Compare Nuclear and Wind Energy

Compare Nuclear and Wind Energy At present, society is developing rapidly so mankind needs more electricity. Most countries are using the method of burning fossil fuels to make power to produce the materials which effects the environment because carbon dioxide, sulfur dioxide and nitric oxide are emitted. These gases can help to build the greenhouse effect and acid rain pollution, which will make the earths temperature warmer and the rain acidic. Therefore, mankind uses new ways to produce energy, such as, nuclear, wind and solar. In this essay, nuclear energy will be compared and contrasted with wind energy; both of them are energy for sustainable development, though the main differences are their location, environment and efficiency. The similarity is that both nuclear energy and wind energy are will have a negative affect for environment, although both of them are not product bad for environment gas. According to Darvill (2010), the nuclear energy is produced by the large nuclei splitting to release energy. However, after nuclear fission, the nuclear power plant will produce some danger waste, when the radiation happening, Marples (1996) stated that Iodine-131, Cesium-137, and Strontium-90 were the most serious radioactive elements to be disseminated by the disaster at Chornobyl. The cases it was nuclear and pollution. For example, Marples (1996) reported that the famous nuclear leakage is the disaster at Chornobyl on the middle of ninety century which the contaminated areas include, approximately 20 percentage of the territory of Belarus, circa 8 percentage of Ukraine and about 0.5-1.0 percentage of the Russian Federation, altogether the total area is about the size of the Northern Ireland combined the state ad d of Kentucky or of Scotland. Besides that, wind energy is also harmful to the environment. Because wind power energy needs to build a high tower, put a large propeller on the top, the wind blow the propeller turn round. Furthermore the windmill can kill birds, Darvill (2012) show than migrating flocks tend like to dependent on strong wind move. However, the windmills also like to build in those areas. Therefore the species will be abatement or disappear to break the ecological balance, which is the same badly for environments. Both ways to make electricity are bad for environments. One obvious difference is the geographical limitations of power generation. When a country found the new way to make energy, this is the most important thing they considered. Nuclear energy and wind power energy both have geographic limitations. Most nuclear power stations are built in coastal regions, because the nuclear power stations need to use the sea water as the coolant. If the stations were building inland, nuclear power station also can use the fresh water as the coolant, however the investment would be raised. The location of wind power is more important for generation, mankind would like to build a lot of these towers together, to set up a wind farm and produce more energy, before building the station, the most important part is to choose a place which has strong wind as wind farm. Duncan (2000) pointed out that the wind speed should be around in 25 meter per second to make sure that the wind turbines are working stably, it than mean the wind must strong and reliable. Such as Darvill (2010) showed that at the open plains, on the tops of hills and gaps in mountains. Therefore, wind energy cannot be used everywhere. Another difference between nuclear energy and wind energy is efficiency. Nuclear power stations work as the fossil fuel burning stations, both of which are heating the water to make steam, that turn turbines and make electrical power. One ton of uranium produces more energy than that produced by several million tons of coal or several million barrels of oil (Thinkquest). Thus, the nuclear power energy is more efficientlyÂÂ  than the fossil fuels when making power. However wind power energy is a kind of low efficiency energy. Duncan (2000) illustrated that both of from solar energy and wind power energy, the cost of produced electricity are substantial higher than for a heat power station, furthermore the generators are erratic since they require sunshine or wind to work. For example Currently only 1 percentage of the state of Californias electricity supply comes from 17000 wind mills, with the equivalent output of one fossil-fuel plant (Duncan, 2000). The efficiency is the obvio us difference for nuclear energy and wind energy. In conclusion, nuclear energy and wind power energy are both have different and similar property. The similarity is both of them are not product the bad for environment gas. The nuclear energy is high efficiency energy, it cost less source to make more energy; Even though, after fission, it would produce waste, which is dangerous the wash, it is danger. Furthermore, the wind energy is efficiency is too low and the geographical limitation is a big problem. In my opinion, the nuclear energy power can be the popular to use in future, because nuclear is more efficiency, the waste problem will with the social development to resolve.

