Nitrogen Essays - Industrial Gases, Nitrogen, Pnictogen,

Nitrogen Nitrogen, symbol N, gaseous element that makes up the largest portion of the earth's atmosphere. The atomic number of nitrogen is 7. Nitrogen is in group 15 (or Va) of the periodic table. Nitrogen was discovered by the British physician Daniel Rutherford in 1772 and recognized as an elemental gas by the French chemist, Antoine Laurent Lavoiser about 1776. Nitrogen is a colorless, odorless tasteless, nontoxic gas. It can be condensed into a colorless liquid, which can be compressed into a colorless, crystalline solid. Nitrogen exists in two natural forms, and four radioactive forms (artificial). Nitrogen melts at -210.01 degrees C, (-349.02 F), boils at -195.79 C (320.42 F), and has a density of 1.251 g/liter at 0 C (32 F) and 1 atmosphere pressure. The atomic weight of nitrogen is 14.007. Nitrogen is obtained from the atmosphere by passing air over heated copper of iron. The oxygen is removed from the air, leaving nitrogen mixed with inert gases. Pure nitrogen is obtained by fractional distillation of liquid air; because liquid nitrogen has a lower boiling point than liquid oxygen, the nitrogen distills of first an can be collected. Nitrogen compresses about 4/5ths by volume of the atmosphere. Nitrogen is inert and serves as a diluent for oxygen in burning and respiration processes. It is an important element in plant nutrition; certain bacteria in the soil convert atmospheric nitrogen into a form, such as nitrate, that can be absorbed by plants, a process called nitrogen fixation. Nitrogen in the form of protein is an important constituent of animal tissue. The element occurs in the combined state in minerals, of which saltpeter (KNO ) and Chile saltpeter (NaNO ) are commercially important products. Nitrogen combines with other elements only at very high temperatures of pressures. It is converted to an active form by passing through an electronic discharge at low pressure. The nitrogen so produced is very active, combining with alkali metals to form azides; with the vapor of zinc, mercury cadmium, and arsenic to form nitrides; and with many hydrocarbons to form hydrocyanic acid and cyanides, also known as nitriles. Activated nitrogen returns to ordinary nitrogen in about one minute. In the combined state nitrogen takes part in many reactions; it forms so many compounds that a systematic scheme of compounds containing nitrogen in place of oxygen was created by the American chemist Edward Franklin. In compounds nitrogen exists in all the valence states between -3 and +5. Ammonia, hydrazine, and hydroxylamine represent compounds in which the valence of nitrogen is -3, -2, and -1, respectively. Oxides of nitrogen represent nitrogen in all the positive valence states. Most of the nitrogen used in the chemical industry is obtained by the fractional distillation of liquid air. It is then used to synthesize ammonia. From ammonia produced in this manner, a wide variety of important chemical products are prepared, including fertilizers, nitric acid, urea, hydrazine, and amines. In addition, an ammonia compound is used in the preparation of nitrous oxide (N 0) a colorless gas popularly known as laughing gas. Mixed with oxygen, nitrous oxide is used as an anesthetic for some types of surgery. Used as a coolant, liquid nitrogen has found widespread application in the field of cryogenics. With the recent advent of ceramic materials that become superconductive at the boiling point of nitrogen, the use of nitrogen as a coolant is increasing. In conclusion, it seems as if Nitrogen is very helpful in the modern world. It is used in dentists office's to using it for industrial applications. Without this element the world would be a little different in some fields.

