Development Phase Essay Example for Free

Development Phase Essay In our group we started to develop the life of Billy Johnson and his triumph to becoming a war hero. Billy is an over confidante young man whom decides to join the war due to all the advertisement and belief form his father. Billy is convinced by propaganda that war will bring him loads of girls, fame and fortune and is gullible enough to take the risk and put his life on the line for un-thought of consequences. Unfortunately for Billy, little does he know that this decision will lead him to his cowardly death in the depth of the war. In my group we focused on showing how serious war can be and how you can be extremely hyped up and all of a sudden, that hype is shattered at the sounds of bullets blazing overhead. We used many elements of drama to express and enhance our piece. We started off our piece by having the whole family at the dinner table and the father (Umar) hands out the notice to Billy (me). This automatically kick starts Billys thoughts of becoming a hero and makes himself believe that he is unstoppable. Billys mum (Zeynap) and his younger sister (Marion) are shocked at the thought of Billy going into war especially at a young age of 16. This scene develops many emotions because the family are shocked but also disappointed at the father for filling Billys head with false hope. This starts off the reality of war because people dont think about the casualties war can bring upon us. In Billys eyes it is a chance to become a real man and prove his mother and sister wrong that he can succeed and become a war hero. To show the different emotions flowing through each characters mind, we used thought tracking. We used this technique because we felt it is the best way for a character to express their feelings. Each member of the family expressed how they felt about Billy going to war so it was a good idea because the audience could get some information about the current mood of each character. In the second scene Billy went over to his mate Jamess (Umar) house to try and convince him to join the army as well. This scene shows how Billy is too over confidante at the thought of war and it makes James see that Billy has his head in the clouds. James tries to remind Billy how dangerous war can be but Billy is too consistent on becoming a war hero. After a matter of convincing, Billy eventually manages to get James to agree a chance to become famous and join Billys side on the battlefield. This scene shows how people can be peer-pressured into activities and how your friends word isnt always correct than your gut feeling. In the third scene we have Billy and James signing up for war. This scene was rather interesting because you can clearly see that Billy is really excited but James is rather doubtful at the thought of survival. Billy has to lie about his age to get signed up but it doesnt really matter to Billy because his cockiness seems to get the better of him as he lies through his teeth. When he sees how nervous James is he decides to wait and encourage James to sign up. Then as Billy urges James forward, James has a monologue, which explains to the audience that James only wants to help people, not kill them. I think that Umar played this part of the scene very well because he reaches out and really touch the audience with his emotions towards war. In the monologue James shows how he is scared and nervous about going to war and is really re-thinking signing up. Unfortunately for him Billy is too focused on getting them both to war so poor James doesnt really have a chance to tell Billy his feelings. The forth scene was a very intense scene. This scene takes place on the boat, which our brave soldiers are heading off to war. We introduce a new character in this scene. Matthew (Zeynap) is a rather brave and confidante character, mostly a resemblance to Billy. Matthew approaches the free seat next to James but is rudely told to go away by a very frustrated James. Billy lets him sit down and Matthew and Billy begin to talk about how Great War will be. Then suddenly James snaps back to reality and starts to state the obvious about how dangerous war can and will be. Billy tries to calm James down but to no avail. This scene was very affective because the scene was quite to start of with then James starts to shout and it livens up the tempo. As James exits the scene, both Matthew and Billy are left awkwardly deep in their thoughts. In our fifth scene we were situated in a crosscutting dill-lemma. In one scene we had James and Billy back to back in the trenches showing how scared they were and how terrified they both looked. On the other hand we had the mother and little sister back at home thinking about the two boys and how reminding themselves how safe they will be. This scene helped to emprise our true emotions towards war and how war can literally make or break you. The family scene was focused on how positive the war will be and how both family members had full faith In Billy and his courage to succeed. The mother was reassuring the little daughter that Billy will be safe and he will come back a real man. Then we go and look at the two boys in the trenches. You can see that both of them are terrified at the thought of war and will become emotionally depressed. We tried to use the technique of limiting words to try and make the scene more affective because the audience would see my the facial gestures that these two boys are really terrified and may regret the thought of joining the war. Throughout this scene it is clear the audience that everybody is human and even the strongest soldier can even get scared at the sight of men screaming and dieing before their very own eyes. Our sixth scene was the most emotional and exciting scene. In the scene Billy falls to his cowardly death. We tried to make this scene as emotional and touching to the audience because they see the fear in Billy. This scene starts off by Billy asking his fellow soldiers, was it the right decision going to war. James shoots back at him by reminding Billy that this was all his idea and he should face the music. As the cornel (Marion) notifies that its time to shape up and head into the battlefield, every soldier holds their breath, and charges for what could be their last few minutes on this Earth. But then all the focus turns to a whining, shameless Billy Johnson. After all his courage able talk, Billy whimpers in the corner of the trench, unwilling to charge. His cornel shouts at Billy and tells him to get up immediately. Billy refuses and back talks. This shocking coward ness form a soldier leads to Billys cowardly death. This scene proves to the audience that even the most cockily people can be overpowered by fear. It made me really feel for Billy as I played this scene because his father encouraged him that war will make him a hero. It made me realise that Billy was just a young boy trying to impress his family and make a small difference in this world. As Billys life ends, the next scene shows the after shock of this disgusting news. Our final scene shows how the thought of never hearing a family members voice, touching their skin or even smelly their scent can make you wish death upon you. This scene was very emotional because you can see how upset and distraught the familys reactions were towards Billys death. These sorts of moments will always be remembered as emotional crashes in out lives. It makes us realise that you got to hold onto and be grateful for what you have because you dont know what you have until its gone. In this project I have learnt a lot about the affects of war, the ups and downs and most importantly the way the human mind functions. This play made me realise that not everything is as exciting or rewarding as its said to be and we should think fully through our decisions before we make them.

