Macbeth’s character Essay

It is a fair assessment of Macbeth’s character to call him nothing but a brutal and ruthless villain? In Shakespeare’s Macbeth, Macbeth is a very complex character showing many different traits in his many appearances throughout the play. The story starts after a battle; Macbeth then meets three witches who foresee that he will become King of Scotland. These witches knew all about Macbeth’s fatal flaw, his greed for power. This fatal flaw, as a typical tragic hero was the cause of his downfall. There is no doubt that throughout the play Macbeth is a brutal and ruthless villain, but it is certainly questionable to say that they are his only qualities Before Macbeth is even introduced to the audience, we are already told of his capacity for brutality. The captain describes Macbeth’s actions to the king when he says, â€Å"Like Valour’s minion, carved out his passage / Till he faced the slave.† The captain goes on to say, â€Å"Which ne’er shook hands, nor bade farewell to him, / Till he unseamed him from nave to chaps.† This statement also shows the brutality and barbarity of Macbeth’s character very well as he did not just end this mans life in an honourable and quick way, but instead sliced him all the way from his stomach to his jaw. Macbeth is also obviously very highly regarded among his colleagues and indeed enemies as being both brutal and brave, as the captain again says to Malcolm, â€Å"For brave Macbeth (well he deserves that name)†, showing that others thought of him as a very brave man. There is a lot of irony in this point as at this point in the play, Macbeth is being very highly regarded as being brave and ruthless, whereas later on these same qualities will lose him all his respect. As the play unfolds Macbeth finds it increasingly easy to kill innocent people, which shows clearly the ruthlessness and the brutality of his character. The first person that Macbeth kills in the play is King Duncan. Shakespeare’s audience would have taken this particular crime of regicide very seriously as they believed in divine right, that the king was chosen from God and anyone who took that power away was defying God and it was the ultimate wrong. King James would have been very pleased at this element of the play, as it showed that any person who committed regicide suffered greatly as a consequence of it. Also the fact that Macbeth murdered a King while he was sleeping and was utterly defenceless would have been seen as being very dishonourable. The most innocent of all of Macbeth’s victims of his barbarity is Lady Macduff and her son. Macbeth’s other victims are all directly blocking his path to supreme power and so one could argue that they were necessary, but Lady Macduff and her family are just a precaution that Macbeth took to try and get to Macduff. . In the scene where Lady Macduff and her son are killed, the innocence of the child is emphasised in his language and the questions that he asks his mother. When his mother questions how he will live after his father’s death he replies, â€Å"As birds do, mother†, clearly showing his naivety and vulnerability. This further enhances the barbarity, as Macbeth’s victims were so unaware of Macduff’s business and also Macbeth was not even honourable enough to do the deed himself. Although Macbeth is unaware of his fatal flaw, he still acknowledges that he is becoming more and more ruthless as the story progresses. He uses a metaphor of a river of blood to clearly show how he feels inside. Macbeth says: â€Å"I am in blood Stepped in so far, that, should I wade no more, Returning were as tedious as go o’er.† By using this metaphor, Macbeth is saying that he has killed so many people now that it would be easier to carry on being ruthless and barbaric then to go back and repent. Macbeth is here admitting that he has done wrong and thinks of himself as a lost cause that has no hope of doing good ever again. Macbeth also says, â€Å"We are yet but young in deed†, suggesting that Macbeth sees the deeds he has committed so far as small in comparison to the deeds that he will commit in the future. Finally in Act Five Macbeth says that he has ‘forgotten the taste of fear, showing that because of the witches telling him that no man born of a woman can harm him, he does not fear anything anymore. The character that was the driving force behind all his wrong doings starting from the murder of King Duncan was Macbeth’s wife, Lady Macbeth. Therefore one would imagine that when she died, Macbeth would be devastated, but in reality when she does die Macbeth shows no remorse at all. When Seyton informs Macbeth that his wife is dead, all Macbeth can say is: â€Å"She should have died hereafter: There would have been a time for such a word – Tomorrow, and tomorrow, and tomorrow†. In this Shakespeare is trying to emphasis just how much Macbeth has changed throughout the book, from going from a loving husband to not even caring about the death of his wife. It is almost as if Macbeth at this point is incapable of human emotions anymore, like he has turned into the beasts that first gave him these apparitions. Macbeth is an extreme tyrannical ruler of Scotland and chooses to rule with fear rather than ruling out of respect. When Malcolm and Macduff are describing Macbeth’s rule, they use personification to emphasise the amount of damage that Macbeth is doing to Scotland. Macduff says, â€Å"Bleed, bleed, poor country, / Great tyranny. Lay thou thy basis sure.† This makes Scotland’s suffering seem human and the use of personification enhances the bad feelings that the reader has for Macbeth and also the feelings that Scotland is a victim is enhanced. Macbeth’s brutality and ruthlessness leads to him being very short of loyal followers as they all disapprove of his tyrannical ruling methods. The few that do remain do so only out of fear of what Macbeth would do if they did not obey him. When Rosse and the messenger warn Lady Macduff that Macbeth’s murderers are on the way to kill them, Rosse says, â€Å"I am so much a fool, should I stay longer† and the messenger says, â€Å"I dare abide no longer†. These two statements clearly show the fear that these men have for their lives in disobeying Macbeth. The fact that even Macbeth’s own men fear him enhances the evil feeling that the reader has for Macbeth. Shakespeare strengthens the image that Macbeth is a ruthless villain by the opinions that others have for him. In Acts 4 and 5, the English leaders refer to Macbeth as a ‘butcher’, a ‘hell-hound’ and an ‘abhorred tyrant.’ This shows the disrespect that the neighbouring countries felt for Macbeth’s reign. Shakespeare also uses pathetic fallacy to emphasise the evilness of Macbeth’s crimes, when the porter says, â€Å"This place is too cold for hell. I’ll devil-porter it / no further,† this is quite an extreme statement showing that Macbeth’s castle is even worse than hell, indicating evil and wrong doing is present in some way. All this imagery is used by Shakespeare to further add to the evil feelings that the reader has for Macbeth’s crimes against the King. It can however be argued that Macbeth has certainly not been a brutal and ruthless villain all throughout the play. Before we even meet Macbeth we are presented with a view of him being a noble man as we are told this by the king when he describes Macbeth as a ‘valiant cousin!’ and a ‘worthy gentleman!’ The captain also says ‘brave Macbeth (well he deserves that name’. These two accounts of Macbeth clearly show both the Captain and the King’s respect for Macbeth. Shakespeare builds up Macbeth like this so that when he does fall, it will be so much greater. Macbeth’s first major crime is the murder of King Duncan. Although this in itself could definitely be seen as brutal and ruthless, Macbeth did show a lot of anxiety about performing the crime before and he did show a great deal of regret after the deed. Macbeth hears knocking after he has murdered Duncan and Macbeth says, â€Å"Wake Duncan with thy knocking: I would thou couldst,† it is apparent from this that Macbeth has certainly got a conscience, as he wished that he could reverse his actions. Shakespeare also uses a metaphor of blood on Macbeth’s hands to emphasise his guilt when Macbeth says: â€Å"Will all great Neptune’s ocean wash this blood Clean from my hand† Macbeth is experiencing the feeling that no matter what he does, he can never wash off the stain of his guilt. Macbeth is not the only one to blame for his crimes and had it not been for Lady Macbeth it could certainly be argued that Macbeth would not have acted on any of his ideas of murder. Lady Macbeth says that Macbeth is ‘too full o’ the milk of human kindness’, using the word ‘too’ to make it sound like it was a weakness on Macbeth’s part, showing that she feels Macbeth is too pleasant to be committing these types of crimes. Also Lady Macbeth uses all her powers of persuasion to get Macbeth to do what he wants. She questions his manhood, she uses flattery when she says, â€Å"And, to be more than you what you were, you would / Be so much more the man,† and she also uses emotional blackmail to twist Macbeth’s mind. With this constant source of irritation always near him, it is no wonder that he gave in in the end. It is not surprising that Macbeth eventually gave in to his wife as she is such a powerful and dominating character in the book Shakespeare re-enforces the idea of Lady Macbeth being powerful and evil when Lady Macbeth says: â€Å"Come, you spirits That tend on mortal thoughts, unsex me here† This statement makes Lady Macbeth sound like the witches and therefore enhances her evilness and domination of Macbeth. Macbeth would not be considered ruthless and brutal had it not been for the forces of evil in the three witches. Macbeth was merely a puppet in their plan. They knew his weakness for power and used it against him. They told him exactly what he wanted to hear and that consequently led to the death of the king. Macbeth would have remained faithful to king and country, if the witches had not filled his head with thoughts that he could not escape. Therefore Macbeth was not the evil and villainous one, he was merely a victim of the witch’s evil. The evil in the witches is emphasised by Shakespeare’s use of pathetic fallacy. At the beginning of the play Shakespeare says in the stage directions ‘[Thunder and lightning]’, using pathetic fallacy to make the witches seem even wicked and their power emphasised as it almost seems that they have control over the weather. As there is so many factors that show that Macbeth is not just merely a brutal and ruthless villain, it would be wrong to call Macbeth ‘nothing but’ a villain. The very fact that Macbeth is a tragic hero is evidence in itself that Macbeth has the potential for good but is merely destroyed by his fatal flaw, because tragic hero’s have to start with power and respect and gradually lose that throughout the play. This is summed up perfectly in Act 4 Scene 3 when Malcolm says: â€Å"This tyrant, whose sole name blisters our tongues, Was once thought honest: you have loved him well.† Despite all the crimes that Macbeth has committed, Malcolm is still saying that this was not always the case, showing further evidence that Macbeth is more than just a brutal and ruthless villain.