The Fall of the Textile Industry in India

The Fall of the Textile Industry in India Free Online Research Papers The industrial revolution took place in 18th to 19th century with impetus from cotton industry. Though raw material for the cotton industry (raw cotton) couldn’t be produced in Britain at all and had to be imported thousand miles from America and later on from Asia. Origin of cotton industry traces back to 17th century. British had to wear uncomfortable clothes made up of either wool or leather in hot summer days. But as cotton clothes were introduced to them which were comfortable to wear in summer, it gained popularity among common people. Demand for printed and painted fabrics rose up and this attractiveness of the comfortable cotton material produced threat in the traditional woolen industry. Hence to squeeze the competition from exported Indian clothes, petition was filled in the parliament. In 1700 an Act was passed against the import of any of such fabric from India, Persia and china. All the goods seized in the process were to be confiscated, sold by auction or re-exported. But the Act could not bring desired result. Consumers were not ready to give up use of imported cotton materials. Many pamphlets were published by representative of woolen industry to prevent consumers from buying those cotton goods. The envy of woolen weavers could not be limited to words and was expressed in the streets via attacking people dressed in cotton material and even the houses with any of such cotton materials found were damaged. However this violence could not hold back the need of people to be clothed in something other than wool or leather. This tremendous violence and protest had to be addressed with new Act of prohibition. However this Act did not impose any ban on trading of cotton fabrics but they had to be kept in the warehouses and re-exported to other parts of the Europe. When the imports from India were restricted, imitators found a golden opportunity to make profit out of depressed demand of consumers. As rightly said, â€Å"Necessity is the mother of invention†, deliberate effort was taken by the carpenter (in absence of engineers) to discover the substitute to the cotton material. Though, replication of years old skills and talent was not that easy. The Lancashire spinners couldn’t reproduce Indian cotton clothes and the fabric spun were too coarse or too weak. This attempt resulted in making material of mixed linen and cotton, linen as warp and the cotton as woof. These mixed materials were not as good as the cotton fabrics; nevertheless they provided a useful substitute to consumers in need. The remarkable skill gifted in the hands of Indian weavers had to be substituted and alternative to human skill was searched for. The petition was again filed saying thousand of workmen would be deprived of work and bread. As a result in 1721, British parliament passed much more comprehensive Act than the older one, according to which anybody found in possession of these fabrics had to bear penalty. The penalty amounted to  £5 for the private individuals and  £20 for merchants. To retain monopoly in the textile industry, traditional woolen industry did almost every thing. They tried to limit the growth of cotton industry in its initial stage. The innovation of spinning mill took more than three decades, when John Wyatt and Lewis Paul developed some type of the spinning mill. This attempt by no possible means got even near to quality of cotton material weaved by Indian weavers. The first invention which was able to make its presence felt was ‘fly shuttle’ by John Kay in 1733 which was the first weaving machine to use steel comb replacing the early wooden combs. But the basic problem with fly shuttle was width of material, which was limited to two arms of a workman. Woolen manufacturers and weaver accused John Kay of depriving daily wage and bread of workmen. Then in 1765, a new innovation of textile machine build up popularly known as Hargreaves’s jenny with eight spindles and these spindles would be increased to many. Since jenny was a simple machine, it did not require setting up special workshop and could be managed by small employers. A single worker could spin threads at once. So jenny raised labor productivity and reduced the cost. Finally in 1767, Arkwright’s water frame was invented. This machine was powered by water springs, required to be situated near the springs and powered by water flow. The invention of Arkwright helped in setting up the factory system. And only at the request of the Richard Arkwright the Act passed in 1721 came to end in 1774. Free trade was emphasized by Ricardo as beneficial for every player in international trade. But this theory of comparative advantage has logical flaw. Let’s see Ricardo’s original example- two countries (Britain and Portugal) and two goods (cloth and wine) model. Let us assume England requires 4 and 2.5 person-days to produce a unit of cloth and a unit of wine while Portugal needs 2 and 1 person-days to produce a unit of cloth and a unit of wine respectively. Further Portugal has 200 person days and Britain has 400 person days. If both the countries dedicate half of person days available, to each of the product then Portugal can produce 50 units of clothes and 100 units of wine and Britain can produce 50 units of clothes and 80 unit of wine. Then Portugal can either produce either 100 units of the clothes or 200 units of wine and Britain can produce either 100 units of clothes or 160 units of wine. So Portugal has absolute advantage in producing both of the goods. For example, Portugal to shift more resources into higher output of clothes the opportunity cost of each extra cloth is two units of wine. For Britain, the same decision has an opportunity cost of 1.6 unit of wine. Therefore, Britain has a comparative advantage in production of cloths. Were Portugal to reallocate resources to wine, the opportunity cost of one extra unit of wine is 0.5 of a unit of cloth. For the Britain the opportunity cost is 0.625 unit of cloth. Thus the Portugal has the comparative advantage in producing wine. Table 1 Person –days per Unit Output Pre-trade output/consumption Good Portugal Britain Portugal Britain Portugal + Britain One unit of cloth 2 4 50 50 100 One unit of Wine 1 2.5 100 80 180 On the other hand if Portugal specializes in producing wine and Britain specialization in producing cloth in that case Portugal can produce 200 units of wine and Britain can produce 100 units of clothes. These countries can benefited through trade, as extra 20 unit of cloth is produced. Table 2 After Specialization output in unit per day Prost-trade consumption Good Portugal Britain Portugal Britain Portugal + Britain Cloth 0 100 50 50 100 Wine 200 0 110 90 200 But the problem of the whole argument is that grapes are required for processing wine but Britain can’t produce grapes in commercial basis. Hence we can’t even identify cost of production of grapes in Britain i.e. can’t define transformation frontier of one good to another. Ricardo’s argument has fallacy in drawing conclusion from invalid premise-â€Å"both the countries can produce both goods†. This type of fallacy in literature of logic is known as ‘converse fallacy of accident’. Ricardo’s argument further has a verbal fallacy. The use of the term ‘grow wine’ is completely a mistake. Since wine needs to be processed from the grapes and grapes are to be grown. It involves two different processes: one is cultivating the grapes and another is processing grapes into wine. Such a crucial distinction was over viewed. Even if we consider Britain can’t produce grapes there is tiny or no possibility in the above example that trade improves consumption pattern in both the countries. Consider the case in which Britain can’t produce grapes then Portugal can produce 50 units of clothes and 100 units of clothes whereas Britain can produce 200 units of clothes. Table 3 Person –days per Unit Output Pre-trade output/consumption Good Portugal Britain Portugal Britain Portugal + Britain One unit of cloth 2 4 50 100 150 One unit of Wine 1 NA 100 0 180 If Portugal, as Ricardo says specializes in producing wine then it can produce 200 units of wine and Britain can produce 100 units of clothes. Post- trade Britain has 50 units of clothes and 100 units of wine to consume whereas Portugal’s situation is same as before. Table 4 After Specialization output in unit per day Prost-trade consumption Good Portugal Britain Portugal Britain Portugal + Britain Cloth 0 100 50 50 100 Wine 200 0 100 100 200 The output of cloth declines by 50 units so there is no vector wise improvement rather Portugal suffers deindustrialization and shift towards export of primary product. Britain enjoys diversified consumption in terms of wine and clothes. If we consider shortage of land in the Portugal then there is possibility of shift in cultivation from food grains to commercial crops (grapes). Thus Portugal will face a shortage in food grains and she may have import food grains too. Situation of Portugal worsens as the effect of specialization and trade. Despite of Portugal’s loss, trade between Portugal and Britain continued for many years due to navigation Act passed where she was compelled to trade with Britain. Similar situation reproduces in India where she suffered deindustrialization in the textile industry. Many writers in the literature believed that reversal in the pattern of trade in cotton textile occurred due to the shift in the terms of trade. Deindustrialization in India as explained by K N chaudhary was due to existence of surplus labour and uncultivable land as comparative advantage assumes full and continuous employment of factors of production. This caused lack of efficiency, limitation of market and little incentive to maximize potential output. Thus India Lost its share of manufacturing output to Britain. Since cotton textile requires raw cotton to produce its output, which is quite impossible to produce in Britain. So the