Review on When the Broken Glass Floats by Chanrithy Him

Review on When the Broken Glass Floats by Chanrithy Him Autobiographical readings are numerous and when such a reading tells about some particular events as the part of someone’s life it becomes obvious that such work is a treasure. Most of the events in the history of different countries are written under the impact of the political regime which exists at the moment of writing a history.Advertising We will write a custom essay sample on Review on When the Broken Glass Floats by Chanrithy Him specifically for you for only $16.05 $11/page Learn More It is obvious that the regime which is running the country at the moment is trying to present its vision of the events. Therefore, when such books as When the Broken Glass Floats appear, many historians are sure that such books are great sources and they have great historical value. The opportunity to look at the events from another side is valuable even though most of the facts are provided on the basi s of the recollections of a child. When the Broken Glass Floats by Chanrithy Him is an important source in understanding the events which happened under the ruling of the Khmer Rouge. The greatest value of the book should be explained via the opportunity to see the events which happened in the society through the perspective of the victim of those events. The victim was a child, however, it does not give the right for critics to ignore the feelings and thoughts of this person. Being a child, the author managed to remember everything what happened. The book is a treasure which is to be saved. One of the greatest values of the book is its truthfulness and the desire to tell the world what was happening. Additionally, this is not just the retelling of the story f life, it is a lesson, a good history lesson. Him starts writing from the poem, the one she composed herself and which tells the reasons why Him needed to compose this memoir. When broken glass floats, a nation drowns, Descendi ng to the abyss. From mass graves in the once-gentle land,Advertising Looking for essay on asian? Let's see if we can help you! Get your first paper with 15% OFF Learn More Their blood seeps into mother earth. Their suffering spirits whisper to her, â€Å"Why has this happened?† Their voice resounds in the spirit world, Shouts though the souls of survivors, Determined to connect, begging the world: Please remember us. Please speak for us. Please bring us justice. (Him 6) Therefore, it may be concluded that Him felt that her story will help to remember the events which happened in Cambodia better. People are to remember such terrible events in order not to repeat the mistakes and not to make people suffer in the same was as while the Khmer Rouge regime.Advertising We will write a custom essay sample on Review on When the Broken Glass Floats by Chanrithy Him specifically for you for only $16.05 $11/page Learn More The story in the boo k starts with the times when everything was great and there was no any hazard. Chanrithy Him starts from the days when her parents were children, how their marriage was arrange, how her father fell in love with her mother and other details which are very important for the family in Cambodia. Further, the description of life and family traditions is considered. This part is very important to understanding the Khmer Rouge regime as the description of the ordinary life of simple people helps top see the life of the whole society. Him’s family is taken as the example and it is possible to predict that the society in Cambodia was organized in the same way. This, one of the historical values discussed in the book is the description of life before political changes. The background is important in understanding the reasons how and why the Khmer Rouge regime became possible in that society. The parts where Him refers to the customs and traditions of the society helps to see the full p icture. Such parts are really important as they help use the book for generalization, but not as the personal writing about one family. Explaining the phrase â€Å"the kang prawattasas, the wheel of history† Him states the following, â€Å"The wheel of time or change. The Khmer Rouge often used such terms to threaten us, to force us to follow their rules, their revolution. If we didn’t follow their rules, the wheel of history would run over us. This could mean punishment or death.† (Him14) Such pieces are really important as they help consider the source as the valuable historical piece of writing. Almost each of the chapters in the book contains the pieces of news from the contemporary of that time newspapers. Such pieces help the reader to see the situation how it was presented in the society, how it was highlighted by the journalists and how it was in reality as the further discussion continued from the first person and Him continued remembering what happened with her family. One of the epigrams is taken from the New Internationalist with the purpose to describe a concept titled â€Å"Year Zero†, â€Å"Year Zero was the dawn of an age in which, in extremis, there would be no families, no sentiment, no expression of love or grief, no medicines, no hospitals, no schools, no books, no learning, no holidays, no music: only work and death† (Him 226).Advertising Looking for essay on asian? Let's see if we can help you! Get your first paper with 15% OFF Learn More This is the phrase which sums up the experience of Chanrithy Him under the reign on the Khmer Rouge regime. The book has a great value for the contemporary historians who have an opportunity to see the events of those time from different perspectives. Works Cited Him, Chanrithy. When Broken Glass Floats: Growing Up Under the Khmer Rouge. New York: W.W. Norton, 2001. Print. This essay on Review on When the Broken Glass Floats by Chanrithy Him was written and submitted by user Lea Y. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Napoleonic Light Cavalry Tactics Essays