The Characteristics of Hemingway’s Works

The Characteristics of Hemingway’s Works Ernest Hemingway, who was awarded the Pulitzer Prize in 1953 and the Nobel Prize of Literature in 1954, occupies an outstanding position in the American literature. He is regarded as one of the most influential writers of the twentieth century. Hemingway is famous for his distinct writing style and his â€Å"Code Hero. † In addition, his many great works are based on his experiences of war. Hemingway’s writing style is arguably the most distinctive characteristic of his works. The minimalist style is the core of Hemingway’s writing style. His writing style contrasts with William Faulkner’s meticulous writing style. Margaret Anne O'Connor and John Alberti described, â€Å"If Faulkner confuses readers because he offers so many details for readers to sift through in order to understand what's going on, Hemingway confuses by offering so few† (par. 8). Hemingway developed his simple writing style while he was a reporter for the Kansas City Star. The newspaper office supported Hemingway to learn â€Å"short sentences, short paragraphs, active verbs, authenticity, compression, clarity and immediacy. Hemingway said, â€Å"Those were the best rules I ever learned for the business of writing. I've never forgotten them† (The Hemingway Resource Center par. 1). Hemingway developed â€Å"simple, direct, and somewhat plain† style. He seldom used adverbs or adjectives in his prose writing style. He eschewed using â€Å"direct statements and descriptions of emotion† and â€Å"place and things. â₠¬  In addition, he wrote terse and clear dialogue (Cooper par. 4). If one of his sentences is compared with a sentence of William Faulkner, Hemingway’s distinct writing style can be recognized easily. In a novel A Farewell to Arms, Hemingway started the first paragraph as â€Å"In the late summer of that year we lived in a house in a village that looked across the river and the plain to the mountains† (3). In contrast with Hemingway’s minimalist writing style, in a short story â€Å"A Rose for Emily,† Faulkner described Miss Emily’s house as â€Å"It was a big, squarish frame house that had once been white, decorated with cupolas and . . . what had once been our most select street† (29). Hemingway’s minimalist writing style is connected with the â€Å"Iceberg Principle. † Even though, Hemingway used simple writing style, his works are not simple. He endeavored to pare down words and convey implied meanings in few words. According to the Hemingway’s â€Å"Iceberg Principal,† the omissions of special parts of a story intensify the story. To do so, a writer should leave out special parts of story in â€Å"conscious† and make a reader recognize the abbreviated parts of story. If the reader recognizes the abbreviated parts, the reader can notice and understand the story intensely (Timeless Hemingway par. 70). Will Carroll wrote that â€Å"Hemingway hid nothing from the reader, though the reader did have to work to find it† (par. 2). According to Jeffrey Hart, Hemingway described his â€Å"Iceberg Principle† as â€Å"If a writer of prose knows enough about what he is writing about he may omit things he knows and the reader, if the writer is writing truly enough, will have a feeling of those things as strongly as though the writer had stated them. The dignity of movement of an iceberg is due to only one-eighth of it being above water† (par. 25). Another characteristic of Hemingway’s writing style is hard-boiled style. Anders Hallengren explained that â€Å"hard-boiled meant to be unfeeling, callous, coldhearted, cynical, rough, obdurate, unemotional, without sentiment† (par. ). The hard-boiled style also has close connection with Hemingway’s simple writing style. Because of his concise writing style, Hemingway could hone hard-boiled style spontaneously. Because Hemingway did not provide character’s detail thought and emotion, he described violence, cruelty, and death, whic h are discussed much in his works, unsentimentally. That is the core of the hard-boiled style. The last sentence of Hemingway’s novel A Farewell to Arms is a precise example of the â€Å"Ice Principle† and hard-boiled style. At the end of the story, Frederic Henry loses his lover Catherine Barkley during childbirth. Hemingway did not portray Frederic Henry’s sadness lengthily. Hemingway described, â€Å"After a while I went out and left the hospital and walked back to the hotel in the rain† (332). Even though, Hemingway omitted the description of Frederic’s emotion and depicted Frederic’s action unfeelingly, that sentence conveys the sadness and nothingness of Frederic intensely. Therefore, the â€Å"Iceberg Principle† and hard-boiled style helped readers grasp â€Å"a greater perception and understanding† (Timeless Hemingway par. 70). Hemingway’s characters have some features which are called the â€Å"Hemingway Code Hero. Philip Young coined a term the â€Å"Hemingway Code Hero. † He described the â€Å"Hemingway Code Hero† as whom â€Å"offers up and exemplifies certain principles of honor, courage, and endurance which in a life of tension and pain make a man a man† (Timeless Hemingway par. 19). According to the Melvin C. Miles, â€Å"Hemingway Code Hero† confronts the tragic condition with â€Å"dignity†. Although he or she is destroyed, the important thing is how he or she faces the tragic condition. He or she confronts the â€Å"destruction and death† with the â€Å"grace under pressure† (par. 15). In addition, according to the Paul Totah, Hemingway defined the â€Å"Hemingway Code Hero† as â€Å"a man who lives correctly, following the ideals of honor, courage and endurance in a world that is sometimes chaotic, often stressful, and always painful† (par. 1). Frederick Henry of A Farewell to Arms, Jake Barnes of The Sun Also Rises, and Robert Jordan of For Whom the Bell Tolls are examples of the â€Å"Hemingway Code Hero. † They â€Å"are young men whose strength and self-confidence nevertheless coexist with a sensitivity that leaves them deeply scarred by their wartime experiences† (Encyclopedia Britannica par. 12). In addition, Santiago of the novella The Old Man and the Sea is one of the finest examples of the â€Å"Hemingway Code Hero. † According to Clinton S, Santiago shows â€Å"heroic proportions. † He struggles with the giant marlin with courage, honor, and â€Å"endurance. † When sharks attack the marlin, which Santiago killed with his harpoon, he confronts hardship. In that hardship, he decides â€Å"to fight them until I die† (31). Santiago’s saying touches the core of the â€Å"Hemingway Code Hero. † Santiago says, â€Å"A man can be destroyed but not defeated† (Hemingway 103). Hemingway considered â€Å"authenticity in writing† very importantly. Hemingway thought that to write â€Å"honestly,† a writer should have firsthand experience or observation of the topic. If the writer does not have direct touch of the topic, the reader would recognize the writer’s short of the knowledge about the topic. In addition, he thought that when a writer discusses the well-known topic, he or she can get rid of the â€Å"superfluous detail without sacrificing the voice of authority† (MSN Encarta par. 9). According to the Carlos Baker, Hemingway said, â€Å"A writer’s job is to tell the truth. † In addition, Hemingway often commented that â€Å"I only know what I have seen† (85). Hemingway experienced major wars of early 20th century; his experiences from war became foundations of his great works. Thomas Putnam described that â€Å"No American writer is more associated with writing about war in the early 20th century than Ernest Hemingway. He experienced it firsthand, wrote dispatches from innumerable frontlines, and used war as a backdrop for many of his most memorable works† (par. 4). According to Elizabeth Meehan, Hemingway volunteered to be American Red Cross’s ambulance driver and was dispatched to Italy during the World War I. When he visited the Italian infantry trench, he was wounded by Austrian mortar fire. However he tried to rescue another wounded Italian soldier; he was shoot in his right leg by a machine gun (38). According to the Scott Donaldson, Philip Young insisted that â€Å"Hemingway's near fatal injury on the Italian front was a traumatic event that lay at the source of most of Hemingway's writing. † That is called â€Å"Wound Theory. † According to the â€Å"Wound Theory,† because of the trauma which Hemingway underwent in the Italian infantry trench, Hemingway â€Å"frequently† described the â€Å"confrontation with death and danger† in his works (par. 22). Hemingway’s experiences from World War I influenced his novel A Farewell to Arms. According to Elizabeth Meehan, Hemingway fell in love with Agnes Von Kurowsky who was an American nurse while Hemingway recuperated in a Milan Hospital. However, after Hemingway came back to America, she broke up their relationship via a mail (38). Among the experiences of World War I, the romance with Agnes Von Kurowsky and the injury from the Italian infantry trench became the important bases of the great novel. In A Farewell to Arms, a protagonist, Frederic Henry is an American lieutenant of Italian army medical corps. Frederic meets an English nurse Catherine Barkley whose model is Agnes Von Kurowsky. After he is wounded by mortar fire on the Italian front, he is sent to a Milan hospital. In the Milan hospital, they develop their relationship. Along with the romance, Hemingway discussed the loss of human value, disillusionment, and brutality of war in A Farewell to Arms. According to Thomas Putnam, Tobias Wolff said, â€Å"Hemingway’s great war work deals with aftermath. It deals with what happens to the soul in war and how people deal with that afterward† (par. 13). The â€Å"Lost Generation† represents the loss of morality and aimlessness of the aftermath of the World War I. The term â€Å"Lost Generation† was coined by Gertrude Stein. Gertrude Stein said, â€Å"You are all a lost generation† (Hemingway preface). Hemingway used her phrase in the preface of his novel The Sun Also Rises. Thomas Putnam described â€Å"Many regard the novel [The Sun Also Rises] as Hemingway's portrait of a generation that has lost its way, restlessly seeking meaning in a postwar world† (par. 25). Jake Barnes, a protagonist of The Sun Also Rises is an example of the â€Å"Lost Generation. † He is wounded during World War I and become impotent. Even though he loves Brett Ashley, his sexual pursuit can’t be satisfied with Brett. Barnes is a man who loses the traditional notions of morality and justice and wanders aimlessly through Paris and Spain. Hemingway had loved Spain during his lifetime. When the Spanish Civil War began, Hemingway visited Spain as a correspondent and supported the Republicans. He made a documentary film, The Spanish Earth and raised money for the Republicans. His experiences during the Spanish Civil War became the base of his novel For Whom the Bell Tolls (Special Collections par. 1). Hemingway discussed the human value, love, loss of innocence, loss of liberty, death, and brutality of war in that novel. Ernest Hemingway has distinct characteristics on his work; unique writing style, â€Å"Hemingway Code Hero,† and works which based on his experiences on war. As one of the most dominant American writers, the characteristics of his works have had a lot of influences on American life. According to the James Nagel, Hemingway’s simple writing style has given important effects to American literature. Especially, his style caused â€Å"the minimalist movement in American fiction. † Besides American fiction, Hemingway’s style has permeated on the American life. America reads newspapers and magazines which are influenced by Hemingway’s prose style and listens to the news which mirrors â€Å"Hemingway’s sparse style† (par. 6-8). In addition, according to the Foster Hirsch, Hemingway’s hard-boiled style has an important effect on the â€Å"tough crime writers† (par. 1). Hemingway’s great works which are based on his experiences of war are famed all over the world; his works announced the brutality of war. In addition, Hemingway reflected the aimless of the generation who survived the World War I. However, he did not continue to reflect the aftermath. Hemingway Code Hero† shows how to confront hardship with dignity to the people who have lost their notions of morality and justice. Works Cited † Ernest Hemingway. † Encyclop? dia Britannica. 2007. Encyclop? dia Britannica Online. 12 Oct. 2007 . â€Å"Ernest Hemingway. † Microsoft ® Encarta ® Online Encyclopedia. 2007. Microsof t Corporation. 1 Nov. 2007 . â€Å"Ernest Hemingway Biography-World War I. † The Hemingway Resource Center. 2007. The Hemingway Resource Center. 26 Oct. 2007 < http://www. lostgeneration. com/ ww1. htm>. â€Å"Ernest Hemingway FAQ. † Timeless Hemingway. 2007. Timeless Hemingway. 27 Nov 2007 < http://www. imelesshemingway. com/faq. shtml>. â€Å"Ernest Hemingway In His Time-The Spanish Civil War. † Special Collections. 2003. University of Delaware. 29 Nov. 2007 < http://www. lib. udel. edu/ud/spec/ exhibits/hemngway/spanish. htm>. Baker, Carlos. â€Å"The Way It Was. † Ernest Hemingway: Bloom’s Critical Views. Ed. Bloom. Harold. New York: Chelsea House, 1985. 85-106. Carroll, Will. â€Å"Ernest Hemingway. † American Literature Web Resources. 2001. Millikin University. 27 Nov. 2007 < http://www. millikin. edu/aci/crow/chronology/ hemingwaybio. html>. Clinton S, Burhans. Jr.. â€Å"On Santiago as A Tragic Hero. Ernest Hemingway’s The Ol d Man and the Sea. Ed. Bloom. Harold. PA: Chelsea House Publishers, 1996. 30-32. Cooper, Michael. â€Å"The Writing Style of Hemingway. † Ezine Articles. 2005. Ezine Articles. 21 Nov. 2007 < http://ezinearticles. com/? The-Writing-Style-of-Hemingway&id=70613>. Donaldson, Scott. â€Å"Ernest Hemingway. † SimonSays. com. 1998. Simon & Schuster, INC. 29 Nov. 2007 < http://www. simonsays. com/content/book. cfm? sid=33&pid= 359029>. Faulkner, William. â€Å"A Rose for Emily. † Literature: An Introduction to Fiction, Poetry, Drama, and Writing. Ed. X. J. Kennedy and Dana Gioia. 10th ed. New York: Pearson Longman, 2007. 9-34. Hallengren, Anders. â€Å"A Case of Identity: Ernest Hemingway. † Nobelprize. org. 2001. Nobel Foundation. 2 Nov. 2007 < http://nobelprize. org/nobel_prizes/literature/ articles/hallengren/index. html>. Hart, Jeffrey. â€Å"Fitzgerald and Hemingway; Modernism Goes Mainstream. † The Dartmouth Review. 2006. The Dartmouth Review. 27 Nov . 2007 < http:// dartreview. com/archives/2006/11/28/fitzgerald_and_hemingway_modernism_goes_mainstream. php>. Hemingway, Ernest. A Farewell to Arms. New York: Charles Scribner’s Sons, 1969. Hemingway, Ernest. The Old Man and the Sea. New York: Macmillan Publishing Company, 1986. Hemingway, Ernest. The Sun Also Rises. New York: Charles Scribner’s Sons, 1970. Hirsch, Foster. â€Å"Ernest Hemingway. † The Film Noir ’net. 2007. The Film Noir ’net. 2 Nov. 2007 < http://bernardschopen. tripod. com/hemingway. html>. Meehan, Elizabeth. â€Å"Ernest Hemingway: The Solitary Hero. † Twentieth-Century American Writers. CA: Lucent Books, 2000. 36-43. Miles, Melvin C. â€Å"An Introductory Overview. † The Lunatic Fringe. 2007. El Camino College. 28 Nov. 2007 < http://www. elcamino. edu/Faculty/sdonnell/hemingway. htm>. Nagel, James. â€Å"Ernest Hemingway: A Centennial Assessment. † CNN. com 1999. CNN. 12 Oct. 2007

