Mid term paper Essay Example | Topics and Well Written Essays - 500 words

Mid term paper - Essay Example The revolution has encouraged the equal opportunity among men and women in the place of work. This is because it has ensured that these two genders have equal capabilities to function at work. There is no a designated task to one gender that cannot be undertaken by the other. Furthermore, it has ensured that there is a balance between the employment of men and women in the workplace, hence ensuring that gender balance has been achieved. Cuba is the only state in the world to achieve an almost perfect gender balance, and all this is due to the revolution. The most desirable society that can be created in Cuba is one where all people within it are equal, with nobody being either above or beneath the other (Miller 675). Moreover, there should be gender balance in government so that it is no longer just dominated by men. In addition, a society that is just should be created, where everybody is allowed to do what he or she want so long as what they do does not destroy the aims of the revolution. However, the creation of such a society cannot be achieved unless several threats are dealt with swiftly. One of these is the beginning of a highly paternalistic culture in the society, where one cannot go ahead in life unless he or she is sponsored by somebody powerful in society. The second threat is the temptation to introduce slowly capitalistic features into the country in order to conform to the world economy. This is extremely dangerous because so far, the revolution has been a success and it can therefore, not be merged with corrupting el ements. The United States has from the very beginning of the revolution, been the biggest enemy of Cuba (Gronbeck-Tedesco 651). It has repeatedly, tried to overthrow the revolution and replace it with a corrupt capitalistic system like the one that existed before. This state is, therefore, also the biggest threat to the achievement of life that the new order would bring to the people of Cuba. There is a

Gender and contemporary art Essay Example | Topics and Well Written Essays - 1500 words

Gender and contemporary art - Essay Example The essay "Gender and contemporary art" discovers the gender in the context of contemporary art. If one pays attention to the historical development of art, it is possible to see that gender pays significant role in paintings, sculpture and other kinds of art. For example, in medieval art male and female nude figures had special sense, and our perception of these masterpieces occurs through the gender realization. Male nude figures were associated with heroics, family fathers and often - with real historical characters: â€Å"The idea of the heroic male nude continued well into the 19th century; here Napoleon, who certainly wore a fabulous uniform on the field of battle, is sculpted like a nude Greek god. Perish the thought that his nudity has any sexual resonance†. ). Nude female figures were associated differently in different times and epochs: they were symbols of sexual desire, fertility, motherhood, family and so on . So, gender plays significant role in art of all histor ical periods, and our time is not exception from this point of view. What is the role and context of gender in contemporary art? This paper will explain the answer in the next parts. . There is an idea and opinion that the role of gender in contemporary art is important and significant, and people often behold modern art masterpieces with gender idea realization. This idea is interesting and controversial. It is increasingly important in this age of numerous varieties of contemporary art forms and numerous approaches.... Many people believe that there are no gender differences in contemporary art, and that the gender idea in art is more inherent for ancient and medieval art, but these people overlook the fact that in many modern art masterpieces this idea is rather appreciable, and we as humans cannot ignore the gender idea in such significant kind of our activity as art. Furthermore, there are some art branches today which pay appropriate attention to the gender differences or in contrary the gender similarities, and many artists underline these ideas in their works of art. In this essay, I will argue that the role of gender in contemporary art is important and significant. Gender context of contemporary art, as well as gender differences in contemporary art of some regions will be also discussed. 3. Today the gender context of contemporary art is under influence of feminist approach to art. Modernism in contemporary art assumes that an artist uses freedom in his or her artistic experiments, but female artists today are not inclined to underline their female identity in visual art: "Even though modernism seemed to offer artists more freedom and autonomy, for women artists this meant the denial of their gender identity whereas the whole history of modernist art can be interpreted as the glorification of male creativity and sexuality" (Kivimaa K., 2000). Many artists today assert that there is "male art" and "female art". In other hand, there is a tendency of unisex in contemporary art. In this sort of art gender attributes are mixed, and women and men are demonstrated in unusual roles: "The principle of mimesis could be an effective tool for undermining various kinds of stereotypes, and it is

Enterprise Resource Planning Assignment Example | Topics and Well Written Essays - 2500 words