total concept of defining comparative cost is erroneous as in the case of Portugal defined in the example above. The reason for reversal of pattern of trade in cotton textile between Britain and India in the early 19th century lies in the more than 125 years long commercial and discrimination policy followed by British government. Starting from 1700 when first attempt was initiated to ban Indian printed and painted clothes to 1846, they continued to do every thing possible to retain bullion in their own country. Different form of barriers ranging from quantitative restriction to high tariffs was levied on Indian textile. Only under such a harsh commercial policy it was possible for them to copy manufacture of the textiles and reverse the trade pattern. It had nothing to do with the shift in the comparative costs as mentioned by many writers. Even after ban imposed in 1700 and 1721, further they had to impose tariffs. Textile market is segmented and could never be out competed in the entire sector. Additional ad valorem duty was imposed to prevent Indian export to Britain. In 1813 the tariffs we re ranged between 27 to 71 per cent and increased in 1824 to 37-75 per cent and only in 1846 these tariffs were completely abolished. With this discrimination, Britain was not only able to take over the India’s export market but also expanded to India’s own domestic market. Further American civil war (1861-1865) caused cotton prices to rouse high and led Indian farmers to turn towards cultivation of raw cotton. This innovation led fall in cost of textile manufacturers in Britain held back the handloom manufactures in India and were successful to export through out the globe. There was a huge decline in India’s share in world manufacture output. The share in 1750 was 24.5 per cent which declined to 6.9 per cent in 1830. Table 5 Tariff rates for import of muslins, calicoes other cotton clothes manufacturers in Britain Year Tariffs (in %) 1813 27-71 1824 37-75 1830 30-10 1846 Abolished (Source: Tribute transfer and balance of payment, Utsa Patnaik) This discrimination policy displaced hand loom workers and it can be seen in the table below where export of raw cotton was only 4.9 per cent in 1811-12 increased to 21 per cent by 1834-35. Not only the raw cotton but export of other primary commodities like Indigo, sugar etc also increased in significant proportion. The export of piecegoods declines gradually in the early 19th century. In 1811-12 the export share of piecegoods was 33 per cent which decreased by about 19 percent and by the year 1834-35 the export of piecegoods remained only 7 per cent. Between 1813 and 1930 Bengal piece-goods practically disappeared from the investment list of East India Company. Table 7 Indian exports: commodity composition, percentage share of selected items in total value Year Raw cotton Piecegoods Indigo Raw silk Opium Sugar Total 1811-12 4.9 33 18.5 8.3 23.8 1.5 90 1814-15 8 14.3 20 13.3 N.A. 3 58.6 1828-9 15 11 27 10 17 4 84 1834-5 21 7 15 8 25 2 78 (Source: Foreign trade and the balance of payment –K N chaudhary) There was also decline in in the export of cotton piece goods and twist yarn in the first half of the 19th century. Table 8 Annual Export of Indian cotton piece goods and twist yarn: Year Pound 1790-95 to 1803-04  £242 million 1849  £0.69 million The machine made fabrics were cheaper then hand looms fabrics but still complete washout was not possible. The reason for this was that some of the segment could never be produced. Other few reasons were, continued attachment of poor to the coarse cloth and wage level of unskilled labour was much below that of the weavers and fulltime weaver did the weaving job as part time jobs. There was no vector wise improvement at all and countries like Portugal and India lost from trade. Still the theory of comparative advantage survived for long period of two hundred years. Because it is beneficial for some countries popularize this idea and diversify their consumption basket. The story of destruction of the renowned Indian textile industries dates back to the period 1881-1931. Deindustrialization can be defined as the movement of labor out of manufacturing and into agriculture. The brunt of deindustrialization within the country is different from the brunt of industrialization of one country on the secondary sector of the other country. Later is the case where rapid expansion of the cotton textile industry in Britain ruined indigenous industry in India. In Britain, industrial revolution was their own and destruction of handicrafts and loss of employment in the cottage industry was compensated by much larger employment opportunity created in the secondary sector. The traditional giant woolen industry felt little effect of the technological revolution as different measures of protection was used but no state help was rendered in response of the destruction of indigenous industries in India. In addition, cotton industry was relatively new industry and effect of the revolution was limited to the small section of the society and opposite was the case for India were the tradition cotton industry constituted enormous part of industrial sector. The visualization of this process of de-industrialisation can be seen through its adverse impact on the population dependent on cotton industry as shown in the data collected by the Buchanan Hamilton, of the large part of Bihar and north Bengal. He defined De-industrialisation as a decline in the proportion of the working population engaged in secondary industry to the total working population or a decline in the proportion of the population dependent on secondary industry to the total population. The estimate of population dependent on the industry includes two assumptions (a) that every spinners supports one person besides himself and (b) that every spinners support himself only. Based on the assumption (b) total population dependent on the industry in 1809-13 were 1,806,776 and this accounted for about 18.6 per cent of total population. The dependence of total population on industry in 1901 was 937,752 which accounted to just 8.5 per cent of total population. Thus it is easy to no tice that the decline in percentage of dependence on population was roughly about 10 per cent. Table 9 Industrial population in selected in Bihar districts around 1809-1813 District absolute no. of the population on industry Percentage of the industrial to total population Assumption(a) Assumption (b) Assumption(a) Assumption (b) Patna-Gaya 985,947 655,551 29.3 19.5 Bhagalpur 454,965,965 286,080 22.5 14.2 Purinea 874,860 587,860 30.1 20.2 Shahabad 446,775 287,285 31.5 20.2 TOTAL 2,762,457 1,806,776 28.5 18.6 (Source: De-industrialisation in Gangetic Bihar, A K Bagchi) Table 10 Population Dependent on industry in 1901 in selected Bihar District District absolute no. of the population on industry Percentage of the industrial to total population Unadjusted Adjusted Unadjusted Adjusted Patna 279,093 179,695 17.1 11.1 Gaya 287,732 187,016 14 9.1 Shahabad 346,400 228,051 17.7 11.6 Monghyr 281,325 155,439 13.6 7.5 Bhagalpur 222,796 115,618 10.7 5.5 Purnea 220,506 121,933 11.8 6.5 TOTAL 1,638,662 937,752 14.3 8.5 (Source: De-industrialisation in Gangetic Bihar, A K Bagchi) In period of de-industrialisation, the component of industrial sector which suffered most was cotton textile industry. The analysis of data collected by Buchanan Hamilton clearly shows the massive destruction of traditional cotton weavers and spinners. The population dependent on cotton weaving and spinning in 1809-13 was about 1,124,331 which declined to 148,716 in the year 1901. The per cent of population dependent on cotton weaving and spinning was 62.3 per cent and 15.1 per cent in 1809-13 and 1901 respectively. Therefore the decline in per cent of population dependent on cotton textile was about 47.2 per cent. Hence the extent of decline in the cotton industry was enormous as observed from massive fall in percentage of dependence on cotton textile industry. Table 11 Industrial population dependent on cotton weaving and spinning District Total no. Dependent on cotton weaving spinning Percentage of the industrial to total population Year 1809-13 1901 1809-13 1901 Patna-Gaya 379,396 64,154 58.0 34.8 Shahabad 194,625 25,258 67.6 11.1 Purniya 354,775 16,777 60.3 15.1 Bhagalpur 200,035 19,034 69.9 16.5 Monghyr 23,493 13.8 TOTAL 1,124,331 148,716 62.3 15.1 (Source: De-industrialisation in Gangetic Bihar, A K Bagchi) This created huge unemployment in the Gangetic Bihar. The estimation of weavers and spinners thrown back in the soil as referred by nationalist writer was about 10, 00,000 in Bengal and Bihar by 1828. The cotton industry which formed large fraction of industry in India was destroyed to the extent which could never be compensated for. British initially entered in India as traders. And with the establishment of East India Company in 1600 AD, they tried to acquire monopoly in trade of India. In 1765, East India Company got Diwani of Bengal i.e. right to collect tax revenue. As they got right to collect revenue in Bengal, Company ceased importing of gold and silver which was used to pay for goods imported by Britain. The demand for the cotton textile roused was curtailed by exceptionally harsh protectionist policy during the period 1700-1846. These measures supported an environment where innovation of the textile machinery could take place. The machine made fabrics out-competed handloom fabrics of India. In 1750, India exported mostly fine cotton textiles but by the third decade of 19th century it transformed into exporter of raw materials like raw cotton, Opium, indigo etc. Increase in the cultivation of raw cotton was basis for decline in the availability of food grains. Thus two hundred years long British rule ca n be characterized as a period of de-industrialisation, suppression and massive transfers which caused disruption in the path of development. 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Word Choice Angel vs. Angle

