Friday, November 29, 2019

[INFOGRAPHIC] Why Use WordPress Here Are 18 Good Reasons

Why use WordPress the infographic Ever found yourself trying to explain to someone why they should use WordPress?Maybe it is a client or a friend and they still see WordPress as the humble blogging platform from 2003. Well, the truth is that WordPress has grown so much in the past 15 years and has now become the most diverse and pervasive web platform available, used by tons of notable companies. But you need some reasons, right? So why use WordPress?Well, we have 18 reasons why you should compiled right here! Its a combination of mind boggling statistics plus cool trivia that will help convince anyone to jump on the WordPress bandwagon. Show this infographic to anyone who hasnt yet adopted WordPress as their website platform.And if you want more, we have a great article on why use WordPress here. Share this infographic on your siteHint: Best way to use this infographic? Email it directly to your clients or friends (use this link https://themeisle.com/blog/why-use-wordpress/). Bookmark it and return any time you face a little doubt about the reasons for using WordPress.Click here for the plain text version of this infographic ThemeIsle presents:Why use WordPress the infographicNearly 30% of all websites use WordPressAround 60% of the CMS market is controlled by WordPress52,000+ free plugins are available at WordPress.orgWordPress has thousands of free themesWordPress is available in 100+ different languagesQueen Bey uses WordPressBasic WordPress site costs the same as one latte per monthTons of free help and tutorialsBuild any type of websiteBuild and connect to apps with REST APIIntegrations with popular toolsWordPress is accessible758 WordCamps in 69 cities in 65 countries on 6 continentsWordPress is getting even more user friendlyWordPress can guide missileskind of23% of top 10,000 websites use WordPressWordPress looks great on all devicesCreating content is as easy as MS WordFull list of reasons:https://themeisle.com/blog/why-you-should-use-wordpress/Based on data from:https://w3techs.com/ technologies/details/cm-wordpress/all/allhttps://w3techs.com/technologies/history_overview/content_managementhttps://wordpress.org/plugins/https://make.wordpress.org/polyglots/teams/https://central.wordcamp.org/about/https://trends.builtwith.com/cmsBy ThemeIsle https://themeisle.com/blog/ Â © 2017-2018Free guide5 Essential Tips to Speed Up Your WordPress SiteReduce your loading time by even 50-80% just by following simple tips.

Monday, November 25, 2019

Spanish Phrases That Refer to Animals

Spanish Phrases That Refer to Animals Just as the phrase raining cats and dogs doesnt have much to do with the four-legged creatures, neither does the Spanish phrase levantar la liebre have much to do with hares - it has to do with figuratively exposing or shedding light on something. It seems that whatever the language, we like to talk about animals even when were really talking about something else. Here are more than a dozen Spanish phrases, most of them colloquial, that include the names of animals. You can communicate more like a native speaker if you use these phrases - just dont understand or translate them too literally! Caballo (Horse) Someone or something trying to do or be two different things at once can be said to be a caballo entre (like a horse between) those things. Turquà ­a est a caballo entre dos mundos: geogrficamente se ubica entre Europa y Asia, y culturalmente se encuentra desgarrada entre el islam y el Occidente. (Turkey has its feet planted in two worlds: Geographically it is located between Europe and Asia, and culturally it is torn between Islam and the West.) Cabra (Goat) Someone who is crazy, strange or weird can be said to be como una cabra (like a goat). Seguro que pensaron que estaba como una cabra. (Im sure they thought I was loony.) Elefante (Elephant) Como un elefante en una cacharrerà ­a (like an elephant in a pottery shop) is the equivalent of like a bull in a china shop. No entres como un elefante en una cacharrerà ­a. Tà ³mate tu tiempo e intenta recabar la informacià ³n necesaria para conocer la empresa. (Dont start out like a bull in a china shop. Take your time and try to gather the information needed to understand the business.) Gato (Cat) Someone who is extremely lucky by avoiding or recovering quickly from disasters can be said to tener ms vidas que un gato (have more lives than a cat). El joven ciclista demostrà ³ que posee ms vidas que un gato. (The young bicyclist showed he may get knocked down but is never out.) Incidentally, while we often talk about cats having nine lives, Spanish speakers seem to think they have seven or nine. If theres a hidden or secret reason for something occurring, we might say aquà ­ hay gato encerrado (here there is an enclosed cat). Sometimes the phrase is the equivalent of theres something fishy going on. The phrase may have come from centuries ago when money was sometimes hidden in a small bag made of cats fur. Supongo que Pablo se daba cuenta de que aquà ­ habà ­a gato encerrado, pero no sabà ­a nada de nuestro secreto. (I suppose that Pablo noticed that something unusual was happening, but he didnt know anything about our secret.) To do something daring or risky - often when nobody else is willing - is to ponerle el cascabel al gato (put the bell on the cat). Similar expressions in English include to take the plunge or to stick ones neck out. This phrase is quite common in political contexts. Despuà ©s de seis aà ±os de dudas, indecisiones, explicaciones y excusas, el presidente finalmente le puso el cascabel al gato. (After six years of hesitation, indecision, explanations, and excuses, the president finally took the plunge.) Liebre (Hare) Hares were once far more valuable than cats, so dar gato por liebre or meter gato por liebre (providing a cat instead of a hare) came to mean to swindle or dupe someone. Me dieron gato por liebre cuando intentà © comprar mi mà ³vil por internet. (They ripped me off when I tried to buy my cellphone online.) To lift the hare, levantar la liebre, is to reveal a secret or something that had not been known. In English we might let the cat out of the bag. Era la atleta que levantà ³ la liebre del dopaje. (She was the athlete who who exposed the secretive practice of doping.) Lince (Lynx) If someone can see extremely well or is very good at noticing fine details, you can say that person has the vista de lince (lynxs eyesight) or ojo de lince (lynxs eye). Its just as we can talk about someone being or having an eagle eye. The word for eagle, guila, works in these phrases as well. Uno de los voluntarios, que tenà ­a un ojo de lince, descubrià ³ el abrigo de la nià ±a en el bosque. (One of the volunteers, who had eagle eyes, found the girls raincoat in the forest.) Perro (Dog) If you believe someone is lying to you - or, colloquially, pulling your leg - you can respond with a otro perro con ese hueso (to another dog with that bone).  ¿Me dices que estudiaste toda la noche?  ¡A otro perro con ese hueso! (Youre telling me you studied all night? Baloney!) Pollo (Chicken) In English, you might sweat like a hog, but in Spanish its sweating like a chicken, sudar como un pollo. Esa noche sudà © como un pollo. Creo que perdà ­ dos kilos. (That night I sweated like a pig. I think I lost 2 kilograms.) In Colombia, a popular sauce-covered chicken dish is known as pollo sudado (sweated chicken). Tortuga (Turtle) In English, if were slow we might do something at a snails pace, but in Spanish its a turtles pace, a paso de tortuga. Los trabajos para la construccià ³n del nuevo mercado pà ºblico marchan a paso de tortuga. (Work toward the construction of the new public market is proceeding at a snails pace.) Tigre (Tigre) If something is more of the same to the point where it becomes irrelevant or nearly so, you can call it one more stripe for the tiger, una raya ms al tigre or una mancha ms al tigre. Aunque para muchos es simplemente una raya ms al tigre, me importa mucho su compromiso. (Although for many it doesnt make much difference, her promise matters a lot to me.)

