Americas Creation; Canadas Foundation essays

America's Creation; Canada's Foundation essays Thesis: In retrospect, the American Revolution was as important to Canada as it was to the United States, as it divided the continent in two, which created one country and paved the way for the evolution of another. From the first time that the Rebel Patriots in the thirteen colonies caused unrest in the British Empire to the creation of the United States of America, the nation that was to be Canada was affected, shaped, tested and changed forever by the events of the American Revolution. The War of Independence might have resulted in sovereignty for only the United States, but the remaining British North America would never be the same. In the early 1770s, the Rebels in the colonies were protesting taxes and causing riots and political unrest in what would soon be the United States. These events and feelings worried the British, who tried to make strategic military and political decisions to avoid conflict and to keep their Empire intact. As the decade progressed, the British realized that little could be done to diminish the animosity felt towards the throne in the Thirteen Colonies. Therefore, they decided to try to build up loyalty in Quebec, which was still predominantly French, despite being under British rule for two decades. The government in England passed the Quebec Act in 1774 to win support from their French-Canadian subjects. The overall purpose of the Act was to keep the citizens happy and to lighten up on previously imposed restrictions. The Act extended the geographical boundaries of the province, stretching it into the Ohio Valley. It also reinstated French civil law, which gave the colonists more control over their own affairs. However, the most important part of the Act was the official recognition of the Catholic Church: And, for the more perfect Security and Ease of the Minds of the Inhabitants of the said Province, it is hereby declared, That his Majesty's Subjects, professing the Religion of the Church ...

