Frankenstein Visits Utopia :: Shelley More Utopia Frankenstein Essays

Introduction â€Å"I HAD DESIRED IT WITH AN ARDOR THAT FAR EXCEEDED MODERATION; BUT NOW THAT I HAD FINISHED, THE BEAUTY OF THE DREAM VANISHED, AND BREATHLESS HORROR AND DISGUST FILLED MY HEART.† This statement by Mary Shelley, from the story Frankenstein, reflects the passions of men to pursue dreams, despite the often imminent consequences of their actions. In Thomas More’s Utopia, the reader experiences a similar tension for an uncertain place called Utopia. This place is described by a visitor to this land, named Raphael, as having a perfect society. How will Frankenstein fit in Utopia? Lets find out from Sir Thomas More, as both he and I can now see Frankenstein’s boat approaching, in return from a six month stay on the island of Utopia. We have not been in contact with Frankenstein since his departure in June. As far as we know, all is well, considering the saying ‘no news is good news.’ Book One More:While we have a few minutes, let me fill you in on some details about the island and its inhabitants, as described by Raphael’s five year visit. I would also like to reveal to you Frankenstein’s plight that led him to flee to such a place as Utopia. I am certain that Frankenstein’s perspective of Utopia will not be as representative as Raphael’s, but the feedback will undoubtedly be quite interesting. Many years ago, I had the opportunity to interview Raphael immediately after his return from Utopia. Over the span of a lunch sitting, Raphael described this island in vivid detail. Some of these descriptions I have long since forgotten due to a fire that engulfed my office, incinerating all my notes from this visit with Raphael. Still, I am quite aware of the wondrous details provided to me by Raphael’s account, including the intricacies of such a well organized and fascinating political system, and the overall quality of life, where nobody owns anything, but everyone is rich. I can never forget Raphael’s statement, â€Å"for what greater wealth can there be than cheerfulness, peace of mind, and freedom from anxiety?† We shall soon see if this statement holds water. On that note, let me begin with the politics of Utopia and then I will brief all the other interesting facets that make this island so unique. I would also like to inform you of my predictions of the effects this island should have on Mr.

Ethical Considerations when implementing OSS :: Open Source Software Technology Essays

Ethical Considerations when implementing OSS I. Background Starting from 1998, some of the people in the free software community began using the term "Open Source Software" instead of "Free Software". At that time, I was working for Sun Microsystem for one of the "Open Source Software" project -- localization of Mozilla. Sun Microsystem is one of the biggest system company in the "Open Source Software" community. a) Difference between "free software" and "open source" Comparing to "Free Software", the term ``open source software'' is associated with a different engineering approach, different values, and even a different criterion for which licenses are acceptable. We differentiate the Free Software movement and the Open Source movement with different views and goals, although engineers can and do work together on some practical projects. The fundamental difference between the two movements is in their values. For the Open Source movement, the issue of whether software should be open source is a practical question, not an ethical one. Open source is a development methodology, whereas free software is a social movement. In other words, Open Source Software is not absolutely free, non-free software is optional. For the Free Software approach, software should be free. However, the official definition of "Open Source Software,'' as published by the Open Source Initiative, is very close to our definition of free software. The obvious meaning for the expression ``open source software'' is ``You can look at the source code.'' What does that mean? Actually, by this definition, free software, semi-free programs such as Xv, and even some proprietary programs, are all "Open Source Software" since we can look at the source code as long as we have the licence. Linux is "open source'' software meaning, simply, that anyone can get copies of its source code files. I think the defintion of "Open Source Software" from the state of Kansas is better: "Make use of open-source software (OSS). OSS is software for which the source code is freely and publicly available, though the specific licensing agreements vary as to what one is allowed to do with that code." The explanation for ``free software'' is simple -- a person who has the right to use the software for zero price. The main argument for the term "open source software'' is that "free software'' makes some people uneasy. We can easily find this kind of argument in any "open source software" community.