Word Choice Angel vs. Angle Word Choice: Angel vs. Angle Do you have a guardian angle watching over you? If so, is it acute or obtuse? Oh, wait. We may have confused the words â€Å"angel† and â€Å"angle† there. It’s an easy mistake, as you can’t rely on divine intervention to ensure perfect spelling. But you can check out our guide to what these terms mean. Angel (Guardian Spirit or Divine Messenger) â€Å"Angel† is a noun that refers to a spiritual being or a messenger from God: He was visited by an angel from the Lord. We often picture angels as human-like figures in robes with wings, halos and harps. But there is one part of the Bible that describes them as having â€Å"six wings . . . covered all over with eyes, inside and out,† which is a little more horrifying than the version you’ll see in a church. No eyes on these guys wings. (Photo: Evelyn Simak) Sometimes, we also use â€Å"angel† to suggest someone is morally good: She’s such a well-behaved little angel! This doesn’t mean that the person so described has scary, eye-covered wings, though. In this case, it simply suggests angelic behavior. Angle (Space Between Intersecting Lines) Used as a noun, an â€Å"angle† is a space between intersecting lines or surfaces: The internal angles in a triangle always add up to 180 degrees. We can also use â€Å"angle† as a verb meaning â€Å"position at an angle or incline†: She angled her visor to protect her eyes from the sun. â€Å"Angle† has some secondary meanings, too. As a noun, for example, it can also mean â€Å"point of view or approach.† And as a verb, it can mean â€Å"design for a particular audience.† For instance: We need a new angle if want to attract more viewers. We have angled the new edition at younger readers. Finally, â€Å"angling† is also a word for fishing with hooks. Summary: Angel or Angle? These words may contain the same letters, but they are very distinct in meaning (nor do they sound the same when spoken): Angel is a noun that refers to a guardian spirit or divine messenger. Angle is usually a noun that refers to a space between two intersecting lines. However, it is also often a verb meaning â€Å"incline at an angle.† If you struggle to remember which is which, keep in mind that the â€Å"-gel† in â€Å"angel† is pronounced the same as in â€Å"hair gel† (you could even imagine an angel gelling its hair, if that helps). And to guard against typos, we recommend having your work proofread by a professional.

Understanding Karma and Western Viewpoints Essay

Understanding Karma and Western Viewpoints - Essay Example It has been believed in the Eastern Europe that karma is strongly associated with human lives. It can be noted and experienced through daily routine experiences. It is due to this reason that the explanation in the western culture have been done greatly. In addition, the affirmation of the western culture regarding karma is so strong that its impact and influence is greatly visible from different artifacts and written pieces of western culture and art (Smith). Karma which is more considered as a law in Buddhism is interpreted differently in western hemisphere. The deed is rather interchanges with the concept of performance. Another condition which is clarified in the western viewpoint of karma is that in real sense, it is merely the pace of action which will take place because it beholds one’s approach at life. Buddhism on the other hand, considers karma as a very critical implication of life. Thus, it is ordained to the Buddhism followers to understand karma and stick to the teachings which have been given to make sure that karma takes place in a corrective way (Smith). As a matter of fact, Hinduism explains karma in such a manner that it relates to the religious practices. However, in terms of western beliefs regarding karma, it is not the religious notion but rather a state in which a person may always be. Some believed that karma is an overrated concept because in real terms it is just the hard work and input of a person in something good or recklessness of someone in undertaking a bad deed.