Philosophy Jokes to Understand the Self and Cognition

Philosophy Jokes to Understand the Self and Cognition Philosophy of mind is a rich field for jokes since quite a lot of humor is about the strangeness of being human and the difference between knowing something from the outside and knowing it from the inside (i.e. from a subjective perspective). Here are a few choice items. The Silent Parrot A man sees a parrot in a pet shop and asks how much it costs. â€Å"Well, he’s a good talker, says the owner, â€Å"so I can’t let him go for less than $100.†            Ã‚   â€Å"Hmm,† says the man, â€Å"that ‘s a bit steep. How about that miniature turkey over there? â€Å"Oh, I’m afraid he’d stretch your budget even more†, answers the owner. â€Å"That turkey sells for $500.† â€Å"What!† exclaims the customer. â€Å"How come the turkey’s five times the price of the parrot when the parrot can talk and the turkey can’t? â€Å"Ah, well, â€Å"says the store owner. â€Å"It’s true the parrot can talk and the turkey can’t. But that turkey is a remarkable phenomenon. He’s a philosopher.   He may not talk, but he thinks! The joke here, of course, is that the claim about the turkey’s ability to think is unverifiable since it doesn’t manifest itself in any way that is publicly observable. Empiricism in all its forms tends to be skeptical of any such claims. In the philosophy of mind, one robust form of empiricism is behaviorism. Behaviorists hold that all talk of â€Å"private†, â€Å"inner† mental events, should be translatable into statements about observable behavior (which includes linguistic behavior). If this can’t be done, then the claims about inner mental states are unverifiable and hence meaningless, or at least unscientific. Behaviourism Q: How does a behaviorist greet another behaviorist? A: Youre feeling fine. How am I? The point here is that behaviorists reduce all mental concepts to descriptions of how people behave. They do this because of behavior, unlike a person’s inner thought and feelings, is publicly observable. Part of the motivation for doing this is to make psychology more scientific–or at least more the â€Å"hard† sciences such as physics and chemistry which consist entirely of descriptions of objective phenomena. The problem, though, at least as far as the critics of behaviorism are concerned, is that we all know perfectly well that we aren’t just a lump of nature exhibiting patterns of behavior. We have consciousness, subjectivity, what has been called an â€Å"inscape.† To deny this, or to deny that our private access to it can be a source of knowledge (e.g. about how we are feeling) is absurd. And it leads to the sort of absurdity captured in the above exchange. Knowledge of Other Minds A four-year-old girl comes running to her father bawling loudly and holding her head. â€Å"What’s wrong, honey?† asks the concerned parent. Between sobs, the girl explains that she’d been playing with her nine-month-old baby brother when the baby had suddenly grabbed her hair and pulled hard. â€Å"Oh well†, says her father, these things are bound to happen sometimes. You see, the baby doesn’t know that when he pulls your hair he’s hurting you. Comforted, the girl goes back to the nursery. But a minute later there’s another outburst of sobbing and screaming. The father goes to see what the problem is now and finds that this time it’s the baby who’s in tears. â€Å"What’s the matter with him?† he asks his daughter. â€Å"Oh, nothing much, she says. â€Å"Only now he knows.† A classic problem of modern philosophy is whether I can justify my belief that other people have subjective experiences similar to mine. The joke illustrates the significant fact that this is a belief we acquire very early in life. The girl has no doubt that the baby feels pain similar to her own. It may also tell us something about how we arrive at this belief. Interestingly, what the girl says at the end is quite possibly false. The baby may only know that his sister did something to his head which hurt. That might be enough to stop him pulling her hair in future. But it won’t be too long before he goes beyond mere pragmatic avoidance of hair pulling and accepts the standard explanation of why he should he eschew it. The Unconscious A hunter is stalking through the forest when he is suddenly charged by a bear. HE shoots but misses.   In seconds, the bear is upon him. It grabs his gun and breaks it in two. It then proceeds to sodomize the hunter. The hunter is, of course, furious. Two days later he returns to the forest with a brand new high-powered rifle. All day he hunts for the bear, and towards dusk comes across it. As he aims the bear charges.   Again the shot goes wide. Again the bear grabs the gun, smashes it to bits and then sodomizes the hunter. Beside himself with rage, the hunter returns the next day with an AK 47. After another long search he finds the bear, but this time the carriage jams as he tries to shoot the charging animal. Once again the bear breaks apart the weapon and throws it away. But this time, instead of taking the usual liberties, he puts his paws on the man’s shoulders and says, gently: â€Å"Let’s be honest with each other. This isn’t really about hunting, is it?† This is a pretty funny joke. One thing interesting about it, though, is that it relies on the listener understanding that the bear’s words refer to unconscious motivations and desires. Since Freud, the existence of these is widely accepted. But at the time of Descartes, the notion that you could have thoughts, beliefs, wishes, and motives that you were not aware of would have been considered absurd by many people. The mind was thought to be transparent; anything â€Å"in† it could be readily identified and examined through introspection. So back in the seventeenth and eighteenth centuries, this joke would probably have fallen flat. Descartess Death The great French philosopher Rene Descartes is most famous for his statement, â€Å"I think, therefore I am.† He made this certainty the starting point of his entire philosophy. What is less known is that he died in rather unusual circumstances. He was sitting in a cafà © one day when a waiter approached him, coffee pot in hand. â€Å"Would you like more coffee, monsieur?† asked the waiter. â€Å"I think not,† Descartes replied-and poof! . . . he disappeared.

