., Parashar, A. and Transforming, C.C.I., 2013. Secure user data in cloud computing using encryption algorithms.International journal of engineering research and applications,3(4), pp.1922-1926. Beloglazov, A., Abawajy, J. and Buyya, R., 2012. Energy-aware resource allocation heuristics for efficient management of data centers for cloud computing.Future generation computer systems,28(5), pp.755-768. Chaisiri, S., Lee, B.S. and Niyato, D., 2012. Optimization of resource provisioning cost in cloud computing.IEEE Transactions on Services Computing,5(2), pp.164-177. Chen, D. and Zhao, H., 2012, March. Data security and privacy protection issues in cloud computing. InComputer Science and Electronics Engineering (ICCSEE), 2012 International Conference on(Vol. 1, pp. 647-651). IEEE. Fernando, N., Loke, S.W. and Rahayu, W., 2013. Mobile cloud computing: A survey.Future generation computer systems,29(1), pp.84-106. Hamlen, K., Kantarcioglu, M., Khan, L. and Thuraisingham, B., 2012. Security issues for cloud computing.Optimizing Information Security and Advancing Privacy Assurance: New Technologies: New Technologies,150. Hashizume, K., Rosado, D.G., Fernndez-Medina, E. and Fernandez, E.B., 2013. An analysis of security issues for cloud computing. operations of Internet Services and Applications,4(1), p.5. Lee, Y.C. and Zomaya, A.Y., 2012. Energy efficient utilization of resources in cloud computing systems.The Journal of Supercomputing,60(2), pp.268-280. Microsoft.com. (2017).Microsoft - Official Home Page. [online] Available at: https://www.microsoft.com/en-au [Accessed 27 Oct. 2017]. Rittinghouse, J.W. and Ransome, J.F., 2016.Cloud computing: implementation, management, and security. CRC press. Xu, X., 2012. From cloud computing to cloud manufacturing.Robotics and computer-integrated manufacturing,28(1), Accouting. Zissis, D. and Lekkas, D., 2012. Addressing cloud computing security issues.Future Generation computer systems,28(3), pp.583-592.

the attitude of Jesus towards outcasts as presented in Lukes Gospel Essay Example