Napoleonic Light Cavalry Tactics Essays Napoleonic Light Cavalry Tactics Essay Napoleonic Light Cavalry Tactics Essay Napoleonic Light Cavalry Tactics is a literature work that explains how light cavalry equipment was of essence during the Napoleon war. During this period, there was use of different types of equipment and fire arms. Equipment and fire arms used were divided into two, the heavy and the light cavalry tactics. The light cavalry comprised of Cossacks, Hussars, Chasseurs, Dragoons and Lancers. This work was authored by Philip Haythornthwaite who is recognized internationally as an author and an expert in military history from the 18th to the 19th century. His area of interest was in the napoleon war which till date has been among the greatest wars in history. Having written over forty books, papers and articles about military history. He has a vast understanding of military history, this explains the detailed information provided in the book. The author used thirty two sources in the book; they have been used accordingly and can be used to account for the information provided in the book. Napoleonic Light Cavalry Tactics is divided into seven chapters, beginning with the introduction this topic discuss how the light cavalry was developed, the subsequent chapters discuss the deployment and organisation, formation and tactics used in operating the light cavalry, the lancer its merits and demerits, the mamlukes and Cossacks, tasks performed by the light cavalry and finally tactics in practise. The book is organized systematically; this enables the reader to understand every chapter well gradually. Discussion The book has made use of a number of sources, from the introduction all the way to the last chapter. Sources used can evidently account for information in the book. The introduction used sources like the elite volume 188 Napoleonic heavy and cavalry tactics, this sources describes the importance of the light cavalry in the Napoleonic war, it describes how the light cavalry came to be and the merits that came with it being in use during the war. In-depthinformation on the hussar, chasseurs and the light dragon can be attributed to the books authored by Bukhari E. in his books he discusses in detail how the Napoleonic light chasseurs, the hussars and the napoleons dragoon and lancers. All in separate books to be able to fully explain their use and the advantages and disadvantages that came with use of each of them. The second chapter referred to elite 188 for information regarding the organisation and deployment of the light cavalry, the author further encourages the reader to read the book of references in order to get more information regarding the subject matter. Generally the sources used in the book are relevant in each context that they are used. The book comes with a lot of information that is important in the study of military history, the sources used in the book also serve as strength as they can also be used for references in future, and it is also rich in literature material and can be used as a reference book for student studying literature. This is a few of the strengths that the book holds. The book brings to me a better understanding of the light cavalry tactics used in the napoleon times. It carries with it some element of truth that gives better and clear insights on the importance of the napoleon light cavalry. Napoleonic Light Cavalry Tactics has provided useful information on the use of light cavalry tactics used in the napoleon war. From the mode of transportation used to the fire arms used, and the mode of dressing by the men who were in the war. This is a book that can be of great importance to scholar who seeks to know more about military history from the 18th to the 19th century. I highly recommend this book for other people to read and benefit from it.

Finding Time to Write in High School

Finding Time to Write in High School Finding Time to Write in High School Finding Time to Write in High School By Maeve Maddox I am still in high school and therefore (due to AP classes) have little or no time to write.   I have tried to make time to write at least half a page every day (not a continuing story, just whatever comes to mind at the time) and I cannot even find time to do THAT!   I really want to continue my writing and I want to improve, but I just cant find the time. Do you have any suggestions as to what I can do to improve my vocabulary, grammar, writing and my flow of ideas that will not take up too much time? NOTE: This reader is referring to Advanced Placement classes. AP courses are college courses made available to high school students. They are generally considered to be more rigorous than general high school courses and usually require more reading and writing. This note from a young reader made me think of the story about the young man who was in love with a young woman. Her family moved to another town a thousand miles away. Distraught, the young man went to the local sage and told him his sad story. The sage looked at him thoughtfully and then spoke. â€Å"How is it, young man, that you love this young woman and she is a thousand miles away?† Writing is like love. You go the distance. You find the time. High School Students Have More Time Than Adults One of my greatest regrets as I head into my retirement years is that I wasted so much time because of the petrifying notion that I had to wait to get serious about writing until after I’d met all my domestic responsibilities. Women caring for husbands and pre-schoolers, and men working two jobs to keep their children in clothes and school supplies are certainly at a disadvantage if professional writing is their goal. Nevertheless if the desire is strong enough, they’ll steal hours from their sleep to find the time to put words to paper. Unlike an adult caught up in the necessities of providing for the needs of others, a high school AP student has opportunities built into the work day. Every situation differs, I know, but it seems to me that an AP student would find plenty of opportunity to â€Å"improve vocabulary, grammar, writing and flow of ideas† in the process of doing the AP course work. Vocabulary A course in any discipline, even math, can provide vocabulary growth as the student learns the specialized terms of the subject. An AP English course is a gift for the budding writer. It provides the opportunity for close reading of serious literature. Not only will such reading add to the student’s vocabulary, it will do it in a way that cramming on vocabulary lists will never do because the words are presented in context. AP History will not only provide new vocabulary, it will furnish the student’s mind with ideas and information that one day can be distilled into fiction or personal essay writing. Nothing is lost to the writer. That’s where writers have it all over non-writers. Even a tedious wait in a doctor’s office provides material. Grammar Like vocabulary, grammar is better learned from reading than from doing isolated exercises. A common fault that I see in the writing of many young people is the uncertain grasp of prepositions. Many young native English speakers use prepositions as if English were their second language. If they read widely, they’d absorb the idioms. Writing and Flow of Ideas An AP English syllabus I pulled up on the web requires eleven essays. How is this not a built-in opportunity for writing practice? Some of the works of literature being studied for this class are The Canterbury Tales, The Inferno and All Quiet on the Western Front. Like I said, a gift. Courses other than AP English offer plenty of opportunity for improving writing and flow of ideas. For example, not all textbooks are well-written. Some seem designed to put the reader to sleep. Students of writing can read textbooks on any subject not just for information, but for style. They can compare the interesting parts with the soporific ones. What makes the writing slow down? Is it sentence length? Is it unnecessarily erudite vocabulary? What about transitions? What words does the writer use to get from one idea to the next? How could the writing be improved? Make Your Courses Work for You The young writer who set me this question is to be admired for recognizing the fact that writing must be cultivated. My advice, try to stop seeing the AP coursework as an impediment to writing and make it work for you. The practice of writing half a page a day was a great idea. Resume it if at all possible. If all you can find is ten minutes, write a few lines. If nothing else, take the time to write the words â€Å"I am a writer† before you drop off to sleep. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:20 Great Similes from Literature to Inspire YouBroadcast vs Broadcasted as Past FormWords That Begin with Q

Creating Your Dream Job Essay Example | Topics and Well Written Essays - 500 words

Creating Your Dream Job - Essay Example The essay includes a description of the step by step guide of the hiring process. XYZ Company hires a Regional Human Resources Manager to be assigned to monitor and control workforce of all its branches within the ABC area. This is a great opportunity for applicants who have experienced in dealing major management activities which is challenged with cultural diversities. Regional HR Managers are often confronted with problems regarding cultural differences in the workplace – it is his major battle to face. The position summary of the regional Human Resources is given in the essay. This job is designed to help unified the process of all the branches within a specific region (ABC area) in terms of recruiting, hiring, training, promoting or terminating employees. The Regional HR Manager should be equipped with the necessary skills in dealing employees and training them to play the roles as defined in their specific duties and assignments. He will ensure the productivity of the wo rkforce by reuniting them in spite of cultural diversities such as conducting training and different seminars in creating a smooth workflow of tasks and responsibilities. Then the essay goes through the job requirements and qualifications, supervisory responsibilities, fiscal responsibilities, internal/external contacts, working conditions and environment, physical demands, job duties/responsibilities, compensations, and other factors of productivity at this position.

