Beloved and Numerology essays

Beloved and Numerology essays In literature, numbers are used to communicate important messages to the reader. The author uses references to numbers to strengthen the important ideas of the novel. In many cultures numbers carry an important or significant meaning to them. These numbers can carry a meaning more efficiently than using only words. In Beloved, Toni Morrison uses references to numbers to emphasize the significant ideas of the novel. Morrison uses these numbers to represent the persistence of slavery brought upon in Sethes life, her childrens life, Paul D.s life, and Baby Suggs life, after slavery has ended. These references to numbers are important because they show how these characters are affected after it has ended. Through physical means, through the actions of these characters, and through psychological means of these characters, Morrison shows the haunting continuation and aftereffects of slavery. In many novels the first sentence is the most important sentence in the novel. The first sentence can set the way for the remainder of the novel. In Beloved the first sentence, and first word of the entire novel uses numbers. Because numbers are used first, before any words, I find that the references to numbers are very important. 124 is in the first sentence on the first page. The sentence states, 124 WAS SPITEFUL (Morrison 3). This sentence is in all capital letters and also bold print. This shows an importance that this reference to numbers has on the novel. This number used on the page sets up the haunting story of slavery in one particular black household. The number refers to the house number in which the main characters live in. This house, 124, is haunted by the ghost of the baby of the main character, Sethe, who is learned to be named Beloved. 124 is barely referred to as there home, instead just simply referred to as 124. This number 124 plays a bigger meaning in the novel than simpl...

Classic Poems About, Addressed to, or Inspired by Birds

Classic Poems About, Addressed to, or Inspired by Birds Birds wild and domestic are quite naturally interesting to humans, earthbound creatures that we are, and for poets in particular, the world of birds and its endless variety of colors, shapes, sizes, sounds and motions has long been an immensely rich source of inspiration, symbol and metaphor. Because they fly, they carry associations of freedom and spirit on their wings. Because they communicate in songs that are alien to human language and yet musically evocative of human feelings, we attribute character and story to them. They are distinctly different from us, and yet we see ourselves in them and use them to consider our own place in the universe. Here’s our collection of classic bird poems in English: Samuel Taylor Coleridge,â€Å"The Nightingale† (1798)John Keats,â€Å"Ode to a Nightingale† (1820)Percy Bysshe Shelley,â€Å"To a Skylark† (1820)Edgar Allan Poe,â€Å"The Raven† (1845)Alfred, Lord Tennyson,â€Å"The Eagle: A Fragment† (1851)Elizabeth Barrett Browning,â€Å"Paraphrase on Anacreon: Ode to the Swallow† (1862)William Blake,â€Å"The Birds† (1863)Christina Rossetti,â€Å"A Bird’s-Eye View† (1866)Christina Rossetti,â€Å"On the Wing† (1866)Walt Whitman,â€Å"Out of the Cradle Endlessly Rocking† (1867)Walt Whitman,â€Å"The Dalliance of the Eagles† (1881)Emily Dickinson,â€Å"‘Hope’ is the thing with feathers - † (#254)Emily Dickinson,â€Å"High from the earth I heard a bird;† (#1723)Paul Laurence Dunbar,â€Å"Sympathy† (1899)Gerard Manley Hopkins,â€Å"The Windhover† (1918)Gerard Manley Hopkins,â€Å"The Woodlark† (1918)Wallace Stevens,â€Å" Thirteen