Can-can by Arturo Vivante and The Blue Film by Graham Greene

I have chosen to discuss ‘Can-can’ by Arturo Vivante and ‘The Blue Film’ by Graham Greene. I made this decision as I liked how both stories where about a married couple’s relationship which also involved another woman and yet whilst both stories appeared to end differently the overall meanings were in fact the same. When comparing both stories they showed multiple similarities as well as differences and I was interested in how both Vivante and Greene made use of irony, imagery and language to create an atmosphere and how both stories built up tension before reaching a climax. Arturo Vivante’s short story ‘Can-Can’ is about a husband who is having an affair with a woman called Sarah, who is also married. The story starts at the husband’s marital home, where his wife is playing with the children and does the can-can when one of them asks her to. It is at this point that the husband starts to question himself over his affair but still leaves and heads to a cafe, where he waits for Sarah. Sarah is running late and he hopes that she won’t turn up but she does and they head off to a lake house where the story ends with Sarah lying in his arms, however he is thinking of his wife doing the can-can. Whilst we initially do not know the story is about a husband having an affair, the first line in the story immediately arouses suspicion and raises the question that the husband might be up to something. ‘‘I’m going to go for a drive, he said to his wife. I’ll be back in an hour or two† (Vivante 1988:5). The husband doesn’t say where he is going or what he is doing or how long exactly he will be and the following line tells us that the husband disappearing for a few hours is actually quite unusual. He didn’t often leave the house for more than the few minutes it took him to go to the post office or to a store, but spent his time hanging around, doing odd jobs† (Vivante 1988:5). Vivante portrays the husband as being an ordinary, working class man who feels he is living a mundane life with his wife. However, his wife is described as being loving and playful, she laughs and dances and doesn’t question where he might be off to. The husbands mistress Sarah is the only character who Vivante gives a name to in the story, Sarah is described as being a middle-class woman who is in control of the affair and very formal with a good job and a car. â€Å"Phoning Sarah at her office†¦her asking him to call again next week, finally setting a date† (Vivante 1988:6). Vivante’s use of language in the story is very simple but he cleverly uses some French words to make things seem a bit more exotic and spicy, such as, ‘rendezvous’, ‘cafe’ and the ‘can-can’ itself. The imagery Vivante creates with the wife doing the can-can is a picture you take away with you and one that the husband clearly does. The husband doesn’t think his wife knows about his affair but we question that she might when she does this dance. â€Å"Her eyes had mockery in them, and she laughed† (Vivante 1988:6). Is the wife showing her husband what he is missing? The dialogue is scattered and ordinary, much reflecting the mundane mood and tone of the husband’s character yet the nervousness, guilt and uncertainty of the husband creates an atmosphere. Vivante uses a chronological narrative structure that is simple to follow and we know that the events are taking place according to occurrence. The plot is interesting and Vivante builds up suspense and tension whilst the husband is waiting for Sarah at the cafe with an increasing feeling of guilt. We wonder will he stay or will he leave, will Sarah turn up or won’t she? It reaches a climax when Sarah turns up and the husband almost appears disappointed. The husband doesn’t appear to know who or what he wants exactly. The novelty and excitement of the affair seems to have worn off and it has now become a chore, â€Å"The appointment was at three† (Vivante 1988:6) yet he can’t seem to walk away from Sarah. This reflects in the ironic ending when Sarah is lying in his arms but he is picturing his wife doing the can-can as she had been earlier in the day. The can-can appears to have had the effect that his wife wanted after all. Graham Greene’s short story ‘The blue film’ is about a married couple on holiday in Siam, now known as Thailand. Mrs Carter complains that the holiday is tedious, and urges her husband to take her to ‘Spots’. Mr Carter leaves the hotel in search of something. A little boy comes up to him and, after turning down his offers of a young girl and a boy, Mr Carter takes him up on the offer of a French film. Returning to the hotel, he picks up his wife and they set off together to watch the film. Mrs Carter finds the first film unattractive, but the second has ‘some charm’. It is not for some time, though, that Mr Carter realises that the film is familiar to him. When he does realise, he tries to get Mrs Carter to leave, but she refuses. It turns out that thirty years ago Mr Carter had been attracted to the young woman in the film. She had needed money, and he had helped her out by acting as her partner in the film. On the way back to the hotel, Mrs Carter professes herself shocked, but when they get back to their room she is in fact aroused, and makes love to her husband with a passion she has not known for years. Greene tells us straight away in the first line of the story that something is wrong with this couple and that they are not happy. â€Å"Other people enjoy themselves, Mrs Carter said† (Greene 1982:74). The couple would be from a middle-class background to be in Thailand and later in the story we are told that Mr Carter is a businessman. Greene portrays Mrs Carter as almost being desperate in wanting to please her husband Mr Carter, by wanting to be exciting and experiment but we learn that although Mr Carter quite likes experimenting himself, he simply doesn’t want to with his wife as he isn’t physically attracted to her and almost appears to want to get away from her. â€Å"When he looked at her neck he was reminded of how difficult it was to unstring a turkey† (Greene 1982:74). Greene uses a lot of dialogue throughout the story which plays an important role as Greene uses it to create building tension when Mr Carter realises it is him in the film and doesn’t want his wife to find out. Greene also uses the dialogue to create a picture of Mr and Mrs Carter, not only as individuals but what their relationship is like. â€Å"I’m sure we could find a better place than this. † â€Å"No†. (Greene 1982:77). Greene also uses a lot of description especially in regards to Mrs Carter, who he even unflatteringly compares to birds on occasion. â€Å"Her thin bare legs reminded him of a heron waiting for fish. † (Greene 1982:78). The story is narrated with the impressions that a woman’s worth is determined through her attractiveness and economic terms. For example Mr Carter compares his wife’s jewellery to slave’s bangles. Mr Carter wants to shock his wife in order to put her off, so that she doesn’t want to experiment but ironically it has the complete opposite effect. Another irony is that Mr Carter has gone to see something exotic and has ended up seeing himself. The ending has us realising that he has only ever loved the girl in the film and he has simply married his wife for business reasons, such as taking her to dinner parties. We know this as there are only two women in the story, the girl in the film and Mrs Carter, after Mr and Mrs Carter have made love, Mr Carter almost appears to feel abused and he feels lonely and guilty, so we can conclude it is not her that he loves. â€Å"It seemed to him that he had betrayed that night the only woman he loved. † (Green 1982:79) When comparing the two stories against each other we can see some noticeable differences. Can-Can appears to be set around the 1960’s-80’s in America, â€Å"going out to a call box† (Vivante 1988:6) and is about a young working class couple. The Blue Film however is set around the 1950’s, in Thailand and is about a middle-class middle-aged couple. It can be seen that whilst Vivante only names the mistress and not the husband and wife in Can-Can, Greene names the husband and wife but not the other woman in The Blue Film. Whilst in Can-Can Vivante uses minimal dialogue which doesn’t play much of a role, Greene’s use of dialogue in The Blue Film plays a very important part in establishing Mr and Mrs Carter’s relationship and their individual characters. The husband in Can-Can is seen as finding his wife attractive, â€Å"a smile that suddenly made her look very pretty† (Vivante 1988:5) and it is her he is thinking of at the end of the story however in The Blue Film, Mr Carter finds his wife extremely unattractive, â€Å"one so often mistook the signs of frigidity for a kind of distinction† (Greene 1982:74) and it is the girl in the film that he is thinking of at the end of the film. Greene creates a lot more imagery in terms of the setting, his wife, himself and the girl in the film whereas Vivante’s main use of imagery is his wife doing the can-can. In comparison whilst there are several differences there are also similarities. Vivante and Greene have written both Can-Can and The Blue Film in the third person and tell you what the husbands are thinking and feeling, guilt, tension, nervousness and uncertainty, both depicting the husbands as being in conflict with themselves and their decisions. Carter lay in the dark silent, with a feeling of loneliness and guilt† (Greene 1982:79). Both stories have lots of irony, â€Å"For a moment I was afraid you where thinking of your wife† (Vivante 1988:6) and the same theme of a husband having feelings for another woman outside of his marriage and the events that take place in both stories are that the husband makes love with this other woman. The openings of each story are similar and we know straight away that something isn’t right and whilst initially we believe that the endings are different, with Vivante ending Can-Can with the husband thinking of his wife and Greene ending The Blue Film with the husband thinking of the other woman, the prostitute, they are actually ending very similarly. Both husbands are thinking of the women they actually love and the ironic ending in both stories is that both are experiencing that the grass isn’t always greener on the other side.