A Study On Dialogue And Learning Education Essay

A Study On Dialogue And Learning Education Essay Dialogue has been recognized as the most notable example of Western literature by Plato since 428/427 BC 348/347 BC;. In Greek and Indian literature, particularly the ancient art of rhetoric, it is historically origins as narrative, philosophical or educational device. The dialogue has been used to teach a range of subjects, including philosophy, logic, rhetoric, and mathematics. Dialogue (the Greek DIA for through and logos for word) can be defined to include numerous communicative acts includes conversation, talk, communication, interchange, discourse, argument, chat, gossip, colloquy, as well as discussion, debate, exchange of views, head-to-head, consultation, conference, meeting, interview, question and answer session, and negotiations (New Oxford Thesaurus of English 2000). Dialogic learning can occur in any educational situation and contains an important potential for social transformation.  [2]  Various contributions to Dialogic learning has been developed on many perspectives and disciplines such as, P. Freire, 1970 on the theory of Dialogic action, G. Wells, 1999 looking for the Dialogic inquiry approach, J. Habermas, 1984 with the theory of communicative action, M. Bakhtin, 1981, the notion of Dialogic imagination, and Soler, 2004, the dialogical self. Among those, there are many more contemporary authors on Dialogic conceptions, J. Mezirow, 1990, 1991, 2000 transformative learning theory, M. Fielding 2001, students as radical agents of change, T. Koschmann, 1999 emphasizes the potential advantages of adopting dialogicality as the basis of education, Anne C. Hargrave, 2000 shows that children in Dialogic-learning in vocabulary. Specifically, the concept of Dialogic learning (Flecha, 2000)  [3]  evolved from the investigation and observation of how people learn both outside and inside of schools, when acting and learning freely is allowed. The theory The concept of Dialogic learning is not new. In the book Mind and Society, 1962, Vygotsky argued that children learn how to use planning function of their language effectively and their psychological field changes fundamentally. He argued that a child begins to master his surroundings with the help of speech prior to mastering his own behavior. He claimed that the creation of these unique human forms of behavior which eventually produced the intellectual productive work with the use of tools. This was described in his observations of children in an experimental situation showed that children not only act in attempting to achieve a goal but also speak. This speech arose spontaneously and continued almost without interruption throughout the experiment. He claimed that it seems that both natural and necessary for children to speak while they act. Respectively, Vygotsky drew the same kind of distinction between the spontaneous concept of everyday learning and the scientific concept of th e classroom.  [4]  Vygotsky, 1962 argues that the inception of a spontaneous concept can usually be traced to a face-to-face meeting with a concrete situation, while a scientific concept involves from the first a mediated attitude towards it object. Paulo Reglus Neves Freire (1921-1997), 1970 theory of Dialogic action 1921 -1997 was a Brazilian educator and influential theorist of critical pedagogy.  [5]  He was an educationist known for developing popular education; he puts dialogue as a type of pedagogy.  [6]  Freire argued that dialogue as a means of democratizing education (Freire 1972, 1999). Dialogue communication allowed students and teachers to learn from one another in an environment characterized by respect and equality. He advocates himself to support suppressed people with their performance or application of skills that is informed and linked to their values, by performing and applying their skills in order to make pedagogy for a more deepening understanding and making positive changes to them. He states that human nature is Dialogic, and he believes that communication has a leading role in peoples life. Dialogue is a claim in favor of the democratic choice of educators and learners. The goal of the Dialogic action is always to reveal the truth interacting with others and the world. He claimed that we are continually in dialogue with others and it is in that process that we create and recreate ourselves. Besides, in order to promote free and critical learning, he insists that we should create the conditions for dialogue that encourages the epistemological curiosity of the learner. The Russian philosopher, literary critic, semiotician and scholar who worked on literary theory, ethics, and the philosophy of language, Mikhail M. Bakhtin, 1981, distinguishes the notion of Dialogic imagination. He has theorized dialogue in emphasizing the power of discourse to increase understanding of multiple perspectives and create myriad possibilities.  [7]  Bakhtin argued that dialogue creates a new understanding of a situation that demands change as relationships and connections exist among all living beings.  [8]  His concept of dialogism states a relation between language, interaction, and social transformation. Holquist, 1990 described Bakhtins writings on dialogicality are profound and represent a substantive shift from prevailing views on the nature of language and knowledge  [9]  . Bakhtin established that there is a need of creating meanings in a Dialogic way with other people.  [10]  He believed that individual does not exist outside dialogue. The conc ept of dialogue itself establishes the existence of the other person. It is through dialogue that the other cannot be silenced or excluded. Bakhtin claimed that meanings are created in the processes of reflection between people. He describes, we use the same meanings later in conversations with others, where those meanings get better and even change as we obtain new meanings. Therefore, when we talk, we learn something. In this sense, every time that we talk about something that we have read about, seen or felt; we are actually reflecting the dialogues we have had with others, showing the meanings that we have created in the previous dialogues with others. That said, dialogue cannot be separated from the perspectives of others: learning derives from here with the individual speech and the collective one is deeply related to ones life. Bakhtin asserts that talks is a chain of dialogues, he points that every dialogue results from a previous one and, at the same time, every new dialogu e are going to be presented in future ones. Fitz Simons, G. (1994)  [11]  the learning communities, an educational project which seeks social and cultural transformation of educational centers and their surroundings through Dialogic learning, emphasizing egalitarian dialogue among all community members, including teaching staff, students, families, entities, and volunteers. Fitz Simons points out: The need to establish an atmosphere of mutual respect and a feeling of community in which adult learners are encouraged to be independent learners and to share their expertise (p. 24-25, 1994) Dialogic Learning Fletcher, 2000 looks at the concept of Dialogic learning evolved from the investigation and observation of how people learn both outside and inside of schools, when learning and acting freely is allowed. She describes open dialogue which derived from the perspective of Freire, 1997 involvement of all members of the community the learning communities as research shows that learning process take place in different spaces of the learners life regardless of the learners age, and including the teaching staff, depend more on the