Iraq's Future Essay Example | Topics and Well Written Essays - 750 words

Iraq's Future - Essay Example Ironically, the aftermath of the invasion has created instability and uncertainty that has never been experienced before in the ancient history of the Iraq. The Iraqi people, especially women and children have borne the brunt of the invasion. United states should not have invaded Iraq because rather than instilling hope, the Iraqi people are languishing in despair, instead of ensuring security for all, the society lives in perpetual fear of attacks. The United States invasion destabilized the multicultural Iraqi society and destroyed the unique political structure that has served the country for many generations. Since time immemorial, Iraqi people have coexisted peacefully in spite of their diverse backgrounds. The United States led military invasion completely destabilized this coexistence, creating hatred among the existing groups in the country. Although Saddam Hussein rule created ethnic and religious animosity in Iraq, the aftermath of the United States invasion catalyzed the e thnic tensions, which almost brought the country at the brink of civil war in 2007, a situation that has never been experienced before in the history of the country (Jabar, 3). According to Amatzia and Barry (52), Iraq is predominantly an Arabic country consisting of Kurds, Turkmen, Assyrians and Arabs. Iraqi Arabs are the majority, comprising of about 75% of the total population. The Iraqi Arabs are divided into two major religious groups, comprising of Shiite and Sunni Muslims (Pollack, 116). The aftermath United States invasion resulted into a protracted conflict between the two Islamic factions resulting to loss of lives of thousand Iraqi citizens and horrible humanitarian crisis. Currently, Iraq has the second highest number of internally displaced persons in the world, estimated at over 1.8 million people (MIT Centre for International Studies). About 5 million Iraqis have been displaced since 2003 invasion (MIT Centre for International Studies). Sectarian war, between the Sunn i and Shiite factions has intensified, causing death, displacements and widespread insecurity (Jabar, 12). United States should not have invaded Iraq because it did not have weapons of mass destruction. One of the major motivations for attacking Iraq was to destroy the capacity of the country to develop weapons of mass destruction, including biological and chemical arsenal, in addition to destroying alleged terrorism cells (Jabar, 6). Every sovereign country has the right of protecting its citizens and possession of weapons is one of the ways of defending its people. Iraq was not an exception, unless there was concrete evidence that the weapons were intended for other purposes. Iraqi was said to be in the process of developing nuclear weapons that could have destabilized peace in the Middle East and the world at large (Pollack, 39). However, after the ouster of Saddam Hussein, no weapons of mass destruction were discovered. Instead, the country infrastructure and rich ancient herita ge was ruined and vandalized. The military invasion was therefore unwarranted and was based on misleading intelligence. Iraq, which is considered as â€Å"the cradle for human civilization† had rich heritage that defined the multicultural society as the precursor of modern development (Pollack, 94). Most of historic artifacts were destroyed during the invasion, undermining the rich heritage of Iraqi people. The suitability of a political system in a particular country is determined by its effectiveness in addressing and solving the challenges facing its citizens (Jabar, 13). Prior to the United States military invasion, Iraq had

The Importance of the English Language in Your Field of Expertise Essay Example for Free

The Importance of the English Language in Your Field of Expertise Essay The English Language has been a tool to bring people of different races, and cultures together. For many hundreds of years as this language has evolved and has sown its influence from continental Europe to the New World by wave of migrants and conquerors. At present, because of the power of influence by the Commonwealth Nations (those who have recognized the United Kingdom) up to these present day, the English language has been used and adopted by almost every nation as a second language. In this world of extreme globalization, cultures and nations has been crisscrossing in almost all corners of the world and they can basically to the very least speak only the most popular language used by millions of people in our world , the English language, to convey their feelings, interests, messages to one another. No other language has that influence even with the billions of Chinese People speaking their own language, they also learned to embrace the English Language to be competitive. They cannot isolate themselves to their own country since that would be very detrimental to their growth as a nation. Speaking of competitiveness, even the curriculum taught by schools has the English language as their primary medium of instruction. Every single country has adopted English to their academics. All fields, from science, history, culture, politics, and philosophy, to name a few, adopted the English language to expand their respective pursuits. In the medical field, where I am currently pursuing midwifery, English language has been the accepted communication and teaching tool for us students to grasp the concepts needed for me to know and get the necessary skills to be a midwife. The English Language has allowed the midwifery to be taught with ease to the Filipino students since most if not all of the textbooks and resources about midwifery are written in the English language. Numerous authors of these various resources have a comprehensive base of data to fully teach the science of midwifery. So it is but natural for educational institutions to adapt resources in the English language to train their midwifery students. By using instructions in English, the midwifery graduates can become very competitive as they join the workforce not only in the different health institutions in the country but in different countries as well. Globalization again has a role in here. Many workers have aspired to work abroad to give a comfortable life for their families. But in order to become worthy of working abroad, once must be efficient in skills to do his job. Such is the case in becoming a midwife. Many countries especially in the Middle East has continue to look for midwives in the Philippines to augment its workforce because they know that the Philippines are not only skilful but command the English language effectively as well. They are looking for workers that can communicate with the constituents of these foreign nations. This is the reason why foreign companies has always look up to the Philippines are a rich source of quality workers and being efficient in English is always a plus for them. Hence, the English language has surely helped and raised the quality of midwifery graduates from our country that continue to be in demand here and abroad.