Malaysian Cyber Law and Electronic Government Law

SMK GERIK JALAN KUALA KENDERONG 33300 GERIK. PERAK CONSTRUCT CODE: LA3. S07. 1 CURRENT AND FUTURE DEVELOPMENT IN NETWORKS AND COMMUNICATIONS CANDIDATE’S NAME:NURUL SHAZLIN BINTI SULAIMAN CANDIDATE’S IC:960717-06-5978 ASSESSOR’S NAME:NOR AZLINA BINTI OTHMAN ASSESSOR’S SIGNATURE: DATE OF SUBMISSION: Index Bil | Content| Page| 1| Introduction | 4| 2| Mobile Computing| | | 2. 1 Definition| 5| | 2. 2 Specifications, Services, and Frequencies of Mobile Computing| 5| 3| Internet Technology and Services| | | 3. 1 VoIP| 6| | 3. 2 BLOG| 6| 4| Types of Network| | | 4. 1 PAN| 7| | 4. 2 VPN| 7| | 4. 3 WLAN| 8| | 4. 4 WIMAX| 8| | Conclusion| 9| | Reference| 9| 1. INTRODUCTION 2. MOBILE COMPUTING 3. 1. Definiton 3. 2. Specification, services, and frequencies of Mobile Computing 3. INTERNET TECHNOLOGY AND SERVICES 4. 3. VoIP 4. 4. BLOG 4. TYPES OF NETWORK 5. 5. PAN 5. 6. VPN 5. 7. WLAN 5. 8. WIMAX 5. CONCLUSION REFERENCE 1. 0 INTRODUCTION A computer network and communicat ion is defined  as a collection of computers and devicesconnected by communications channels that facilitates communications among users and allowsusers to share resources with other users. Computer Network A computer network is a system of interconnected computers and peripheral devices.For example, it may connect computers, printers, scanners and cameras. Using hardware and software, these interconnected computing devices can communicate with each other through defined rules of data communications. In a network, computers can exchange and share information and resources. A computer network may operate on wired connections or wireless connections. When two or more networks are linked or connected and are able to communicate with one another using suitable hardware and software, it is called an internetwork. Communications Communications is about the transfer of information from a sender, across a distance, to a receiver.Using electricity, radio waves or light, information and dat a in the form of codes are transmitted through a physical medium such as wire, cable, or even the atmosphere. Therefore, in order to make communications possible from computers, across telephones and radios and back to computers and other digital devices again, there must be a signal translator, which we call-a modem. The modem, which is short for modulator or demodulator, converts digital signals into analog and back again into digital signals for information to move across the telephone line. Computer NetworkCommunications 2. 0 MOBILE COMPUTING 2. Definition Mobile computing refers to the use of small and portable computing devices in wireless enabled networks that provide wireless connections to a internet or central main server. These devices include laptops, notebook PCs, tablet PCs, palmtops, personal digital assistant (PDAs) and other hand held devices. A radio-signaling device is installed inside these devices for receiving and transmitting electronic data. Mobile computing has enabled users to remain connected while on the move. High end users can opt for satellite based networking which provides wireless connectivity anywhere in the world.However, this technology is costly and will take many years to become as affordable as Wi-Fi and WiMax. 2. 2Specification, services, and frequencies of Mobile Computing The latest 4G device from  T-mobile is the Samsung Galaxy S  4G. This phone works on T-Mobile's HSPA+ 4G network, which uses a different technical standard than Sprint or Verizon Wireless' 4G networks. The Samsung  Galaxy S 4G  is the wireless carrier's first  smartphone   that is capable of delivering theoretical peak download speeds of up to 21 Mbps while in one of T-Mobile's 4G coverage areas.In addition to fast speeds, the  Galaxy S 4G has a large, 4-inch display, a  Samsung 1GHz Cortex A8 Hummingbird processor, and a preinstalled 16GB microSD memory card. Like other phones in  the Galaxy S line, this phone also has Samsung's  Super AMOLED touchscreen display. 3. 0 INTERNET TECHNOLOGY AND SERVICES 3. 1VoIP VoIP (Voice over Internet Protocol) is refered as the transmission of voice traffic over IP-based networks. There are three ways to connect to a VoIP network which is by using a VoIP telephone, using a normal telephone with a VoIP adapter and using a computer with speakers and microphone. . 2BLOG A blog (web log or weblog) is one of the popular activities on the Internet. Most of these blogs are publicly shared and the autors frequently update the content on a regular basis. Blog is usually referred to the text produced by author about his or her thoughts, experiences or interest. The world of blogging is referred as blogosphere. Another new term is the blogonomics, which refers to people using the blogosphere to generate money. The posts to a blog are usually arranged in this order, the most recent entries will always be on top of the journal. . 0 TYPES of NETWORK 4. 1PAN A Personal Area Network (PAN) is a computer network used for communication among computer devices including PCs, laptops, printers, telephones, digital cameras, mobile phone, video game consoles and personal digital assistants, close to one person. PAN may be wired with USB port, Firewire port, Infrared(IrDA) and Bluetooth technologies. Bluetooth is the popular wireless PAN used by most people, especially the mobile phone technologies, and it applies the IEEE 802. 15. 1 standards. 4. 2VPNA Virtual Private Network (VPN) is a network that uses a public telecommunication infrastructure, such as the internet, to remote offices or individuals with secure access to their organisation’s private network. VPN uses tunnelling mechanism to maintain privacy and security of the data. Tunnelling means transmiting data packets across a public network. VPN is often used by companies to provide access from their internal network resources to their home or mobile workers. 4. 3WLAN Wireless Local Area Network (WLAN) is a t ype of LAN that uses high-frequency radio waves to communicate between nodes.WLAN improves user mobility, speed and scalability to move around within a broad coverage area and still be connected to the network. The IEEE standard for Wireless Lans is 802. 11. 4. 4WIMAX Worlwide Interoperability for Microwave Access (WiMAX) is the industry term for broadband wireless access network that is developed based on the IEEE 802. 16 standard. WiMAX is a Wireless Metropolitan Area Network (MAN) technology that will connect WiFi hotspots to the Internet and provides a wireless extension to cable and DSL for larger broadband access.WiMAX would operate similar to WiFi but at higher speeds, over greater distances and for a greater number of users. A WiMAX system will have two major parts: * A WiMAX base station, similar in concept to a mobile phone tower. * A WiMAX receiver installed at home. 5. 0 CONCLUSION As a brief conclusion, computer network and communication are expanding rapidly each and e veryday making sharing of information trilion times better before they exist. Mobile computing is now getting edgier by the day. New technologies are being implemented, tested and apply in mobile computing making us and the future another step closer.The internet is also getting better along the lines of the information age. Meanwhile, types of network available for us adding it on top of making computer networks and communications the new best friend. REFERENCE * http://hothardware. com/Reviews/Samsung-Galaxy-S-4G-Review/ * http://blog. propertycrown. com/najib-leaves-for-new-york-seeks-investments/ * http://smklunduictclass. blogspot. com/2012/07/3511-describe-c-types-of-network. html * http://www. escotal. com/Images/computer/PAN. png * http://www. mywistore. com/images/Brent%20Lovett%20060809_WiMax. gif