Research write up for publication in a UK nursing journal from an Essay

Research write up for publication in a UK nursing journal from an already written disertation - Essay Example Methods: An ethnographic approach was the basis of the research undertaken. This approach allows an understanding from an insider’s perspective that focuses on the interactions that occur and lead to the assessment of hand washing. In keeping with the requirements of the approach a sampling plan was devised. Intrusive data collection methods were eliminated from use. Four care homes from within two primary care trusts were selected from the care homes that volunteered for the study. The sampling process for participants was the same for each of the four participating care homes. The participants included both qualified nursing staff and care assistants. Observation and interviews were the means by which data was collected. Domain analysis, taxonomic analysis, componential analysis and theme analysis was used to analyse the data collected. Findings: Management styles had a significant impact on the socio-cultural influence on the decisions with regard to hand washing. Where management styles were authoritative and interfered in all aspects of the functioning, thus reducing the autonomy of the nursing staff there was a negative impact on the socio-cultural influences and thereby a negative attitude towards hand washing. Where the management styles offered greater autonomy in the functioning of the nursing staff and encouraged discussions on hand washing a positive impact on the socio-cultural influences was clearly visible and accordingly a higher importance given to hand washing. Conclusions: Lack of motivation is not the reason for health care workers not performing hand decontamination risk assessment. It is the social and cultural environment that the health care worker is in that decides the performance of hand decontamination risk assessment. The more amenable the environment the more favourable the impact upon the ability to perform the decision

Commanding heights episode Essay Example for Free

Commanding heights episode Essay Commanding heights: The New Rules is the third film in the series and is about the 21st century economy. PBS sponsored the film under the direction of Michael Sullivan to inform the public about the economic situation. They speak about how the economy adapted to what is today. How the world nationalized third world countries allowing exchange and investment. Episode 3 addresses the current and future problems of a globalized world. Thats the structure of the film. The film clearly, thoroughly, and excitingly explains this through historic facts and stories told by citizens who lived during the changes. This is not an economics lesson but rather a high dramatic event that impacts peoples lives. Commanding Heights shows that it is people who create the ideas, it is people who accept or reject them, it is people who profit or suffer by them. The series travels to the locations where events happened, and in many cases, interviews the people who made them happen, from Bill Clinton to Milton Friedman to workers in various countries. Episode three encompasses that along with globalization and an open free market and period of peace and advancement of technologies and ideological views will happen. A global economy ill introduce a path to peace and prosperity for rich and poor nation alike. The New Rules of the Gamin 1992, things looked bad for the U. S. economy: Western Europe was assembling into a powerful economic alliance (the European Union) to compete with America, Japans economy was unstoppable, and the U. S. was in the worst recession in decades. The North American Free Trade Agreement (NAFTA) was a trade agreement between the U. S. , Canada and Mexico that lowered, but did not eliminate, many trade barriers between the three countries. In large part, Bush wanted to get NAFTA approved to strengthen the U. S. economy against Japan and Europe. The negotiations for NAFTA began under his term. NAFTA became an issue during the 1992 elections. Bush wanted NAFTA 100%, Perot wanted it cancelled, and Clinton wanted NAFTA, but with important amendments added to force Mexico to raise labor and pollution standards so they would have to compete on more even footing with American workers. Clinton won, and his plan was put into action. The labor unions gave Bill Clinton the support he needed to win. NAFTA led to a huge increase in the amount of trade between the three countries. Likewise, each country ad significant GDP growth that was directly attributable to the freer trade. The biggest growth was in Mexico, in wealth and employment. The impact on the U. S. was that 400,000 American Jobs were lost to more competitive workers and factories south of the border, American unions sustained major and lasting damage to their political influence and membership, and the gap between rich and poor Americans grew wider. As in previous cases, deregulation and freer trade benefitted a whole economy in aggregate while severely hurting a small percentage of people and massively benefitting some companies that are able to take advantage of the new rade policies. In the global economy, annual trade in tangible goods and services is worth $8 trillion while trade in currencies is worth $288 trillion. U. S. workers in both public and private sectors have trillions of dollars invested in work-related retirement portion of American workers pensions is invested overseas. Thus, most American workers are significantly invested in the global economy. After NAFTA, Clinton pursued other important trade liberalization policies across the world. One of his major accomplishments was strengthening the global free market in the aftermath of Communisms collapse. In 1994, Mexico faced political and economic crisis, and the country came to the brink of defaulting omits foreign debt. There was real fear that the country, left to its own devices, could fall into chaos, and millions of refugees would head north into the U. S. Clinton had crisis meetings with his advisors over the issue and decided to give Mexico a $50 billion loan. It worked to stabilize the country, Mexico repaid the money ahead of schedule, and the U. S. looked like a benevolent actor to the world. However, many critics considered Clintons actions to be a prime example of moral hazard: By bailing out the Mexican government, the U. S. was in essence bailing out thousands of private investors who had put money into the country without properly weighing the risks. The bailout signaled the private sector that it could make similarly bad future investment choices without fear since the U. S. would again rescue them. Critics feared this would make sovereign debt crises more likely. Globalization is defined as the free flow of goods, services, capital, and labor across national borders. China has a number of Free Trade Zones, which are small geographic areas in which companies can build factories to build and export nything with very few restrictions. The Zones are exempt from Chinas otherwise strict business and export laws. Seaports and airports are usually located very close tour within Free Trade Zones. At long last, Japans economic bubble burst in the 1990s and the country slid into a major recession that it never really recovered from. American fears of Japan someday taking over the world economically were quickly and permanently dispelled. In the beginning America was behind Japan and Europe in trading and economic growth, thus NAFTA was created to allow trading between North America. The United States were now able to trade freely with Canada and Mexico, providing great economic growth for all three countries in North America. When trading borders opened up Tijuana became a massive manufacturer of televisions for the United States, Northern Mexico was able to open up many Jobs giving opportunities to Southern Mexicans. This created an economic boom in North America leading to a surge that would be able to compete with other Countries, because this would allow us to buy cheaper goods. In the end although it hurt American Jobs because Mexicos goods were cheaper, Both Bush and Clinton wanted NAFTA to succeed in order to put labor and pollution laws into effect in all the countries involved.

The Importance of Family Tradition in the Film, William Faulkner: A Life on Paper :: Movie Film Essays

The Importance of Family Tradition in the Film, William Faulkner: A Life on Paper William Faulkner’s life was defined by his inability to conduct himself as a true Southern gentleman. He never achieved affluence, strength, chivalry or honor. Therefore, the myth of Southern masculinity eluded him. Faulkner shied away from violence, he never proved himself in battle. He was not a hard worker, nor was he an excellent family man. Seemingly worst of all, he did not follow in the footsteps of his father and the â€Å"Old Colonel.† The code of Southern gentility highly praises family tradition. As a born and bred Southerner I can attest to this fact. Every man in my family for ten generations has been a plumber. It is the utmost honor for a man to follow his father’s example. Faulkner, unfortunately, was incapable of really living like his father. Therefore, I believe Faulkner’s collective failures are rooted in the fact that he could not live up to the standards set by the men in his family. Faulkner’s father and great grandfather could be described as the embodiment of Southern masculinity. The video â€Å"A Life on Paper† made it clear that the Faulkner men were â€Å"manly men.† The â€Å"Old Colonel† was remembered as a valiant war hero and a wonderful storyteller. William’s father continued perfectly in his footsteps. He had an intense work ethic and he served in the military. He provided for his family and he never turned down a good fight. Together they set the mold for the perfect Southern man, a role that William could never hope to fulfill. William did, however, possess the unquenchable pride of a Southern man. He recognized the importance of proving himself to his father. So he spent his time emulating the man he admired. He tried to construct a normal family life but he was self- centered and irresponsible. His lack of steady income prevented him from being a provider like his father. Perhaps worst of all, Faulkner missed an important rite of passage by being denied war experience. The writer never actively participated in battle, so he constructed an elaborate web of lies and vivid stories. This event highlights Faulkner’s own intense determination to reach the Southern ideal. Since he couldn’t really be a war hero, he fabricated himself into one. This struggle proved extremely difficult for Faulkner. Upon reading Faulkner’s The Unvanquished, I drew a parallel between Drusilla’s commentary on life and Faulkner’s own pursuit of masculinity (100).