coordination among all the interactions and activities. The recognition and respect of different types of knowledge raise the awareness that each person has something to share, something different and equally important. Therefore, the wider the diversity of voices engaged in open dialogue, the better the knowledge that can be dialogically constructed. Fletcha puts as [Dialogic learning] lead to the transformation of education centers into learning communities where all the people and groups involved enter into relationships with each other. In this way, the environment is transformed, creating new cognitive development and greater social and educational equality. (p. 24) Edward and Mercer, 1987 emphasize that the dialogue concept is ground rules of conversation because it operates as implicit sets of rules for behaving in particular kinds of situation which participants usually take for granted  [12]  . (Edward and Mercer, 1987) In 2007, Mercer and Littletons argues that talk is not just the mediating means for supporting individual development, but rather that ways of thinking are embedded in ways of using language. This talk is more emphasized on as a valuable, social mode of thinking, not just learning. They argue that learners engage and interact with others may have a profound and enduring impact on their skill and intellectual development.  [13]  They further argue that learning and development are two terms that related and have both been used in a great deal. Learning is often in the company of teaching. These two words are required to call upon the kinds of cognitive and intellectual changes in childrens learning. He asserts that lea rning is normally associated with the gaining of knowledge and the acquisition of some fact or skill. It invokes ideas of some sort of growth, the emergence of a new entity and the arrival of a new state of affairs. A contributor to Mercer and Littleton, Chris Watkins, 2003 (A scholar in education and learning) has distinguished three influential conceptions of learning: Learning is being taught, learning is the individual sense making, learning is building knowledge with others.  [14]   Harry Daniel 2001 claims that classroom talk or dialogue mediates not just teaching and learning but also the wider culture.  [15]  He claims that humans are seen as creatures who have a unique capacity for communication and whose lives are normally led within groups, communities and societies based on shared ways of using language, ways of thinking, social practices and tools for getting things done. Daniels emphasizes that such talk, must not be regarded as simple interaction, but narrowly regarded and bounded by the immediacy of the learning task in hand. Similarly, the Dialogic inquiry approach by Gordon Wells, 1999  [16]  , Wells argues that classroom dialogue has been proposed as a method of introducing critical education (Wells 1999, Alrà ¸ Skovsmose 2002) Dialogic inquiry is an educational approach that acknowledges the dialectic relationship between the individual and the society, and an attitude for acquiring knowledge through communicative interactions. Wells points out that the predisposition for Dialogic inquiry depends on the characteristics of the learning environments, and that is why it is important to reorganize them into contexts for collaborative action and interaction. Wells defines inquiry not as a method but as a predisposition for questioning, trying to understand situations collaborating with others with the objective of finding answers. Wells further argues that Dialogic inquiry not only enriches individuals knowledge but also transforms it, ensuring the survival of different cultures and their capacity to transform themselves according to the requirements of every social moment. Wells claims that Dialogic inquiry not only enriches individuals knowledge but also transforms it, ensuring the survival of different cultures and their capacity to transform themselves according to the requirements of every social moment. Education is seen as a Dialogic process, with students and teachers working together within settings that reflect the values and social practices of schools as cultural institutions. Alrà ¸ Skovsmose, 2002 relate dialogue to the learning process by attribute three essential properties to the notion of dialogue; making an inquiry, running a risk and maintaining equality.  [17]  These essential properties must be characteristic of the scene of interaction in order for a learning dialogue to occur. Making an inquiry means learner exploring what he does not yet know and sharing the desire to gain new experiences. For an inquiry to be Dialogic it must be open to participants bringing their own perspectives rooted in their backgrounds into the inquiry. Learners must also be willing to suspend their own perspectives in order to consider the perspectives of others and in articulating these perspectives new and more insightful perspectives might come into view. For that reason, Dialogic is running a risk in the ambiguity and uncertainty of the dialogue process. Learners to a dialogue propose other peoples perspectives, however navigating in a landscape of investigation means that there are no pre-established answers to up-and-coming questions. Therefore dialogue includes risk-taking both in an epistemological and an emotional sense. In other words learners to a dialogue will be challenged on their knowledge as well as their emotions. In order for participants to remain in the Dialogic process it must be ensured that the uncertainty never appears too uncomfortable. They claim that dialogue could then maintain equality by suggesting that learners are engaged at a level of parity. Parity in this sense does not equal sameness but rather fairness. Learners may enter the dialogue in different capacities and being equal thus comes to depend on the ability of learners to embrace and accept diversity (Alrà ¸ Skovsmose, 2002). After years of research conducted in several countries; India, USA, France, Italy and England with a team of researchers, Robin Alexander 2004  [18]  has put talk as the prominent element for effective thinking and learning requirement for children. He has distinguished talk for a distinctive pedagogical approach called Dialogic teaching. He argues that language and thought are intimately related, and the extent and manner of childrens cognitive development depend to a considerable degree on the forms and contexts of language which they have encountered and used. This new approach demands both pupil engagement and teacher intervention by which pupils actively engage and teachers constructively intervene is through talk. Dialogue and Higher level of Education For higher educational level, Diana Laurillard, 2002 puts a Dialogic learning framework as Conversational Framework. This framework supports various media forms such as narrative, interactive, adaptive, communicative and productive. The idea of a conversational framework, is used to define the learning process for higher education and then to interpret the extent to which new technology can support and enhance high level conceptual learning. She describes that learning must be discursive and the teacher should be associating teaching and learning process with the world. Laurillard asserts that learning technologies must achieve their full potential for transforming learning experience. Laurillard argues that the academics; Universities, Institutions, colleges, schools etc. Should begin with an understanding of how students learn, and they should design and use the Conversational Framework and the learning technologies from this standpoint to familiarize a better learning strategy