The emergence and social impact of the internet on primary school education The WritePass Journal

The emergence and social impact of the internet on primary school education Introduction The emergence and social impact of the internet on primary school education IntroductionReferencesRelated Introduction The computer and its related technology such as the internet are increasingly used in society today, impacting various systems including classrooms in primary schools across the world. There has been an increase in use and emphasis of information and communication technology (ICT) in educational activities, to aid teaching and to enhance learning. Primary schools have been encouraged to integrate ICT into the curriculum and to provide not only access, but also knowledge and skills to prepare students for life in a modern society. Several western countries throughout the globe such as the United Kingdom and the United States have prioritized the use of ICT in education through policy development and the allocation of funds for the endeavour (US Department of Education, 2004; Labour Party, 1997). The No Child Left Behind Act announced by the US government in 2001 and its constituent subsection Enhancing Education through the Technology Act of 2001, provided for the evaluation of technology and its significance to teaching and learning in the long term. In the UK, access to computer technology was prioritized in the National Grid for Learning providing access to essential education materials of high quality (Labour Party, 1997). The British government made huge investments in creating initiatives such as ‘UK online’- networked online centres, the ‘National Grid for Learning’ initiative – the connection of 30,000 public schools to the internet by 2002, as well as the ‘New Opportunities Fund’ to train teachers in the use of technology (Selwyn, 2002). To support the strategic use of ICT in UK’s four education departments, BECTA (the British Educational Communications and Technology Agency was established (BECTA, 2006). It serves to provide insight from research and analysis of ICT as a strategic advisor and coordinator of e-strategy. It also works with relevant partners to enable the strategic delivery of e-strategy (BECTA, 2006). In the US, the Department of Education’s Office of Educational technology (OET) seeks to maximize the contribution of technology towards the improvement of education (US Department of Education, 2004; 48). These policy initiatives, in addition to those of other stakeholders such as school’s management and boards, parents, as well as the ICT and other industry, have served as catalysts for the development of new standards, enhancing the use of ICT tools and the internet in primary schools (Prior and Hall, 2004). Discussing the all-round internet use by children, Livingstone (2003) distinguished three major categories including: entertainment, education and edutainment. This variance in usage can both be beneficial in improving learning outcomes with the enhancement of engagement, and challenging outcomes, where the children have difficulty in withdrawing from the desire for entertainment provided through ICT. For instance, regarding the use of ICT for leisure purposes (especially game-playing), there is significant evidence linking to the hindrance of progress to target attainment. The more time in leisure activities such as on games, the less is available for study Lankshear and Knobel, 2003). A study conducted by Passey et al., 2004 made the finding that pupil’s learning with the use of ICT was characterized by greater motivation levels towards the achievement of personal learning goals, which is a desirable outcome in education, but less desirable was their increased motivation towards gaining positive feedback on their individual competence. This latter trait had its evidence in the concern among pupils of failure in front of others, especially the teacher. Other studies (Passey et al., 2004, HMIE, 2005; Livingstone and Condie, 2003) also support the view that these technologies and their visual nature – animations, simulations and moving imagery, enhanced the engagement of learners through the employment of varying approaches to teaching, and enhanced their conceptual understanding. With regard to ICT and attainment, an extensive review of literature by Cox et al., 2003 found in a survey of almost all National curriculum subjects, that ICT had a positive effect on pupil attainment, marked in core subject areas in which investment on specific ICT resources to support teaching and learning has been greater such as English, Mathematics and Science. These technologies were specifically found to generally support language development, especially at early stages, on word recognition and vocabulary building which are essential sub-skills (Lankshear and knobel, 2003). The internet has significantly enhanced the support and stimulation of education activities across the curriculum with the increased range of resources. Engagement with teachers was also improved, with the teachers having positive responses to the use of learning objects in their classrooms, as well as their competence and ability to integrate technology into the learning environment and process (Saude et al., 2005). These benefits have enhanced change and innovation in primary school education increasing access to and the use of technologies (Ofsted, 2004). Williams, 2005 reported that ICT had particular positive effect for pupils with special needs enabling them to rise above their unique barriers to learning and, in as well, leading to their greater achievement, improvement in self-esteem and confidence, as well as enabling greater participation in their present work. Partly due to its support of a student-centred learning environment, the use of the internet in teaching is growing exponentially (Hill et al., 2004). The interactive technologies offered by ICT allow for teachers to capture materials digitally from a variety of sources, which are cut and pasted to create new and exciting teaching materials relevant to the context and the young students learning needs. Valentine et al., 2005 in a survey of parent and pupil perceptions of ICT found that these stakeholders believed that the internet and ICT tools made schoolwork more enjoyable and improved achievement, as well as improving motivation and confidence of the pupils. Saude et al., (2005); Plowman and Harlen, (2000); and Cox et al., (2003) note that teachers often encounter challenges in the integration of ICT and the internet into primary school education programs. In primary school, pedagogy is invariably given greater attention and the traditional focus on the child, as opposed to process skills or specific subject knowledge in the higher levels of learning. The teacher’s role has, however, changed especially in situations of more extensive ICT use in classrooms and e-learning contexts, becoming more of a facilitator, offering support and mediation. This changed role, Reeves (2008) notes, encourages a predominantly instructivist pedagogical culture rather than constructivist, where the learner is often viewed as a passive recipient of instruction receiving little emphasis. Inequality in access, especially with regard to ICT tools for home use, is a major challenge impeding participation for the disadvantaged and therefore challenging their outcomes. This inequality could be due to numerous factors including socio-economic status, gender, ethnicity, etc. (John and Sutherland, 2005). There is also a challenge in technologys unintended promotion of segmented learning as opposed to group learning. The internet and ICT technologies and especially the use of laptops and personal computers encourage stationary operations and individuality opposed to the mobility and sociability of students characteristic in a traditional primary school classroom. Children are often swept off by the immense opportunities afforded including the use of various media, and are difficult to control as a group. It would be hard in such instances of drift to revert back to the whiteboard or chalkboard, and the controlled learning process (Cox et al., 2003). The use of interactive whi teboards, however, mirrors the traditional setting and control and enables greater involvement and participation, with the teacher at the front and engaging the whole classroom. With the internet making available tons of information with dedicated search engines providing ease of search, it is characteristic for the primary school students to scan for bits of information in rapid fashion rather than spend time to increased concentration on the context, thereby minimizing their acquisition of the content of information (Cox et al., 2003). E-learning has also been increasingly questioned over issues such as the loss of the traditional opportunity to think out loud, to engage in working through problems, and to engage in the constitution and articulation of new ideas. These could be a hindrance to the desired outcome and the development of social skills (Hill et al., 2003). In the traditional setting, students are able to see their peers in action with everyone wanting to put up their best work. There are concerns over Child Safety with the availability of the internet. It is essential to have child safety in all its forms and various countries have, in light of such concerns, instituted protection measures for children. The US government through the Childrens Internet Protection Act (CIPA) of 2001, for instance, sought to enforce the introduction of policies for internet safety for students in primary schools. In this endeavour, procedures and technologies to hinder access to inappropriate sites, such as teacher monitoring, blocking software or filters, as well as contracts with both parents and students have been instituted in various primary school systems and settings (Barrow, C., and G., Heywood-Everett, 2006). In the UK, internet safety is also a pressing issue, and various filtering strategies and safety policies, including the employment of an internet safety coordinator (BECTA, 2002). However, a research study made the finding that Year 6, 10 and 11 students were more likely, due to internet usage at home, to access unsuitable sites in breach of set-out policy (Barrow and Heywood-Everett, 2006). Risk areas associated with the internet can be distinguished including cyber-crime (bullying or stalking), its negative effect on social relations, and negative emotional impact due to exposure to pornography, violence and explicit language. Studies also indicate negative impacts on time management, with the neglect of school tasks drawn away by internet addiction (BECTA, 2002). The internet also seems to cause reduced concentration with intense use due to its offer of a plethora of infinite opportunities. It is also linked to physical impacts on health such as obesity and muscle pain (Barrow an d Heywood-Everett, 2006.). With the increased use of technology and especially the internet in society today, there has been an increase in use of such technologies in primary school educational activities across the globe. The benefits conferred by ICT use include enhanced interest and engagement in the school curriculum, improvement of basic skills, lessened disengagement of students and the improvement of learning outcomes. Its negative impacts include the consequent lack of concentration, challenges in time management, hindrance of socialization and concerns of child safety from risks of cyber-crime and exposure to inappropriate content. References Barrow, C., and G., Heywood-Everett, 2006. E-safety: The experience in English educational establishments: An audit of e-safety practices; 2005. Viewed from: http://partners.becta.org.uk/index. BECTA, 2002. Internet Safety. Viewed from: http://partners.becta.org.uk/index. BECTA, 2006. About BECTA. Viewed from: http://about.becta.org.uk/display Cox, M., C., Abbott, M., Webb, B., Blakeley, T., Beauchamp, and V., Rhodes, 2003. ICT and Pedagogy: A Review of the Research Literature. ICT in Schools Research and Evaluation Series No.18. Coventry/London: Becta/DfES becta.org.uk/page_documents/research/ict_pedagogy_summary.pdf Hill, J., D., Wiley, L., Nelson, and S., Hans, 2004. Exploring research on Internet-based learning: From infrastructure to interactions. In: D.H. Jonassen (ed.), Handbook of research on educational communications and technology (2nd ed. Pp. 433-460). New Jersey: Lawrence Erlbaum Associates. HMIE, 2005. The Integration of Information and Communications Technologies in Scottish Schools. An interim report by HM Inspectors of Education. John, P., and R., Sutherland, 2005. â€Å"Affordance, opportunity and the pedagogical implications of ICT.† In: Educational Review, 57 (4) 405–413 Labour Party, 1997. New Labour: Because Britain deserves better. Viewed from: psr.keele.ac.uk/man/lab97.htm. Lankshear, C., and M., Knobel, 2003. â€Å"New technologies in early childhood literacy research: A review of research.† In: Journal of Early Childhood Literacy, 3 (1) 59–82 Livingstone, S., 2003. Children’s Use of the Internet: Reflections on the Emerging Research Agenda. New Media Society, 5(2), 147-166. Livingston, K., and R., Condie 2003. Evaluation of the SCHOLAR Programme. Final report for the Scottish Executive Education Department. Edinburgh: Scottish Executive flatprojects.org.uk/evaluations/evaluationreports/scholarreport.asp Ofsted, 2004. Report: ICT in schools – the impact of Government initiatives: Primary Schools. London: Ofsted ofsted.gov.uk/publications/index. Passey, D., and C., Rogers, with J., Machell, and G., McHugh, 2004. The Motivational effect of ICT on pupils. England: DfES/University of Lancaster. Plowman, L., A., Leakey, and W., Harlen, 2000. Using ICT to support teachers in primary schools. Scottish Council for Research in Education (SCRE) Research Report no 97. scre.ac.uk/resreport/rr97/index.html Prior, G., and L., Hall, 2004. ICT in Schools Survey 2004. ICT in Schools Research and Evaluation Series No.22. Coventry/London: Becta/DfES Reeves, T., 2008. Evaluating what really matters in computer-based education. Viewed from: educationau.edu.au/ Saude, S., V., Carioca, J., Siraj-Blatchford, S., Sheridan, K., Genov, and R., Nuez, 2005. â€Å"KINDERET: Developing training for early childhood educators in information and communications technology (ICT) in Bulgaria, England, Portugal, Spain and Sweden.† In: International Journal of Early Years Education, 13 (3) 265–287 Selwyn, N., 2002. e-stablishing an inclusive society? Technology, social exclusion and UK government policy making. In: Journal of social policy. 37(1), 1-20. US Department of Education, 2004. Towards a new golden age American Education: How the internet, the law and todays students are revolutionizing expectations. Viewed from: http:/www.ed.gov/about/offices/list/os/technology/plan/2004/site/edlite-default.html. Valentine, G, Marsh, J and Pattie, C (2005), Children and Young People’s Home Use of ICT for Educational Purposes. London: DfES dfes.gov.uk/research/data/uploadfiles/RR672.pdf Williams, P (2005), Using information and communication technology with special educational needs students: The views of frontline professionals. Aslib proceedings: new information perspectives, 57 (6) 539–553

Simile vs Metaphor The 1 Big Difference

Simile vs Metaphor The 1 Big Difference SAT / ACT Prep Online Guides and Tips Ever wonder what makes creative writing, well, creative? A big part of creative writing is coming up with a compelling way to express something.And similes and metaphors can be especially helpful when trying to do this. But what exactly are similes and metaphors? More importantly, what is the main difference between a simile and metaphor? This comprehensive simile vs metaphor guide answers both these questions and gives you several examples so you can learn how to differentiate between these two key literary devices.This article also includes key tips for using similes and metaphors in your own writing. Simile vs Metaphor:How Do They Differ? Both similes and metaphors are literary devices used by writers to compare two unalike things, ideas, actions, etc. in a non-literal manner. The two things being compared typically have one thing in common but are completely different in all other respects. Peopleuse similes and metaphors to make their writing more descriptive, more persuasive, more poetic, and more emphatic.Similes and metaphors areoften used in fiction/prose, poetry, and song lyrics. So what is the main difference between a simile and metaphor? Although the two devices are very similar- both serve the exact same purpose of comparing two different things in a figurative (non-literal) way- metaphors and similes are not identical. A simile is a type of metaphor that specifically uses the words "as" or "like" to make a comparison between two things. This usually takes the form of "A is like B" or "A is as(insert adjective)as B." By contrast, metaphors do not use the words "as" or "like." For example, you could write, "A is B" to make your comparison, even though A is not literally the same thing as B. The main takeaway here is that all similes are metaphors but not all metaphors are similes. 6 Real Simile and Metaphor Examples To help you understand the difference between a simile and metaphor, we'll look at six examples of the two. Examples of Metaphors Belowarethree examples of famous metaphors. As a reminder, metaphors compare two things without using the words "like" or "as." Metaphor Example 1 Eyes are the windows to the soul. Many famous sayings andidiomatic phrases take the form of metaphors in which the meaning is not literal but implied through a comparison. You clearly cannot literally see a person’s soul through his or her eyes; the implication here, then, is that one’s eyes and expression can reveal that person’s true feelings or character. In this sense, eyes are similar to windows because they can reveal information to the observer. Metaphor Example 2 "But thy eternal summer shall not fade"- William Shakespeare, Sonnet 18 This line of poetry comes from one of William Shakespeare’s most beloved sonnets, often called "Shall I Compare Thee to a Summer's Day?" In this poem, Shakespeare is comparinga young man's beauty to that of a warm summer day. In this particular line,the speaker assertsthat the man's "eternal summer" will never end, meaning that the speaker believes the essence of the man will live onthrough these very words. Shakespeare was a fan of metaphors- and earrings, apparently. Metaphor Example 3 "'Cause, baby, you're a firework / Come on, let your colors burst"- Katy Perry, "Firework" In her mega-hit song "Firework," Katy Perry uses a metaphor to compare "you" (the listener) to a firework. Fireworks are bright, captivating, and attention-grabbing, and so the implication here is that "you," too, are important and need to be confident in the value you bring. Examples of Similes Next up, here are some examples of famous similes. Remember that althoughsimiles perform the same function as metaphors in that theymake a comparison between two different things, similes always use the words "as" or"like" to make the comparison,whereas metaphors do not. Simile Example 1 My dad always wears glasses. Without them, he's as blind as a bat. The above simile "[as] blind as a bat" is a particularly well-knownsaying that compares a person's inability to see to the (alleged) blindness of bats, which hunt for prey primarily using echolocation instead of sight. Basically, this simile means that someone’s ability to see is quite poor. (Note that this saying isn't normally used to describe someone who is actually blind- it’s purposefully hyperbolic!) In this example, although the dad is evidently not blind- he just wears glasses to see- this simile implies that his ability to see things clearly without glasses is shockingly (and even laughably) low, comparable to a bat's inability to see clearly. Simile Example 2 "I wandered lonely as a Cloud / That floats on high o'er Vales and Hills"- William Wordsworth, "I Wandered Lonely as a Cloud" You’ve possibly already read this famous poem in English class. These two lines, the first of which contains the simile "lonely as a Cloud," come from William Wordsworth’s renowned 1807 poem, "I Wandered Lonely as a Cloud." The simile here draws a unique and compelling comparison between the loneliness of the speaker, who wanders around without accompaniment, and the "loneliness" of a cloud that floats around in the sky all by itself. Note: This simile uses another literary device called personification, whereinan inanimate object is given human-like qualities. In this case, the cloud "wanders" just as a human does. Simile Example 3 "My momma always said life was like a box of chocolates. You never know what you’re gonna get."- Tom Hanks in Forrest Gump Even if you’re not a die-hard Tom Hanks fan, you’ve probably heard this memorableline from the 1994 classic Forrest Gump. The phrase "life was like a box of chocolates" is a clear simile in that "life" is being compared to "a box of chocolates" using the word "like" (which once again shows us that this is a simile and not a metaphor). The meaning of this simile is clearly explained in the sentence that follows: "You never know what you’re gonna get." In other words, life is random and mysterious in the same exact way a box of chocolates is. You can't predict what kind of chocolate you'll get,just asyou can’tpredict what will happen in your life. As long as it's not that weird, mushy, cherry-filled chocolate, I'm good. Simile vs Metaphor Quiz Here’s a short simile vs metaphor quiz to see whether you truly know the difference betweenthe two literary devices. Mark an X under "Metaphor" or "Simile" for each phrase depending on whether you think it has a metaphor or simile. Be aware that a phrase might contain both a metaphor and simile, or neither! Phrase Metaphor Simile 1. "But soft, what light through yonder window breaks? / It is the east, and Juliet is the Sun." - WilliamShakespeare, Romeo and Juliet 2. Poor thing, your hands are as cold as ice! 3. "Elderly American ladies leaning on their canes listed toward me like towers of Pisa."- Vladimir Nabokov, Lolita 4. "Dying is a wild Night and a new Road."- Emily Dickinson 5. The song was an array of bright colors swirling around in the air. Like medicine, it made the boy perk up almost instantly. 6. "Fire away, fire away / You shoot me down but I won't fall / I am titanium"- David Guetta ft. Sia, "Titanium" 7. That girl over there looks a lot like my sister. 8. "Just like a moth drawn to a flame / Oh, you lured me in, I couldn't sense the pain"- Shawn Mendes, "Stitches" Answers Metaphor Simile Simile Metaphor Both Metaphor Neither Simile Answer Explanations 1. "But soft, what light through yonder window breaks? / It is the east, and Juliet is the Sun."- William Shakespeare, Romeo and Juliet In this classic line from Shakespeare'sRomeo and Juliet, Romeo spots a light coming from Juliet’s bedroom, causing him to compare Juliet to a sunrise- an image that evokes a sense of wonder, hope, and happiness. Because Romeo doesn’t use the words "like" or "as,"this line is a metaphor. 2. Poor thing, your hands are as cold as ice! Here, the speaker is comparing the low temperature of the listener's hands to the (literal) coldness of ice with the phrase "as cold as ice." This saying is commonly used to indicate that a person or an object is extremely cold to the touch (even thoughthe thing being described is likely not literally the same exact temperature of ice). The word "as" is used to make the comparison, so this example is a simile. This bubble is literallyas cold as ice. 3. "Elderly American ladies leaning on their canes listed toward me like towers of Pisa."- Vladimir Nabokov, Lolita This beautifully descriptive sentence from Vladimir Nabokov’s controversial 1955 novel Lolita compares the image of hunched elderly women to the Leaning Tower of Pisa, a historical Italian building most famous for its noticeable tilt. Because Nabokov uses the word "like" to make the comparison between the women and "towers of Pisa," this sentence is a simile. 4. "Dying is a wild Night and a new Road."- Emily Dickinson Renowned American poet Emily Dickinson wrote this grave, albeit poignant, sentence in a letter penned in 1869. Dickinson compares the act of dying to "a wild Night and a new Road," implying that death is a natural course of action in life. Because the comparisondoes not use the words"like" or "as," it is a metaphor. 5. The song was an array of bright colors swirling around in the air. Like medicine, it made the boy perk up almost instantly. This example uses both a metaphor and a simile to express the overall positive feelings a boy has when listening to a particular song. The first sentence is a metaphor: the song he is listening to is described as "an array of bright colors," even though music isn’t actually visible to the human eye. Since this comparison doesn’t use the words"like" or "as," it is a plain metaphor. The second sentence, however, makes another comparison, this time using the word "like." The song is described as being"like medicine" because it makes the boy feel better- the same effect medicines are supposed to have on people when they feel sick. Because the word "like" is used, this second sentence is a simile. 6. "Fire away, fire away / You shoot me down but I won't fall / I am titanium"- David Guetta ft. Sia, "Titanium" This line, taken from the chorus of the 2011 hit song "Titanium" by David Guetta, describes the speaker asthesuper-strong metal titanium. This image, then, tells us that the speaker is really similar to titanium in that he or she is both strong and resilient. Because neither"like" nor "as" ispresent here,this lyric is an example of a metaphor. 7. That girl over there looks a lot like my sister. In this sample sentence, the physical appearance of "that girl" is being compared to that of the speaker’s sister. Although you might be tempted to say this is a simile because it uses the word "like," you’d be wrong! There is no metaphor or simile at play here.The "like" we see here is still being used to make a comparison, but it is a comparison between two similarthings (the two girls). Recall that the basis for any metaphor or simile is that you must be comparing two unalike things. Comparing a duck to another duckwon't give you a metaphor but WILL give you a ton of quacking. 8. "Just like a moth drawn to a flame / Oh, you lured me in, I couldn't sense the pain"- Shawn Mendes, "Stitches" This line comes from the 2015 pop hit "Stitches" recorded by Shawn Mendes. The speaker here is describing howmesmerized he is by his lover by comparing his situation to that of "a moth drawn to a flame." Because he uses the word "like" in this particular line, this lyric is an example of a simile. How to Use Similes and Metaphors in Writing: 4 Tips Now that we’ve gone over the major difference between a simile and metaphor, let’s take a look at four tips to keep in mind when you want to use one of these literary tools in your own writing. #1: Avoid Clichà ©s One big tip you’ll want to remember when writing anything- whether it’s a poem or a story- is to avoid clichà ©d metaphors and similes as much as possible. Using clichà ©d metaphors in your writing generally indicates to readers that you don’t find it necessary to take time to come up with original comparisons; it’s also often interpreted to mean that you lack creativity and are a lazy writer. Clichà ©s include any overused sayings or idiomatic expressions, such as the following: Strong as an ox Sick as a dog Time flies Hot as hell White as snow Scared to death Fish out of water Two peas in a pod Check out this website for a longer list of clichà ©s to avoid. Though you should generally avoid using these types of sayings, if you’re writing dialogue for a story, colloquial expressions such as these would beperfectly fine to use, especially if you’re trying to capture a more realistic conversation between people. That being said, definitely try toavoidusing clichà ©s in descriptions and expository passages. Coming up with your ownsimiles and metaphors will ultimately make your writing more creative, more authentic, and more compelling. #2: Don’t Overuse Similes and Metaphors Be careful of overusing similes and metaphors in any type of writing you do. Obviously, the definition of what counts as overusing figurative language will vary depending on the person. Indeed,whereas somerenowned writers adore metaphors andhave a penchant for flowery passages, others opt to avoid them as much as possible la Ernest Hemingway. No matter your preferred writing style, you don’t want your text to be ambiguous, confusing, or completely devoid of concrete substance. A passage that is 90% metaphorical is a lot more likely to exhaust and confuse readers than it is to impress or inspire them. Moreover, toomuch figurative language will weakentheimpact of each metaphor,and you want theseto be particularly powerful. So tread lightly and always err on the side of less is more! #3: Be Sure the Comparison Makes Sense Although the two things being compared in a metaphor or simile should be pretty different from each other, you need to make sure that there's still something similar between them so that the comparison makes sense to the reader and can be readily understood and interpreted. For example, if you’re trying to describe the delicious, tantalizing smell of freshly baked chocolate chip cookies, it wouldn’treally make sense to compare it to the smell of a dumpster or something else notoriously gross and stinky. Similarly, the connection between the two things must be immediately clear to the reader. If you were to write, "He looked as comfortable as a penguin," readerswould very likely have no idea how this feeling of being comfortable relates to penguins specifically. Instead, you could write, "He looked as comfortable as a penguin on ice," since penguins are mostat ease incold, icy settings. Alternatively, you could use asimile or metaphor to make an ironic or sarcastic statement. In the example given above, say you want to point out how uncomfortable the man is. This means you could write something like, "He looked as comfortable as a penguin in a Miami zoo." Because penguins' natural habitat is in the (much colder) Antarctic, the irony here is that the man is clearly not comfortablein the same way penguins must feel in a hot, caged environment. If you’re not sure whether a metaphor or simile you’ve written makes sense, ask a family member or friend to read it (ideally in context) and see whether they can grasp the meaning you’re trying to make with it. Be as comfortable (and as adorably fluffy) as these baby penguins. #4: Avoid Sticking With the First Metaphor You Think Of This final tip is for serious writers and one I got from my own creative writing professor in college. The basic point here is that you should never feel compelled to go with the first metaphor or simile you come up with. When people write stories, they can be tempted to stick with the very first "clever" metaphor or simile they think of- but oftentimes these phrases can be drastically improved upon and made clearer and more relevant. But is it really bad to stick with the first metaphor you think of? Of course not! Sometimes people do come up with amazing metaphors right away and end up keeping them as is, even in the final version of the text. But this certainly isn’t the case for most people.In reality,the best writers will be the ones who take time to reread, tweak, and improve sentences and passages- including metaphors and similes- they’ve written. Doing all this will not only give you practice with metaphors and similes, but will also help you get used to the long-winded, albeit worthwhile, process that is creative writing! What’s Next? Got questions about other common literary devices? Then check out our in-depth guide to the 31 most important literary devices you should know. Working on a story or prepping for the AP Literature test?Learn all about the most important literary elements that make up a story. Thinking about amajor in creative writing? Then you'll definitely want to take a look at the top creative writing programs in the country!

Corporate governance in Poland Essay Example | Topics and Well Written Essays - 1250 words

Corporate governance in Poland - Essay Example lf-regulation in the global business markets has resulted in the establishment and standardisation of corporate governance policies and codes (Maassen, Bosch and Volberda, 2004). This paper will explore the concept of corporate governance in Poland drawing from the privatisation movement of the 1990s, which resulted in massive changes in the corporate structure and organization, thereby prompting the practice of corporate governance in the country. In the business context, the concept of corporate governance refers to the system through which management teams direct and control their organisations in pursuit of the organizational goals and objectives (Rossouw, 2008). Organisations have a set of goals and objectives, which they pursue following premeditated strategies, with the intention of maximizing outcomes; in that respect, governance provides the fundamental framework that organisations follow in setting up objectives and achieving them (Pucko, 2005). In other words, corporate governance is the mechanism through which the management is able to monitor the actions, policies, and decisions of corporations while ensuring that the partisan interests among the different organizational stakeholders are properly aligned for effective operations (Witherell, 2000). Corporate governance has emerged to be a crucial aspect of the corporate world today (Rossouw, 2009), following the global demand for accountability in corporations, whi ch has been prompted by the succession of numerous cases of malpractices in global corporations (Todorovic & Todorovic, 2012). Generally, corporate governance is a very fundamental concept in the corporate management practice especially in today’s highly dynamic and complex global business environment that requires formal organizational structures for operational effectiveness (Sreejesh, 2012). Corporate governance in Poland was introduced in the 1990s following the privatization of numerous State Owned Enterprises through the issuance of

International diversification Essay Example | Topics and Well Written Essays - 3000 words

International diversification - Essay Example International diversification occurs when a company trade in more than one country and is measure by the number of the countries the company occupy (Hwee 2007, p.17). Firms are always seeking for ways to increase their activities (Moncada-Paterno-Castello at el 2011, P.586). It can be through portfolio diversification, acquisition, Merger or resource investment (Hwee 2007, p.17). In recent ties international diversification has been made easier by Formation of trade organizations and minimized trade barrier allowing the companies to expand internationally (Gaur and Kumar 2009, P.172). A company may choose to diversify internationally despite its size provided it has products that can be used across the boarder. However according to Hwee (2007, p.17) requires huge capital investment due to marketing, restructuring of the management team, research to understand the new market and other investments while the growth may be hindered by other factors such as cultural values, political stab ility and exchange rates. There is contradicting information on whether diversification is beneficial to a company or not (Marcelo at el 2008). This paper will critically analyze the advantages and disadvantages of a company diversifying internationally. Advantages Growth A company diversifies internationally to new market one such company is the South Korea based Samsung electronics that has intensified its marketing globally and the outcome has been positive. Samsung electronics is a subsidiary of Samsung group and is the leading mobile phone manufacturer after overtaking the Nokia Company. Electronic companies are expanding like any other business to acquire their market share (Jaemin and Chan-Olmsted 2005, P.183) Samsung electronics especially mobile Phones has Increased its market share by export its products internationally as well as manufacturing products which are affordable by low income earners, mid income earners and high income earners. Africa is one of the fastest grow ing Mobile phone markets with recent study showing Africa as one of the continent with more mobile phone subscribers than landline users. In Fact, analysts estimates that Mobile Phone use in the last five years has been increasing at a rate of 65 percent per year. The growth s associated with the fact that they are the major means of communication, networking and also development (Kreutzer 2009, P.1). The leading Mobile manufactures have tapped into this opportunity by designing products that fits the Africa Market and setting up offices to drive their goals. This is also China is focusing to grow manufacturing its Market in Africa (Brenton and Walkenhorst 2010, P. 577). According to Thinesen (2011), Samsung is leading in the mobile phone Market share with about 25.3 percent of the total market share. Samsung electronics has realized growth in their mobile phone market share in Africa and USA overtaking Nokia in 2012 (Jackson 2012), for the first time in a long period Nokia has been replaced as the leading company. It has intensified its Marketing strategy, increased its investment in new mobile application, and rolled out offices in new territory and their investment has paid of thus the realized growth. Globally, according to international data corporation mobile phone sales grew by 2.4 percent in the third quarter of 2012 with total sales amounting to 444.5 millions units compared to 434.1

Violence Against Jews Was the Main Feature Essay Example for Free

Violence Against Jews Was the Main Feature Essay Violence was certainly a part of Nazi anti-Semitic policies, but it can be argued that it was the main feature. The Nazi’s had many other policies against Jews that were not focused on violence, but on other ways to make the lives of Jews increasingly difficult. We can certainly say that violence was a feature of the policies of the Nazi’s. And there was a great amount of violence mainly against Jews but also at other not-Aryan groups. One of the first acts of violence was in 1933, a spontaneous attack and boycott on Jewish shops by Nazi movements that were not totally under the control of the regime. It was known as the revolution from below. We can however argue that this act of violence was not a real policy of the Nazi’s, because it did not come from the Nazi top but from individuals those who supported the Nazi’s. On the other hand, it was later supported by Hitler and his regime and that was the first of the many acts of violence against Jews. A very important move of the Nazi’s against the Jews was the Law for Restoration of Professional Civil Service in 1933, this law dismissed Jews from civil service. It had a big and terrible impact on the economical and psychological state of middle-class Jews. But it did what the Nazi’s intended for it to do, because of this law, 37000 Jews left Germany. Later that year other similar laws were passed, all aimed at excluding Jews from jobs and professions. However passing a law, how discriminating it is, is not violence. It seemed that the Nazi regime tried to bully the Jewish people away from Germany. Without using violence, this proves that there were features of the anti-Semitic policies that did not include violence. Another non-violence but highly important move were the Nuremberg Laws from 1935. This law was a typical anti-Semitic legislation, they banned inter-marriage between Aryans and non-Aryans and they excluded anyone that did not have purely German blood from having German citizenship. These laws are said to be a tactic to replace random violence with controlled legal discrimination. This is a strong argument to say that the main feature of the Nazi anti-Semitic policies was not violence, but more discrimination and making the lives of Jews increasingly difficult through legislation. However, that same year, 1935 attacks on Jewish shops and synagogues started, this increased over the years until the real breakout of kristallnacht, in the night of 9 November, 1938. This night thousands of Jewish shops, homes and synagogues were destroyed and burned down. And Jews were arrested everywhere, this was an organised event and even though the regime pretended like they did not know about this, they were the ones behind it. The Nazi leadership wanted the violence and vandalism against the Jews but was careful to make it seem like they had nothing to do with it. This was a big feature of their policies, encouraging violence, bit making it seem like they knew nothing about it. All these events make up a balanced policy, not totally focused on violence as their main feature but still using violence and discrimination. We can say that violence was not the main-feature of Nazi policies. However it did have a very big role, they did not only use violence to be anti-Semitic. They also used legislation and law very carefully to discriminate the Jews and make their lives much harder. It seems as if they first started out with trying to scare the Jews away from Germany through laws and non-violent boycotts. When this did not have the desired effect, the Nazi regime decided that it was time for more action and harder policies, using more violence against the Jews. Violence might not have been the main feature in the period of 1933-1939, it did become one after this period of time. That leads us to believe that in the ’33-’39 period discrimination through legislation was the main feature and not violence.

Liberal Democracy Essay -- Government Argumentative Persuasive Essays

Liberal Democracy Liberal democracy, with a capitalist economy, is the only form of social organization that will work in this world. Socialism and Communism appear to be sound in theory, but would never come close to achieving what capitalism does. Liberal democracy and capitalism allow for a beneficial competition where communism does not. This competition, in the liberal tradition, on both political and economical levels, allows for the best balance of security and freedom to the people under the government. However, this liberal tradition does not take care of every problem, but it does a better job than any alternative. Competition is a necessity in this world. A more competitive market allows for a more functional government. This market generates the most wealth, making the government’s job much easier. When the government is working better, it takes care of the people better. People are most happy when they feel secure in their living environment and when they feel their liber ties are protected. Liberal democracy; thereby, creates a successful foundation for liberty and security. A balance between liberty and security in a country can be achieved with political and economic competition in the liberal tradition. When the market is at its peak of competition, the government is at its best performance. A government will work well if it has sufficient funds. The more money a government has the more tasks it can accomplish. It can build parks and restore highways, and many other things that make everyday life more enjoyable. The government depends on the economy for support. The more competitive the market is, the more wealth it acquires. The government will run better with a competitive market. This... ... organization that will do better than a liberal democracy; all of these failed. They all failed because they don’t work, and won’t work. The system of political and economic competition is not perfect, but it the best solution compared to any other alternative. This system works better than all the others because there is no coercion. The free market thrives on voluntary choices made by the population. Competitive elections are the only way to go. There is no other method that allows the masses of people to voice their opinion; every person’s vote counts. This way the people put in office who they want, instead of putting up with someone that the government appointed. In history lies the real proof that a liberal democracy works. There is no denying the liberal democracy with a capitalist economy allows for a balance between liberty and security.

Is the war on terror

The delight in comparing the historical accuracy of Arthur Miller’s play to the real events of the Salem Witch Trials and the Red Scare of the 1940s and 1950s comes from both the time at which the play was published and the historical parallels between the two times in American history. Furthermore, the play holds value as an attempt to explain unexplainable behavior and to teach lessons from the history in the hopes that they will not be repeated. It is a sad lament that the lesson remains unlearned and fifty years later we are faced with another American witch trial, this time under the name â€Å"War on Terror.†In short summation, â€Å"The Crucible† is a play ostensibly about the Salem Witch trials. In it, a preacher’s daughter falls ill after dancing in the woods with a slave and some of the other village teen agers. Her father calls in assistance from more world church investigators to find the root of the witchcraft that has left his daughter ill. A fter he threatens to whip the slave to death, she confesses to witchcraft and seeks to take blame away from herself by pointing the finger at other Salem citizens.Eventually, the finger is pointed at a married woman, Elizabeth Proctor, by her former maid Abigail who had been having an affair with the woman’s husband John. Her accusations are at first doubted because John admits to the affair and shows that Abigail is attempting to tarnish his wife’s reputation or indeed mess up his life, but Elizabeth, thinking she is protecting her husband, refuses to admit to knowing about the affair. She is eventually found guilty of witchcraft and spared the gallows because she is pregnant, but in the same misguided desire to spare herself more torment, accuses under questioning that her husband is also a witch. At the end of the play, John Proctor is being led to the gallows for his crime.Is any of this real? Yes. Elizabeth Proctor was given a stay of execution because she was pre gnant and most of her family was executed during the Salem Witch Trials (Burns, 1). The pastor’s slave, a Caribbean Indian woman named Tituba was among the first accused and pointed the finger at her owner’s daughter and others in the community, but there is no historical evidence that John Proctor had an affair and the real Abigail was an 11 year old girl at the time of the trials (Burns, 1). So why did Arthur Miller chose to make it all up? Possibly to give reason to the unreasonable. Though the witch hunts in Salem lasted a relatively short period of time, they left an indelible mark on American history, a time when man turned against his wife and children and neighbors to avoid being killed.Miller, a victim of Joseph McCarthy’s â€Å"Red Scare’, understood the premise all too well. The origins of the Red scare are much easier to trace than the origin of the Salem Witch Hunts, but Miller clearly could see the parallels between the two. In a speech in Wheeling, West Virginia, in February, 1950, McCarthy made clear where his venom and hatred came from. â€Å"Five years after a world war has been won, men’s hearts should anticipate a long peace—and men’s minds should be free from the heavy weight that comes with war. But this is not such a period—for this is not a period of peace. This is a time of â€Å"the cold war.† This is a time when all the world is split into two vast, increasingly hostile armed camps—a time of a great armament race. â€Å"(â€Å"Enemies from Within†, 1).There is a term used in sociology to reflect the behavior, called identifying the â€Å"other†. The other is a person unlike ourselves who has some characteristic that makes them a threat to society as we know it. In the witch trials, it was witches. During the Red Scare, it was Communists. Today, it is anyone who appears Arabic or studies Islam and can therefore be deemed likely to be a terrorist.   Not having learned the lessons of history or of literature, after September 11, 2001, Americans were terrified and they turned to a new witch hunt, this time with the witches semi-identifiable by race.Too bad that you can tell an Arab-American who has lived her forever, or an Afghani refugee, or simply a hard-working Middle Easterner who has never considered the way of Al Qaida just by looking at them. Instead, we demonize a race and lock people up in Cuba at Guantanamo Naval Base on the suspicion that they might have knowledge about someone or something that might want to hurt us. The Patriot Act makes it an offense just to know people who might be associated with terrorism and encourages people to rat out their friends, with the same kind of threats that the preacher used on his slave Tituba.But this is not the first witch hunt since McCarthyism and is probably not the last. In fact, in many ways, Miller may have contributed to one of his own in the writing of â€Å"The Crucibl e†. In 1950s northern America, Communists were the enemy, but in the South, it was the uppity African-American wanting rights that he had been granted but not given after the Civil War. By making Tituba a Negro slave and implying that she practiced some form of voodoo, Miller may have contributed to this anti-African-American attitude (Hansen, 3).   By the 1970s, the witch hunt was against the American military and specifically those who had served in Vietnam, in the 1980s Reagan-era; it was those darned Communists again.The 1990s brought on a witch hunt in the Catholic Church, where suddenly every priest was assumed to be a pedophile and in 2001, Al Qaida made themselves into the witches of the new millennia.   At Guantanamo Bay, McCarthy’s famous question, â€Å"Are you now, or have you ever been, a member of the Communist Party?† (Popkin, 139) has been revised. The quest now is to find the next threat to Americans and the next unidentified witch.Works Cite dBurns, Margo. â€Å"Arthur Miller’s The Crucible: Fact & Fiction (Or Picky, Picky, Picky†¦) October 24, 2003. , November 17, 2007.McCarthy, Joseph R. â€Å"Enemies from Within†, February 9, 1950. < http://historymatters.gmu.edu/d/6456>, November 17, 2007.Popkin, Henry. â€Å"Arthur Miller’s ‘The Crucible’†.College English > Vol. 26, No. 2 (Nov., 1964), pp. 139-146   Stable URL: http://www.jstor.org/stable/373665?seq=1#page_scan_tab_contents, November 17, 2007.

Filipino Psychology: on Spirituality, Homosexuality, Psychopathology Essay

Psychopathology is said to be the deviation of an individual’s behavior as compared to the norms of the society. It is classified into two—neurosis and psychosis. In a third world country like ours, it is a fact that poor people outnumber the rich ones, that’s why most Filipinos are prone to having problems, especially economic/financial ones. For some, these problems lead to emotional and psychological disturbances. But the question lies on which extent does these disturbances lead to, whether the individual is still intact with reality or not anymore. This is where the study of psychopathology comes in, focusing on the different dynamics of mental disorders in the Philippines, like on what reasons why the Filipinos lose their sanity or on what standards do the society perceive these insane people. More often that not, when a Filipino encounters a neurotic, one who manifests emotional conflict but still is able to be in touch with reality, he would usually do all things to help that person out. This is due to the notion of the Filipino’s intrinsic pakikipagkapwa. He is naturally concerned with the problematic person’s emotional and psychological well-being. Whether he may be the person’s relative, friend, or even just a co-worker, he would provide aid so as to ease the person’s burden. He wouldn’t want him to become a baliw. But what happens if the person becomes a baliw? There are different trends on how the Pinoys treat the baliw. If the person has a coherent family system and his family has money, then he probably would be treated with some kind of psychotherapy, psychopharmacology or be sent in a special school (as for the case of special people). If in case he indeed has supportive relatives but don’t have the money for therapy, then he would just be kept inside the house, treated by the other family members as normally as possible and without any intervention. But if his family is very poor or very unsupportive of him because of his mental illness, then that person would be seen wandering in the streets, and people would be scared of him probably because he is shouting and untidy or lost and walking naked. Through this we could infer that the Filipino society in general has attributed a negative implication on the baliws. Since the Filipinos as a whole have close family systems, it is important to note that the concept of family is a significant aspect on the individual’s mental illness. The Filipino psychopathology indeed adheres somehow to the family systemic model, believing that a person’s pathology is attributed to his family systems. In a society that expects everyone to have not only smooth interpersonal relationships but also smooth family relationships, a person might find it hard to cope up with his problems when his family has defective communication or is shattered in structure. Sure, he could seek aid/comfort from his friends, but certainly on the back of his mind and in the depths of his heart, he is utterly concerned that his family is not like the other happy Filipino families he has known. It is also vital to note that culture is a big part on the study of Filipino psychopathology. We have to be aware that there are some beliefs that for us may be normal but for other cultures may be aberrant. One profound example of this is the people’s belief on the faith healers. Some of these individuals would claim that they are able to talk to some famous hero or saint, or they had encountered apparitions, and this was the cause why they were endowed with such gift of healing. Faith healers are indeed part of our culture, but are we to believe such convictions, or would we think that those are just the distorted thinking of the faith healer? Surely with such behaviors, the DSM IV would categorize these faith healers as individuals manifesting the symptoms of the schizophrenics. But among all, what is most essential to take notice on is the present situation on the interventions that is available to the mentally ill individuals. A person does not need to go into the public mental institution to see the repugnant condition of the patients there. Just a whole day’s stay in the streets of Cubao or Quiapo would enable him to see a number of psychopathologic individuals either naked or begging for alms. It is just disappointing to know that these individuals are least prioritized, and the fact that the society has lost hope in them. I think that this should not be the case, because these mentally ill individuals in fact still has the chance of getting well. I believe that curative status of the psychologically imbalanced individuals should be improved and actually be well funded by the government. These people would just remain discriminated and a burden to the society unless the society understands, takes notice, and prioritizes their well-being. But I wonder, when would this actually happen? I fervently hope that it would be sooner than later, or else, the people whom we know as baliws (crazy people) would just live miserably for the rest of their lives. ******************************************************************************************** On Filipino Religiosity and Spirituality Our country is composed of a hodgepodge of different religions, although it is a fact that this is a predominantly Christian country. But whatever religion that a Filipino may adhere to, it is part of his culture to go to church or to do whatever deed that his dogma tells him to do. Indeed, most Filipinos are perceived to be religious, especially if they belong to the Catholic community. It is evident though, by the way churches always fill up on Sundays, how streets and plazas are filled up by devout crowds during fiestas of some saint, or by the number of saints that are displayed on their altars. So we say that we Filipinos are in fact religious, but can we say that we are spiritual? There is a big difference between religiosity and spirituality. In the discussion we had in class, there have been different insights that the class has imparted. It has been said that religion is more of an external concept whereas spirituality is an internal one. It was also pointed out that religion is one’s system of beliefs or creed and that spirituality is the personal relationship with whoever god one believes in. I think the whole class agreed that religion is indeed a system of beliefs in which he bases his principle as well as his lifestyle in. It is an institution in which an individual belongs to (in the case that he is not an agnostic), and the teachings embedded therein would direct him to his purpose in life. As the discussion went on, the class was able to probe deeper upon the subject of spirituality. There were notions that what if one does not believe in spirits, then there is a probability that he would not possess spirituality of any kind. There was even an idea that spirituality is just a concept which was produced out of the people’s attachment to groups and their will to put order in the inevitable chaos that they will encounter. I guess spirituality is harder to define, because this concept not only encompasses the issues related with religion but on science, ethics, and morality as well. There was a social psychologist (Diarmuid O’Murchu) that said, â€Å"Spirituality concerns an ancient and primal search for meaning that is as old as humanity itself, and belongs–as an inherent energy–to the evolutionary unfolding of creation itself. There is set in motion in all aspect of creation a spirit that holds everything in place and directs everything to its end, gives each a place of rest in this vast universe, a home, a meaning, and a relevance. All life responds to life, and all life is drawn to what is life-giving. We follow the spirit that is in our nature, the spirit that is our nature. † I have pondered on this quote and had thought that every individual should search for his own spirituality so as to get meaning and relevance in his life. Moreover, spirituality is inherent within us, and to ignore this spirituality would mean one would also disregard the inherent energy that he possesses. ******************************************************************* On Filipino Homosexuality Pagkababae and Pagkalalaki The differences between men and women are attributed by what society dictates them to be. Here in the Philippines, society, especially the family, plays a vital role in the lives of the people. As what was discussed in class about pagkababae and pagkalalaki, there are specific roles and actions that a man and a woman should do. It is expected that for one to be a Filipina, she should be refined, modest, loyal, and be a perfect mother and wife. The Filipino, on the other hand, is expected to be brave, decisive, and be the family’s provider and disciplinarian. With this set-up, I think that indeed, there exists gender inequality in this society. For the longest time, the Filipinas are regarded as weak, quiet, and feeble individuals. During the Spanish time, they were only made to stay inside the house and do the household chores and are only allowed to go out when it is time to go to church. They were even not allowed to go to school, for they are also regarded as unintelligent individuals. There were very little opportunities for women. In these contemporary times, they say that there has been a change in the society’s view of the Filipinas. But changed as it is, stereotypes still remain. There are a lot who do not trust and look down on the skills and abilities of women. Because for them, the men are still the better, stronger, and more powerful sex. There are only a few women who stand as the head of their family, and at most times, it is the husband who decides for the whole family. This is because of the ascription that men should be decisive and women should be submissive. Or else, the Filipino would be regarded as under de saya. That designation would be a batter for the Filipino’s ego. One of the Filipinas’ disadvantageous qualities is that they are always sensitive and emotional. They are easy to fall in love and tend to cry easily—maybe this is the disadvantage of it. But what is advantageous of it tough, is that since they are emotional, they are likely able to let out their sentiments and hurt feelings. On the other hand, if the Filipinos would cry his heart out over a problem or heartache, there is a possibility that he would be thought of as corny or even bakla. Thus, he has to keep things by himself and cry alone. This is also probably the reason why women complain that men are very insensitive. With the women’s characteristics that tend to be more family-oriented than the men, would we say that women are better spouses and parents? When it comes to the strength and decisiveness of men, is it safe to say that men are indeed stronger, thus they are better workers than women? In my opinion, a Filipino and a Filipina have characteristics of their own. People should not waste time on determining if such sex is better than the other. We all have our strengths and weaknesses, and we should learn how to respect the weaknesses of each other. I think that in assessing people, we must look at a person’s characteristics first, not on the gender that he or she has. Although sexuality has a great bearing on person’s identity as a whole, their sex and gender performance is generally a deeper core identity and is not necessarily influenced by their sexuality. Bakla Sward, Bading, Jokla, Transvestite, Closet queen, Bi- these are among the usual labeling of Filipino gay men. On the other hand, terms like tibo, lesbo, butch, t-bird, tomboy are entitled to Filipina lesbians. For years, gays and lesbians have been a marginalized group in our society, and it was only about three decades ago that they had started to come out into the open. But even though they are already increasing in number and revealing their true identities to the public, one question still remains. Has the society fully accepted the gays and lesbians? All over the world sex and gender diverse people are being legally and socially disadvantaged, discriminated against, excommunicated from their religions, attacked, beaten up, raped, sexually assaulted, murdered both in public and covertly. Nothing perhaps can be more frustrating than to be denied a fair chance at self-improvement and be deprived of basic services because of sexual orientation. For many years gays and lesbians have had to contend with this reality, and whether much has changed for them through the years is still an unanswered question. Here in our country, gays and lesbians are also given a hard time because of their sexual orientation. A gay child would receive tremendous mockery upon his friends’ realization that he is gay. A lesbian adolescent would more or less gain a few friends because she is sexually deviant. A gay worker could even be accused of stealing money from the company, in order to finance his lover (or papa). These are some of the hardships that gay and lesbians undergo in our society. Due to these adversities, gays and lesbians strived to succeed in the workplace (especially gays). Many gays and lesbians are now holding reputable positions in companies. Slowly, they are able to go up the ladder of the people’s approval that they are actually an integral part of the society.

Xenosmilus - Facts and Figures

Xenosmilus - Facts and Figures Name: Xenosmilus (Greek for foreign sabre); pronounced ZEE-no-SMILE-us Habitat: Plains of southeast North America Historical Epoch: Pleistocene (one million years ago) Size and Weight: About five feet long and 400-500 pounds Diet: Meat Distinguishing Characteristics: Large size; muscular legs; relatively short canines About Xenosmilus The body plan of Xenosmilus doesnt conform to previously known saber-tooth-cat standards: this Pleistocene predator possessed both short, muscular legs and relatively short, blunt canines, a combination that has never before been identified in this breedthough paleontologists do believe Xenosmilus was a machairodont cat, and thus a descendant of the much earlier Machairodus. (The unique skull and tooth structure of Xenosmilus has inspired a peculiar nickname, the Cookie-Cutter Cat.) Its as yet unknown whether Xenosmilus was restricted to southeast North America, or was more widely distributed across the continent (or, for that matter, ever made it down as far as South America), since the only two fossil specimens were unearthed in Florida in the early 1980s. The most striking thing about Xenosmilus, besides its cookie-cutter bite, is how big it wasat 400 to 500 pounds, it was just shy of the weight class of the largest known prehistoric cat, Smilodon, better known as the Saber-Toothed Tiger. Like Smilodon, Xenosmilus clearly wasnt suited to stalking or pursuing prey at high speeds; rather, this cat would have lounged in the low branches of trees, pounced on slow-witted megafauna mammals as they passed by, dug its cookie-cutter teeth into their bellies or sides, and then let go and leisurely followed them as they slowly (or not-so-slowly) bled to death. (The bones of peccaries, a type of pig native to North America, have been found in association with Xenosmilus fossils, so we at least know that pork was on the menu!)

Tu Quoque - Ad Hominem Fallacy That You Did It Too!

Tu Quoque - Ad Hominem Fallacy That You Did It Too! Fallacy Name:Tu Quoque Alternative Names:You did it too! Fallacy Category:Fallacies of Relevance Ad Hominem Arguments Explanation of the Tu Quoque The Tu Quoque fallacy is a form of the ad hominem fallacy which does not attack a person for random, unrelated things; instead, it is an attack on someone for a perceived fault in how they have presented their case. This form of the ad hominem is called tu quoque, which means you too because it typically occurs when a person is attacked for doing what they are arguing against. Examples and Discussion of the Tu Quoque Usually, you will see the Tu Quoque fallacy used whenever an argument has gotten very heated, and the possibility of civil, productive discussion may have already been lost: 1. So what if I used an ad hominem? You insulted me earlier.2. How can you tell me not to experiment with drugs when you did the same thing as a teenager? As you can see, the arguers in these examples are trying to make the case that what they have done is justified by insisting that the other person has also done the same. If the act or statement in question was so bad, why did they do it? This fallacy is sometimes referred to as two wrongs dont make a right because of the implication that a second wrong makes everything alright. Even if a person is completely hypocritical, though, this does not mean that their advice is not sound and should not be followed. Tu Quoque and Sincerity This fallacy can also occur more subtly, for example, by attacking a persons sincerity or consistency: 3. Why should I take your arguments for vegetarianism seriously when you would accept a transfusion of blood that has been tested using animal products, or accept medication that has been tested using animals? The reason this example qualifies as a tu quoque fallacy is because the argument reaches the conclusion I dont have to accept your conclusion from the premise you dont really accept your conclusion either. This looks like an argument against the consistency of an argument for vegetarianism, but it is actually an argument against a person arguing for vegetarianism. Just because a person fails to be consistent does not mean that the position they are arguing for is not sound. You can be inconsistent in following a sound principle and consistent in following an unsound principle. This is why the consistency with which a person follows what they are arguing for is irrelevant when it comes to the validity of their position. Of course, this doesnt mean that it is illegitimate to point out such glaring inconsistencies. After all, if a person does not follow their own advice, it may be that they dont believe it themselves - and if that is the case, you can ask why they want you to follow it. Or maybe they dont understand what they are saying - and if they dont understand it, it is unlikely that they will be able to present an effective defense for it. You Would Do It Too A closely related tactic is to move from saying you did it, too to saying you would do it too if you had the chance. In this way, people can construct arguments like: 4. The leaders of that country are insane, and would attack us if they had the chance - so we should attack them first and thus protect ourselves.5. Christians would persecute us again if they were given the opportunity, so whats wrong with persecuting them first? This is fallacious for the same reason that the usual tu quoque is a fallacy - it doesnt matter what someone else would do if they had the chance because that alone doesnt make it right for you to do it yourself.

Do corporate social responsibility (CSR) reports provide shareholders Essay - 3

Do corporate social responsibility (CSR) reports provide shareholders and stakeholders with useful information on corporate soci - Essay Example This is in contrary to the normal accounting basic that has been known about debiting and crediting financials. With the current business trends, accounting as profession has shifted from just an ordinary financial profession to numerous environmental researches and an accountability when it comes to the contribution of social environmental factors. Therefore thin paper is trying to find out as to whether, Thesis: corporate social responsibility (CSR) reports provide shareholders and stakeholders with useful information on corporate social and environmental performance. Having been clarified into different segments, financial managerial and costing that are familiar to most people, must relate to the issues of finance in one way or the other. However, when it comes to corporate social responsibility, accounting would only concentrate on corporate social repotting that is considered vital to both the organization and any other stakeholders in different ways as explained in this paper (Sims, 2003). Shows accountability of democracy Corporate social reporting gives adequate clarification about the commitment to stakeholders concerning accountability, democracy and transparency. The CSR constitutes a proper clarification of social and environmental concern on factors that are never economic viable to the society as a whole as explained by divergent stakeholders theory. Besides, it gives a composer of distinct and varied number of environmental reports that clarifies about annual returns of an organization and this must be based on organizational profitability in relation to the size of the economy or regulatory environmental. Through engaging the necessary stakeholders, corporate social re