Enterprise Resource Planning - Assignment Example "The ERP market showed solid organic growth in 2004 as IT spending improved," says Jim Shepherd, vice president of research at AMR Research. "The market was also affected by consolidation within the segment, as well as ERP vendors acquiring best-of-breed players to broaden their portfolios." The top ten ERP vendors by revenue are in the following order: SAP, Oracle, PeopleSoft (acquired by Oracle December 28, 2004), Sage Group, Microsoft Business Solutions, SSA Global, Geac, Intentia, Lawson, Infor Global Solutions. The report, "The Market Analytix Report: Enterprise Resource Planning, 2004-2009", delivers revenue and growth rates for the top ERP players as well as growth forecasts through 2009. AMR Research expects the enterprise applications market to grow from $47.8 billion in 2004 to $64.8 billion by 2009. SAP has had a solid reputation and has been the market leader and its revenues grew from about $8 billion in 2003 to about $9.4 billion in 2004. That amounts to a 17 percent increase in revenue, with software licenses up by 20%. SAP reached these figures without any major acquisitions. Being a viable alternative to confused customers who were witness to the Oracle and PeopleSoft takeover saga, it benefited by luring their customers towards its products. When it is all said and done, SAP-owned 40 percent of the market for ERP software in 2004, says AMR, which predicts SAP will own 43 percent of the market by the end of 2005. To do this, SAP must grow revenues 11 percent this year to about $10.4 billion. The sap is growing very well and is expected to gain more than twice the revenue and market share of Oracle by the end of 2005.Before the hostile takeover of Peoplesoft by Oracle in 2003, PeopleSoft was the second largest ERP vendor with 13 percent of the market, and Oracle was a clos e third with about 12 percent of the market. In 2004, the combined market share of those two vendors dropped two percentage points to 22 percent, and in 2005, the combined Oracle-PeopleSoft will drop three more points to 19 percent of the market, according to AMR. Microsoft Business Solutions garnered a solid 13 percent from $683 million to $775 million, to claim 3 percent of the market. AMR sees the ERP division of the world's largest software company growing revenues by 15 percent in 2005, to $891 million, which would give it a 4 percent share.  

Why Do Earthquakes Occur Near Tectonic Plate Boundaries Essay

Why Do Earthquakes Occur Near Tectonic Plate Boundaries - Essay Example The hot plumes create volcanoes, while the jerky action of the movement results in seismic waves that create an earthquake. The volcanic lava flowing to the surface creates islands such as the Hawaiian Islands. Figure 2 illustrates the seismic activity that takes place when two continental plates collide. The lithosphere floats on the asthenosphere. The lithosphere has broken up the earth's crust into ten major Figure 2 (US Geological Survey) tectonic plates. Here we see one of the crustal plates being forced under the other, producing earthquakes. A mountain range is produced at the plate boundaries as the rock formations are deformed and moved upward by the action of the shifting plates. Some of the rocks in the mountains may have been set down in an ocean environment that existed between the two continental crusts prior to collision. Figure 3 shows the boundaries of the major tectonic plates. As these plates shift over time, earthquakes occur at the point of collision. As can be seen on this map, the boundaries are the most earthquake prone areas on earth. This Figure 3 (US Geological Survey) includes the California coast, Japan, and The destruction and number of deaths caused by earthquakes is proportional to the magnitude of the earthquake. Measured on the Richter scale from 1 to 10, each successive number is 10x the magnitude of the previous number. A magnitude 7 is 10 times stronger than a magnitude 6, and a magnitude 8 is 100 times stronger than a magnitude 6. Obviously a stronger earthquake is capable of more destruction. More deaths will generally occur when the earthquake hits a population center. However, there have been innovations in the last 100 years that have helped minimize the destruction and reduce the death toll. Understanding plate tectonics and mapping the world to reveal major fault lines has led to improved building construction around the world. The National Earthquake Hazards Reduction Program (NEHRP) conducts research and presents programs of public education. They have also developed standards for the safe design and construction of buildings and other structures. One major change to the Uniform Building Code involves a structure which is supported by a number of bearing pads that are located at the base of the building and the foundation. As the earth's crust moves in one direction, the pads themselves absorb the vibration and the building essentially remains stationary. Japan and California face similar seismic activity and geological threats. Experts from these areas have been world leaders in developing safer construction methods and stricter building codes. These techniques have resulted in more earthquake resistant structures in public schools, bridges, hospitals, and dams. Works Cited Earthquake Hazards Program. 24 Oct. 2006. US Geological Service. 13 Dec. 2006 . National Earthquak