for university teaching. Laurillards idea is hardly new as she quoted Paul Ramsdens statement that teaching is a sort of conversation. Respectively, Kolbs learning cycle (Kolb, 1984) states that learning occurs through an iterative cycle of experience followed by feedback, then reflected on to be used as revised action  [19]  . Gordon Pask, 1976 formalized the idea of learning as a conversation in conversation theory. This theory lays out the separation of description and model-building behaviors, and the definition of understanding as determined by two levels of agreement (Ibid. 22)  [20]  . This describes the characteristic of the teaching learning process is iterative conversation. Besides classroom education, dialogue education is described as an approach to adult education by educator, Jane Vella in the 1980s. This approach to education draws on various adult learning theories, including those of Paulo Freire, Kurt Lewin, Malcolm Knowles and Benjamin Bloom (Global Learning Partners, 2006b; Vella, 2004). It is a synthesis of these abstract theories into principles and practices that can be applied in a concrete way to learning design and facilitation. Dialogue education is a form of Constructivism and can be a means for Transformative learning, (Vella, 2004). Dialogue education shifts the focus of education from what the teacher says to what the learner does, from learner passivity to learners as active participants in the dialogue that leads to learning (Global Learning Partners, 2006c). A dialogue approach to education views learners as subjects in their own learning and honors central principles such as mutual respect and open communication (Vella, 2002). L earners are invited to actively engage with the content being learned rather than being dependent on the educator for learning. Ideas are presented to learners as open questions to be reflected on and integrated into the learners own context (Vella, 2004). The intent is that this will result in more meaningful learning. Conclusion Significantly dialogue and learning are two terms that cant stand by its own without the others presence. It is now that the responsibility of this study to examine dialogue and learning to a further course of current new media mobile technology. How does children making use of mobile devices in the world of mobile technology in this transformation age of environment? How does learning then develop from these technologies? Why does a child today communicate so much with technology? That said my hypothesis that the new media mobile technology has potential in facilitating the process of childrens learning development. Do these technologies provide learning tools which are able to provide significant knowledge development? Besides, Vygotsky and Vygotskian theory claimed that the learning tools are some kind of childrens higher psychological functions of making his or her interactions to their social and moral development. As we all knew, these dialogues are being created, learned and u sed by our children tremendously without our awareness day to day in their world of communications in interactive mobile technologies. These dialogues and learning are integrated with their handheld gadgets, computers and software, learning materials, playing the games in the virtual world. With the existence of other features; design, audio and video, photography, colors, fonts, information, and programming language navigating them throughout the lessons and programs. Our children or learners and members jointly produce Dialogic knowledge and participate in the definition of actions that lead to social and educational change. Therefore, this research sees dialogue and learning associates to the notion of Bakhtin dialogicality as dialogue represents this senses where it mediates the new media that our children to listen and watch. These dialogues can take numerous other forms such as: less structured, more informal and more participatory than interviews or discussion groups, e.g. By encouraging participants to set the agenda for discussion and for the researcher to take an active role in the discussion rather than only the role as a listener. This approach will grant participants to the dialogue a sense of equality and the freedom to bring into the dialogue whichever topic they deem relevant. Inviting research participants in the interpretation process simultaneously embrace a Dialogic epistemology recognizing the value of negotiating, reflecting and interpreting with the goal of mutual understanding and relationship building. Therefore, in this study we need to narrow our understanding of dialogue and address the question of the contribution of dialogue in the interactive mobile technologies in the childrens psychological learning development. In the learning communities, it is fundamentally the involvement o f all members of the community because, as research shows, learning processes, regardless of the learners age, and including the teaching staff, depend more on the coordination among all the interactions and activities that take place in different spaces of the learners life, like school, home, and workplace, then only on interactions and activities developed in spaces of formal learning, such as classrooms. Along these lines, the learning communities project aims at multiplying learning contexts and interactions with the objective of all participants reaching higher levels of development (Vygotsky, 1978)  [21]  .

Jungle Night :: essays research papers

Critical Analysis of Jungle Night The speaker of the poem is a civilian observer, probably a local. There is a sense of tension and fear in the speaker’s tone. The speaker uses an observatory tone in the poem, a combination between 1st and 3rd person. The author shows us that the speaker is an observer when he says "They are not there†¦/You finger the trigger of your Bren." (ll. 8&10) You can clearly see that the author creates tension when he says "Half-fearing, half-desiring the sudden hell/ Pressure will loose." (ll. 11-12) The poet has a way of building us up to a climax then letting us down, and again he gets us on the edge of our seat, only to sit back down quickly. This poem is written very literally and does not have any deep hidden meanings. The author gives us a sense of predator prey between the "Man with the green cigarette" and the "Man with the dark blue cloak." We are given a feeling that the cigarette man is hunting and stalking waiting to kill the man with the cloak. The author also uses the image of a "Man with the tiny anvil" who we see as really un-important however we fail to realize that he actual adds a great deal of suspense with the way he taps the metal. In the first stanza he "†¦Strikes it softly like a bell-Tink-tink; tink-tink." (ll. 3-4) and in the second to last stanza "Strikes-twice; Strikes-twice" (l. 21) which gives a sense that something more is yet to come. In the first stanza when the two men are first introduced, the author uses very soft words, which gives us a sense of peace and serenity. However in the second to last stanza he uses onomatopoeia again saying "Drip-drip; drip-drip"(l. 19) and "Strikes-twice; strikes-twice"(l. 21) which shows us that there is a greater sense of urgency arising and perhaps something is going to happen between these men. Through the use of the language the author is able to give us a sense of what the lone soldier with the Bren is feeling when he sees the two men walk by. The speaker gives us a very human feel when he says, "They are not there/then one of the whistles softly/you finger the trigger of your Bren (ll. 8-10), which allows us to connect with this soldier on a very real and human level.