the attitude of Jesus towards outcasts as presented in Lukes Gospel Paper Jewish religion and culture created many distinctions in society and there were many categories of people who were considered as outcasts, such as, lepers, Romans, foreigners, the sick and the poor. People who belonged to any of these categories were considered unclean and therefore were avoided. Jesus consistently breaks these conventions and interacts with outcasts. Jesus demonstrates equality and compassion whilst dealing with outcasts. In Luke 16:19-31, the parable of the rich man and Lazarus. The Rich Man gave the beggar nothing, not even the scraps from the table passed over by those who had plenty. This lack of generosity certainly had its consequences in the afterlife. His misuse of his riches has excluded him from eternal reward. He has enjoyed his reward on earth in full, spending it all on himself, with no care for the beggar at his gate. Riches may have been a gift from God, a reward even, but even the Torah would reveal that the responsibility to be generous came with power and money. However,1 Jeremias has pointed out that Jesus audience may well have associated the rich man in His parable with tax collector, so the Rich Man in Jesus story ending up in torment, separated from the good, would not, perhaps have been surprising. We will write a custom essay sample on the attitude of Jesus towards outcasts as presented in Lukes Gospel specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on the attitude of Jesus towards outcasts as presented in Lukes Gospel specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on the attitude of Jesus towards outcasts as presented in Lukes Gospel specifically for you FOR ONLY $16.38 $13.9/page Hire Writer On the other hand, its important to appreciate that from a Jewish perspective, many of Jesus listeners would perceive Lazarus as a sinner because of his miserable position, which was a judgement from God. Hence the sequel must have been wholly unexpected by the audience. Jesus listeners would have been shocked to learn that Lazarus was spending the afterlife in the intimate company of the great patriarch Abraham. He has enjoyed a complete reversal of fortune as suggested by 2Hendrikesen, after all the Rich man had several opportunities to help the beggar ut did not do so. It is also suggested by 3Drury that the Rich Man may, perhaps, have been of the Sadducee party. The Sadducees, a small but powerful group within Judaism, from whose ranks the top officials in the Temple. This elite often were the richest and the most powerful people who believed in preserving their traditions and would have kept In Luke 10:25-35 we have the Parable of the Good Samaritan, one of the most famous stories of Jesus and outcasts. The parable itself talks of how a man is beaten and robbed and left for dead by the roadside. A priest and a Levite walk by, ignoring him. The only one who stops and helps is a Samaritan. The Jews hated Samaritans at this time, and they wouldnt have liked that teaching. Jesus was saying that our neighbours might be the people we least expect. In that last parable, Jesus would have caused great offence by hinting that a Samaritan, a foreigner, and so an outcast, could reach the kingdom of heaven. Jews had the belief that they were Gods chosen people, and so were the only people who would enter heaven. Jewish law told that some groups should be ostracised and so they became outcasts. Jesus open welcoming of outcasts would have provoked hostile reactions among Jews as He was clearly breaking laws. Jesus himself was made an outcast for associating with other outcasts, which even helped his teachings. Jesus, however, welcomed and helped these people. He openly broke down the barriers that society had placed between themselves and these outcasts. Jesus touched lepers, talked with tax collectors and ate with sinners. One of the many examples of this is told in Luke 19:1-10. It is the story of Jesus and Zacchaeus, in which Zacchaeus is a chief tax collector who wanted to see Jesus. As he was small he climbed a sycamore tree to see Jesus. Jesus called him down and said he would stay in his house. The people were shocked that Jesus was going to and outcasts home. Zacchaeus promised to give half his belongings to the poor, and pay all he had cheated back four times as much. Jesus said that salvation had come to him and used a Messianic title talking of himself. This story is one of conversion, where the people were shocked that Jesus was actually calling a sinner and associating with him. How far does a social and historical background of first century Palestine contribute to an understanding of these events? In the time of Jesus, many people were marginalized; meaning that they were ostracised, or separated from the rest of the community. These outcasts included lepers, Romans, tax collectors, women (especially widows), sinners and foreigners. It was thought that these people deserved to be in treated like this as it was there own fault and that their sickness was a punishment from God. Jesus obviously did not agree with this opinion and showed that everyone was equal and deserved respect and care just like everyone else. The Jewish teachers of law would have been enraged by Jesus actions. He was going against major teachings of the law. On the Sermon on the Mount, he had taken it upon himself to, in the Jews eyes, to rewrite what had been passed down form generation to generation from Mosses and others. Although not completely changing them, some would have found that the new laws were much harder as they required real commitment to God. They considered that if you gave money to the church, you were a good person. Now they were shown that they must have the spirit and the faith, which was much more important. In many of Jesus miracles he did them because of the strong faith of those who received. Jews saw the Romans as an occupying army and the fact that they were foreigners and so in the Jews eyes wouldnt enter heaven. Jews would have believed that these were second-class citizens and anyone who worked for them were disloyal to the Jews. Also many Jews felt that tax collectors charged much more than was required. This was immensely irritating to the Jews and therefore tax collectors were considered unclean spiritually and morally.

5 Lessons for Mixing Past and Present Tense

5 Lessons for Mixing Past and Present Tense 5 Lessons for Mixing Past and Present Tense 5 Lessons for Mixing Past and Present Tense By Mark Nichol Writers often fall into a tense trap and don’t even notice. A tense trap is not a trap that makes you tense; it’s when you get stuck in past tense when the phenomena you are describing is perpetual or at least valid to the present moment. Here are some sample tense traps and their simple fixes: 1. â€Å"Bush lost me as a supporter when he said that outsourcing American jobs was a good thing.† This sentence from a newspaper column correctly reports in the past tense at the beginning of the sentence. But Bush likely said something like this: â€Å"Outsourcing American jobs is a good thing.† Even in paraphrase, the writer should retain the present tense: â€Å"Bush lost me as a supporter when he said that outsourcing American jobs is a good thing.† 2. â€Å"The two men chimed right in with their own stories about what wonderful people Jack and Margaret were.† Because this sentence is taken out of context, you have no idea whether Jack and Margaret were still alive at the time they were being discussed. To your credit, though, that thought occurred to you but it didn’t occur to the person who referred to the still-alive-and-kicking couple in the past tense. Unless Jack and Margaret later suffered from a personality disorder that transformed their natures, the writer should have made the observation in the present tense: â€Å"The two men chimed right in with their own stories about what wonderful people Jack and Margaret are.† 3. â€Å"These remarks infuriated French president Jacques Chirac, who declared that his country loved Jews and was not at all anti-Semitic.† Methinks Monsieur is suffering pied-en-bouche disease when he clumsily protests France’s apparently nonabiding affection for Semitic peoples. But it’s not his fault; the paraphrase should support the intent of his sentiment by using the present tense: â€Å"These remarks infuriated French president Jacques Chirac, who declared that his country loves Jews and is not at all anti-Semitic.† 4. â€Å"He wanted to know: Did it really do all the things people said it did?† Assuming you know that the product in question is extant and that its operating features are persistent, reference to it should be in the present tense regardless of the framing tense: â€Å"He wanted to know: Does it really do all the things people say it does?† 5. â€Å"Even when he was young, Dali was fascinated by and disturbed about how ants ate animal carcasses.† Because ants (disregarding the fact that Dali remains neither a youth nor alive) still eat animal carcasses, the verb should appear in the present tense: â€Å"Even when he was young, Dali was fascinated by and disturbed about how ants eat animal carcasses.† But look at this sentence from the same article: â€Å"This experience convinced the late artist that it was useless to represent reality in his painting.† This statement is correct as is. Knowing, as we do, that the artist is no longer alive and that the sentiment refers specifically to him, the point is no longer valid, so past tense here is proper. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:50 Slang Terms for MoneyCapitalization Rules for the Names of GamesA "Diploma" is not a "Degree"

Select a community concern and address the problem and findings in a Essay

Select a community concern and address the problem and findings in a report - Essay Example The Centers for Disease Control and Prevention (CDC) has revealed that â€Å"cigarette smoking is the leading cause of preventable death in the United States, accounting for approximately 443,000 deaths, or 1 of every 5 deaths, in the United States each year† (CDC, 2012, par. 2). Likewise, statistics revealed that more than 68% of smokers have signified intentions to stop (CDC, 2011) and that â€Å"the combination of medication and counseling is more effective for smoking cessation than either medication or counseling alone† (CDC, 2011, p. 1). Government agencies have acknowledged that a coalition between the state and local communities would assist in helping smokers control and ultimately lessen or stop smoking. Accordingly, â€Å"communities need to work toward transforming the knowledge, attitudes, and practices of users and nonusers by changing the way tobacco is promoted, sold, and used† (CDC, 2011, p. 1). The solution to stop smoking is a collaborative effort that starts with the smoker, the family members, and the local community where he or she is an active part

Wk2 INTL304 Forum Coursework Example | Topics and Well Written Essays - 250 words

Wk2 INTL304 Forum - Coursework Example Human source intelligence is considered the oldest method of information collection. The intelligence is collected from human sources. Collection of such data entails clandestine acquisition of documents, photographs and other related materials1. Going for the source of information ensures that the data collected is reliable and viable. Human intelligence entails all the information that is directly obtained from various human sources. It includes a wide range of activities from direct observation and reconnaissance to the use of spies and informants. The source of information is of essence since the information can be distorted when being moved from one source to the other. It is important to evaluate the target of collection before actual collection is done to avoid confusion and to ensure the information is thoroughly collected2. The intelligent information may end up not being viable in cases where wrong targets are selected. It may also take a long time to reach the source if the wrong targets are the ones selected in the beginning. Being aware of the source of intelligence information will help to identify the magnitude of the threat and thereby coming up with effective mitigation measures. Intelligence officials are t herefore tasked with a mandate of ensuring that the information collected is reliable and of

Preincible of leadership Essay Example | Topics and Well Written Essays - 250 words

Preincible of leadership - Essay Example Sample bias can be avoided by selecting the right people to ask the questions. Similarly, response bias can be avoided by making sure that respondents are asked questions right after the event while the information is still fresh. Another good avoiding such error is to make respondents note down or evaluate each stage of leadership separately from different aspects. This will enable them to note down the information and will prevent information overload and all of this will avoid all types of bias from the research. 2) Question 1: Is causal relationship always cyclic? Answer: Causal relationship is not always cyclic and can mislead the researcher if precautions are not taken well in advance. Cyclic complexes can exist in a research, but they can be avoided by defining a dependent and independent variable and conducting the research keeping in mind the nature of the test, and dependent variable that has to be tested. Question 2: What bias can exist in a causal research? Answer: The bi as that can exist in a causal research is researcher bias. A research should try to minimize this bias by using proper data analysis programs and other tools that may help him with the research. Works Cited: Malhotra, Naresh.. â€Å"Marketing Research: An applied orientation†. London: Prentice Hall, 2009. Print

Class and Money in Jane Austens Persuasion

Class and Money in Jane Austens Persuasion CLASS AND MONEY IN PERSUASION In most of the novels written by Jane Austen one clear topic is the social class. This topic becomes relevant in her novels because, in that way, readers can know how society was structured in the later 18th and the early 19th centuries when Austen lived. In the studied book of the course, Persuasion, the topics of social class and money are important to understand the behaviour of the characters through the novel and how, as the story progresses, some of the main characters change their opinions adapting them to the circumstances. In this essay, I am going to make an analysis of the thoughts of two characters in relation to social class and money and how these thoughts change to others totally opposed throughout the book. The characters that I will analyze are Sir Walter Elliot and Mr Elliot who are the ones in which the change of mind is clearly. First of all, I will start talking about Sir Walter and his thoughts that class is superior to money by making reference to the novel. The book starts by saying that â€Å"Sir Walter Elliot, of Kellynch Hall, in Somersetshire, was a man who, for his own amusement, never took up any book but the Baronetage; there he found occupation for an idle hour, and consolation in a distressed one;†¦ he could read his own history with an interest which never failed – this was the page at which the favourite volume always opened† (p. 3). It is clear that only by reading the beginning of the novel, readers can understand how important social class is to Sir Walter because the passage is saying that he can spend a lot of time reading his own status in society. Also, the first chapter shows the vanity in Sir Walter. This can be seen in the sentence â€Å"vanity was the beginning and the end of Sir Walter Elliot’s character† (p. 4) which explains itself how his personality is and how his principles are. Moreover, his family’s position and name is very important for Sir Walter and the beginning of the book is full of examples that can prove it. One of them is when he talks about his daughters as if they can add name to the status of the family by getting a good husband who belongs to a superior family and thus raise its own name. First of all, he makes reference to his little daughter, Mary, when he adds her to the Baronetage writing her marriage with Charles Musgrove. Sir Walter says that Mary only â€Å"acquired a little artificial importance, by becoming Mrs Charles Musgrove† (p. 5). Later, he talks about Elizabeth, his elder daughter, who still has the potential to marry well and, for that, is the more valued by her father. Finally, he makes reference to Anne who is treated badly by Sir Walter because he thoughts that Anne is a lost cause and for him â€Å"she was only Anne† (p. 5). So, with all this information, the conclusion is that the love and treatment Sir Walter gives to his daughters depends on what they add or could add to the social status of the family. Another example where Sir Walter favours class over money is in relation to his financial situation. Lady Russell presents a plan which consists on apply a more controlled strategy to solve Sir Walter’s debts, but he refuses and finally he decides to move to Bath and rent Kellynch Hall because, by doing this, he thinks that he can still maintain his image. In other words, if he remains in his house controlling the money he spends, everybody would notice that Sir Walter went through financial problems. Other issue concerning this financial problem is that, instead of selling the house, he prefers to rent it; that is, he prefers to mortgage the powers he has but he never would sell them. All this is a proof of how he considers money inferior to class because he thinks it is worst that people know his problems than having them. Arriving at this point, it is necessary to talk about who rent the house because, obviously, the person who rents it cannot be nobody but, at the same tim e, he cannot be better than Sir Walter in society as it is clearly defined in the following quotation â€Å"I have let my house to Admiral Croft, would sound extremely well; very much better than to any mere Mr An admiral speaks his own consequence, and, at the same time, can never make a baronet look small†¦Ã¢â‚¬  (p. 21). In addition, readers can see in Sir Walter’s attitude towards the Navy that he prefers the traditional upper classes based on inherited titles to the new ones who work to get money and social status. Sir Walter uses the expression â€Å"persons of obscure birth into undue distinction† to refers to people who earn their money in the Navy and, also, he says that the Navy â€Å"raises men to honours which their fathers and grandfathers had never dreamt of† (p. 17). Furthermore, the importance of class is seen in the way Sir Walter talks about Bath when Anne arrives to Camden Place. He says about his house that is â€Å"undoubtedly the best in Camden Place† and that â€Å"their acquaintance was exceedingly sought after† (p. 119). In the two sentences above, it is clear that the only thing important to Sir Walter in Bath is what people thinks about him and his family and, obviously, to keep a social status, although he had to leave Kellynch Hall for his bad economy. Additionally, the cousins of Sir Walter arrive to Bath and that fact is other example of how important is the class for him because they are people of higher social status and the connections with them will be beneficial for his family. It happens another issue in relation to the arrival of his cousins when Anne decides to visit an old friend called Mrs Smith, who is a widow, instead of going with her father and Elizabeth to visit the Dalrymples. In relation to that, Sir Walter says â€Å"A Mrs Smith. A widow Mrs Smith; And who was her husband? One of the five thousand Mr Smiths whose names are to be met with everywhere?† (p. 136). With that speech, Sir Walter shows his displeasure for people of lower class than his own and, also, that he values more connections with upper class people than friendship because he tries to persuade Anne to cancel her meeting with Mrs Smith. Arriving at that point, it is time to talk about the change of thought that happens to Sir Walter in relation to social class and money. So far I have been spoken of the importance of social classes for him, but when he meets in a concert with his cousins and Captain Wentworth, who acquired his fortune by working hard, arrives Sir Walter and shows his recognition of him. At the beginning of the novel, Sir Walter dislikes Captain Wentworth because he get his money working and he has not inherited title, and in that way, Captain Wentworth becomes a new rich man, that is a person who does not deserve to be part of upper classes according to Sir Walter as it is mention when I talk about his opinion about Navy in page three. In the last chapter of the book is where readers can see the complete change of mind that Sir Walter has towards Captain Wentworth, where Sir Walter goes of thinking that marrying his daughter Anne, Captain Wentworth would be â€Å"a very degrading alliance† to consider him â€Å"very far from thinking it a bad match for her† (pp. 23-216). This could be considered as a turning point in Sir Walter because he leaves his prejudices and his consideration of classes. The second character that I am going to analyze is Mr Elliot, who considers money more important than a title in his youth but his attitude change when he arrives to Bath. When Mr Elliot is introduced, readers do not have much information about him and in the last chapters is when people know more about this character by the information that Mrs Smith provides to Anne. Mr Elliot,† replied Mrs Smith, â€Å"at that period of his life, had one object in view: to make his fortune, and by a rather quicker process than the law. He was determined to make it by marriage. He was determined, at least, not to mar it by an imprudent marriage; and I know it was his belief (whether justly or not, of course I cannot decide), that your father and sister, in their civilities and invitations, were designing a match between the heir and the young lady, and it was impossible that such a match should have answered his ideas of wealth and independence. That was his motive for drawing back, I can assure you. (p. 175) In the episode above, it is clear what the intentions of Mr Elliot are when he was young; he wanted to make money at any cost by marrying a suitable girl. He does not expect if the girl belonged to a high social class or if her family possessed a lot of titles, his only interest was money as it is shown in the following paragraph; Money, money, was all that he wanted. Her father was a grazier, her grandfather had been a butcher, but that was all nothing. She was a fine woman, had had a decent education, was brought forward by some cousins, thrown by chance into Mr Elliot’s company, and fell in love with him; and not a difficulty or a scruple was there on his side, with respect to her birth. All his caution was spent in being secured of the real amount of her fortune, before he committed himself. (p. 176) In addition, it is clear in the book that Mr Elliot is not interested in his future inheritance except from Kellynch Hall which can get money of it. Also, in a letter that he wrote to his friend, Mrs Smith’s late husband, expresses his displeasure for his surname and he claims that he wished he had any name instead of Elliot. But there are two clearly situations in which he changes his attitude towards social class. One of them is in the discussion with Anne about the Dalrymples and the other situation is when he takes Mrs Clay to London and installs her in a house there. In relation to the first situation, the conversation that Anne and her cousin maintain is: â€Å"My idea of good company, Mr Elliot, is the company of clever, well-informed people, who have a great deal of conversation; that is what I call good company.† â€Å"You are mistaken,† said he gently, â€Å"that is not good company; that is the best. Good company requires only birth, education, and manners, and with regard to education is not very nice. Birth and good manners are essential†¦ (p. 130) The idea of this passage is that Mr Elliot thinks that people should socialize with others who have an equal or superior status to them, but in contrast, he claims that the best company is clever people to have interesting conversations. The second situation is relevant to the fact that he takes away Mrs Clay to avoid a possible engagement with Sir Walter and the possibility that he does not inherit his fortune if they have an heir. In conclusion, with all the information given above, it is a clear fact that these two characters change their mind and their principles in relation to money and social class. Sir Walter, at the beginning of the novel, thought that social status is more important than money as people can see in the situations that I describe; for example, his attitude towards his daughters, his thoughts about the Navy or his interest of maintain his reputation when he discovers his financial problems. But, at the end, occurs a turning point when Sir Walter shows his recognition for Captain Wentworth and he approves the engagement with Anne. On the other side, Mr Elliot in his youth thought that money is more important than social class but with the two situations explained in page six, the discussion with Anne about the Dalrymples and the situation concerning Mrs Clay, he changes his attitude.

Gays in 9-11 Essay -- Gay Rights Argumentative Persuasive Essays

Gays in 9-11 The events of September 11, 2001 have left many people all over the world speechless to say the least. What happened that day at New York City’s World Trade Centers and Washington D.C.’s Pentagon have left many people without their loved ones, their jobs, or any sense of reason. Husbands lost wives, wives lost husbands, children lost parents, parents lost children, and partners lost their other halves. Friendships and families were destroyed. It is at our time of weakness that we are able to be our strongest. For it is at that time when there is nothing else to do, and no where else to go; when you’ve hit rock bottom there is no where to go but up. No one asked questions, people just did whatever they could to help. America’s public safety organizations didn’t hesitate for a second; they risked their own lives to help save the lives of others, people they didn’t even know. The only thing that our public safety teams knew was that all the innocent people that were attacked were fellow Americans. Perhaps that was all the information they needed, but day after day teams were back at Ground Zero and the Pentagon relentlessly looking for survivors and doing whatever they could to quickly get our lives back on track and gain some sort of closure. However, now it is time to start asking the questions no one ever wants to. â€Å"United we stand.† Direct from the media on a one way path into your homes these words and other such phrases have been tossed around and thrown in your face. Stop, and think. What is the real meaning of these inspirational and nationalistic phrases? Inspirational and nationalistic for whom? United is an adjective that means â€Å"combined into a single entity; concerned with, produced... ...size their differences or similarity from the heterosexual norm? If lesbians and gay men are increasingly integrated into society as full citizens, what will happen to other more marginalized groups, such as poor women on welfare? Does equality for some necessarily lead to equality for all† (Stein 225)? Arlene Stein is trying to articulate similar questions to those posed in the previous paragraph. What will happen to the immigrants who have been oppressed in the past, will they fall through the cracks while gays and lesbians gain acceptance? Or will they too be accepted? I assure you, the questions don’t stop here. My paper raises the question of acceptance, but is that all we really want? Do we just want acceptance across the board, or will all of us, gay and non gay, participate in the queerer project of inventing more just worlds and communities?