Cultural Influences On Emotional Expression and Perception Essay

Everyone is uniquely shaped, and should not be compared with others. Expressing ourselves can differentiate from other expressions since we are unique in each and every way. Some similarities may exist, but not necessarily every aspect of what we tend to express. As defined in the textbook, â€Å"emotional expression is the most important representation of our emotions, and may be similar to others† (Adler, Proctor, and Towne 137). Perception is part of the emotional expression because â€Å"it is the process of selecting, acquiring, interpreting, and organizing sensory information† (wikipedia.org). These two are important because we express what we express with the perception of our emotional expression. Different situations will result in different perception of emotional expression. For example, we may jump when we feel excitement or cry when we feel grief. Every expression we make is appropriate on what we feel in that particular event. We live in a country with a very diverse culture, and everyone is raise differently base on their culture. This paper will talk about the cultural influences on emotional expression and perception. Examples, description, and explanation will also be given to further explain the topic. Although many emotions and expressions of emotions are universal, some differences exist among many cultures. The comparison of both cultural similarity and difference has been very important in the area of emotional expression and perception (Matsumoto par. 2). It is very helpful to know the similarities and differences in emotion across cultures. It helps us understand the role of emotion in our lives and the importance of emotion to our thinking and behaving. People in different cultures categorize emotions differently. Some languages have classification for emotions that are not classified in other languages. It is a belief that nonverbal expressions of emotion differ across cultures, due to the fact that different cultures have different display rules. Display rules are norms that tell people whether, which, how, and when emotions should be displayed (wikipedia.org). The power of cultural norm determines how and when to show emotions that is not actually felt. The comparison of emotions helps us understand the role of emotional expression and nonverbal behaviors in social interactions to improve interaction among people from different cultural backgrounds. In addition, when comparing expressions, people of different cultures agree on which is more strongly expressed? Cross-cultural research indicates that the answer to this question is yes. Itziar and Fernandez compared these differences in paired expression of the same emotion (par. 5). According to the research, the result was that â€Å"ninety-two percent of the time, the ten cultures in their study agreed on which of two expressions was more intense† (Fernandez, Carrera, Sanchez, Paez, and Candia par. 5). For example, looking separately for each emotion, American and Japanese agreed on which photo were more intense in 24 out of 30 comparison. These findings are important because they suggest that people of different cultures use the same visual cues in judging others (Fernandez, Carrera, Sanchez, Paez, and Candia par. 8). The role of culture in emotional control is shown most explicitly through the use of display rules. Display rules are learned, culturally determined norms that govern people’s display of emotions in different social situations (Matsumoto, 1990). Matsumoto (1972) found cultural differences in display rules when a group of Japanese and American students were shown stressful film stimuli in two conditions. In the alone condition, both the Japanese and American students displayed the same negative facial expressions of fear, disgust, and distress. However, when the experimenter was present, the Japanese students smiled to mask their negative emotions while the Americans continued to exhibit their negative affects. Furthermore, a study by Matsumoto (1990) found that Americans rated disgust and sadness as more appropriate in in-groups than did the Japanese. In contrast, the Japanese rated anger as more appropriate in out-groups than did the Americans. The above findings suggest that the Japanese and American students utilized different sets of display rules which influenced either their expression or inhibition of their emotions (Matsumoto par. 2). The different sets of display rules can be understood in terms of the American and Japanese emphasis on individualism versus collectivism respectively. Individualism and collectivism are dimensions of cultural variability that refer to the degree to which a culture encourages individual needs, wishes, desires, and values over that of the group  (Matsumoto, 1990). For example, individualistic cultures emphasize individual goals and independence. Collectivist cultures, on the other hand, stress collective goals and dependence on the group (Matsumoto, 1989). It could be understood in this context that the expression of negative emotions in an in-group setting is regarded as extremely negative in collectivist countries, since the manifestations of such emotions threatens the interdependent relationship of the group. In an individualist country, however, the expression of both positive and negative emotions may feel right and good since such expressions highlight both the separation of self from others and the individual’s private, internal attributes (Forgas and Bond, 1994). What may feel good then, in this case the inhibition or expression of emotions, is largely dependent on one’s culture and socialization. To take this idea a step further, the correlation between emotional inhibition and well-being, either negative or positive, may be dependent on one’s respective culture. A past research on the relationship between emotional control and well-being has yielded conflicting findings. Where one line of research suggests that the active inhibition of emotions will lead to an increase in physiological arousal and a decrease in well-being, the other proposes that the inhibition of emotions will result in a higher level of well-being. The aim of the present study is to unravel parts of the conflict by examining the influence of gender and culture on the relationship between emotional control and well-being in two ethnic groups, Asians and Caucasians (Aeker and Williams par. 10). Furthermore, seventy-nine participants were asked to fill out questionnaires assessingtheir level of emotional inhibition, subjective well-being, and identification with anindividualistic versus collectivist culture. Results found that Caucasians and Asians differed onthe individualism-collectivism scale, with Caucasians being more individualistic and Asiansmore collectivists. The effect of culture was found with Caucasians having a negative correlationbetween emotional inhibition and well-being while Asians having an almost zero correlation. Influence of gender was also found in which increases in the level of emotional inhibition isnegatively correlated to well-being for the female sample, but for the male sample, there wasagain a zero correlation. An interactive effect of culture and gender was also found with Asianmales having the most positive correlation between emotional inhibition and well-being, andCaucasian females having the most negative correlation between emotional inhibition and well-being. Explanations of the findings in terms of gender and cultural norms are discussed(Matsumoto par. 5). The interacting effects of cultural and gender norms were also demonstrated. Asian maleswho were high on emotional inhibition were highest on well-being and Caucasian females whowere high on emotional inhibition were lowest on well-being. The results could be understood inthe context that Asian males are socialized by both their gender and cultural norms to inhibit their emotions. The act of inhibition is then consistent with what they believe they should do. Caucasian females, on the other hand, are told by both their gender and cultural norms to express their emotions. The act of inhibition is then contradictory to these expectations. It makes sense then that when one’s actions are consistent with one’s perceived cultural and gender expectations, the result would be a higher level of well-being than when the actions are contradictory to the expectations. Though the results demonstrate that both culture and gender influence the relationship between emotional control and well-being, the present study also has important limitations. First, the emotional inhibition scale measures the inhibition of both positive and negative emotions. It can be understood from a collectivist context why the inhibition of negative emotions is valued because the expression of such emotions is deemed threatening to the group. However, the expression of positive emotions is not only non-threatening but can actually facilitate group harmony. It can then be predicted that for negative emotions, inhibition will correlate positively with well-being. However, since the inhibition of positive emotions is contrary to the cultural norms, the inhibition of positive emotions will correlate negatively with well-being. Since the emotional  inhibition scale combined both types of emotions, we can speculate that there might be a canceling effect, resulting in the zero co rrelation found for the Asian sample. Furthermore, the Asian sample in the present study consists of students from U.C. Berkeley. It can be speculated that these students have to some extent acculturated into the American system and perhaps have embraced parts of the individualist culture, such as the value of expressiveness. Though the ICIAI depicts significant cultural difference between the Asians and Caucasian sample, the issue of acculturation can be reduced with cross-cultural research comparing the U.S. population with the Asian population. To investigate further the meaning of differences, Matsumoto (1993) showed ratings from Japanese and Americans on smiling versus non-smiling faces with regard to intelligence,attractiveness, and sociability. Americans rated smiling faces as more intelligent than neutral faces; the Japanese, however, did not. Americans and Japanese both found smiling faces more sociable than neutral faces, but for the Americans the difference was greater. These differences suggest that cultural display rules cause of Japanese and Americans to attribute different meanings to the smile, and serve as a good explanation for perceived major differences in communication styles across cultures. Evidently, the study has contributed to the understanding of the relationship between emotional expression and culture. Although results have shown that there are definitely effects of culture on emotional expression and perception, the future research is needed to extend the influence. For example, a study measuring the expression of positive and negative emotions separately will be easier to understand on how cultural norms affect the emotional expression and perception. The finding of cultural influence is a great step forward in understanding the role of emotional expression. However, it is just the beginning in investigating the complex between the control of emotions and our perception. Summing up, this paper talked about the different expressions the people in  different cultures gave. Everyone is brought up differently and taught differently. Therefore, we express our emotion differently because of the surroundings we grew up in, and the people that influenced us. Although people in certain parts of the world are different in terms of the background, tradition, and norm and so on, all of us are crossing that barrier on having friends by effective communication. We shouldn’t prejudice other persons before thoroughly knowing them because stereotyping is typically wrong. If people start to get to thoroughly understand differences of others, then this will become the beginning of making best friendships than ever. Bibliography Adler, Ronald B., Russell F. Proctor, and Neil Towne. Looking Out Looking In. Belmont, CA: Thomson Wadsworth, 2005. Aeker, Jennifer L. and Patti Williams. â€Å"Empathy Versus Pride: The Influence of Emotional Appeals Across Cultures.† The Journal of Consumer Research 25.3 (1998): 241-61. Fernandez, Itziar, Pilar Carrerra, Flor Sanchez, Dario Paez, and Luis Candia. â€Å"Differences Between Cultures in Emotional Verbal and Non-Verbal Reactions.† Psicothema 12 (2000): 83-92. Forgas, Joseph P. and Michael H. Bond. â€Å"Cultural Influences on the Perception of InteractionEpisodes.† Personality and Social Psychology Bulletin 11.1 (1985): 75-88. Matsumoto, David. â€Å"American-Japanese Cultural Differences in Judgments of Emotional Expressions of Different Intensities.† Cognition and Emotion 16.6 (2002): 721-47.