Office Space and Marx’s Conflict theory Essay

Communism, as understood today, refers to a system associated with collective ownership of the means of production, central economic planning and rule of a single political party. Communism basically means communal ownership of property. Karl Marx was a German economist, philosopher and revolutionist whose writings form the basis of the body of ideas known as Marxism. His theories are the basis for modern communism. He had a lot of theories which made an impact on the world, namely the conflict theory, labor theory of value, theory of historical materialism, theory of rent, alienation and more (Mandel, 1995). However, the primary focus of this paper will be the most basic of his theories from which most of his other theories stem from, the Conflict theory. Karl Marx was an advocate of the conflict theory which stresses the link between stratification and the ongoing struggle among competing groups and classes over a limited supply of reward and resources. According to him, capitalist society is torn by a fundamental conflict of interest between capitalists and workers. He contends that institutions such as the educational system and other forms of communication are employed by the capitalist class to foster a false consciousness among the masses (Mandel, 1995). These institutions seek to legitimize social inequality by propagating an ideology that says existing arrangements are right and reasonable. They also foster the worker’s hope for upward social mobility. As a result, workers are socialized in tradition and this contributes to passivity and compliance. In the Communist Manifesto, a forty page booklet he produced with Freidrich Engels, he applied the term communism to a final stage of socialism in which all class differences would disappear and humankind would live in harmony (Karl Marx, 2002). Karl Marx believed that all of history has been a story of class conflict over material privilege and power. Social customs and institutions are arranged to perpetuate class distinctions. Child-rearing practices vary by social class and affect the life chances of those being socialized. Children are treated differently from different social classes, thereby perpetuating the dominion of one social class over another in a subtle and powerful way – by subjecting children to it before they are old enough to know what is happening to them (Mandel, 1995). One group, the exploiters, strives to maintain its advantage over subordinate groups, the exploited. In a capitalist society, the struggle takes place between those who own the means of production – the capitalists or bourgeoisie, and those who sell their labor – the workers or proletariat. According to Karl Marx, the bourgeoisie maintain their position of domination by controlling the economic life of the population and even dictate the social standard of a certain society. Just as the feudal system had given away to capitalism, so in time capitalism would give way to socialism. The struggle would end, according to Marx, in the socialist revolution which was observed in countries like China, Russia, and Vietnam and partly in the Philippines. The socialist revolution is a way for the achievement of full communism (Karl Marx, 2002). In his book Sociology and Anthropology, Dr. Epistacio Palispis mentioned how Marx saw the nation or state as an instrument of oppression, religion as a method of diverting and controlling the masses, and the family as a device of keeping wealth and education in the hands of the few. Marx was basically a materialist. He argued and pointed out that the populace, the proletariat is controlled by materials and needs, and that their lives are centered in how they deal with these things. Because of the perceived the essential role of material, he also theorized that material conditions (the lack and the need for it, will be the core of class conflict. The key issue is how wealth is distributed among the people. The 1999 film Office Space, directed by Mike Judge, starring Ron Livingston and Jennifer Aniston, depicts the transparency of Marx’s conflict theory even in ordinary corporate life. The film is about ordinary employees of a fictional computer programming company, Initech, going through their daily work and the complications they meet along the way. The main character of the movie, Peter Gibbons, played by the actor Ron Livingston, finds himself dragging his feet to work going through the same routine of everyday corporate life. He answers to eight different bosses who drone about TPS reports, coversheets, memos and the like. As a mere employee, he is subject to their authority. Peter and his fellow officemates Michael Bolton, Samir and Milton represent the proletariat and his Porsche-driving, overbearing boss William Lumbergh (Gary Cole) represents the bourgeoisie of Marx’s conflict theory. The hierarchy of offices portrayed in the film shows how society has glorified individual achievements and the pleasure of consumption that capitalism brings. The film shows how the employees comply blindly with the patronizing orders made by Lumbergh just because he is their boss. This situation substantiates Marx’s claim that those who owned and controlled the means of production were the oppressors and those who owned nothing but their labor were the oppressed. One day, a team of experts is brought in to enact large-scale layoffs. The character Michael Bolton, protests how he dedicated five solid years to the company, only to be one of those to be fired. Karl Marx in his Labor Theory of Value, emphasized that workers must have the highest share of goods and subsidies as opposed to what happened in the film where an employee has little job security, a typical scenario in capitalist economies. When this happened, Peter Gibbons gets discouraged and simply stops trying and adopts an attitude of total disinterest. His only interest lies on putting in place a devilish scheme for some corporate payback, along with his office pals as his accomplices. They hack the computer system of the company and programmed it to place a fraction of every daily money transaction into their personal bank accounts, which will eventually pile up to huge sums of easy money. This scene in the movie demonstrates Marx’s notion that the conflicting interests of the two groups of classes, the proletariat and the bourgeoisie, would inevitably lead the oppressed to overthrow their oppressors. Although Gibbon’s scheme did not go according to plan, the company Initech still met its end from another employee, Milton, who set the building on fire as a sort of revenge when the company stopped giving him his paychecks as a way to make him voluntarily resign from his post. In a way, Karl Marx’s conflict theory sort of explains why there is a need for competition. His idea about communal ownership of property, in others words, perfect equality, is obviously unrealistic. It is merely good in theory, perfect for utopian idealism but in real life, one cannot simply live in perfect equality. If there was equality in everything, people would lose their motivation to strive for something better, to make room for improvement. It is human nature to be insatiable. If we take away people’s motivation, mediocrity will reek in all aspects of life (Communism, 2002). There is also the issue of equity. In the movie, some of those who were fired deserved to be laid off, while there were those who weren’t. Another very important issue pressed in an imperialist world is inequality. Since social status and wealth distribution came up as a result of specialization, often inequality is justified when specialization is absent in a society’s structure. Example, a person who took up a Ph. D would ultimately rank higher and thus will have a higher income that a person who is simply a college graduate. Communism entails that wealth is distributed â€Å"to each according to need†. In this kind of system, the basic economic needs of all people are satisfied. These needs include food, housing, medical care and education. Excessive material possessions and acquisition are not basic needs and are therefore not allowed to exits in this system. Communism therefore, to put it simply, is the eradication of any social standards and setting anyone at a default stage for the equal distribution of resources in order o avoid mass conflicts. Since people are generally motivated by self-interest, most societies prefer wealth to be distributed â€Å"to each according to what is earned†. People who live in this system become themselves the source of their own wealth. If they earn a great deal of money, then they will be able to acquire things beyond their needs. If they earn little, they must do without. The problem with communism in this side of the argument is that a society cannot control the interest of the people without cutting off their freedom and rights in certain aspects. Communism is only good when it ensures that the basic needs of the people are met and when it prevents greed from seeding in the hearts of the masses, since everything is controlled by a central planning agency. However, the major problem of communism, as well as in capitalism, is abuse of power. No matter how perfect an ideology is, there will always be an anomaly because the primary instigators of such ideologies are people. Human beings are prone to irrationalities including greed, selfishness and self-glory. History has taught us that too much power in the hands of a few corrupts the minds of these leaders. Take the movie character, William Lumbergh, as an example. With his high profile status as the CEO of the company, he has bullied Milton to do as he pleases, leaving Milton no choice but to comply out of fear of losing his job. In conclusion, the movie Office Space exemplifies important points in Marx’s conflict theory such as the continuing conflict between the proletariat and the bourgeoisie, as well as how group conflict is a basic ingredient of society. Works Cited Communism. Grolier Encyclopedia of Knowledge. 2002 Edition. Washington : USA, 2002 Karl Marx. Microsoft Encarta 2002 (available in CD-ROM) Mandel, E. Karl Marx. International Viewpoint. 1995. Palispis, E. S. Introduction to Sociology and Anthropology. Manila: Rex Publishing Inc. 2006.

Support Childrens and Young People’s Health and Safety

2. 1 Demonstrate how to identify potential hazards to the health, safety and security of children or young people, families and other visitors and colleagues. co.uk/2-5-food-safety/">Food safety:- †¢Appropriate clothing-when handling food I wear latex gloves and apron and always tie my hair back †¢Washing hands-children are taught the importance of why washing hands needs to be done when handling food. †¢Food stock-at our school we have staff who are in charge of making sure the milk and fruit is in date and stored correctly. They distribute it around the school. Allergies to food-we send out and keep a file of consent forms. In my class there is a girl who is allergic to eggs and fish so when she handles them she has to wear latex gloves. †¢Age equivalent equipment-we have plastic knives for the younger children to use. Before using equipment it is thoroughly cleaned and checked for damage or faults. We have cutlery with special grippers for children with special or extra needs. †¢Food stored at the correct temperature-if using food for experiments or baking I must make sure it is stored correctly and at the right temperature to stop it going off. Food is in date-when using food in school I check the dates on the food before using it for any activity, if a child or member of staff was to eat go off food they could become seriously poorly. †¢Food is disposed of correctly-when throwing away unused or leftover food we have bins outside of the building specifically for food waste. Physical:- †¢Checking the environment-I always make sure the classroom is safe before the children enter, if going outside I check the area for any hazards. †¢Display boards-make sure they are up to date and display notices to the children, staff and visitors on how to be safe around the school environment. Equipment-make sure all equipment is risk assessed and PAT stickers/stamps are in date before using equipment. If children were to use a faulty laptop they could be electrocuted. †¢Spillages- clean up any spills in the classroom, in my class the children bring juice bottles for break time when they leak or spill I clean it up immediately to prevent slips and falls. †¢Trip hazards- cables to computers and white boards must be out of reach for the children because if they were to trip they could easily hurt themselves. Security:- Unlocked gates: – I always check that the gates are locked before allowing the children to go outside, this stops the children getting out and unauthorised people entering. †¢Sign in- when entering the school grounds you must sign in and out, you are issued with a visitor sticker to show the rest of the people in the school that you are a visitor. †¢Electronic zappers- all staff in my school have electronic zappers this is so you can gain entry around the building. This stops strangers and unauthorised people gaining access to the school. Phone system- in our school we hav e telephones in each classroom and room, this is so if an accident or incident happens staff are alerted immediately. Fire:- †¢Don’t cover radiators- in our school we have blow heaters and these must never be covered my wet or damp clothing, they will overheat and could catch fire. †¢New pupils/staff-when a new member of staff or pupil joins the school they are made aware of the fire procedures, they are given a tour of the buildings and made aware of the fire exits. Liquids by electrical items- we are not allowed to keep cups or glasses with any liquids in or around the classroom, if they were to be spilt by the computer that would be a fire risk. Children juice bottles are kept in a tray away from any electrical equipment. †¢Fire drills- when the fire alarm goes off we line the children up on the playground and complete a head count to make sure all pupils are present. Personal safety:- †¢Correct footwear- in our school we are not allowed to wear open to ed shoes or sandals. If we were to drop or spill something on our feet we could seriously hurt ourselves. Parents evening-we hold our parents evening in the hall, all teachers are together and never left alone. The teaching assistants run a creche facility together so we are never left alone with the children or parents either. †¢After hours- when parents want a meeting with their child’s class teacher I always make sure I am present in the classroom so that the teacher is not left alone. †¢Jewellery-we can wear stud type earrings but are not allowed to wear hoops or dangly earrings, this is because they can easily get caught or ripped out by the children.