Ways of Looking at a Blackbird† (1918)Thomas Hardy,â€Å"The Darkling Thrush† (1902)Robert Frost,â€Å"The Oven Bird† (1920)Robert Frost,â€Å"The Exposed Nest† (1920)William Carlos Williams,â€Å"The Birds† (1921)D.H. Lawrence,â€Å"Turkey-Cock† (1923) D.H. Lawrence,â€Å"Humming-Bird† (1923)William Butler Yeats,â€Å"Leda and the Swan† (1928) Notes on the Collection There is a bird at the heart of Samuel Taylor Coleridge’s â€Å"The Rime of the Ancient Mariner†- the albatross- but we have chosen to begin our anthology with two Romantic poems inspired by the song of the common nightingale. Coleridge’s â€Å"The Nightingale† is a â€Å"conversation poem† in which the poet cautions his friends against the all-too-human tendency to impute our own feelings and moods onto the natural world, hearing the nightingale’s song as a sad song because the listener is melancholy. On the contrary, Coleridge exclaims, â€Å"Nature’s sweet voices, [are] always full of love / And joyance!† John Keats was inspired by the same species of bird in his â€Å"Ode to a Nightingale†- the little bird’s ecstatic song prompts the melancholy Keats to wish for wine, then to fly with the bird on â€Å"the viewless wings of Poesy,† then to consider his own death: â€Å"Now more than ever seems it rich to die,To cease upon the midnight with no pain,While thou art pouring forth thy soul abroadIn such an ecstasy!† The third of the British Romantic contributors to our collection, Percy Bysshe Shelley, was also taken with the beauty of a small bird’s song- in his case, a skylark- and also found himself contemplating the parallels between bird and poet:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Hail to thee, blithe Spirit!. . . .Like a Poet hiddenIn the light of thought,Singing hymns unbidden,Till the world is wroughtTo sympathy with hopes and fears it heeded not...† A century later, Gerard Manley Hopkins celebrated the song of another little bird, the woodlark, in a poem that conveys the â€Å"sweet- sweet- joy† of God-created nature: â€Å"Teevo cheevo cheevio chee:O where, what can that be?Weedio-weedio: there again!So tiny a trickle of sà ³ng-strain...† Walt Whitman also drew inspiration from his precisely described experience of the natural world- in this, he is like the British Romantic poets, despite all the differences between his poetry and theirs- and he, too, attributed the awakening of his poetic soul to his hearing of a mockingbird’s call, in â€Å"Out of the Cradle Endlessly Rocking†: â€Å"Demon or bird! (said the boy’s soul,)Is it indeed toward your mate you sing? or is it really to me?For I, that was a child, my tongue’s use sleeping, now I have heard you,Now in a moment I know what I am for, I awake,And already a thousand singers, a thousand songs, clearer, louder and more sorrowful than yours,A thousand warbling echoes have started to life within me, never to die.† Edgar Allan Poe’s â€Å"Raven† is not a muse or a poet but a mysterious oracle, a dark and spooky icon. Emily Dickinson’s bird is the embodiment of the steadfast virtues of hope and faith, while Thomas Hardy’s thrush lights a tiny spark of hope in a dark time. Paul Laurence Dunbar’s caged bird epitomizes the soul’s cry for freedom, and Gerard Manley Hopkins’ windhover is ecstasy in flight. Wallace Stevens’ blackbird is a metaphysical prism, viewed thirteen ways, while Robert Frost’s exposed nest is the occasion for a parable of good intentions never completed. D.H. Lawrence’s turkey-cock is an emblem of the New World, both gorgeous and repulsive, and William Butler Yeats’ swan is the ruling god of the Old World, the classical myth poured into a 20th century sonnet.