Course Syllabi- History of Graphic Design Essay

Course Description History of Graphic Design is a critical contextual research and survey study of the intents, influences, practices, and artifacts of graphic design. The course will be structured on readings, research, and visual presentations on subjects of designer activities throughout history with an emphasis on the broader historical context of the planning, production, form, distribution, reception and cultural integration of graphic design Student Handbook The Student Handbook is now available digitally rather than in hard copy. It can be found on the PNCA website (under Student Life) and on Homeroom (Home page, under PNCA Essentials). Disability Support PNCA is in compliance with federal law requiring colleges to provide reasonable accommodations for students with documented physical and/or learning disabilities. If you have a disability that might affect your performance in this class, please make it known to the instructor. Learning Outcomes At the conclusion of this course, the student should be able to : - ­Ã¢â‚¬  Demonstrate and articulate in discussions, writings, and visual presentations an understanding of the historical context of the creation of a work of graphic design (i.e. – time, place, culture, intents) - ­Ã¢â‚¬  Synthesize readings and lectures and be able to formulate and post discussion points and prepare visual examples for peer review and feedback (as comments) using online tools - ­Ã¢â‚¬  Utilize, and bibliographically document, a range of resources used for the study of the history of graphic design (books, journals, periodicals, online, interviews) - ­Ã¢â‚¬  Creative Practice Identify the roles, activities, and trades of communication design professionals throughout history and distinguish specific fields related to and integrated with the profession of graphic design - ­Ã¢â‚¬  Learning Outcomes are linked to PNCA’s Core Values which are: Identify and articulate the influence of fine art (theories, trends, aesthetics, visual styles) on the work of graphic designers Integrated Knowledge, Critical Thinking, & Cultural Inquiry Social and Ethical Responsibility Course Content initiate, and participate in, discussion on the planning, process, production and distribution of works of graphic design - ­Ã¢â‚¬  Effective Communication - ­Ã¢â‚¬  formulate a connection of the cultural influences on design from history with practices of contemporary graphic designers through examples, writings, and discussions Assignments for this Class: - ­Ã¢â‚¬  - ­Ã¢â‚¬  - ­Ã¢â‚¬  - ­Ã¢â‚¬  Required Readings and discussion with evidence of comprehension Weekly Subject Research and On-line Posting to Homeroom Weekly In-Class presentations Final Research Paper Topics for weekly research will include: Design during Cultural Upheavals / World Conflicts Design for Social Causes / Design for Social Good Design for Commerce, Consumption, Commercialism Information Design / Dissemination and Distribution of Information Technological Changes and its Influence on Graphic Design Design as Author, Designer as Artist, Whole Designer The Concept of Brand and the Development of Brand Identity Low Design / Bad Design Major Benchmarks in Typography Reactionary Design / Culture Jamming Expectations/Policies for this course: Students are required to read and to be ready to articulate a response to all readings assigned in class. Each week there will be an assigned subject research topic that will require independent sourcing, image documentation, writing, and on-line posting on the ‘Homeroom’ site established for the course. Each student will make a 5-10 minute presentation of each assignment postings during classtime with an expectation of the use of prepared supported notes for verbal elaboration on the material presented. In-class and on-line participation in the form of response and discussion and will be expected and recorded. A final research project on the relatedness of the topics of historical practice presented to the practices of a contemporary designer or design firm/group will be in the form of a research paper. (8-10 pages minimum) Attendance You will be allowed two absences without additional penalty – although you are responsible for any work that is missed. The third absence will result in the lowering of an entire letter grade from the computed final grade. A fourth absence will result in a final failing grade of F. Missing 30 minutes of a class period (during any part of the scheduled classtime) counts as an absence. Frequent tardiness (less than 15 minutes) will accumulate to absences (3 tardies =1 absence) Number of hours students are expected to work outside of class: This class meets for three hours per week, and six hours of work outside of class are expected. (3 credits) Grading Criteria †¢ Weekly Research Assignments timely completion / in-class presentation preparedness and comprehensiveness †¢ In-Class participation/contributions †¢ On-Line participation/contributions †¢ Final Research Paper Materials / Supplies Required: †¢ Access to, or ownership of, equipment to scan/photograph (digitize), upload and review visual and text information on a regular daily basis. (Computer and Camera/Scanner) †¢ Money for photocopying (approx. $20 projected) †¢ Flash Drive (2-4gb) Recommended: History of Graphic Design text purchases (Personal library) Bibliography The books listed here are predominantly larger volumes dedicated to a broad overview and history of graphic design. (More may be added during the semester) Many less comprehensive but key texts are available in the library as well as journals and periodicals that are specific to designers, styles, and various other edited groupings – these should be sought out and reviewed andutilized especially for more indepth study on a research subject. Major Texts of the History of Graphic Design Those mark with asterisk* are on reserve shelf at front desk of PNCA library and are available on 3 hr. check out (note: many of these text have duplicates or earlier editions and are available for longer check out periods if needed) Title: Meggs, History of Graphic Design, 4th Edition* Author(s): Philip Meggs, Alston Purvis Publisher: Wiley ISBN: 978047169902 Library Call#: Z 246 .M43 1983 Title: Graphic Design, a Concise History* Author: Richard Hollis Publisher: Thames & Hudson world of art ISBN 0500203474 Library Call#: NC 998 .H65 1994 Title: Graphic Design: a New History* (1st and 2nd Editions) Author: Stephen Eskilson Publisher: Yale University Press ISBN: 0300120117 Library Call#: NC 998 .E85 2007 (1st Edition in Library*) Students are invited to contribute to the additions to this bibliography through their weekly research and presentation. All sources should be cited using MLA citation methods. Title: Graphic Design History, A Critical Guide* Author(s): Johanna Drucker, Emily McVarish Publisher: Pearson/Prentice Hall ISBN: 0132410753 Library Call#: NC 998 .D78 2009 Title: Graphic Design in America* Author(s): Mildred Friedman, Joseph Giovannini, Steven Heller Publisher: Walker Art Center ISBN: 0810910365 Library Call#: NC 998.5 .A1 G65 Title: Design, Writing, Research* Author(s): Ellen Lupton, Abbot Miller Publisher: Kiosk ISBN: 1568980477 Library Call#: Z 246 .L86 1996 Title: Communication Design, Principles, Methods, and Practice Author: Jorge Frascara Publisher: Allworth Press ISBN: 1581153651 Title: A Century of Graphic Design Author: Jeremy Aynsley Publisher: Barron’s Educational Series ISBN: 0764153242 Library Call#: NC 998.4 .A96 2001 Other Readings: Journal: Visible Language 28.3, New Perspectives, Critical Histories of Graphic Design, Pt. 1 Critiques Editor and Publisher: Sharon Poggenpohl Digital reference (Links) sites should be added to online postings On-Line History of Graphic Design Reference www.designhistory.org Weekly Course Schedule Week 1 6 Sept Week 2 13 Sept Friday, 13 September is the last day to add or drop a class. All information (dates, times and assignments) in this schedule is subject to change at any point during the semester. Updates will be announced and posted. Welcome / Introductions Class Expectations / Syllabus Overview / Course Structure / Assignments Using Homeroom / Communication Expectations Course Resources Reading Assigned (Posted on Homeroom) Critical Histories of Graphic Design Discussion of Readings on the approaches to History of Graphic Design development Lecture: Brief History of Graphic Design, Pt.1 Read on Homeroom these posted excerpts for this class: Graphic Design History, a critical guide, by Drucker and McVarish, Communication Design, Principles, Methods, and Practice, by Frascara, Graphic Design, a Concise History, by Hollis, Megg’s History of Graphic Design, by Meggs and Purvis, Visible Language 28.3 New Perspectives: Critical Histories of Graphic Design, article by Blauvelt Also read (for this classes visual lecture): â€Å"Prehistoric Prelude to Graphic Design† from Graphic Design History, a Critical Guide, by Drucker and McVarish Week 3 20 Sept Lecture: Brief History of Graphic Design, Pt.2 Read on Homeroom these posted excerpts for this class: â€Å"Early Writing: Mark Making, Notations Systems, and Scripts† from Graphic Design History, a Critical Guide, by Drucker and McVarish Lecture: Conventions and Norms Overview of Weekly Research Project Topics, Objectives, Goals, Expectations, Methods Introduction of Topic 1: Design during Cultural Upheavals / World Conflict Week 4 27 Sept Student Research Presentations of Topic 1: Design during Cultural Upheavals / World Conflict Questions and Discussion Introduction of Topic 2: Design for Social Causes / Design for Social Good Week 5 4 Oct Student Research Presentations of Topic 2: Design for Social Causes / Design for Social Good Questions and Discussion Introduction of Topic 3: Design for Commerce, Consumption, Commercialism Week 6 11 Oct Student Presentations of Topic 3: Design for Commerce, Consumption, Commercialism Questions and Discussion Introduction of Topic 4: Information Design / Dissemination and Distribution of Information Week 7 18 Oct Student Presentations of Topic 4: Information Design / Dissemination and Distribution of Information Questions and Discussion Introduction of Topic 5: Technological Changes and its Influence on Graphic Design Week 8 25 Oct Student Presentations of Topic 5: Technological Changes and its Influence on Graphic Design Questions and Discussion Introduction of Topic 6: Design as Author, Designer as Artist, Whole Designer Friday, 25 October is the last day to withdraw from a class. Week 9 1 Nov Student Presentations of Topic 6: Design as Author, Designer as Artist, Whole Designer Questions and Discussion Introduction of Topic 7: The Concept of Brand and the Development of Brand Identity Week 10 8 Nov Student Presentations of Topic 7: The Concept of Brand and the Development of Brand Identity Questions and Discussion Introduction of Topic 8: Low Design / Bad Design Week 11 15 Nov Student Presentations of Topic 8: Low Design / Bad Design Questions and Discussion Introduction of Topic 9: Major Benchmarks in Typography Week 12 22 Nov Student Presentations of Topic 9: Low Design / Bad Design Monday, 18 November SP14 registration begins Questions and Discussion Introduction of Topic 10: Reactionary Design / Culture Jamming Week 13 29 Nov Thanksgiving Holiday. No class. Week 14 6 Dec Student Presentations of Topic 10: Reactionary Design / Culture Jamming Questions and Discussion Final Paper – Topic Determination Week 15 13 Dec Final Paper Draft Due – Individual Meetings Week 16 20 Dec Final Class – Course Wrap-up / Overview Friday, 20 December Last day of classes. Please note: The rest of the template is uniform for all PNCA classes, it includes: PNCA grading policy, statement on plagiarism, library & ACE. This section should be included in any electronic versions of the syllabus, but doesn’t need to be distributed to students in paper form. ACE The Academic Center for Excellence (ACE) @PNCA is a peer driven support network for students at all levels. ACE provides in person and online assistance with the following: study skills, digital tools, research, writing and editing strategies, math, professional practices (rà ©sumà ©s, cover letters, documentation), idea generation, project management, organization, and more. For more information, location and hours, please visit the ACE Homeroom site: http://homeroom.pnca.edu/sites/1019 About Your Library The Charles Voorhies Fine Art Library provides research assistance, help with citations and bibliographies and a place to document your artwork. Whether you are looking for articles, books, audio collections, DVDs, or Web resources, the library can help! For research help contact Dan McClure (dmcclure@pnca.edu) and for help with library materials contact Serenity Ibsen (sibsen@pnca.edu). More information is available at www.library.pnca.edu. Statement on Academic Integrity PNCA values intellectual honesty and encourages authentic expression, independent thinking and original writing. The College expects that all work conducted and submitted by our students shall be the combined result of original thought and ethical research. All acts of plagiarism, whether deliberate or unintentional, are considered a violation of the Student Code of Conduct and will not be tolerated on the PNCA campus. It is the student’s responsibility to be aware of and to act in accordance with the PNCA Guidelines for Academic Honesty. This is a document that defines plagiarism, discusses the conventions of ethical research and documentation, and explains the appropriate uses of source materials. These guidelines also describe the student’s responsibility for maintaining documentation and evidence of research in order to verify originality in all writing assignments at PNCA. The document: PNCA Guidelines for Academic Honesty is provided for you in the following locat ions on campus: the Student Handbook, the Library’s Homeroom site, the Academic Integrity HomeRoom site, the ACE HomeRoom site, the Foundation HomeRoom site, the Liberal Arts Homeroom site. You may also view written copies of the PNCA Guidelines for Academic Honesty in the office of Student Services, the Academic Dean’s office, and the PNCA Library. Student Information + Responsibilities Students are expected to have in their possession a current edition of the Student Handbook. Students are responsible for all the information contained in the handbook, and should refer to the handbook frequently for deadlines, policies, procedures, and responsibilities. Student Handbooks are available in the office of Student Services. Students are expected to check their student mailboxes frequently for communications from their instructors or from the administrative offices of the college. Week Two is the last week that you may add or drop a class with no penalty. Week Eight is the last week that you may withdraw from a class with a â€Å"W.† PNCA Grading Criteria This is the institutional grading policy for all PNCA students. Grades are distributed after the end of each semester. Grading Criteria Grade A: Student performance is outstanding. Student exhibits excellent achievement and craftsmanship in all aspects of work. Student exceeds the problem criteria and consistently challenges himself/herself to seek fresh solutions to assigned problems. Student exhibits a commitment to expanding ideas, vocabulary and performance. Student’s attendance, participation and class involvement are excellent. Grade B: Student performs beyond requirements of assignments. Student exhibits above-average progress and craftsmanship in all work. Student meets and exceeds the problem criteria. Student exhibits above-average interest in expanding ideas, vocabulary and performance. Student’s attendance, participation and class involvement are above average. Grade C: Student performance is average and all requirements are fulfilled. Student exhibits an average level of progress and improvement in all work. Student meets the problem criteria. Student exhibits interest in expanding ideas, vocabulary and performance. Student’s attendance, participation and class involvement are adequate. Grade D: Student performance is uneven and requirements are partially fulfilled. Student’s output is minimal. Student exhibits minimal improvement in work. Student does not meet the problem criteria in all assignments. Student exhibits minimal interest in expanding ideas, vocabulary and performance. Student’s attendance, participation and class involvement are less than adequate. Grade F: No credit earned. Student fails to meet a minimum performance level. Student does not exhibit achievement, progress or adequate levels of craftsmanship in all assignments. Student’s work is consistently incomplete or unsuccessful. Student’s attendance, participation and class involvement are inadequate. Pass/Fail Grade: A Pass/Fail grade will be given for designated courses in which the course content is such that direct faculty oversight of the learning experience is not possible, and evaluation on the present grading scale would be difficult. â€Å"Pass† implies a â€Å"C† grade or above. â€Å"Fail† implies less than a â€Å"C† grade and course work graded as â€Å"Fail† does not apply to the degree. Pass/Fail grades are not calculated in the grade point average. This grading applies to Internships. Graphic Design Co-op uses traditional letter grades. Incompletes In certain situations, a student may request an â€Å"Incomplete† grade in a class. You may petition for an â€Å"Incomplete† only if your situation meets both of these conditions: 1. An extenuating circumstance exists and it has prevented you from completing the coursework (Extenuating circumstances are illnesses, family, emergencies, etc.), 2. You are currently in good standing in the class. See the Student Handbook for more information about Grades and Incompletes.