Open an unusual business or service in city of Diamond Bar Research Paper

Open an unusual business or service in city of Diamond Bar - Research Paper Example Diamond bar has a total population of 55544 people based on the census conducted in the year 2010; which form total population density of 3731.5 people per square mile or 1440.8 KM2 (City-data, 2013). Notable to mention is that this numbers are much lower than the population count that was conducted in the year 2000 of 56287 people (City-data, 2013). Based on the2010 census, the total racial makeup was proved to compose of 29144 (52.5%) Asians, 18434 (33.2%) whites (with 21.3% Non-Hispanic whites), 2288 (4.1%) African American groups, 178 (0.3% Native Americans, 106 (0.2%) Pacific Islanders, 3237 (5.8%) for other races, 2157(3.9%) from two or more races and finally the Hispano or the Latino forming 20.1% 11138 people (Quickfacts.census, 2014). According to the statistics gathered in 2010, it is evident from the data that there were 17880 household in diamond bar (Quickfacts.census, 2014). Out of the entire population, it emanated that 102 or 0.2% of the households were living on non-institutionalized group’s quarters while 27 or 0% were living on institutionalized quarters (Quickfacts.census, 2014). Furthermore, basing on age groups, out of the registered 17880 households, it is only 39.2% or 7008 households that had children who were under the age of 18 and this related to 11895 children (City-data, 2013). In addition to this, it was recorded that 5590 (10.1%) people were aged 18 to 24, 13585 (2.5%) people were 25 to 44 years, 17988 (32.4%) were found to aged between 45 to 64 years (City-data, 2013). The elderly people in Diamond bar city which was composed of individuals with 65 years and above formed a population of 6486; relating to 11.7% of total population recorded in 2010 (City-data, 2013). The social status of Diamond Bar revealed that 66% or 11792 of the total population were married opposite sex couples, 2.8% (496) were mature unmarried opposite sex people, 71 (0.4%) were same

Pick an art work that is influenced by chemistry of physics Term Paper

Pick an art work that is influenced by chemistry of physics - Term Paper Example Quantum Man is a sculpture that was produced by Julian Vos-Andreae in 2009. Quantum Man is a piece of sculpture that was influenced by chemistry of physics. Quantum Man is ten and a half feet high in terms of its elevation and is placed at the center of The Bravern shopping are that is located in Bellevue, Washington D.C. It is one among many of the sculptures produced by the Julian Vos-Andreae that quantum themes. The Quantum Man has a front and back view and appears as a huge hunk of metal that was cut to represent the shape of a man walking. However, when the sculpture is looked from the side, it becomes almost invisible. The effect in Quantum Man is derived from the layers of stainless steel, which are more than 100 sheets that are layered from the front towards the back, and separated by metal rods. Quantum Man appears like a diffraction pattern of a wave. When in motion, a viewer can see the sculpture from the front or back. However, it keeps appearing and disappearing as a vie wer moves. Julian Vos-Andreae sculpted the object in a manner that shows its aesthetic value and ability to show stillness. Julian Vos-Andreae said that, â€Å"...the weirdness of quantum physics...see how far I could get in trying to understand it.†1 The sculpture was intended for metaphorical purposes on the way the complex and counter-intuitive quantum physics could be explored. It is symbolic of the dual face of matter. The Quantum Man presented Julian Vos-Andreae with two challenges. First, he makes a standard representation of classical quantum objects that appear to please in terms of its aesthetics. He has achieved this by sculpting an object that appeals to the eyes of the viewer. The second challenge is the background of physics with which he develops Quantum Man. He uses physics to link the classical representations of quantum objects to certain philosophical interpretations about human body2. The Quantum Man shows that Julian Vos-Andreae to develop an artistic cre ation that depicts a man in the sense of both time and space. The parallel sheets of metal that he used are representative of the wave fronts of a man as he moves forward through space and time. He placed each metal sheet with a definite spacing by connecting them with metal rods irregularly put horizontally and vertically to represent integral formulation of quantum mechanical style. This also helps achieve duality in his sculpture in terms of the true nature that exists underneath the sculpture and the reality as seen by a viewer. He shows that the real human body appears as a static figure (stillness) at any moment in time. Through Quantum Man, Julian Vos-Andreae exemplifies that the human body moves in waves. However, the waves are not perceived in most cases3. Therefore, Julian Vos-Andreae through the Quantum Man emphasizes that human body and everything around it is matter. He clearly exemplifies that every part of matter is considered as a well outlined path through space and time. It also brings forth the notion of continuity. This is seen in the Quantum Man in the sense that it seems to appear, disappear and reappear in different anglers. However, it does not disappear and disappear in real sense. The Quantum Man possesses an equivocal identity where its pieces are considered to be touching each other or appear as separate. However, the pieces do not penetrate through each other. The object shows that objects do not have hard edges or well defined boundaries in places where one piece ends and

Pestel Report Essay Example | Topics and Well Written Essays - 1000 words

Pestel Report - Essay Example Several mechanisms exist to study and audit the external environment and one of them is PEST. PEST Analysis, which stands for Political, Economic, and Social and Technological factors, is an important tool used for solving problems and for coming up strategies based on the market factors and also helps in understanding market growth thus aiding in the determination of the position, potential and direction of a business. This analysis is used to review strategy or position, a proposition or an idea. It â€Å"encourages proactive thinking rather than relying on habitual or instinctive reactions.† (Agarwal and Ramaswami). Among these factors, technological factors in the external environment could play a major impacting role in the functioning of the organization. Technology is something, which cannot be ‘static’, and will keep on evolving and upgrading. That is, new and new advanced technologies will be invented and developed throughout the world, without any satura tion. On those lines, sizable technologies are being developed that will have applications in the various industries or businesses, thereby impacting the functioning, decision making and strategy formulation of organizations operating in those industries. Particular technologies are being developed to have applications in particular industry, and so the organization has to function accordingly. Banking industry is no exception to this trend, as many banking centric technologies are being developed in the external environment, which is having impact on the functioning of various banks, particularly in relation to their customer service and Customer Service Management (CRM) (Buttle 1996) Before the advent of computers, information technology and importantly Internet, customers selected their banks based on how much well-located the branches are from their homes or offices. Then with the arrival of new technologies in the business of bank, such as Internet or online banking, credit car ds and ATMs, customers can freely select any bank for their transactions. So, technology is playing an optimal role in enticing the customers, with the number of customers increasing manifold. â€Å"Underpinning all of these changes in the way consumers live their lives are developments in IT and the subsequent creation of the interactive market-place†¦IT was used mainly to†¦sort our finances† (Baker 2003). The other reason why technology or the technological factors that arise in the external environment needs to be given utmost importance by the banks is because the customers are becoming well versed in technology particularly IT, with their profession and affluence playing a contributory role. â€Å"Your customer base is changing forever. Your customers are becoming more affluent, increasingly comfortable with technology, demanding of new financial services.† (Shesbunoff 1999). Because of this crucial role played by technology in the life of the prospectiv e or intended customers, apt and adequate technological aids needs to be installed as part CRM. Apt and adequate in the sense, banks and financial services can use supercomputers to retrieve customer’s needs, but at the same time they can also use smaller systems to retrieve the same customer’

Birthright Citizenship Research Paper Example | Topics and Well Written Essays - 1250 words

Birthright Citizenship - Research Paper Example The current interpretation was intended to reflect the population policy of the state. In the initial years of the American nation, there was inadequate work force to power development in the country. Therefore, the government adopted an approach that increased the chances of becoming American citizens. In those times, there were no requirements. In fact, even the property ownership principles were different. For example, due to the perception that America was virtually empty, the original settlers just camped on the site and then obtained the necessary paperwork. These laws have since changed to reflect the changing times. While all people who landed in America had a choice to stay and automatically become citizens, immigration laws have limited acquisition of citizenship (Lacey par 5). The only remaining aspect is birthright citizenship. There are propositions that there are better models of granting citizenship to people who live in the United States. For example, before a person is granted birthright citizenship, their parents, or at least one of them, would be required to be an American citizen. In this way, all children born to alien parents have to acquire citizenship in other ways. In this way, the issue of mothers timing their deliveries to coincide with visits to the country would no longer be a problem. At this point, it is relevant to understand the motivation behind strict control of immigration. Over the years, the American population has grown rapidly. This growth was fuelled by immigration, especially from Europe. However, the current population is exceeding the ability of the countries resources. For example, there are people who blame the presence of immigrant in the country for the poor wage structures and thus for reduced standards of living. There are many flaws to this model, but for this paper, it will be adopted because it is influential to the population policies adopted by the

Human resource management. Training and development Essay

Human resource management. Training and development - Essay Example It increases the level of individual and organisational competence and helps to reconcile the gap between what should happen, and desired targets and standards of performance; and what is happening and actual levels of work performance. According to Armstrong (2001): "training needs analysis is partly concerned with defining the gap between what is happanng and what should happen. However, it is necessary to avoid falling into the trap of adopting the "deficiency model" approach, which implies that training is only about putting things rights that have gone wrong" (Armstrong, 2001, p. 551-552). Training needs assessment is necessary to ensure an adequate supply of staff who are technically and socially competent, and capable of career advancement into specialist departments or management positions. There is, therefore, a continual need for the process of staff development, and training fulfils an important part of this process. Training should be viewed, therefore, as an integral part of the process of total quality management. Armstrong divides training needs assessment into three levels: corporate, group and individual level (Armstrong, 2001). A large number of organisations make some use of separate training needs analysis, although this is usually a periodic rather than a regular activity. There are many different ways of conducting such assessments, but they usually involve some form of survey, either by discussion or questionnaire, with managers. This does not automatically remove the problem of a failure to perceive the real needs, which occurs with annual appraisals (Beardwell, Holden, 2004). The same people are involved, and unless they are provoked by the approach into a different way of thinking, the probability is that their response will be the same as in the appraisal. One approach, which is somewhat broader than an assessment of training needs is to design a workshop for senior managers to work through what is needed to implement some of the strategic decisions the company has made (Reed, 2001). Part of this workshop would involve a consideration of the skills required against what they feel exists within the company. This can help managers to perceive needs which may otherwise be hidden to them, such as the many capabilities needed to manage strategic alliances, and the degree to which the managers who report to them have experience or knowledge that is relevant. Another approach is bottom-up feedback. This approach can be used in performance management processes, as a basis for personal improvement, and in order to gain a more objective view of company capabilities and areas of management weakness. They are particularly useful for measuring capabilities in management and interpersonal skills, aspects of a manager's behaviour which are experienced by others besides a manager's boss, peers and subordinates, and in some cases customers and suppliers. All the methods take readings from one or all of these groups of people, as well as requiring the manager to undertake a