Solutions of Slow Housekeeping Services In Palomar Hotel Research Paper

Solutions of Slow Housekeeping Services In Palomar Hotel - Research Paper Example   According to the customer comments from the data collection, the time taken for cleaning a room, the delays in response to customer calls, and the delays of delivering extra towels indicate the slow performance of housekeeping service to customer needs. Therefore, Palomar Hotel needs to solve the situation of above slow services problem to avoid major effects on customer satisfaction. There are two effective solutions to improve the slow housekeeping service, which are additional training for the staff that deals with housekeeping services, and the upgrading of the Property Management Systems (PMS). Additional TrainingAdditional training to the staff to provide more refresher information to guide them in responding to customer requests will improve the level of speed with which housekeeping services are conducted. Additional training will enable the employees to learn how to handle customer request and the response to give to ensure the customer feels attended to. In providing th e additional training, the provision of cleaning services for the rooms is enhanced. The staff is educated on the right times to handle cleaning and retain cleaning material nearby to handle any requests for cleaning services.When a customer call is received, the procedure that it follows to ensure a response is provided is vital. Additional training to equip the staff with confidence and the right attitude to work will provide the staff with motivation that will help increase their speed and efficiency.   

Economics of Business Strategy Case Study Example | Topics and Well Written Essays - 2500 words

Economics of Business Strategy - Case Study Example The managerial practices of the company are more products oriented so as to facilitate the customers, and provide them with different opportunities for making most out of their purchasing power. The company has also restricted itself from applying such policies where chances of bankruptcy are dominant, and have shifted towards consumer service. The management in particular operational management related to the decision making is widely practiced and encouraged by the company, the employees at the mediocre level, are involved with decision making, however such employees work within certain monetary limit. All this has made the company achieve laurels, 'We continued to strike what we believe is an appropriate balance between achieving our net income growth targets and investing in our future. In 2004, we delivered record earnings while increasing spending on marketing, promotion, rewards and card member services by 30 percent from a year ago. This increase came on top of a stepped-up l evel of investment spending in 2003' (Audit Repot 2004). American Express has incorporated different management strategies for optimization of their performance, and economic gain. The bank has implemented several different policies that minimized and reduced the indirect cost (goods and services other than raw materials, or "direct" expenses). The company's adopted policy has been to reduced and control expenses, such as office supplies, computer equipment, express delivery, and telecommunications. 'Our new survey and drafted policies shows that we as banking giant see the light at the end of the tunnel for an economic turnaround' (Anr Williams, senior vice president and general manager, U.S. Middle Market, American Express Corporate Services). The general manager further added that, 'At the same time, financial executives say that bank is challenged by rising expenses, and they're searching for new ways to control them - regardless of the economic climate'. The bank is involved in Expenses Management, and focused mainly upon corporate c ost-saving strategies. The company believed that cutting indirect costs and generating new revenue sources were equally important strategies in improving the financial health of their organization. The bank has encouraged and motivated their employees to participate enthusiastically towards compliance to those policies, the employees are urged to submit timely expense reports, desired employee adherence. 'Over the past several years, the institution have made strides in taking control of spending for travel, office supplies, computer equipment and other indirect expenses', (Anr Williams). 'But the push for profitability in these tough economic times has prodded the institution to expand their cost-control expertise and implement more effective solutions - such as new technology and innovative payment systems'. The web technology has emerged as an effective solution to cater for the surging expenses, the technology provided improved control and greater efficiency, and is being adopted by all the departments of the institution. The institution has adopted following practices for improving expenses management, and variety of strategies have been implied for streamlining the processes. The effective strategies are