Evolution or Ignorance of Education

Throughout recent history creationists and evolutionists have argued whether evolution should be a part of America's public education. Whether evolution is science fact, or science fiction. Evolution being a science based on statistics has some faults, although many concepts in science or math do. The process of learning about evolution is a necessary part of a well-rounded student's education due to the fact that it is a statistically proven science and removing it in turn revokes certain student's rights. In a student's academic career that a student is most likely at one time or another going to have to take a science class. Science, being the main topic of discussion in this class, should at one point include evolution, because that is what evolution is, a science. Although to truly understand evolution in its fullest context, one must not look to a dictionary, for dictionary definitions just are too vague. One of the most respected evolutionary biologists has defined biological evolution as follows: â€Å"In the broadest sense, evolution is merely change, and so is all-pervasive; galaxies, languages, and political systems all evolve. Biological evolution †¦ is change in the properties of populations of organisms that transcend the lifetime of a single individual. The ontogeny of an individual is not considered evolution; individual organisms do not evolve. The changes in populations that are considered evolutionary are those that are inheritable via the genetic material from one generation to the next. Biological evolution may be slight or substantial; it embraces everything from slight changes in the proportion of different alleles within a population (such as those determining blood types) to the successive alterations that led from the earliest protoorganism to snails, bees, giraffes, and dandelions. † – Douglas J. Futuyma in Evolutionary Biology, Sinauer Associates 1986 All sciences are based on some form of proof. Whether it being living proof such as in Biology where one can observe cell division, mathematical proof such as in calculating air-resistance in Physics, or statistical proof as in all science experiments when a predicted result occurs again and again. All sciences have at least one of these qualities, including evolution. The proof of evolution's existence has been on this earth ever since life was formed from carbon based atom structures. Humans, however, have not been in existence long enough to observe properly the phenomena of evolution. Although by using the latest technology we can accurately observe the process of evolution as it occurred over time long ago and is still happening today. Charles Darwin, a British naturalist, made the first major step in classifying evolution during his studies in the Galapagos Archipelago in 1831 when he was only 22 years of age. Due to this he is credited with first forming a structured theory of evolution. During his studies in the Galapagos Archipelago he found a multitude of flora and fauna that had complete isolation from the rest of the world. One particular type of animal that he paid close attention to be a small bird called a Finch. This was thought as being simple at first, but as he traveled to the different islands he noticed many different species of finches. These finches probably descended from one type of ancestor and then, due to isolation and through chance, different climates and natural forces such as food availability and type, they evolved into many different types of finches. Some finches had different colorings, wingspan, and even beak style. In total he found thirteen different varieties of finches. Later on in Charles' life he formed many theories on the origins of man. This was directly related to his studies in the Galapagos Archipelago. In his book â€Å"Decent of Man† written in 1871 he declares why man had been so ignorant by denying evolution in the final parts of chapter one. â€Å"Thus we can understand how it has come to pass that man and all other vertebrate animals have been constructed on the same general model, why they pass through the same early stages of development, and why they retain certain rudiments in common. Consequently we ought rankly to admit their community of descent: to take any other view, is to admit that our own structure, and that of all the animals around us, is a mere snare laid to entrap our judgment. This conclusion is greatly strengthened, if we look to the members of the whole animal series, and consider the evidence derived from their affinities or classification, their geographical distribution and geological succession. It is only our natural prejudice, and that arrogance which made our forefathers declare that they were descended from demigods, which leads us to demur to this conclusion. But the time will before ong come, when it will be thought wonderful that naturalists, who were well acquainted with the comparative structure and development of man, and other mammals, should have believed that each was the work of a separate act of creation. † (Darwin) As seen in the above text, Charles Darwin explains how statistically man did evolve from a lower form of life. This is directly related to the finches due to that the same forces that caused them to evolve may have caused humans to evolve as well. Yet still some schools in America have tried banning the teaching of evolution in the classroom. Every student in a United States public school has a constitutional right to hear the whole story when it comes to evolution. It is called the first amendment in the Bill of Rights. According to the American Civil Liberties Union or ACLU, the authority on civil rights, states that every student has the right to a non-biased education (ACLU Urges†¦ ). In the Supreme Court decision Edwards v. Aguillard, 482 U. S. 578 (1987), the Court ruled that to compromise by omitting evolution and creationism from the science curriculum would â€Å"undermine the provision of a comprehensive scientific education. On this point, the law is very clear, and the Supreme Court put its foot down — the First Amendment forbids a state to alter its curriculum simply in order to defend a religious belief. That's an establishment of religion, and it's unconstitutional. (Edwards) So not only is removing evolution from the classroom unjustified, but it is against the law. Creationism has its place in the classroom as well as Evolutionism, although not the same classroom. Creationism belongs in a class like Theology or History of Religion. This is because creationism is the belief in the biblical account of the creation of the world. Biblical meaning the Bible, restricting it only to a group of religions. So-called â€Å"Creation Science† is not a science at all. Lately it has been more of a political movement than a science. Sure creationists may have facilities like the â€Å"Institute for Creation Research† (a church that does no scientific research at all) and the â€Å"Creation Research Society† (another church that also does no scientific research), but in the end there is not a shred of science in creation. Recently many science teachers in public schools have tried to work their way around teaching evolution by teaching a so called â€Å"intelligent design theory† (Washington State). This is just one of the many guises of creation science, and it does not change the fact that states and school districts may not adopt religious theories as standards in school curricula. Creationists will always exist, since ignorance will always exist, although evolution will always have a place in science curriculum. Creationists believe in creation because their masters have told them to believe in Creationism as a tool to their â€Å"salvation†. They do not care that evolution is an observed fact: they have â€Å"faith† that Creationism is true, and that's all they need. They consider facts and truth to be a hindrance to their ticket to Heaven. The teachings of these people should have no place, and will have no place in our children's science classrooms, only evolution and other proven sciences have the right to be present. Therefore, the process of learning about evolution is a necessary part of a well-rounded student's education due to the fact that it is a statistically proven science and removing it in turn revokes certain student's rights.