Solutions to Computer Viruses :: Computer Viruses Software Technology Essays

Solutions to Computer Viruses Table Of Contents I Intro II Computer Virus Components a.Worms b.Trojan horses c.Logic bombs III   Ã‚  Ã‚  Ã‚  Ã‚  Types of Viruses a.Boot sector virus b.File virus c.Macro virus d.Multipartite virus e.Polymorphic virus f.Stealth virus IV How Viruses Work a.Virus introduced to system b.Trojan activated c.Logic bomb activated d.Destructive part of virus activated V Most Common Viruses a.Jerusalem virus b.Cascade virus c.Brain virus d.Italian virus e.New Zealand virus VI Macro Virus a.What are they? b.How do they work VII How to Avoid Viruses a.Removing floppies from drive b.Don’t use pirated software c.Backup data d.Run virus check program periodically VIII Anti-virus Software a.Why would you use? b.Virus Scanner c.Types of Anti-virus software In this growing technological world, there is a dependency on computer systems. With the wide spread use of computer systems comes the threat of short programs that damage the system and other programs on that system. These short programs are called computer viruses. There are many computer viruses out there to infect unsuspecting system and programs. Along with these threats of infection comes the opportunity to eradicate these viruses before they infect systems. There are programs called anti-virus protection to help find and fix problems before they damage computer systems (Encyclopedia.com). Computer Virus and Components A computer virus can be defined as a rogue computer program, usually short in nature, designed to spread copies of itself to other computers and disrupt the computers’ normal operation. These viruses usually attach or insert themselves in or to a program or boot sector of a disk. It is spread through floppy disk, network, or routine on-line services. There are some viruses that are harmless, but others can destroy or corrupt data and cause an operating system or application program to malfunction. The three most common types of destructive computer programs are the Trojan horse, logic bombs, and the worm. â€Å"A virus is considered to be a worm with a logic bomb or Trojan horse component† (PC Upgrade). Worms are programs that copy themselves. They create images of themselves in a file or a certain part of a disk. The main reason for including a worm component in a virus is to spread the virus via floppy dick. Now everytime you format a disk or copy a disc, the worm now infects you floppy disk. The Trojan horse is a program hidden inside another useful looking program. When the useful program is running the Trojan horse is doing something like erasing your Fat and directory. The last of this triangle is the bomb. The bomb is a piece of code embedded in a program or the operating system that waits for a particular event to occur.

Chaucers Canterbury Tales Essay -- Literary Analysis

Following the fall of the great Roman Empire a new age was born, the age of knights in shining amour and the great kings in stone castles. Yet, it was also a chaotic time, War and plague was a disease upon Europe. Countries fought for land, resources, and above all, the attention of God. The world was young and so was the English Language. Few writers wrote in English, the language of the commoners, as French and Latin was the Language of the powerful à ©lite. Yet one writer dared to speak against the feudal society of which he was born into. Geoffrey Chaucer served most of his life in the employment of the crown, as both a soldier and a clerk. Yet through all of these titles, Chaucer would be forever immortalized as Geoffrey Chaucer the writer, and the Satirist. The true goal of any Satire is to point out the flaws in certain aspect of society, while also inspiring reform to that very same aspect in one way or another. In Chaucer’s Canterbury tales, Chaucer satirizes the co rruption Catholic Church and those associated. Chaucer saw that hypocrisy polluted the pureness of the church and expressed his disillusionment through the use of satire. Fearless of discommunication Geoffrey Chaucer, the father of satire, dared to speak openly of the absolute corruption of the medieval church. Medieval society was centered on the flawed Catholic Church, where hypocrisy and corruption poisoned the purity of religion. When one individual spoke against the way the church‘s way, the church would simply retaliate. One such example is that of Joan of Arc, a French farm girl turned soldier. The Church was outraged at her choices, performing deeds that were reserved for men. Joan wore men’s clothing and wore her hair short as to avoid being the s... ...t man in a time of great despair. Through the greatness of his actions, satirically pointing out the corruption in the Catholic church, Chaucer earned a reputation as one of the greatest writers in the English language. Fearless of the Church’s retaliation, Chaucer continued to educate his audience, the English speaking commoners of Medieval Europe, who had long been taken advantage of by the Church, becoming one the greatest and first English satirist and the Father of English satire. Works Cited Chaucer, Geoffrey. The Canterbury Tales in Modern Verse . â€Å"The Prologue†. Hackett Publishing Company, INC. United States of America, 2005. Chaucer, Geoffrey. â€Å"The Canterbury tales: The Prologue†. Our Literary Heritage. Ed. Desmond Pacey. 4th ed. Montreal, Que.: Mcgraw-Hill Ryerson ltd., 1982. Shaw, Bernard. Saint Joan. Penguin books, London 1952.

‘Of mice and men’ †A comparison of the opening scenes of the film and the beginning of the book Essay

A comparison of the opening scenes of the film and the beginning of the book ‘Of mice and men’ is set in southern California at the time of the great depression (late 1920 and early 30’s), the basis of the story is about 2 men George and Lenny, who are two workers who travel from place to place finding work on ranches, so they can earn there 50 bucks a month. George is the leader out of the two he looks after Lenny, sorts out where they go and what they do and eat. Lenny is a very big and strong man, but he is very dumb and could not look after himself, he his at heart a nice, harmless man but likes colourful, nice feeling things, so he is just like a small child. Lenny gets them into trouble a lot, he likes to touch nice things and when he does people get the wrong idea and like at the start of the book and film gets accused of rape, and at the end causes a death of a woman. Like most writers or directors, John Steinbeck and Gary Sinise try to grab the readers or viewer’s attention. Even though the novel and film are based on the same story, they use different techniques and ways to try and get the audiences attention. In the novel John Steinbeck uses a lot of description of his settings and this is how he tries to keep the audience’s imagination going. For example in the first two pages of the novel, he uses a strong descriptive and a strong style of language to try and give an effect of a natural, calm and peaceful atmosphere, also when describing the willow pool he tries and puts as much detail in as possible, as this area of land is one of the most important places in the story as this is where Steinbeck starts the story and ends it in a similar place. It’s quite amazing how Steinbeck manages to turn a violent and threatening scene into a calm, relaxing place and an almost peaceful time. I think that the first set of settings is set in a spring/summer theme as they are talking about there dream which is seen as the American dream of this time, so this also relates to life in the late boom and depression of the 1920’s. The beginning is used to try and introduce the two main characters portraying Lenny as the leader and it seems that he is like a father to Lenny who is portrayed as a small child who cannot control what he is doing. George also knows he has to take the role as the father or older brother and has to keep rules and tells him what to do, e.g. when they are drinking from the lake Lenny keeps his head in the water and is just guzzling the water down, then George says; â€Å"For god sake don’t drink so much†, and also he checks if the water is safe by making sure that its is running although George is of little intelligence him self he knows how to stay alive and live well. Gary Sinise tries to grab the audience’s attention quite differently at the beginning of the film as he uses a dramatic sequence of George and Lenny sitting in the luggage holder of a train, and you see him thinking back to what happened at Weed. When this is happening the light fades over Georges face from the cracks in the compartments wooden walls, this effect of the light streaming across his face gives an imaginary sense of prison bars. During Georges flashbacks you see them running fast and out of breath down a field full of long grass, and it keeps flashing back on Georges face in the train giving you a sense of distress instead of the calming effect of the novel. It then flashes to a pretty woman in a red dress that has a rip going down the bottom of it, the air flows through her dress and hair as she is running down a field. This scene really is exciting and full of tension to the viewer, which contrasts totally to the calm and peaceful opening of the book. Next you she a bunch of workers in a field, and they hear the girl’s screams. The workers on horse follow carrying shotguns. This contrasts to the life of today against nearly a century ago, as nowadays Lenny would have been arrested and put to a fair trial but back then they would have just killed Lenny on the spot. This scene puts people on the edges of their seats giving a sense of suspense; this is how a good director is able to keep the audiences attention to the film. The scene of the willow pool is quite like the scene in the book it gives a more relaxed effect from the previous suspense scenes, as they hide neck deep under the overflowing bush weed, and luckily the workers lose them. When we see George and Lenny getting there work cards it proves the fact that this is in the 1930’s as there were a lot of job shortages and you had to go to a job office and see if any jobs were available, most people would take any job there was, because of the depression. This then gives us a slight historical background of the time they are in. George in the book is firstly described as â€Å"small and quick, dark of face with restless eyes and sharp, strong features†. George being described as having restless eyes gives an impression that he is quite alert and a quick thinker of what to do in troubled times. Lenny on the other hand is described quite differently: â€Å"Huge man, shapeless face with large, pale eyes, with wide sloping shoulders; and he walked heavily, dragging his feet a little, the way a bear drags his paws†. â€Å"†¦the way a bear drags his paws† Lenny is being described as an animal which shows that he is a slow and clumsy both physical and mentally. The characters in the film are unlike the ones in the book as they are not physically opposite. Lenny is only slightly taller than George, but the behaviours of these two characters do mirror that it is similar to the book as Lenny acts like a child and George is the smart, dominant one. This is often shown in the close ups of their faces and in their speech and movement. The clothes they wear are described in the book as workers clothes so rugged and tattered, so the movie is also based on this part as the clothes in the movie are like this. In my opinion I think casting John Malkovich was perfect to be Lenny as he was able to portray the child like brain of Lenny. He seemed to fit the right description of Lenny. The voice used by John Malkovich was very effective in giving the viewer a childlike impression of Lenny. Gary Sinise although he was director he himself played George and he obviously knew how he wanted George to be played and he did with an amazing attitude, he gave out the attitude and cunningness of George as is written in the book. In conclusion, the beginning of the book and the beginning of the film are based on the same storyline. The way the scenes are described and presented are really quite different. Gary Sinise is able to create a sense of action and suspense followed by the calm of the willow pool, whilst Steinbeck creates a very rich and calm descriptive opening scene, which contrasts with the violence of what is actually happening.