Help Stop Bullying Essay Example for Free

Help Stop Bullying Essay An 11 year old Massachusetts boy, Carl Joseph Walker-Hoover, hung himself April 6, 2009 because he was being taunted daily for being gay. The mother begged the school to address the problem, but nothing was ever done about it and now a woman is left son less. That was at least the fourth suicide of a middle-school aged child linked to bullying that year. Most harassment and bullying go unreported. Children are being bullied each and every day, but the question is what should be done to stop it? Each and every day a child is being teased or picked on because of the way they look, act, dress, or because of what they believe in. Children should not have to be tortured just because they are not like everyone else. Children should be able to come to school and enjoy themselves and not worry about being picked on. A child that is being bullied can have many problems such as low self esteem and low self confidence which could lead them to suicide. Also, children that are bullied may start doing poorly in school or maybe even drop out because they do not feel safe at school. Bullying really needs to be stooped because it can leave a child physically, emotionally, and mentally scarred for the rest of their lives. Some schools say that there is very little that they can do about bullying because a lot of bullying starts off of school property. â€Å"Much of today’s bullying originates online, school officials said, with the growing use of social networking websites and cell phones has led to new ways to intimidate and tease. But because cyber bullying usually happens off-campus school administrators have little recourse† (Nissley 2010). I do not agree with the school district when they say that there is little they can do. Even though, it may start online, it continues or become worse at the school. With that being said, they need to try and do more so it can stop all together no matter where it starts. The solution that they think will help stop bullying is if the educate student about it more. Like Nissley (2010) stated, â€Å"In a model that has been mirrored by other school districts across the state, Abington Heights has been working on educating students as early as kindergarten about bullying and their responsibility to report it when they see it (p. 1). I think that it is good to educate the students about bullying and reporting it, but what is that really going to do? As we all know a lot of students will not tell because they will be too afraid. Or if they do tell they will be little done about it and they will continue to get bullied. So, their solution would not be effective at all. â€Å"Safe to learn: Embedding anti-bullying work in schools is the overarching anti-bullying guidance for schools and was launched in 2007† (teacherNet, 2009, p. 2). It seems that everyone thinks that the solution to stop bullying is just to educate students about it. I think that it is good that they are trying to educate students about the issue, but we all know that it is going to take more than that to stop bullying. It does not matter how much information you provide the students with about bullying, it still is not going to do anything. People have been trying to stop bullying by just telling students it is not the right thing to do for years and nothing has changed. As you see, they tried this solution in 2007 and now in 2010 the same problem is still going on. You can make students take classes every day about bullying and there will still be children getting bullied. Principals and administrators need to punish students by making use of more suspensions and require mandatory parent meetings for those who are bullying others. If the bullying continues, it must be dealt with strongly. And, both the child and parent should be held responsible for it. Until people start taking actions of this nature, bullying will forever be a problem. I think that the only way to stop bullying is to actually make a law against it. In Massachusetts, they have passed a bill for anti-bullying. I think that is wonderful because now that the law is involved I am sure bullying will be cut down because the kids would not to have to deal with the harsh consequences. â€Å"The bill would prohibit bullying at schools and clamp down on so-called cyber bullying by prohibiting the use of e-mails, text messages, internet postings, and other electronic means to create hostile school environment† (Gay Lesbians, 2010, p. 16). I also believe that it is good that they are requiring the school principals to report to the bullying to the police, if they believe criminal charges should be pursued. Maybe now if the students know that they could possibly go to jail they would stop bullying. It is great that somebody has passed a bill and takes this issue seriously because this has been going on for too long and it is time for it to stop. Lately there have been many other cities discussing and making laws about bullying. In New Jersey, they have also passed a bill regarding bullying. â€Å"A law against bullying in schools which advocates call the nation’s toughest because it requires schools to develop anti-harassment programs, was approved Monday in New Jersey† (Mulvihill, 2010, pg. ). I believe that this is what the schools need in order for bullying to stop. It may take a while for the schools to get all the policies and programs in the public schools, but it will be worth it. This law will hopefully prevent any more suicides from happening due to children being bullied. Maybe it should have been stricter laws a long time ago and a lot of bullying could have bee n stopped. The state of New Jersey has already passed the law for anti-bullying shows how it will cut down on a lot of bullying. There was already an anti-bullying law in 2002, but it was not required that schools set up anti-bullying programs. The new bill is claimed to be one of the toughest anti-bullying bill that there is. They are going all out the way to make sure students will not get bullied. They are even making teachers get training to help to bulling. Like Julie Bolcer (2010) stated, ‘’ The measure would required training for most public school employees on how to spot bulling and mandate that all districts from ‘school safety teams’ review complaints, reported The Star – Ledger . Superintendent would have to report incidents of buying to the state board of education, which would grade schools and districts on their efforts to combat it ‘’ (pg. 1). I think that it is to stop bulling because this is a very serious problem. But now that there are such harsh laws against it, I know the rates will go down a lot. Bullying is something that has been around for ages, but no one has ever seemed to find the right solution for it. Many say there is not a lot that can be done to stop bulling because it starts off school property; I totally isagree with that. While you have others that think that just by telling students about will stop it, which we all know will not. I feel that the only way bulling will ever stop is if they give harsh punishments and let the bullies know that is not a joke. Even though, there have been many attempts to stop bulling, I think that they have finally found a solution which is by making a tough anti-bulling law. If a child wants to bully someone then they should deal with the law and suffer the consequences.

The Impact of David Carson Essay -- Graphic Designers Typography Essay

The Impact of David Carson He was labeled a terrible graphic designer in the nineties. His agonized typography drove a clique of critics to indict him of not being serious and of destroying the origins and foundation of communication design. Now, the work and techniques of David Carson dominates design, advertising, the Web, and even motion pictures. David Carson graduated from San Diego state university, where he received a BFA degree in sociology. A former professional surfer, he was ranked #9 in the world during his college days. David Carson is currently the principal and chief designer of David Carson Design, Inc. with offices in New York City and Charleston, SC. Carson is a designer whose unorthodox graphic style played a major role in his success in the design world. His sense of typography is original and unique in a way that he does not follow the basis of communication design. For example, his arrangement of text is not what we would normally see which is in order but positioned in disarray creating chaos and confusion which is new and refreshing. His use of interesting visual simultaneously with typography creates an out of the ordinary design where sometimes the images are deliberately obscuring the text that goes with it and occasionally creating an unfinished sentence or word. Simplicity runs through Carson’s veins where â€Å"less is more†. Minimalism functions in his design where there are no extreme effects that would overpower his intention. His aim i...

Brothels and Convents in Renaissance and Measure for Measure Essay

In this investigation I will focus mostly on the regulation of both convents and brothels in the time period of Shakespeare and the early Renaissance. Ruth Mazo Karras’ â€Å"The Regulation of Brothels in Later Medieval England,† focuses exactly on this topic throughout England and other European countries during the Renaissance. In regards to the convents I will be looking closely at an article entitled â€Å"Subjects on the World’s Stage: Essays on British Literature of the Middle Ages and the Renaissance,† written by David G. Allen and Robert A. White. The regulations of brothels in the Renaissance were regarded heavily. Karras says that women within these brothels were basically regarded as evil and as sinners yet they remained occupying the position of prostitution solely because of the sexual appetite of men; these brothels were considered â€Å"†¦a necessary evil† (Karras). The first parallel between women of convents and stews I came to find was that of the aspect of being forbidden from society in a sense. Women of convents were completely shut off from the public, no insiders could leave and no outsiders could come in (Allen). The only difference in the secrecy of these two places was the fact that the brothels were attended by men. Karras also states that the women of brothels were not given any rights that regular women had, â€Å"In some places, she was not allowed to reject any customer, indeed could not be raped because she was considered to belong to all men and thus had no right to withhold consent† (Karras). These two aspects of women’s lives in this time period play a major part in the drama Measure for Measure, and especially set up the scene in the opening act of the play. When Claudio sends for his sister, Isabel, to help him get out of jail, in which he was sentenced to death for having premarital (by the eyes of the church) sex with Juliet, Isabel leaves the convent in which she was about to take her vows in order to save her brother. Thus, we have an almost-nun and sinful intercourse immediately in Act 1, both directly related to the idea of convents and brothels and the women within these places. In this case, however, Juliet is not a prostitute but in the eyes of Angelo and the law is regarded as one because of her and Claudio’s unofficial and insufficient marriage.