Kafka on the Shore Essay

Commentary on Kafka On The Shore Childhood is an important part in each and every one of our lives. It has a huge impact on our character, personality and even sociability as we grow up. Some of us who come from good, stable family backgrounds would have pleasant memories from our childhood while some others who faced the cruelty of life at a young age would hate to even think of their childhood. In this excerpt from Kafka on The Shore by Haruki Murakami, the author writes about a 15-year old Kafka’s childhood. It shows the kind of relationship the boy shared with his father and his personality. I will be writing about how language is used in this excerpt to tell us about the boy and his childhood. The author uses imagery in this excerpt. For example he says ‘My sister’s looking off to one side so half her face is in shadow’. This gives a mysterious feel to the sister and tells us that she probably was a significant figure to the boy. Furthermore he writes, ‘hers a floral-print one-piece, mine a baggy old blue trunks’. The author describes the sister such that she seems better dressed and better looking than Kafka. It suggests that he looks up to his sister and thinks highly of her. It also shows the love that he has for his sister as he decides to take that picture along with him. He also mentions that he is ‘staring straight ahead, undaunted’ in the picture. He then asks himself ‘how could I have looked so happy’ referring to the same picture. By considering him to be happy in the picture; it shows the extent of unhappiness he has with his family and life at the moment. Kafka started planning for his run away from home since his junior high years. He took steps in order to prepare for it by practicing judo and training in the gym from that time itself. This shows how clear he was about his decision to run away from home. He knew exactly what he wanted to do and was very certain about it and also worked towards it. Thus Kafka is an emotionally strong person. Despite having family problems at such a young age, he did not go into depression but rather took action to fight against it. In the ninth paragraph, Kafka says that he barely talks to anyone, ‘other than the bare minimum required to get by at school-I barely talk to anyone’. This shows his preference to be in solitude. It could be due to the fact that he grew up alone with his father and didn’t spend much time with his father either. He also says that he didn’t join any school teams. This is to avoid attention from others and to keep a low-profile. His preference to have a low profile could be due to low self-esteem and a lack of confidence. The excerpt tells us that he takes an old gold lighter when he leaves home because ‘I like the design and feel of it’. This shows that he takes comfort and even reassurance in an object, which he can trust no matter what as it couldn’t hurt him emotionally. It reflects the insecurity in the boy. Kafka also says, ‘I’ve built a wall around me, never letting anybody inside and trying not to venture out myself’. This further is proof to show his preference to be left alone and by not letting anyone become close to him also the insecurity that he has. He is afraid that if he lets anyone through his wall, he would only get hurt and be let down by them. Since young he grew up alone dealing with the separation of his mother and father. This could have lead to his insecurity along with all the other hardships he went through. In conclusion, from the excerpt u can tell that Kafka is a matured 15-year old that has gone through emotional hardships due to the lack of attention from his dad and separated family. He is insecure and prefers to be left alone, like how he grew up alone without a proper family. You can also conclude that he and his father do not get along well with each other.