Approaches for System Building in Digital Firm Era Essay

Approaches for System Building in Digital Firm Era - Essay Example The builders of system have to understand the impact of system change on organization and its processes as a whole. Generally, there are four kinds of system changes such as automation, shifts in paradigm, redesigning of business processes and rationalization. In any kind of systems development, there are six types of core activities that are vital for system effective building i.e. system analysis i.e. study and analysis of any problem or problems of existing systems along with requirements for solutions; system design i.e. information system solution specification which shows the way in which technical and organizational components will get integrated; programming i.e. making program of the system; testing the system; converting system if there is any kind of need for modification; production of final system for organization and maintenance of system so it functions smoothly and efficiently. Approaches for system-building in digital firms In modeling and designing information syste ms, two methodologies are used i.e. structured and object-oriented. In structured methodology, focus is on data and modeling processes separately; whereas, in object-oriented methodology, a model is viewed as a system in which a collection of objects bring together data and modeling processes. There are numerous methods of building systems that can be used by organizations. The four most common approaches used for system building are traditional system life cycle, prototyping, end-user development and Application Software packages and outsourcing (Oxford Economics, 2009). The oldest method is traditional systems life cycle in which systems are developed following formal stages; system building process proceeds to the next stage only after previous stage’s output is achieved. In prototyping, experimental systems are built rapidly and these systems are comparatively cheaper to other systems; they allow the end users to interact with the systems and evaluate their effectiveness. End-user development approach allows end users to develop information systems either on their own or by taking some help from specialists of information systems. Application software packages and outsourcing implies letting third parties develop information systems for the organizations; although this approach is relatively expensive but the systems developed under this approach are compatible with digital firm requirements from every aspect. Two approaches suitable for digital firm The two approaches most suitable for digital firms are prototyping and application software packages and outsourcing. Both these approaches help technology advanced organizations to successfully prosper within the digital industry as they allow the end users to easily interact and use the features of digital technology. In prototyping system building approach, a specific interactive system is designed which builds a model of a system to determine requirements of system. The primary aim of prototyping is to build an experimental system that is quick and inexpensive one for demonstrating and evaluating the users need for information requirements. The preliminary model of system or its important parts are built

Journal Essay Example | Topics and Well Written Essays - 250 words - 79

Journal - Essay Example However, the writer presents an interesting twist to the developing story by focusing on the involvement of US troops. Though the writer presents a good reason the involvement of US troops is justifiable, the story still attracts an element of conflict. This is because US troops’ operations in the Middle Eastern region have always been a controversial issue. Moreover, the story seem more of a speculation since the writer fails to give details on the process of selecting the troops, when it shall happen, or plans troops shall do in order to secure peace in Syria and Iraq. The writer does not divulge details and only reports the information given by US general on the plans to send troops to Middle East. The writer only indicates that the General needs to take immense action, control, and deploy troops in Iraq. Nevertheless, it is a timely story perhaps meant to offer relief to the innocent people suffering in Middle East because of the ongoing war. Islamic State has taken over, taking over factories, resources, and create insecurities. Many people are homeless, live in fear, face executions, and can hardly have a decent life. US troops could be the only source of hope of rescue. The writer posts videos of crimes committed by the Islamic State, which show lawlessness, massacre of innocents, civilians living in refugee camps, and an army incapable of curbing the Islamic State militants. This shows the credibility of the story and an attempt to persuade the readers to agree with his point of view by emotionally appealing to