Music Censorship Essays -- essays research papers

Censor This   Ã‚  Ã‚  Ã‚  Ã‚  Why is it that when a person that listens to music that may promote violence and contains â€Å"objectionable† lyrics does a bad thing, families are quick to point out that it was external materials such as the music that influenced the person to do it?   Ã‚  Ã‚  Ã‚  Ã‚  This is the controversy over music censorship. Music censorship is the attempt or action taken by any agency to limit or hold back anything in music that a community may find offensive to its beliefs or values.   Ã‚  Ã‚  Ã‚  Ã‚  Musicians are artists, and often their music reflects the life that they are exposed to. I have to hear about a painting or sculpture being censored because it may seem objectionable. Under the First Amendment to the U.S. Constitution, it reads as follows: â€Å"Congress shall make no law representing an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or of the right of the people peaceably to assemble, and petition the government for a redress of grievances.†   Ã‚  Ã‚  Ã‚  Ã‚  In other words, the First Amendment states that it is illegal for the Government to censor an artist. The First Amendment doesn’t apply to censorship by record companies, community groups, or radio stations - that’s why censorship still exists. The Amendment protects a musician’s ability to freely express their views on people and the world around us. When censors ...

Cis207 Syllabus

|[pic] |Course Syllabus | | |College of Information Systems & Technology | | |CIS/207 Version 3 | | |Information Systems Fundamentals |Copyright  © 2012, 2011, 2010 by University of Phoenix. All rights reserved. Course Description This course introduces the fundamentals of computer systems and the role of information processing in today's business environment. An overview is presented of information systems, systems development, operating systems and programming, database management, networking and telecommunications, and the Internet. Policies Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. †¢ Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly dif ferent depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Rainer, R. K. , Jr. , & Cegielski, C. G. (2012). Introduction to information systems: Supporting and transforming business (4th ed. . Hoboken, NJ: John Wiley & Sons. Turban, E. , & Volonino, L. (2011). Information technology for management: Improving strategic and operational performance (8th ed. ). Hoboken, NJ: John Wiley & Sons. All electronic materials are available on the student website. |Week One: Information Systems Overview | | |Details |Due |Points | |Objectives |Identify the components and roles of information systems. | | | |Explain the system development life cycle methodology. | | | | |Explain the system development life cycle methodology. | | | | |Describe how IT systems enable and enhance the organization. | | | |Course Preparation |Read the course description and objectives. | | | | |Review the Learning Team Toolkit. | | |Readings |Read Ch. 1, â€Å"Information Systems in the 2010s,† of Information Technology for Management: | | | | |Improving Strategic and Operational Performance. | | | | | | | | | |Read Ch. , â€Å"IT Infrastructure and Support Systems,† of Information Technology for | | | | |Management: Improving Strategic and Operational Performance. | | | | | | | | | |Read Ch. , â€Å"Organizational Strategy, Competitive Advantage, and Information Systems,† of | | | | |Introduction to Information Systems: Supporting and Transforming Business. | | | | | | | | | |Read Technology Guide 1, â€Å"Hardware,† of Introduction to Information Systems: Supporting and | | | | |Transforming Business. | | | | | | | | |Read Technology Guide 2, â€Å"Software,† of Introduction to Information Systems: Supporting and | | | | |Transforming Business | | | | | | | | | |Read the Week One Read Me First. | | | | |Review articles found in Electronic Reserve Readings. | | |Participation |Post your biography to the appropriate Chat Room thread. | | | | |Participate in class discussions on at least 4 of 7 days each week. |Daily |4 | | |Respond to weekly discussion question DQ (a). |Thursday | | | |Respond to weekly discussion question DQ (b). |Saturday | | | |Post weekly personal summary (PS). |Monday | | | |Review the Learning Team Toolkit. | | |Learning Team Project Goal and|Propose a new system for Riordan Manufacturing to use to improve its business. Riordan is |Final | | |Instructions |one of the Virtual Organizations. A link to the Virtual Organizations can be found on the |Power Point is | | | |student website. |Due Monday of | | | | |Wk#5 | | | |Develop a 7- to 10-page paper (2800 words minimum) and a 10- to 13-slide Microsoft ® | | | | |PowerPoint ® presentation of the project to be submitted in Week Five.The paper must include |Final Paper is | | | |the following: |Due Monday of | | | | |Wk#5 | | | |An executive summary of the project, summarizing the rest of the material in the paper | | | | |An identification of the business requirements using a BRD. | | | | |A table defining hardware/software changes to be implemented. | | | |A description of how the proposed information system changes will enhance the existing | | | | |processes. | | | | |Process flow charts with supporting descriptions that articulate the business requirements in| | | | |terms of specific processes or business development needs. | | | |Individual |An individual college research paper is not assigned for the first week. | | | |Assignment | | | | Week Two: Information Flow and Security | | |Details |Due |Points | |Objectives | | | | | |Identify how information flows through an organization. | | | | |Describe system components that enable information use. | | | | |Identify the effect of information security concerns on systems. | | | | |Evaluate ethical situations in IT. | | | |Readings |Read Technology Guide 1, â€Å"Computer Hard