Asian Economic Essay Example | Topics and Well Written Essays - 1750 words

Asian Economic - Essay Example â€Å"The 1993 World Bank policy research report† (Ryan 802) named The East Asian Miracle, identified eight â€Å"high-performing Asian economies (HPAEs)† (Ryan 802) and classified them into three distinct groups according to the duration of uninterrupted â€Å"positive real economic growth rates between 1960 and 1990† (Ryan 802). Japan alone occupied the first group. By the 1960s, Japan had already become matured as an economy by maintaining a remarkably high focus on economic development. Hence it had become a leader with an enviable record showing sustained economic growth for thirty consecutive years. The second group consisted of four countries recognized as ‘four Asian tigers’; namely, Singapore, Hong Kong, Taiwan and South Korea. All these four economies had witnessed soaring economic growth rates consistently since the mid-1960s until the mid 1990s. Three other countries, Thailand, Malaysia and Indonesia, were referred to as â€Å"newly indu strializing economies (NIEs)† (Ryan 802) by the World Bank. These countries that made the third group of HPAEs had been included in the list of the HPAEs in the beginning of 1970s. The outstanding growth rates and economic performances reflected by the eight nations had one thing in common. Excepting Japan, which had been categorized as a developed country by the 1960s, all the other seven countries had adopted strategic macroeconomic policies and implemented them to manage their economic activities, coupled with carefully selected policy interventions by their individual governments. Research reveals that in all these cases, the government played a decisive role in mobilization of resources. Government policies were assisted by foreign direct investment (FDI) and technological transfer from other industrialized nations of the world, particularly Japan and the USA (Ryan 802). Causes of the financial collapse in Asian economies Heavy dependence on cheap labor input Initially, c ompetitive advantage of these countries was founded on their endowment of abundant labor. Since supply of labor was abundant in these countries, labor input was cheap, which created competitive advantage for these countries in adopting labor intensive technologies of production. However, as the knowledge intensity increased in the exports made by these countries they increasingly started to rely on highly skilled labor force that was more productive than low skilled laborers and was also more disciplined. Krugman had made a controversial contention on the phenomenon of economic growth of the Asian economies (65). The renowned economist had put that these countries would inevitably face a downfall in their economic growth. Since the lofty growth rates of these countries were achieved principally through incorporation of higher amounts of labor input along with capital input into the production process of these economies. This led to higher output and hence higher GDP, but, did not in crease the net level of productivity. This was a stage when the economies were moving along the revenue curve in the zone of increasing returns. According to Krugman, it could be anticipated that these economies would reach the range of diminishing returns (Krugman 65) that would ultimately

Analysis of Terror Attack in the USA Assignment Example | Topics and Well Written Essays - 500 words

Analysis of Terror Attack in the USA - Assignment Example However, there were survivors, and an example is Leaky Behrman (Harrington, 2014). During this attack, she spent most of the time helping in rescue efforts, despite being one of the victims. She recently came to our University and gave a lecture on her experiences during this time. One of the lessons from this lecture is that the surviving victims of the terror attack were emotionally affected by the events. For example, Behrman argues that the first ten years were very painful to her. This is because she had sad memories of the attacks, which were brought forth with memories of death and injuries. During this period of time, Behrman argues that she was able to reflect on the events, and as each year passed, she was able to heal. However, it took a long period of time, before she was able to acknowledge that this event was a tragedy. From these arguments, I was able to learn that terrorism has a very negative consequence. Terror attacks would cause emotional instability and pain. People suffering from these conditions normally take a long period of time to heal. For example, since the September 11th attacks, the American civilian population has not healed. This is because Americans are still vulnerable to terror groups, which are natured by Al-Qaeda, a major terrorist organization that America was fighting. These groups include Al-Shabaab in Somalia, and ISIS, in Middle-East. ISIS is accused of carrying out barbaric attacks against Americans, and this includes the beheading of James Foley (Glenza, 2014). Such kind of attacks has made Americans feel insecure since they are vulnerable to terror attacks. This is the reason why the president declared war on ISIS, the terror group. It is important to denote that ISIS is an affiliate of Al-Qaeda, a terror group that America has spent over the last ten years fighting. In conclusion, this event was very beneficial to me.  

Response to Intervention Essay Example | Topics and Well Written Essays - 1500 words

Response to Intervention - Essay Example The major advantage of using Response to Intervention Method is that students with learning disabilities and whose performance is below that of their peers is seen sooner rather than later and afforded the necessary interventions that they may need, this allow them more time to try and become successful students rather than their just waiting to fail. This results in a series of intensive group or individual, based programs interventions.The programs help some students in obtaining the necessary support that they need early. The rapid response afforded by Response to Intervention is proving to be cheaper, as opposed to waiting for a case study analysis to be completed that is seen, when other methods of assessment are used.Another key benefit of using the Response to Intervention process is that the long duration a student normally waits before they can begin receiving additional instructional assistance or special education services in school is greatly reduced. This helps in averti ng the usual scenario whereby most students continue on failing to make any significant improvement in their studies for long stretches of time, which may sometimes run for several years before someone notices that they may have learning disabilities, and require the help of special education, as is seen in the use of the test-score discrepancy model. Response to Intervention also has the added benefit of helping in identifying students having learning disabilities, are seen to be at risk of failing.... This helps in averting the usual scenario whereby most students continue on failing to make any significant improvement in their studies for long stretches of time, which may sometimes run for several years before someone notices that they may have learning disabilities, and require the help of special education, as is seen in the use of the test-score discrepancy model. (Mary & Ayn, 2011) Response to Intervention also has the added benefit of helping in identifying students having learning disabilities, are seen to be at risk of failing. With the early detection, appropriate adjustments can be made to their systems of teaching and progress monitoring assessment that will help the students be successful and achieve success at higher levels and thus serving to avoid potential individual failure. (Rachel & Mark, 2010) The intense one on one and group supplementary assistance, afforded by Response to Intervention has had a rather profound effect in reducing the overall number of student s, who end up getting referred for special education services. As a result of this effect, the resources available in special education services are now channeled towards helping more disadvantaged students with severe learning disabilities. Response to Intervention has also been attributed with the increase in the number of students that end up becoming successful while still in the normal education system. This is as a result, of their problem areas not being identified and rectified in advance, some of these students get locked out of the regular education system. Because it is structured to compare the performance between students, the response is intervention model can differentiate between students posting inconsistent / poor results and those who have a learning

U.S. War on Terror-Iraq Essay Example for Free

U.S. War on Terror-Iraq Essay The U. S in the aftermath of terrorist incidents on September 11 in the mainland America embarked upon an anti-terrorist campaign in the world. In a following state of the union address by the president of the U. S. , Iraq was declared to comprise the â€Å"axis of evil†. President George W. Bush affirmed that the Iraqi regime exhibited its grave aggression toward United States, and hankered after to build up â€Å"weapons of mass destruction† for more than a decade. Bush further illustrated the Iraqi government as a grave and growing danger as it might employ â€Å"weapons of mass destruction† to blackmail or attack the US. He further showed a connection between Saddam Hussein’s government and terrorist groups. Bush declared that the United States of America will not permit the worlds most dangerous regimes to threaten us with the worlds most dangerous weapons. (U. S. Executive Office. 2002) Vice President Dick Cheney re-emaphzised the threat from Iraq and stated that we now know that Saddam has resumed his efforts to acquire nuclear weapons. He also declared that many of us are convinced that Saddam will acquire nuclear weapons fairly soon†¦containment is not possible when dictators obtain weapons of mass destruction and are prepared to share them with terrorists who intend to inflict catastrophic casualties on the United States. † Earnest preparations were set in motion to launch a military invasion against Iraq. An attempt at cobbling coalition of countries on the pattern of 1990 antedating the gulf-war 1 fell miserably short of its intended objectives, as U. K alone notably contributed towards the war plan, in addition to mere token contributions from Australia. As military mien and might were accumulated around Iraq with fanfare fro the purpose of war, a resolution was presented to the united nations security council as a product of after thought on the part of the U. S. and on the promptings of the British prime minister . The underlying in tent in the resolution was the conferment of legitimacy upon the anticipated invasion of Iraq. The UN resolution 1441 passed unanimously on November 8, 2002 sanctioned U. N. inspection teams to bring about disarmament of Iraq. (U. N. Security Council, 2002) The use of military force was not envisaged by the majority of the Security Council members to affect disarmament. The US and its allies moved another resolution in the council to sanction use of military force against Iraq. However, due to the inability to secure required number of votes for its passage in the SC, the resolution was withdrawn by the Y. S. The eagerness to rationalize its war efforts against Iraq led the U. S. to project shifting rational of war from disarmament of Iraq suspected to be in possession of the weapons of mass destruction, to the regime change, through bringing about political liberation and introduction of democracy in Iraq, to some others. Finally, the real motives underlying the military invasion of Iraq could not remain without coming to surface. The issue of the justification of Iraq war, once surveyed with the advantage of retrospection, imparts invaluable lessons. The doctrine of preemption contained in a document entitled The U. S. National Security Strategy was announced in September last, the epoch making events leading to the war against Iraq are the subject matter of the ensuing discourse. An astounding paradox, the war though as a mean to purge Iraq of its presumed stock of the WMD is proclaimed part of the U. S anti-terrorism campaign in the world, however, any established definition of terrorism is not yet recognized by the U. N. the substantive ramifications of such an omission are to be realized. The Iraq situation in the aftermath of war and U. S. military occupation bears an historic significance for the Islamic civilization. The outcome in the Iraq conflict, as in such instances of military occupation gathered from history, of course, will depend upon the response the Muslims are able to forge over a period against the extraordinary challenge that has come to emerge. The chief UN weapon inspector, Dr. Blix told the UNSC in a crucial report that no WMD were discovered in Iraq by the UN team. At the same time, the report maintained that Saddam Hussein had not accounted for any banned weapons. Dr. al-Baradei reported that inspectors found no evidence that Iraq had restated its nuclear weapons program. No Iraqi cooperation was needed for the inspection work, because in nuclear verification, particularly with an intrusive verification system, the presence ore absence of a nuclear weapons program in a state could be assessed even without the full cooperation of the inspected state. The U. S foreign secretary at that time Mr. Collin Powell addressed the UN SC and sought to make a case against Iraq of ‘denial and deception’. (U. S. Department of State, 2003) The satellite pictures from Iraq of the apparent evidences for the manufacture of rockets exceeding UN permitted dimensions an ranges , and for rocket launchers exceeding the size needed for limited range missiles, were beamed at the screens in the UNSC and around the world. Artistic renderings of the mobile laboratories for producing bio and chemical weapons were presented and a claim , on the basis of information gathered from defectors , was made that there were at least eighteen such laboratories in the possession of Iraq. Mr. Powell recounted that Iraq had failed to account for Anthrax and other lethal bio and chemical weapons, which according to the UN inspectors report in the 1998, Iraq was suspected of owning. Included in the evidence among the aerial photographs of the buildings was an â€Å"organizational chart† of supposed al-Qaeda operations in Iraq, a couple of tare recordings that lent themselves to varied interpretations and a large number of undated reports by unnamed Iraqi defectors. Further, in the report, the secretary made a case that Iraq had repeatedly tried to import sophisticated parts that could be used in a gas centrifuge to produce enriched uranium. In particular, that Iraq had sought â€Å"high-specification aluminum tubes from eleven different countries†. Mr. Powell admitted the fact that â€Å"there is controversy about what these tubes are for â€Å". Iraq explained that the tubes were for missiles, and that the UN experts agreed that the tubes were consistent with Iraq’s view point and â€Å"not directly suitable† for a centrifuge. According to Mr. Powell the debate missed the point: Iraq had no business buying the tubes for any purpose, for those are banned. The early reviews of Mr. Powell’s performance were mixed. In the U. S. audience he changed so many minds that half of all Americans were than ready to go to war immediately, compared with only a third the previous month, according to the Newsweek poll . In contrast among the member states of the UN, Mr. Powell’s case for a US –led war on Baghdad as a â€Å"smoking mirrors† and nothing to do with reality, and plain wrong. He described the presentation by Mr. Powell before the UNSC as a compelling case and sound argument only for the unknowing. Some critics suggested the entertainment of skepticism concerning Mr. Powell’s report. Previous instance s of the use of disinformation by the US government to drum up support for war was cited. These included from relatively subtle measures like the doctoring of satellite photos to convince the Saudi government that Iraq was amassing troops for an invasion of Saudi Arabia in 1990, to incredibly crude ones like the continuing claims by the U. S. officials, including Mr. Bush, that â€Å"Iraq† expelled weapons inspectors in 1998. However as covered in the press at the time, the inspectors were withdrawn at the behest of the U. S. The doctrine of preemption was declared in a document, â€Å"the National Security Strategy of the United States† on September 20 during an address by the president at the WestPoint. A law was also passed ,The USA PATRIOT Act, commonly known as the Patriot Act, is an Act of Congress that United States President George W. Bush signed into law on October 26, 2001. The acronym of USA PATRIOT ACT stands for â€Å"Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism Act of 2001. This act broadens the authority of US law enforcement agencies to a large extent for the sake of fighting terrorism on the soil of United States and abroad. The most important provisions of the Act includes that the law enforcement agencies has been made immensely powerful and they have been allowed to search telephone, e-mail accounts, medical records, financial records and many other things, restrictions and limitations have also been loosed on intelligence gathering related to other countries within the United State . the authority of the Secretary of Treasury has been increased greatly and now he can monitor and control the financial transactions, particularly those involving foreign individuals and entities. The â€Å"Patriot law† also enhances the discretion of law enforcement agencies and immigration authorities so that they can now detain and deport immigrants suspected of terrorism-related acts with more ease and less restrictions. This act also sheds its light on the definition of terrorism and domestic terrorism is included in its domain. The significance of the ‘doctrine of preemption’ resides in the fact that it represented a remarkable departure from the historical policy of the U. S. as followed by successive American presidents. (ALCU) Although Patriot act provides surveillance agencies with great powers to search and eavesdrop to intercept and counter any terrorist activity but critics of the Act has illustrated that Patriot Act forfeited legal and constitutional shields of liberty and privacy for American citizen. For example, Susan Herman views that Patriot Act is against the spirit of cherished American ideals of freedom and democracy. She described that Patriot act lack a balance between rights of the American citizens and the President’s initiative to curb the terrorist activities. She says that Presidential powers in Patriot act are imperative for the protection of American citizen’s from future terrorists attacks but he is also responsible to â€Å"preserve, protect and defend the constitution† that safeguards the privacy and individuals rights of the people. (Herman, 2002) The policy of deterrence and containment has been pursued by the U. S to prevent wars. The knowledgeable persons view this enunciation of the recent national security policy, to be a paradoxical approach in the historical perspective, for it envisages resorting to war in order to prevent it. The justification of the doctrine is perceived by its source to reside in the logic that, â€Å"given the goals of rogue states and terrorists, the U. S. can no longer solely rely on a reactive posture †¦we cannot let our enemies strike first. As a matter of common sense and self defense, America will act against such emerging threats before they are fully formed. † The newly conceived U. S. strategy is fraught with serious consequences , due to its unilateral appropriations of the prerogative to impose its authoritative order upon other nations in the world by the U. S. it makes no pretensions of referring to any legal or moral framework that is subscribed to in the world. the sovereignty of states , guaranteed in the UN charter as sacrosanct and forming one of the fundamental principles of international relations since the Treaty of Westphalia 1648, has been exposed to a hazard unknown in the world before. The UN sanctioned inspection process was proceeding satisfactorily as acknowledged by other veto-using members of the council. However, the U. S. and its allies presented a resolution in the SC to require its authorization for the immediate use of force against Iraq to bring about disarmament. As become evident that the proposed resolutions would not come to muster the requisite number of votes in the council for its passage, and there loomed the inevitable threat of vetoes from France and Russia, the US deemed it convenient to withdraw the proposed resolution. The new doctrine, tested on the grounds of its initial application in Iraq, is a counter to international law and a subversion to the collective security system of the UN . the essential element of the collective security system of the UN is the prohibition of arbitrary use of force under all circumstances, it is the prerogative of the UNSC to determine in each instance the nature of the conflict, the threat arising from it, and the measure to be adopted against an aggressor. The doctrine of preemption is a usurpation of the UNSC’s role as an international collective peace-keeping organization. The outcome of war in Iraq-the removal of Saddam Hussain , regime change and occupation of Iraq – is by no means a validation of the doctrine. As a matter of fact , abysmal failure to establish the discovery of WMD and the US not becoming a force of liberation for the people of Iraq , who are in agitation to restore their independence from foreign occupation, such aftermath of war on Iraq provides a censure, and not the justification, for the doctrine. The international commission of jurists (ICJ), in response to the ultimatum issued by Mr. Bush warning Saddam Hussein to leave Iraq within forty eight hours, declared that invasion of Iraq would be illegal and tantamount to a war of aggression. The Geneva-based non-governmental body, comprised of sixty eminent jurists, expressed its deep dismay for the reason that,† a small number of states are poised to launch an outright illegal invasion of Iraq which amounts to a war of aggression. † The ICJ insisted that without SC authorization, no country could use force against another country except in self-defense against an armed attack. It emphasized that â€Å"there was no other plausible legal basis for the invasion of Iraq than a UNSC resolution that sanctioned it. † A critical analysis of the facts and events related to the US war on Iraq harbors a wealth of lessons, which should be the subject matter of another discourse. In the aftermath of the terrorist incident s of September 11, the US has demonstrated a gradual yet persistent shift away from internationalism. The abandonment of the Kyoto protocol –the treaty establishing the international criminal court –the repeal of Anti-Ballistic missile Treaty, non-compliance with the UN Resolution 1441, launching of the invasion of Iraq without the sanction of the UNSC, the assassination attempt at Saddam-in strict legal sense and before the formal declaration of war- and the disinclination from the involvement of the UN in the administration of post-war Iraq, are the instances of the US international conduct, among others. The rational of war against Iraq, after undergoing changes as adjustments for the purpose of plausibility, has finally emerged to be the control of rich oil reserves in Iraq, reconstruction, contracts for the US construction conglomerates, and far wider strategic aims in the middle-east. Such aims include the building of military basis in Iraq and conversion of the middle-east into a â€Å"free trade zone,† as announced by the US president. To sum up, despite controversies related to the Iraq war, what is needed for Iraq both by U.S government and Iraqi nations is, as enunciated in the national security strategy of the US as well, to provide for the common defense. It is anticipated that with vision and valor the present and historic crises the world of crescent will be cope with by overcoming implicit dangers, and harnessing opportunities. Noteworthy it is, the word crisis in an ancient oriental language is comprised of two meanings at once, the danger and opportunity.

Java Multithreaded Genetic Algorithm In Solving Computer Science Essay

Java Multithreaded Genetic Algorithm In Solving Computer Science Essay Time table problem is a kind of scheduling problems with many variations. It defines a class of hard-to-solve constrained optimization problems of combinatorial nature (Bhaduri, 2009, p.289). Constraints are the rules that control the schedule process and it not necessarily be satisfied but for certain constraints, it may be inviolable for the problem. Based on the constrains, sometime the scheduling problem may also facing the problem that it only be to obtain a feasible solution but all feasible solution have equal cost. Furthermore, the time table problem (TTP) also is an NP-hard problem and by conventional methods, it is very hard to solve (Even cited in Verma, 2012, p.919).The timetable problem can be of few kinds. E.g. for the transportation purpose, educational institutes, or a hospital roster for nurses. This project is considers a time table in educational, especially for the case of a School (Sapru et al, 2010, p.1). In recent years, interest in meta-heuristic approaches such as simulated annealing, tabu search and genetic algorithms (for school timetabling) has increased due to the ability of these approaches to generate solutions to solving TTP. (Schaerf, 1999, pp.87-127 and Burke et al, 2002, pp.266-280). Solving the real world school timetable problem manually often need a lot of time and resources. In order to handle the problem, many researches in this area has been invested over the year, the automated school timetabling is one of the part or idea in this area for those researches. It is a task that can save a lot of man-hours work. However it is difficult tasks faced by educational institutions. For example, it involves the allocation and distribution of resources to different tasks subjected to different constraints (Verma, 2012, p.919). Those are including of teachers, rooms, classes at a fixed number of available time slots and subjects. The constraints in School Time Table problem are: Certain room (computer lab, music room) cannot have more than one class in a given time slot. No class can have more than one subject in a given time slot. The number of classes per week is a fixed number for each subject, and this number must be met by the prepared schedule. Genetic algorithm (GA) have been used for solving timetable problem since 1990(Bhaduri cited in Bhaduri, 2009, p.289). The GA has global optimization strategy which can avoid falling into local optimum and it also is one kind of the iterative adaptive heuristic probabilistic searching algorithm (Yunfeng Dong, 2011, p.3703). besides that , GA also is the widespread algorithm for the timetable problem(TTP).The main reason for widespread of GA uses are GA do not require a continuous data set or objective function; they also require no gradient or other information (Sapru et al., 2010, p.2). In this project, we attempt to compare the results in time table solving based on the GA with java multithreaded and the GA without java multithreaded. An objective of this study is to prove that java multithreaded optimize the GA in solving school time table problem. Literature Review Genetic algorithm (GA) Li et.al. (2010, p.21) using the genetic algorithm to solve the university test timetable problem, from the experiment result show that the genetic algorithm able to get the optimal solution. However, the examination place is not in a big situation, so it only can guarantee obtains the overall situation optimal solution in the two number random situation. Yunfeng Dong et.al. (2011, p.3705) describe a new algorithm for scheduling system, it is genetic search algorithm . Traditional genetic algorithm has shortcomings of early convergence and variation problem . Genetic search algorithm is an algorithm that makes the improvement based on the genetic algorithm merit . It use partially matched crossover to solve the early convergence problem and the Tabu search algorithm concept instead of using mutation operator to solve the variation problem. A test for solving school time tabling between genetic algorithm, simulated annealing and genetic search algorithm, can be found in the paper .From the test, the time complexity of genetic search algorithm is the most optimal, compare to other .However, the test is only set the population size is 50 and genetic generation is 50 .The next experiment in the paper for the genetic search algorithm also can find out that more genetic generation, consuming more time for the genetic search algorithm . Whil e the genetic generation is increasing , the result is not so optimal compare to the performance in test. In Sheung et.al. (1993, p.448) , a comparison between the results produced by the GA-based (Genetic Algorithm) and the SA-based (Simulated Annealing) time table optimizer was found. From the result (figure 5) , find that the SA-based time table optimizer is better than GA-based time table optimizer , that is because the comparison only until generation is 50.But from the figure 6 , can find that the convergence curve of GA looks more stable and smooth for the larger population. Sheung et.al. (1993, p.448)- figure 5 Sheung et.al. (1993, p.448)- figure 6 Project Scope and Objectives In the title of the project, we find that this project is solving the school timetable problem based on the genetic algorithm (GA) with java multithreaded. By using java multithreaded, it will solve the problem of the speed of generate school timetable based on GA. The speed will faster than the GA without using java multithreaded. 3.1 Project Scope The scope of this project is the systems that generating the school timetable by the GA with java multithreaded and the GA without java multithreaded. The following details will describe the functions that both timetabling system will perform. The systems should be able to generate timetable for students and teachers. The systems should be able to let the students and teachers view their timetable online at anytime. The systems should be able to let teachers to check availability of the lab and book the lab online at any time. The systems should be able to let the officer in charged to add, modify, and delete teachers detail at any time. The systems should be able to provide a user friendly interface for users to use it. The system should be able to provide a simple and nice timetable interface for users to view. 3.2 Project Objectives Based on the project scope, the projects objectives are the proposed idea are: Main Objective Enhance the genetic algorithm (GA) in solving the school timetable problem by using multithreaded programming. The system will apply GA concept into the time tabling procedures to get the result and using the multithreaded programming to increase the speed of generate time table schedule. Sub-Objective To optimize the use of time. The time of generate the school timetable will be decrease. To save workload of the officer in changed and teacher. The system will perform time tabling automatically rather than the officer need to manually schedule the timetable. The system able to let teachers to check availability of the class room and book the class room online. 3.3 Conclusion The system able fully utilize processors to using genetic algorithms (GA) generate the time table schedule faster without changing the concept of GA .That is the innovation of this project compare with other. Methods/Technologies Involved 4.1 Methods GENETIC ALGORITHM (GA) Genetic algorithm (GA) is an optimization and search technique based on the principles of genetics and natural selection.GA uses the concept of genetic recombination of parent chromosomes for traits sharing among their offspring, mutation to bring change among the offspring and survival of the fittest for the population to evolve [17,18]. In this project, the system apply GA concept into the time tabling procedures to get the result (time table schedule). MULTITHREADED PROGRAMMING Sometimes a lightweight process refers by a thread; multithreaded programming allows multiple threads to exist within the context of a single process. These threads execute independently but share the same processà ¢Ã¢â€š ¬Ã¢â€ž ¢ resources. So, multithreaded program able to operate faster, if that computer system for the program has multiple CPUs or CPUs with multi cores. Java multithreaded is one of the multithreaded programming. The advantages of java multithreaded are given below: Processors are fully utilized. Threads share the same address space. Context-switching between threads is normally inexpensive. Not have as much OS overhead. In this project, the system using the multithreaded programming to increase the speed of generate time table schedule. 4.2 Technologies Involved Notebook (Window) with multi core: writing Java Language and running the system Java Platform, Enterprise Edition (Java EE): Developing time tabling system 4.3 Project Methodology The development method that will use for this project is incremental development, because the functions will be implementing in order the rank of according to ità ¢Ã¢â€š ¬Ã¢â€ž ¢s important in the project and release the latest version from time-to-time until the final version. C:UsersmirroDownloadsincremental.PNG

Development Of Italian Neorealism Film Studies Essay

Development Of Italian Neorealism Film Studies Essay Italian neorealism developed as a particular form of cinematic expression during the period when Italy was ruled by the Fascists. Italian neorealism developed under onerous circumstances and became a form by which Italian filmmakers could express themselves in a new way. Essentially, the early neorealist filmmakers were doing what they could with the tools at hand and doing it under the watchful eyes of an antagonistic ruling class, From the tensions this arrangement produced, they created something distinctive, allowing them to develop ideas and to do so in a new cinematic style. At the time, Italy was ruled by fascists, who viewed art as valuable only to the degree it was useful. Yet, these films were not made in service of fascist ideas but as a counter to them. The forces that helped shape these films, the style that was produced by these tensions, and some important examples demonstrate the vitality achieved by Italian directors as World War II ended. One of the best-known of what would be called the neo-realist approach to film was Roberto Rossellinis Open City (1945), and many of the characteristics of the movement were evident in this film. These films had an anti-establishment, revolutionary attitude. They had an extemporaneous, documentary quality enhanced in the early era by the materials from which they were madewar-time film stock, cobbled-together equipment, non-professional actors, and location shooting. Open City is a good example of this early period in neorealism, while Vittorio De Sicas The Bicycle Thief (1948) is an expression of the fully developed tradition from the period after the expulsion of the fascists and after the end of World War II. These two films display a challenge to the establishment of the time and a social consciousness that delves into the reality rather than the image of the nation. For this reason, neorealism encountered hostility from the established forces because these films portrayed Italy in a realistic and critical way that was not the sort of image the establishment wanted for the country, particularly to be presented to the outside world. Bondanella sees the development of neorealism as a high point in the history of the film and one that would be highly influential to later works and movements. Bondanella cites critic Andre Bazin, who called neorealism a cinema of fact and reconstituted reportage' which offered a message of fundamental human solidarity fostered by the anti-fascist Resistance. Bazin says that these works often embodied a rejection of both traditional dramatic and cinematic conventions. The filmmakers most often employed on-location shooting rather than studio sets and used nonprofessional actors and documentary effects. Leprohon emphasizes that this cannot be considered a coherent movement in the sense that it created rules or even theories followed by the filmmakers. Rather, the filmmakers were merely trying to express themselves individually in a way that was in the air: Essentially, neo-realism was a product of political and social circumstances. And it is in this revolutionary aspect of neo-realism that I should like to discuss first of all. Before it existed in its own right, with definite aims and sectarian interests, neo-realismwhich was still namelesswas opposed to a state of affairs which increasingly stifled and oppressed the expression of trutha state of affairs that existed . . . long before the Fascist era.   Leprohon notes that the neorealistic style had as its underlying aim making the cinema an extension of the literary realism that had developed at the end of the 19th century. Leprohon looks back at this literary history and finds a precedent for the new form of cinematic expression: Neo-realism was thus a revival of the Risorgimento, the unfinished revolution which the young polemicists intended to complete, while at home and abroad the regime was giving increasingly clear signs of its imminent collapse. Neorealism was itself a revolution. Liehm sees many of the young filmmakers of the time as conscious revolutionaries seeking artistic truth in cinema because the literary scene was too disorganized and scattered to be an effective vehicle:   The struggle had to originate where the strongest weapon was, carried out by film artists whose work was centered in the major cities, mainly in Rome. After twenty-seven years of fascism, no other medium had the stamina to create a social context for a new artistic movement.   Visconti brought the setting of Italy to life, and setting would be an important component in neorealistic films. He made changes from the original Cain story that are significant in showing the intent of the filmmaker. Cains story is naturalistic, with characters encountering the accidental and failing in the face of arbitrary but not divine justice. For Visconti, this is not the way the universe operates; instead, he sees a tragic outcome deriving from the necessary logic of the situation into which the characters are thrown:   Turning Cains parable of arbitrariness into a demonstration of necessity required, however, more than a simple alteration of plot mechanics. It meant creating a new structured framework in which to define the actions of the characters, and consequently making the characters themselves different.   Though the Fascists had accepted the story, they did not accept the finished product, and the censor refused to pass it. The young filmmakers objected and approached Mussolini, who saw nothing objectionable and passed it. However, when the last Mussolini government took refuge in the North, its members took the film with them in a cut version and destroyed the negative. The prints in existence today are from a duplicate possessed by Visconti. Ironically, the film was long unavailable in the West for quite a different reasoncopyright problems because of Cains novel. This element of the social statement was an important component in the leading neo-realist films, and indeed this element was feared by the fascists, who did not want their society depicted in any but the best light. With the end of Italian fascist rule, a different set of critical rulers was put in place. Roberto Rossellinis Open City is a film about Rome during the period of the German occupation, and the conditions under which the film was shot mirror the situation in the film itself.   The film was also important for what it said to the world of film: It so completely reflected the moral and psychological atmosphere of this historical moment that it altered both the public and the critics to a new direction in Italian film. The conditions of its production (relatively little shooting in the studio, film stock bought on the black market and developed without the normal viewing of daily rushes, postsynchronization of sound to avoid laboratory expenses, limited financial backing) did much to create many of the myths concerning neorealism.   Rome at the time was a just-opened city, in that the Germans had just left, and the effects of the Nazi occupation were clearly still felt and contributed to the metaphoric meanings attached to the film. Much of the sense of the title is ironic, in that Rome was not yet an open city at all in the time frame of the film, though that was the condition wished by the people and newly experienced by the filmmakers, who had themselves prayed for that release from the enclosure of the Nazi occupation. The period of the occupation is evoked as a time of great difficulty and trouble, and the term open city then had a different meaning, in that the police wore armbands proclaiming Rome an open city, meaning it was not to be a military target based on the international rules of war. Although the police proclaimed the city open, it was actually a city tightly enclosed by martial law under the Germans. The penalty for nearly every infraction was death, giving the city the aura of an enclosed grave much of the time. Openness thus sometimes has a literal meaning, sometimes a metaphoric meaning, and sometimes an ironic meaning, in that the actuality belies any openness at all.   The contrary nature of the title is evident in the American release version of the film, which begins with an explanation of the problems facing the filmmakers when they made the film, including having to shoot without proper equipment, behind locked doors, and out of sight of the remaining Nazis until the Germans were finally gone from the city. Certainly, this description does not imply openness at all, but it does imply an attempt on the part of the filmmakers to create an openness through their art. In the opening scene, as the Italian partisan, Giorgio, flees his home when the Nazi soldiers arrive, Rossellini contrasts the interior and the exterior, the intrusion of the Germans and the escape of Giorgio, in a way that challenges different ideas about openness. Giorgio has been enclosed in his home, though viewers first see him emerging into the openness of the exterior. He peers down through a crack in the roof to see the Germans as if they were in a small box. In truth, they are standing before his door. The interior of the apartment seems dwarfed by their presence, and they are therefore all the more enclosed by the walls and doorways that seem too small to hold them as they search the apartment. Ironically, the man hunted, a man clearly not free, is out in the open air, while the hunters, who presumably are free, are enclosed within the confines of his apartment. Immediately after this sequence, the explanation of the term open city is given as the commander of the German occupation uses a map to explain that the open city is divided into 14 zones, making controlling the populace with a minimum of force easier. The map itself encloses the open city, and the way the Nazis live in the city also belies its openness as far as they are concerned. Major Bergmann is asked how he met Giorgio, and he says in the usual wayhe met him when he was across the desk from him in the same room, for Bergmann takes pride in being able to bring anyone to his office that he wishes and in himself never leaving that office. He indeed states that he takes a stroll through the city every afternoon without leaving his desk. He is enclosed in his warped task and keeps himself as widely separated from the city and the people as possible. The Nazis in general treat the city as something they pass through, not something of which they are a part. They clearly do not belong, just as they seem out of place in Giorgios apartment, squeezed by the walls as if the walls want them out. The office of Bergmann is no more hospitable, although it is much larger, and he and the Police Commissioner stand and talk together awkwardly, stiffly, with the map of Rome between them, the map divided up by the boundaries of the 14 zones. The Nazis have closed themselves off from the city they occupy, maintaining quarters distant from the people of Rome, avoiding contact, and indeed living separately because that is a mandate imposed on them by their leadership, fearful of fraternization and collaboration on any scale. Scene after scene creates an ironic contrast between the idea of Rome as an open city and the reality of different kinds of closure. The people mass in the streets before shops trying to buy food, yet those shops are closed, with nothing to sell. The streets are open, but the buildings are truly closed, with no provisions and little hope of a changed situation in the near future.   The film presents a certain tension, however, between the realism of its city streets and the underlying attitude taken by the director toward the material: The tone of the work is thus far more indebted to Rossellinis message of Christian humanism than it is to any programmatic attempt at cinematic realism. The good characters are set sharply apart from the corrupt ones by their belief in what Francesco calls an impending springtime in Italy and a better tomorrow: Marina is corrupted by Ingrid not because of political convictions but because she lacks faith in herself and is therefore incapable of loving others.   Cesare Zavattini, who co-wrote The Bicycle Thief with De Sica, is noted as the theoretical founder of Neo-Realism. As early as 1942 he called for a new kind of Italian film that would abolish contrived plots, take to the streets for its material, and do away with professional actors. According to Zavattini, plot was inauthentic because it imposed an artificial structure on everyday life. The unemployed family man in The Bicycle Thief and his son are the lead characters and both are non-actors who were coached by De Sica. Vittorio De Sica directed The Bicycle Thief in 1948, and, although this was after the war and after the expulsion of the Fascists, the film is infused with De Sicas bitterness that few things had changed in society:   While Rossellini was searching for subjective freedom of facts, De Sica tried to find their human face. He discovered it not in the exceptional sorrow of the war but in the misery of daily life where the war was just one aspect of the human lot.   De Sica had trouble interesting any producers in a story about so trifling a subject as the theft of a bicycle, and he had to raise the funding himself by traveling all over Europe.   Though the film is clearly critical of the social conditions of the time and challenged the authorities as a consequence, it is much more than a social document or tract. De Sica sees the problem in the psychology of the people as much as in the structure of their society. He shows bureaucrats, police officials, and church people who have no understanding of the main characters dilemma in having lost his bicycle, and he also shows that members of the mans own class are no more sympathetic towards him.   Bondanella states that De Sica sees a world in which economic solutions are ultimately ineffective in curing what is a meaningless, absurd, human predicament: De Sicas carefully contrived visual effects underline the hopelessness of Riccis struggle, not merely the economic or political aspects of Italian society which have supposedly produced his dilemma.   This is a double indictment of society, including as it does the people themselves as well as the establishment, and such a bleak view had to have an effect on the viewer. Certainly, this was not the picture of Italy that the authorities wanted to have presented to the world. In truth, De Sicas view was not that the authorities themselves were to blame:   Social reform may transform the immediate situation De Sica described in 1948. Economic development will indeed change a society in which a stolen bicycle may signify hunger and deprivation. But no amount of social engineering or even revolution, De Sica seems to imply, will alter the basic facts of lifesolitude, loneliness, and alienation of the individual within the amorphous and unsympathetic body of humanity.   Alfred Bazin was one critic who did not agree with De Sica on this point and who saw The Bicycle Thief as an indictment of the authorities. Bazin called the film the only valid Communist film of the whole past decade. Bazin also said the film represented a new form of pure cinema, a cinema with no actors, no sets, and no storyline in the traditional sense. Open City before had made use of real locations but had included actors and a more traditional storyline. The Bicycle Thief is thus the film that most represents what the world would come to see as the essence of neo-realism. It was also the beginning of a tradition that would be followed by others. The post-war government did not try to exercise the kind of control the fascists had wielded, and the establishment must have felt some ambivalence about a film that, on the one hand, criticized the establishment and all of Italian society in a stark and effective fashion and, on the other hand, brought acclaim and attention to the Italian film industry when it was praised and rewarded around the world. Italian neorealistic directors expressed their antipathy to either the structure of their society or the ways in which that society was controlled and directed in a variety of ways. Rossellini in Open City and De Sica in The Bicycle Thief each created a new form of cinematic expression, related in their underlying intentions and in certain stylistic elements that link them even as other stylistic and thematic elements make them very different from one another. All challenged the prevailing establishment, however, and involved images and themes that many in authority believed did not r eflect well on Italian society. These two films taken together contributed to the mythic view taken of the neorealist period. Open City was shot in a way that was new and different and that inspired a generation of filmmakers, including De Sica, who carried aspects of neorealism to a logical end.

The Methodological Role of the Concept :: Science Physics Research Papers

The Methodological Role of the Concept "Physical Vacuum" Science is entering the post-non-classical period characterized by evolutionary-synergistic types of rationality, the central moment of which is research of complex nonlinear systems. During the last few decades, physics has made a revolutionary turn toward new representations of the nature of elementary particles and has revealed unexpected features of the physical vacuum, with the evolving Universe having become the basic subject of study in physics. It is important to distinguish two basic aspects of the development of modern physics. First is that physics has closely approached the construction of unified theory. Second is that two branches of knowledge —physics of elementary particles and cosmology — have completely merged. This is most vividly displayed through the modern inflationary models of the evolution of the Universe, within the framework of which it is possible to solve most cosmological problems. The inflationary scenarios give a new look to the place of the physical vacuum in the structure of physics theory. This requires the methodological analysis of the problem of the physical vacuum and a definition of its status in the structure of nature science. I will therefore: 1) investigate the sociocultural origin of this fundamental concept by looking for the sources of the entry of the concept "vacuum" in the sciences; 2) study its functioning in the logic of scientific knowledge at the various stages of development in physics; and 3) develop more adequate definitions of this concept. The science is entering post non-classical period. This period is characterized with establishing evolutionary-synergetic type of rational. The central moment of which is research of complex nonlinear systems. The finest aspect of the appropriate consideration has the Universe as a self-organizing object. Cosmological aspect of formation of the new scientific research program, new paradigm in science, ontological formation of them in an adequate post-non-classical scientific picture of the world has the paramount meaning. It can be said that during the last two-three decades the physics has made a revolutionary turn on the way to the new representations of the nature of the elementary particles, and has revealed unexpected features of the physical vacuum. As a result that has determined evolving Universe as the basic subject of studying in physics. It is important to distinguish two basic aspects of development of modern physics. The first of them is, that the physics has closely app roached to the program of construction of the one theory of the field.

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Trickster Tales: Not Just A Bedtime Story â€Å"Beep Beep†Ã¢â‚¬ ¦Ã¢â‚¬ ¦VRRROOOOMMMM†¦Ã¢â‚¬ ¦and the Roadrunner speeds away from the deceitful Coyote as Coyote falls over a Cliff with his â€Å"Acme† dynamite still in hand. The tale of the â€Å"trickster† is known and shared all around the world. It is an age old story that has many different versions and is culturally diverse. Almost every culture has some version of the trickster tale; from the early West African people and their tales of Eshu, to the modern day American versions like Wile E. Coyote that Warner Brothers has made so popular (Doty and Hynes 10.) Japanese culture has the story of Susa-No-O, and even the ancient Greeks had similar stories dealing with the character Hermes (Doty and Hynes 141, 46.) With so many different cultures involved, one would think that the tales and myths would be just as variegated. However this is not necessarily the case. It seems as though the trickster story hent this human characteristic in that when a character is tricked, he, in return, takes revenge on his rival. In fact, this is what constitutes the main purpose for the action in these folktales. If it were not for our desire to see the wronged character revenged, there would be no motivation for the reader, or the writer of these stories. Without this theme, there would be no justification for wrongdoing, no justice for the wronged. This element of human nature is what makes these stories timeless and appealing to many generations. It is bred somewhere deep within us that a wrong must be somehow righted and the trickster tale fills this human need. Hand in hand with retribution is the theme of punishment. Not only must one be revenged, but also, in order to feel fully justified, your rival must be punished. Sometimes we can be our own rivals. When we have done something wrong to someone else, we feel the need to be punished, and sometimes, consciously or not, we punish ourselves if we do not receive the punishment from an outside source. Therefore, this idea of punishment is also innate in us. The trickster tale feeds this necessity for punishment. Each time the character is gullible enough to fall for one of the vengeful tricks, he is punished in some way for his naivety, and in essence, for punishing the other character earlier at some point.

Library and Theoretical Framework

Definition Theories are formulated to explain, predict, and understand phenomena and, in many cases, to challenge and extend existing knowledge, within the limits of the critical bounding assumptions. The theoretical framework is the structure that can hold or support a theory of a research study. The theoretical framework introduces and describes the theory which explains why the research problem under study exists. Importance of Theory A theoretical framework consists of concepts, together with their definitions, and existing theory/theories that are used for your particular study.The theoretical framework must demonstrate an understanding of theories and concepts that are relevant to the topic of your research paper and that will relate it to the broader fields of knowledge in the class you are taking. The theoretical framework is not something that is found readily available in the literature. You must review course readings and pertinent research literature for theories and anal ytic models that are relevant to the research problem you are investigating. The selection of a theory should depend on its appropriateness, ease of application, and explanatory power.The theoretical framework strengthens the study in the following ways. 1 . An explicit statement of theoretical assumptions permits the reader to evaluate them critically. 2. The theoretical framework connects the researcher to existing knowledge. Guided by a relevant theory, you are given a basis for your hypotheses and choice of research methods. 3. Articulating the theoretical assumptions of a research study forces you to address questions of why and how. It permits you to move from simply describing a phenomenon observed to generalizing about various aspects of that phenomenon. 4.Having a theory helps you to identify the limits to those generalizations. A theoretical framework specifies which key variables influence a phenomenon of interest. It alerts you to examine how those key variables might di ffer and under what circumstances. By virtue of its application nature, good theory in the social sciences is of value precisely because it fulfills one primary purpose: to explain the meaning, nature, and challenges of a phenomenon, often experienced but unexplained in the world in which we live, so that we may use that knowledge and understanding to act in more informed and effective ways.A theoretical framework is a compilation of interrelated concepts, such as a theory though not necessarily worked-out so well. A theoretical framework guides you in doing research, determining what kind of things you will measure, and what type of statistical relationships you will look out for. A theoretical framework is a theoretical perspective of something. It can simply be a theory, but it can also be more general or a basic approach to understanding something. Typically, a theoretical framework defines the kinds of variables that you will want to look at. A theoretical framework refers to a collection of interrelated concepts.It is like a theory but it is so well worked out. It guides one's research, determines what things one will measure and the statistical relationships one will look for. A theoretical framework is a collection of interrelated concepts, like a theory but not necessarily so well worked-out. It guides your research, determining what things you will measure, and what statistical relationships you will look for. Theoretical frameworks are also important in exploratory studies. Theoretical framework is a structure that is used for supporting a theory of any research work. It explains the theory of why the research is necessary.The framework helps the reader to make sense of the question that the research is founded on. A theoretical framework is a compilation of thoughts and theories on a research topic. To write a theoretical framework, identify the core set of connectors within a topic showing how they are related to the research topic. When writing t heoretical framework, include an outline of existing theories closely related to the research topic. Demonstrate that the topic addresses questions that interest those already researching the field then clarify how your research relates to the existing theories.Your own theoretical assumptions and loyalties should be as open as possible. Why use a Theoretical Framework? An effective history paper should do more than simply report what happened in the past. An effective history paper should also provide some analysis. Using a theoretical framework for your paper can help open up your analysis of past events by providing a particular set of questions to ask, and a particular perspective to use when examining your topic. top of page What is a Theoretical Framework? Theoretical frameworks provide a particular perspective, or lens, through which to xamine a topic.Theoretical frameworks usually come from other disciplines – such as economics, the social sciences, and anthropology à ¢â‚¬â€œ and are used by historians to bring new dimensions of their topic to light. There is no right or wrong theoretical framework to use when examining your topic since every topic can be looked at from a number of different perspectives. For example, an essay on slavery in the American south could be examined from a social perspective – the relations between slaves, or between slaves and masters – but also from an economic perspective, a political erspective, or a cultural perspective Just to name a few.Theoretical frameworks, however, are even more specific than these broad subject approaches. Theoretical frameworks are specific theories about aspects of human existence such as the functioning of politics, the economy, and human relations. These theories can then be applied to the study of actual events. While it is not necessary to use a theoretical framework to examine your topic, it can help to focus your essay on a specific aspect of your topic and can direct your analysis of that topic, offering unexpected insights into the past. op of page Examples ot Theoretical Frameworks There is no finite list of theoretical frameworks one can apply to a topic. Nonetheless, there are several theoretical frameworks that have been used more often by historians, forming schools of thought and shared approaches to historical subject matter such as marxism, nationalism, post-colonialism, and post-modernism, Just to name a few. It is important to note that these categories are fluid, and many of the theories can be classified under more than one school of thought.In addition, many historians borrow theoretical frameworks from other disciplines without actively ssociating themselves with a particular school of thought. Below are some examples of theoretical frameworks that have been adopted by historians in recent decades. Marxism Many scholars use Marxist philosophy and theories to study past events. One notable theory is Italian philosopher Antonio Gram sci's theory of â€Å"cultural hegemony. † Gramsci proposed that those in power maintain power by making the societal hierarchy seem â€Å"normal. † Gramsci's theory has been used by many contemporary historians to analyze past events.For example, Robert Rydell has applied this theory o the study of World's Fairs, proposing that the elite of society used World's Fairs to try to sway the masses into supporting a societal order that appeared to benefit everyone, but in reality benefitted primarily the elite. This is Just one example of a Marxist theory being applied to the study of history. There are many more. Nationalism Scholars of nationalism study how and why people have come to identify themselves as being a part of a nation, as well as the impact of the rise of nationalism in the last two centuries.Benedict Anderson, for example, famously referred to nations as imagined communities† since a nation is a community in which the vast majority of people will neve r actually meet face-to-face or know each other, but nonetheless share a sense of identity based on nationality. Many historians have used Anderson's theory to analyse nations and nationalism historically, while others have challenged Anderson's theory on how nations are created by examining the rise of nationalism in a variety of different historical contexts.Post-colonialism Post-colonialists study the power relations and racist assumptions that made the colonial system possible, as well as the legacy of colonialism for both the colonists nd the colonized. Edward Said's theory of â€Å"Orientalism† proposes that the West has created a mythologized version of the East (or Orient) to reinforce the difference between the two, and the superiority of the West over the East, thus legitimizing Western attitudes towards and treatment of those in the East.Historians use Said's theory to examine past events, even those outside the strict geographic area being considered in Said's ori ginal theory. Historians examine how western countries mythologize and exoticize the â€Å"other† in order to reinforce and legitimize their position of power. American historian Erika Lee, for example, uses Said's theory to examine American attitudes (particularly those of white American women) towards China and Japan in the late nineteenth and early twentieth centuries as the United States was developing its â€Å"informal empire† in the region through treaties and trade.Literary Theory Historians have borrowed prolifically from cultural and literary theorists in recent decades. One notable example is Russian literary theorist M kn il Bakhtin's theory ot â€Å"carnivalesque. † For Bakhtin, the â€Å"carnivalesque† referred to literature that permits a emporary inversion of the normal social hierarchy. He compares these literary productions to the medieval carnival where for the duration of the carnival normal hierarchies of power were suspended, allowin g participants to mock and burlesque those in authority.Many historians have made use of Bakhtin's theory outside of the world of literature, applying it to past events,and examining how different events allowed for the temporary inversion of power. Natalie Zemon Davis, for example, examines the role of gender inversion in the popular culture of early modern France. While many historians and anthropologists have argued that the temporary inversion of power of the â€Å"carnivalesque† ultimately serve to re-inforce normal power structures, Davis argues that carnivalesque inversions can also serve to undermine them.Post-Modernism French philosopher and historian Michel Foucault theorized that â€Å"discourses† (meaning the ways in which we speak and think about our reality or some aspect of that reality) actually structure our reality and tin most instances are used to reinforce hierarchies of power, but can also be used to subvert these same hierarchies. Historians have applied Foucault's theory to the past, examining how discourses in different times and places have been used to reinforce power.Bengali historian Dipesh Chakrabarty, for example, examines how the discourse of history in the academic world continues to place Europe at the centre of historical studies, even in the study of places outside of Europe. Gender Studies Gender studies examines how notions of gender structure our reality. Gender studies have been influenced by post-modernism, arguing that gender is not a fixed category, but rather a social construction. Historians have used these theories to examine how the construction of gender functioned in the past, and to what end.