Hobsons Choice Summary Essay Example for Free

Hobsons Choice Summary Essay The class divisions of the 1880s are clear to see in the little scene when Alice, Vickey and Hobson find out Maggie intends to marry Willie. Alice says, what you do touches us and this is true, as Maggies marriage to a man from a lower social class would be seen by many as a disgrace. Hobson says that Willies father was a work-house brat and that he would be the laughing stock of Salford if he allowed Maggie to marry one of his workmen. At this stage, Maggie does not seem to be thinking about starting up in business on her own, merely working in the shop as before but being paid for it. Willie seems to be a down-trodden, easily intimidated man. He has no doubt been bullied by Hobson for years. Hobson however misunderstands Willie when he takes his belt to him as this physical insult changes Willie immediately who is outrage and, in his temper, kisses Maggie. Hobson is amazed and doesnt know how to respond. ACT TWO Scene One Act Two opens a month after Maggie and Willie have left Hobsons. The business is obviously in trouble and Alice and Vickey are finding it hard to manage things without Maggie. We learn that they have lost a lot of their high-class trade. Alice doesnt know how to organise the work in the workshop and tells Tubby to carry on making clogs. Hobson is spending more of his time in the Moonrakers. Alice is finding it difficult to balance the books. This brief scene serves to prepare us for the decline of Henry Hobson and the rise of Willie Mossop. Vickey and Alice wish they were married and their plans will soon be furthered as a result of their fathers excessive drinking. Scene Two Maggie announces that she has heard of the relationship between Vickey and Freddy. She sends Freddy to fetch Albert Prosser. Freddy explains that Hobson has fallen down their cellar trap and is unhurt but sound asleep on some bags. Notice how quickly Maggie thinks. She has just met Freddy outside Hobsons shop and from what he has told her, immediately works out a plan to get money out of Hobson for the weddings of her sisters. Scene Three We learn in this scene that Willie now has his own shop. Maggie is obviously proud of the progress they have made in such a short time. She is determined that Willie will be treated with respect as part of the family and makes her sisters kiss him as a token of their acceptance of the situation. Maggie is also quick to cut Alice down to size when Alice says, scornfully, Willie Mossop was our boot hand. She is quick to point out that Willie is master of his own business and her sisters are just shop assistants. Maggie announces that she and Willie will be married at one oclock at St. Philips church. She buys a brass ring to use as a wedding ring. This shows that Maggie has her feet firmly on the ground as she is not prepared to waste money on sentiment when they need all the money they can to get their business off the ground. Willie and Maggie use a hand-cart to take away some of Hobsons old and unused furniture. Alice and Vickey are appalled that Maggie is willing to live in two cellars using secondhand furniture. Alice and Vickey clearly want to start married life with everything new and this shows the difference between them and Maggie. Vickeys selfish streak is apparent when she sees the two broken chairs Will is carrying out and immediately resents Maggie having them. Maggie has always been confident and in this scene is even more sure of herself. Her language is the language of command. When Alice tries to tell her that she doesnt know what she is aiming at, Maggie replies swiftly, The difference between us is that I do. I always did. There are also signs in this scene that Willie is growing in confidence from the timid, frightened, dirty workman who first appeared.

Physics of Baseball :: physics sport sports baseball

Finding and understanding the sweet spot on a wooden bat. When you strike a bat against a ball it sends vibrations, much like the vibrations acting on airplanes or bridges, which travel in waves through the bat. This motion is important to understand because every vibration the bat experiences takes energy away from the ball's speed as it leaves the bat. If you hit the ball at a bat's "nodes", the frequencies (each bat vibrates at several low and high frequencies at once, which is like the harmonics of stringed instruments) cancel out and since this happens you don't feel the sting in your hands that you experience when you hit the ball at different points on the bat. There is some discrepency of where the sweet spot is on the bat. Some believe that the sweet spot is 17 inches from the end and others believe that it is 6 inches from the end. For a wooden bat, I tend to believe that the sweet spot is 6 inches from the end of a 34 inch bat (opposite of where your hands are). This is due to the fact that if you were to hit a ball 17 inches from the end, you would be hitting on the bat's emblem. If hit hard enough, the bat would break because this is a weak spot in the bat due to the stamping of the emblem. It's Basic Physics When looking at a collision between a baseball bat and ball, three things always apply: Conservation of linear momentum- The linear momentum of a particle of mass, m, moving with a velocity, v, is defined to be the product of the mass and velocity: p=mv Elastic collision- An elastic collision between two objects is one in which total kinetic energy (as well as total momentum) is the same before and after the collision. Conservation of energy- Energy can never be created or destroyed. Energy may be transformed from one form to another, but the total energy of an isolated system is always constant. Newton's Third Law- States that for every action there is an opposite and equal reaction. How hitting the ball works The Swing When a person swings a bat, their arms propel the bat to a high velocity which is needed to transfer momentum to the ball and send it sailing. Also, there is a transfer of energy starting with the batter then moving from the batter's arms to the bat and then when contact is being made with the ball the energy in the bat is transferred to the ball which propels the ball forward (hopefully:)) The force that acts on the ball, as contact is being made (contact is about 1/1000sec.