Negotiating with Learners

Negotiating with learners, e. g. initial assessment, agreeing goals and actions Initial assessment is the beginning of a teacher/learner relationship, allowing the teacher to identify and discover learners with difficulties and disabilities if the learner is confident to talk about them. By recording this information, plans towards teaching can be made so every learner feels included and progress in their learning experience.The information will determine the learners starting point; the learners may already have skills and knowledge that relate to the subject taken, the teacher can also identify Literacy, Language, Numeracy and ICT that may be applicable. Assessment should not be something that is done to somebody. The learner must be involved and feel part of the process. Lesley Thom (2001 p13) All learners will want to achieve and have something to aim for. Learning goals can be negotiated and agreed.If working towards a qualification the awarding body or examining board will have a program in which to follow so the teacher will know what to teach and learner knowing what they will learn, from these targets and goals can be negotiated and agreed. Within the teacher/learner relationship, working together realistic goals and targets can be agreed and their progress assessed and recorded: Overall goals are long term which is the whole program. With aims and objectives/outcomes are usually established.Specific goals are short term which determines changes in the learner’s skills, knowledge understanding and attitudes. The learning process is effective and the goals clear and match the requirements of the learner. Immediate goals break down the specific goals into manageable tasks in the order that they are achieved. Ann Gravells & Susan Simpson (2008) Agreeing targets should be SMART (Specific, measurable, achievable, realistic, and time bound) www. ifl. co. k Learners should be encouraged to take charge of their goals and learning journey, this enables l earners to become independent. When goals are set and assessed they should be recorded, all information that is recorded should be part of a plan-ILP (individual learning plan) Learning targets should be both verbal and written to ensure the learner has understood fully, learners should know their own strengths and where they can develop improvements to their skills. When setting targets, regular tutorials and review sessions and keeping the ILP up to date with learners.