New testament paper Essay Example | Topics and Well Written Essays - 750 words

New testament paper - Essay Example It will be shown that in Luke, Satan is given more dialogue and arguably, more emphasis with regard to a number of elements. Conversely, in Matthew, Jesus is provided with more dialogue, more personality, and thus, greater emphasis as a figure. By no means can it therefore said that Satan is more important, both are uniformly championing the realm of spirit against the realm of matter or material. Rather, the difference in emphasis will be examined in regard to the respective impact for the very significance of this duality or contrast. The difference of emphasis between Satan and Jesus, can be discerned at a number of junctures with regard to dialogue. Literally, one can quantify the amount of words provided by each and discern a measurable difference that represents a further distinction in emphasis. For instance, in line 4 both books articulate the idea that â€Å"Man shall not live on bread alone†, but Mathew adds: â€Å"but on every word that comes from the mouth of godà ¢â‚¬ (Mathew 4:4 and Luke 4). Further, in the line that follows the temptation presented to Jesus from Satan from the mountain top – that is, where he takes him to the top of the mountain and offers him everything in the earthly realm, Jesus is also given more dialogue. ... He is issuing a forceful command. Similarly, Jesus is actually â€Å"fasting† (Mathew 4:1) in Mathew whereas in Luke he merely â€Å"ate nothing† (Luke 4:1). There are religious overtones to fasting, whereas not eating does not carry the same weight. Jesus piety, reverence and humility finds greater emphasis with the idea of fasting especially when we consider what he says about it later: â€Å"When you fast, do not look somber as the hypocrites do, for they disfigure their faces to show others they are fasting† (Mathew 6:16). Fasting carries with it, connotations like sincere humility, and this emphasized in Mathew over and against Luke. As mentioned, the converse is true in Luke. That is, Satan is given more dialogue and more emphasis in a number of significant passages. Most notably, Satan's personality is more prominent in the line about taking Jesus to the mountain top. Consider the difference of emphasis in Luke: â€Å"I will give you all their authority a nd splendor; it has been given to me, and I can give it to anyone I want to. 7 If you worship me, it will all be yours.† (Luke 4:6-7). Not only is this a more flourished emphasis, the usage of personal pronouns is quite astounding for such a small passage or phrase. The usage of 'I' occurs three times, and the usage of 'me' occurs twice. This is quantitatively different than the emphasis in Mathew, but also qualitatively succinct too with regard to the impact. By emphasizing the individuality of the figure, Satan is isolated and made a more succinct figure. The duality between the kingdom of god and that of Satan becomes glaringly contrasted as a result. By contrast, in Mathew he merely asks Jesus to bow down and worship him. In Luke, his power is emphasized become of the articulation

Economics Article Analysis Example | Topics and Well Written Essays - 1250 words

Economics Analysis - Article Example Comparative advantage is often measured in terms of the overall cost involved in producing any particular good or service. Further with the increase in the competition at the international level puts pressures on the international prices of the goods and it may become difficult for the firms to continue to export their products in the international markets at the current prices without reducing the costs or improving the technology to manufacture the product. The article under review discusses the wine industry of Australia and how the exports changed over the period of time due to certain factors. This article discusses as to how the sales in terms of volume changed over the period of time besides the reduction in the prices at international level. This report will therefore focus on the application of microeconomic theory on the facts and statements made in the article and will provide a comprehensive discussion of how the international trade dynamics come into interaction with each other in international market. The article under study provides a historical overview of the Australian Wine industry and how it evolved over the period of time. It also discusses some of the dynamics in international market and what are the factors on which competition between the countries is based. (McEachern 2003) It is critical to note that the article suggest that the Australian wine is regarded highly by the wine drinkers all over the world. Due to the quality of the wine, Australian companies have been able to erode the French domination from the market. This fact suggests that the Australian firms have been able to achieve the relative comparative advantage in international market due to the quality of the wine. The above graph shows the composition of how the total production in the country is sold. It clearly indicates that most of the wine produced in the country is exported to countries like UK, US, China and Hong Kong thus suggesting that the