The Lost Symbol Prologue

House of the Temple 8:33 P.M. The secret is how to die. Since the beginning of time, the secret had always been how to die. The thirty-four-year-old initiate gazed down at the human skull cradled in his palms. The skull was hollow, like a bowl, filled with bloodred wine. Drink it, he told himself. You have nothing to fear. As was tradition, he had begun this journey adorned in the ritualistic garb of a medieval heretic being led to the gallows, his loose-fitting shirt gaping open to reveal his pale chest, his left pant leg rolled up to the knee, and his right sleeve rolled up to the elbow. Around his neck hung a heavy rope noose–a â€Å"cable-tow† as the brethren called it. Tonight, however, like the brethren bearing witness, he was dressed as a master. The assembly of brothers encircling him all were adorned in their full regalia of lambskin aprons, sashes, and white gloves. Around their necks hung ceremonial jewels that glistened like ghostly eyes in the muted light. Many of these men held powerful stations in life, and yet the initiate knew their worldly ranks meant nothing within these walls. Here all men were equals, sworn brothers sharing a mystical bond. As he surveyed the daunting assembly, the initiate wondered who on the outside would ever believe that this collection of men would assemble in one place . . . much less this place. The room looked like a holy sanctuary from the ancient world. The truth, however, was stranger still. I am just blocks away from the White House. This colossal edifice, located at 1733 Sixteenth Street NW in Washington, D.C., was a replica of a pre-Christian temple–the temple of King Mausolus, the original mausoleum . . . a place to be taken after death. Outside the main entrance, two seventeen-ton sphinxes guarded the bronze doors. The interior was an ornate labyrinth of ritualistic chambers, halls, sealed vaults, libraries, and even a hollow wall that held the remains of two human bodies. The initiate had been told every room in this building held a secret, and yet he knew no room held deeper secrets than the gigantic chamber in which he was currently kneeling with a skull cradled in his palms. The Temple Room. This room was a perfect square. And cavernous. The ceiling soared an astonishing one hundred feet overhead, supported by monolithic columns of green granite. A tiered gallery of dark Russian walnut seats with hand-tooled pigskin encircled the room. A thirty-three-foot-tall throne dominated the western wall, with a concealed pipe organ opposite it. The walls were a kaleidoscope of ancient symbols . . . Egyptian, Hebraic, astronomical, alchemical, and others yet unknown. Tonight, the Temple Room was lit by a series of precisely arranged candles. Their dim glow was aided only by a pale shaft of moonlight that filtered down through the expansive oculus in the ceiling and illuminated the room's most startling feature–an enormous altar hewn from a solid block of polished Belgian black marble, situated dead center of the square chamber. The secret is how to die, the initiate reminded himself. â€Å"It is time,† a voice whispered. The initiate let his gaze climb the distinguished white-robed figure standing before him. The Supreme Worshipful Master. The man, in his late fifties, was an American icon, well loved, robust, and incalculably wealthy. His once-dark hair was turning silver, and his famous visage reflected a lifetime of power and a vigorous intellect. â€Å"Take the oath,† the Worshipful Master said, his voice soft like falling snow. â€Å"Complete your journey.† The initiate's journey, like all such journeys, had begun at the first degree. On that night, in a ritual similar to this one, the Worshipful Master had blindfolded him with a velvet hoodwink and pressed a ceremonial dagger to his bare chest, demanding: â€Å"Do you seriously declare on your honor, uninfluenced by mercenary or any other unworthy motive, that you freely and voluntarily offer yourself as a candidate for the mysteries and privileges of this brotherhood?† â€Å"I do,† the initiate had lied. â€Å"Then let this be a sting to your consciousness,† the master had warned him, â€Å"as well as instant death should you ever betray the secrets to be imparted to you.† At the time, the initiate had felt no fear. They will never know my true purpose here. Tonight, however, he sensed a foreboding solemnity in the Temple Room, and his mind began replaying all the dire warnings he had been given on his journey, threats of terrible consequences if he ever shared the ancient secrets he was about to learn: Throat cut from ear to ear . . . tongue torn out by its roots . . . bowels taken out and burned . . . scattered to the four winds of heaven . . . heart plucked out and given to the beasts of the field– â€Å"Brother,† the gray-eyed master said, placing his left hand on the initiate's shoulder. â€Å"Take the final oath.† Steeling himself for the last step of his journey, the initiate shifted his muscular frame and turned his attention back to the skull cradled in his palms. The crimson wine looked almost black in the dim candlelight. The chamber had fallen deathly silent, and he could feel all of the witnesses watching him, waiting for him to take his final oath and join their elite ranks. Tonight, he thought, something is taking place within these walls that has never before occurred in the history of this brotherhood. Not once, in centuries. He knew it would be the spark . . . and it would give him unfathomable power. Energized, he drew a breath and spoke aloud the same words that countless men had spoken before him in countries all over the world. â€Å"May this wine I now drink become a deadly poison to me . . . should I ever knowingly or willfully violate my oath.† His words echoed in the hollow space. Then all was quiet. Steadying his hands, the initiate raised the skull to his mouth and felt his lips touch the dry bone. He closed his eyes and tipped the skull toward his mouth, drinking the wine in long, deep swallows. When the last drop was gone, he lowered the skull. For an instant, he thought he felt his lungs growing tight, and his heart began to pound wildly. My God, they know! Then, as quickly as it came, the feeling passed. A pleasant warmth began to stream through his body. The initiate exhaled, smiling inwardly as he gazed up at the unsuspecting gray-eyed man who had foolishly admitted him into this brotherhood's most secretive ranks. Soon you will lose everything you hold most dear.

Explain the progressive pathophysiology leading to a myocardial Case Study

Explain the progressive pathophysiology leading to a myocardial infarction (MI) - Case Study Example Right now, â€Å"[t]he current clinical recommendation is to test for homocysteine, CRP and lipoprotein(a) levels as an adjunct to established...criteria†¦In patients with borderline high risk, test for novel cardiac markers to help determine the aggressiveness of treatment strategies.†2 After diagnosis, the patient can then move on to the next stage, which is treatment. Treatment may include a wide range of therapies. Patients may have to enroll in cardiac rehabilitation, receive drug therapy, have a stint implanted in a vessel or vessels, or undergo bypass surgery. Medication management is important, and it is imperative that appropriate to have good assessment measures and nursing management. The failure of the left ventricle to pump blood is precipitated by the body having to work much harder to perform normal everyday functions—thus placing strain upon the heart. â€Å"Neurohormonal activation leads to remodeling of the left ventricle (LV), characterized by dilatation, hypertrophy, and a more spherical appearance of the chamber.†3 The symptoms showing that a myocardial infarction has occurred can be detected by experienced, trained medical professionals. Maintaining best practices in nursing can definitely aid a patient who has suffered a myocardial infarction. With a clear diagnosis and diagnostic data, doctors and nurses can best prescribe medications or provide medical assistance, respectively—assessment and nursing management being part of the overall care plan with regard to treating a patient with myocardial

People of the PNW before 1800 Assignment Example | Topics and Well Written Essays - 500 words

People of the PNW before 1800 - Assignment Example Robert Gray was the captain of the ship which was commenced in 1788 (Robbins, 2002). The native communities who lived along river Columbia ranged widely in language, cultural organizations, living conditions and economic relations. There were two communities who lived in the upper river. They included The Dallas and chinookan. The Dallas communicated with Sahaptin languages, while chikookan languages reigned downriver (Robbins, 2002). Coastal people tended to live in fixed village sites due to lack of food sources. During the winter, fish and shellfish were easily harvested from estuaries and streams due to the relative mildness. In the western region, people gathered roots, seeds, nuts and berries that were harvested easily from the oak savannas and foothills (Robbins, 2002). They greatly involved themselves in trade. They not only traded with the nearby villages but also occasionally traded with the voyages in seagoing canoes from the north. The Tillamook people, occupants of the northern coast, were familiar with the trails that passed through the headlands. They also related well with the people from the North and the South. Europeans from Span, France, Russia and Britain showed interest in the last quarter of eighteenth century (Robbins, 2002). Voyages that involved Cook and Vancouver and their counterparts were made to the coast of Oregon to gather information for British, American and European communities. In addition, their exploration gave information to the world about the Native people, potential commercial resources and important information about trade (Robbins, 2002). In the following years, there was the development of fur trade that attracted a group of people known as the Mountain Men. They worked with the local Natives to supply beaver and other forms of fur to the Hudson’s Bay Company and many other companies (Tate, 2005). Some of the people used the black slave trade labor in their work. Also

1.Visit a museum or gallery exhibition or attend a theater, dance, or Essay - 2

1.Visit a museum or gallery exhibition or attend a theater, dance, or musical performance - Essay Example There is abundant collection of art that simply breath-taking. The stunning glass pyramid on the central courtyard remained a marvelous place to commence the tour of the museum. Being in a guided tour was a well-sought idea as it enabled me to learn all about the exhibits and their history. The whole tour process became even more convenient as the audio guides played a prominent role of otherwise the human guides’ responsibility. At the glass pyramid, I managed to see the statue of King Louis XIV. The display of the history of the utility was clear also for everyone to read. Louvre museum was originally a royal palace, but they later turned the building to a museum in the 1700’s (Edward, 2008). River Seine in the nearby enhance the function of the utility as it add to its aesthetic value. The fact that it was easy to access the area was a lovely thing for me. The fun also starts even before accessing the inside of the museum. This is because the Beautiful Carrousel Gardens, as well as the Tuileris gardens, provide an environment for a casual stroll. This became enhanced by the fact one could access some sculptures and statutes by such artists as Aristide Maillol and Auguste Rodin, from the outside. As much as most people are not art enthusiasts, the impressive collection was just astounding. Ranging from Egyptians, Greek to Romans Artifacts, there are numerous paintings. Among these pieces, of work are the Delacroix, Watteau, as well as Louis XIV court paintings. Other exceptional artwork includes Jacques-Louis David’s painting, â€Å"The coronation Of Napoleon.† The â€Å"Hyacinth Rigaud’s piece by Louis XIV was another marvelous exhibit. These artworks have a universal appeal. This is especially for the work of Leonardo da Vinci. This was one of my favorite pieces of exhibits. It includes the painting of Mona Lisa. This artwork is so widely praised, and I had the chance to confirm the

Religion Assignment Example | Topics and Well Written Essays - 250 words - 2

Religion - Assignment Example The weight is very much dependant on the experiential dimension of the religion. The experience that one has with a given religion can decide the way the religion is perceived. Even non believers have a time in their life when they have a spiritual experience. The more experiences that happen will amount to a higher belief. Humans have the tendency to believe what they see or experience. The ability to experience can fill the need one may have. A strong relationship allows the one seeking the relationship to focus their life around the experience. This can allow the weight of the rational side of religion to be equal to the experience. Being conscious allows humans to see and believe. Seeing and believing are very important parts of being able to feel while being conscious. When it comes to religion, it is important to be able to consciously know that there is something there that the individual can have a relationship with. This relationship can change one’s life and be obtained consciously and

Agatha Christie's And Then There Were None Essay

Agatha Christie's And Then There Were None - Essay Example Lawrence Wargrave, being a judge, it seems is being alluded to here. The second verse says that â€Å"one got in Chancery†. Perhaps Judge Wargrave is not the one who dies but the one who commits the murder. Being a judge, â€Å"getting in to Chancery†, all imply the notions of the meting out of justice. Perhaps, it can be argued, that Wargrave feels he has the right to punish these people who are guilty of murder (in some way or another). His last name â€Å"Wargrave† is not a common name, and could also be Christie’s way of telling us that the man perceives himself to be a soldier of justice of some kind, going to war against those he believes to be wrong; digging their â€Å"graves†. The immediate conclusion that one could spring to is that the next victim could be Philip Lombard. The use of â€Å"red herring† could signal in this case, to Lombard’s underestimation of Vera Claythorne. What he assumes her to be, and what she potentially could be, could lead to his possible demise; which leads us to another conclusion – that Claythorne could also be the murderer. This is not the only conclusion however. Whilst Claythorne could also be a murderer she might simply just be more resourceful than Lombard assumed her to be, and so saves herself from a sticky situation. Apart from Wargrave, the only other individual who seems to be a potential candidate is Blore. He is a former policeman, and might have similar notions of delivering justice, as presumed in the case of Wargrave. He also takes charge often which could be his way of manipulating the

6-sigma Essay Example | Topics and Well Written Essays - 750 words

6-sigma - Essay Example The process is commonly utilised in the manufacturing processes in seeking to minimise variability of products and enhance the quality through improvement of the business processes. The six-sigma approach utilises various quality management methods like statistics in the development of quality improvement approaches within the manufacturing industry. The term remains synonymous to the manufacturing terms associated with the modelling of the manufacturing process through the utilisation of statistical processes. The process aims at ensuring products remains product free, which is essential in determining the effectiveness of the manufacturing process. The sigma level is commonly measured through the percentage of detect-free products. The sigma process included in the manufacturing process follows a definite sequence of activities aimed at achieving quantifiable production targets. Effective achievement of the targets becomes a measure of the efficacy achieved in the implementation of the sigma process of management. The fundamental purpose for the adoption of the six-sigma approach remains the reduction of variability in the products. The variability defined by the six-sigma approach remains based on the occurrence of defects upon the products. The number of defects detected upon the products becomes the quantifying element in establishing the effectiveness of the production improvement process (Montgomery and Woodall, p331). This results in the reduction of the defects to a level that the occurrence of failure or defects becomes almost impossible. The methodologies utilised in the improvement of the manufacturing process consist of five phases that based on the operations adopted by the organisation. The processes involved in the six sigma include the following elements Define – this can be e defined as the definition of the various attributes which are expected to be achieved through the implementation of the six sigma approach. This

Principles of Information Security Essay Example | Topics and Well Written Essays - 2500 words

Principles of Information Security - Essay Example Risk treatment is the proportionate provision of controls. It can mitigate or eliminate risks of the organization’s operations according to suitable options. The main goal of risk treatment is to reduce risk to an acceptable level in a cost-effective manner. While treating risk we have to take care of few things such as selected controls, regulations, legislation, organizational policy, user acceptance and safety and reliability. The risk can be addressed by four ways. They are avoided, transfer, limit and accept. Avoid means eliminating the cause of the risk. Transfer refers to insurance or outsourcing some function from other organizations. Limit meant for reducing the likelihood or consequences of an event. The last way is to accept that means one understands the risk and there is not any cost-effective solution that can be used so it is better to live with that. Once one has Risk Registers tables one can check from there which threat is most affecting the Assessment Office performance. Depending upon the risk various types of controls can be selected. Security program plan is made when all the controls are identified. Insecurity plan one addresses a group of controls as compared to individual controls. It is not mandatory that whatever suggestion one has included in the plan is going to be implemented by the management. But each can be considered for that. The various controls that are identified are Identity Card, Backup procedures, Training/Awareness, Strictly Comply ITS Security policies, Physical Protection of Server (CPU), and Proper Rechecking etc.

Strategic public relation - Philadelphia Spread Cheese Research Paper

Strategic public relation - Philadelphia Spread Cheese - Research Paper Example e something that makes them noticeable from the crowd, something that makes them more attractive and fascinating to both the media and members of the public (Heath 103). A positive image can help augment a companys sales and unconstructive publicity can harm a companys reputation and decrease sales. Many people perceive PR as a way to turn news and information, thus portraying the news or information in the best possible way for the company (Doyle 2). For instance, if a company announces retrenchments, its PR department will allege that the company is cutting down on its costs and making itself more proficient to serve its customers better and offer lower prices (Walter 42). As long as it is true, then the PR section will be doing a great job of guarding its reputation and image. Stretching the true reality to create a positive image, on the other hand, can end up being damaging to the company if hyperboles or even half-truths are exposed (Jacque 4). The globalization of the food and beverage industry has transformed the process of producing and distributing food products in a way that clearly separates food production from food consumption (Agee 19). As a result of this circumstance, the links between productions and consumption are diverse and consist of elements of technology and heterogeneous socioeconomic producers, suppliers, and consumers (Lindenmann 3). In the current, very dynamic and multifaceted business environment, the importance of a product and its reinforcement is one of the key areas in the spotlight. The large, modern Middle East markets such as Saudi Arabia also show that significant further long-term growth is potentially high. This report sets out the market position of Philadelphia (philly – world-renowned cream cheese) cheese spread in UAE and Saudi Arabia. Philadelphia is a billion-dollar brand by Kraft. Philadelphia cheese spread is trying to break into the Middle East market. This report provides a background in which to view public

Source evaluation Essay Example | Topics and Well Written Essays - 750 words - 3

Source evaluation - Essay Example This source is reliable, considering that it has drawn its content and conclusions from other scientific studies. This being the case, the source presents a well-balanced argument from both sides, backed by the relevant scientific data collected by the scientific studies. The conclusions and arguments of the source have been drawn from a data set comprising of responses from questionnaires sent to over 7,000 doctors, which was compared to responses obtained from 3500 professionals working in different fields (Chen, n.p.). Thus, while there is the element of the doctors being prone to long working hours, the major influential factor in the doctor’s burnout, was their immediate involvement in front-line access to care (Chen, n.p.). The source therefore does not present any form of bias. The source presents a well-balanced argument, considering that it draws its argument from scientifically conducted studies, as opposed to mere observation regarding the lack of competency of the doctors. The balanced argument in the source is presented through the presentation of the problem on the one hand, and the explanation of the causes of the problem, on the other hand. Therefore, while the source argues for the existence of doctor’s burnout problem, it gives the relevant explanation, that the causes of such burnout could range from the limited time that the doctors are allowed to be with the patients, to the prescription restrictions offered by the health insurance companies (Chen, n.p.). Further causes could be the lack of sufficient empathy from the doctors, to increased rate of errors, which may be caused by involvement in other administrative tasks. Further, to balance the argument that doctors are increasingly demonstrating signs of classic burnout; the source draws backing from a real life situation, where there is an increase in the number of the Americans who are seeking medical services without being insured.