An Overview Of The Digital Divide

An Overview Of The Digital Divide This essay defines and addresses the significance of the digital divide providing evidence to support its existence in the United States. It analyzes findings from various research reports and case studies identifying factors that cause the divide. The digital divide is a technology gap between the haves and the have-nots. As a result of these gaps, 21st century learners will fall further behind and will not be able to reap the full benefits of our fast-growing technology driven society. The digital divide is the technology gap between people with access to digital and information technology and those with limited or no access (NTIS, 1998). The digital divide is often referred to as the technology gap between the haves and the have-nots. There are many factors that inhibit student access to computers and the internet. There is a digital divide among computer and internet access by race, income, education and location, as well as physical disabilities (Fourie Bothma, 2006). Research shows that Caucasian Americans access to digital and information technology at 46.1% nearly doubles that of African Americans at 23.5% and Hispanic Americans at 23.6%. Asian Americans and Pacific Islanders exceed all racial/ethnic groups at 56.8% (Athena Alliance, 2001). Minority groups are at a disadvantage when it comes to having access to computers and the internet but it is not because they are minorities. Their limited access is because they are at a socio-economic disadvantage due to lower education levels and poorer incomes (Solomon, 2002). The technology gap by race seems to be closing significantly. This is due to the availability of computers and internet access at schools, libraries and community centers. Yet, there is still a technology gap in low-income and rural communities. Socio-economic factors play a major role in the technology gap between students. Poverty remains a major factor that limits students access to technology. Only 35% of households in lower socio-economic groups have internet access while 59% of middle income groups, 73% of upper middle income groups, and 83% of those in top income groups have access to the internet (Gartner Group, 2000). Now more than ever, unequal adoption of technology excludes many from reaping the fruits of the economy. Sectors of the population are excluded from the power and the economical benefits offered (Fourie Bothma, 2006). Divisions among the population are not just due to income but also location. There is a digital divide by geographical location. For students in high-poverty and rural areas, libraries can be the only way to get online (Barack, 2005). A digital divide separates rural America from the rest of the nation when it comes to broadband internet use and access. Only 24% of adults in rural America have high-speed internet access, compared to 38% of urban Americans and 40% of suburban Americans who have access (Perkins, 2006). Efforts are being made by the government and the private sector to increase connectivity in rural America. People with disabilities face a significant digital divide as well. Despite regular increases, both metro and non-metro people with disabilities have lower rates of internet use than their geographic counterparts with no disability (Dobransky, 2006). Surveys consistently report that people with disabilities have only half the rate of internet access of people without a disability (RTC, 2006). Obstacles that Americans with disabilities face include how costly adapted hardware and software can be, limited locations for internet access, workplace internet access maybe unavailable because of unemployment, and internet content may be frustrating because sites are not accessible to people using assistive technology (NTIS, 2000). Educators at all levels must keep up with the digital world inhabited by a new type of learner whose worldview is often developed through surfing the web, instant-messaging, and online activities like video games or social networking sites like Facebook and Myspace (Menard, 2008). To level the playing field for these 21st century learners or digital natives, we must bridge the technology gap that exists among these students by racial/ethnic, socio-economic, educational and geographical factors, as well as limited accessibility due to physical disabilities. According to Menard (2008), todays young people were born into the Internet era and face a life saturated by digital media. Their interaction with technology will deeply affect the way these learners interact with their environment. To be successful in todays technology driven society, students must have equal access to computers and information technology. References Barack, L. (2005). Gauging the digital divide. School Library Journal, 51(8), 21. Retrieved August 12, 2009, from Research Library. (Document ID: 882387801). Dobranksky, K. Hargittai, E. (2006). The disability divide in Internet access and use. Information, Communication Society, 9, 3, 313-334. Fourie, I. Bothma, T. (2006). Addressing the digital divide in teaching information retrieval: A theoretical view on taking students from ICT access to knowledge sharing. The Electronic Library, 24(4), 469-489. Retrieved August 12, 2009, from Research Library. (Document ID: 1142659581). Gartner Group (2000). The digital divide and American society. Available: http://www.3gartner.com Menard, J. (2008). Higher ed responds to the digital generation. The New England Journal of Higher Education, 23(1), 13. Retrieved August 12, 2009, from ProQuest Education Journals. (Document ID: 1529959711). NTIA (1998). Falling through the net: Defining the digital divide. NTIA No. PB99156614 Available: http://www.ntia.doc.gov/ NTIA (2000). Falling through the net: Toward digital inclusion. A report on Americans access to technology tools. NTIA No. PB99144487. Available: http://www.ntia.doc.gov/ NTIA (2000). Falling through the net: A survey of the have nots in rural and urban America. Available: http://www.ntia.doc.gov/ntiahome/net2/falling.html Perkins, B. (2006). Location spawned digital divide can cost you. Realty Times. Available: http://realtytimes.com RTC (2006). Disability and the Digital Divide: Comparing Surveys with Disability Data. Available: http://rtc.ruralinstitute.umt.edu Solomon, G. (2002). Digital equity. Its not just about access anymore. Technology Learning, 22(9), 18-26. Retrieved August 12, 2009, from ProQuest Computing. (Document ID: 115857641).