Benefits to Organisations from Cloud Computing

Benefits of Organization From Cloud Computing ————————————————- ABSTRACT In recent years, many organizations benefit from sharp development of cloud computing in terms of scalability, agility, automation and resource sharing. Especially for IT departments, cloud computing afford the most innovative technologies and resources for them to focus on applications development, which are the most beneficial for organization business. On the other hand, the Capital & Operational cost can be reduced accordingly because of cloud platform.Many IT giants such as Microsoft, HP and Dell have invested billions in developing cloud platform and cloud computing research. This paper reviews the concept of cloud computing and its state of the art, and concluded the benefits to organizations in perspectives of software as a service (SaaS), infrastructure as a service (IaaS), and datacentre as a service (DaaS). Keywords: cloud computing, software as service, architecture as a service, datacentre as a service Introduction The term â€Å"cloud† is used to represent the computer network of the internet.It depicts a diagram as the computer network is just like the cloud which is linked to every client via internet. With the support of high performance server, each single client is able to access their work files remotely and process them without preinstalling specific applications. Because of the development of virtualisation, end-users can work with their clients such as netbook, smart mobile or laptop in anywhere as the same as work in local as long as the internet is available.This paper work aims to explain the concept of cloud computing in state of the art and to discuss how organizations benefit from cloud computing in perspectives of SaaS, IaaS and DaaS, and future research is concluded in the end. Background In the word of McCarthy: â€Å"computation may someda y be organized as a public utility. † The idea of cloud computing has been first opined in the 1960s. Later then, Douglas Parkhill (1966) has thoroughly explored almost all the modern-day characteristics of cloud computing in areas such as infinite supply, elastic provision, online etc. nd compared them to the electricity industry in his book, The Challenge of the Computer Utility. Meanwhile, other researchers were also proposing their ideas about cloud computing, the scientist Herb Grosch even postulated that in future the entire world communication services would be supported by about 15 huge data centres. Between the sixties and nineties, with the evolution of WEB 2. 0 being developed, the internet has started to offer a significant bandwidth which sharply increases the speed of cloud computing development. The first milestone was the arrival of Salesforce. om in 1999, which is the pioneer of creating a concept of running application over internet. It paved the way for both academia researches and industry professionals to deliver applications via internet which is the fountainhead of cloud computing development. The second milestone was Amazon Web Services in 2002, which offered a set of services such as storage and remotely computation based on the cloud through the Amazon Mechanical Turk. Later then in 2006, a commercial web service called Elastic Compute cloud (EC2) was launched by Amazon to run personal and specific applications for both individual and small and medium size enterprise.In 2009, another milestone came as the WEB 2. 0 hit its stride, pioneers such as Google started to offer browser-based services and applications via internet, so called Google Apps. This is decisive for users running reliable and easy-to-consume applications from leading technology giants such as Microsoft and Google. To date, many experts seem to agree that cloud computing can bring enormous benefits for business organizations and will ultimately transform the comp uting landscape. Even though there are still a lot of issues such as security, data privacy, network performance and economics which need to be concerned.Cloud Computing Cloud computing is a natural evolution of the widespread adoption of virtualisation, service-oriented architecture, autonomic, and utility computing. The term â€Å"in the cloud† indicates that end-users are no longer needed to be expertise, well trained in using computer, and even some of the cases have pointed out that future personal computer can be hard drive-less and web-browser only. To understand this in general, cloud computing is able to deliver services such as computation, software, data access and storage ver internet without requiring end-user information of physical location and configuration. Categories of Cloud Computing Cloud computing is able to offer several services, which can be categorized into different classes. The most prevalent classes are Software as a Service (SaaS), infrastructure as a Service (IaaS) and Datacentre as a Service (DaaS). Software as a Service (SaaS) Software as a Service provides pre-built application services with none of little customization such as ERP and CRM over the internet to the end user for dealing with complex business missions.As the most important and popular application service in cloud computing, it simplifies IT support and management by eliminating the need to install and run individual applications on PC. Most of the software are available to updated automatically through provision of the service provider, and because of the centrally management, the need for maintenance and support can be removed as well. Infrastructure as a Service Infrastructure as a Service renders a service over the internet for orienting computing resources such as hardware, networking components, data storage and servers.It is parallel to the Software as a Service in simplifying the management of computing components, the need of in-house datacentre ca n be removed, and the networking equipment can be eliminated as well. Form perspective of organizations, Infrastructure as a service is able to offer great elasticity and flexibility for scaling computing equipment whenever they are needed. Datacentre as a Service Datacentre as a Service, as a cousin of Software as a Service, can provide needs to the end-users regardless of geographic or organizational separation of provider and consumer.Those needs can be classified into both software and data. Traditionally, enterprises require self-contained repository for storing and organizing data of business, meanwhile there are certain specific software should be available for them accessing the data. Therefore, the concept of datacentre as a service is created for bundling both the needed data and software to interpret into a single package which can be offered to the enterprises at once. The most benefits of this paradigm to organizations are effective reducing of the data cost and usage o f the specific software. Benefits to organisationCloud computing offers a set of advantages to business organizations in many aspects. Traditionally, organizations require enormous budget for the procurement of hardware capacity with great cost potential and the recruitment of a big quantity of staff for managing equipment and running applications in order to deliver big project. Cloud computing revealing is significantly contributing on solving the existing issues, it allows end-users to access the hardware and software facility wherever and whenever without pre-built applications, local administration and hardware capacity.The costs can be sharply reduced because of the centrally management of the provider. The most significant benefits are: * Cost. The expense is always one of concerns while investing and developing an in-house infrastructure, especially for large business organizations. Cloud computing is able to remove the most of cost which spent on purchasing IT equipment, so ftware and maintenance, and organization can therefore pay as they consume. * Reliability. In cloud computing, virtual servers as provided services for organizations instead of physical servers, and this solution is beneficial for the organizations in reliability.If the server or any hardware component is not able to perform their duty properly, the transition can sassily be deployed to any other available server. It creates a significant flexibility for server maintenance. * Manageability. The hardware and other IT facilities can be centrally management by provider, and this renders a great comfort for organization IT department in supporting and implementing. Maintenance is removed because the end-users can simply access their data and applications via user interface without pre-installation.Therefore, IT resources and