Human Rights Violation of North Korean Refugees Essay

Human Rights Violation of North Korean Refugees - Essay Example Issues related to human rights violation have also emerged and their status under international law as legal personalities have been persistent issues brought under the international courts. This paper shall primarily discuss human rights violations against North Korean refugees. It will first provide an overview of why these North Koreans became refugees in the first place. It shall then discuss how their refugee status has been evaluated under international law. A discussion on the discriminatory acts against these refugees will also be presented. North Korean domestic laws in relation to these refugees shall also be discussed. China’s response to accusations of negative treatment will also be presented. This paper is being carried out in order to establish a clear understanding of North Korean refugees and how their status has been managed under international laws. ... About 90% of its border is shared with China. China has tolerated some of these refugees to a certain extent, however, these refugees are primarily considered as nuisances, especially as these refugees often engage in problematic activities like stealing, human trafficking, forgery of passports, and organized crime5. The international legal resources which provide assistance to refugees include the UN Convention Relating to the Status of Refugees and the 1967 Protocol of such convention6. Refugees are defined as individuals fleeing their home country due to persecution of fear of being persecuted by reason of race, religion, nationality, or political opinion and due to these same reasons cannot find protection in his country7. The UN High Commissioner for Refugees is the UN agency which is concerned with the protection of refugees and other individuals displaced by conflicts and disasters. This agency ensures that the human rights of these refugees are protected. North Korean refugee s are under the protection of this agency, however, throughout the years, these refugees have still experienced much hardship from their host countries8. Many of these refugees have suffered various human rights violations from their host countries. Women have been vulnerable to rape, prostitution, and forced marriages. Refugees who have made it to China are said to suffer from the constant threat of being discovered by authorities, and many of them are living in abject poverty or are working low paying menial jobs9. China’s response or policies towards North Koreans has mostly been negative. Although it is party to the Refugee Convention and Protocol, China has prevented the UNHCR access to these refugees, arguing that these refugees

ART Essay Example | Topics and Well Written Essays - 500 words - 22

ART - Essay Example According to the artist, he is an admirer of realists saying that there is a â€Å"basic visual magic in the ability of pigments to credibly translate our 3-dimensional world to the flat 2- dimensional world of paper and canvas† (scottsdalefinearts.com). Indeed, his work presents this feature, having those realistic traits one sees when looking at real subjects. As a viewer, when I look at the artwork, I seem to be looking at a photograph especially when I stand from a distance. The three-dimensional concept of real images is perfectly captured in the painting that one can only notice that it is a painting when he gets near the artwork. There is a sense of distance when one looks at the painting. This is achieved by presenting images as it would be naturally seen. For instance, the nearer images are made bigger than the other parts of the subject while the ones farther from the viewer are made smaller. Moreover, the parts which are presented to be near the viewer are more detailed while the ones farther are not. The parts of the subject which are supposed to be near the beholder show the color of whatever little number of grasses there are in the canyon. It also shows the fine details of what could be observed in real canyons, the different shapes only nature could create with the lands. The marks left by waters and other natural circumstances are clearly represented in the painting and I think these are what make the painting very real. On the other hand, the figures which are presented to be farther away from the observer look smaller. Furthermore, as on a natural setting, the scope of the view is also wider. The details are also lesser rather just as one would observe in real-life situations. Another element used in the painting that perhaps helps enhance to make the work magnificent is the painter’s use of colors. They are very natural and this is perhaps shows what a keen observer the artist is. The

Diagnostic and Statistical Manual of Mental Disorders Essay

Diagnostic and Statistical Manual of Mental Disorders - Essay Example As the intake of cannabis has become very much common, one might wonder the rate at which people are hospitalized for it. It has been found out that the trends in hospital separations related to drug-induced psychosis in Australia for cannabis have reduced. The high intake of cannabis can lead to intoxication as a result of which there are accidents. Hospitalization rates have increased due to the accidents that have occurred due to the intake of the drug. An astonishing case of hospitalization has been in the case where a toddler was admitted because he had accidentally consumed the cannabis of his parents. Moreover, hospitalizations were more frequent within the group of indigenous people of Australia.Cannabis when taken on a regular basis and in huge amount in can lead to several problems and lead to different diseases including mental. Children who are addicted to it find themselves performing poorly in schools. In fact, a positive correlation is seen between the use of cannabis and its detrimental effect on education. Cannabis increases the poor performance of the students and ultimately they leave school. Thus it creates a population of uneducated people with severe addiction to cannabis (Lynskey & Hall, 2000). There is a lot of health effects that are associated with the consumption of cannabis. Consumption of cannabis leads to intoxication which affects behavioral skills. As a result, there has been an increase in the number of accidents of those who intake cannabis. Further, continuous consumption of cannabis creates dependence on it which is very hard to leave. Cannabis smoking is â€Å"

A newspaper invites young people to write articles about television Coursework

A newspaper invites young people to write articles about television programmes they either loathe or love. Write the piece you would send to the newspaper - Coursework Example You can tell which series it is from the opening sequence. Actually I can tell what series it is from the extent of Chandler’s physical decline. He starts out quite fit and degenerates into an increasingly zombified, staring-eyed mess. Apparently he had to fight some addiction demons in real life. My theory is that working with this bunch gradually eroded his sanity. I only watch Friends because it provides the ideal opportunity for venting all my pent-up frustrations about life. For me this programme has all the charms of an emotional punchbag. I look at the smug, silly faces and enjoy an imaginary workout in the boxing ring with each one in turn. Except Chandler. Something worries me about Chandler. It is a fact that every viewer on the planet, unfortunately, has a soft spot for one of the six characters. It’s a kind of post-modern Rorschach test. The one you identify with reveals your true nature. I never did see the attraction of Friends, and even now, almost a decade after the last series gasped its way onto our screens, I don’t get it. I mean look at the stereotypical gender roles. The girls are all mad: Rachel is sex-mad, Monica is neurotic and has issues with food, issues with hygiene, issues with men, and a seriously weird relationship with her brother. And Phoebe. Well, Phoebe is the poster girl for cloud-cuckoo land. â€Å"Smelly cat, smelly cat†¦You smell like something dead†¦Ã¢â‚¬  What was that all about? I hope the producers are insured against all the law suits that are bound to follow from children thinking that this is acceptable behaviour in an adult human being. And the boys are not much better. Would you go out with any of them? The show has a formula that is repeated ad nauseam until finally the characters just show up on the set and the dialogue writes itself. In fact it is so predictable that a ten year old could write it and nobody would be any the wiser. Joey and Chandler have little boy-games in their flat, while Rachel

The investigation in the effect of the Country of Origin towards Essay

The investigation in the effect of the Country of Origin towards Consumer perception of luxury brand product; case study of Thai consumer - Essay Example There are actually several issues involved here; the place of manufacture, the brand and the company; and it is the individual preference or an image that is the combination of one or more or all that matters in consumer perception and therefore the influence of one or all these factors is what is broadly considered as the cognitive value. The literature review will therefore cover all these aspects and a few more in order to understand the implication that is termed as the COO effect on purchase decisions. Sometimes the preference of the customer is narrower and in that sense he or she prefers goods produced within the home country for reasons of superiority or quality. In such cases it is termed as ethnocentricity and this becomes a reason for negativity towards COO. In other cases the patronage of the home country products is due to the perception that it weakens the economy and it is a show of unpatriotic behaviour to prefer goods produced elsewhere. This brings in the concept of economic nationalism. This too aids the negativity towards COO. This review will cover these features as well to understand how COO is used by both the consumer and the company and how they finally influence purchase decisions. The research objective of the paper is to resolve this issue in relation to the luxury items, more specifically to the Thai consumer’s attitude towards the Long Champ brand handbag manufactured in France and China; significantly of the three factors of 25Country of origin including Brand image, Country of Origin of Manufacture and Country of origin of Brand.  Due to globalization and liberalisation the worldwide market of all goods, including the luxury items, has crossed national boundaries and has posed various problems for companies. Consumer behaviour is the driver of demand and this literature review will undertake

