Formal Structure as Myth and Ceremony free essay sample

The elaboration of such principles in current states and social orders accounts to a limited extent for the development and expanded intricacy of formal authoritative structures. Institutional standards work as legends which organizationsincorporate,gaining authenticity, assets, soundness, and upgraded endurance possibilities. Associations whose structures become isomorphic with the fantasies of the institutional condition interestingly with those basically organized by the requests of specialized creation and trade decline inward coordination and control so as to look after authenticity. Structures are decoupled from one another and from continuous exercises. Instead of coordination, assessment, and assessment, a rationale of certainty and great confidence is utilized. Formal organizationsare for the most part comprehended to be frameworks of facilitated and controlled exercises that emerge when work is inserted in complex systems of specialized relations and limit spanningexchanges. Yet, in current social orders formal authoritative structures emerge in exceptionally standardized settings. Callings, arrangements, and projects are made alongside the items and administrations that they are understoodto producerationally. This licenses numerous new associations to jump up and powers existing ones to incorporatenew practices and methods. That is, organizationsare headed to fuse the practices and systems characterized by winning rationalizedconcepts of organizationalwork and regulated in the public arena. Organizationsthat do so expand their authenticity and their endurance possibilities, autonomous of the quick adequacy of the procured practices and strategies. Standardized items, administrations, methods, strategies, and projects work as incredible legends, and numerous associations embrace them ritualistically. In any case, adjustment to systematized controls frequently clashes strongly 1 Work on this paper was directed at the Stanford Center for Research and Development in Teaching (SCRDT) and was upheld by the National Institute of Education (contract no. NE-C-00-3-0062). The perspectives communicated here don't, obviously, reflect NIE positions. Numerous partners in the SCRDT, the Stanford Organizations Training Program, the American Sociological Associations work bunch on Organizations and Environments, and the NIE gave assistance and support. Specifically, H. Acland, A. Bergesen, J. Boli-Bennett, T. Arrangement, J. Freeman, P. Hirsch, J. G. Walk, W. R. Scott, and W. Starbuck made accommodating proposals. 340 AJS Volume 83 Number 2 Formal Structure as Myth and Ceremony with effectiveness standards and, then again, to arrange and control action so as to advance proficiency subverts an associations stately conformityand sacrificesits backing and authenticity. To keep up stylized similarity, organizationsthat reflect institutional standards will in general support their conventional structures from the vulnerabilities of specialized exercises by getting inexactly coupled, assembling holes between their proper structures and genuine work exercises. This paper contends that the proper structures of numerous associations in postindustrial society (Bell 1973) drastically mirror the legends of their institutional surroundings rather than the requests of their work exercises. The initial segment describesprevailing speculations of the sources of formal structures and the principle issue the hypotheses face. The subsequent part talks about an elective wellspring of formal structures:myths embeddedin the institutional condition. The third part builds up the contention that associations reflecting standardized situations keep up holes between their conventional structures and their progressing work exercises. The last part sums up by examining some researchimplications. All through the paper, standardized principles are recognized strongly from winning social practices. Systematized rules are arrangements incorporated with society as responded epitomes or understandings (Berger and Luckmann 1967, p. 54). Such principles might be essentially underestimated or might be upheld by popular assessment or the power of law (Starbuck 1976). Foundations unavoidably include standardizing commitments yet regularly go into public activity fundamentally as realities which must be considered by on-screen characters. Regulation includes the processesby which social procedures, commitments, or realities come to take on a rulelike status in social idea and activity. Thus, for instance, the societal position of specialist is an exceptionally standardized principle (both regulating and psychological) for overseeing disease just as a social job comprised of specific practices, relations, and desires. Innovative work is a systematized class of organizationalactivity which has importance and incentive in numerous parts of society, just as an assortment of real innovative work exercises. In a littler manner, a No Smoking sign is an organization with lawful status and suggestions, just as an endeavor to direct smoking conduct. It is principal to the contention of this paper institutional guidelines may have impacts on authoritative structures and their implementationin real specialized work which are totally different from the impacts created by the systems of social conduct and relationshipswhich form and surrounda given association. Winning THEORIES OF FORMAL STRUCTURE A sharp qualification ought to be made between the conventional structure of an association and its real everyday work exercises. Formal structure is 341 American Journal of Sociology a diagram for exercises which incorporates, above all else, the table of association: a posting of workplaces, offices, positions, and projects. These components are connected by unequivocal objectives and strategies that make up a levelheaded hypothesis of how, and why, exercises are to be fitted together. The substance of a cutting edge bureaucratic association lies in the legitimized and generic character of these basic components and of the objectives that connect them. One of the focal issues in association hypothesis is to depict the conditions that offer ascent to supported conventional structure. - In customary speculations, normal proper structure is thought to be the best method to arrange and control the complex social systems engaged with current specialized or work exercises (see Scott 1975 for an audit). This suspicion gets from Webers (1930, 1946, 1947) conversations of the chronicled development of bureaucraciesas consequencesof financial markets and incorporated states. Financial markets place a premium on sanity and coordination. As business sectors extend, the social systems in a given space become increasingly mind boggling and separated, and organizationsin that area must oversee progressively inside and limit spreading over interdependencies. Such factors as size (Blau 1970) and innovation (Woodward 1965) increasethe unpredictability of inner relations, and the division of work among p organizationsincreasesboundary-spreading over roblems (Aiken and Hage 1968; Freeman 1973;Thompson 1967). Since the requirement for coordinationincreases under these conditions, and in light of the fact that officially planned work has upper hands, associations with excused conventional structures will in general create. The arrangement of incorporated states and the infiltration of social orders by political focuses likewise add to the ascent and spreadof formal association. At the point when the social systems associated with monetary trade and political managementbecome incredibly complex,bureaucraticstructuresare thought to be the best and sane intends to normalize and control subunits. Bureaucratic control is particularly helpful for growing political focuses, and standardizationis frequently requested by the two communities and fringe units (Bendix 1964, 1968). Political focuses compose layers of workplaces that figure out how to stretch out congruity and to dislodge customary exercises all through social orders. a The issue. revailingtheoriesassumethatthe coordination nd controlof P h activityare the criticaldimensionson whichformal associations avesucceeded in the cutting edge world. This supposition that depends on the view that associations work as indicated by their proper plans: coordination is normal, rules and proceduresare followed, and genuine exercises fit in with the solutions of formal structure. Be that as it may, a great part of the observational examination on associations gives occasion to feel qualms about this suspicion. A prior age of analysts inferred that there was an incredible hole between the formal and the casual association (e. g. , Dalton 1959; Downs 1967; Homans 1950). A related 342 Formal Structure as Myth and Ceremony perception is that conventional associations are regularly inexactly coupled (March and Olsen 1976; Weick 1976): auxiliary components are just approximately connected to one another and to exercises, rules are frequently disregarded, choices are regularly unimplemented, or whenever actualized have questionable outcomes, advancements are of hazardous proficiency, and assessment and review frameworks are ubverted or renderedso ambiguous as to give little coordination. Formal associations are endemic in present day social orders. There is requirement for a clarification of their ascent that is mostly liberated from the suspicion that, practically speaking, formal structures really arrange and control work. Such a clarification should represent the elaboration of purposes, posit ions, approaches, and procedural guidelines that portrays formal associations, however should do as such without supposingthat these structuralfeatures are actualized in routine work action. By concentrating on the administration of complex social systems and the activity of coordination and control, winning speculations have disregarded an option Weberian wellspring of formal structure: the authenticity of legitimized formal structures. In winning speculations, authenticity is guaranteed: statements about bureaucratization lay on the suspicion of standards of sanity (Thompson 1967). At the point when standards do assume causal jobs in speculations of bureaucratization

Learn How to Conjugate Sécher (to Dry) in French

Figure out How to Conjugate Sã ©cher (to Dry) in French Which means to dry, the French verbâ sã ©cherâ will be a decent expansion to your jargon. So as to state she dried or we will dry, in any case, you should examine its conjugations. That is the focal point of this early on French exercise. The Basic Conjugations of Sà ©cher Sã ©cherâ is aâ stem-changing verbâ and that messes up the conjugations. In any case, it is generally simple to deal with when you recognize what to search for. Give close consideration to the characteristic state of mind structures ofâ sã ©cherâ and youll notice that occasionally the accentedâ 㠩â changes toâ ã ¨. This happens frequently in the current state and the future gives you a choice between the two. Other than that,â sã ©cherâ follows the conjugation rules ofâ anyâ regular - erâ verb. You can utilize similar endings you know for words likeâ tomberâ (to fall) and apply them here. To consider these, essentially discover the conjugation that compares to both the subject pronoun and the strained of your sentence. This outcomes inâ je sã ¨cheâ for I am drying andâ nous sã ©chiezâ for we dried. Present Future Defective je sche scheraischerai schais tu sches scherasscheras schais il sche scheraschera schait nous schons scheronsscherons schions vous schez scherezscherez schiez ils schent scherontscheront schaient The Present Participle of Sà ©cher Theâ present participleâ ofâ sã ©cherâ does not get the stem change. Rather, you will basically add - antâ to the stem to formâ sã ©chant. Sã ©cherâ in the Compound Past Tense Passã © compos㠩â is the French compound past tense. This is the place youll use theâ past participleâ sã ©ch㠩â along with the assistance of a helper action word. To frame it, start by conjugatingâ avoirâ into the current state, at that point include the past participle. This gives usâ jai sã ©ch㠩â for I dried andâ nous avons sã ©ch㠩â for we dried. Progressively Simple Conjugations of Sà ©cher You should focus on the stem change in these structures ofâ sã ©cherâ as well, especially inâ the subjunctive, which calls the demonstration of drying into question. The conditionalâ gives you the decision between the two structures since it suggests that something may be dried later on if certain conditions are met. There is no stem change in eitherâ the passã © simpleâ orâ the defective subjunctive, the two of which are abstract tenses. Subjunctive Contingent Pass Simple Flawed Subjunctive je sche scheraisscherais schai schasse tu sches scheraisscherais schas schasses il sche scheraitscherait scha scht nous schions scherionsscherions schmes schassions vous schiez scheriezscheriez schtes schassiez ils schent scheraientscheraient schrent schassent For short sentences, you may useâ sã ©cherâ inâ the imperative. Beyond the stem change in theâ tuâ form, youll likewise need to recall that the subject pronoun isn't required here. Basic (tu)â   sã ¨che​​ (nous)â â sã ©chons​​ (vous)â â sã ©chez

The Bad Influences of Television Free Essays

Let’s let it out. We love sitting in front of the TV. Truth be told, we love it so much that we can go through hours simply sitting before our little boxes just to get our portion of must-see TV. We will compose a custom paper test on The Bad Influences of Television or on the other hand any comparable subject just for you Request Now TV offers every one of us sorts of things to keep our eyes stuck to the little screen, for example, late night syndicated programs, hit parody sitcoms, and games shows that keep you speculating which folder case contains a million dollars. With all the hours we spend on staring at the TV, there is no uncertainty that by one way or another it has affected us by one way or another. In spite of the fact that that it can impact mentalities of grown-ups, more seasoned crowds can dispose of specific subjects since we as of now have our own inclinations. In any case, TV can be a perilous impact to small kids who are as yet building up their cerebrums. This paper will talk about the negative impacts of TV on kids and how these issues can be unraveled. Sex is a typical issue that guardians experience with TV. A few shows as a rule have sexual subjects that are not appropriate for youthful crowds. These pictures may remain with the youngster as they grow up and lead them to turn out to be explicitly dynamic in an early age. Since they don't have satisfactory data about sex in early ages, this can make a youngster become pregnant or get tainted with STDs. Beside seeing these pictures, network shows may likewise have scenes wherein the characters are talking about sex. This is similarly as hazardous as observing these pictures for they can likewise influence the youngster by intriguing them progressively about what the characters are discussing. To give you a thought how brutality can be an incredible effect on youngsters, American watchers see a normal of â€Å"200,000 demonstrations of savagery before they arrive at the period of 18† (How TV influences your Child) and this can be an intense issue later on the off chance that it isn't tended to appropriately. Viciousness on TV messes some up, for example, imitating the pictures they see, horrendous weight on the kid, and loss of compassion to the individuals who are languishing. Heroes in TV shows have incredible impact on youngsters. At whatever point kids see their most loved hero kicking or punching the â€Å"bad guy† and spare in the long run â€Å"saving the day† they will imagine that these activities are right as long as the superhuman does it. Beside proposing vicious activities to youngsters, kids may mirror these activities for no particular reason since they would envision themselves as these superheroes. Beside making kids mimic rough activities, these pictures may likewise make injury a youngster. Startling pictures of beasts may have some horrendous symptoms on kids since they despite everything can't recognize the distinction between this present reality and an anecdotal one. At long last, observing an excessive amount of savagery on TV can prompt lost compassion towards individuals who are languishing. Much the same as a rival who flops toward the finish of the show, youngsters would imagine that the individuals who are enduring merit it since they have accomplished something terrible previously. At long last weight is another difficult that guardians may look with TV. Television can make kids lessen their chance to play and exercise since they will be plunking down for a considerable length of time. Beside getting extremely detached, kids generally will in general have snacks while viewing because of the business of the celebrated brand potato chips they just observed. So not exclusively will they need work out, youngsters will likewise start to eat sorts of food that don't have any dietary benefit, which is a significant factor in growing up. Beside stoutness, TV can likewise make a youngster become against social since they would as a rule spend a larger number of hours observing as opposed to cooperating or playing with others. As we have found in this paper, TV can be an exceptionally perilous effect on youngsters. In any case, there are things that we can do understand this difficulty. As a matter of first importance, guardians need to consistently screen what their youngsters are viewing. This will permit the parent to shield their youngster from watching shows that are improper for their age. Guardians ought to likewise be comfortable with the shows that their youngsters are observing so they could see promptly whether their kid can watch the show. Guardians ought to likewise reason out to the youngster at whatever point they are sitting in front of the TV. They have to disclose to their youngster the pictures they see on TV to keep them from impersonating these pictures or seeing them in an inappropriate light. Works Cited â€Å"How TV influences your youngster. † KidsHealth. organization. 20 Sept. 2007 http://www. kidshealth. organization/parent/positive/family/tv_affects_child. html â€Å"Facts and Statistics. † Parentstv. organization. 20 Sept. 2007 http://www. parentstv. organization/PTC/realities/mediafacts. asp Step by step instructions to refer to The Bad Influences of Television, Papers

William Goldings Lord of the Flies Essay -- Essays Papers

Ruler of the Flies I decided to do one of my book gives an account of William Golding’s Lord of the Flies. The explanation I picked this book is on the grounds that it manages numerous issues that are essential to driving a strong Christian based life. It likewise manages a few issues that were discussed in class, for instance separation, supplication and humanized conduct. The book begins with Ralph and Piggy strolling through the forested areas on what has all the earmarks of being a remote location. We are informed that a plane moving numerous little fellows between the ages of 5 and 12 smashed on this island and these are the initial two characters that we meet. Ralph and Piggy discover out of the forested areas and onto a sea shore where they find a conch shell that can be played as a horn. Ralph sounds this horn and not long after various little youngsters rose up out of the forested areas. It is presently uncovered that no grown-ups are on the island and it is only the young men. They at that point choose to shape a make move government and piggy designates Ralph to be the pioneer since he started the gathering. One kid named Jack, an individual from a boy’s ensemble, fights the way that Ralph was named the pioneer. So to please Jack, Ralph reveals to him that he will be responsible for chasing and assembling food, this alongside prodding Piggy about his weight satisfies Jack. The young men them split up and start to investigate the island and Jack sorts out the principal chase, which is ineffective. Over the long haul Ralph sees that a considerable lot of the young men aren’t truly accomplishing any work and would prefer to play or resting rather, this concerns him a bit. He at that point goes out to investigate the island with a choirboy named Simon, when they returned they assembled a conference by flagging the conch. At this gathering Ralph sets up some essential guidelines. The principle ones being that you can possibly talk at a gathering in the event that you are holding the conch and that a fire must be prop up constantly on the mountain on the off chance that a boat passed by with the goal that they could be safeguarded. Different young men like the thoughts and surge up the mountain to light a fire. After they accumulate a lot of kindling they understand that no one can light a fire without matches. Piggy at that point recommends that they utilize the focal points of his glasses to start a fire. The fire begins and gets somewhat wild and Piggy imagines that one of the more youthful young men has been singed to death. The entirety of different young men giggle at Piggy and deny the episode. This is the first ... ...ll right. So we perceive how significant guardians are and the amount they can impact their youngsters. These young men were too youthful to be in any way abandoned alone and they couldn’t recognize good and bad. I’m sure that as grown-ups they would think back and perceive how threatening and insidious they had become. Somebody who has a comparative perspective on this book is Kristian Moe who is an instructor in New York. I discovered this announcement at www.malvik.no/engelsk/lordoftheflies.htm, he composes, â€Å"I feel that the book is miserable. Here and there it is even somewhat bizarre. It depicts human instinct in its most noticeably awful and darkest. It is exceptionally terrifying, and it makes me consider the universal wars, and about Hitler’s bigotry and scorn. I can not accept that we have such huge numbers of dim sides inside us, however perhaps we do.† Taking everything into account, I need to state that I appreciate this book since it is energizing and alarming simultaneously. I’m sure that everybody at one point in their life has longed for being on a remote location, however I’m additionally sure that no one would need their experience to resemble the one we find in this book. Except if obviously that have no feeling of Christian qualities and are eager to expose themselves to that kind of underhanded conduct.

Andrew Carnegie A Captain Of Industry

Numerous industrialists in the plated age were somewhere in between a looter noble or a commander of industry. Of these industrialists was a very achievement helpful specialist Andrew Carnegie. Andrew could be contended on the two sides of the issue. Carnegie molded his steel creation business to #1 on the planet, he sold it a ND utilized the cash towards numerous cause organizations.I accept that Andrew Carnegie e was a commander of industry since he committed his life to helping society with open exercises and gave in excess of 100 million dollars to schools, libraries, a d through a few different gifts. He formed industrialization as well as the United s tastes. Individuals accept that Andrew Carnegie was a looter nobleman since he was conniving, narrow minded, and left laborers in deadly work living spaces with low wages .Andrew put his representatives in hurtful workplaces with not exactly safe hardware NT. Wounds happened regularly in Carnegie;s business from detonating iron, f lares, and slang. It was difficult for the laborers to be caution and prepared with just two or three hours of rest and a work SSH attack of twelve. Alongside the methods risky work conditions they needed to live off low compensation. Carnegie likewise double-crossed one of his nearest business companions Henry Fricke by three tatting him to sell his stock in the steel business for cheap.Many accept that Andrew Carnegie double-crossed his laborers as well as his companions. Albeit many will firmly pundit Andrew Carnegie as a Robber Baron consider h to be perhaps the best skipper Of industry. Carnegie utilized his â€Å"last days† serve Eng others by building libraries, schools, and giving gifts. â€Å"Carnegie gave endorse copy 5$ million to the new York open library so it could open a few branches†. Also, even opened up his own college so he could share his insight and achievement the harsh future business owners.Carnegie put his men through some serious hardship so t hey c boisterous have the #1 steel business on the planet that would before long sell for in excess of 200 plant Andrew Carnegie did what he needed to do with the goal that he could be fruitful in the overlaid age and lose himself in the administration of others. Carnegie transformed himself for the beet blunder in his later years. He composed books on being socially answerable for the rich and delighted in meeting with different experts from various fields. Carnegie may have lo deed like simply one more snotty,cocky entrepreneur however truly needed to help others.An drew Carnegie was a chief of industry yet in addition a molded the industrialization by b Ewing a case of shrewd work and compelling activities. Taking everything into account, Andrew Carnegie was a splendid agent who finished with the best steel plant on the planet. Despite the fact that he treated his representatives ineffectively he did it to be effective which worked. Carnegie went through the cash from his steel c reation n to help other people be effective as well. Andrew Carnegie was skipper Of industry and had any kind of effect in people groups lives to improve things.

Do You Have A Core Curriculum

Do You Have A Core Curriculum Today, Im back in the office (but only for a day) after doing three college fairs in New York City this past week. It was a fun week! First was the College Night at the Bronx High School of Science. Fellow alum/interviewer Mark, who graduated from Bronx Science back in the day, joined me in the classroom to which MIT was assigned. Next door was a nice colleague from Washington University in St. Louis, and down the hall was a colleague from Bowdoin College. Overall, more than 150 other colleges were scattered in classrooms around the building. It was pretty busy for the duration of the two hour event. Each college fair I do seems to have one question that gets asked with proportionate frequency, and on this night that question was, Do you have a core curriculum? The answer is, yes, there are some classes which all MIT students, whether they major in Biology or Music, must take, though there is some degree of choice for each of the required pieces. These mandatory classes are known as the General Institute Requirements, or GIRs. The GIRs consist of 17 classes, 9 in math, science, and technology, and 8 in the humanities, arts, and social sciences. The math/science/technology component of the requirement breaks down as follows: 2 classes in calculus: single and multivariable 2 classes in physics: mechanics and electricity/magnetism a class in each of chemistry and biology a Lab class (usually in your major; 46 choices) 2 Restricted Electives in Science Technology, or REST classes (44 options) Some of these requirements, most often single variable calculus, can be fulfilled with AP/IB exams or college transfer credit. The first six courses listed above are most commonly taken in the freshman year and are known as the science core. There are a variety of ways to take these courses. Each of the science core classes have different flavors. For example, biology, or 7.01x, has three different flavors which cover the MIT basics of biology but each with a different focus, such as genetics/genomics or the environment. The different flavors are not the only options for the science core. Many students will join Freshman Learning Communities to take much of the science core. The freshman learning communities often offer a coherent freshman curriculum, very small classes, and a common meeting space. There are four Freshman Learning Communities: the Experimental Study Group, or ESG, the Concourse program, Terrascope, and the Media Arts Sciences (MAS) First Year Program. Each of the 8 required humanities, arts and social science (HASS) classes are elective, but must fulfill several requirements: 3 classes must be HASS distribution, or HASS-D, courses, each chosen from a different one of five lists 2 classes must be labeled Communications Intensive, or HASS-CI 3-4 classes must go deep into one area of your choice to form your HASS concentration Unlike the science core, you cannot fulfill any of these requirements with AP or IB classes. Also, please note that the intersection of any of the above groups need not be the null set. That is, some classes will fulfill 2 or 3 of the above criteria. For example, many of the HASS-D courses are also HASS-CI courses, and your concentration may have a HASS-D or HASS-CI course as a part of it. Also unlike the science core, these HASS classes are usually spaced out over the length of ones MIT career. With 8 required classes and the normal student using 8 terms to get a degree, most take at least one HASS course a term. I averaged closer to 2 HASS classes each term, mostly because there were many classes I wanted to take. The second college night I participated in was at Stuyvesant High School. The Stuy college night was more structured than that at Bronx Science, with 4 presentation periods where families could choose the four colleges they wanted to hear from, and rotate through one 20-minute session with each. A fifth session was designated an open session for questions and answers. There was a standing room only crowd at Stuyvesant. I was joined at this college night by recent graduates/interviewers Ed and Jen, both of whom are off to Columbia School of Business next year for their MBA, and Larry, an MIT-trained architect and long-time interviewer in Manhattan. Larry also has ties to Columbia as he is helping to develop the Universitys master plan. It is hard to present MIT in 20 minutes, especially when youre used to having 40 minutes for an on-campus information session. I had to very quickly run through things that I normally have more time to explain. For most of my four sessions, though, I did get to have tangents to this weeks two big events, President Susan Hockfields inauguration and the Time Traveler Convention. One thing that seemed to surprise many of the students and parents at this college night is that we require three SAT IIs (one in math, one in science, and a third of your choosing). If you are a junior and have not taken any SAT IIs yet, I highly encourage you to sign up for the June administration of the exams (and, yes, pay the College Board a late registration fee). You can take 3 SAT IIs in one sitting, and it is usually a good idea to take at least two. We will also accept scores from the SAT II administrations in the fall. The final college fair I did was for the Gateway Institute, a program for minority and low income students. The fair was held in the Great Hall of City College, a beautiful space. Some students posed for pictures at the MIT booth. The Great Hall looks like a Cathedral of education. The popular question of this fair was, Tell me about your neuroscience (or psychology) major. At MIT, Course 9 is Brain Cognitive Science, which the department describes as at the nexus of neuroscience, biology and psychology. Some of the notable Course 9 faculty include Nobel Prize winner Susumu Tonegawa, Nancy Kanwisher, Ann Graybiel, Emilio Bizzi, and of course President Susan Hockfield. Course 9 is also completing an awesome new building this fall; check out the images at this site. The coolest thing about the project is that railroad tracks and trains go through the middle of the building. The building will house both the Picower Center for Learning Memory and the McGovern Institute for Brain Research. Tomorrow, I will fly to Phoenix to attend the Intel International Science Engineering Fair (ISEF). I will be hosting a reception on Thursday afternoon after the public viewing, and also checking out the various projects. If youll be participating in ISEF, best of luck to you, and I hope to see you there!

Levin and Mowing - Literature Essay Samples

Constantine Levin, a hero of Tolstoys Anna Karenina, longs to discover some harmonious part of himself through experiencing the peasant way of life. He believes there to be something profoundly rewarding in the simple act of working as ones needs dictate. By working with and alongside the peasants for a whole day of mowing in his own fields Levin seeks to gain some of the uncomplicated peace-of-mind that he feels the lower farming classes enjoy. However, Levins motives for mowing are distinctly different from those of the hired workers. Levin feels he must mow as a kind of remedy for the type of aristocratic life he has been leading. His first experience with the activity came when he had lost his temper and to calm himself had used a remedy of his own he took a scythe from one of the peasants and himself began mowing. Levin mows to relieve himself of the pressures brought on by the work of his own class (giving orders to his steward, running his farm indirectly through middle -men). Not only does he mow to soothe his stresses, but also to give himself a greater feeling of connection to his land and farming process. Levin cannot understand why the Russian peasants do not commit themselves entirely to the well-being of the farm why some men could be so careless as to handle equipment so that it breaks, or why they would defy orders and harvest a field easier to finish than the one they were directed to harvest. The peasants work for their direct benefit: spend a day working in the field, earn a set amount of money. It does not matter to them exactly how much work is accomplished. But for Levin, the work translates more ambiguously into gain. It matters how well the fields are mown, and how much is done by each man. Levin stands to either gain or lose wealth based on the quality and quantity of his hired help. This is a great stress to him, and he longs to be more connected to the land and its rewards the way the peasants are. Thus Levins mowing is soothing to his own work-related stresses, and it builds a positive connection between him and the land. Through mowing, he can work and see a direct result result.The Russian peasants need to mow so that they can provide for themselves and their families. For Levin, mowing is almost as necessary. He does not need to work to be able to eat, but he needs to in order to feel at peace with himself and his own role. However, to the outside eye, a day spent mowing appears to be a sort of aristocratic game. Levin is aware of this fact, and is even intimidated enough so that he is in doubt whether to go mowing or not upon Koznyshevs arrival. He fears his brother might laugh at him. Levin is embarrassed by his deviance from his upper-class role while he is embarrassed by the high status itself. He experiences a distinct confusion caused by his innate role as boss in conflict with his desire to lose himself as a cog in a wheel. This confusion is perhaps the root of his abnormal r elationship to his peasants. He places his property in their control and even decides for a time that he must become one of them.Koznyshev embodies the unconfused aristocratic opinion. He and Levin talk freely about how enjoyable the work can be until he understands that Levin intends to mow all day, just like the peasants, as opposed to sort of playing at it until one gets tired. He reprimands Levin that it is splendid physical exercise, but that he will hardly be able to hold out. Looking at mowing as the benefit of exercise instead of as the necessity of work shows where the aristocratic and peasant classes distinctly veer away from one another. Levin exists as a medium between the two ways of thinking. Levin desires to mow hard the entire day and is driven by the desire to keep up with the peasants and exist as their equal. Levin seeks not only emotional gain, but also the actual profits of the crop. Levin does posses somewhat of an aristocratic view upon entering into his commitment; he comments: I need physical exercise; without it my character gets quite spoilt. Here, instead of focusing on the value and direct reward of the work, Levin seeks to remedy the physical frustrations of an upper-class, indoor life spent primarily in celibacy. Levin experiences some moments where he looks to mowing as a sort of prescription for his stifled and frustrating life as an aging and wifeless man in a drawing room. Not only does this way of thinking undermine the real work of mowing and the healing properties it can offer, but it shows a temporary misunderstanding between Levin and nature. Mowing can not ultimately cure his frustrations with his present life. Mowing one time, or even several times, can only provide temporary relief from emotional ailments. To be entirely cured by mowing, Levin would have to actually give himself to it completely and become a peasant himself. And while Levin fantasizes about doing just this, he can never commit himself e ntirely. Even if Levins wet nurse were a peasant, his blood still would run blue. Everything Levin wants in life is still wrapped up in the duplication of the aristocratic family life he enjoyed with his mother and father. While he can use mowing to escape what is lacking in his regular life, Koznyshev and the other peasants are ultimately right: mowing can not save an aristocrat. It can only turn him into a peasant. Before he actually begins to mow, Levin is quite clearly confused between the aristocratic and peasant modes of reasoning and necessity.Although the decision to mow causes some anxiety and confusion in Levin, the longer he works at it and the deeper he falls into the rhythm of the scythe, the more he feels at peace. As Levin approaches the field where the men have already been at work and each man has already completed his second swath, Levin views the peasants following each other in a long straggling line, some with coats on, some in their shirts, each swinging his scythe in his own manner. Levin sees each mower as a distinct individual. He notices specific men he has had working on his farm before. He notices each mans various clothing, and each mans distinct mowing technique. He sees each of the peasant mowers, and undoubtedly himself, as distinct and individual men, which in this case has as a connotation of inefficiency, insofar as straggling men cannot mow a field; only a group can. It is only in the midst of the entire day of mowing that Levin is able to leave this view behind, and take on the feeling of a group of men toiling as one and losing themselves in their work.Although there is variance in each peasants mowing technique some are younger and newer and therefore mow more stiffly, while some are older and more seasoned and can mow so well it appears as though they are at play one comes to realize that it is not the individual that carries importance in the act of mowing. A tall old man with a shriveled, beardless face advises Levin to Mind Master! Having put your hand to the plough, dont turn back!, suggesting a rejection of the idea of mowing for ones health or for a game. Levin promises to try not to lag behind, meaning that for the next few hours he will leave his status as master behind, and will instead respect the wisdom and authority that the oldest and most experienced mowers possess. He begins to mow badly at first, because he feels he is being scrutinized as different from the other mowers. He is conscious of the desire to prove himself, and therefore mows too vigorously and with too much thought. His desperate desire to perform well is what keeps him from accomplishing his aim. An experienced mower knows that the best way is to let the scythe mow of itself. As the day progresses, Levin realizes that he must swing the scythe less with [his] arms and more with the whole of [his] body. This is his first major step toward releasing his unnecessary pretensions of proving himself and his own level of skill. The change from working with a specialized (and fairly weak) selection of limbs to mowing with the whole of ones body implies the end of acting out of the strained section of the mind and body and the beginning of using ones entire being.Soon after Levins realization, he begins to give himself entirely over to his task. As Titus, the man Levin has placed in charge, mows faster and longer, seemingly as a challenge, Levin begins to think of nothing and [desire] nothing, except not to lag behind and do his work as well as possible. Nothing exists at all but the task of mowing in front of and all around him. All of Levins senses become dominated by mowing, and he hears only the swishing of the scythes and [sees] only the convex half-circle of the mown piece before him, and the grasses and heads of flowers falling in waves about the blade of his scythe. Mowing becomes all of nature. The sounds and shapes in the field are made by the scythe, and the grass an d flowers exist only when the scythe strikes them. They move in waves, a term that alludes to another great part of nature: the ocean, whose movements can be imitated by the swinging of the scythe. In a sense, the mowing field begins to embody the entire world.With mowing as the world and Levin working in it, the entire experience becomes bathed in innocence and purity. Nothing matters but the work. At one point Levin is suddenly conscious of a pleasant coolness on his hot perspiring shoulders, without knowing what it was or whence it came. Such description bears some resemblance to biblical content, and finally to Eden. Levin look[s] to the sky to find its origin. Everything is beautiful and merciful to Levin. He works hard, and eventually there comes rest at the end of the swath. The work, the rest, and the swinging of the scythe itself take on a certain rhythm that runs through to Levins core. In this state of peacefulness, the scythe begins to mow by itself, and the w ork is really more like play. Submerging oneself in this mowing world is no longer a chore. The work becomes its own reward when one can become so close with it. Even the kvas (lukewarm water with green stuff floating in it and a flavor of the rusty tin box) tastes better to Levin than anything ever has, because of the work he has done to earn it. The rhythm involved in the actual swing of the scythe, the steps across the fallen grass in Titus footprints, and the rests at the end of each row create a harmonious experience. Another part of the rhythm of mowing is the respect given to the aged and experienced. Where a younger and stronger man might normally be valued as optimal for physical labor in another field, in the art of mowing, a man who is aged, experienced and therefore skilled is appreciated as the most valuable. The emphasis on experience goes to show that mowing is indeed an art where skill may be valued over brute force. The rhythm of the planting season and the harvesting season, the syncopated work and rest of each meal break and the mowing of each swath: each year that comes makes a man wiser and more valuable in the field. Where a young man might mow with a strained kind of movement as if in feverish labor and not be able to change the motion of his body and at the same time observe what lay before him, an old man might go along, holding himself erect and cut the juicy grass with a precise and even motion that seems to cost him no more effort than swinging his arms when walking. To these peasants of age and experience, mowing has become something unlike toil. For these men the scythe seem[s] to mow of itself. It is this kind of working nirvana that Levin strives for and is able to achieve in fleeting moments. Levin is able to leave his identity as the master behind, and is taken under the wing of the old peasant in front of him. Levin trusts him to decide the correct rhythm of the proceedings, (deciding when it is dinner time, or what pace to mow at) and does not struggle to be in control as he does with his steward and in other aspects of farming. Levin even makes the decision not to go home for dinner and highlight the difference between him and the other mowers. Instead he elects to stay with the old man and share his rye bread mash, and then nap with him in the grass regardless of the flies and of the crawling insects that ticked his perspiring face and body. Levin gives even his body over to nature. By dining with the old man and the other peasants, especially by actually eating the old mans food, Levin obliterates the uncomfortable distance of class or status between himself and the others. He seems to establish himself as a young mower in need of guidance, not as a master who is playing at laboring. Although the act of mowing can not cure Levins aristocratic self, by submerging himself in the natural order and rhythm of the peasants work, Levin, in effect, temporarily becomes a peasant himself.

Psych 625 Time to Practice †Week Three Essay - 1336 Words

University of Phoenix Material Time to Practice – Week Three Complete both Part A and Part B below. Part A 1. For the following research questions, create one null hypothesis, one directional research hypothesis, and one non-directional research hypothesis. a. What are the effects of attention on out-of-seat classroom behavior? Null- There are no effects of attention on out of seat classroom behavior. Non-directional- Attention affects out-of-seat classroom behavior. Directional- No attention negatively instigates out-of-seat classroom behavior. b. What is the relationship between the quality of a marriage and the quality of the spouses’ relationships with their siblings? Null- There is no relationship†¦show more content†¦The goal of inferential statistics is to end up rejecting the null hypothesis and concluding that a significant relationship exists; therefore, the null hypothesis always presume no relationship. 4. Create a research hypothesis tested using a one-tailed test and a research hypothesis tested using a two-tailed test. One-tailed test hypothesis: The mean lifespan of a dog is greater than 100 years. Two-tailed test hypothesis: The mean salary of behavioral therapists is not $75,000. 5. What does the critical value represent? The critical value represents the point on the scale of test statistic value in which the null hypothesis is rejected (Salkind, 2014). The critical value is also used to calculate the margin of error (Salkind, 2014). Lastly, the critical value is determined from the alpha or significance value of the hypothesis test (Salkind, 2014). 6. Given the following information, would your decision be to reject or fail to reject the null hypothesis? Setting the level of significance at .05 for decision making, provide an explanation for your conclusion. a. The null hypothesis that there is no relationship between the type of music a person listens to and his crime rate (p .05). The null hypothesis is rejected since the p-value is below the significance level of 0.05. b. The null hypothesis that there is no relationship between the amount of coffee consumption and GPA (p = .62). The null hypothesis is accepted because theShow MoreRelatedPsych 625 Week 1 Individual Assignment Time to Practice Essay1134 Words   |  5 PagesPSYCH 625 WEEK 1 Individual Assignment Time to Practice   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Click below link for Answer http://workbank247.com/q/psych-625-week-1-assignment-time-to-practice/2895 http://workbank247.com/q/psych-625-week-1-assignment-time-to-practice/2895    Time to Practice – Week One      Complete  both Part A and Part B below.      Part A   Some questions in Part A require that you access data from  Statistics for People WhoRead MorePsych 625 Statistics for the Behavior Sciences Entire Course4464 Words   |  18 PagesPSYCH 625 Statistics for the Behavior Sciences Entire Course To Download This Tutorial Visit below Link http://www.studentsoffortunes.com/downloads/psych-625-statistics-behavior-sciences-entire-course/ (Product Type) : Instant Downloadable We invite you to browse through our store and shop with confidence. We invite you to create an account with us if you like, or shop as a guest. Either way, your shopping cart will be active until you leave the store. All Tutorials will be

Citizenship As A Citizen Of A State - 1860 Words

A broad description of citizenship is to be a citizen of a state. This can entail numerous responsibilities and opportunities. With that in mind, it is easier to think of citizenship not just as something that is owned and held, like a piece of paper, but instead is a responsibility that holds positive consequences if a citizen upholds their end of the deal. Not only is it a responsibility, but it is a type of contract between the individual and the state. By making it a contract it holds those responsibilities and rewards that both sides obtain and uphold at an equal matter. Although some freedoms are often given up for citizenship, there is an understanding that the contract between the state and the citizen is not lessened. With the idea of a contract, it is interesting to explore what are the rights and responsibilities of both the individual and the state, and also how far does the state extend in the sense of citizenship as a contract, it is possible to have global citizenship. When discussing any sort of contract, an individual is generally more interested in how it benefits themselves. These benefits are known as rights. For these purposes, rights are something that are given to a citizen when they receive citizenship. In the United States, these include things such as the right to vote or the right to own a gun. What makes rights and freedoms different is that a right is not automatically assumed by a person what this means is that, a person can buy a gun forShow MoreRelatedIs National Citizenship Irrelevant Outside the United States?1256 Words   |  5 Pageswhether national citizenship is still relevant as a nationally-ascribed designator of membership and rights is best answered with a single word: Depends. Within the United States, national citizenship has conferred rights and duties that remain viable hundreds of years after their creation. Outside the United States, national citizenship is essentially irrelevant. 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How Does “Strategic Culture” Explains The Patterns Of State

How does â€Å"strategic culture† explains the patterns of state behavior in three cases: the United States, China, and Iran. What are the causal mechanisms (i.e. cause-effect explanations) in these cases? Is â€Å"strategic culture† a cause of the observed patterns? Or is other cause (e.g. hierarchy, power structure, etc.)? Strategic culture allows scholars for the opportunity to recognize, analyze and explain patterns of continuity and change when it comes to the reasons behind state behaviors in the international system. Quite regularly, such behaviors are deeply intertwined with the state’s historical propensity to maintain its observed spheres of influence. Strategic Culture has shown to leave lasting legacies in the way states develop their†¦show more content†¦Ã¢â‚¬Å"†¦Thus, in order for the United States to pursue war, the threat must be directly related to the survival of the country or be characterized as â€Å"evil incarnate†Ã¢â‚¬â€as was fascism in World War II, communism in the Cold War, and terrorism during the current war on terror...† (Howard, 9.) United States strategic culture continues to be characterized by positive and idealist views in the evolution of human relationships. As a result of United States strategic culture and views on war, the world ’s hegemon has developed great skills at problem solving since they are always looking for quick and effective solutions to international conflicts, as a way to minimize the cost of lives and resources, while maintain their hegemonic power. It could be said that the United States looks at international relations as a transaction, by focusing on immediate results. 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Racial And Cultural Identity I Am A White American

As a teacher, it is important to know and understand the racial and cultural identities of both yourself, and your students. Knowing about your students’ backgrounds is a great way to make the classroom a safe and welcoming environment. Not all educational settings emit a feeling of safety to its students, and that needs to be changed. In this paper, I will discuss how my racial and cultural identity may be the same and may differ from my students, as well as some ways in which the institution of education can be changed to be more racially and culturally inclusive. Before I can delve into my students’ racial and cultural backgrounds, I must first look at my own. I am a white American, born and raised in Minnesota. My ancestors moved to America from France and Norway; however, in my family, our traditions are more Norwegian than French. For example, every Christmas we make lefse and krumkake, two traditional Norwegian foods, as a family. 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Although I was often told by my parents that I’m black, I would say that the term â€Å"Black† was given to me before I even entered the world. The term â€Å"Black† was given to Africans by Europeans when they took us as slaves to the Americas. Ever since then, the one drop

Evolution of globalization Free Essays

In 1492 the process of globalization began when Christopher Columbus unintentionally â€Å"discovered† the â€Å"new world†. The   cultures   of   the Nahua, Inca, Maya, and Spanish   peoples during the contact and conquest periods (1400s-1600s) was one of the factor that led to globalization.   The different   cultural, economic, social, philosophical, and political systems of these peoples, both before and after conquest  Ã‚   cast an shadow of   these cultures, though conquered, shape the Spanish-American colonial system as it developed in these regions. We will write a custom essay sample on Evolution of globalization or any similar topic only for you Order Now The blend of different civilizations: The present linguistic situation in ‘Merida’ has engrossed its roots from the pre-colonial period of Mexico. The first   Crenellation   took   place   during the final voyage of, Christopher Columbus in the year 1502.   When his ships entered   Spain   the people over there didn’t know they were listening to the Mayan language. The first Mayan word they heard was â€Å"turquin† which translates to gold and money as wealth was the main goal of Christopher’s expeditions. Two Spanish explorers who were stranded in Mayan land   were     later found by conquistador Cortes . One of the stranded explorers was Aguilar who served as a interpreter between the two civilizations. Later ‘castellano’ language was developed and till now it is in use. The two entirely different civilizations was plunged as thick roots into the nation. Castellano Vs Maya-Yucateco : The new linguistic politics began with the catholic missionaries in the sixteenth century The Spanish priests had to learn the language of the pupils who were mostly Mayans. Formal studies of Maya- Yucateco   was done and the first dictionary was brought out in 1546. The colonization of Yucatan   was mainly   because of   the Mendicant   Landa. The learning of Maya-Yucateco continued until the eighteenth century . For many reasons there was little teaching of ‘castellano’ language to the Mayans . Linguists have divided the variations spoken by Mayans into 30 different languages. They are all included in generic term ‘Maya’. Discrimination: The language was one of the factor that     divided people from the globalization. There were the people who supported the Mayan literature and some saying that ‘castellano’   Ã‚  was something uncontrollable and inevitable, the product of modernization. Discrimination arouse for the Mayans in Merida. They were denied access to certain places and discouraged from being in others. This is a situation that is still in the existence. Mayans developed a passive resistant syncretism to the spiritual conquest that was imposed upon them. Though cultures accepted military defeat, but in an effort to keep some semblance of former lives pays a service to the Spaniard religion, still practicing the hated idolatry in secret. While the conquerors were assimilating Mayans, the Mayans were assimilating the conquerors religion.this resulted in the extension of the interrogation by Spaniards to the new world in   paradox   of     Christianity   at the time. Conclusion  Ã‚   : The evolution invoked by Christopher Columbus led to globalizationIn turn it resulted in a revolution that brought discrimination Until now it continues to be the present situation.   The endless †¦    How to cite Evolution of globalization, Essay examples

Law of Contract Far East Corporation

Question: Describe about the Law of Contract of Far East Corporation. Answer: Issue The major issue in the given case is the establishment of a contract between Mojo Beverages and Ben. It is only when a contract exists between the two that the next issue of whether Ben can claim anything from Mojo Beverages arises. Law The law of contract is a very important piece of legislation that is required in any governed society. To make a valid contract, it is necessary that all the contract elements should be met lawfully. The main contract elements that are required are offer, acceptance, consideration, capacity and intention of the parties. (Small Business Development 2016) An offer is an element with the help of which a contract can be initialed. An offeror is the person who makes a contract to an offeree. Through an offer, an offeror basically communicates his desire to an offeree which he expects to be performed or acted upon by him (Smith v Hughes (1871). When an offer is made, then it must reach an offeree to be effective, thus, communication of offer is very necessary to make such an offer valid (Carlill v Carbolic Smoke Ball Co (1893)) (Moles R 1998). When no offer is made by a person, but when offers are invited through advertisements, auctions, tenders, etc, then, such actions are invitation to offers and the person who relies on such invitation can make an offer to the inviter Partridge v Crittenden (1968). Thus, in invitation to treat, an inviter acts like an offeree and the person who makes an offer based on an advertisement is an offeror. (Moles 1998) Also, an offer can be unilateral or bilateral. A unilateral offer is an offer under which when an offer is made by an offeror to people then such an offer is an open offer and does not requires any formal, written or oral acceptance to make a binding contract. In unilateral offers, it is an action of the offeree which can be regarded as deem acceptance ( an acceptance by way of conduct) and if the offeree has acted as per the desired wish of the offeror, then, a contract stands concluded as soon as such desired actions is undertaken by an offeree (Great Northern Railway Company v Witham (1873). (Gibson Fraser 2014) Also, in law, when a valid offer is made by an offeror, then, such an offer must be validly accepted by an offer to make a binding contract with an offeror. An acceptance should be made as per the desired requirements of an offeror Brogden v Metropolitan Railway Co. (1877). In order to make an acceptance valid it is necessary that the same must be communicated to an offer and the acceptance must not bring any changes in the terms of the offer (Powell v Lee (1908). (The Law Teacher 2016) However, in unilateral offers, an acceptance by way of conduct is considered to be a deem acceptance and a valid contract does exits amid the parties (Carlill v Carbolic Smoke Ball Co (1893). Application As per the given facts, Mojo Beverages has issued an advertisement through which it has invites people to catch Lord Harry, a trout, against a price of $100,000. Thus, can the action of Mojo Beverages can be regarded as an invitation to treat or offer by relying on the leading case of Pharmaceutical Society v Boots Chemists (1953). The answer is no, because an offer at times can be unilateral or bilateral. In the given situation, Mojo Beverages has made a unilateral offer through an advertisement and any person who will act as per the requirements of Mojo Beverages will make a binding contract with it. So a valid offer is made by Mojo Beverages to the world at large or the offer can be regarded as an open offer. Further, the true prize that was promised by Mojo Beverages is $1,000 and not $100,000. Ben after knowing the correct offer acted as per the requirements of the advertisement. He is fully aware of the rectified offer and has given his acceptance by acting as per the desires of Mojo Beverages as the offer which was made was a unilateral offer. So, it is the actions of Ben which must be considered as deem acceptance by relying on (Carlill v Carbolic Smoke Ball Co (1893)). Conclusion Thus, a valid offer is made by Mojo Beverages which is duly accepted by Ben against a valid consideration of $1,000 and the parties are capable and legally intent to abide by the contract. Since, a valid contract exists amid Mojo Beverages and Ben, thus, Ben has right to sue Mojo Beverages for the claim of prize money. Issue The main issue that requires analysis is whether the commercial interactions that took place amid Livestock Brokers (Brokers) and Dorper Sheep Sellers Pty Ltd (Sellers) results in the establishment of any contractual relationship. Also, the scope of relationship is also evaluated when the communication was made by fax which was never reached by Dorper Sheep Sellers Pty Ltd. Law To make a valid contract, it is necessary that all the contract elements should be met lawfully. The main contract elements that are required are offer, acceptance, consideration, capacity and intention of the parties. (Small Business Development 2016) Now, an offer is the communication which is made by an offeror to an offeree. In an offer an offeror sends his expectations and desires to an offeree which he believes to be comply with by an offeree (Gibson v Manchester City Council - CA (1978). An offeree must receive the offer to make an offer legal and effective (Carlill v Carbolic Smoke Ball Co (1893)). Now, whenever an offer is made by an offeror, then, it is the responsibility of an offeree that he must confirm such an offer, this confirmation of offer is called acceptance in law. When an acceptance is made, then a binding contract is made amid the parties but such an acceptance must reach the offeror in order to be effective. In the law of contract, an acceptance is complete only when it reaches the offeror. But, when an acceptance is made by post, then, acceptance is complete as soon as the letter is posted Brinkibon v Stahag Stahl und Stahlwarenhandelsgessellschaft mbH (1983). There is no requirement of further communication, but, the rule is not applicable when an acceptance is made by fax and is held in EntoresLtd v Miles Far East Corporation (1955) Mendelson-Zeller Co Inc v T C Providores Pty Ltd(1981). (Hill S 2001) Further, an acceptance must correspond the offer and if any deviation is made in the terms of offer then it is not acceptance and the offer lapses. But, in Hyde v Wrench ((1840)) it was held that requesting information is not counter offer or acceptance and does not terminate an offer (Stevenson v. McLean(1880). (The Law Teacher 2016) Application In the given scenario, when Sellers sends a letter to Brokers through which he sets out the number of sheep flock for sale at a particular price, then, it is an offer which is made by Sellers to Brokers. Seller has given 14 days time to Seller to accept the offer so made. Now, it is submitted that a valid open offer was made by Sellers to Brokers and Brokers must accept such an offer within 14 days. However, before that, Brokers has made few inquiries regarding the offer which was made by Seller. But, as per Stevenson case, mere seeking information or requesting information regarding the offer is not a counter offer and does not lapse the offer. Broker has asked for information on 6th June, such letter of request is not a counter offer and the offer of Seller is still valid. Also, on 14th Broker sent a fax to Seller accepting the offer, the same was received by Seller on the same day. Thus, since no postal rule is applicable when acceptance is made by fax, thus, the acceptance must receive the offeror it orders to make an acceptance valid. The acceptance by Broker was validly received by Seller so the communication of acceptance is compete and is valid. Now, when Broker has sent his acceptance by way of fax on 14tth June, then it was considered as valid as the same was duly received by Sellers on the same day. However, if the same is not received by Seller on 14th itself dues to transmission error then the acceptance would not have been said complete in the eyes of law as no postal rule is applicable when an acceptance is sent by fax. So it is necessary that the same must be communicated to an offeror in order to be complete. Since, the same is not communicated because of transmission error, so the acceptance is incomplete resulting in no acceptance by Broker. So there is no contract between Broker and Seller. Conclusion So, there is a valid contract that is established amid Seller and Brokers as there is a valid offer which is made by seller and a valid acceptance is also communicated back by Brokers resulting in a valid contract amid the two. Also, if the fax is delayed then there is no acceptance and thus no contract. III Issue The basic problem that revolves around the given case study is Can the owners of Prince Mall, Westphalia Marts Pty Ltd, force Stuart to pay the full amount along with short fall? Law This issue requires analysis of some of the basic principles of the law of contract. Whenever, any two persons wishes to make a contract between themselves, then, one party must always make an offer which is duly accepted by an offeree and such parties must have legal intention and are capable to make a contract. Also, the promises so exchanged amid them must be supported by consideration in order to make a valid contract. (Small Business Development 2016) Every contract comprises of terms and conditions which are very important and the same must be fulfilled by the parties to the contract. If any party to the contract does not comply with the terms and conditions of the contract then the contract is said to be violated. Generally, the contractual terms are divided into two broad categories. When the terms are expressly made part of the contract by the contractual parties then such terms are express terms. Bu when the terms are made part of the contract not by the contractual parties but by law, custom, etc, then such are called implied terms. Both the terms are very important and must be fulfilled by the parties. These terms are normally added by the parties when the contract is formulated and not afterwards (Legal Service Commission 2016) But, in contract law, when a contract is already made by the parties and terms are also incorporated by them, then generally it is not prevalent to bring changes or additions to such terms of the contract. However, at times situations do occur under which it become necessary to bring modification in the already existed contract. The modifications can be made by the parties either orally or in written form. Both the forms are valid provided both the parties intend to do same. If the changes are made on written form the parties must sign the same otherwise oral changes are also valid in law. (Hubble 2016) Application Now, a five year written lease was entered amid Stuart and Prince Mall. As per the terms of the agreement, Stuart has to pay a lease of $1000 per week at the end of 2010. Thus, it is an express term of the contract and the parties must abide by the same. In 2013, both Stuart and Prince Mall intend to bring variation in the written lease agreement. The rent of Stuart was reduced to $700 per week. However, soon after the owners of the prince Mall persuaded Stuart to pay not only the full amount but also the shortfall that has been faced by them because of the reduced rent. It is submitted that the terms of the written lease agreement was varied by the parties intentionally. So the new terms are binding upon them until the business of Stuart improves and thus the owners of Prince Mall cannot force Stuart to pay the extra amount. Conclusion The terms are binding and Prince Mall cannot force Stuart to pay the extra amount. Reference List Brogden v Metropolitan Railway Co. (1877). Brinkibon v Stahag Stahl und Stahlwarenhandelsgessellschaft mbH (1983). Carlill v Carbolic Smoke Ball Co (1893). EntoresLtd v Miles Far East Corporation (1955). Gibson v Manchester City Council - CA (1978). Great Northern Railway Company v Witham (1873). Gibson Fraser, 2014, Business Law 2014, Pearson Higher Education AU,11-Oct-2013. Hill S, 2001, "Email Contracts - When is the Contract Formed?" https://www.austlii.edu.au/au/journals/JlLawInfoSci/2001/4.html#fn8. Accessed on 16th August 2016. Hyde v Wrench ((1840). Legal Service Commission, 2016, Express and implied terms of the contract, https://www.lawhandbook.sa.gov.au/ch18s02s01.php. Accessed on 16th August 2016. M Hubble, 2016, Contract Modification, https://contracts.lawyers.com/contracts-basics/contract-modification.html. Accessed on 16th August 2016. Mendelson-Zeller Co Inc v T C Providores Pty Ltd(1981). Moles R, 1998, Contract Law Lecture - Formation of Contract - Offer and Acceptance https://netk.net.au/Contract/02Formation.asp. Accessed on 16th August 2016. Powell v Lee (1908). Pharmaceutical Society v Boots Chemists (1953). Partridge v Crittenden (1968). Stevenson v. McLean(1880). Smith v Hughes (1871)). Small Business Development, 2016, Business contracts https://www.smallbusiness.wa.gov.au/business-topics/money-tax-and-legal/legal-matters/business-contracts/. Accessed on 16th August 2016. The Law Teacher, 2016, Cases On formation a Contract Offer https://www.lawteacher.net/cases/contract-law/agreement-cases.php. Accessed on 16th August 2016.

Ping Sweep and Port Scan free essay sample

Ping Sweeps and Port Scans The use of computers in this generation has been a necessity. A lot of companies depend on computers to operate their business which is why it is essential to learn the different threats that other people could use to attack their business. New technologies are on the rise these days and the knowledge that people have about computers can be accessed easily on the internet. Different kind of hackers can get access to people’s computers easily with the necessary knowledge and devices. People need to be aware of these kinds of threat and help them by preventing their computers or networks of being hacked. Hackers today uses ping sweeps and port scans to gain access to networks. Learning how ping sweep and port scans are utilized can help us protect ourselves from these hackers. Ping sweep is a type of network probe or network attack. We will write a custom essay sample on Ping Sweep and Port Scan or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page People uses ping sweep to know if a computer or network exist. Basically, the user ping the computer or network by their IP Address. Once the ping request has been sent, the user should get a reply back from the computer, notifying the user that it is online. If the user did not receive any reply then more likely the computer is down. The ping sweep method can also be used by hackers to know which computers or networks are available, so they can plan their attack. According to Lawrence Theo, (Networks Probes Explained: Understanding Port Scans and Ping Sweeps), â€Å"fping is a tool that can be used for conducting ping sweeps†. â€Å"Unlike normal ping, fping sends one ping packet to one IP address, and then proceeds immediately to the next IP address. † Learning ping sweep and how it can be used is essential to protect our information. Port scan is another type of network probe. It is considered the most common method of network probing which is used by intruders to gain access to computers and discover what kind of services are running in the computer. There are different types of scans that an intruder can use to gain access of the computer. First, an intruder needs to know which ports are open and which are active or listening, because this will identify the operating system and application being used. Then, the intruder will have to connect or initialized a connection to the port. If the intruder knows its way around the operating system, more likely the intruder can gain control of the computer. It could be crucial how port scan can be used by the wrong people which can result to exploitation of personal information. Understanding the idea of ping sweep and port scan should be given importance especially in this generation, where new technologies are constantly upgrading and continuously growing. The more people know about these types of attacks, the more that they can prevent themselves and prepare for these types of methods that intruders use. People should frequently be educated to these kinds of scanning methods, the different maintenance of their systems, and the applying settings for their computers. Learning more about how to set up firewalls and setting up extra security to personal information. Hackers, intruders, attackers can be driven away by having a tight security to the system and being aware of them. References: Lawrence, T. Dec. 01, 2001. â€Å"Network Probes Explained: Understanding Port Scans and Ping Sweep. http://www. linuxjournal. com/article/4234 Arkin, O. , November 2009. â€Å"Network Scanning Techniques† http://www. arcert. gov. ar/webs/textos/netscan. pdf

Narrative Paragraph Rubric free essay sample

COM 0105 Writing Sentences and Paragraphs Writing Assignment 1: Narrative Paragraph General Instructions and Deadlines Assignment Overview †¢ †¢ The final draft of your paragraph, along with all supporting work (prewriting notes, outline, and first draft), is due via www. turnitin. com and the course digital dropbox by Sunday, 11:59 p. m. ET. Please upload a single document containing all your work. Your paragraph should have between 250–350 words. Step 1: Prewriting A narrative paragraph tells a story. Your first step is to decide what story you would like to tell. See pages 346–348 for possible topics. Once you have a topic, spend about 10 minutes to gather your thoughts about your topic. See pages 322–325 for tips on prewriting. Ask yourself, †¢ What is the main point of the story? †¢ What are the important details? Step 2: Planning Consider the material you gathered in your prewriting and create an outline for your paragraph. Organize your ideas chronologically. Below is a template you can use. We will write a custom essay sample on Narrative Paragraph Rubric or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page See page 332–333 in your textbook for an example. Main idea/Topic sentence First event †¢ Detail 1 †¢ Detail 2 Second event †¢ Detail 1 †¢ Detail 2 Third event †¢ Detail 1 †¢ Detail 2 Check your outline for unity, support, and coherence by asking yourself, †¢ Is my main idea or topic sentence clear? †¢ Do my supporting points actually support the main idea? Delete anything off-topic. †¢ Do I have enough supporting points/examples? You should have at least three. †¢ Are my supporting points organized in a logical order? Step 3: Drafting Using your outline, write the first draft. †¢ â€Å"Flesh out† the ideas from your outline. Include transitional words and phrases to create a flow between sentences. Page 339 of your book provides a list of transitions for a narrative paragraph. †¢ Compose a title for your work. Step 4: Polishing Ask yourself, †¢ Are my sentences too long or too short? †¢ Do I have enough sentence variety? †¢ Are my words appropriate? †¢ Do I have any major grammatical errors (such as fragments, comma splices, or run-on sentences)? †¢ Do I have any spelling or mechanical errors? Running the spell-checker is not a substitute for proofreading your work carefully.

Verb Tenses and Forms on ACT English Grammar Rule Strategy

Verb Tenses and Forms on ACT English Grammar Rule Strategy SAT / ACT Prep Online Guides and Tips Knowing when to use different verb tenses and forms will be extremely beneficial to you on the ACT English section because these concepts are tested repeatedly on the ACT. Get excited for a fun-filled journey into the vivid, action-filled world of verbs. In this post, I’ll do the following: Define the verb tenses and forms that are tested on the ACT. Provide information about when to use different verb tenses. Detail how to construct verbs in different tenses. Explain and demonstrate how verbs are tested on the ACT. Provide practice questions to test you on what you’ve learned. Verb Tenses You Need To Know While you don’t need to know the names of verb tenses for ACT English, you do need to know when and how to properly use different verb tenses. Present Function The present tense is the verb tense you use when you're talking about things that are currently happening or things that are considered facts. Examples of verbs in the present tense are â€Å"jumps," â€Å"sings," and â€Å"explain.† Also, the present progressive is considered a form of the present tense. The present progressive is formed with the present tense of â€Å"to be† + the gerund (â€Å"ing†) form of the word. Examples include "am explaining," "is running," and "are laughing." Typically, words like â€Å"currently† or â€Å"now† indicate that you should use the present tense of a verb. Check out this example sentence: Currently, I am taking over the world. Construction Here is the conjugation of the verb "jump" in the present tense. Singular Plural I jump We jump You jump You jump He/She/It jumps They jump The present tense is not specifically tested on ACT English, but you do need to know how to properly conjugate verbs in the present tense for subject-verb agreement questions. Simple Past Function Generally, any sentence that describes a completed action should contain a verb in the past tense. Construction Typically the simple past tense of a verb is formed by adding â€Å"ed† to the verb. The past tense of â€Å"play† is â€Å"played.† The past tense of â€Å"listen† is â€Å"listened† and the past tense of â€Å"discuss† is â€Å"discussed.† Here's an example sentence with a verb in the simple past tense: Yesterday, George listened to Miley Cyrus songs for seven hours. Many verbs don't follow this construction and thepast tense is formed irregularly. For example, "buy" becomes "bought," "come" becomes "came," and "grow" becomes "grew." Present Perfect Function Use the present perfect tense for actions that began in the past but are still continuing in the present. Construction The present perfect is formed with has/have + the past participle. For regular verbs, the past participle is formed by adding "ed" to the verb. Examples of present perfect verbs include "has talked," "have done," and "has brought." Check out this example sentence: For the past seven hours, George has listened to Miley Cyrus songs. As shown in this example, the words â€Å"for† and â€Å"since† often indicate that the present perfect tense is needed. Be aware, however, thatthere are other instances when context determines that you should use the present perfect tense. Past Perfect Function When a sentence describes two completed actions, the past perfect is used for the action that came first. Construction The past perfect tense is formed with had + the past participle. Examples of past perfect verbs include "had talked," "had danced," and "had grown." Take a look at this sentence that shows the past perfect tense used correctly: By the time his mom came home from work, George had listened to Miley Cyrus songs for seven hours. The seven hours of listening werecompleted before George'smom came home, so we use the past perfect tense of the verb "to listen." The action that comes firstshould be in the past perfect tense. Now that we're familiar with these basic verb tenses, we have the necessary foundation to discuss exactly how verb tenses and forms are tested on the ACT. How Are Verb Tenses and Forms Tested on the ACT? Most of the verb questions on ACT English correspond with only a couple of rules. Proper verb tense or form is determined by the context clues given in the sentence and the surrounding sentences. Here are some of the specific ways in which verb forms are tested on the ACT. Consistency Most of the verb tense questions on the ACT English section have to do with consistency. The basic consistency rule regarding verbs is that verbs should remain consistent in tense or form throughout a sentence. Sentences that start in the past should stay in the past and sentences that start in the present should stay in the present. Here's an incorrect sentence that doesn't follow the consistency rule: Maria studies science and played lacrosse. The verb â€Å"studies† is in the present tense and â€Å"played† is in the past. The verb tenses should be consistent. This is the corrected version of the same sentence: Maria studies science and plays lacrosse. We could have corrected the sentence by changing "studies" to "studied". The important thing to remember is that the verb tenses should be consistent. Sometimes, however, you can have a shift in tense and the sentence can still be correct. This kind of construction is only possible if the verbs are in different clauses. Take a look at these examples: Justin bought a Honda and saves money on gas. Justin bought a Honda so that he can save money on gas. The first sentence is incorrect since "bought" and "saves" are in different tenses but the same clause. The second sentence, on the other hand, is correct. The tense shift takes place in a different clause and the two verbs are occurring at different times: Justin bought the car in the past, but he can save money on gas in the present. Justin rolls in style. On the ACT, the verb tenses of surrounding sentences can provide context clues for the proper tense to use in a given sentence to maintain consistency. Take a look at this example: Unsurprisingly, Suzanne likes frozen yogurt. It was delicious. The shift from the present tense, "likes," in the first sentence to the past tense, "was," in the second sentence doesn't make sense in context. The tenses should remain consistent. Here's the correct version of the sentences. Unsurprisingly, Suzanne likes frozen yogurt. It is delicious. Now, let's go over some tips for answering ACT questions that test verb tense consistency. Strategy Here's some strategic advice for you: if a verb is underlined and the answer choices are different tenses of the same verb, look at the surrounding sentences (a sentence or two before and after) for context clues about the proper tense to use. If there are multiple verbs in a sentence, identify the tenses to make sure they're consistent. If there's a shift from past to present or vice versa, determine if the variation is acceptable given the context of the sentence. Use these tips to answer the following example from a real ACT. Actual ACT Example Rely on your verb knowledge to figure out this actual ACT English question. Explanation: From the answer choices, we can tell that we're most likely dealing with a verb tense question because three of the four answer choices are in different verb tenses: "they were," "they would," and "they're." Whenever you have an underlined verb, check for possible verb tense errors. The verbs "continue" in the first sentence and "score" in the second are in the present tense. The shift to the past tense, "were," doesn't make sense given the context. Therefore, to maintain consistency, the verbs should be in the present tense. Immediately, we can get rid of answer choices A and B. Answer choice D is wrong because it unnecessarily adds the infinitive "to be."The correct answer is C. Here's another example of an actual ACT question that tests verb tense consistency. Actual ACT Example Go through the same process that we went through in the previous question to answer this ACT English question. Explanation: This is an obvious verb tense question. Only the verb is underlined and each answer choice is in a different tense. In the first sentence, the simple past tense verb â€Å"encountered† indicates that we’re referring to completed actions. However, the present perfect verb â€Å"have borrowed† can only be used for an action that is still happening. The context of the sentence implies that the sentence is referring to a completed action and the verb tenses in the two sentences should be consistent. Once you identify that this is a consistency question, you can immediately eliminate any answer choice that isn't in the simple past tense. After eliminating answer choices, we're left with J. Here's one final verb consistency example for you. Because tense consistency questions are the most common verb form questions, I want to make sure you fully understand them. Actual ACT Example Employ your verb expertise to figure out the correct answer to this real ACT question. Explanation: Once again, we're dealing with an obvious verb tense question. Only the verb "have" is underlined and the answer choices are all different verb tenses. The verbs â€Å"took† in â€Å"took part† and "conducted" are in the simple past tense. The first sentence is referring to completed actions that took place from 1942-1945. Based on context, we can imply that the verb â€Å"have† is referring to what happened before 1942. Therefore, we should use the past perfect tense because we are referring to the completed action that came first. Instead of â€Å"have been using,† the correct verb form is â€Å"had been using.†The answer is G. Even if you didn't recognize that you needed to use the past perfect tense, you could have recognized that you needed tochange "have" to the past tense due to verb consistency rules. Remember to keep verb tenses consistent. Would and Will Verb forms with "would" and "will" are less frequentlytested on the ACT English section, but they do occasionally appear. For the ACT, just keep in mind to use "would" in sentences with past tense verbs and "will" in sentences with present or future tense verbs. The construction of verbs with "would" and "will" are "would" + the verb, known as the conditional tense, or "will" + the verb, known as the future tense. Some examples include "would run," "would go," and "will talk." Use the conditional tense to describe things that could occur or things that haven't yet occurred from the perspective of the past. Use the future tense to describe things that have not yet occurred or could occur in the future. On the ACT, answer choices containing â€Å"will have† and â€Å"would have† are almost always incorrect because they tend to cause improper tense switches and make sentences unnecessarily wordy. The â€Å"would have† construction can only be used for something that could have happened, but didn’t. The â€Å"will have† construction describes an action in the future that will be finished before a second action. Check out this basic strategy for these questions. Strategy If â€Å"would have† or â€Å"will have† is underlined, assume it’s incorrect. These tenses can only be used in very specific situations. That's pretty much all you need to know. I'm not going into more depth because "would" and "will" questions very rarely appear and this is the only strategy you need to use on the ones I've seen. Most of them simply require you to pay attention to consistency rules. Here's one final type of verb form question that can appear on the ACT. It's the least common, but questions of this type have appeared on previous tests. Verbs That Don't Act Like Verbs Gerunds, infinitives, and participles are all verb forms that don't act like verbs. Gerunds and infinitives function like nouns. A gerund is formed by adding "ing" to the end of the verb and an infinitive is formed by adding "to" + the verb. A participle is a verb that acts like an adjective. Typically, participles end in "ing" or "ed," but there are irregularly formed participles. On the ACT, on rare occasions one of these types of words will be used in the place of a verb or vice versa. Strategy If a verb or one of these "verbs that don’t act like verbs† is underlined, make sure that it is being used properly. Each sentence must express a complete thought. Realistic ACT Example The extreme length of this article suggests that writing for an extended period of time. A. NO CHANGE B. the manner in which writing C. that I wrote D. which had written Explanation: The use of the gerund, â€Å"writing," makes the sentence an incomplete thought. The sentence needs to express a complete thought. Changing the gerund to a verb and putting in a subject (the person who did the action) corrects the sentence fragment without adding an additional clause. The answer is C. All of the other answer choices are sentence fragments. Here are some more general rules to keep in mind that will help you correctly answer all verb questions on the ACT. Remember these tips!! General Strategies for Verb Questions #1: If a Verb is Underlined and the Answer Choices are Different Tenses, Make Sure To Use the AppropriateForm of the Verb If the answer choices are different tenses of the same verb, thenyou're probably answering a question about verb forms. Make sure that the verb follows consistency rules and the tense is correct. If the answer choices are different conjugations of a verb in the present tense, you're most likely dealing with a subject-verb agreement question instead. #2: Look for Words/Phrases That Indicate Which Verb Tense Should Be Used Often, words or phrases elsewhere in the sentence or in surrounding sentences will let you know what tense to use. If a date in the past is referenced, you should probably use a form of the past tense. If the word â€Å"since† is written, there should probably be a present perfect verb. Context clues are placed around the verb to indicate the proper verb tense. Additional Practice 1. In the next five years, Jessica says that she will become a doctor and she would buy a house. A. NO CHANGE B. buy C. would have bought D. might buy 2. As the breakdancer effortlessly contorts his body, he was also smiling at the crowd of people watching. A. NO CHANGE B. has also smiled C. will also smile D. is also smiling 3. Last week, Olga participated in a charity event to raise money for autistic children. She was praised by the organizers of the event for her dedication to the cause. A. NO CHANGE B. has been praised C. will be praised D. praises 4. My brother claims that he will have become the president of the United States if he is able to raise enough money to run an effective campaign. A. NO CHANGE B. has become C. became D. will become Answers: 1. B, 2. D, 3. A, 4. D What's Next? Congratulations on taking the time to learn all about verb tense questions on the ACT English section. Check out this post for information on all the parts of speech you need to know for the ACT. For those of you who are debating between taking the new SAT and the ACT, read this article comparing the two tests. Before you take the ACT, make sure you know if you should send the four free ACT score reports. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. 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