Thursday, November 21, 2019

H.w Essay Example | Topics and Well Written Essays - 750 words

H.w - Essay Example In supporting this view, Plato gave an in-depth analysis of what justice is. In this analysis, Plato divided justice into two categories, i.e. the justice of the state (political justice), and individual justice. Political justice, for Plato, comes about in a state when the tripartite constitutive elements of the state operate harmoniously. The tripartite elements are the Workers (productive class), the Auxiliaries (the soldiers), and the Guardians (the rulers). A harmonious working cooperation among the three classes of people in the state ensures that there is harmony, and hence justice in the state. Analogously, for Plato, human soul has three elements corresponding to the tripartite elements of the state. The constitutive tripartite elements of the human soul are the appetitive element- corresponding to the productive element in the state, the spirited element- corresponding to the auxiliary element in the state, and the rational element- corresponding to the guardian element in the state. Plato then argued that, the function of the soul is to live and it is these three elements of the human soul that ensures human life. Plato, therefore, conceived justice as a virtue of the soul that is brought about by the harmonious functioning of the three elements of the human soul. As a virtue of the soul, therefore, Plato concluded that justice is good in and of itself because it is a necessary condition for human happiness. In my reasoned opinion, this argument by Plato in response to Glaucon and Adeimantus is persuasive argument. This is because Plato explains clearly, by demonstration and concrete example, why justice is intrinsically good. By arguing that justice is a virtue that results from the harmonious functioning of the three constitutive elements of the human soul, Plato has clearly demonstrated that justice as a virtue is good in and of itself. The main relationship between this response and Plato’s conception of

Wednesday, November 20, 2019

To What Extent Was the Advent of Renaissance Architecture in Britain a Essay

To What Extent Was the Advent of Renaissance Architecture in Britain a Result of the Stuart Court and Monarchy - Essay Example The renaissance took place at different times in different parts of the world. Whenever Renaissance is mentioned, it must be remembered that it has to do with the conscious revival of certain aspects of the cultures of ancient Greek and ancient Roman societies. In terms of timeframe and order of occurrence, renaissance architecture came after Gothic literature. Some of the distinguishing features of renaissance architecture (like classical architecture) include precision of measurement and proportion and symmetry. All these features also took place during the British Renaissance. Renaissance got to Britain during the reign of Elizabeth I. Its advent in Britain can be said to have been influenced by Stuart courts and Monarchy. One must not however fail to realize that although renaissance Britain was the rebirth of classical culture, the purposes of the architecture peculiar to both of them are for different reasons. One of the most memorable attributes of the Stuart monarchy is that they brought to Britain, during their reign, influences from all over Europe and even influences from outside Europe. The implication of this is that, when one wants to consider their influence on British Architecture, it means indirectly that one is to consider the influence of other cultures on British Architecture. When the Stuarts were ruling Britain, the country became a floodgate for the architectural designs that were started in other parts of the world. In actuality, renaissance was not to the British. The rebirth that took place in Britain was only the direct consequence of the events that had taken place and happened earlier in Italy and France. In the first place, if there was never the Greek or Roman civilization, there would never have been anything like Renaissance in any part of the world, let alone in Britain. 1 The essence of all that has been aforementioned is that if the Stuarts rulers had not been so friendly to the arts or if they had not welcomed the architectu ral designs from other parts of the world, the notion of renaissance Britain may not have been possible in the first instance. 3 Some of the influences that the Stuarts took on include those from the Netherlands, France, Germany and Italy. Then, the influence of other climes was so much that in a single building the building designs of more than one country can be combined. For example, the design of the French and the Italians may be combined in the British Renaissance Architecture design style and this is due to the fact that the Stuarts actually combined the designs of the French and the Italians in moulding the British Renaissance Architecture into what it became. The influence of the Stuart monarchy may be said to be most eminent during the Elizabethan period which marked the beginning of Renaissance in Britain. The round arch which was one of the ensigns of the architecture that emerged during the reign of the Stuart monarchy also resurfaced during the Elizabethan period.1 Yet it does not negate the fact that the Elizabethan period itself had features that were self-generated. One of the features of the architecture of the Elizabethans that shows that not all the architectural structures of the period were a direct influence of the Stuart monarchy is the fact that most windows and doors during the period were round-headed. On the other hand, as it was during

Monday, November 18, 2019

Biography on Richard Ashcroft & ExplicationInterpretation of song Essay

Biography on Richard Ashcroft & ExplicationInterpretation of song - Essay Example I'm quite a shy, introverted person and I could easily melt away into the background. But I am driven to write tunes. Creativity for me is almost like therapy, my songs take you into the underbelly of my mind and there's some dark stuff in there. If I lived in LA, I'd be seeing someone three times a day, every day. But I'm a northern Englishman dealing with his shit in his own way." (Ashcroft, 2006). . This song is one of great poetry, and is by the same account, accurately titled 'Sonnet'. This song is a 14 line poem with an octave rhyming of abbaabba. It is almost a country-tinged gentle pop song "that floats in an extraordinary amount of space through which what sounds like echo effects of ping and wobble, but it's heart is the strummed acoustic that opens the song and carries its theme." (The Zine, n.d.). There is a certain subtlety and craft in this song; of which is considered to be one of the band's most respected and poetic songs of all. Sonnet is a yearning mid-tempo love song; a lovely, surprisingly understated ballad. The innate beauty of this song is truly everlasting. When Ashcroft sings in Sonnet, "Like a cat in the bag / waiting to drown / this time I'm coming down," it doesn't take a psychoanalyst to understand what the man is feeling. It was this song, along the Bittersweet Symphony which was considered to make the album worthwhile enough, even without the entire rest of the album included. Bittersweet Symphony Easily one of the Verve's most infamous songs, Bittersweet Symphony is in fact considered to be one of the greatest rock and roll songs of all time. The lyrics are a somber look at the ennui of everyday life: "You're a slave to money, then you die." The lyrics and meanings of these lyrics are obvious and overt in this song; the undying honestly and heartfeltness in this song is made openly clear: "Well I never pray But tonight I'm on my knees, yeah I need to hear some sounds That recognize the pain in me, now I let the melody shine, Let it cleanse my mind, I feel free now But the airways are clean and there's nobody singing to me now" The song expresses much emotion, basically describing someone who feels conformed by society, and who wants to change themselves. The song is incredibly liberating, with an easy sensibility about the person's emotion, excitement, and willingness to changenot for someone else, but rather for himself, "It's a bittersweet symphony, this life," meaning that there is both good and bad in this world, and that, "depending on how you choose to live your life, you may experience its bitterness, sweetness, or both." (Thedaythemusicdied, 2006). From this review, we can see that the band the Verve is an emotional, incredibly talented, and linguistically brilliant group, whose somewhat short period of infamousness will surely never be forgotten. At the height of their fame in 1997, they were easily considered as one of the finest bands from the UK and were one of the most popular groups worldwide before they abruptly called it quits. Despite whatever turmoil the band may have