Comparative Education Essay Example for Free

Comparative Education Essay France has a highly organized educational system, which is divided into primary, secondary and tertiary (college) education. Primary and secondary education is usually imparted at public schools although a strong network of private schools also exists. All educational programs in France are regulated by the Ministry of National Education. Schooling in France is mandatory as of age 6, the first year of primary school while secondary education consists of college for the first four years after primary school and the lycee for the next three years. The baccalaureat is the end-of-lycee diploma that students must attain and is comparable to British A-Levels and American SATs. Students have a choice of sitting for the baccalaureat general which is divided into 3 streams of study, the baccalaureat technologique or baccalaureat professionnel. Higher education is funded by the state and fees are very low. Students from low-income families can also apply for scholarships. Academic councils called academies are responsible for supervising all aspects of University education in a given region. ANALYSING TECHNOLOGY EDUCATION THROUGH THE CURRICULAR EVOLUTION AND THE INVESTIGATION THEMES France Twenty years ago, many of them started with this new concept: introducing technology education (TE) in our curriculum. From this point, we developed many project implementing this new subject area and we built progressively meaningful to this area. The aim of this paper is to present this evolution from the French viewpoint with some interest to compare with foreign experiences. We present this evolution through two perspectives: the curricular evolution and the place ofinvestigation. Briefly, we can observe through the French national curriculum a phase of Epistemological delimitation, followed by a phase of activities definitions, arriving, recently, to a phase of activities defined as applied sciences without poor link to the initial epistemological definition. Over these factual dimensions, we can analyze this evolution as the weakness of the knowledge meaningful expressed in the national curriculum, weakness that reinforce the weakness of the TE in front of other subjects as math, literature, foreign language†¦ Many works tried to analyse this particular approach but their audience never really get out the little sphere of TE investigators. A birthday is more the occasion to open perspective and project some ideas and the experience taught us that the position of TE is more a question of social positioning through the knowledge than a question of purposed activities’ interest. 1. CURRICULUM EVOLUTION IN FRANCE The aim of this paper is to present you some aspects about Technology Education in the French school. French schooling has two levels. Primary school starts at the age of three and lasts until the age of eleven, in three cycles: the initial learning cycle (children three to five years old), the basic learning cycle (five to eight years), and the fundamental learning cycle (eight to eleven). Secondary school is divided into two main cycles: middle school (ages eleven to fifteen) and high school (fifteen to eighteen for general education or fifteen to nineteen for vocational training). Technology education was implemented at each of these two levels in the early eighties. 1. 1 THE FIRST CURRICULUM 1. 1. 1 Some elements about the general background The main idea of French schooling is the progressive elaboration of the different school subjects. Understanding the world of children goes hand in hand with organizing that world in different knowledge areas, from the general view to the particular description given by the different subjects. Technology education, like that of science, history, or geography, appears as a school subject specific to the middle school level (Ginestie, 2001a). The second idea of French schooling is the concept of project pedagogy. The introduction of this pedagogy in the Eighties was a departure from a traditional idea that the academic and dogmatic transmission of knowledge is the sole approach to teaching. Under the pressure of a massive rise in number pupils in middle and high schools, project pedagogy was presented as a possible solution to meeting the needs of the diversity of pupils, addressing their individual needs, and developing pupil autonomy (Ginestie, 2002). It was in this context, in 1985, that technology education was introduced in France as a part of science and technology education in elementary schools, as a new subject for all pupils in middle schools and as an optional subject in high schools. We can note four stages of organization of technology education between 1985 and today. 1. 1. 2 1985-1991: the implementation of the first curriculum Technology education was conceived of as a new subject and took the place of MTE (manual and technical education) in terms of hours, classrooms, and teachers. The curriculum emphasized the industrial environment, leaving little room for home economics and craftsmanship (COPRET, 1984). It had two different elements that made these references plain. On the one hand, the general part of the course described the overall goals, context, and aims of technology education in France. The aims were in terms of pupils attitudes towards technology (as related in many papers, e. g. de Vries, 1994; Jones, 1997; Compton Jones, 1998; Gardner Hill, 1999; Dugger, 2000) and in terms of the social and professional world of industrial production (this idea can also be found in many papers all over the world, e. g. Kantola et al. , 1999). It offered a broad perspective to prepare pupils for professional training. At that time, the middle school became the intermediate cycle where pupils had to make their own personal plan for school, and technology education was responsible for indicating possible career choices. On the other hand, general goals were broken down into concepts and skills. This second element of the curriculum described the organization of concepts based on four domains of reference: mechanical construction, electrical construction, and economics management and computer science. Clearly, the chosen references oriented technology education in Jacques Ginestie Analyzing Technology Education the world of industry towards electro-mechanical production, to the exclusion of other possibilities (Ginestie, 2001b). The main problem in introducing the TE curriculum has been to link the general aims to the specific fields (Sanders, 1999; Ginestie, 2004). These difficulties appeared with in-service teacher training programs. Earlier, the French Ministry of Education strongly affirmed the principle that TE was not a compendium of a little mechanics, a little electronics, and a business management with different aspects of computer science as a binder. To link these subjects together, teachers have had to connect general aims and specific concepts into an overall pedagogical project (Ginestie, 2005). Many in-service teacher training programs develop this orientation rather than aiming simply for the acquisition of specific knowledge. The implementation of technology education has not been reduced to the simple substitution of cooking or handicraft lessons by lessons in mechanics, but the true construction of a new world (Ginestie, 2003). Many original curriculum experiments were conducted at the same time to develop new teaching approaches (differential pedagogy, autonomous work, cooperative work, personal projects, etc. ) and to integrate the new references to industry, the market economy, and new labor organizations by taking into account the needs, design, production, marketing, use, and rationale of industrial methods. The major plan was to combine the pedagogical project with a theoretical industrial project method (IPM). We can note comparable initiatives in the UK at the same time (e. g. Hennessy Murphy 1999). 1. 2 THE CURRICULUM EVOLUTIONS 1. 2. 1 1992-1999: Introduction of the Industrial Project Method (IPM) At the beginning of the Nineties, IPM appeared to be a good solution for implementing TE in the middle schools. Certainly, IPM has taken an overwhelming place in TE leaving no other alternatives for organizing technology education courses. This position was made official with different additions and modifications to the initial curriculum. The main decision to use IPM was published in 1992 by the French Ministry of Education. This method allows for the simultaneous definition of content and method for organizing the teaching learning process in TE. Everything was done so that each TE teacher plans and organizes a new project each year for each group of pupils. 1. 2. 2 1999-2004: The second curriculum Three problems arose that reduced the role of the project in TE. First, projects were mainly single production projects without any real progression from one year to the next. Secondly, the teachers profile evolved considerably during this period, with a large increase in new graduates from the advanced technological universities. Thirdly, the union of industrial science and technique, with teachers exerting pressure to open the curriculum to new technologies and new patterns of labor organization. The implementation of the new curriculum took four years, from 1996 until 1999. These changes tried to organize the relationship between the respective roles of the project and the concepts. For the first three years of middle school, pupils have to make different modules of the whole project, but they do not have to make all of it. The teachers task is to focus the attention of the pupils on specific points. During the last year, the pupils have to do a complete project (Ginestie, 2001c). The IPM is always a very strong frame of reference for TE in middle school (Ginestie, 2002). 1. 2. 3 2005: And so long, another change. There is actually a new phase of curriculum change. The Ministry of Education wants to promote the pupils individual choices about their future and by consequences the study they have to do. We can observe a real reduction of the TE as general and Jacques Ginestie Analyzing Technology Education Page 3 cultural subject. The general aspects are more and more developed as applications of sciences; the general method is not the process of design and technology but more and more the process of observation and experimentation (as we can find it in sciences education). The main knowledge properly identified as technological knowledge is banished and the first draft of this new curriculum promote the links with the scientific knowledge. The IPM is still a reference but it is more an object to study more than a method to use with pupils. 2. CONDITIONS OF STUDY IN TECHNOLOGY EDUCATION As we can see briefly, the TE curriculum is unstable as we can note through these major changes since the first writing. These changes are not linked with the technological evolution but mainly due to the lack of understanding about the place of TE in the general systems and to the misunderstanding about the aims of this subject and the knowledge taught. This lack of knowledge’s definition is patent when we observe the structure of the curriculum. This question of knowledge is not so easy to solve. Entry through analysing the conditions of study about TE’s knowledge supposes, in terms of questions for research, a strong agreement with two points: o There is some thing to study in technology education; o There would be multiple study conditions, perhaps different. These two points don’t make evidence. A majority of opinion is that TE is simply a kind of mix between handicraft activities and elements to highlight vocational training choices (Ginestie, 2000; Chatoney, 2003; Brandt-Pomares, 2003). In this posture, all the knowledge comes from sciences and TE is only a question of activities or applications. Evidently, this kind of entry weakens the position of TE as school subject and the recent French evolutions must be understood like this. It is the radical opposite we choose to work in our laboratory. First orientation we choose is to understand the significance of the anthropological approach. 2. 1 THE ANTHROPOLOGICAL APPROACH The anthropological approach allows registering knowledge in a theory of the activity and in a social field identified. The articulation between task and activity is incomplete if we do not speak about the manner to make. The manner to make relieves of the technique employed by the person to realise the task, that it is appointed by the situation or by him. The articulation between the task and the technique defines a know-how that expresses the manner to realise a determined task type (Ginestie, 1995). To get off this private organization either to account for the activity, or to clarify the manner to make, supposes the utilisation of language mediation. To tell the manner to make necessitate proceeding to an extraction of the individual praxis to elaborate a praxeological organisation, significant of the manner to realise the type of tasks and the context in which these tasks are registered. In fact, it concerns to give the senses in the typical articulation between tasks and techniques by elaborating a field of meaning in connection with a technology, perhaps with a theory. It is this elaboration of meanings on the practice that defines, in the anthropological perspective, knowledge. This approach allows rendering account organisations of knowledge as relationships between praxis, taken in the senses of the activity oriented to finality, and a field of significations that allows referring practice to a technology and/or to a theory (Ginestie, 2001c). The epistemological entry is interested in the nature of knowledge (well obviously in the evoked anthropological perspective above) and to the demarcation of a field of reference (Ginestie, 1997). Some articulations allow thinking these fields, objects to know that are fastened there and the manner of which they are or been able being, taken into account in the framework of a technology education: i. The world of technical objects, their mode of existence and social organizations by and in order that these objects exist so as to register the technological education in the human and social activity field; ii. The articulations between functioning, function, structure, form in the senses of a lighting of interdependences and the different manners to describe an object; iii. The articulation design, production, utilisation notably for marks given on process put at stake in each of terms, but equally, of a more global manner, either in a specific approach on an object, or from an evolutionist viewpoint, in a perspective of an history of technical activities; iv. The articulation object, activity, language in an ergonomic inscription (from the thing to the object, the object to the tool, the tool to the instrument) as revealers of the bonds between gestures and techniques, techniques and technologies. The report to techniques is thought in this framework as a demarcation; the report to languages notices the elaboration of symbols (in a relationship meaning, meant) but equally tools to think the world of technical objects and to act in this world. Well obviously, this qualification of fields is a bit coarse, it needs to be specified, notably if we want to be able to read existent curricular organisations, perhaps to propose evolution of these organizations. The curricular approach is one way to understand the knowledge’s organizations for teaching purposes. The problem is not the transposition of praxis but the transposition of praxeological organizations. It is not difficult to ask to pupils making something, but it is difficult allowing them to construct the meaningful on what they make. Certainly, the important instability of our curriculum is based on this difficulty to elaborate this meaningful. Furthermore, the curricular entry is envisaged here as one of the stages of the didactic transposition process: that the placement in text of teaching objects in an prescriptive aimed that has to organize the teaching activity, to the breadth of the production of these teaching objects in the framework of the class to elaborate some objects of study for pupils, objects of study that are going to determine activities of pupils. This placement in text defines the matter to teach and induces the manner to teach it. 2. 