ware,† of Introduction to Information Systems: | | | | |Supporting and Transforming Business. | | | | | | | | |Read Ch. 3, â€Å"Data, Text, and Document Management,† of Information Technology for Management: | | | | |Improving Strategic and Operational Performance. | | | | | | | | | |Read Ch. 4, â€Å"Network Management and Mobility,† of Information Technology for Management: | | | | |Improving Strategic and Operational Performance. | | | | | | | | |Read Ch. 5, â€Å"IT Security, Crime, Compliance and Continuity,† of Information Technology for | | | | |Management: Improving Strategic and Operational Performance. | | | | | | | | | |Read Ch. 4, â€Å"Global Ecology, Ethics, and Social Responsibility,† of Information Technology | | | | |for Management: Improving Strategic and Operational Performance | | | | | | | | | |Read the Week Two Read Me First. | | | | |Review articles found in Electronic Reserve Readings. | | | |Participation |Participate in cl ass discussions on at least 4 of 7 days each week. Daily |4 | | |Respond to weekly discussion question DQ (a). |Thursday | | | |Respond to weekly discussion question DQ (b). |Saturday | | | |Post weekly personal summary (PS). |Monday | | |Learning Team Instructions |Create Team Charter (sample found in Course Materials Forum). |Monday | | | | | | | | |Begin working on proposal for new system. | | | | | | | | |Create the first draft of the Executive Summary. |Monday |4 | | | | | | | |Begin defining the business requirements of the selected systems. | | | |Individual |Write a 3-4-page (350 words avg. per page) college research paper identifying and describing |Monday |10 | |Assignment |how information systems support the business processes in an organization. | | |Information Systems Paper | | | | | |Describe the business processes within your current place of employment or an organization | | | | |with which you are familiar. | | | | |Describe the strengths and weaknesses of the info rmation systems you have chosen to describe | | | | |and how to improve those systems. | | | | |NOTE: college research papers require at least 2 references cited. | | | Week Three: Web & Mobile Computing, Operating Systems, Applications | | |Details |Due |Points | |Objectives | | | | | |Identify how the Internet and mobile devices impact information systems and organizations. | | | | |Identify common computer application software used at personal and enterprise levels. | | | | |Explain how information systems utilize new technologies. | | | |Readings |Read Ch. 6, â€Å"E-Business and E-Commerce,† of Information Technology for Management: Improving | | | | |Strategic and Operational Performance. | | | | | | | | |Read Ch. 7, â€Å"Mobile Computing and Commerce,† of Information Technology for Management: | | | | |Improving Strategic and Operational Performance. | | | | | | | | | |Read Ch. 8, â€Å"Web 2. and Social Media,† of Information Technology for Management: Improving | | | | |Strategic and Operational Performance. | | | | | | | | | |Read Ch. 7, â€Å"E-Business and E-Commerce,† of Introduction to Information Systems: Supporting | | | | |and Transforming Business. | | | | | | | | | |Read the Week Three Read Me First. | | | |Review articles found in Electronic Reserve Readings. | | | |Participation |Participate in class discussions on at least 4 of 7 days each week. |Daily |4 | | |Respond to weekly discussion question DQ (a). |Thursday | | | |Respond to weekly discussion question DQ (b). |Saturday | | | |Post weekly personal summary (PS). |Monday | | |Learning Team Instructions |Continue working on new system proposal. | | | | | | | | |Finalize business requirements (BRD) for selected systems. |Monday |4 | | |(Sample BRD is posted to the Course Materials Forum). | | | | |Begin preparation of process flow charts and supporting descriptions. | | | | | | | | | |Begin preparation of Microsoft PowerPoint ® presentation. | | | | | | | | |Continue update of the draft Executive Summary. | | | |Individual |Write a 3-4 page (350 words avg. per page) college research paper describing the hardware and|Monday |10 | |Assignment |software used to support personal, workgroup, and enterprise computing within your current | | | |Hardware and Software |organization, an organization with which you are familiar, or one that you can interview to | | | |College Paper |gather the necessary information. | | | | | | | | |NOTE: college research papers require at least 2 references cited. | | | |Week Four: Information System Usage in Organizations | | |Details |Due |Points | |Objectives | | | | | |Identify types of systems and databases used in organizations. | | | | |Explain how business requirements drive system use. | | |Readings |Read Ch. 9, â€Å"Operational Planning and Control Systems,† of Information Technology for | | | | |Management: Improving Strategic and Operational Performance. | | | | | | | | | |Read Ch. 10, â⠂¬Å"Enterprise Information Systems,† of Information Technology for Management: | | | | |Improving Strategic and Operational Performance. | | | | | | | | |Read Ch. 11, â€Å"Business Intelligence and Decision Support,† of Information Technology for | | | | |Management: Improving Strategic and Operational Performance. | | | | | | | | | |Read Technology Guide 3, â€Å"Emerging Types of Enterprise Computing,† of Introduction to | | | |Information Systems: Supporting and Transforming Business. | | | | | | | | | |Read Technology Guide 4, â€Å"Intelligent Systems,† of Introduction to Information Systems: | | | | |Supporting and Transforming Business. | | | | | | | | | |Read the Week Four Read Me First. | | | |Review articles found in Electronic Reserve Readings. | | | |Participation |Participate in class discussions on at least 4 of 7 days each week. |Daily |4 | | |Respond to weekly discussion question DQ (a). |Thursday | | | |Respond to weekly discussion questi on DQ (b). |Saturday | | | |Post weekly personal summary (PS). |Monday | | |Learning