Ethical Dilemmas of an Attorney

Ethical Dilemma's of an Attorney Gina Boldt ADJ 235 March 22, 2013 John Ellison Ethical Dilemma's of an Attorney The three major ethical dilemmas faced by a defense attorney are client perjury, delivery of physical evidence and the disclosure of prior convictions (Boldt, 2013). They are bound to provide thieir client with courage and devotion (Pollock, 2012, 2010). This dilemma, at times, tries the attorneys personal morals and ethics, though, once again, the protection of the defendant overrules all. They must also refrain from taking any case that presents a conflict of interest with said client.Though there are times that plea bargaining is in the best interest of the defendant, this process can be misused as a conveinence, this would be an example of ethical conflict. In order to provide such a fierce and devoted defense, the attorney must not engage is such practices as pergury and corruption to aid a positive outcome for their client. Many of these obligations are quite similar and relate to both a prosecuting and defense attorney, such as confidentiality, attorney-client privelage, the handling of evidence and the responsibility of maintaining the safety of others.The ethical obligations of a prosecuting attorney is to seek truth and justice, However, this singular responsibility insures several ethical burdens. The duties of this position are to indict as many criminals as possible and maintain justice within our system. With this responsibility comes many opportunities to step into the unethical realm of practice in order to secure prosecution. The obligation of this profession, once again, can test an individuals strength and inner morals. The key is to maintian honesty and intergrity and to set aside all personal beliefs, though this may not be the easiest, it is the only way to ensure justice.