2 SCHOOL INSTITUTIONALIZATION We can thus notice the specification and identification work that operates in this process of scholastic institutionalisation. School institution is characterized as the placement of interactions, surely tensions, between three poles: the pupil, the professor and the knowledge. As soon as we wish to describe these interactions, we are confronted with a problem of methodology, methodology that derives of course the framework in which place our study. Thus, analysing the conditions of the study is going to concern us in what the school institution puts to the study and the manner that’s this study functions. This crossing of analysis rests on the articulation between task and activity: o The task is significant to the knowledge put at stake in the elaborated situation by the teacher in the framework that is fixed (curricular organizations, conditions of exercises, particular constraints, etc. ); o The activity is significant to the work undertaken by the pupil to progress in the task that is appointed it by the teacher and representative of the knowledge’s learning process. Jacques Ginestie Analyzing Technology Education Page 5 It concerns to define a framework of analysis that allows looking the functioning of a teaching situation (Ginestie, 1992). The initial framework, elaborated by these analyses method, does not prejudge of: o Knowledge put at stake, their presence or not and their school form; o Organizations elaborated by the teacher so as to organize conditions of the study of these knowledge; o Activities developed by the pupil that are induced by the organization put in game for this study. These two cross analyses, task and activity, characterize the interactions between three complementary existing logics but that can also appear as rival: the logic of subject, the logic of teaching and the logic of learning. The first one follows from knowledge organisation and requires an epistemological study; the second one takes in account the professional activity of the teacher considering his organisation, his style, his manner to do, the professional gestures he develops; the last one can be highlight by the learning theories, specifically the viewpoint of socio-constructivism theories. Many works have shown the incidence of these logics on the school situations and how they are inscribed in different references and different temporality. In fact, stressing these three logics in a school institution can be looked of different manners. But, for ourselves, we are really interested by what it happens in a class; specifically, we try to analyze the effects produced by this placement in tension (Ginestie, 1996). On the one hand, this approach allows the identification of the organisational and structural elements that act and interact in the process of teaching-learning. In this perspective, the task appears as the preferential expression of the teaching’s logic. It express simultaneously what is at stake, the context in which it is situated, what it is waited and what it is necessary that the pupil makes to achieve the task. In this senses, the task is a concentrated expression of a totality of values, models, elements of theories, knowledge that base the subject’s references and that identify the teacher in a teaching population. The analysis of the task is therefore significant how curriculum is implemented, in the particular intimacy of a specific class. It is equally significant activities that it induced at pupils. It is also characteristic of the epistemological, curricular, didactical or pedagogical presupposition (Ginestie, Brandt-Pomares, 1998). On the other hand, the passage to the real supposes to put in stake an analysis of the activity of the pupil. His perusal of the task, the manner he has to organize its activity and to orient its actions, what it takes in consideration and what it does not see even, allow characterising his learning process. In this perspective, we can notice difficulties that he meets, the manner whose he processes them, adopted strategies and the planning of his different actions (Ginestie, Andreucci, 1999). Reading activity through the description of the task allows proceeding pupil’s activity with some precise characteristic elements of the task. We can value difficulties met by the pupil and identify which are relevant to the context (the formulation of the task, the organization of conditions of the study, the use of models, materials, etc.) and which notices obstacles to the learning (Amigues, Ginestie, 1991). 3. SCHOOL ORGANISATION AND PUPIL’S WORK Organizations implemented at school, in the classroom and by the teacher have a direct influence on the work of the pupil and on the result of this work. Concerning the technology education (but it is not specific for these subject), it is important to specify and to define what is waited from the pupil, recourses he disposes to get there, the manner whose he gets there. Therefore, we have to understand the evaluation the Jacques Ginestie Analyzing Technology Education Page 6 nature of the goal, the manner to get there but also the breach of the goal; everything that allows to bring in front understanding about the process of knowledge’s transmission-appropriation. From this point, we are not in a curricular approach that has for object to define contents of teaching and to determine goals to reach; we discuss goals fixed by the institution, their institutional pertinence, their coherence in a scholastic organization datum. Of course, the temptation is great to believe that we could have act on prescription as to reduce these gaps. The evolution of curriculum shows that this kind of actions is limited because it enters in social negotiations that the research can illuminate to defect to inspire them, even to affect them. 3. 1 TASK ANALYSE Our entry by the situations is an analytic viewpoint to render real situations of classify or in a prospective perspective to think possible evolution. For that, the crossed analysis task-activity presents a good framework. The task’s analyze gives some understanding about the placement in text (or the placement in word) of the object of study. This placement in text constitutes one of the last stages of the didactical transposition, stage in the course of which the teacher anticipates and executes the production of the object of study that it makes return in its class. Many indicators allow characterising some ingredients of the organisation that it counts to put in place: o The nature of knowledge that he exhibits,  o The display of the result expected at the end of the sequence, o The spatial and temporal organization type that he puts in act, o The strategies that he gives to orchestrate the activity of pupils, o The different levels of evaluation on which he counts to lean (evaluation his activity, the progress of his sequence, the activity of pupils, the breach of results), o The devices of mediation and remediation that he envisages, o etc. Others indicators allow to notice explicit or implicit models that he uses for the organization of this production: o model of the logic of pupil learning organized around acquisition of competence noticed to the breadth of significant observable behaviours versus a constructivist approach based on the elaboration of knowledge; o Model of the activity of pupils according to a logic of smooth away difficulties versus a logic of confrontation to obstacles; o Model of the teaching organisation according to a logic of guidance of the action of the pupil versus a logic of problem-solving; o Model of the organization of knowledge references that one can caricature in a binary alternative: in technology education, there is nothing to know versus there is only knowledge. The construction of these models supposes the elaboration of a strong theoretical reference by which we can predict the appearance of the objects of study and how they become into school organisations. Of course, we front three different viability risks: one is an instant risk about what’s happen with the course that is going to unfold here, at this hour, in this  classroom, with this teacher and these pupils; second is a progression risk about what happen in the duration of the class, the articulation of the different sessions and their succession; third is durability risk about the permanency of a teaching at such level, in such class, in such context, according to evolution, development, interaction with the other subjects as a kind of general educational ecology. Jacques Ginestie Analyzing Technology Education Page 7 . 3. 2 ACTIVITY ANALYSE The analyse of the activity, as for it, tries to understand the logic of pupils in their evolution to achieve the task that is confided them and the manner of which they adapt conditions organised by the teacher. Retained indicators refer directly to theories of the apprenticeship, notably through: o The strategy they adopt, o The manner to organize their actions, o The manner to notice and to anticipate difficulties and to overcome them or to avoid them,  o The manner to notice or not constraints imposed by the situation and to take into account them or no, o etc. Analysing the activity of pupils is a powerful tool that allows to notice, to qualify and to valorise gaps between what the teacher waits them, what they obtain really and the manner that they use to reach this result. It concerns, on the one hand, to give indicators of efficiency of a device concerning learning and, on the other hand, indicators on the manner to conceive plan. To adopt a criterion of efficiency of plan put in place by teachers is not easy. That supposes to place the question of the acquisition of knowledge by pupils to the heart of the educational act, what is not without consequences in TE. This challenge is important if we want to reinforce the position and the role of the TE as a general education subject. Through our French experience, but also through some related experiences in different countries, we have change of period. The first time of innovation and implementation is definitively done. Many countries know a decrease period with disaffection for TE: decrease of budget, reduction of school time devoted to the subject. At the same time, more and more teams develop investigation in TE. May be, we have to diffuse the results of these investigations and to develop the support that we can provide to the teacher but also to the curriculum designers, this is our challenge to bring our contribution to TE. ICT and Education in Indonesia Harina Yuhetty I. Introduction  In the beginning globalization is fully believed to be able to lead to greater economic development in the sense of greater market scale, which in turn will increase the gross national product. So people believed that poor countries or third world countries will develop faster, thus the economic gap between the rich developed countries and the third world countries will diminished. However, facts show the contrary. It is true that the gross national product of countries will increase, but the gap between the income of the rich and poor countries is also getting wider. The main reason for this gap is the extra-ordinary growth of information as a result of the development of communications and information technologies in northern developed countries which have full control of these technologies. This information boom enables multinational companies to compete with changes in market demands, new products and new technologies, which in turn can boost the economy of a country, increase its efficiency and win global dominance. On the other hand, in third world countries which are also known as southern hemisphere countries, they have difficulties to seek, to receive, to process and to produce information. The lack of appropriate information at the right time will result in low productivity, low quality research works, and waste of time to pursue information and even to do research which actually had been done by others or in other countries. Indonesia as a third world country has a great concern over this deficiency and believe that the digital divide should be reduced so that there will be an economic recovery. The Indonesian government is determined to utilize the information technology effectively to support efforts to increase the national competitiveness. This aspiration is reflected in the Indonesian Presidential Decree Number 50 year 2000 about the establishment of the Coordination Team of Telemathics of Indonesia. This team consists of all the ministers in the cabinet including the Minister of Education. Its tasks are among others to define the government policy in the area of telemathics; to decide the phases and priorities of development in the area of telemathics and its uses in Indonesia; to monitor and control the implementation of telemathics in Indonesia; and to report the development of telemathics in Indonesia to the President. The government realizes that the success of the development and utilization of telemathics depends mostly on the infrastructure which can provide easy access, and also ensure availability of information and subjects. To meet these three provisions, a competent human resources is a necessity. That is why the preparation of qualified human resources is given priority, because it requires hard work and takes time. Meanwhile, we also know that scarcity of and low quality human resources in the area of Information and Communications Technologies can delay mastery of communication and information technology. As such, the government through the Minister of Efficiency of State Apparatus as Head of the Coordination Team of Telemathics of Indonesia in his letter number 133/M. PAN/5/2001 had drawn up a Five-Year Action Plan for the Development and Implementation of Information and Communication Technologies (ICT) in Indonesia. This plan among others includes a plan for the implementation of the use of telemathics in the area of education starting from 2001 until 2005, which includes: * Develop collaboration between ICT industry and ICT educational institutions through training and R D collaboration, and found a network for skill and capacity development * Develop and implement Curricula of ICT. * Use ICTs as an essential part of the curricula and learning tools in schools/universities and training centers * Establish distance education programs including participation in Global Development Learning and other networks * Facilitate the use of internet for more efficient teaching and learning From this action plan we can see that the emphasis of human resources quality improvement is especially geared on the provision and expansion of education of human resources in ICT area. Besides that, utilization of ICT for education and learning purposes, as an effort to fill digital divide, which in turn is hoped to be able to improve the national competitiveness to revive the economy is another emphase. II. ICT in Indonesia As mentioned above, the success of utilization of ICT is among others depends on the infrastructure which includes the telecommunication network, the availability of internet facilities and the use of internet. In general the development of ICT in Indonesia nowadays is less encouraging compared to the developed countries, or even compared to neighboring countries such as Singapore, Malaysia, Thailand and others. To give a general picture of the ICT condition in Indonesia let us consider the data quoted from the Center for Research and Application of Information and Electronic Technologies of the Office for the Research and Application of Technologies, 2001 as follows. A. Public Telephone Lines for 203,456,005 populace 1. The number of Telephone kiosks 228,862 2. The number of Telephone booths 345,307 3. Telephone patrons 6,304,798 B. Internet 1. Internet Service Providers 40 2. General Access Speed rate of ISPs 15 KBPS 3. Patrons of ISPs 511,000 with 1,980,000 users ( 1% of Indonesian population).