Effect of Technology on Urban Spaces

Effect of Technology on Urban Spaces Emerging Enclaves of Innovation in Multimedia Services Akanksha Nayyar In understanding the complex interactions between infrastructure networks and urban spaces, Stephen Graham and Simon Marvin explore the emerging enclaves of innovation in multimedia services. The formation of these gentrifying ‘cyber’ districts is fueled by the production of internet services, digitization of design, architecture, gaming, CD-ROMs and music[1]. To be more specific, the regions that have undergone such enclave development include New York’s Silicon Alley, San Francisco’s Multimedia Gulch, and London’s Soho; to name a few. In order to thoroughly understand the influence that multimedia services have had on these urban places, this report will seek to critically analyze their economic, social and political environments. In addition, how these urban places represent an outcome of the global economy, and how they are connected both â€Å"glocally† and â€Å"globally†, will be discussed. Finally, a discussion in regards to the technologies that are important to the activities of these districts will be explored. ECONOMIC ENVIRONMENT The economic impacts of the cyber gentrification of the regions previously mentioned possess both favorable and alarming characteristics. For starters, New York City’s most densely populated region, Manhattan, experienced the highest internet activity on the planet.[2] This paved the way for the development of its Silicon Alley ¸ which is home to a booming set of interactive media industries. 56,000 jobs from 2,200 firms were created in this sector alone, which is as much as a 105% increase between 1996 and 1998.[3] As a direct result of this, considerable investments were made in the form of restaurants, corporate retailers, property firms, loft developers, and infrastructure companies.[4] Furthermore, the city of New York has gone as far as supporting the new media enclaves with tax holidays, grants, loan funding and financial support for certain initiatives, such as â€Å"Plug ‘N’ Go†, which converts properties into internet-ready real estate[5]. On the other hand, in San Francisco’s Multimedia Gulch, we begin to see a negative economic impact. Although, surveys have shown that more than 35,000 people are now working in the multimedia industry, with the vast majority being from Multimedia Gulch, there have been several protests.[6] There have been issues regarding a lack of parking and a city bureaucracy that has made it tough for companies to expand. Moreover, real estate speculators have colonized certain districts and in turn, caused the rental costs to increase.[7] Consequently, poorer residents can no longer afford to live in their residences. This in turn, creates a larger economic disparity between low-income and medium-to-high income citizens. Based on an analysis of solely the economic environment, it becomes apparent that the job creation and increased investment levels as a result of the ‘dot-commers’ have a positive effect. That being said, however; the fact still remains that at that point in time, the internet remained as the preserve of a small global elite between two to five percent of the global population.[8] In simple terms, the rich get richer as the poor get poorer. The high-income individuals are being provided greater resources, such as the internet and communication technologies (ICT’s), to further increase their wealth.[9] Whereas the lack of access to these ICT’s by low-income individuals prohibits them from improving their financial affairs, which therefore widens the overall economic gap between each income-class.[10] SOCIAL ENVIRONMENT The creation of innovative enclaves as a result of multimedia services has also greatly impacted the social build-up of each region. The process of gentrification, wherein middle-to-upper class people take up residence in a traditionally working-class area of the city, ultimately changes the character of the area.[11] For example, often times the reconstruction of these urban neighborhoods developed a playful reputation to cater to a diverse and â€Å"chic† population, who are able to make use of various types of ethnic restaurants, art spaces and shops.[12] In the Alley, people are drawn from all corners of the earth. The cultural blend and diversity of ethnic traditions, viewpoints and value systems have enriched all lives.[13] Silicon Alley has become a model of how diversity can add strength and unity to a complex community. Furthermore, in the Multimedia Gulch, several neighborhoods were gentrified to sustain the cluttering demands of interlocking micro, small and medium-size firms in digital design, advertising gaming, publishing, fashion, music, multimedia, computing and communications.[14] At first glance, this appears to be a favorable development of a given neighborhood. However, the underlying issue is that it reinforces a class hierarchy, wherein only certain individuals have access to these new markets. The issue continues as these enclaves create two parallel communication systems: the first is suited for individuals that are socioeconomically affluent and are now being provided access to ICTs and multimedia services that provide them with information at high speeds and low costs. On the other hand, the second communication system is for less educated individuals who face barriers of cost, time, uncertainty, and ultimately depend on outdated information.[15] The coexistence of these two communi cation systems creates a fruitful future for the individuals at the top of the class hierarchy, and despair for those at the opposite end. Some of the more alarming social characteristics of these enclaves include increased stress levels for older residents of gentrifying neighborhoods. These stress levels have been associated with rises in the death rates of elderly seniors.[16] In combining both the economic and social characteristics, we begin to paint a picture wherein there is a trend towards the exclusion of poorer people from the cities. It is important to note that the whole purpose of innovative multimedia services and ICTs is that they provide us with limitless possibilities for overcoming traditional social and geographical barriers, however; it appears that this is only true for a segment of the population. POLITICAL ENVIRONMENT The emergence of innovative enclaves of multimedia services also has ramifications towards their respective political environments. For instance, political coalitions such as the Yuppe Eradiction Project have surfaced in the Multimedia Gulch.[17] These coalitions are a response to the dot-com invasion and operate under the banner â€Å"The Internet killed San Francisco†. Among the issues targeted by the coalition include real estate prices, homelessness, and accentuating landscapes of social and geographical polarization.[18] The creation of these enclaves also poses a problem for decision makers in regards to the planning aspect of the city. The growths experienced in multimedia clusters and digital centers have had a great impact on issues such as car parking, among other transportation issues. In addition, decision makers are also forced to explore issues such as the ownership and control of digitized information.[19] OUTCOME OF THE GLOBAL ECONOMY Since the beginning of the globalization era, the world continues to seek new methods in which it can exchange information, products and services with one another. It is because of the very need for us to continuously connect and exchange with the rest of the planet that we see the emergence of enclaves of innovation in multimedia services. For example, in Soho, London, a media enclave has developed dedicated infrastructure that allows it to extend to global markets in real time. Coined â€Å"Sohonet†, the system links the tight concentration of film and media companies, television broadcasters, publishers, internet providers, graphic designers and recording studio headquarters in London directly with Hollywood film studios through seamless transatlantic fiber connections.[20] Sohonet is just one example that allows us to see how the emergence of these media enclaves is an outcome of the global economy. As more and more people around the world demand global events, such as spo rts, music, and Hollywood films, the emergence of these enclaves is inevitable. Furthermore, we see a similar enclave development in Malaysia with its $20 billion Multimedia Supercorridor (MSC).[21] The aim of the MSC is to replace Malaysia’s manufacturing-dominated economy with services, IT, media and communication industries in an effort to make it ‘Asia’s technology hub’ by 2020.[22] This example allows us to see that in an effort to become globally relevant, Malaysia has witnessed a development of its own enclave of innovation in multimedia services. ENCLAVES ON A GLOBAL AND LOCAL PRESPECTIVE Globalization allows us to see how these media enclaves are connected on a broad scale. That being said, in order to enjoy the benefits of global urbanization through multimedia and information exchange, the relationship between global and local cultures must be understood. Allen J. Scott touches upon the concept of glocal connectivity in The Cultural Economy of Cities. He asserts that many media giants seeking to develop distinctive products â€Å"insert themselves into regional cultural-economic systems†.[23] By this, Scott refers to an arrangement wherein companies create close linkages and working relations with several other firms in order to ultimately tap into the specialized skills of the local labour force. This is essentially the foundation of glocalization, wherein the concept dictates that in a global market, a product or service is more likely to succeed when it is customized for the locality or culture in which it is sold.[24] This theory allows us to see why sev eral firms cluster in certain districts such as the Silicon Alley, Multimedia Gulch, or Soho. In the Rise of the Creative Class by Richard Florida, he explores the idea that as the symbolic attributes of products or services becomes more important, so too do places that host firms.[25] Urban places such as the Silicon Alley, Multimedia Gulch, or Soho are adept at incorporating cultural knowledge, design distinctiveness, and fashionability into products or services. This is because these types of places draw upon the types of creative lifestyles necessary, such as talented video producers, chic advertising executives, and distinctive web designers.[26] On the other hand, we also see that these enclaves can be glocally connected in a much different way. For example, we sometimes see that there are extreme asymmetries that exist amongst the North-South relations in regards to multimedia. For instance, TV and Internet media provide a great deal of Anglo-Saxon content in developing nations as the US culture is extended through the growth of electronic connections.[27] We see this specifically with the Soho enclave. Their commitment to developing infrastructure that provides them with real time information with Hollywood and other North American multimedia services demonstrates this type of dependence. This is primarily because the local population demands it. Alternatively, we don’t see this same type of counter-dependence in the North American multimedia enclaves on Soho. This allows us to see the relationship between global and local relationships, as the concept of glocalization demonstrates that in achieving global objectives, the preferences of locality cultures must be considered. USE OF TECHNOLOGIES In considering the technologies that make the existence of these multimedia enclaves possible, it is important to acknowledge the industry’s evolution and development of infrastructure. Over the course of 20 years, the ICT industry has moved from having an insignificant presence to becoming one of the world’s fastest growing and potentially largest industries.[28] For example, Western Europe’s ICT industry accounted for 2 percent of Gross Domestic Product in 1984; this figure was expected to change to approximately 7 percent by 2000, with 60 percent of all jobs to be supported either directly or indirectly by ICTs.[29] In order to accommodate the rapid growth in this industry, a strong infrastructural foundation was required. As such, the technologies required by these cyber districts ultimately made use of the infrastructure laid out in the ‘Global Cities’ during the construction of financial enclaves, as discussed by Graham.[30] Furthermore, the tr aditionally used copper and coaxial cable links are increasingly being supplemented or completely replaced by optic fiber, wireless, microwave and highly efficient satellite systems. Cities are now being connected through giant lattices of advanced telecommunication links. More importantly, this connects the urban hubs together into the global electronic grid.[31] The connection between the local and global environments factors into our previous discussion of the everlasting need to connect and exchange with the rest of the planet. These grids provide the technological basis necessary for the flows of global telecommunication traffic, including transmissions such as voice flows, faxes, data flows, image flows, TV and video signals.[32] An important milestone to make note of is when the industry began to see interpenetration between the two existing networks of communication in these media enclaves: the traditional mass media, such as cable TV, and internet-based communication networks, such as websites. An example of this interpenetration is when the traditional mass media makes use of internet-based blogs and interactive networks in order to reach their target audiences.[33] The convergence of these two networks is a key strength that has allowed for the emergence of innovative multimedia enclaves to occur. In concluding the discussion on emerging enclaves of innovation in multimedia services, it is worthwhile to summarize. The major issues that present themselves against the emergence of these enclaves are primarily produced as a result of the gentrification process. This marginalizes the poorer citizens of the districts in question, and consequently, adds pressure on to the economic, social, and political environments of each urban place. Given that globalization necessitates, the services provided by these types of enclaves, and the benefits witnessed through the relationship between global and local cultures, it is vital for us to attempt to find a solution. As such, we begin to see a wide range of efforts by non-profit agencies, social movements, and municipalities aimed to extending access to ICTs to poorer, marginalized groups and communities.[34] This is not to rely on a simplistic ideal, or a â€Å"silver bullet†, that will serve as a solution to much more complex proble ms. However, it is a starting point that could begin to improve and potentially shorten some of the economic, social, and political gaps we see as a result of the development of these enclaves. The innovations achieved through these districts are undeniably in the best interest of society as a whole, however; consideration and care must be given to those individuals that are marginalized in the process. WORK CITED Castells, M. (2011).The rise of the network society: The information age. (2nd ed., Vol. 1). John Wiley Sons. Retrieved from http://books.google.ca/books?hl=enlr=id=FihjywtjTdUCoi=fndpg=PA1968dq=related:NCOsPP8QZtUJ:scholar.google.com/ots=l10pXWCS9Ysig=rTK_31NRi-n6v0pwhe_gBs9bYvA Gentrification. 2014. InMerriam-Webster.com. Retrieved March 16, 2014, from http://www.merriam-webster.com/dictionary/gentrifacation Glocalization. 2014. InMerriam-Webster.com. Retrieved March 16, 2014, from http://www.merriam-webster.com/dictionary/glocalization Gottlieb, J. (1999). Silicon alley..new york city. Retrieved from http://iml.jou.ufl.edu/projects/Spring99/Gottlieb/got.html Graham, S., Marvin, S. (1996).Telecommunications and the city: Electronic spaces, urban places. Psychology Press. Retrieved from http://books.google.ca/books?id=YNorjRJnVEMCpg=PA327lpg=PA327dq=Telecommunications+and+the+Citysource=blots=nnPRvam8Wjsig=ZxrMAa0beIJqa5cNq96BfWmXC44hl=ensa=Xei=q8AjU9zlHs2oqwHMmIGoDgved=0CGIQ6AEwBw#v=onepageq=Telecommunications%20and%20the%20Cityf=false Graham, S. (1998). The end of geography or the explosion of place? conceptualizing space, place and information technology.Progress in Human Geography,22(2), Retrieved from http://www.realtechsupport.org/UB/NP/IoT_ExplosionSpace_1998.pdf Graham, S. (2000). Constructing premium network spaces. International Journal of Urban and Regional Research,24(1), Retrieved from http://old.geog.psu.edu/courses/geog497b/Readings/Graham.pdf Graham, S. (2000).Bridging urban digital divides? urban polarization and information and communication technologies (ICTs). (Vol. 39). New York: Carfax Publishing. Retrieved from http://www.nomads.usp.br/documentos/textos/cultura_digital/tics_arq_urb/BridgingDigitalDivide.pdf Graham, S., Marvin, S. (2001).Splintering Urbanism: Networked Infrastructures, Technological Motilities and the Urban Condition. New York: Routledge. (Chapter 3, 91-136) Graham, S., Marvin, S. (2001).Splintering Urbanism: Networked Infrastructures, Technological Mobilities and the Urban Condition. New York: Routledge. (Chapter 7, 329-336) Indergaard, M. (2004).Silicon alley: The rise and fall of a new media district. New York: Routledge. Retrieved from http://books.google.ca/books?hl=enlr=id=k96SAgAAQBAJoi=fndpg=PP1dq=innovative enclaves multimedia centresots=tRvVaCTstOsig=hyiVFkjoMv8uppG9ttGTy33wVB0 Raine, G. (1999, October 31). Making sense of multimedia gulch. Retrieved from http://www.sfgate.com/business/article/Making-sense-of-Multimedia-Gulch-3060560.php Sassen, S. (2001).The global city: New york, Tokyo, London. (2nd ed.). Woodstock, Oxfordshire: Princeton University Press. Retrieved from http://books.google.ca/books?hl=enlr=id=PTAiHWK2BYICoi=fndpg=PR11dq=related:NCOsPP8QZtUJ:scholar.google.com/ots=BS-ErhSdN1sig=VbeYDBon1fqYmpGgIb5OsOJ54YQ [1] (Graham Marvin, 2001) [2] (Graham Marvin, 2001) [3] (Graham Marvin, 2001) [4] (Graham Marvin, 2001) [5] (Graham Marvin, 2001) [6] (Raine, 1999) [7] (Graham Marvin, 2001) [8] (Graham, 2000) [9] (Graham Marvin, 1996) [10] (Graham Marvin, 1996) [11] (Webster, 2014) [12] (Graham Marvin, 2001) [13] (Gottlieb, 1999) [14] (Graham, 1998) [15] (Graham, 2000) [16] (Graham Marvin, 2001) [17] (Graham Marvin, 2001) [18] (Graham Marvin, 2001) [19] (Indergaard, 2004) [20] (Graham Marvin, 2001) [21] (Graham, 2000) [22] (Graham, 2000) [23] (Castells, 2011) [24] (Webster, 2014) [25] (Indergaard, 2004) [26] (Indergaard, 2004) [27] (Graham, 2000) [28] (Graham Marvin, 1996) [29] (Graham Marvin, 1996) [30] (Graham, 2000) [31] (Graham Marvin, 1996) [32] (Sassen, 2001) [33] (Castells, 2011) [34] (Graham, 2000)

Good Eats :: essays research papers fc

Good Eats A pig isn’t dumb. In the old Chicago slaughterhouses, pigs lifted by their hindquarters knew something bad was about to happen. With their throats slit they could unleash a hellish scream. Their lifeless bodies then passed along the rest of the disassembly line. America has moved on from that point in history. In America it could be said that the 20th century was spent recognizing those America had forgotten. America has changed its perceptions about race, sex, and homosexuality however Americans have not been as progressive when it comes to animals. As a result the health of many Americans is questionable. With the number of baby boomers growing older, America could be facing a health care crisis. With our current values of equality, and a respect for all life, it is not ethical moral or even logical to consume the flesh of other animals.   Ã‚  Ã‚  Ã‚  Ã‚  For some the barrier between animals and people will always be obvious. We rule, they serve. Considering the socio-political events of the past century that view of animals should be considered primitive. If surveyed some people would respond that animals are here for our use citing biblical reasons, or stating animals are obviously inferior to human beings using a sort of natural law argument.   Ã‚  Ã‚  Ã‚  Ã‚  True enough in nature other animals eat other animals. That is an undeniable fact that some say justifies meat eating. To a certain extent we are no different from other animals in that we have dietary needs. The only problem is with this natural law argument is individuals often mention how much smarter we are than other animals. Is intelligence what justifies our dominance of animals for our own benefit? I guess if inferiority or superiority is based on the ability to comprehend and practice math, science, and art, then yes animals are inferior. Infants don’t develop the cognitive ability to perform such tasks until later in life when they learn from their parents and then eventually school. As persuasive as Jonathan Swift’s proposal is, people aren’t eating infants and babies. The logic of the inferior argument is essentially a cow is dumb so it is ok to eat a steak. Next time you sit down to a large steak dinner ask yourself, â€Å"was th is dumb piece of meat someone’s dad?† Intelligence is not a good enough reason to ethically justify eating meat. There are sections of the human population who we should then also consider eating. Good Eats :: essays research papers fc Good Eats A pig isn’t dumb. In the old Chicago slaughterhouses, pigs lifted by their hindquarters knew something bad was about to happen. With their throats slit they could unleash a hellish scream. Their lifeless bodies then passed along the rest of the disassembly line. America has moved on from that point in history. In America it could be said that the 20th century was spent recognizing those America had forgotten. America has changed its perceptions about race, sex, and homosexuality however Americans have not been as progressive when it comes to animals. As a result the health of many Americans is questionable. With the number of baby boomers growing older, America could be facing a health care crisis. With our current values of equality, and a respect for all life, it is not ethical moral or even logical to consume the flesh of other animals.   Ã‚  Ã‚  Ã‚  Ã‚  For some the barrier between animals and people will always be obvious. We rule, they serve. Considering the socio-political events of the past century that view of animals should be considered primitive. If surveyed some people would respond that animals are here for our use citing biblical reasons, or stating animals are obviously inferior to human beings using a sort of natural law argument.   Ã‚  Ã‚  Ã‚  Ã‚  True enough in nature other animals eat other animals. That is an undeniable fact that some say justifies meat eating. To a certain extent we are no different from other animals in that we have dietary needs. The only problem is with this natural law argument is individuals often mention how much smarter we are than other animals. Is intelligence what justifies our dominance of animals for our own benefit? I guess if inferiority or superiority is based on the ability to comprehend and practice math, science, and art, then yes animals are inferior. Infants don’t develop the cognitive ability to perform such tasks until later in life when they learn from their parents and then eventually school. As persuasive as Jonathan Swift’s proposal is, people aren’t eating infants and babies. The logic of the inferior argument is essentially a cow is dumb so it is ok to eat a steak. Next time you sit down to a large steak dinner ask yourself, â€Å"was th is dumb piece of meat someone’s dad?† Intelligence is not a good enough reason to ethically justify eating meat. There are sections of the human population who we should then also consider eating.

The Knight and the Cart Essay -- essays research papers

The Knight of the Cart By the end of eleventh century, Western Europe had experienced a powerful cultural revival. The flourish of New towns provided a place for exchange of commerce and flow of knowledge and ideas. Universities, which replaced monasteries as centers of learning, poured urbanized knowledge into society. New technological advances and economics transformations provided the means for building magnificent architectures. These developments were representative of the mental and behavioral transformations that the medieval world underwent and the new relationships that were brought about between men, women and society in the twelfth century. As in technology, science, and scholasticism, Literature was also reborn with a new theme.3 Very different from traditional writings of the past was the new flourish of troubadour poetry. Troubadour poetry, derived of courtly romances, focused on the idea of unrequited love. â€Å"A young man of the knightly class loved a lady†, most often, â€Å"the lady was married to the young man’s lord†. The courtly lover would compose highly lyrical and erotic poems in honor of his lady, and the troubadour was filled with rapture even at the slightest kindness that the lady might offer him.3 This new literary artifice provides us clues to the cultural changes that took place in medieval Europe during this time. Of the many writers of courtly romance, the most distinguished literature can be found in the work of Chretien de Troyes. Troyes was a native of Eastern Champagne and most of his career was spent the court of Marie de Champagne. He was the inventor of Arthurian literature and the first to speak of Camelot, and write adventures of the Grail. He may even have been the first to sing the tragic love of Tristan and Isolde. One of Chretein de Troyes’ works, Chevalier de la Charette (The Knight of the Cart) expresses the doctrines of courtly love in its most developed form. The plot of this story is believed to have been given to him by Marie of Champagne and has been called â€Å"the perfect romance† for its portrayal of Queen Guinevere’s affair with Lancelot of the Lake.1 The elements of courtly love operate at several levels simultaneously in The Knight of the Cart; they are expressed by the behaviors of Lancelot, Queen Guinevere, Meleagant and other characters in the story. Two vividly deployed elements are the concepts of loyalt... ...e’s heavenly elevation. In addition, Lancelot literally sacrifices himself for her, when he finds out mistakenly that she has died, he tries to kill him self. Guinevere is portrayed as a divinely creature. Only she had the power to save Lancelot and soothe his agony and pain. Lancelot reaffirming her alleviating power, begs Guinevere to allow him to go to her: â€Å"If you grant me permission, my way is clear. But if my scheme does not suit you, then the way is so difficult for me that my entry is impossible." Once she permits him to enter "†¦Lancelot had every wish †¦.as he held [Guinevere] in his arms†¦ greatest joy and pleasure,† confirming that his salvation was in her hands.2 When all the courtly love elements that flow through The Knight of the Cart are composed, in addition to a tale of love affair between Queen Guinevere and Lancelot of the Lake, a document revealing the enchanting history of the Twelfth Century Renaissance is created. Troyes, our powerful storyteller, was able to do this by taking us on a journey with Lancelot, not only though his exciting battles to Guinevere but, through his passionate and enamored thoughts and behaviors that yearns for his beloved.

Operation management †London eye case study Essay

â€Å"Quality means consistence conformance to costumer expectations† (Slack, Chambers & Johnston 2010 pg 40) Quality for the London eye could mean designing a structure that provides a bird’s eye view of London. Quality could also mean a high design of their processes, including ensuring that all 32 capsules are cleaned, staff are well trained in health and safety and are always professional at all times. Quality also means the London eye is safe and reliable. Quality also means that the timed admissions booking systems (TABS) is on time. Quality could also mean error free processing for their timed admissions system. Quality means that all parts for the London eye is made to specification and the assembly is made to specifications. Speed objectives: Speed within the operation could mean minimising the time it takes costumers from boarding to disembarking. Speed could also mean minimising the time it takes from designing and planning the London eye to the completion of construction to the London eye. Speed could also mean providing a high throughput rate during the year to cope with passengers demand. Example – The London eye take approximately six million people each year the London eye would have to provide a high throughput rate for the year to manage the demand. â€Å"Speed could mean the immediate stoppage of the London eye if an error is found with the wheel, a good example in March 2008 engineers found a problem, the London eye was immediately stopped and emergency repairs take place†. (Ronca 2002 pg 3) Dependability objectives: â€Å"Dependability means doing things in time for costumers to receive their goods or services†. (Slack, Chambers & Johnston 2010 pg 44) Dependability for the London eye include on time opening hours and closing hours, on time boarding and disembarking , keeping to reasonable queuing times to prevent long queues and increasing the flow of passengers boarding and disembarking and Keeping to TABS time. Flexibility objectives: â€Å"Changing the operation in some way either by changing what the operation does, how the operation is done or when it is being done†. (Slack, Chambers & Johnston 2010 pg 46) Mix flexibility – The London eye main objective is to provide a bird’s eye view of London in the early years, now with mix flexibility the London provides a range of other services including private capsules, wedding partnerships and corporate events. The London eye also provides volume flexibility by providing by changing the opening hours and closing hours during the winter months and summer months. Ensuring more people can avail of their services during the summer months compared to the winter months. Cost objectives: The London eye costs include staff costs construction costs, transportation costs and maintenance costs. The staff costs include staff wages and training, Construction costs include the making of the parts of the London eye, this includes the A-frame legs, hub and spindle, back –stay cables, spoke cables, rim, and insulated capsules. Transportation costs contain transferring each parts of the London eye using barges up the River Thames. Maintenance costs include a safety check on all parts of the eye especially the hydraulic motors, drive systems, safety systems and the backup safety system. Day to day operating costs includes heating, lighting and cleaning of the capsules. (See excel document for breakdown). Overall maintenance costs and construction costs take up most of the London eye. Operating costs especially heating can be reduced by providing a system were the heat in empty capsules can be switched off over a long period of time especially during the winter months because they may expect low passenger demand. E.g – On a cold and wet winter day, the passengers numbers for the London eye will be reduced compared to a summer day. Heating could be turned off at this time. This reduces costs and at the same time increase productivity. Question 2 32 capsules X 25 people = 800 passengers for half can hour. 800 people X 2 = 1600 passengers per hour. Summertime schedule 10am – 9.30pm = 12 hours 1600 passengers X 12 hours = 19,200 passengers for 12 hours/day. 19,200 passengers X 7 days = 134,440 passengers per week. Summer weeks = 24 weeks. Therefore total capacity for the summer is: 134,440 passengers per week X 24 weeks = 3,225,600 passengers Winter Schedule 1600 X 8 hours = 12, 800 passengers for an 8 hours/day 10am – 6pm = 8 hours 12,800 passengers X 7 days = 89,600 passengers per week. Winter weeks = 28 weeks. Therefore total capacity for the winter is: 89,600 passengers per week X 28 weeks = 2,508,800 passengers Total capacity based on the operating schedule of the London eye is: schedule Passengers Winter schedule 2,508,800 Summer schedule 3,225,600 Total operating Capacity 5,734,400 Question 3 There could be a loss of utilisation on the London eye due to variety of issues. Weather conditions The weather conditions can affect the London eye in a number of ways examples – utilisation can be affected in a number of ways. Heavy winds can affect the utilisation of the eye forcing it to stop also heavy snowfall can delay and reduce the amount of rotations the eye can perform or worse snowfall could mean that the London eye will not be operational. Blackouts Blackouts will have a major impact on the London eye. The London eye is powered electrically it needs electricity to rotate and in the event of a blackout, the London eye will be defective meaning it won’t be available to the public. Maintenance Maintenance in the case of the London eye mean checking for problems with the machines and servicing and replacing parts of the machines, maintenance could also mean cleaning the thirty two capsules. This can affect the utilisation of the service. Maintenance would not affect the utilisation if it is carried out after the opening hours of the London eye. Industrial actions Industrial actions in the form of strike can result to a loss in utilisation because without employees operating the London eye it means tourist cannot make use of the service it offers leading to a loss in utilisation. Security threats Although this is very unlikely, security threats especially terrorism threats or bomb blasts can also lead to a loss in utilisation. A bomb blast around the London eye could totally destroy it or cause massive damage making the London eye unrepairable while a terror threats would force the staff to evacuate tourists on the London eye. Health issues Health issues could pose a threat to the utilisation of the eye, If a tourist is being sick or injured or a pregnant woman is in one of the capsules during the rotation and goes into labour. The passengers would need to be rushed to the hospital, passengers won’t be allowed in any capsules until the passengers have been taken of the capsules. Future development. Future development could lead to a loss of utilisation in the future for the London eye if larger buildings are built around the area of the London eye and thus hindering the view of famous buildings around the eye, People won’t find the London eye, causing passengers numbers to fall leading to loss in utilisation. Competition based tourist destinations. This could also lead to a loss in utilisation indirectly. If people find other tourist destinations in London more attractive than the London eye, like the Big Ben or Chessington world of adventures or the globe. This could lead to a loss in passenger’s numbers to a low level for the London eye which creates loss in utilisation. The London eye process. This is relates more on the employees if employees are handling the operations of getting passengers on and off the capsules badly this could lead to sometimes not all capsules being filled, longer queues and a major loss in the utilisation of the London eye. Bibliography 1. Debra Ronca,(2008) ‘How the London eye work’ Available from http://adventure.howstuffworks.com/london-eye2.htm. [Accessed 28 November 2012] 2. Slack, Chambers & Johnston,(2010), Operations Management London Prentice Pearson

Henry Hudson School vs. Rowley Essay

Every student has the right to have an individual education plan (IEP). Although all students with disabilities are entitled to an IEP that does not necessarily mean they are eligible for every form of technology available to them. IEP are designed to keep children with disabilities as current as those students without disabilities. Amy Rowley did in fact have an individualized education plan, but her parents believed she was entitled to more. Hendrick Hudson vs. Rowley was the first U. S. Supreme Court’s trial under the Education for All Handicapped Children which is now known as the Individuals with Disabilities Education Act, (IDEA). Hendrick Hudson School vs. Rowley Amy Rowley was a student at Furnace Woods School in the Hendrick Hudson Central School District; Peekskill, N. Y. Amy had very little if any residual hearing but, she was an excellent lip reader. A year before Amy was to attend school a meeting was set up for Amy and her parents to meet with the school administrator. It was a reciprocal decision to place Amy in a regular kindergarten class on a trial basis. Many administrators of the school were to take a course in sign language to help in the communications with Amy. The principal’s office was equipped with a teletype machine as both of Amy’s parents were also deaf. At the end of the trial basis it was decided by the administrators as well as Amy’s parents that she should stay in a regular classroom. Amy was provided an FM transmitter, which amplified the voice of he teacher and the students in her class. Amy’s first year of kindergarten was a success and she was to continue on to the first grade. As the law states an IEP was prepared for Amy after her completion of her first year. The Individualized Education Plan that was customized to meet Amy’s needs stated that she was to utilize the FM transmitter; she was also to have a tutor for the deaf meet with her daily for an hour to get directions and was also to meet with a speech therapist three times a week. Amy’s parents agreed with parts of her IEP but also felt that Amy needed a sign language instructor in every one of her classes. Amy did receive a therapist for a two week trial while attending kindergarten but it was decided she did not need this service in order to do her studies. The Hendrick Hudson school district’s â€Å"Committee on the Handicapped,† had heard Amy’s parents’ expert evidence that stated Amy needed the interpreter, the â€Å"Committee on the Handicapped also spoke with Amy’s teachers, and visited a class for the deaf. The committee denied their request for a sign interpreter. When Amy’s parents received news that their request for an interpreter had been denied they demanded and received an administrative hearing. (Weber, M. C. , 2012). The hearing officer agreed with the administrators upon completion of the evidence presented by both sides. The hearing officer stated that once reviewing the evidence it was clear that Amy did not need an interpreter. The reasoning of the hearing officer was that Amy was achieving educationally, academically, and socially without any need of such assistance. The examiner’s decision was acknowledged on appeal by the New York Commissioner of Education. Amy Rowley’s’ parents then petitioned the United State District Court for the Southern District of New York, they stated that the denial of the sign language interpreter was denying Amy of the free appropriate public education that is guaranteed by the Act. (Excerpt from the court’s own description at The examiner’s decision was affirmed on appeal by the New York Commissioner of Education. Then the parents of Amy Rowley petitioned the United States District Court for the Southern District of New York with the claim that Amy was being denied a free appropriate public education guaranteed by the act. On June twenty-eighth nineteen hundred and eighty-two the court finds that Amy is an excellent student that gets along well with her peers and the staff. They also state that she performs better than the average students in her class and has had no problems advancing from one grade to the next. With all this being said they still note that she still misses out on a lot of things that she would not normally miss on if she were not deaf. So stating she is not doing as well as she could be doing if she were without her handicap. The differences between her achievements and what she would be capable of without a disability was the deciding factor in that Amy was not getting a free appropriate public education that is defined as: Having the opportunity to achieve her full potential equal with the opportunities that are given to other students. I believe that the court ruling for the Hendrick Hudson vs. Rowley emphasized individualization on school programs and parental involvement in the decisions that are made where their children’s educational matters are concerned. By having no cost limit on required services the areas of learning for disabled children have become bountiful. Since, the U. S. court upheld the decision, the decision to support parental rights, and the decision concerning the children’s rights. I believe the Hendrick Hudson vs. Rowley court case definitely made an impression on the judicial system according to education. The court case of Hendrick Hudson vs. Rowley established the enforcement of entitlement to individualized educational programs to our students with disabilities and gives the parents a say in what is best for their child. (Macfarlane, M. A. , 2012) When a parent is given the right to help with the decision process of their child, the child will feel more adequate and so much more secure. The best way for a child to learn is to give them a safe and secure learning environment. The best way for a child to feel safe and secure is for them to have the security they feel at home. There could be no better way than to invite their parents to participate in their schooling. By paving the way for parental rights and involvement it is allowing a greater sense of stability to the child which in turn will broaden their sense of confidence and allow them to learn at a greater pace. I feel assured if the decision had not been made by the courts in the Hendrick Hudson School District vs. Rowley our educational system would have many hurdles to cross, but since then our educational system is advancing with a rapid pace for the achievements of the disabled children in our society.