capacity can be relocated and leveraged for focusing on innovation and core competencies. Nevertheless, besides those main advantages of cloud computing, there are many specific benefits to organizations in perspectives of software as a service, infrastructure as a service and database as a service. In perspective of software as a service As described in previous chapter, Software as a Service provides pre-built application services with none of little customization such as ERP and CRM over the internet to the end user for dealing with complex business missions.Its benefits to organizations can be discussed form both aspects of consumer and provider. For the consumer * Time of development is reduced. As opposed to a phased implementation which may takes months, the time can be decreased as potentially minutes. * No software installation and maintenance. The software application will be cutting edge and updated automatically by provider. * Global availability. Traditionally, software functions are available on-premise based on organization’s IT capacity. Now they are functional outside of premise and anywhere on the internet natively. * Service level agreement (SLA) adherence.Once the software incurs any bugs or errors while running applications, the provider will be noticed immediately and able to fix them in minutes with limited expense. * Constant, smaller and upgrades. With SaaS provider can constantly maintain performance of application and provide continuously application experiences. * Redistribute IT budget. Organization can focus on core competencies by outsourcing software functionality to a provider. This strategy can flat out save the cost of infrastructure requirements and IT personnel knowledge demands. For the provider * Aggregate operating environment.As a provider, the highest authority of domain management is decisive for accessing data and fixing problems. Therefore, provider is no longer required to send technicians to customize software or applications based on demands of clients, the configuration can be remotely set up in central management. Hereby the effects such as financial savings, time savings and labour savings are beneficial to the provider. * Predictable revenue stream. The provider is able to easily calculate the usage of clients for predictably management of the rest resources based on subscription model (Pay as they go). Focus on smaller improvements instead of monster patch rollouts. As providers, the concerns such as rollout logistics across all their clients’ sites and duplication of issues fixing or configurations can be removed. Providers can focus on fixing core application functionality and enhancing features in smaller incremental rollouts. In perspective of infrastructure as a service Infrastructure as a service is one of the main categories of cloud computing service. Its benefits to organization can be concluded below: * Allows IT to shift focus.Because of the quick availability provided by infrastructure as a service, organization hereby can leverage and emphasis on core competencies in bringing innovations in solutions. * Flexibility infr astructure. Each component in architecture can play a role as a service such as hardware as a service, storage as a service, server as a service etc. * Utility service. The service model running by Infrastructure as a service is pre-paid/pay as go subscription based model. This model allows provider effectively manage resources and capacity for leasing. Multiple tenets. Infrastructure as a service allows multiple users to access the same infrastructure. * Investment cap. Small and medium size companies with limited capital for investing in IT equipment can take advantage of the resource from provider. * Measureable cost. Infrastructure as a service usage can be measured and priced based on what have been used and when they have been used. * Green IT. Centrally management and outsourcing can reduce environment effect with IT resources and systems. In perspective of datacentre as a serviceDatacentre as a Service, as a cousin of Software as a Service, can provide needs to the end-users regardless of geographic or organizational separation of provider and consumer. Those needs can be classified into both software and data. Its benefits to organization can be listed below: * Fast execution. Due to centrally management offered by database, end-users are no longer requiring to purchase, install, maintain or upgrade software applications locally. The on-demand model of data as a service is not only used to remove the demands on IT department, but also enabling business analysts to access their data and analysis.This allows IT department can leverage resources to focus on core competencies. * Emphasis on innovation, not infrastructure. For big enterprises, data as a service can be used for cutting their cost of keeping their existing data warehouse or database up and running, and enterprises therefore will be able to focus on innovation rather than organizational infrastructure. The saved cost of originally maintain and upgrading system can be invested on developing an d executing business decisions. * Low cost. As the same as the service provided by IaaS, the on-demand model is applied in data as a service as well.Organizations can consume data functionality based on their usage (pay as they go), and the time when resources have been used is measureable for pricing. * World-class security. The security of the data has been discussed as one of main concerns for many years since the service of outsourcing data is provided. For cloud computing, data as a service ensures organizations’ data is protected with first class despite in terms of physical security, data encryption, user authentication or application security. ConclusionAs discussed in this paper, cloud computing as a cutting edge concept which is proposed and developed in this era, and certainly offers a set of significant benefits to business organizations. It is not only a leading technology for optimizing existing organization IT performance, but also a future development of organ ization movements. Form the perspectives of cost saving, resources relocating and distributing, and labour productivity improving, organization can be enormously beneficial by adopting cloud computing as one of the decisive role in IT development.This paper has reviewed the concept of cloud computing and produced a state of the art understanding in terms of software as a service, infrastructure as a service and data as a service. Those three main categories of cloud computing services have been articulated deeply as well. The core purpose of this paper is to analyse the benefits to organizations from cloud computing, specifically in aspects of software as a service, infrastructure as a service, and data as a service. These main advantages offered by cloud computing have been discussed from both technological and business point of view.The trend of cloud computing has been concluded in the end. Nevertheless, cloud computing is continually developing and it will indeed bring more magn ificent benefits not only to organizations but also in other aspects. The services provided by cloud computing such as Software-as-a-service, infrastructure-as-a-service and database-as-a-service are just the pioneers in cloud computing development. Based on requirements of end-users and business organizations in data processing, there will be more services unveiled in cloud computing to meet those demands and provide more comprehensive supports for both providers and end-users.Even in other areas such as building construction, manufacturing, education, and entertainment, cloud computing is also playing a vital role of productivity role. Its main strengths such as functionality, flexibility and sustainability will be significantly beneficial to those organizations, and those benefits will be explored from future research. * References 1) Gruman, Galen (2008-04-07). â€Å"What cloud computing really means†. InfoWorld. Retrieved 2009-06-02. 2) Cloud Computing Defined 17 July 20 10. Retrieved 26 July 2010. 3) Buyya, Rajkumar; Chee Shin Yeo, Srikumar Venugopal (PDF).Market-Oriented Cloud Computing: Vision, Hype, and Reality for Delivering IT Services as Computing Utilities. Department of Computer Science and Software 4) â€Å"Defining â€Å"Cloud Services† and â€Å"Cloud Computing†Ã¢â‚¬ . IDC. 2008-09-23. Retrieved 2010-08-22. 5) â€Å"Security of virtualization, cloud computing divides IT and security pros†. Network World. 2010-02-22. Retrieved 2010-08-22. 6) Zissis, Dimitrios; Lekkas (2010). â€Å"Addressing cloud computing security issues†. 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