Uniforms in Public Schools Essay Example for Free

Uniforms in Public Schools Essay Since crime is a staple in almost every community, it only follows that public schools, as indispensable institutions in the community, may be vulnerable to criminal predicaments, if not inevitable victims of crime altogether. Crimes in public schools range from trivial to serious cases. According to a DPI news release, most of these crimes have something to do with possession, be of illegal substances, firearms, and explosives, or even petty alcohol (DPI, 2006). However, although not as rampant, crimes in public schools also involve robberies, as well as physical and sexual assaults. Even more alarming nowadays is the fact that public schools can also become targets of massacres or killings sprees, as was proven by the Virginia Tech incident in a CNN article dated April 17, 2007 (CNN, 2007). Thus, the current situation of public schools becomes rather alarming, and parents worry about their children who are in school. Marcus Nieto, author of Security and Crime Prevention Strategies in California Public Schools, says that the causes of school crimes vary along with different perspectives regarding the matter (Nieto, 1999). Joel Turtel, author of Public Schools, Public Menace, on the other hand, states that some consider lack of discipline in schools a primary cause, while others believe that it is lack of moral values and parental guidance (Turtel, 2005). Facts show that drug use is also a precipitant of school crime and violence, and there are those who maintain that it is due to â€Å"glorified violence† in culture and the media (Nieto, 1999). Survey shows that negligence of parents is also a contributing factor, and was also identified in a CNN poll as one of the top three causes of crimes in schools along with access to guns and the media (Nieto, 1999). Numerous strategies have already been and are being employed to prevent such crimes within schools. Such preventive measures range from simple and inexpensive to downright elaborate. Simple preventive measures include â€Å"assigning teachers in hallways, grouping troubled students in alternative schools, and requiring visitor registration (Nieto, 1999). † Other strategies involve creating a peaceful ambiance conducive to teaching and learning through â€Å"comprehensive school-safety plans, zero-tolerance policies for drugs and weapons, and community collaboration (Nieto, 1999). † More elaborate preventive measures include providing telephones for each classroom, installing surveillance systems, stationing of uniformed police officers and creating anonymous hotlines and websites through which anyone in possession of weapons and other illegal material can be reported. The U. S. Department of Education states in the Manual on School Uniforms that the increasing violence within schools prompts parents and faculty members to subscribe to the implementation of a school uniform policy (Department of Education, 1996). According to Linda Lumsden, the associate editor, and Gabriel Miller, a research analyst and writer for ERIC Clearinghouse on Educational Management at the University of Oregon, the matter of school safety is a concern that renders the idea of a dress code or uniform policy rather attractive (Lumsden Miller, 2002). However, the implementation of a uniform policy cannot possibly solve the crime problem altogether. The U. S. Department of Education furthers in the Manual on School Uniforms that â€Å"uniforms by themselves cannot solve all the problems of school discipline, but they can be one positive contributing factor to discipline and safety. † II. Presentation of Proposal A mandatory school policy may not be the entire solution for the growing levels of violence and public school crimes. However, it can contribute significantly, though indirectly, to the maintenance of a safe and disciplined environment that is conducive to learning (Department of Education, 1996). Moreover, the implementation of a dress code or school uniform policy comes along with several more benefits. The benefits enumerated by the U. S. Department of Education include: â€Å"decreasing violence and theft—even life-threatening situations—among students over designer clothing or expensive sneakers, helping prevent gang members from wearing gang colors and insignia at school, instilling students with discipline, helping parents and students resist peer pressure, helping students concentrate on their school work, and helping school officials recognize intruders who come to the school (Department of Education, 1996). † More importantly, as one parent commented at a forum regarding dress code policies via internet e-mail, uniforms can help students take school more seriously with a renewed respect for that place where they are being prepared for the future, where they will, most likely, also be required to observe a dress code. III. Summary and Rebuttal of Opposing Views Studies may have shown that no difference exists between students who are in uniform and those who are not. However, a mandatory uniform policy provides a sort of equality among students, for the same dress code will more or less reduce the superficial gap between the impoverished and the well-off. This will then lessen the pressure among students, especially adolescents, to dress in order to fit in (Middleweb, 2000). The implementation of a dress code policy may also be contested by another counter-argument, that is, a required dress code will further challenge the purchasing power of families from the poorer neighborhoods. According to the U. S. Department of Education, non-uniform outfits are usually more expensive than uniforms. According to an August 2002 article of the Wall Street Journal, the cost of uniforms range from $25-$40 per outfit (NAESP, 2002). An article from USA Today states that parents more or less spend $185 for non-uniform outfits for each child. Nevertheless, implementation of a uniform policy might still be a burden for families who cannot afford them (NAESP, 2002). Still, school districts can come up with provisions to assist those families. For instance, the school itself can provide uniforms to the students who cannot afford them (Department of Education, 1996). Community and business leaders can also provide financial assistance, and school parents can help each other provide uniforms for their children (Department of Education, 1996). The school alumni can also donate their used uniforms to the less privileged (Department of Education, 1996). IV. The Justification for the Proposal Argument A. Feasibility The implementation of a uniform dress code in public schools is highly feasible, as many school districts have already required their students to observe a dress code. Cherry Hill Elementary was the first public school to subscribe to a mandatory uniform policy (NAESP, 2002). Then Long Beach Unified School District in California followed suit in 1994 (NAESP, 2002). Since then, more and more schools have adopted uniforms. Promowear listed the top ten cities with the most schools with a uniform policy, namely: Los Angeles/Long Beach, New York, Houston, Philadelphia, Dallas/Fort Worth, Washington DC, New Orleans, Detroit, Jacksonville FL, and Atlanta (NAESP, 2002). B. Cost-Effective As a proposition of policy, the implementation of a uniform policy in public schools calls for a change in the status quo. Thus, the cost of this change must be considered. However, if the advantages are weighed against the disadvantages, the implementation of a uniform policy in public schools is cost-effective. As was mentioned above, a mandatory uniform policy comes with several benefits while the disadvantages are only minimal. Furthermore, the disadvantages comprised by the supposed repression of self-expression and additional expenses can be addressed. The U. S. Department of Education recommends that the uniform policy should not prohibit wearing â€Å"expressive items† with uniforms like pins or buttons, for instance, â€Å"so long as such items do not independently contribute to disruption by substantially interfering with discipline or with the rights of others (Department of Education, 1996). † The financial dilemmas can also be solved, as was already mentioned above. C. Does it work? The uniform policy apparently works, as many schools, both public and private, have already been observing a mandatory uniform policy for years. D. How will it be implemented? According to the U. S. Department of Education, the decision to implement a mandatory uniform policy is made by â€Å"states, local school districts, and schools (Department of Education, 1996). † Moreover, in the Manual on School Uniforms by the U. S. Department of Education, it is stated that parents and faculty members must also be involved in the evaluation on whether or not to adopt school uniforms (Department of Education, 1996). V. Moral Acceptability Since there exists an assumption that students have a right to liberty of expression, a sort of controversy springs in the midst of the idea of implementing a dress code. â€Å"Although students retain constitutional rights to freedom of speech and expression, the Supreme Court has held that these rights are limited (Madrid Garcia, 1999). † In fact, the Supreme Court has recently articulated that schools can instill students with â€Å"state sponsored values and ideals;† hence, school officials have the power to regulate expression, especially if they distract such values. Another warrant or assumption might be the aforementioned notion that uniformed students are no different from those who are not. Again, the matter of concern is not individual differences but the safety and well-being of the learning environment and the school population as a whole. VI. Conclusion A mandatory school uniform policy may not be the entire solution to the predicaments regarding crime and violence within public schools, but its positive contributions to making the school environment safe, disciplined, and conducive to learning must be considered. The adoption of a school uniform policy may entail minute disadvantages, but these can be addressed and are minimal compared to the benefits a uniform or dress code policy provides. The students only have to realize that it is for their own good. CNN. (2007). Witness survives by pretending to be dead. Retrieved April 25, 2007, from www. cnn. com/2007/US/04/16/vtech. shooting/index. html Department of Education, U. S. (1996). Manual on School Uniforms [Electronic Version]. Retrieved May 03, 2007 from http://www. ed. gov/updates/uniforms. html. DPI. (2006). Latest Annual Report on School Crime and Violence Released. from www. dpi. state. nc. us/newsroom/news/2005-06 Lumsden, L. , Miller, G. (2002). Dress Codes and Uniforms [Electronic Version]. Retrieved May 03, 2003 from http://www. naesp. org/ContentLoad. do? contentId=417. Madrid, M. J. , Garcia, E. A. (1999). STUDENT DRESS CODES: Constitutional Requirements and Policy Suggestions [Electronic Version]. Retrieved May 03, 2007 from http://www. modrall. com/articles/article_13. html. Middleweb. (2000). Some Thoughts About School Uniforms. Retrieved May 03, 2007, from http://www. middleweb. com/INCASEUniforms. html NAESP. (2002). Public School Uniforms [Electronic Version]. Retrieved May 03, 2007 from http://www. naesp. org/ContentLoad. do? contentId=929. Nieto, M. (1999). Security and Crime Prevention Strategies in California Public Schools. Retrieved May 03, 2007, from www. library. ca. gov/crb/99/12/99-012. pdf Turtel, J. (2005). Public School Prisons. Retrieved April 26, 2007, from www. homefires. com/articles/public_school_prisons. asp