Education and Life Chances in Modern Education Essay

Public education, it can be argued, shapes society, instils social mores and indoctrinates the impressionable with those philosophies the elites value. This essay will focus upon three main areas intrinsic to the education system. These are the social reproduction of ideas, the life chances created and instilled through education, and the socialisation of the individuals undergoing the educational process. Two main sociological perspectives that are useful when studying the education system are Functionalism and Critical Theory, because they focus on macro issues and social structures more than the interactionist perspective. Functionalists believe that the school system is an agent of social reproduction, which operates to reproduce well integrated, fully functioning members of society (Webb, Schirato and Danaher, 2002: 114). Critical theorists, conversely, hold that education is the most effective mechanism for promoting social change and for giving opportunities to less privileged groups so that they can advance their social standing. However, education usually reproduces existing social divisions, maintaining the relative disadvantage of certain groups (Webb, Schirato and Danaher, 2002: 106). Munro (1994: 108) describes the different approaches by stating that, â€Å"functionalists tend to see education as synonymous with socialisation, while a conflict theorist is inclined to view education as ideological- that is, reflecting the interests of particular groups.† Functionalists hold that the major institution for social reproduction is the education system, whereas, from a critical perspective, teachers, who oversee this reproduction, have been made into administrators of programs that provide â€Å"manpower capitalisation† through planned and directed behavioural changes (Illich, 1973: 327). Illich (1973: 327) comments, from a critical perspective, that teaching and learning remain sacred activities separate and estranged from a fulfilling life. This is because the things being taught do not line up with the necessary knowledge needed for life outside of education, and that â€Å"learning from programmed information always hides reality behind a screen† (Illich, 1973: 324). This means that the knowledge provided is set to a secret agenda. The learning process, which supposedly passes on the values and mores necessary in society to students,  is not, however, meeting these needs effectively. Relevant information, that is, knowledge, which will add skills to the labour market, is becoming less practical and more theoretical, expanding the gap between study and work. Regardless of this, employers and social elites have attempted to use the schools for the reproduction of compliant workers (Davis, 1999: 65). This double standard has been discussed in a best selling song, ‘The Wall’ by Pink Floyd (1978) in which they stated that the reproduction received through the school system was set to a hidden agenda, and that society would be better off without it. Drucker (1973: 236) equates the influx of educated people to the potential for producing wealth in any given country. By stating this, educational socialisation and the development of educated people is the most important function education can have. He goes on to state that while this may be the case today, throughout history, being uneducated provided the wealth of a given nation, due to the class differences, and that education was for the rich and idle while the work was performed by the illiterate. This all changed with the Industrial Revolution, and the invention of moveable type in the 17th Century (Drucker, 1973: 232). The moveable type meant that education could be performed at a reduced rate, and words became a commodity that was necessary for improving the quality of the labour force. Education is purported to provide the best possible life chances for its graduates, yet in reality, in many ways education diminishes these chances. Heinz (1987: 132) points out that the life chances of graduates are in a state of flux, that when the labour market is depressed and work is difficult to find, then young people will opt for more education as a means of delaying their entry into a tight work force. â€Å"The school then takes on the function of a warehouse; it is a place to mark time. At the same time school acts as a socio-political instrument for reducing social and political conflict, and this function gains predominance over its main function of educating young people.† In many cases the academic credentials earned are unnecessary for working-class jobs (Furlong and Cartmel, 1999: 12), which changes the focus of education, making it oppressive and irrelevant (Davis, 1999: 83). Heinz (1987: 131) states â€Å"secondary  school-leavers face a worsening outlook when they want to start in working life, and joining a preparatory program is increasingly becoming the only alternative to unemployment.† There are a growing number of young people who are finding it harder to find a place, whose prospects on the labour market are poor, being qualified but underemployed, or drifting between unemployment and occasional jobs (Heinz, 1987: 131). This increases social inequalities and the gap between rich and poor. By acting as a warehouse education is not preparing students for life but rather crippling their life chances. The alternative to this are to reassess the curricula and teaching methods, reintegrating skilled workers into vocational education, ensuring that knowledge will be of direct benefit to graduates in obtaining a place within the work force. There are fewer and fewer opportunities becoming available, and school leavers have to undergo more and more relevant vocational training. However, fewer school-leavers are able to go directly into the vocational training they want. Heinz (1987: 130) noted a growing trend 16 years ago that â€Å"Depending on the region, only between one-third and one-half of these school leavers succeed in getting a training place†, and in 1994 Munro (1994: 109) observed that the â€Å"school-to-work transition† had failed which had major ramifications for everyone involved, causing â€Å"underemployment of school leavers† (Munro, 1994: 116). The seriousness of this trend is made even more apparent by the fact that school-leavers are even ready to enter apprenticeships that lead them into dead-end occupations (Heinz, 1987: 129). Drucker (1973: 232) however, states that while this may be so, to be â€Å"uneducated is an economic liability and is unproductive,† even though education is producing an â€Å"unemployable, overeducated proletariat.† (Drucker, 1973: 233) According to Mehan (1973: 240) education is a â€Å"major socialisation agency,† which moulds the individual’s self-concepts into a socially accepted format, allowing each individual to be slotted into a specific function (Sargent, 1994: 240). Sargent (1994: 240) points out that in the function of education â€Å"values are essentially involved† and are taught beside worldly knowledge. However, this knowledge interprets the world, but does not necessarily  correspond with any external state (Sargent, 1994: 232). The transmission of knowledge, skills and values, helps to sort and rank individuals, that they might be better placed in the labour market (Munro, 1994: 96). This raises a paradox, however, where education is seen by many as the best possible means of achieving greater equality in society (Sargent, 1994: 233), yet it categorises the graduates into job specifications, personality types and the opportunities granted to each. Sargent (1994: 231) furthers this thought by explaining that the education system is an integral part of determining position and power in our society (Sargent, 1994: 231), and that through education the class structures are compounded, making it more difficult for those in the working classes from advancing in the social hierarchy. The education institution both absorbs and perpetuates the ideology, â€Å"masquerading as ‘knowledge’, which legitimises inequality† (Sargent, 1994: 231). Regardless of the inequalities produced, it has become the â€Å"absolute prerequisite of social and economic development in our world† to have a highly educated pool of people ready for the labour market (Drucker, 1973: 232). In conclusion, the failure of the education system to reduce social inequality and produce better workers, raises serious doubts as to its effectiveness. Life chances created through education appear to be diminishing, despite the extension of education. The knowledge taught seems to be ineffective in preparing students to cope with life. Functionalists need to reassess the structure of education, as it loses its ability to effectively provide for graduates, becoming dysfunctional in its goals to remove inequality and give a head start to people entering the work force. When looking at the education system, it is necessary to ask if the cost spent on educating people is being effectively used, considering the increasing number of educated poor. The gap between knowledge taught and life experience needs to be bridged, for education to effectively function. If, as it appears, schools are to socialise and reproduce effective and functioning members of society, the curricula has to be ad dressed. Bibliography Davis, Nanette J. (1999). Youth Crisis: Growing up in the High Risk Society. Praeger Publications, Westport Drucker, Peter F. (1973). ‘The Educational Revolution’, Social Change: Sources, Patterns, and Consequences (2nd ed) Amitai Etzioni and Eva Etzioni-Halevy (Eds). Basic Books Inc., New York. pp 232 – 238 Furlong, Andy, and Cartmel, Fred (1997). Young People and Social Change: Individualisation and Risk in Late Modernity. Open University Press, Buckingham Heinz, Walter R. (1987). ‘The Transition from School to Work in Crisis: Coping with Threatening Unemployment’, Journal of Adolescent Research (Vol 2). pp 127 – 141 Illich, Ivan (1973). ‘The Breakdown of Schools: A Problem or a Symptom’, Childhood and Socialisation Hans Peter Dreitzel (Ed). Macmillan Publishing Co. Inc., Canada. pp 311 – 336 Mehan, Hugh (1973). ‘Assessing Children’s School Performance’, Childhood and Socialisation Hans Peter Dreitzel (Ed). Macmillan Publishing Co. Inc., Canada. pp 240 – 264 Munro, Lyle (1994). ‘Education’, Society and Change: A Sociological Introduction to Contemporary Australia Brian Furze and Christine Stafford (Eds). Macmillan Education Australia Pty. Ltd., South Melbourne. pp 96 – 128 Pink Floyd (1978) ‘The Wall’, The Wall. Mushroom Records, California. Sargent, Margaret (1994). ‘Education – for equality? employment? emancipation?’, The New Sociology for Australians. Longman Cheshire Pty. Ltd., Melbourne. pp 231 – 256 Webb, J., Schirato, T. and Danaher, G. (2002). ‘Bourdieu and Secondary Schools’, Understanding Bourdieu pp 105 – 106 (Reprinted in Sociological Reflections on Everyday Life: GSC 1201 Reader). Allen and Unwin, Sydney. pp 227 – 238

Top 12 Most Useful Apps for Busy Professionals

Top 12 Most Useful Apps for Busy Professionals We’re all attached to our smartphones all the time. Why not make the most of them? Here are the 12 most useful  apps for professionals in the know and on the go. You’ll probably wonder how you ever got through your worklife without them. 1. PocketWho has time to read all the articles from Twitter and Facebook that we want to, on the fly? Pocket lets you save content for future reads, from multiple programs. And the content is available offline for subway or airplane reading.2. TrelloTrello is a project management app which makes team collaboration a snap. Brainstorm, allocate tasks, and monitor checklists all from the app.3. TeuxDeuxThis iOS-only app is the to-do list for the ages. Mark things off with a snap and be sure that unfinished tasks will roll over to the next day.4. TurboScanTake a picture of a document with your phone and turn it into a JPG or a PDF. You can stop hoarding receipts and unnecessary paperwork and digitize your files in a snap.5. LastPassStore all of your passwords (securely) in one place- especially the ones that require you to change them every 60 days.6. 30/3030/30(iOS only) helps you focus and tune out distractions by setting a timer for you to work on one task at a time. Tune out all the outside noise and the distraction of being pulled in multiple directions.7. DoodleGive up the endless scheduling email chain. Doodle let’s participants set their availability and then it comes up with meeting times that everyone can make. Easy.8. SwiftKeyFree yourself from cringeworthy autocorrects. This app replaces your keyboard with one that will adapt to your particular typing quirks. You’ll type faster and typos won’t end up grotesquely out of context.9. SignEasyForget printing, signing, scanning. SignEasy helps you e-sign documents (PDF or Word) wherever you are.10. CircaGet the day’s leading news headlines in a quick and easy format so you can catch up over coffee breaks and at lunch and still be in the know.11. VenmoDon’t be the jerk at the dinner party with no cash and no Venmo. Or the one who can’t contribute to the boss’s holiday gift on the fly. Send money to anyone with the app- instantly and securely.12. MintMonitor your bank accounts, your spending patterns, pay your bills on time, and set a budget you can keep.

10 of the biggest workplace time wasters

10 of the biggest workplace time wasters Office  distractions are endless at work. We spend a lot  of time surfing the web, checking in on social media, while still holding small talk at the water cooler. These â€Å"little† breaks throughout the day can add up in time you are supposed to be getting work done and it can waste productivity in the office. These workplace time wasters can affect your work ethic and quality of work you produce. It’s time to cut out these time wasters and focus on the task ahead. Here are 10 of the biggest workplace time wasters. How many of these are you guilty of doing throughout the day?Source [Yast]

THE ARTICLES AND THE MEMORANDUM FORM A CONTRACT BETWEEN THE COMPANY Essay

THE ARTICLES AND THE MEMORANDUM FORM A CONTRACT BETWEEN THE COMPANY AND ITS MEMBERS. DISCUSS WITH REFERENCE TO RELEVANT STATU - Essay Example In this regard, the law relative to the memorandum of association prior to the enactment of the Companies Act 2006 is relevant to this study. Suffice it to say for present purposes that the extent to which the articles and memorandum forms a contract between the members and the company are reflected by the functions of each document. The memorandum’s functions have been altered, but its historical significance continue to be applicable as it has been resurrected and placed within the articles of association. Prior to the implementation of the Companies Act 2006, the memorandum defined the company’s external charter while the articles define the company’s internal charter. Ultimately, the memorandum and articles of association functioned together to determine the member’s commitment to the company’s goals and objectives and how the members will and can facilitate those goals and objectives. ... Instead of referring to the memorandum and articles of association, it merely attributes the contractual basis to the company’s constitution. Elsewhere in the 2006 Act, the company’s constitution is described as the articles of association. This essay analyses the contractual role of the articles and memorandum association in binding the members to company. I. The Memorandum of Association A. The Contractual Nature of the Memorandum of Association Prior to the Companies Act 2006 All UK companies are required to have a memorandum of association.5 Under the Companies Act 1985, the memorandum of association was required to specifically state the company’s objects and constitution.6 Recent reforms promulgated by the Companies Act 2006 have effectively reduced the memorandum of association to a mere shell of its former contractual significance. The current memorandum of association is no more than a simple instrument reflecting basic information such as the companyâ⠂¬â„¢s name, its registered office in the UK, share capital and shareholder liability. Even so, the memorandum of association has historical significance in that its main contractual basis has been transferred to the articles of association. Therefore the common law relative to the members’ commitment to the company’s objects under the memorandum of association are now relevant to the same commitment under the articles of association. Moreover, the share capital and limitation of liability as stated in the memorandum of association are also important parts of the members’ contractual relationship with the company that they form. Under the Companies Act 1985, the Memorandum of Association set out the objects of the company and the purposes for which it was formed.7 Section 2 also provides

The Cause and Effect of Learning the English Language Essay

The Cause and Effect of Learning the English Language - Essay Example It is evidently clear from the discussion that not so many people can speak the English language well in the companies in Saudi Arabia and such, employees who could speak the language well are often paid high salaries. In addition, English speaking employees also get promoted easily compared to the non-English speaker because companies prefer those who can interact with more people. This is becoming more important today because employees now have to work with other people from other countries and culture with the globalization of our economies. Such, learning English is becoming more and more important to be effective in one’s job in the future. This explains why many of us flocks in English speaking universities in order to improve our English. We would like to get paid well and get easily promoted in the companies that we will work in the future when we go back to our respective countries after graduation. It is hard but it is worth it.