Team Instructions |Continue work on new system proposal. | | | | | | | | |Finalize process flow charts and supporting descriptions. |Monday |4 | | | | | | | |Identify and describe network security functions using a Network Security Doc. (NSD), needed |Monday | | | |by Riordan Manufacturing systems.Include the purpose of these security functions in your | | | | |paper. | | | | | | | | | |Continue preparation of Microsoft PowerPoint ® presentation. | | | |Individual |Write a 3-4 page (350 words avg. per page) college research paper analyzing the use of |Monday |10 | |Assignment |databases in your organization.Address the following in your paper: | | | |Database Analysis College | | | | |Paper |Include what database applications are used: Microsoft ® Access ®, DB2 ®, Oracle ®, and other | | | | |applications. | | | | |Conclude by proposing improvements. For large organizations, restrict the s cope of the paper | | | | |to the department you work in. Substitution: a previous employer or report on databases used | | | | |in the business world with examples. Include reference page. | | | | |NOTE: college research papers require at least 2 references cited. | | | Week Five: Networking, Telecommunications, and the Internet | | |Details |Due |Points | |Objectives | | | | | |Identify factors affecting system acquisition. | | | | |Explain how current IT systems are managed. | | | | |Explain the role of strategic planning in IT. | | | | |Identify security factors for conducting business using networks. | | |Readings |Read Ch. 12, â€Å"IT Strategic Planning,† of Information Technology for Management: Improving | | | | |Strategic and Operational Performance. | | | | | | | | | |Read Ch. 13, â€Å"Business Process Management and Systems Development,† of Information Technology| | | | |for Management: Improving Strategic and Operational Performance. | | | | | | | | |Read Technology Guide 4, â€Å"Basics of Telecommunications and Networks,† of Introduction to | | | | |Information Systems: Supporting and Transforming Business. | | | | | | | | | |Read Ch. 4, â€Å"Networks and Collaboration as Business Solutions,† of Information Technology for| | | | |Management: Improving Performance in the Digital Economy. | | | | | | | | |Read the Week Five Read Me First. | | | | |Review articles found in Electronic Reserve Readings. | | | |Participation |Participate in class discussions on at least 4 of 7 days each week. |Daily |4 | |Individual |Respond to weekly discussion question DQ (a). |Thursday | | | |Respond to weekly discussion question DQ (b). |Saturday | | | |Post weekly personal summary (PS). Monday | | |Learning Team |Submit the 7 to 10-page paper explaining the project proposal. |Monday |10 | |System Proposal Paper and | | | | |Presentation |Submit the 10 to 13-slide Microsoft ® PowerPoint ® presentation. |Monday |10 | |Contribution to |Actively assist Team to prepare Project Paper & PowerPoint. |Daily |10 | |Learning Team |Download the Peer Evaluation Form from the Course Materials Forum (use only this form).Each | | | | |student must fill out and post only the form minus the instruction page to their Individual |Monday | | | |Forum. | | | |Individual |Write a 2- to 3-page (700 words minimum total) memorandum that |Monday |8 | |Assignment |analyzes two Websites that sell books. Create a simple Microsoft Word Table to list at least| | | |Website Book Seller |10 books that are found on each site. List the Author, Title, Price found on Website-1, and | | | |Memorandum with Table embedded|on Website-2. Describe what conclusions can be made about the pricing.Also, describe the | | | | |quality of the user interface on each Website and make a recommendation. The Memo can be | | | |(word count does not include |addressed to any group you select. The table should be embedded within the paper not just | | | |table) |at tached to it. A reference page is required at the end of the memo. | | | | |NOTE: college memorandums require at least 2 references cited. | | | Discussion Questions Week #1 DQ (a) What is a specific role an information system can play in an organization? What are three components of this system?How do they work in the enterprise? DQ (b) How can an IT system initially help a company advance, but later become a requirement for that business to stay competitive? Week #2 DQ (a) How is information used in the modern enterprise? How does this use affect IT systems? DQ(b) Why it is important to protect the information organizations use today? What are the basic elements in systems that help with this task? Week#3 DQ (a) How are mobile devices, mobile computing, and social media changing how IT systems are used? What can organizations do to maximize value and minimize risk when users use these devices? DQ (b) Why is new technology often disruptive for existing IT systems?What things can be done to prepare these systems for future technology ahead of time? Week #4 DQ (a) Describe three types of systems used in organizations. Note the factors that normally lead to adopting the system and requirements that will likely push its future growth of each type. DQ (b) Discuss an IT system that has transformed the way organizations in at least one field carry out work. Note what requirements drove the system to be developed and what requirements are likely to drive it to change in the future. Week #5 DQ (a) Discuss two major issues involved with acquiring systems and two major issues commonly faced when maintaining them. Address how each can be minimized or overcome.DQ (b) Describe the effect of an organization’s strategic planning on the IT systems it uses. Address how strategic planning simplifies and complicates IT system development and use. Copyright University of Phoenix ® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries . Microsoft ®, Windows ®, and Windows NT ® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix ® editorial standards and practices.

Divorce Impact on Children

Divorce can be an emotional and stressful event in any person’s life. For a child the thought of not having both parents around can be overwhelming. In this essay we will look at the impact of divorce on three subgroups of children, preschool, school aged and adolescent children. Each group displays emotions and how they handle the change in the family dynamics in very specific ways based on their ability level. Parent can provide positive experiences for these children involved in a family separation in many different ways to assist in a healthy transition with the least amount of stress and conflict. Both parents can lend a hand in putting the children in these situations first by working together even in not so perfect conditions. Working together to ensure the best outcome for the children involved takes time, effort and determination. Divorce Impact on Children Divorce rates are currently at an all time high. Divorce impacts pre-school children, school-aged and adolescent children with very personal and sometimes, permanent consequences. All children react to the emotional stressors of family divorce and separation. Although divorce impacts everyone involved, children are impacted in different ways based on their level of maturity as well as their understanding of emotions and their use of coping skills. Divorce and the Pre-school Child Young child are vulnerable to the effects of divorce and separation, especially children young than 5 years old. The reasoning behind the vulnerability at this age is a combination of the interruption of the attachment relationships they have formed and the child’s limited cognitive ability to understand what divorce is. Preschool children have many reactions toward divorce to include feeling responsible, holding in anger, or may become aggressive and angry toward the parent he/she lives with (Amato, 1994). Some behaviors are normal during the beginning of the separation or divorce but should not last more than six months. Behaviors lasting longer may indicate a more serious problem or even developmental setbacks. When a preschooler feels insecure about the relationships with his/her parent they run the risk of some serious regression in development. Children in this age group will benefit from overnight contact with each parent (Stahl, 2007). During this chunk of time with each parent provides them with the time needed to establish a routine at each house and to get settled in. It is important for parents to understand that the child should not be witness to any direct conflict. Stahl (2007) indicates that it is important to devise a parenting plan that will maximize the strengths of each parent. Developing a parenting plan will assist with issues to be resolved such as child custody and visitations. Mediation is available to assist with co-parenting issues. Divorce and the school aged child When children reach school age their cognitive abilities increase and they begin to understand what divorce is. They increase social relationships other than those established with his/her parents. Socialization and being identified as a part of a group are important to the school aged child. As they skills such as academics they also learn how to begin expressing their feelings. Children in this age group may feel overwhelmed by the family conflict. Amato (1994) indicates that possible reactions include: feeling deceived and a sense of loss, rejected by the parent that left, has trouble sleeping, or worries about the future. Complications in school may show up as well to include behavior problems and academic concerns. Parent should work hard to provide a parenting plan that will affect the school aged child in a positive way. Reassure them that everything will be alright, just different from what they are use to. Answering questions about the changes that are getting ready to take place can help the child ease into the issue of custody and visitation. Using books to help them talk about feelings work well with children of all ages. Parent should remind the child that he/she is not responsible for the divorce and that both parents still love them. They should also keep an eye out for signs of depression and fear displayed by the child. This will aid parents in spotting a problem early on in order to seek professional help if depression is prolonged or intense. Divorce and the adolescent Adolescents understand divorce but they do not accept the new changes in the family dynamics. They are prone to responding to their parent’s divorce with acute depression, suicidal ideation, and sometimes violent acting out episodes (Eleoff, 2003). Although adolescents have a more complex level of thinking they tend to focus on the moral issues of divorce and will often judge their parents’ decisions and actions. Behrman & Quinn (2004) provides some feelings that adolescents may display: feelings of abandonment, feel the obligation to take on more adult responsibilities in the family, they may withdraw from friends and favorite activities or act out such as using bad language and being rebellious. Parent should always maintain lines of communication and reassure the child that both parents love them. They should try to continue to be involved in their lives by honoring special family activities. Whenever possible, parent should keep up with children’s progress at school and other activities such as sporting event. The adolescent should be told who will be attending special occasions, especially if you plan to bring a new romantic interest. By doing this can cut down on unnecessary conflict and behaviors from the adolescent. Adolescents should be allowed room to have a say in the parenting plan when possible, and reasonable. Many children will have a preference as to which house they would like to live at and have visitations to the other house on weekends with the other parent. This can help discourage rebellion by the adolescent when they feel that the parents are listening to them. Conclusion Divorce is tuff on everyone involved. Parents must reassure children involved that they are not the reason for the divorce and the mommy and daddy still loves them. Divorce can have a major impact on the well being and development of children and adolescents. Younger children display an array of symptoms and feelings from holding anger inside to feeling rejected by the parent who left. Adolescents can hold feelings of anger and fell obligated to take on more adult responsibilities. Although all these feeling are important for parents to address it is also important to recognize major concerns and not be afraid to seek professional help from a therapist or other mental health professional. In all the issues of divorce, just remember that parents do not have to do it alone; counselors and mediators are available to help make sense of it all.

The Hunchback of Notre-Dame (1831) by Victor Hugo

The Hunchback of Notre-Dame (1831) by Victor Hugo Count Frollo, Quasimodo, and Esmeralda are quite possibly the most twisted, most bizarre, and most unexpected love-triangle in literary history.  And if their problematic involvement with one another is not enough, throw-in Esmeralda’s philosopher husband, Pierre, and her unrequited love-interest, Phoebus, not to mention the self-isolated mother-in-mourning with a sad history of her own, and Frollo’s younger, trouble-making brother Jehan, and finally the various kings, burgesses, students, and thieves, and suddenly we have an epic history in the making. The Leading Role The main character, as it turns out, is not Quasimodo or Esmeralda, but Notre-Dame itself.  Almost all of the major scenes in the novel, with a few exceptions (such as Pierre’s presence at the Bastille) take place at or in view of/reference to the great cathedral. Victor Hugo’s primary purpose is not to present the reader with a heart-rending love story, nor is it necessarily to comment on social and political systems of the time; the main purpose is a nostalgic view of a diminishing Paris, one which puts its architecture and architectural history in the forefront and which laments the loss of that high art.   Hugo is clearly concerned with the public’s lack of commitment toward preserving the rich architectural and artistic history of Paris, and this purpose comes across directly, in chapters about the architecture specifically, and indirectly, through the narrative itself. Hugo is concerned with one character above all in this story, and that is the cathedral.  While other characters have interesting backgrounds and do develop slightly over the course of the story, none seem truly round.  This is a minor point of contention because though the story may have a loftier sociological and artistic purpose, it loses something by not also working completely as a stand-alone narrative.   One can certainly empathize with Quasimodo’s dilemma, for instance, when he finds himself caught between the two loves of his life, Count Frollo  and Esmeralda.  The sub-story relating to the mourning  woman who has locked herself in a cell, weeping over a child’s shoe is also moving, but ultimately unsurprising.  Count Frollo’s descent from learned man and upstanding caregiver is not entirely unbelievable, but it still seems sudden and quite dramatic.   These subplots suit the Gothic element of the story nicely and also parallel Hugo’s analysis of science versus religion physical art versus linguistics, yet the characters seem flat in relation to the overall attempt by Hugo to re-instill, through means of Romanticism, a renewed passion for the Gothic era. In the end, the characters and their interactions are interesting and, at times, moving and hilarious.  The reader can engage with and, to a certain extent, believe them, but they are not perfect characters. What moves this story along so well, even through chapters such as â€Å"A Bird’s Eye View of Paris† which is, literally, a textual description of the city of Paris as if looking at it from on high and in all directions, is Hugo’s great ability at crafting words, phrases and sentences.   Although inferior to Hugo’s masterpiece, Les Misà ©rables (1862), one thing the two have in common is richly beautiful and workable prose.  Hugo’s sense of humor (especially sarcasm and irony) is well developed and leaps across the page. His Gothic elements are appropriately dark, even surprisingly so at times. Adapting a Classic What is most interesting about Hugo’s Notre-Dame de Paris is that everyone knows the story, but few really know the story.  There have been numerous adaptations of this work, for film, theater, television, etc.  Most people are probably familiar with the story through various retellings in children’s books or movies (i.e. Disney’s The Hunchback of Notre Dame).  Those of us who are only familiar with this story as told through the grapevine are led to believe that it is a tragic Beauty and the Beast type love-story, where true love rules in the end.  This explanation of the tale could not be further from the truth. Notre-Dame de Paris  is first and foremost a story about art, mainly, architecture. It is a romanticizing  of the Gothic period and a study of the movements which brought together traditional art forms and oratory with the novel idea of a printing press. Yes, Quasimodo and Esmeralda are there and their story is a sad one and yes, Count Frollo turns out to be a downright despicable antagonist; but, ultimately, this, like Les Misà ©rables  is more than a story about its characters; it is a story about the whole history of Paris and about the absurdities of the caste system.   This may be the first novel where beggars and thieves are cast as the protagonists and also the first novel in which the entire societal structure of a nation, from King to peasant, is present. It is also one of the first and most prominent works to feature a structure (the Cathedral of Notre-Dame) as the main character. Hugo’s approach would influence Charles Dickens, Honorà ©Ã‚  de Balzac, Gustave Flaubert, and other sociological â€Å"writers of the people.† When one thinks of writers who are geniuses at fictionalizing the history of a people, the first who comes to mind might be Leo Tolstoy, but Victor Hugo certainly belongs in the conversation.

A role-playing video game Undertale

A role-playing video game Undertale Undertale is a role-playing video game created by American indie developer and composer Toby Fox. Usually this type of games are not very popular but undertale is not one of this cases. It has a very interesting and really complicated plot. In the game, players control a human child who has fallen into the Underground, a large, secluded region underneath the surface of the Earth, separated by a magic barrier. The player meets various monsters during a quest to return to the surface, mainly through the combat system; the player navigates through mini-bullet hell attacks by the opponent, and can opt to pacify or subdue monsters in order to spare them instead of murdering them. These choices affect the game, with the dialogue, characters, and story changing based on outcomes. Undertale has three main endings: true pacifist, neutral and genocide. A neutral ending occurs when one of these conditions are met: The protagonist does not befriend all plot pivotal characters (Papyrus, Undyne, Alphys) OR The protagonist kills any monster. The Neutral Route ends with the protagonist escaping the Underground alone. There are a variety of different possible variations of this ending depending on the choices made throughout the game. The true pacifist ending occurs when all of these conditions are met: A Neutral Route has been completed. No monsters were killed throughout the game. (The protagonist cannot gain any EXP, and as a result, they cannot progress past LV 1.) Papyrus, Undyne, and Alphys have been befriended. A Genocide Route has NOT been completed before. Doing a Pacifist run after a Genocide route will result in an altered Soulless Pacifist ending. The True Pacifist Route ends with the barrier being broken, and the protagonist and the monsters of the Underground being able to leave. Additionally, this route will feature the True Pacifist Ending Credits. This ending occurs only when all enemies in each area (Ruins, Snowdin Forest, Waterfall, Hotland/CORE) are killed until no one remains. This includes all bosses. Completing the Genocide Route leads to the destruction of the games world. Upon re-launching the game after a completed Genocide Route, the first human asks the protagonist to give up their SOUL to them in exchange for the recreation of the world. This effectively acts in the same way as a true reset, but it also permanently alters the endings of any later Genocide or Pacifist endings (Soulless Genocide Soulless Pacifist). Neutral endings after a Genocide run are unaffected. A very interesting fact of this game is that there are two characters know that they are inside a game and try to trick you psycologically not to complete the Genocide route. Another interesting fact is that EXP dosn’t mean experience as everyone believes, it means EXecution Points.

Liberty Coursework Example | Topics and Well Written Essays - 2250 words

Liberty - Coursework Example Liberty is a word which is often used politically wherein it is advocated and fought for. According to most dictionaries liberty is the state of immunity from exercise of authority. It also means a personal freedom one possesses or has to possess so as to make one's own choice, be it in speech, opinion, worship, occupation or anything. Defining liberty is almost impossible without using the words which mean the absence of coercion. But is liberty just the absence of restraint "By liberty then we can only mean a power of acting or not acting, according to the determinations of the will; this is, if we choose to remain at rest, we may; if we choose to move, we also may." (David Hume, 1748) Good and bad are relative things. One person's good may be other person's bad. Likewise, liberty and restraint are also relative things. An absence of restraint for committing an act of robbery cannot be called liberty. If all restraints are minimized, so as to bring a complete absence of any kind of control, one would hope to achieve liberty. But when restraints are removed entirely, the world will not have equality, and there will be battles and bloodshed. So the definition of the word needs something more or less than bare absence of restraints. Going by the general definitions, no one can have liberty because no one is free to do all that is wanted. Everybody is subject to some superior power to live against personal wishes. In the following sub-headings let us take a deeper study of the word and its meaning. Immunity from Authority "He (Man) must have a master; but the master may be Nature or may be a fellow man. When he is under the impersonal coercion of Nature, we say that he is free; and when he is under the personal coercion of some one above him, we call him, according to the degree of his dependence, a slave, a serf, or a vassal." (Spencer, 1891) History has many instances showing that liberty was the cause for people of various countries to fight which eventually lead to the overthrow of their governments. Aristocrats have always been revolted against and the French revolution and the Russian revolution stand testimony to that. As a matter of fact, Jean Jacques Rousseau's French Revolution slogan, "Liberty, Equality and Fraternity" became the basic principles for democracy in the world. Even now many parts of the world struggle for liberty. In Pakistan and Myanmar, people are fighting for democracy against the military regimes. In this political sense, the restraint is in the form of anti-democratic rule. Such a government can be said to curb the people's freedom because the restraint imposed on them affects them, their country and prevents improvement on a global level. But at the same time, every country has a judiciary and the police, in order to protect the people from law offenders. The judicial laws are also restrictio ns laid down so that any action committed by common men does not go against the welfare of the nation. The judiciary has the power to punish offenders of the law. One may tend to opine that this affects the freedom of thought, belief and action of, say, a thief, or a murderer. Police could be wrongly thought of as ones who wipe out the liberty of a thief. Thus, it is