Case Study Sample on Honeywell International and Social Media

Case Study Sample on Honeywell International and Social Media Honeywell international and social media The firm operates in diversified technology and manufacturing processes In this regard, it serves the global community with aviation products and services as well as building technologies and motor vehicle products. The presence of the firm is widespread across the globe. This necessitates development of a forum greater than contemporary mailing that is more interactive and value-added to allow sharing of knowledge and increased efficiency in achieving corporate values of ensuring customer satisfaction. The use of social media by companies that desire excelling is emerging in the contemporary world of business. Honeywell has significantly employed this tool in its adventure of becoming the leading firm in the engineering services provision. Ideally, the firm has developed a corporate I.T team that enhances collaboration and knowledge sharing among its over one hundred and twenty thousand global work force (Meetup, 1). The use of Facebook and twitter has significantly improved efficiency, enhanced productivity and improved sharing of knowledge (Meetup, 1). All these are significant facets of Honeywell’s corporate strategy. Ideally, social networks have become Honeywell’s corporate intranet enhancing improvement of flow of work as well as provision of a framework for alliance of ideas. It is necessary to note that Honeywell social networking is not limited to the two popular sites of Facebook and twitter. The firm has discovered the power of net. In this case, it has launched some more customized versions like SharePoint which is a discussion forum. Moreover, yammer which equivalent to twitter allows employees to informally collaborate in certain ideas. Rich Hoeg has been instrumental in guiding Honeywell in its adventure to significantly revolution the use of social media towards enhancement of achievement of corporate objectives. The versatile metabolism of the use of web is credited to Rich Hoeg. Mr. Hoeg had initiated Honeywell computer training two decades ago which converted into internal and external web services in the 1990s (Meetup, 1). The contemporary development at Honeywell thanks to a completely developed e-learning and implicit library threshold is knowledge sharing. The basis and development of Honeywell is enhancement of practicability of in-house engineering blogs, labeling/social net engines as well as knowledge podcasts (Meetup, 1). This is to allow knowledge management and content development that allows collaboration of versatile knowledge among a wide spectrum of workforce spread across the globe. Once this is developed, solutions and innovations will drive Honeywell into the helm of corporate success. The baseline of the revolution of social networking is that harnessing the thinking and knowledge of this persons connected by internet is a very powerful tool which imagination may only quantify its potential in developing solutions. In conclusion, Honeywell international is a case study of how social networking may efficiently be customized into more formal uses rather than the traditional forums of interacting socially. Ideally, Honeywell has successfully used social networking sites including Facebook, Twitter and blogs to successfully allow knowledge collaboration among its over one hundred and twenty thousand employees spread across the globe. This has increased the firm’s efficiency, led to enhanced productivity and improved sharing of technical knowledge. This makes Honeywell a mega piece in offering just-in-time solutions to customers. It is mind blogging to understand the synergy that Honeywell has generated by revolutionizing social networking into systems that formally enhance knowledge sharing to give customers solutions. The future at Honeywell is developing internal engineering blogs and knowledge podcasts. Finally, the sky is the limit as to the value that Honeywell will derive both financia lly and market share and company goodwill from revolution of social networking system. Our custom essay writing service can provide you with a custom written essay on any topic and discipline. All essays are written by professional writers.

Analyse article by Roberto Gonzalez Echeverria Essay - 1

Analyse article by Roberto Gonzalez Echeverria - Essay Example A very comprehensive and an important philosophy that Echevarria illustrates in the very beginning of the article is that human and monster are two flip sides of a same coin and in his play Calderon also uses the symbol of a monster under the same context. However the author also states that it solely depends on an individual the manner in which he sets the pattern of his life as it also apparent from the character of Segismundo. Hence it is observed in the play that initially Calderon portrays him as a monster and an animal disguised as a human being however later he realizes his mistakes and makes efforts to avoid such animalistic behavior in future. Moreover Segismundo’s imprisonment is also a figurative representation of the fact that inside every human being there lives a beast however it depends on an individual to curb and control or unleash it. Another pertinent and an interesting fact that the author demonstrates is that any form of abnormality or unusual personality traits also hold the tendency to categorize an individual as a monster as it is also observed in the case of Rosaura. Her character is portrayed as a female with masculine attributes such as strength and determination. Such unusual characteristics make her look like a monster or a beast in the eyes of the society because her unusual personality goes against the strictures and conventions. Hence in other words Echeverria establishes that monster is a vast term that has layers of meaning one of which is the unconventional behavior of an individual. Hence it is observed that the author provides the readers with a very apt explanation of the symbol of the monster and hence helps in adding new dimension to the context of Calderon’s play. Moreover Echevarria also strives to convince the readers that the term monster in literature not only implies a beast in the physical terms but also any

Presentism and Human Sacrifice in the Aztec Empire Essay

Presentism and Human Sacrifice in the Aztec Empire - Essay Example Among many other distinguishing features, the practice of human sacrifice is a custom that the Aztecs are known for. The sacrifices, which were made for ritualistic and religious purposes have assumed centrality in many contemporary academic debates. It is thus pertinent to discuss and analyze whether it is indeed accurate to judge the practices of the Mesoamerican period using the parameters of contemporary moralities. In Discovering the Global Past, the authors Wiesner, Wheeler, Doeringer and Curtis seek to study the Aztec culture from the perspective of the European colonizers as well as those of the indigenous Aztec people. The historical and ethnographic accounts of Bernardino de Sahagun are particularly important in this regard. In the section titled ‘Aztec accounts of temples, palaces, and games related to Bernadino de Sahagun’, the work shows how the Aztec ritual of human sacrifice had a complex logic of its own, and was not a practice of meaningless violence as it is often portrayed to be (Wiesner). The Aztecs believed that human life was sustained by a continuous sacrifice made by the gods. They used the term tonacayotl for this purpose, which roughly translates into ‘the necessary spiritual bodily sacrifice’ on earth. ... Sahagun’s accounts show that the lofty temple-pyramids of the Aztecs served as the site for these sacrifices. Unbiased historical research has also shown that it is incorrect to assume that the only the common folk were victimized as a result of this practice. Such a claim can be refuted at many levels, the primary being the fact that slaves in the Aztec empire, who constituted the majority of those who were offered for sacrifice, were not determined by birth. Rather, they could be people from any social rank who had committed anything unlawful. In fact, there is evidence to believe that the people embraced and incorporated the custom in their lives quite willingly. Historical accounts also how that the Aztec rulers sacrificed their own blood to ensure the well-being of their subjects. The six parts to each chapter in Discovering the Global Past reflect an attempt to consider multifarious historical events and periods in a systematic, pedagogic manner. There is also a thorough investigation of the root causes of the cultural bias which has become an almost intrinsic part of most models of historical study regarding the Native American civilizations. Most of the colonial accounts of the Aztec empire were formulated during the years of the siege of Tenochtitlan by the Spaniards under the leadership of  Hernan Cortes. Perhaps it can be argued that the racism of the European colonizers, triggered by religious orthodoxy, was the first governing cause which shaped the colonial impulse. The flawed academic approach of presentism, too, can be attributed to certain kind of racism, and an inability to understand or appreciate other cultures. Presentism which labeled the Aztec ritual of human sacrifices as inhuman and barbaric