Saturday, November 16, 2019

Death In Shakespeares Hamlet

Death In Shakespeares Hamlet The Issue Of Death In Shakespeares Hamlet And Its Relation To The Renaissance Thinking The issue of death is inseparably linked with a traditional idea of tragedy. Such ancient dramatists as Aeschylus, Euripides, Seneca and Sophocles implemented the theme of death into their dramatic works to reflect the essence of their own times and the attitude of ancient people towards death. Their treatment of death was presented through serious and tragic elements that intensified a portrayal of certain events and characters, but the concept of death was restricted by the ancient religious dogmas. The Renaissance gave birth to new visions and interpretations of various issues of existence, especially concerning life and death. According to William Engel (2002), The decline and decay of every individual is an old theme with many ways of being expressed during the Renaissance (p.14). Although William Shakespeare, a famous English dramatist of the Renaissance period, constantly applies to various aspects of death in his tragedies, he goes beyond the ancient and Renaissance conceptio n on death. Shakespeare interprets the issue of death through both tragic and comic elements, making an attempt to solve one of the most crucial issues of that era. The dramatist revives some medieval customs associated with death and interprets them through the Renaissance vision. His idea of death is connected with both religious dogmas and atheistic values; for him, death simultaneously embodies everything and nothing. The aim of this essay is two-fold: 1) to analyse the empowerment of death in Shakespeares play Hamlet and 2) to evaluate the concepts relation with the Renaissance thinking of Michel de Montaigne, Thomas More, Sir Walter Raleigh and Desiderius Erasmus Roterodamus. In Renaissance England death was perceived as a mysterious phenomenon that aroused debates among Elizabethan philosophers, priests and writers (Cressy, 1997, pp.465-468). The lack of knowledge in regard to various diseases resulted in constant increase of mortality rates. Thus, death was regarded as a leveller that eliminated social inequality, that is, both the poor and rich could die of an incurable illness or be murdered (Duddley, 1999, pp.277-281). Executions and mutilations were usually conducted in public and were rather popular among certain groups of British population. As Michael Neill (1997) puts it, death and other funerary issues constitute a crucial part of any Elizabethan drama that is aimed at transforming individual death into a common recollection (pp.12-17). During Elizabethan ruling various funeral images and buildings were created in Britain, so that people could constantly think of their mortality (Gittins, 1984, pp.140). Death became an integral part of British existence; as Nigel Llewellyn (1991) claims, Images reminding people about their own mortality were to be found in all kinds of public and private situations In early Modern England, Death always accompanied the individual on the streets or at home among the family (p.25). Thus, Renaissance literature reflects this aesthetics of death, as Neill claims (p.356). In this regard, William Shakespeares Hamlet is also overwhelmed with characters deaths that usually come out from revenge or deception. This is just the case with almost all principal characters of the play. For instance, Laertes, Ophelias brother, is masterfully deceived by Claudius and dies. Claudius makes Laertes avenge Hamlet who is accused of the murder of Laertes father. As Claudius claims, Laertes, was your father dear to you? / Or are you like the painting of a sorrow, / As face without heart? (Shakespeare, 1985 4.7.107-109). Although Hamlet makes an attempt to apologise for Polonius death, Laertes refuses to forgive him, because he feels fury and anger, as his sister Ophelia and his father Polonius are dead. Laertes utilises the poison sword during the dual, but Hamlet accidentally changes the sword and kills Laertes. Ophelias death does not fall under the category of revenge; instead her suicide is closely connected with her sexual desires towards Hamlet. As Jonathan Dollimore (1998) puts it, Death inhabits sexuality: perversely, lethally, ecstatically (p.xi). As Ophelia experiences strong desires for the P rince, she implicitly wishes death. Dollimore (1998) demonstrates that there is a close connection between sexual desires and death; the Renaissance ideas on love reveal that love is a changing phenomenon, and if it is so, sexual desires are also exposed to changes. With the loss of love and desires a person starts to feel a desire for death. According to Dollimore (1998), For the Jacobeans, as for us, what connects death with desire is mutability the sense that all being is governed by a ceaseless process of change inseparable from an inconsolable sense of loss (p.xii). Such a thought is consistent with a Christian dogma that human desires bring destruction and death, as is just the case with Eves desire for an apple. Claudius death also conforms to the Christian principles; he is punished for his cruel actions and is killed by Hamlet. Claudius obsession with wealth and power results in many deaths and troubles; thus Shakespeare reveals that Claudius deserves death. But despite so many deaths, Shakespeares treatment of the issue of death is especially obvious through his portrayal of Hamlet who is presented as a person preoccupied with the idea of death and the Ghost of King Hamlet. It is through these characters that the dramatist reveals his ambiguous representation of the principal theme. From the very beginning Hamlet reflects a youthful idolization of death, living life as a journey toward death (Engel, 2002, p.10); although he is afraid of the Ghost, he tries to get in touch with him. Initially Hamlet is anxious about death, because he does not know what awaits him after death. Hamlet reflects his anxiety in his famous soliloquy To be or not to be, where he demonstrates the controversy of the issue of death. As he claims, But that the dread of something after death, / The undiscovered country from whose bourne / No traveler returns, puzzles the will / And makes us rather bear those ills we have / Than to fly to others we know not of (Shake speare, 1985 3.1.86-90). However, as Hamlet collides with cruelty, murders, injustice and deaths, he seems to form a certain unconcern towards death. In his search of revenge, Hamlet thinks much about death and afterlife. But these attempts to revenge for his father are only a prerequisite to Hamlets thoughts of committing suicide. This obsession with death gradually drives him mad; William Shakespeare demonstrates this obsession with implicit mockery. For instance, when Hamlet kills Ophelias father, he is not able to remember, where he hides his body; instead he starts to madly speak about the worms that eat a dead body. Shakespeare demonstrates that even Hamlets appearance shows his obsession with death; he wears black clothes and looks depressed. In the graveyard scene Shakespeare intensifies Hamlets preoccupation with death, revealing Hamlets gloomy thoughts. As he claims, No, faith, not a jot; but to follow him thither with modesty enough and likelihood to lead it; as thus: Alexander died, Alexander was buried, Alexander returned into dust; the dust is earth (Shakespeare, 1985 5.1.201-206). In fact, the image of the grave is shown several times throughout the play to reveal the characters attitud e towards death. With the exception of Hamlet, all characters demonstrate fear and pity at the sight of the grave that they associate with death. As Hamlet constantly thinks of death, he does not value his own life, as well as other peoples lives. As a result, Hamlet appears to be also responsible for the death of Ophelia, Claudius, Polonius, Guildenstern and Rosencrantz. Thus, Hamlets obsession transforms him from a miserable youth into a cruel murderer. However, contrary to other characters deaths that are portrayed with a certain degree of irony, Hamlets death is depicted in more serious terms. From the very beginning of Shakespeares play each death seems to be blackened and is soon forgotten by other characters. For instance, Hamlet demonstrates that his fathers death is already neglected by people, although King Hamlet died only a couple of months ago. When Horatio claims, My lord, I came to see your fathers funeral, Hamlet responds: I prithee, do not mock me, fellow student. I think it was to see my mothers wedding (Shakespeare, 1985 1.2.183-185). Such an ironic viewpoint reveals that even the most generous people are forgotten. The death of Polonius is also ignored by the principal characters; Ophelia and Laertes are too preoccupied with their emotions and feelings to remember their father, and Hamlet who accidentally kills Polonius expresses o nly some sympathetic words: Thou wretched, rash, intruding fool, farewell (Shakespeare, 1985 3.4.38). Ophelias death is described in even more ironical portrayal, as the dramatist presupposes that her death is a result of suicide and asks: Is she to be buried in Christian burial, when she wilfully seeks her own salvation? (Shakespeare, 1985 3.4.38). Similar to Ophelias death, the deaths of Gertrude, Claudius, Guildenstern and Rosencrantz are able to arouse only sympathy in readers. In this regard, Hamlets death stands out against a background of other deaths; it evokes respect and powerful emotions towards the character. Although Hamlet expresses irony to death throughout the play, his death is a tragedy for those who knew him. As Horatio claims, Now cracks a noble heart. / Goodnight sweet prince. And a flight of angels sing thee to thy rest (Shakespeare, 1985 5.2.397-398). Hamlets death is the tragedy for the whole country, because it has lost its noble king and can hardly find another great person. Fortinbras considers that For he was likely, had he been put upon, to have proved most royal Speak loudly for him (Shakespeare, 1985 5.2.443-446). Hamlets noble death corresponds with the ideas of death maintained by such a Renaissance philosopher as Michel de Montaigne (1910) who claims that death uncovers the true essence of a person. According to him, a person can be really judged at his/her last moments. The similar attitude towards death is revealed by Sir Walter Raleigh who claimed that only death could provide people with real understanding of life. During his imprisonment Raleigh demonstrated real courage and was not afraid of death. As he wrote in the latter to his wife, I perceive that my death was de termined from the first day (Raleigh, 1940, p.82). In this regard, Hamlets real self is obvious only after his death. At the end of the play Hamlet accepts his death with courage and inevitability. However, Shakespeare demonstrates that, despite Hamlets indifference to life, he needs much time and courage to prepare himself for killing and death. As Hamlet observes numerous deaths, he becomes immune to his own fortune. He starts to perceive death with irony, realising that life has no value for him. To a certain extent, it is Hamlets insanity that helps him to adjust to the idea of death and succeed in his revenge. As Hamlet collides with cruel reality, he seems to be mentally destroyed by it: Who does it, then? His madness. Ift be so, / Hamlet is of the faction that is wrongd; His madness is poor Hamlets enemy (Shakespeare, 1985 2.233-235). Simultaneously, the principal character manages to create an ironical attitude towards death that is intensified by the utilisation of Biblical and classical allusions. For instance, Hamlets revenge resembles the classical story of Priam and Pyrrhus; when Priam kills the father of Pyrrhus, the latter decides to kill Priam in revenge. In Hamlets case the irony is explained by the repetition of the situation, but Hamlet finds it difficult to succeed in his revenge; he avoids some fortunate situations and kills Claudius only at the end of the play. Another allusion is taken from the Bible: when Shakespeare (1985) mentions the primal eldest curse A brothers murder (3.3.40-41), he draws a parallel between the story of Cain and Abel with the murder of King Hamlet by Claudius. Although Claudius seems to ask for forgiveness in the church, he does not really repent of his action. When Hamlet recognises the truth about his fathers death, he decides to make a play The Murder of Gonzago, where h e implicitly depicts the murder of his father by King Claudius. Ironically, the play has a great impact on Hamlet who has to suppress his desire to kill Claudius and his mother Gertrude. As he states, Let not ever the soul of Nero enter this firm bosom. / Let me be firm, not unnatural. / I will speak daggers to her, but use none (Shakespeare, 1985 3.2.426-429). As Agrippina, the character of the play The Murder of Gonzago, is killed by her son Nero, Hamlet is afraid of his desire to also kill his mother. Another element of death that Shakespeare strengthens in his play is the Dance of Death that is crucial for understanding the dramatists interpretation of the issue. In the Renaissance this dance was performed in the form of a carnival, during which some people disguised themselves into skeletons and guided other people into afterlife. As a humorous festivity, the Dance of Death was popular among different groups of people and was depicted in many dramatic works (Freedberg, 1989). The image of the Dance of Death occupies the principal place in Hamlets graveyard scene. In Hamlets conversation with the gravedigger, Shakespeare uncovers many important issues of existence. For instance, Hamlet asks Did these bones cost no more the breeding but to play at loggets with them? Mine ache to think ont (Shakespeare, 1985 5.1.91). The Dance of Death ha s a great impact on Hamlet, especially when he sees the skull of his friend Yorick who occupied a position of fool in the court during his life (Triggs, 1990, pp.73-76). Hamlet realises that death is inevitable for all people, as he puts it, We fat all creatures else to fat us and we fat ourselves for maggots. Your fat king and your lean beggar is but variable service two dishes but to one table (Shakespeare, 1985 4.2.21-24). But this scene also reveals that the gravedigger and Hamlet are blasphemous in their treatment of death, although to a different extent (Frye, 1979, pp.17-22). As the gravedigger prepares the grave for Ophelia, he sings songs; Hamlet regards this action as awful, although his further action is more cruel. When he finds Yoricks skull, he begins to mock at him, simultaneously laughing at death: Where be your gibes now? your gambols? your songs? your flashes of merriment that wont to set the table on a roar? Not one now to mock your own grinning? Quite chapfallen? (Shakespeare, 1985 5.1.196-199). Such an ironic vision of the principal character reveals Hamlets inner degradation; Ewan Fernie (2002) considers that Hamlet involves into the depth of mortality and destruction, because he feels shame that makes him regard death in an easy and obscure manner. Hamlet thinks that the inner destruction is a necessary prerequisite of revenge, and the failure of this tragic hero works against the i llusion and the tyranny of the self (Fernie, 2002, p.225). Although death is a natural phenomenon, Shakespeare demonstrates that people imagine and endure death before they really die, as the ancient culture forms an attitude of people towards death based on suffering and purgatory. As Stephen Greenblatt (2001) puts it, by the late Middle Ages in Western Europe, Purgatory had achieved both a doctrinal and a social success (p.14). In other words, it not only concerned the religious side and the idea of existence, but was also associated with society and its attitude towards reality. In the sixteenth century there were two religious groups in Britain Catholics and Protestants; the first group maintained the idea of Purgatory, while the second group opposed it. Although during the Renaissance period Protestants made everything to eliminate the principles of Purgatory, Shakespeare demonstrates that Purgatory was also closely connected with cultural beliefs of British people. In this regard, the Ghost of King Hamlet confirms to the dogma of Purgatory, as he appears as a creature that suffers much because of his murder and that demands revenge. In fact, the very image of the Ghost brings up the question of death and supernatural elements, simultaneously demonstrating an ambiguous attitude of Renaissance literature towards the issue of death. On the one hand, on the example of his principal character Shakespeare reveals peoples wish to communicate with dead people, but, on the other hand, he shows the wish of the dead to communicate with human beings. Thus, the Ghost in the play seems to ask not only for revenge, but also for recollection. Despite the fact that Shakespeare does not utilise the word purgatory in regard to the Ghost, the dramatis t implicitly mentions that the Ghost comes back from this particular place. As Shakespeare (1985) states, Doomed for a certain term to walk the night / And for the day confined to fast in fires, / Till the foul crimes done in days of nature / Are burnt and purged away (1.5.11-14). Purgatory, mystery plays and various medieval rituals were prohibited by the Church of England in the era of Reformation, destroying many important aspects of English culture. Purgatory was closely connected with the beliefs in phantoms, that is why the Church made everything to suppress the spread of these beliefs. However, Renaissance tragedy seems to revive some earlier traditions and customs associated with the dead, and Shakespeare is considered to be one of the principal Renaissance dramatists who combine medieval and Renaissance cultural traditions. Making the Ghost come back from Purgatory, Shakespeare simultaneously signifies the revival of the very concept of Purgatory, although in a changed form. In this regard, William Shakespeare resembles a famous Renaissance philosopher Desiderius Erasmus Roterodamus (1994) who also rejected many religious dogmas of Protestants and tried to revive some traditions, such as Purgatory. In his work Praise of Folly (1509) Erasmus reveals an ironical vision towards the issue of death, although he believed in God. According to Greenblatt (2001), Shakespeares play takes part in a cult of the dead (p.203), investigating in depth various aspects of death. Shakespeare demonstrates that Purgatory is an important tool for preserving a connection between society and continuity, between life and death; thus the rejection of the principles of Purgatory is considered by the dramatist as the destruction of the Renaissance cultural traditions. In this context, Shakespeares interpretation of the issue of death corresponds with the thinking of such conservative philosophers as More, Erasmus, Montaigne and Raleigh. In particular, Sir Thomas More in his works The Supplication of Souls (1529) and The Last Things demonstrates the importance of Purgatory for saving the ghosts and establishing relations between the quick and the dead. Thomas More also discusses the issue of death through the Seven Deadly Sins that are closely connected with Purgatory (More, 1997, pp.142-160). On the other hand, Shakespeare does not explicitly reveal his support for the issue of Purgatory. Although he challenges the Reformists rejection of Purgatory, he avoids taking one or another side. Shakespeare shows that the image of the Ghost is crucial for the Renaissance public, as Ghost stories were an integral part of British cultural traditions. Despite the fact that other Renaissance tragedies also portray the images of Ghosts, Shakespeares interpretation of the issue greatly differs from other interpretations. As Greenblatt (2001) puts it, Shakespeares ghost is presented in three different images: the Ghost as a figure of false surmise, the Ghost as a figure of historys nightmare, and the Ghost as a figure of deep psychic disturbances (p.157). All these images demonstrate that Shakespeare treats the Ghost in a rather serious way, cons idering that it can give answers to some issues of existence, albeit the dramatist does not reveal these answers; he simply points at the possibility to get these answers. The fact is that Shakespeare intentionally makes the Ghost a controversial creature, so that readers can interpret this image in their own ways. The controversy of the Ghost reflects the controversial attitude of Elizabethan society to the issue of death and afterlife. If the Ghost is thought to come back from Purgatory, then Hamlet may believe that it is the Ghost of his father who suffers much and is in search of revenge (Low, 1999, pp.463-472). However, the Ghost may also appear to come back from Hell; in this regard, his aim is to turn Hamlet into insanity. William Shakespeare reveals this controversy, but he does not solve it. The issue remains open throughout the play and is aggravated with the disappearance of the Ghost. Greenblatt (2001) even claims that purgatory exists in the imaginary universe of Hamlet and [it provides] many of the deep imaginative experiences, the tangled longing, guilt, pity and rage evoked by More (p.252). However, the deaths of Hamlet and other principal characters of the play uncover the truth about these people. In particular, throughout the narration Hamlet pretends to have a secret, althou gh he does not reveal it, but at the end he seems to expose his heart and all his secrets: Thou wouldst not think how ill alls here about my heart; but it is no matter It is but foolery (Shakespeare, 1985 5.2.208-211). Hamlet tries to fool other characters, but instead he fools himself, as he is not able to admit that he is also afraid of death. Analysing the treatment of death in William Shakespeares play Hamlet, the essay suggests that the play contributes much to the Renaissance debate on the issue of death. In particular, the dramatist goes beyond the ancient and Renaissance understanding of death, reviving some medieval death customs in Hamlet and challenging the traditional religious dogmas in regard to death. Introducing the image of the Ghost of King Hamlet, Shakespeare brings up the crucial issues of life and death and eliminates the suppression of the Purgatory concepts. According to the dramatist, the suppression of some earlier beliefs, such as the belief in Purgatory, destroys Renaissance culture. Shakespeares thinking cooperates with the thoughts of such philosophers as Erasmus, Raleigh, More and Montaigne who also demonstrate the necessity to preserve the medieval beliefs and traditions and who believe that a person reveals his true self only at death, while life is a preparation for death. However, Shakespeare avoids supporting either side of the Renaissance death debate; although he revives some concepts, he does not provide an explicit answer to the controversial issue of death. In this regard, the reasons for his characters death are also different; such characters as Hamlet and Laertes die because of their anger and revenge, Claudius dies because of his murderous actions, Ophelia dies as a result of her madness and sexual desires towards Hamlet, while her father Polonius and Hamlets mother die from an unintentional murder, similar to Guilde nstern and Rosencrantz. Applying to these characters deaths, Shakespeare reveals both serious and ironical attitude to death that, on the one hand, reflects Renaissance preoccupation with death, while, on the other hand, demonstrates his own philosophical treatment of this crucial issue. References Cressy, D. (1997). Burial, Marriage and Death. New York: Oxford University Press. Dollimore, J. (1998). Death, Desire, and Loss in Western Culture. New York: Routledge. Dudley, S. (1999). Conferring with the Dead: Necrophilia and Nostalgia in the Seventeenth Century. ELH 66.2, 277-294. Engel, W. E. (2002). Death and Drama in Renaissance England: Shades of Memory. Oxford and New York: Oxford University Press. Erasmus, D. (1994). The Praise of Folly. Prometheus Books. Fernie, E. (2002). Shame in Shakespeare. London and New York: Routledge. Freedberg, D. (1989). The Power of Images. Chicago: Chicago University Press. Frye, R. M. (1979). Ladies, Gentlemen and Skulls: Hamlet and the Iconographic Traditions. Shakespeare Quarterly 30.1, 15-28. Gittings, C. (1984). Death, Burial, and the Individual in Early Modern England. London: Croom Helm. Greenblatt, S. (2001). Hamlet in Purgatory. Princeton: Princeton University Press. Llewellyn, N. (1991). The Art of Death: Visual Culture in the English Death Ritual 1500-1800. London: Reaktion Books, 1991. Low, A. (1999). Hamlet and the Ghost of Purgatory: Intimations of Killing the Father. ELR 29.3, Autumn, 447-463. Montaigne, M. de. (1910). The Works of Montaigne. New York: Edwin C. Hill. More, T. (1997). The Yale Edition of The Complete Works of St. Thomas More. Vol.1. English Poems, Life of Pico, The Last Things. A. S. G. Edwards, C. H. Miller K. G. Rodgers (Ed.). New Haven: Yale University Press. Neill, M. (1997). Issues of Death: Mortality and Identity in English Renaissance Tragedy. Oxford: Clarendon Press, 1997. Raleigh, S. W. (1940). Sir Walter Raleigh to his Wife. In M. L. Schuster (Ed), A Treasury of the Worlds Great Letters (pp.81-85). New York: Simon and Schuster. Shakespeare, W. (1985). Hamlet, Prince of Denmark. In P. Edwards (Ed.), The New Cambridge Shakespeare. Cambridge: Cambridge University Press. Triggs, J. A. (1990). A Mirror for Mankind: The Pose of Hamlet with the Skull of Yorick. The New Orleans Review 17:3, Fall, 71-79.

Wednesday, November 13, 2019

The Influence of Real-Time Technology on E-Voting Technology :: essays research papers

Abstract Many cyberneticists would agree that, had it not been for web browsers, the deployment of link-level acknowledgements might never have occurred. Given the current status of homogeneous models, theorists famously desire the evaluation of online algorithms, which embodies the confirmed principles of separated programming languages. We present a solution for the refinement of Markov models, which we call Drabber. Table of Contents 1) Introduction 2) Drabber Study 3) Implementation 4) Evaluation * 4.1) Hardware and Software Configuration * 4.2) Experimental Results 5) Related Work 6) Conclusion 1 Introduction The emulation of symmetric encryption is a key quagmire. In fact, few experts would disagree with the key unification of the transistor and erasure coding. Despite the fact that prior solutions to this question are useful, none have taken the flexible approach we propose here. The exploration of local-area networks would minimally degrade "fuzzy" modalities. Our focus in this work is not on whether forward-error correction and IPv7 [8] are rarely incompatible, but rather on describing an analysis of erasure coding (Drabber). Nevertheless, "fuzzy" communication might not be the panacea that theorists expected. Existing semantic and Bayesian systems use ambimorphic algorithms to develop stochastic theory. Our system runs in W(n2) time. It should be noted that Drabber turns the modular algorithms sledgehammer into a scalpel. Thusly, we see no reason not to use large-scale archetypes to investigate the exploration of robots. This work presents three advances above existing work. For starters, we construct an analysis of replication (Drabber), validating that Markov models and the partition table can agree to realize this objective. Second, we use interposable methodologies to disprove that I/O automata and IPv4 are largely incompatible. Next, we discover how cache coherence can be applied to the development of the transistor. The rest of this paper is organized as follows. Primarily, we motivate the need for the partition table. We prove the construction of information retrieval systems. Ultimately, we conclude. 2 Drabber Study Furthermore, Figure 1 shows our heuristic's read-write simulation [10]. Along these same lines, we consider a heuristic consisting of n hierarchical databases. This seems to hold in most cases. Figure 1 shows an architectural layout diagramming the relationship between Drabber and the investigation of the memory bus. We postulate that the essential unification of object-oriented languages and superpages can store relational information without needing to enable the theoretical unification of vacuum tubes and 802.11 mesh networks. The question is, will Drabber satisfy all of these assumptions? No. dia0.png Figure 1: The flowchart used by our system. Reality aside, we would like to refine a methodology for how Drabber might behave in theory.

Monday, November 11, 2019

Indian Gdp

India Economy GDP India’s economy is the twelfth largest in the world in terms of market exchange rates. Since liberalization of the economy in 1991, the economy has progressed towards a market-based system from a regulated and protected one. The country became the second fastest growing economy in the world in 2008. India Economy GDP growth rate was 6. 1% in 2009. Gross Domestic Product (GDP) is the measure of a country’s economic performance. It is the market value of all the goods and services produced in a year. GDP can be calculated in three ways namely through the product (or output) approach, expenditure approach and income approach. The product approach is the most direct one which calculates the total product output of each class. The expenditure approach calculates the total value of the products bought by an individual which should be equal to the expenditure of the things bought. The expenditure approach calculates the sum of all the producers' incomes where the incomes of the productive factors are equal to the value of their product. In 2007, the Indian economy GDP crossed over a trillion dollar which made it one of the twelve trillion dollar economy countries in the world. There has been excellent progress in knowledge process services, information technology, and high end services. But the economic growth has been sector and location specific. The trend for India’s GDP growth rate are given below – 1960-1980 – 3. 5% 1980-1990 – 5. 4% 1990-2000 – 4. 4% 2000-2009 – 6. 4% Contribution of different sectors in GDP Below are the contributions of different sectors in the India’s GDP for 1990-1991 –   Agriculture: – 32% Service Sector: – 41% Industry: – 27% Below are the contributions of different sectors in the India’s GDP for 2005-2006-   Agriculture: – 20% Service Sector: – 54% Industry: – 26% Below are the contributions of different sectors in the India’s GDP for 2007-2008- Agriculture: – 17% Service Sector: – 54% Industry: – 29% The service sector contributes more than half of India’s GDP. Earlier agriculture was the main contributor to the GDP. To improve the GDP and boost the economy, the government has taken various steps like implementation of FDI policies, SEZ’s and NRI investments. The GDP growth rate slowed down to 6. 1% in 2009. In 2006, the country’s trade contributed to around 24% of the GDP from 6% in 1985. According to Goldman Sachs, India’s GDP in current prices may overtake France and Italy by 2020, Russia, Germany and UK by 2025 and Japan by 2035. It is also predicted that Indian economy will be the third largest after US and China by 2035. In 2007, agriculture contributed around 16. 6% of the GDP. Even though its share has been declining, agriculture plays a major role in the India’s socio economic development. Industry contributes around 27. 6% of the GDP (2007 est). The services sector contributed to 55% of the GDP in 2007. The IT industry contributed around 7% of the GDP in 2008 which was 4. 8% in 2005-06. Remittances from overseas Indian migrants were around $27 billion or around 3% of the GDP of India’s economy in 2006. Indian Economy-Facts on India GDP †¢ The Indian economy is the 12th largest in the world †¢ It ranks 5th pertaining to purchasing power parity (PPP) according to the latest calculation of the World Bank †¢ The GDP of India in the year 2007 was US $1. 09 trillion †¢ India is the one of the most rapidly growing economies in the world †¢ The growth rate of the India GDP was 9. 4% per year Due to the huge population the per capita income in India is $964 at nominal and $4,182 at PPP Points to remember while calculating India GDP †¢ Calculating India GDP has to be done cautiously pertaining to the diversity of the Indian Economy. †¢ There are different sectors contributing to the GDP in India such as agriculture, textile, manufacturing, information technology, telecommunication, petroleum, etc. †¢ The different sectors contributing to the India GDP are classified into three segments, such as primary or agriculture sector, secondary sector or manufacturing sector, and tertiary or service sector. With the introduction of the digital era, Indian economy has huge scopes in the future to become one of the leading economies in the world. †¢ India has become one of the most favored destinations for outsourcing activities. †¢ India at present is one of the biggest exporter of highly skilled labor to different countries †¢ The new sectors such as pharmaceuticals, nanotechnology, biotechnology, telecommunication, aviation, manufacturing, shipbuilding, and tourism would experience very high rate of growth How to calculate India GDP- The method of  Calculating India GDP  is the expenditure method, which is, GDP = consumption + investment + (government spending) + (exports-imports) and the formula is GDP = C + I + G + (X-M) Where, †¢ C stands for consumption which includes personal expenditures pertaining to food, households, medical expenses, rent, etc †¢ I stands for business investment as capital which includes construction of a new mine, purchase of machinery and equipment for a factory, purchase of software, expenditure on new houses, buying goods and services but investments on financial products s not included as it falls under savings †¢ G stands for the total government expenditures on final goods and services which includes investment expenditure by the government, purchase of weapons for the military, and salaries of public servants †¢ X stands for gross exports which includes all goods and services produced for overseas consumption †¢ M stands for gross imports which includ es any goods or services imported for consumption and it should be deducted to prevent from calculating foreign supply as domestic supply Recent developments in Indian GDP Over the past 4 quarters India Gross Domestic Product (GDP) has extended 6. 10%. According to World Bank report, India Gross Domestic Product accounts to 1217 billion dollars or 1. 96% of the world economy. India being a diverse economy incorporates customary village farming, handicrafts and wide range of contemporary industry and services. Services are considered as a chief factor behind the economic elevation accounting for more than half of India’s productivity. Since 1997, Indian economy has registered an average growth rate of more than 7%, minimizing poverty rate by around 10%. India’s GDP grew at a notable 9. 2 per cent in the year 2006-2007. Now that the service sector accounts for more than half of the GDP is a landmark in the economic history of India and helps the nation to come closer to the basics of an industrial economy. Where does India stand? India is positioned as one of the major economies worldwide in terms of the purchasing power parity (PPP) of the gross domestic product (GDP) by chief financial units of the world such as the International Monetary Fund, the CIA and the World Bank. In terms of agricultural output India is the second largest. Industries related to the agriculture have also played an important role in the up gradation of the nation’s economy by opening up employment avenues in the forestry, fishing and logging sectors. For the elevation in the production volume in Indian agriculture various five year plans should also be given due credit. Improvements in irrigation methods as well as usage of modern technologies have also added value to the agriculture processes. In terms of factory output India ranks 14th in quantity produced by industrial sector. Gas, mining, electricity and quarrying industries also play major developmental roles and contribute in a major way to the GDP. Latest snapshots of India Per Capita GDP †¢ India’s Per Capita Income stood at Rs 19040 in the year 2002-03 †¢ In 2003-04 India Per Capita Income was Rs 20989. †¢ Per Capita Income in India was Rs 23241 in 2004-05. †¢ In the fiscal year 2008-2009 the Per Capita GDP in India was Rs 37490. †¢ Per Capita GDP at factor rate at regular (1999-2000) prices in the FY 2008-2009 is estimated to reach a level of Rs 3351653. †¢ In 2008-2009 India attained a growth rate of 7. per cent. †¢ A collective growth rate of 2. 6 per cent in the field of agriculture, forestry and fishing was witnessed in the FY 2008-2009 †¢ Service industry had a growth rate of 10. 3 per cent in 2008-2009 †¢ During 2008-2009 industry saw a growth rate of 3. 4 per cent. Indian States in terms of Per Capita Income †¢ Jharkhand and Orissa whic h are considered as two backward states are increasingly developing in terms of per capita income. This expansion is facilitated by the growth of business activities taking place in these two mineral rich states. Jharkhand with per capita income of Rs 14,990 has posted 16. 6 per cent rise. †¢ Orissa is a spectator of an steady growth of 11. 5 per cent in per capita income (Rs 14. 795) †¢ The industrialized Gujarat and Karnataka and Tamil Nadu are rated among the top states with per capita income more than Rs 20,734 †¢ Karnataka has per capita income nearly 9. 28% followed by Gujarat and Tamil Nadu at 8. 92% and 8. 46% respectively. †¢ Delhi and Goa however has lower growth rate at 6. 9 per cent and 6 per cent respectively but ranks the highest in per capita income at Rs 49172 and Rs. 7507 respectively. †¢ Chhattisgarh with turbulence in social, political and economic front registered a growth of 8. 8 per cent. However, the average income base is very minimal at Rs. 16,365. †¢ Madhya Pradesh, Uttar Pradesh and Bihar are yet to make a mark in the category of highest per capita income as the growth measures in these states are yet to be implemented. †¢ At per capita income of Rs. 12566, Rs. 10637 and Rs. 6610 of Madhya Pradesh, Uttar Pradesh and Bihar respectively, these states have the sluggish rates of 2. per cent, 3. 1 per cent and 3. 7 per cent respectively. †¢ 17 states have per capita income less than the national average of 8. 4%. India’s Per Capita Income in coming years India’s per capita income is predicted to rise in coming years. FY 2008-09 was expected to witness more than double of per capita income over the last seven years to Rs 38,084, indicating enhancement in the living standards of an average Indian citizen. The highest increase in per capita income was seen during 2006-07 in terms of percentage which stood at 13. %. However, after reducing for inflation (at 1999-2000 rates), the per capita income is predicted to grow to Rs25,661, indicating an upsurge of 5. 6%. In conclusion, as compared to other nations, India has performed well inspite of the global financial meltdown. GDP India Growth Rate India is considered as one of the best players in the world economy in the past few decades, but rapidly increasing inflation and the intricacies in administering the world’s biggest democracy are acting as the major hurdle in the field of development. Indian economy in recent years has been consistently performing with flying colors, escalating 9. 2% in 2007 and 9. 6% in 2006. This uninterrupted expansion is assisted by markets restructuring, huge infusions of FDI, increasing foreign exchange reserves, boom in both IT and real estate sectors, and a thriving capital market. The latest reviews of the India GDP growth rate are as under – †¢ For the first quarter of 2007-08 GDP posted a growth of 9. 3% and stood at Rs 7,23,132 crore, as compared to the consequent quarter of previous fiscal year †¢ In the quarter of April-June economy of India grew at 9. %. The progress was triggered by construction, manufacturing, services and agriculture industries †¢ For the week concluded July 28, 2007, the yearly inflation rate was 4. 45% †¢ Balance of Payments in India is predicted to remain contended †¢ Merchandise Exports registered steady growth †¢ Manufacturing posted 11. 95 expansion Difference between GD P and GDP Growth Rate Retail spending, government expenses exports and inventory levels determine GDP growth rate. Elevation in imports will affect GDP growth in a negative way. Economic strength of a nation is indicated by the GDP growth rate. Development in GDP will eventually boom business, employment opportunities and personal income. On the flip side, if GDP slows down, then business ventures and already established enterprises will come to a halt. This will call off monetary infusion in new purchases, tie-ups and recruiting new employees till the economy gain pace. As a result the GDP further deteriorates because the consumers do not have sufficient money to spend on buying a product or service. India GDP growth rate in 2009 According to International Monetary Fund (IMF) economic growth rate of India is predicted to dip by 6. per cent in the fiscal year 2009. IMF has further stated that this relegation is unavoidable because the Asian nations are not fully impervious to the global financial crisis and its consequent negative effects. IMF's World Economic Outlook (WEO), released in Washington on October 8, 2008, explains the slopping of GDP growth rate in the last three years. In 2007 GDP growth rate was 9. 3 per cent while in 2008 it dipped to 7. 8 per cent and would end up at 6. 9 per cent in 2009. The analysis also asserted that Asia’s economic growth rate is expected to undergo a negative transition in the coming fiscal year. Year 2008 witnessed a 7. 7 per cent decline in GDP growth rate of Asia which would eventually end up at 7. 1 per cent in 2009. Financial market worldwide underwent a severe slowdown after the September 08 market turmoil and is becoming financially fragile day by day. The weak financial market is incapable of attracting investors’ attention. India has also suffered a major setback in the year 2005-07 according to IMF, when the worldwide stock markets slipped radically. LAST 5 YEAR’S GDP FOR DIFFERENT SECTORS: TABLE: 1 AGRICULTURE Year |Agriculture | | |At Constant Prices |At Current Prices | |2004-05 |482910 |552422 | |2005-06 |511114 |625635 | |2006-07 |531315 |686044 | |2007-08 |557122 |782597 | |2008-09 |566045 |861753 | TABLE: 2 INDUSTRY Year |Industry | | |At Constant Prices |At Current Prices | |2004-05 |468451 |598271 | |2005-06 |506519 |679781 | |2006-07 |560775 |794127 | |2007-08 |602032 |898627 | |2008-09 |617882 |985297 | TABLE: 3 MINING & QUARRYING |Mining & Quarrying | | | | |Year | | | |At Constant Prices |At Current Prices | |2004-05 |52591 |84776 | |2005-06 |55164 |94533 | |2006-07 |60038 |106024 | |2007-08 |61999 |117431 | |2008-09 |64244 |125414 | TABLE: 4 MANUFACTURING Year |Manufacturing | | |At Constant Prices |At Current Prices | |2004-05 |361115 |453603 | |2005-06 |393842 |519743 | |2006-07 |440193 |617648 | |2007-08 |476303 |705130 | |2008-09 |487739 |780405 | TABLE: 5 ELECTRICITY, GAS & WATER SUPPLY Year |Electricity, Gas & Water Supply | | |At Constant Prices |At Current Prices | |2004-05 |54745 |59892 | |2005-06 |57513 |65505 | |2006-07 |60544 |70455 | |2007-08 |63730 |76066 | |2008-09 |65899 |79478 | TABLE: 6 SERVICES Year |Services | | |At Constant Prices |At Current Prices | |2004-05 |1437407 |1727008 | |2005-06 |1598468 |1976969 | |2006-07 |1779029 |2299212 | |2007-08 |1970563 |2639668 | |2008-09 |2155448 |3086132 | TABLE: 7 CONSTRUCTION Year |Construction | | |At Constant Prices |At Current Prices | |200 4-05 |158212 |212807 | |2005-06 |183868 |264173 | |2006-07 |205543 |319180 | |2007-08 |226325 |376266 | |2008-09 |242577 |437017 | TABLE: 8 TRADE,HOTEL,TRANSPORT AND COMMUNICATION Year | Trade, Hotel, Transport and Communications | | |At Constant Prices |At Current Prices | |2004-05 |615849 |706073 | |2005-06 |690399 |809870 | |2006-07 |778896 |947096 | |2007-08 |875398 |1090708 | |2008-09 |954589 |1246718 | TABLE: 9 FINANCE, INSURANCE, REAL ESTATE & BUSINESS SERVICES |Year | Finance, Insurance, Real Estate & Business Services | | |At Constant Prices |At Current Prices | |2004-05 |323080 |405081 | |2005-06 |359888 |452469 | |2006-07 |409472 |524019 | |2007-08 |457584 |594096 | |2008-09 |493356 |691221 | TABLE: 10 COMMUNITY, SOCIAL & PERSONAL SERVICES |Year | Community, Social & Personal Services | | |At Constant Prices At Current Prices | |2004-05 |340266 |403047 | |2005-06 |364313 |450457 | |2006-07 |385118 |508917 | |2007-08 |411256 |578598 | |2008-09 |464926 |711176 |

Saturday, November 9, 2019

Technology The Good, The Bad and Where We Are Headed Professor Ramos Blog

Technology The Good, The Bad and Where We Are Headed Edmund, Eric â€Å"WHO/UNICEF Joint Monitoring Report 2010.† World Health Organization, World Health Organization, 29 Aug. 2016. We’ve all seen, or at least have heard about, the action movie Terminator, starring Arnold Schwarzenegger. In the movie, robots become so powerful that they end up using weapons and force to try to take over the human race. It ends up becoming an all out war. Humans vs Robots. That doesn’t sound like a very bright future to live in. Yet, many people speculate that this is the type of scenario we are heading into with all of the new AI technology being developed every single day. Others say that technology has helped humanity with some of the most important inventions and events in history, including the early findings of electricity, to the now privately funded space exploration companies such as SpaceX launching their own rockets and satellites into space. Now the question still to be answered: Is technology good for us or bad for us and where are we headed? The Good How is technology good for us? Technology has done many wonderful things, such as give us means of transportation worldwide, help advance medicine, give us ways to communicate and even surf the web. Technology in medicine has become so advanced in the past 200 years that it has just about doubled the average world life expectancy. In 1800, the average life expectancy in Europe was 35-40 years old, while â€Å"today’s life expectancy in Europe is about 73 years old.†(Griffin) Some of the many wondrous technologies that have been created to improve the healthcare system include X-ray machines, prosthetic limbs, and electronic medical records. All of these are used in the medical field daily. People used to die from the common cold in the 1700’s, now people are beating cancer because of all of the new research tools and lab work and medicines that humans have created. Besides healthcare, technology has helped humans create a wide variety of things to help us in our everyday lives. We take a lot of things we use daily for granted such as cars, cellphones, and even running water. Running water may not seem like a huge deal now because a lot of the living generations grew up with running water, but back when people were throwing their waste in the streets, running water was a life changing technology for them. According to the World Health Organization, â€Å"87 percent of the world’s population gets their drinking water from safe and secure sources.† (World Health Organization). Furthermore, it has never been easier than now to communicate with someone, whether they are a mile away or halfway across the world. Now it takes a phone call to contact someone no matter where they are in the world, when a couple centuries ago, it would have taken months to send a letter to someone who was across the world. In 2016 approximately â€Å"62.9 p ercent of the world population had a cellphone with mobile data.† (Statista). The Bad As much as technology is helping our quality of life, it is also taking it away from us as well. â€Å"The average life expectancy in the United States in 2040 is projected to decline about 20 spots in the world ranking†(Chavez). This huge decline is due to the massive influx of obese people, especially obese children. Although we will be projected to gain 1.1 years of life by 2040, other countries are projected to gain 5 or more years of life(Chavez). Technology plays a huge role in this situation because it is simply making us lazier than ever. With entertainment like youtube and video games being easily accessible through things such as tablets and smartphones, a lot of children in adolescents, about 42 percent who use a tablet or smartphone daily(Odgers), no longer feel the need to go outside and play. Also, with apps such as ubereats and postmates, you no longer need to leave your house to get food. Not all technology created has been good. There have been unimaginable tragedies of war and other horrific events that have come from the smartest minds in the world, such as Wernher Von Braun, who was forced to create things such as bombs and nuclear weapons. â€Å"Wernher Von Braun created the famous V-2 ballistic missile in 1937†(Harbaugh),which has been estimated to kill upwards of 30,000 civilian deaths in London, England in World War 2(Harbaugh). Chemical warfare has evolved immensely, and it has not been for the better. The first use of widespread chemical warfare was mustard gas in World War 1, which was visible to the eye and you could smell it. Now countries are creating chemicals that are invisible and odorless which is very dangerous as it can be used any time and no one would know. We also have the technology of unmanned drones that are carrying strikes from someone that is halfway across the world and almost always have civilian casualties. Scientists are creatin g robots every day, some of these robots are able to operate weapons systems. Scientists are getting closer and closer to creating real life terminators. If this is where the new age of war technology is headed, the future is going to be very scary. Where We Are Headed Scientists are also creating AI technology and creating more and more every day. Imagine a robot who can think for itself, and essentially be the smartest thing alive since it would have an unlimited amount of knowledge resources from the internet. What happens when the AI technology discovers it is smarter than humans? What happens if someone is able to hack into the AI and give it the wrong ideas or turn the AI against humans? We simply do not know because the technology is so new and we do not know the limits of the technology. Another huge issue related with the internet is the new age of cyberbullying and hacking. In 2016, suicide attempts caused from cyberbullying increased by 8.7 percent in high school students. In 2011, 15 percent of parents reported that their child had been cyberbullied. In 2016, that number jumped to a staggering 35 percent. (Edmund) These are only the reported numbers, imagine how many kids are getting cyberbullied without their parents knowledge. Cyberbullying is becoming an epidemic that is causing children to self harm and even commit suicide. Overall, technology has the power to save lives and make everyday life easier, but it also has the power to hurt us and even take lives. It all depends on how technology is being used and which direction it is being pushed. Depending on how we use technology, we could be a super advanced civilization or we could end ourselves with war and destruction. It is up to us to decide our fate. Work Cited Chavez, Robert. â€Å"U.S. Life Expectancy Rankings to Drop By 2040.† Health.com Edmund, Eric â€Å"WHO/UNICEF Joint Monitoring Report 2010.† World Health Organization, World Health Organization, 29 Aug. 2016. Griffin, J P. â€Å"Changing Life Expectancy throughout History.† Journal of the Royal Society of Medicine, The Royal Society of Medicine, 1 Dec. 2008 Harbaugh, Jennifer. â€Å"Biography of Wernher Von Braun.† NASA, NASA, 18 Feb. 2016, Odgers, Candice. â€Å"Smartphones Are Bad for Some Teens, Not All.† Nature, U.S. National Library of Medicine, 22 Feb.

Wednesday, November 6, 2019

Philosophy of Education

Philosophy of Education Free Online Research Papers The philosophy of education is individual to each person and their particular insights. The philosophy of education generally addresses: the role of the teacher, the role of the students, and the role of learning in general. Each of these areas is very important for a soon to be teacher. Upcoming teacher should have a pretty firm idea of what their beliefs are about each of the above listed three areas. Therefore, as an upcoming teacher I will be sharing my views and beliefs on each of the three areas. The role of the teacher is a very important one that goes past what many people may think. I firstly think the main role of the teacher is to be at a school as an educator of whatever subject they are teaching and to have adequate knowledge in that content area. The teacher must be able to effectively communicate the information on the subject matter to their students in a way that the students will be able to comprehend and recall or perform that subject knowledge in the future. Past just teaching content in a subject area, teachers are also â€Å"life teachers†. Teachers may not always realize it initially, but they are huge role models in their students’ lives. Students are around their teachers for about 8 hours of the day. Sometimes that is more time than the students may see their parents/guardians. So whether or not teachers want or choose to be a role model in their students’ lives, they are. This means while at school teachers should exhibit professional , mature, attributable characteristics that will set a model for how the students should act now and in their future. In addition but very similar to just being a role model, is the role of a teacher being a life coach. Teachers are also unexpectedly thrown into this role. Throughout the career of teaching you will come into experience with many students that have really had someone to help guide them in their life. This often makes you as a teacher become their life coach since you are someone that they spend many hours with each day. Therefore teachers need to provide care, trust, security, love, and respect to their students without prejudice. You never know what each student is going through, so even if a student’s life may seem perfect, it could actually being crashing down without you knowing. This is why you cannot jump too quickly to stereotypes or conclusions when you are â€Å"judging† your students. I believe the main roles of the teacher are: to communicate subject knowledge effectively to their students, to be role models to their students, and to also be life coaches to their students. Another important part of the philosophy of education is the role of the student. The role of the student in the philosophy of education is a huge one. Each student will play a different role in the educational process, but the role of students in general is crucial for you to have a firm belief on to be able to effectively be able to teach individual student who will have their own separate beliefs about their role in the educational system. I believe the main role of the student is their willingness and desire to learn. Many students in school may not admit it, but they are there because they want and have a desire to learn in order for them to grow as an individual. Students also must want to learn in order to be able to learn. What I mean by this is that if a student is resistant to learning and does not care about learning then they most likely will not learn. They will be the student who rebels and does not pay attention in class and is usually causing trouble because they do n ot have a desire to be in the classroom. Another very important role or characteristic of the student is respect for their teacher. A student must be respectful of their teacher and also their fellow classmates in order to be able to learn. If there is no respect then the student will not want to pay attention to you as a teacher and will be disruptive to other students who are trying to learn therefore you must give them respect and you must gain their respect. Yet another role of the student is the role of socialization. Students are in an educational system to learn not only content knowledge but also to gain real world skills such as socialization. Each day students go through many different interactions between friends, teachers, administrators, and sometimes other school officials such as the nurse or guidance counselor. Each time a student has one of these interactions, it teaches them further socialization skills. The way people react to that person socializing with them wil l mold the future actions of the interactions with others. Such as, if a student comes up to another student and compliments them on the shirt they are wearing and they receive a response such as: â€Å"thank you!† then that originally student is encouraged by the positive response to continue to compliment others in the future. Let’s say the student receiving the compliment though responded this way instead: â€Å"Ewww I hate this shirt, I can’t believe you think it’s cute, you must have no fashion taste!†, then the original student will be discouraged from giving people compliments in the future and they will feel down about themselves because they will then think they have no fashion sense. This demonstrates how every interaction influence how we will act in the future. The last important role I believe that students have is the role of students as fellow â€Å"teachers† to their classmates. It is amazing how much students can sometimes g et something across to another student that a teacher may not have been able to. Most of the time students in a classroom are at different levels of learning, some higher than others. In this case, the higher level students will also be able to be teachers to their fellow classmates. Even students at the same level can be teachers to their classmates as well. Programs at schools are being implemented to improve and encourage this role of the student. At Springfield School District 186 in Springfield, IL there is a program called AVID (Advancement Via Individual Determination) that specifically targets this skill. On Tuesdays and Thursdays college mentors come into the classroom to assist in a program where students come into groups with questions while their fellow classmates in their groups guide a student through their original question to help them to achieve the answer without just giving it to them. This is a great example of the students’ role as being â€Å"teachersâ €  to their fellow classmates. I believe the four main roles of a student are: the role of the student to have a desire to learn, the role of being a respectful student towards teachers and fellow classmates, the role of socialization within the school, and the role of students as fellow teachers. The last major part of the philosophy of education is the role of learning. Many people ask why we should learn. My answer would be: for each of us to grow as individuals and therefore be a better, well informed, functioning member of society. Learning is a vital part of each person’s life. The formal educational system aids greatly in this area. Through formal education, many different things are learned in many different content areas, but also as I discussed earlier, sometimes in school you will also learn other important â€Å"life lessons†. Learning throughout your life never stops. Usually every day, whether or not we are in a formal school setting, we learn something new that we did not know previously. I also believe we learn as a survival instinct. When we are first born, there are things we must learn how to do in order to be able to survive. This could also be true to formal schooling in a way. In order to survive in the corporate world, you must continually be one step ahead of your competition, so you must constantly be striving to learn more about your career and your industry. Another reason I think we learn is to keep our brains occupied. Our brains are constantly striving for information. If we never learned anything new, we would get very bored and would be driven to learn more or to learn something new. There are many different reasons people could come up with for why we should learn, but mine is very basic. I believe we should learn in order to continuously grow as individuals and to be a better, well informed, functioning member of society. Each person’s beliefs and views about the philosophy of education will be very individualized. The philosophy of education generally addresses: the role of the teacher, the role of the student, and the role of learning in general. Each of these areas encompasses many different functions. For anyone who is an up and coming teacher, it is very important for you to be confident in and aware of your beliefs about each of the three areas in the philosophy of education. I as an up and coming teacher believe I have clearly demonstrated my confidence and awareness of my beliefs about each of the areas. Knowing my beliefs and being confident in them will surely help me once I do enter a school system as a teacher. Being confident in my beliefs will help me in order to be able to be an effective teacher, know my students role while at school, and to be able to communicate why the role of learning is so important. 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Monday, November 4, 2019

Levendary Case Study Essay Example | Topics and Well Written Essays - 250 words

Levendary Case Study - Essay Example the entry process was not organized, an aspect that made it hard for the restaurant to establish its designs and menu in the market (Bartlet & Han, 2011). Foster should slowly establish Legendary Cafà © without interfering with the operations. This is to ensure that the loyal customers who are accustomed to the old designs are retained. However, the restaurant should first conduct a market research and establish the perception or feeling of the target market towards the proposed changed. This is to ensure that they are not affected, an aspect that can make them to shift their focus towards the competitors (Bartlet & Han, 2011). Mia Foster should give Chen the freedom to run the Chinese outlets. However, she should inform Chen that he must abide to the rules and regulations that have been set by the headquarters (Bartlet & Han, 2011). Therefore, even when he is making critical decisions, he should consider the overall goals of the whole restaurant. This is to ensure that the intervention does not affect Chen momentum in the Chinese market while also the goals of the restaurant in this market are being achieved. The headquarters should decentralize its authority and provides managers of subsidiaries with opportunity to make independent decision depending on the conditions in the market. This is to enable the restaurants serve the interests of the target market which are

Saturday, November 2, 2019

Customer Strategy Plan of FedEx Assignment Example | Topics and Well Written Essays - 750 words

Customer Strategy Plan of FedEx - Assignment Example FedEx main metrics to retain the company’s most valued customers starts with examining potential avenues that could lead to loss of customers. The company will work to develop different ways to build value and strengthen its commercial relationship. There are four pivotal strategies FedEx can apply to win the client’s loyalty. The first is customer segmentation which involves the process of grouping the clients into segments based on their needs and preferences (Beck, 2010). Segmentation will allow FedEx to outline the major clienteles persona based on past relationship with the company. The main aim of this process is to identify what clients are committed to FedEx, up to what level they are loyal and what category do they fall under. Loyalty according to Beck (2010) is a result of customer orientation, brands in the market, the business transaction model and the client’s decision making. This will assist FedEx to determine what segments provide better opportunities so that the company can focus its resources, beneficial clients. The second strategy is to prioritize the customer needs using innovative means to offer tailor-made services. After realizing the customer’s realities FedEx intends to rise to the challenge by delivering the best value revising its service, price, and marketing strategy to boost the customer’s loyalty. FedEx seeks to elevate its staff skills to enable them to identify the customer’s specific need so as to provide them with the best solution to their need. Improving the employee’ skills according to Kumar and Reinartz (2012) allow the prospective customers receive personalized service. FedEx will revisit its pricing strategies to ensure that certain clien ts enjoy special annual discounts without sacrificing profit margins.Â