This research can focus on any historical topic related to the Essay - 1

This research can focus on any historical topic related to the course.that is, on any topic covered in class or in your dossie - Essay Example The second section will focus on how 1930s cinema, pre-code, portrayed women as having to choose between a career and love. Section 3 will look at the role of women in 1930s film and theorise that some women, notably Norma Shearer, could transcend stereotypes. Finally, I will explore how women’s roles in the cinema evolved from the beginning to the end of the Depression, and section 4 will examine criticisms of women in 1930s cinema and Section 5 will be a conclusion. Annotated Bibliography Berry, S. (2000). Screen style: Consumer fashion and femininity in 1930s Hollywood. Minneapolis: University of Minnesota Press New. This book will be useful in assessing impact of the 1930s films as it details how Greta Garbo, Joan Crawford and Marlene Dietrich influenced women filmgoers as role models of self-determination, and shows why the public is fascinated with these strong-willed women and others. Dawson, J. E. (1995). Hollywood’s image of the working woman. Las Vegas: Univer sity of Nevada. This dissertation will facilitate to explore the roles, which women have taken on the silver screen, how women are portrayed, and psychological aspects and influence of films to women. Feuer, J. (1993). The Hollywood musical. Bloomington: Indiana University Press. This book will assist in understanding of the origin and evolution of the Hollywood musical, as well as how it has affected society over the years, especially the chapter ‘Dream worlds and dream stages’, which details how Hollywood musical provided audience with escapist entertainment from the difficulties of war and depression faced in 1930s. Kolbjornsen, T. K. (1998). ‘Dansingi Hollywood: punktnedslagi film-musikalenshistorie’, dissertation, Villanova University, Philadelphia, PA. This dissertation explores musical film aesthetically and how spectators are transformed by the experience of watching these Hollywood musicals such as Busby Berkeley shows in the 1930s, and an explorat ion of dance as an aesthetic sign and discussion on how women are transformed into kinetic ornaments. Lovasz, K. (2007). Technologies of self-presentation: Women’s engagement with mediated representation from the era of silent film to the Internet age. dissertation, Princeton University, Princeton, NJ. In this dissertation, Lovasz explores identity theory, which explains how women relate to patriarchal culture, by exploring a woman’s imagined and virtual cultural experiences, including those of film. Davies, C. (1988). New women, new culture: The Women’s Weekly and Hollywood in Australia in the early 1930s. Dissertation Brisbane: Griffith University Press. This book is very important in this research as it explores how the new woman, from the period after the censorship policy came into play, came to be and how she affected culture, including how women were portrayed on the silver screen, and it examines how the Hollywood portrayal of women in the 1930s affected women in Australia. Siegel, M. B. (2009). ‘Busby Berkeley and the projected stage’, Hudson Review, vol. 62, no. 1, pp. 106–114. In this article, Siegel discusses some of the films of Busby Berkeley, a filmmaker of the 1930s who pioneered dance movies, which reveals his projected dance dreams; therefore, it will assist in assessing 1930 films. Streb, J. L. (2004). Minna Citron: A socio-historical study of an artist’s feminist social realism in the 1930s. University Park: Pennsylvania State University. This dissertation

Describe the strategic development of Toyota. In doing so relate the Essay

Describe the strategic development of Toyota. In doing so relate the development and strategies of the organisation to the relevent business tradition in which it has developed - Essay Example Toyotas logo was established in 1936. (History of Toyota) The current Toyota Company has started as a division of Toyoda Automatic Loom Works devoted in 1933 to the production of automobiles under the direction of Kiichiro Toyoda. The name, Toyota, has taken instead of Toyoda in order to separate the exact name of the founder from the company name. Moreover Toyota is easy to pronounce than Toyoda and also it takes eight strokes to write in Japanese, is considered to be luckier than Toyoda. (Toyota corporate history) It has started with A1 passenger cars and later shifted to G1 trucks in 1935, because of the initial failures in car manufacturing. Toyota Motor Co. was established as an independent and separate company in 1937. The initial history of the company was not much encouraging. The US cars were dominated in automobile industry till the initial stages of 1970s. The 1973 oil crisis has served as a blessing to Toyota as more and more customers concentrated on the small car industry to save fuel. The Americans were interested in big luxury cars till the oil crisis while Toyota concentrated more on fuel economy cars. They have researched a lot in manufacturing fuel economy small cars while the American car manufacturers like General Motors concentrated more on bigger expensive ones. When the oil crisis has started in 1973, Toyota had already the technology readily available for them to develop economic cars while the Americans forced to develop new technologies to manufacture economic small cars. Thus from 1973 onwards Toyota, slowly started to capture the world market. â€Å"By 1955, Toyota was making 8,400 cars per year; by 1965, 600,000 cars per year. Toyota set up a headquarters in Hollywood in 1957; the first Toyota car registered in the United States was a 1958 Toyopet, sold in 1958†. (Toyota history: corporate and automotive) â€Å"In 1959, the company opened its first plant outside Japan - in Brazil.† (Toyota history: