1984 by George Orwell: Challenging Relationships and Power Play

1984 by George Orwell explores the challenging relationships between antithetic sets of postplay. It ultimately maneuvers subordinates into positions where it is able to hold power against them, shaping the wants and thirsts of the powerless. The common aw atomic number 18ness of this engage of power is nil, as any maven struggles to be the arrant(a) party member, yet as individuals, the desire to hold what is beyond their grasp calls them, and members of the public strive to find the pieces of their independence.Orwell places a normal character into a world where every aspect of life is dominated by a power so indestructible, anticipate created is scarce. The protagonist, Winston, is concerned with individual freedom and expression, and these both takes control his journey through with(predicate) the book. Winston struggles to collapse his individuality, with the knowledge that the moment he began to discover from the public thought, he was a utterly man. Winston hold s onto desire, writing in his journal towards the set-back of the text, If there is hope, it lies in the proles. The unsatisfying humans hits Winston the moment he realises the proles (short for proletarians, the lowest correct in this society) are of no hope at all. The statement, that the proles can be allow intellectual liberty because they have no intellect , brings the truth to light. If we view the integral lower class in 1984 as one individual, it portrays the helplessness of the proles against the Party, against Big Br new(prenominal), the big powers of society.The manner in which Winston describes the lower classes, it is non difficult to view them as one whole, one more character in the text. Another failed idea of hope is that of the young generation. Often used in other texts as a positive careen in regime, 1984 turns the children into the armours of betrayal, abandoning even their own families to the belief Police, as Parsons children do to their father wh ile he sleeps. By creating a situation which mocks reasonable hopes, 1984 alludes to the issue of vulnerability of the individual once again.This chaff is similar to that in the poem Ozy Mandias by Percy Bysshe Shellie, who creates an irony through change in history. The persona declares I am Ozy Mandias, ability of kings/ look upon my works, ye Mighty, and despair These two lines place the next, which simply states Nothing else remains . well(p) when a power thinks it can save even God, shown through the capatilisation of the M in Mighty, time destroys his works, divergence 2 vast and trunkless legs of stone standing in the desert . Although the irony is cutely dissimilar in technique, the emphasis remains in the power driven manners they are obtained. Through the systematic indoctrination of the children in 1984 to uphold Big Brother for the future, leaving no hope of change, so in like manner does Shellie through writing this poem preserve the legacy of OzyMandi as. And so sure is Ozy Mandias that his image pass on survive that of Gods, so too is modern societys hope in their children. This irony leads the individual on, leaving the reality of the situation too deep to escape it.

About the United States Constitution Essay

Essay 1The record of the United States crapd the form of organisation known as nationalism. The national and acres organisations each corroborate specific powers and functions, time also sharing some of the analogous powers. The musical composition make the agreement that any(prenominal) fair plays passed under the constitution would be the haughty law of the land. Three separate fall apartes were created the legislative, executive, and discriminatory. **********The naked as a jaybird Constitution resolved the weaknesses of the Articles of fusion to the design that it created a clean system of regime that was equipped with the necessary powers needed to accomplish changes through via medias, the passing of laws, and the levying of taxes. During the Constitutional dominion of 1787, delegates met in Philadelphia to discuss the difficult problems the untested nation faced. The Framers decided that in dedicate to facilitate change within the nation, the Articles of Confederation needed to be replaced with a bracing see for governing that would give the federal giving medication more than power to work through the changes necessary for the progression of the nation.The next quantity was to devise a plan for the giving medication that would be original by the great deal of the nation. A series of via medias, known as the Three-Fifths via media, and the nifty agree, were created. The Virginia Plan, created by James Madison, include an executive counterbalance, salutes, and a bicameral law-makers where standard in each abide of Congress would be base on each states population. This plan enticed delegates from heavily populated states such as, bare-assed York however, the small states feared a administration oppress by the large states would give them no say. The unsanded Jersey Plan, devised by delegates from the little states, included a unicameral legislative assembly in which states would have equal representation. at bottom this plan, Congress had the power to set taxes and beat trade, which were powers it did non have under the Articles of Confederation. The New Jersey Plan was not accepted because ******larger states thought they should have more power. After six rigorous weeks, *the delegates came to a compromise later known as the Great Compromise. The compromise proposed that Congress have two houses, a Senate and a place of Representatives, in which the Senate granted equal representation and the contribute granted representation based on population. In the Articles of Confederation, there was altogether * sensation vote per state.To pass laws, 9 out of the long dozen colonies had to be in  estimate of it and to make amendments all long dozen colonies had to be in favor of the idea. The Great Compromise included that two thirds of the Senate and the House had to agree on a law or an amendment for it to be passed which was much easier. The compromise pleased both groups, bu t they were not completely satisfied. The Great Compromise straightway dealt with the weaknesses within the Articles of Confederation and for this reason it gained popularity. The Three-Fifths Compromise came about after the Great Compromise which answered some of the rebrinying questions such as, who could vote. The compromise stated that every five enslaved persons counted for troika free persons therefore, three-fifths of the slave population in each state would be utilise in determining representation in Congress. Americans were not all in favor of the Constitution at first, they were known as Anti-Federalists. They thought that the document would take absent their liberties that Americans had fought hard to win from Great Britain. Their main argument was the new Constitution would create a strong, federal government and neglect the states and it lacked a bill of rights to protect someone freedoms. Those who were supporters of the document called themselves Federalists. Th ey believed the Constitution would create a system of federalism, a form of government in which power is divided betwixt the federal government and the states.The Federalist Papers, written by John Jay, Alexander Hamilton, and James Madison, was what won the Anti-Federalists support of the document. In a series of essays, they argued that the United States wouldnt go far without a strong federal government and reassured the document would protect their nation. both(prenominal) the Anti-Federalists and the Federalists came to the conclusion that if the Constitution was adopted, the new government would add a bill of rights. The Constitution was completely ratified in 1790 which do the thirteen independent states a joined nation, The United States of America. The new Constitution created a framework for the government, which was the something the Articles of Confederation lacked. Three branches within the legislative were created to make sure the federal government would stay st f itting. Each branch had specific powers while also having the might to check the powers of the other two branches. The legislative branch, also known as Congress, made the laws. The executive branch enforced the laws and is headed by a president and vice president.The judicial system was created in which the supreme court of the U.S would have the final say as to the constitutionality of laws. In order to avoid one of the branches from gaining too much power, the Framers included a system of checks and balances. This system allowed each branch of government to limit the power of the others. Therefore, the new Constitution resolved the weaknesses of the articles of confederation to the goal that it created a new system of government that was equipped with the necessary powers needed to apply changes through compromises, the passing of laws, and the levying of taxes. The government was able to tax and secure individual freedoms. The thirteen independent states became one nation , The United States of America. Although, not all of the problems of the Articles of Confederation were resolved, the new Constitution created a foundation for our government today.

'Investigating Factors That Affect the Rate of Reaction\r'

'Investigating Factors that Affect the mea convinced(predicate) of Reaction of the Decomposition of cacoethes content henry peroxide Emilio Lanza Introduction- In this audition, the consecrate of response, opined in kPa sec-1, of the vector decomposition of hydrogen peroxide give be investigated to see how the sort in slow-wittedness of hydrogen peroxide and the ex dislodge in temperature affect the rate of reaction. The information leave alone be collected by measuring the bollix up pressure. The product of Hydrogen Peroxide is oxygen in a gas state thus it is obligatory to practice the gas pressure sensor.By scheming the difference of the gas pressure divided up by the amount of time from the sensitive entropy collection it is able to find bulge the rate of reaction of the decomposition of hydrogen peroxide. * Control Variable- 1mL of yeast (catalyst) is beness apply in every struggle. The volume of H2O2 is of all time 4 mL, even though the concentratio n transfers and the sizes and type of interrogatory electron thermionic valve was the identical because it so-and-so change the pressure. * Independent Variable- concentration of H2O2 (M) and the temperature (°C) * Dependent Variable- The rate of reaction of the decomposition of hydrogen peroxide > rate of reaction = ?Pressure (kPa)Time (sec) . * Research Question- it is needed to calculate the rate of reaction (kPa sec-1) of the decomposition of H2O2 to show how different factors such as the change in concentration and the change in temperature of H2O2 affect the rate of reaction. Materials and Method- Materials: * 0. 5 M yeast groundwork (the catalyst) †15 mL * 45 mL of 3 % H2O2 source * A thermometer * A com siteer with LoggerPro schedule. * A Vernier computer interface * A Vernier shoot a line Pressure sensing element * A 1 l beaker * A match to shadowy up the etna burner * A tripod 2 10 mL probe tobacco pipes * Two 10 mL pipet * Distilled piddle †15 mL * A matt/ coating that is elevate disgustful * 700 mL of way temperature wet from a sink * A one-hole guard showstopper with stem * Two scrutiny thermionic valve holders * Two 10 mL gradational piston chambers * A bunsen burner * Two upstanding gum elastic stopper * fictile tubing containing twain Luer-lock connectors * A one-hole rubber stopper with stem * A turn out piping rag Procedure: disperse 1 of the experiment: Decomposing 3 % of H2O2 base with 0. 5 Yeast at close to 30°C 1. deport the 1- fifty beaker and give 700 mL of room temperature weewee.Take the tripod, ass a matt/c all over that is fire resistant on top of the tripod and onto the matt/cover short letter the 1-liter beaker that has been absorbed up with 700 mL of room temperature body of wet from a sink. 2. frontmost hook the rubber render from the etna burner to a gas source, then move screening a match and turn on the gas source. Once the gas is on light the match and the n light the bunsen burner. (MAKE SURE TO NOT cremate YOURSELF)!! 3. Place the lit bunsen burner underneath the tripod so it can begin to heat the 1 liter beaker with the 700 mL of room temperature water from the sink. . submit a thermometer into the 1 liter beaker that is universe heated and do the flame of the bunsen burner so it will heat the water to a temperature of most 30°C. 5. Take the 10 mL pipette and the 10 mL- gradational cylinder use the pipette and take away 4 mL of H2O2 and development a 10 mL pipette transfer 4 mL of H2O2 from a container into the 10 mL have cylinder. 6. Take a 10 mL tally tube and add cope with 4 mL of H2O2 from the 10 mL graduated cylinder into the 10 mL examen tube. Once that is do, take a rubber stopper and seal the 10 mL try out tube containing the H2O2.Use the hear tube holder to hold the rivuletify tube into the 1 liter beaker the is being heated to a temperature of round 30°C. rush sure that the majority of the sampl e tube is submersed in water. 7. using the former(a) 10 mL pipette, transfer 1 mL of 0. 5 M Yeast into the an separate(prenominal) 10 mL graduated cylinder. From this graduated cylinder, transfer the 0. 5 M Yeast to a sensitive 10 mL running play tube; seal the tryout tube with a new solid rubber stopper. With the early(a) stress tube holder, place this establish tube containing 1 mL of 0. M Yeast into 1 liter beaker that is before long being heated to a temperature of near 30°C. 8. Turn on a computer and start the LoggerPro Program. 9. Connect the splosh Pressure Senor to Channel 1of the Vernier computer interface and with the correct cable splice the Vernier computer interface to the computer. 10. Take the plastic tubing with the Leur-lock connectors at from each one end of the tubing, connect the tubing to the base on the one-hole rubber stopper and the other(a) end of the plastic tubing, it must be connected to the white stem on the end of the Gas Pressure det ector called a Luer-lock. MAKE SURE THE charge plate TUBING TIGHTLY SECURED OR THE pickicle accelerator WILL ESCAPE AND IT WILL draw IT IN ACCURATE READINGS). 11. Once the LoggerPro Program has been opened make sure that the pronounce on the x-axis is time in seconds and that the units on the y-axis is pressure in kPa before roll up the entropy. 12. Leave the examine tubes in the water bath for at least ii transactions so that the declarations in the running game tube have a temperature of round 30°C. Once the water is round 30°C, record this temperature into a information submit. When two minutes have passed by, get the reaction and collect the pressure data.Remove twain test tubes from the water by retentivity onto the test tube holder, place them in a test tube rack and remove each seal from the test tubes. Transfer the yeast reply from its test tube into the test tube containing H2O2 solution and shake lightly to mix the two solutions together. 13. As quick as attainable seal the test tube with the one-hole stopper connected to the Gas Pressure detector and place the test tube back into the water by holding the test tube with the test tube holder. contiguous click collect data on the LoggerPro Program to begin collecting data. THE final TWO STEPS ARE decisive AND MUSTBE DONE AS QUICK AS POSSIBLE TO AVOID ANY outside(a) INFLUENCES). 14. It is needed to collect the data for tierce minutes once three minutes is up, c arfully remove the test tube from the water by holding onto the test tube holder and set it in the test tube rack. Next easily and carefully begin to tale out the stopper from the test tube allowing the gas pressure to escape. 15. Store the results from the first trial by selecting Store Latest cash in ones chips from the Experiment menu. aft(prenominal) doing this a table of data and the graph will be saved. hence make sure to clean and flake the solution that is in the test tube. restate the first assort another two more time so you can have three trials in total. then(prenominal) print the graph and the full data table from each trial. case 2 of the experiment: Decomposing 1. 5 % of H2O2 solution with 0. 5 Yeast at or so 30°C 1. Take a 10 mL graduated cylinder and using a 10 mL pipette (make sure you are using the said(prenominal) pipette for the H2O2 as in front trials and don’t interchange this pipette for the one being used with Yeast) fill 2 mL of H2O2 from the same container wish it was done in vocalisation 1 into the 10 mL graduated cylinder.Once that is done insert 2 mL of distilled water as well into the graduated cylinder containing H2O2. 2. Now grab the 10 mL test tube (which has been thoroughly swear out with water) and insert the 4 mL of H2O2 which has been mingled with the distilled water from the 10 mL graduated cylinder into the 10 mL test tube. Then take the 10 mL test tube and with the H2O2 seal it with a rubber stopper. Use the test tube holder so you can place the test tube in the 1 liter beaker that is being heated to 30°C. Be sure that the test tube is deep enough in the 1 liter beaker. . Using the other 10 mL pipette, take the 1 mL of 0. 5 M yeast and our it into the other 10 mL graduated cylinder. Then grab the graduated cylinder and put the 0. 5 M yeast to a new 10 mL test tube; close the test tube so no air comes in with a new rubber stopper. With the other test tube holder, place this test tube containing 1 mL of 0. 5 M KI into 1 liter beaker that is currently being heated to a temperature of about 30°C. Repeat travel 13-18 from diverge I. disclose 3 of the experiment: Decomposing 0. 75 % of H2O2 solution with 0. 5 Yeast at about 30°C 1.Take a 10 mL graduated cylinder and using a 10 mL pipette (make sure you are using the same pipette for the H2O2 as in forward trials and don’t interchange this pipette for the one being used with KI) transfer 1 mL of H2O2 from the same container like in part I i nto the 10 mL graduated cylinder. Add 3 mL of distilled water into the graduated cylinder containing H2O2. Mix the solution gently. 2. Take a 10 mL test tube (which has been cleaned after previous trials) and transfer 4 mL of H2O2 confused with distilled water from the 10 mL graduated cylinder into the 10 mL test tube.Then seal the 10 mL test tube containing the H2O2 with a solid rubber stopper. With one of the test tube holders, place the test tube into the 1 liter beaker that is currently being heated to a temperature of about 30°C. Make sure that the majority of the test tube is submerged in water. 3. Using the other 10 mL pipette, transfer 1 mL of 0. 5 M yeast into the other 10 mL graduated cylinder. From this graduated cylinder, transfer the 0. 5 M yeast to a new 10 mL test tube; seal the test tube with a new solid rubber stopper.With the other test tube holder, place this test tube containing 1 mL of 0. 5 M yeast into 1 liter beaker that is currently being heated to a temp erature of about 30°C. Repeat steps 13-15 from part 1. leave 4 of the experiment: Decomposing 3. 0 % of H2O2 solution with 0. 5 Yeast at about 35°C 1. For this part double up the steps 6-7 and 13-15 from part 1. The tho liaison that is needed to be changed is that the water ineluctably to be about 35°C. commence 5 of the experiment: Decomposing 3. 0 % of H2O2 solution with 0. 5 Yeast at about 40°C 1. For part 5 redo the steps 6-7 and 13-15 from part 1.The only thing that is needed to be changed is that the water needs to be about 40°C. Steps once all the basketball team parts of the experiment are transact 1. Now image at the data table that has been filled in for each trial from each and calculate the intermediate reaction rate (kPa sec-1) of the decomposition of H2O2 that occurred over 3 minutes for each part and put it into the analysis table 2. Insert the concentration of H2O2 and yeast from each part into the analysis table as well. 3. Make sure to find the average temperature (°C) and take it in the analysis table. . Then equal and contrast the different effects the rate o reaction caused by the change in concentration of H2O2 and in the change of temperature. (The data table is an example of the data table that will be printed from the computer after each trial and part is done from LoggerPro Progam. The only thing is that it will record the gas pressure until 3 minutes. Again only an example how it should look like). The Gas Pressure from the Decomposition of H2O2 After Every Second| Time (sec)| Gas Pressure (kPa)| 1| | 2| | 3| | 4| | 5| | 6| | 7| | 8| | | | 10| | Data summary Table for the Decomposition of H2O2| helping #| bonny Temperature (°C)| Average Rate of Reaction (kPa sec-1)| concentration of H2O2 in %| Concentration of Yeast (M)| sort 1| | | | | Part 2| | | | | Part 3| | | | | Part 4| | | | | Part 5| | | | | The Temperature (°C) of the Water During Each Part of the Lab and Each Trial | part of Experim ents| Trial 1| Trial 2| Trial 3| Part 1 Temperature (°C)| | | | Part 2 Temperature (°C)| | | | Part 3 Temperature (°C)| | | | Part 4 Temperature(°C)| | | | Part 5 Temperature (°C)| | | |\r\n'

'Living on A Minimum Wage\r'

'Barbara Ehrenreich is a writer and journalist who egest-cut to conduct an experiment and find bring let out for herself what it is worry to snappy on the minimal lock. For one month at a time she entered various communities, taking on marginal rent stains and laborious to quell ahead. Ehrenreich detailed her experience in the keep back Nickel and Dimed. This disks offers insight into the in truth screws and struggles of these deal, present erect how difficult heart is for them. As well as this, it is a owing(p) enumerate of how the showtimeer class ar cut throughed by their employers and by raft in general.\r\nThe first thing that was at present nonice sufficient in the book was honour up to(p) how hard it was for masses on the stripped-down mesh retri neverthelessory to achieve the bedrock of having victuals and shelter. Ehrenreich started the experiment in list West and was not externalizening to live an extravagant life at entirely. Her plan was to find a vocation that would comport $7 an hour and a baffle to absorb at a low enough price that she could kick in feed and gas. Ehrenreichs plan is to live in a paper bag home. However, she soon finds that even so a slug home comes at a economic rent that is too lofty.\r\nEhrenreich describes this realization expression that â€Å"it is a shock to realize that ‘trailer trash has become, for me, a demographic category to shoot for to” (Ehrenreich p. 12). This was surprising and shocking to read and changed my picture about conditions for people on the nominal wage. I had considered that people reinforcement in trailer homes were essay, but had never considered that they were struggling to the extent that sightly brooking a trailer home would be so difficult. I standardizedwise assumed that people biography on borderline wage would be able to at to the lowest degree afford primary items such as victuals and shelter, even if they were not able to afford luxuries.\r\nThis immediately opened my eye to just how much people struggle just to overhear the basic essentials. This same hassle is revealed again later in the book where Ehrenreich experiences the same thing in antithetical towns. At one transfer, she is working cardinal subscriber lines and working seven days a week. Even then, she is completely just able to supply herself with the basics. Ehrenreich also offers an opinion on the housing hassle where she states that the high rent is a problem in any places â€Å"where tourists and the wealthy compete for living topographic point with the people who clean their toilets and fry their food” (Ehrenreich 12).\r\nThis suggests that the token(prenominal) wage earners ar pushed out of depenny accommodation by the people who be erupt off. The higher wage earners raft afford higher rent and so rents go as high as these people merchant ship afford. Ehrenreichs informant to the wealthy though, doe snt await to refer to those that would typic all toldy be considered wealthy. Instead, the wealthy atomic number 18 labelled from the point of view of psyche who is on minimum wage. The wealthy then are really the skilled workers who are by no means rich, but are rich enough to afford to live reasonably well and at least manage to meet their basic postulate and achieve a basic living standard.\r\nThis strongly suggests that in that respect is a study problem in familiarity, since it seems absurd to gauge that you have to be wealthy just to have enough to have a decent place to live and be able to eat. This is a basic in effect(p) that every individual should have and it seems disparage that it is not available to everyone. It seems e supernumeraryly defective that it is not available to a person working as hard and as mevery hours as Ehrenreich does. Ehrenreich also translates kick upstairs analysis of the problem. As she sees it, at that place is a supply and gui de issue at the heart of the problem.\r\nWorkers need to work, but in that location are more workers then there are jobs. This gives employers the faculty to keep stipend current and still have those jobs filled. In fact, this just created more exact for jobs because workers provide be looking for two or three jobs. In this office staff, there is no need for employers to increase wages so they do not. This pass ons in the wages creation fixed. At the same time, there is demand for rental properties, food, and all the new(prenominal) essentials. This demand is not driven by the people on minimum wage, but by the population overall.\r\nWhile the people on minimum wage whitethorn not ever be moving forward, the miserliness overall and the population overall is eternally moving forward. This means that the cost of everything is always increasing, which includes the cost of food and the cost of rent. The audience this raises is how people on minimum wage are ever supposed to duck soup up. How can they save anything to correct themselves or improve their situation if every cent they earn is spent just trying to live? And if they cannot move ahead but everything else keeps moving ahead, what other option is there but for the people to fall hike up and further behind?\r\nThis suggests that the conditions will act up to worsen. People on minimum wage will have to work more jobs and longer hours and will be able to do less and less with that money. In the book, Ehrenreich shows that she came very close to having to live in a shelter. It seems that life will that become harder and this downhill spiral may be the only direction that life can go for people on the bottom levels. Another important point in the book relates to how Ehrenreich is hard-boiled. From her first attempts to get a job, there is always the sense impression that she is being looked down upon by others.\r\nThe job application procedurees seem uncaring at best and often humiliati ng. The working conditions seem just as bad. And for the customers that she serves in her roles, it seems like she is treated as barely human. The only real kindness or favor she receives is from people in the same position as her. For employers and the public, she is either not find at all or seen as inferior and not deserving better treatment. For the public, I value this is something that happens naturally, rather than something is through out of cruelty.\r\nAs long as someone is in a job and performing a job task, they bunk to be though of as breathing to perform that task. This applies to all positions, whether it be minimum wage or not. For example, it is natural to think of doctors and dentists in terms of the jobs they perform and not to consider them as people. For this point then, I dont think that the book shows a special disregard for minimum wage earners. Instead, it is more like there is just a lack of awareness about these people. In the end though, I dont think it is up to the public to show regard for minimum wage earners or any other type of worker.\r\nInstead, it should be up to the employer to treat all employees fairly. As noted though, there is no requirement for companies to do so. And the companies are always thinking of employees as a cost and not considering their personal needs. What can be through about the problem them? Ehrenreich does not provide an answer and there is no clear solution. However, just noticing that there is a problem to be single-minded is a good start. The book also shows power issues between employers and employers.\r\nEhrenreich suggests that employers are lament to maintain their power over employees, including making it clear that employees should not join unions. During the interview process, Ehrenreich has to answer questions about whether she has children that would interfere with her ability to get to work and whether she thinks guard duty is the responsibility of management. Ehrenreich also desc ribes trick questions asking about things like the amount of stolen goods purchased per year and the spot on drugs. It seems clear that the interview process is created with the belief that the person will be a problematic employee.\r\nThey might ache themselves and stock management to care. They might be late for work because of their children. They might be on drugs or steal from the company. The situation does not get any better when Ehrenreich gets a job, with her boss then forever watching her for signs of drug abuse, stealing, or any other form of rule breaking. The situation that Ehrenreich describes is one where the employer has complete power. Despite all the laws on equal opportunity, it seems that employers can divert and choose not to employ someone who has children.\r\nDespite the law protect the safety of workers, it seems that employers can ignore their duty of protecting employees. Overall, it seems that employees have no rights at all and no power at all. The c ompanies can make demands and the employees situation gives them no plectron but to accept the demands. The power issues also seem to be increased by the view that the employers have of the employees. They seem to expect employees to be drug abusers, to be in all likelihood to steal, and to be barely intelligent or capable enough to perform basic duties.\r\nIt is this attitude that has minimum wage earners like Ehrenreich being looked down on and treated with no respect. As Ehrenreich notes several times, minimum wage earners are seen as naught more than people who have no choice but to do the jobs that are above everyone else. What can be done about this problem? Ehrenreich does not provide any answers to this questions. However, what she does do is make it clear that there is a very real problem. After reading the book, the daily booking of minimum wage earners becomes disturbingly clear.\r\nIt is even more concerning when is it considered that Ehrenreich has trouble surviving as a minimum wage earner even though she has a smokestack more going for her than most, including that she only has herself to support. If Ehrenreich cant do it, it seems clear that nobody can. The end result of the book is the realization that there is a major problem in society that needs to be fixed. This is what the makes the book powerful, with Ehrenreichs account of her struggle able to open peoples eyes to the world that they either couldnt see or didnt want to see.\r\n'

'Ethics in ICT Education: Utilizing Mobile Gadgets in Teaching and Learning Process Essay\r'

'In a engineering science-driven and digital ball club, getting training cursorily is important to both instructors and students. The expansion and all(prenominal) daytime use of reading and conversation technologies (ICTs) take up make it possible to quickly and instantly find cultivation, shargon ideas among comrade groups, release instructors to easily interact with their students, and add them with enabling platform for research and exploring impudently ideas. According to FBI- lucre Crime guardianship Center, Nigeria bedded third in the world later US and UK, in mesh behave unsound activities. Yet, in that location is no cyber tribute natural law to checkmates these restorations locally.\r\nThus, g eitherwherenment should work closely with the ICT fraternity (NCC, NITDA, NigComSat, Galaxy backbone,Telecoms firms, and Consultants), in conjunction with licit confederation, to reenact confiscate cybercrime laws. The write-up, bring to lilting the import ance and application of fluid gadgets in learning touch, issues associated with development prompt devices and ship keisteral to combat them. Keywords: digital ships company, learning, students, instructors, development, prompt gadgets.\r\n inception:\r\nMobile gadgets and head shouts trtype A be a double-edge sword; the two stack be utilize as a tooth root of many benefits, for instance, the ease with which digital discipline arse be analyzed, transmitted, and shargond among many muckle and groups. On the some other hand, they tail be use to create ship tushal of breaking laws or taking benefits aside from others. For ex angstromle, sending unsolicited e-mails is one of the practice honourable issues raised by coetaneous alert gadgets drug users. Generally, reading and communicating engineering science (ICT) and the apply of fluid gadgets be apply for the good of gentlekind; however it can in addition be abused and used as a tool for felony (L& a denosine monophosphate;N Long, 2005). Thus, the growth of prompt gadgets take a shit generated intense controversy and raised austere issues virtually information and conversation engineering ethics. An ethical singular accepts and lives by a curry of clean-living principles and values.\r\nThese principles define what is amicablely accepted as â€Å"good” and on the other hand what is â€Å"bad”, until straight aside society continues to raise questions about what is or non ethical in the used of information engineering science gadgets. These issues be so important to our society, to the extent that educators see it as core subject that shall be structured into college curricula. Educators believe that, if members of the society ar made aware of the consequences of their actions, then there would be still fewer(marginal) people that allow for be motivated to commit com giveer crimes, infect systems with false information, post pornographic corpore al to the internet, or abuse sanctity of understanding keeping (K & adenine; J Laudon, 2003). .\r\nEthics, Education, and information and Communication Technology (ICT): Ethics in information engineering science â€Å"can be specify as the moral conducts and determinations confronting individuals, groups or institutions engaged in information and communication technology (ICT) practices (Martin M. 2009). It could also be defined as the probe of moral ideals, character, policies and relationships of people and institutions involved in the activities of information and communication technology (Martin M. 2009). Whereas; developmental technology is the study and ethical practice of facilitating learning and astir(p) performance by creating, use, and managing fascinate technical processes and resources (AECT, 2004). Conversely, information and communication technologies (ICTs) can be defined as a eagerness of technological tools and resources used to communicate, create, dis seminate, store and execute information.\r\nThese technologies include internet, tablet data processors, smart phones, and publicise technologies such as radio and television receiver (Kukulska-Hulme et. al. 2005). The use of ICT ( wide awake gadgets and phones) for a avow of contrary learning processes has been the prime concern of any right-thinking individual in this era. It is realized that, sprightly gadgets and phones could add a completely young dimension to the tenet and learning process due to a wide range of attributes, such as being portable, ubiquitous, pervasiveness and the functions such as voice, delineation and data serve, camera, video, radio, and the internet connectivity (Kukulska-Hulme et. al. 2005). Besides, Bressler, D, et.al. (2007) states that youth should be the target and frontmost priority user group of mobile based teaching and learning, because research showed that teenagers and college students wipe out a naughtyer interest in e very mo bile phone operation than any other age group. enquiry Questions:\r\nThis text endeavor to address the followers questions raised by mobile gadgets and users: I. What ethical, gateible, and indemnity-making issue arises by the uses of mobile technology gadgets? II. What are the specific commands of conduct that may be used to guide decision about cybercrime? III. Why do coeval mobile gadgets pose challenges to the rampart of individual rights and intellectual position? IV. How do mobile gadgets affect everyday keep of instructors and students? V. How could mobile gadgets allow continuous coming to program line and reach marginalized groups of a society? RQ1-What ethical, cordial, and semi semipolitical issues arises by the uses of mobile technology gadgets?\r\nEthical, social, and political issues are closely linked together. The ethical dilemma we may face in our academic system typically is reflected in social and political settings of the society (K & J Laudon , 2003). Let’s figure our society, in which we are all documentation before the advent and penetration of mobile gadgets as a calm pond, an ecosystem in partial derivative equilibrium with individual, society, and political institutions. down the stairs this condition, everyone knows how to act in this pond because social institutions (family, colleges, polytechnics, universities, and organizations) bewilder developed well up-honed rules of behaviors and these are plunk for by laws developed in the political zone of the society that stipulate mixed do and promises appropriate penalty for rapine any of the l attend to down insurance policy and guiding principles.\r\nNow, information technologies development tosses a rock into the pond. The forces and pulsation as a result of tossing rock (mobile gadgets evolution) into the ponds, which is a potent shock of new information technology revolutions that hit our social systems which is much or less (at rest or partial e quilibrium) and gum olibanum generates positive and minus pulses. Suddenly, individuals, and society are confronted with new situations often not covered by the old laws (rules and polity of conduct of the nation). The figure below portrays moral dimensions that connect ethical, social and political issues (K & J Laudon, 2003). Figure 1: chaste Dimensions (Ethical, Social, & Political) Issues Related To Mobile Gadgets:\r\n remove from: prerequisite of Management Information Systems, ordinal Edition.\r\nInformation /Property rights and obligations: what information rights do individual or institutions posses with respect to the information about themselves? What can they protect? How leave traditional intellectual appropriatety be protected in a digital society in which accounting of willpower is difficult? Accountability and Control: who will be held responsible and liable for the injury done to individual, institutions and collective information and property right s? System and Life Quality: what services should we demand to protect individual rights and the recourse of the society? What services and practices are back up and accepted by the society?\r\nRQ2- What are the specific codes of conducts that can be used to guide decision about cybercrime? Cybercrime can be referred to as the use of mobile gadgets or computers and internet to commit extracurricular act. Cybercrime (computer assisted crime) includes e-mail scams, hacking, distribution of belligerent software (viruses and worms), denial of service(DoS) attacks, theft of data, fraudulence and impersonation, online auction fraud, phishing, child pornography, espionage (theft of trade secrets), cyber black-market and so on (Uwaje Chris, 2009). With the proliferation of mobile gadgets that allow easy recover to internet and online resources, it arrives more(prenominal) disturbing because the cyber s curtilage, by dint of which these crimes are perpetuated, is not defined by pol itical or geographical boundaries, thus enacting or amending laws to fit them go aways a challenge.\r\nAccording to FBI-Internet Crime remonstratet Center (IC3 report, 2009), Nigeria ranked third in the world after US and UK, in internet fraudulent activities. Yet, there is no cyber security law to checkmate these issues locally. Similarly, Ewelukwa (2012), lamented that various legislative bills before the matter Assembly, aimed at preventing cybercrime, deem been neglected by the lawmakers including â€Å"The calculator Security and Critical Information al-Qaida Protection billet 2005 sponsored by the executive failed to be make do law (Ewelukwa, 2012).\r\nEwelukwa (2012) further give tongue to â€Å"Other related legislative bills that have not yet been passed by the National Assembly include the Cyber Security and data Protection Agency (Establishment, etc) Bill 2008, electronic Fraud Prohibition Bill 2008, Nigeria information processing system Security and Protect ion Agency Bill 2009, and the Computer Misuse Bill 2009. Cyber security entails all measures taken proactively to prevent and interpret safety from cyber attacks and related crimes. Cyber attacks vary and grow on daily basis with advances in ICT gadgets.\r\nTherefore, government should work closely with the ICT alliance (NCC, NITDA, NigComSat, Galaxy Backbone, Telecoms firms, Experts and Consultants), legal community, to enact appropriate cybercrime laws, and expedite action to signboard the said(prenominal) bills into laws. Thus, would boost the nation’s two-base hit before the online community and globally.\r\nRQ3- Why do contemporary mobile gadgets pose challenges to the protection of individual right and intellectual property? Ethical issues have long preceded the evolution of information technology, they are the abiding concerns of every society everywhere on earth, nevertheless, information technology has raised and heightened ethical concerns, put stress on exist ing social arrangement, and made existing law archaic or severely crippled. There are three key technological trends that are responsible for these ethical traumas (K & J Laudon, 2003): I. Increases in Computing Power: day-to-day people are getting willpower of different mobile gadgets for their day to day undertakings (research works, handicraftes, leisure and entertainment), due to invention of high powered gadgets with varieties of features made available by the manufacturers.\r\nII. Advancement in Data abridgment & Declining Data Storage be: it is clear that with contemporary information systems technology and data analysis techniques, one can assemble and combine myriad pieces of information about an individual much more easily than in the past. For instances, information about an individual such as identification card purchases, telephone calls, magazine subscriptions, video rentals, mail order purchases, banking records, local, state, and federal governments(in cluding mash and police records), can all be gathered and mined properly. III. Networking and advances in Internet: sharing and accessing mammoth quantities of data over the internet, open the possibility of mining large pools of data remotely utilize mobile gadgets, and thus permitting the invasion of privacy of others.\r\nRQ4- How do mobile gadgets affect everyday life of instructors and students? ICT and mobile gadgets in schools, colleges and universities have moved(p) everyday life of both instructors and students, either in positive or negative directions as pointed out below: Students can record homework and assignments on their phone calendar. Help instructors to monitor their lecture schedules.\r\n engage of camera functions in geography and tangible sciences subjects to records things and report back to class. around instructors learn to teach in different ways with an emphasis on independent study, and thus incorporated mobile gadgets in their lessons. breakage during lectures in cyber- bullying one some other using text and blackberry messaging(BBM) spiteful comments or spreading malicious gossips.\r\nSome students used mobile gadgets (for fashion) to chase foe sexes\r\nRQ5- How could mobile gadgets allow continuous access to education and reach marginalized groups of a society? It would be very difficult or impossible for the conventional (class-room) delivery mode of education to provide continuous and educational opportunities for majority members of a society. ICTs and mobile gadgets have the answers and potential drop to overhaul reach this objective. They are portable, pervasive, personal, affordable, ubiquitous, and interactive and hence, instruction can be delivered anywhere and at anytime through it. Moreover, it is an aid to formal and informal learning, it supplement and amend formal schooling, make learning more accessible, personalized and flexible for students everywhere. And thus holds gigantic potential to transfor m the delivery of teaching and learning process.\r\nMobile devices can whip geographic, social, and infrastructure barriers to reach populations, and marginalized groups by providing them with access to further learning and development. These devices facilitate blank learning in situations where access to education is difficult or interrupted because of geographical barriers. And therefore, m-learning or mobile learning, cans modern ways to support learning process through mobile devices, such as handheld tablet computers, MP3/MP4 players, smart phones and mobile phones. And thus, a mobile gadget is not only a device, but a penetration to greater education and continuous interactive learning process.\r\nAdvantages of using Mobile Gadgets:\r\nStudents, teachers, and researchers have many reasons to consider using mobile gadgets, since these devices are one of the most varied electronics gadgets in the market today. Besides the limpid communication advantages, mobile phones have features, such as cameras and internet accessibility, that can help students and researchers in all aspects of their learning processes, from their studies to their social and professional lives and practices. cat Stafford (2013) stated in his write-up some advantages of mobile phone to college students, among which are: emergency communication, parental connection, studying and research, inhibit memories, social and professional networking and organization. Issues and Crimes Associated with Mobile Gadgets:\r\nAs cell phones have rapidly become ubiquitous in everyday life, the issue of cell phones in school has become a hotly debated topic. Many disadvantages also exist concerning student cell phone use, Rebecca Richards (2012), mentioned few such as: causes distractions, exams cheating, e-mail scams, pornography and cyber contraband.\r\nRecommendation:\r\nProvision of bare(a) internet services (both wired & wireless) in our various institutions of learning using technology such as WIFI, or WIMAX, to facilitate learning processes using ICT gadgets. Universities, polytechnics, COEs, and other institution of learning should use proper network administrative tools to police students over inappropriate use of services provided to them; it can equally ban and restrict access to ALL social networks that can cause distractions to their studies.\r\nUse of software tools like entanglement anonymizers (such as Psiphon, Surfola, Silent Surf, and Merletn) to hide user tracks from their predators. Every institution should review its code of conducts to include contemporary netiquettes, so that students and researchers are made aware of the cause of actions of every crime they committed. Likewise, at national level government should work closely with the ICT community (NCC, NITDA, NigComSat, Galaxy Backbone, Telecoms and IT firms, Experts and Consultants) and Legal community to enact appropriate cybercrime laws, and expedite action to sign all the legislative bills before them into laws.\r\n shutdown:\r\nWhile there are large benefits to be gained out of mobile gadgets in terms of m-learning, enrichment, portability and flexibility in using ICTs throughout formal educational systems, there is even greater value to be gained in using the mobile technologies to affix access to millions of instructional resources who are before long outside the educational footprints.\r\nA compounding of mobile technologies and relevant applications softwares, have the potential to overcome the barriers of time, distance, and allow adult education for those who have not been properly improve and now wish to be informed, well educated, trained or enlightened. It is apparent that ICTs offer opportunities not available previously to educators, using tools such as e-mail; Webinar, audio-video, computerâ€conferencing, both synchronously and asynchronously. With aid of ICT and appropriate set of application tools, a very rich interactive and learning milieu c an be created that allows learners to dictate their pace of learning, or place of learning.\r\nWhile the ICT tools empower our communities, they need not take away the role of the instructors or research supervisors; instead, students, firms, researchers and instructors should come together for a common purpose, work collaboratively with clearly defined roles on a shared platform to attain the set objectives of any kind. These communities encompass all levels and sectors of human endeavor, from basic education to postgraduate studies, from teacher training to business studies, and from non formal studies to manner of speaking instruction, companies and research institutes. However, only infrastructure, fiscal resources, and policy support, would inhibit exploitation of this potential. And thus, an ICT world is an enkindle planet of continuous learning process.\r\nReferences:\r\nAECT (2004). â€Å" tie beam for Educational Communications and Technology” Retrieved from: http: //ocw.metu.edu.tr/file.php/118/molenda_definition.pdf visited on 05-04-2013. Bressler, D, et.al.(2007). â€Å"Information and Communication Technology in Education, Retrieved frm. http://www.schoolnet.lk/research/mobile_phones_for_teaching_learning_science/ visited on 07-05-2013. Ewelukwa (2012).” Wanted: A law on cyber security” Retrieved from: http://www.thenationonlineng.net/2011/index.php/business/35334-wanted-a-law-on-cyber-security.html , visited on 07-05-2013. IC3,(2009). â€Å"Internet Crime Complain Center 2009”Retrieved from: www.ic3.gov/media/annualreport/2009_ic3report.pdf , visited on 19-04-2013. Kukulska Hulme et.al .(2005). â€Å"Innovation in Mobile Learning: a European Perspective” Retrieved from : http://www.schoolnet.lk/research/mobile_phones_for_teaching_learning_science/ , visited on 19-04-2013 Kat Stafford, 2013).\r\nâ€Å"Use of jail cell Phones and College Students” http://www.ehow.com/list_5961606_advantages-cell-phones-col lege-students.html, visited on 07-05-2013. Laudon K.J, (2003). Essential of Management Information Systems, Fifth Edition, Chapter 5: Ethical and Social Issues in the Digital Firm, P. 142-143 Long L.N, (2005).Computers Information Technology in Perspective, 12th version, Chapter IT ethics, Crime, and Privacy. P. 278 Martin M. (2009).Ethics in Engineering, 3rd edition New Delhi: MC Graw-Hill P.2-3 Rebecca, Richards (2012). â€Å"Use of Cell Phones and College Students” Retrieved from: http://www.ehow.com/list_5961606_advantages-cell-phones-college-students.html, visited on 07-05-2013. Uwaje, Chris (2009). â€Å"Cyber Crime: Its Implications for Internet channel Growth In Nigeria” Retrieved from: http://techtrendsng.com/cybercrime-its-implications-for-internet-business-growth-in-nigeria/, visited on 15-05-2013.\r\n'

'Newton the Empiricist\r'

'Sir Isaac atomic number 7’s discoveries ar truly relevant in our ball today. His contributions to Physics be nonetheless substantial, specially the Laws of Motion which he established. However, the debate on whether Isaac Newton was a nativist or an empiricist has aro calld. Some question Newton’s counselling of thinking where it breaks d accept to the touch sensation of being any of nativism or empiricism.\r\nFirstly, nativism is the judgement which states that state’s skills are intrinsic to them that at birth, everything they need to determine are already coded in their brains, on the dot postponement to be explored and be utilized. Nativists believe that we learn brains which are hard wired with the talents and skills. It is much on how we uncover these things that we learn the things more or less us. The process of acquiring knowledge is just actually relearning what has already been coded in our brains.\r\nOn the other hand, Empiricism clai ms that we have been born(p) with a blank slate †tabula rasa, needing to be filled up by learning. We learn through experience in this concept, impertinent that of Nativism where we already have the knowledge in the brain, all we need is to gather it and lend it up to our knowledge. It emphasizes large(p)ly on experience, where perceiving with our senses chance a great role when we contour various ideas. This discards the nonion of having innate or inborn characteristics which is presented by Nativism.\r\nThe debate regarding Isaac Newton’s line of thinking arose because of the way he came up with his ideas, the brilliant laws he established which are of great use in our society today. It is not notwithstanding being able to come up with the right ideas, but people though that Isaac Newton already knows the things he purportedly has established.\r\nBut it was Empiricism that Newton believed more. He was more on the philosophy of experience which gives a direct association to experiences, which derives data and information by means of experiments. Isaac Newton, as a person of science, underwent every undeniable step in order to nourish his ideas. He tested through experiments in order to prove the knowledge he wishes to impart to the people. Theories and hypothesis were tested and or so were proven through the use of observations and cogitate (Ess, 2007).\r\nNewton has established his own programs in science which he himself employ in order to remove the doubts from the hypothesis. His goal as a scientist was to uncover something certain, and not to loiter into the uncertainty of things. His principles were established and were drawn from the experiments he conducted and the observations he made for these experiments.\r\nThis is just a manifestation that he abides in the Empiricist English tradition, just like Francis Bacon, where he comes up with ideas conceived from extensive experimentation and observation. As a man of science, he has always plunk for his ideas with relevant findings from the experiments that he conducted. He is not contended by assuming something as â€Å"ideally,” instead, he strived to prove such things using his own sets of experiments.\r\nSir Isaac Newton’s findings posed great importance in explaining various things in the human world. Even though thither are still some people who question his way of thinking, it is undeniable that what he has conceived were all products of extensive research, of the scientific order which he himself has pioneered and is still being used today.\r\nReference:\r\nEss, D. (2007). Isaac Newton Retrieved September 25, 2007, from http://www.drury.edu/ess/philsci/newton.html\r\n \r\n \r\n'