Idea/Expression Dichotomy

INTRODUCTION There is hardly a single principle of copyright law that is more basic or more often repeated than the so-called idea-expression dichotomy. The doctrine is followed dutifully as an unquestioned principle in hundreds of cases: the â€Å"ideas† that are the fruit of an author's labours go into the public domain, while only the author's particular expression remains the author's to control. This principle, sometimes described as having constitutional origins, was developed by the common law, and has now been incorporated into the copyright act itself.Copyright confers on the owner the right to make copies of their work whilst prohibiting others to do the same. The Copyright system gives the owners exclusive rights with regard to the exploitation of their works. However, the copyright doctrine does contain limits on copyright holders’ rights designed largely to mitigate copyright’s burden on creative appropriation. According to Barrett (2008), â€Å"Cop yright gives rights only in the author’s particular means of expressing ideas and facts, never in ideas and facts themselves†.Thus copyright does not protect the ideas but the manner in which they are expressed. Although this statement can be made seemingly without effort and with great ease, its application is not an easy undertaking and thus requires much effort. This is so because copyright law does not provide a clear distinction between the unprotected idea and the protected expression. For many years, the courts and indeed Intellectual Property Law practitioners put in enormous effort to establish and therefore draw a clear distinction between an idea and an expression but to no avail.Copyright law has till present failed to establish a clear demarcation between the boundary of an idea and that of an expression. As Justice Brenman said â€Å"this distinction between protected expression and unprotected ideas is at the essence of copyright. † This was compou nded and highlighted in Sheldon v Metrogoldwyn Pictures by Judge Learned Hands when he conceded that the line between idea and expression â€Å"wherever it is drawn, will seem arbitrary†.Courts consider this idea/expression dichotomy to be the central axiom of copyright law to use when determining what is protected in infringement cases. IDEAS What is an Idea? The answer to this question is central to the attempt to draw a distinction between idea and expression and hence the subsequent resolution to the idea/expression dichotomy. As observed by Lord Hailshaw in LB (Plastics) Ltd v Swish Products Ltd, the distinction depends on what one means by ‘ideas’. Ideas, procedures, principles, discoveries, and devices are all specifically excluded from copyright protection.As stated in the Copyright Act: In no case does copyright protection for an original work of authorship extend to any idea, procedure, process, system, method of operation, concept, principle, or discov ery, regardless of the form in which it is described, explained, illustrated, or embodied in such work. This specific exclusion helps maintain the distinction between copyright protection and patent law. Ideas and inventions are the subject matter for patents, while the expression of ideas is governed by copyright law.If copyright were extended to protect ideas, principles and devices, then it would be possible to circumvent the rigorous prerequisites of patent law and secure protection for an invention merely by describing the invention in a copyrightable work. With respect to the statement by Per Lloyd in Michael Baigent ; Richard Leigh v The Random House Group Ltd (The Da Vinci Code case), Ideas lie on the left side of the line between idea and expression, and therefore are not protected by copyright.Copyright infringement cannot result from copying an idea. The reasons why copyright law does not protect ideas is that; if the first person to produce a work based on an idea has a monopoly over it, the spread of knowledge and invention and innovation would be greatly impeded. This reason is shared by Fishman (2011) who states that, â€Å"if authors are allowed to obtain a monopoly over the ideas, the copyright law could end up discouraging new authorship and the progress knowledge – the two goal copyright is intended to foster†.The Copyright doctrine assures the authors the right to their original expression, but encourages others to build freely upon the ideas and information conveyed by a work. According to Barrett (2008), â€Å"the law must ensure that the basic building blocks of expression (ideas, facts ; elements that are standard or routine in connection with a given kind of work) remain in the public dormain free from copyright owners control, in order to ensure a continuing flow of new authorship in future†.The courts have in several cases highlighted that copyright right law does not assure authors protection in ideas. In Michae l Baigent v The Random House Group Ltd where an allegation had been made that the novel Da Vinci Code infringed the copyright in the work entitled the Holy Blood and The Holy Grail (HBHG), Mummery LJ said â€Å"Original expression includes not only the language in which the work is composed but also the original selection, arrangement and compilation of the raw research material.It does not however, extend to the clothing information, facts, ideas, theories and themes with exclusive property rights, so as to enable the claimants to monopolise historical material. Theories propounded, general arguments deployed or general hypotheses suggested or general themes written about†. The foregoing statement points that the subsistence may extend to the way in which facts, ideas and theories are expressed by the author but this does not mean that facts and ideas are themselves the subject matter of copyright protection (Bainbridge, 2010).EXPRESSIONS Mummery LJ in Michael Baigent v The Random House Group Ltd describes an expression as follows, â€Å"Original expression includes not only the language in which the work is composed but also the original selection, arrangement and compilation of the raw research material†. Expression constitutes the part of work that is protectable under copyright under copyright law. Article 2 of the WIPO Copyright Treaty provides that â€Å"Copyright protection extends to expressions and not to ideas, procedures, methods of operation or mathematical concepts as such†.Copyright laws were enacted to encourage originality by regulating creative expression. The subject matter of copyright protection is ‘original works of authorship fixed in any tangible medium of expression’ (Dratler, 2006). Copyright gives authors rights in particular means of expressing ideas and facts, never in ideas and facts themselves. According to Netane (2008), copyright law prevents others from copying only the copyright holderâ€℠¢s particular â€Å"expression†, not ideas that are expressed.In the case of University of London Press Ltd v University Tutorial Press Ltd, Peterson J stated that â€Å"Copyright Acts are not concerned with the originality of ideas, but with the expression of thought, and in case of a ‘literary work’, with the expression of thought in print or writing†. This was also highlighted in two other cases; Feist Publication, Inc v Rural Telephone, and Michael Baigent v The Random House Group Ltd. In the former case, it was held that copyright infringement may lie only in the copying copyrightable expression.In the latter case, it was held that copyright subsistence may extend to the way in which ideas, facts and theories are expressed by the author. IDEA/EXPRESSION MERGE DOCTRINE It is clearly stated that copyright law grants rights in the author’s expression of ideas, and that protection will be given as long as the expression of the same ideas are distin ct. However, there are times when there is one way, or only a few, to adequately express a particular idea. Ideas pretty much dictate the form of expression as highlighted in Landsburg v Serabble Crossword Game Player.This results in the idea and its expression being considered to be one. According to Fishman (2011),† In such cases, the idea and its particular expression are deemed to merge and the expression-the author’s words- is either treated as if it were in the public dormain or given very little copyright protection†. The effect of this is that protection may be lesser than when idea and expression are not merged. This is demonstrated in Kenrick v Lawrence were effective protection was denied to a drawing showing a hand holding a pen and marking a ballot paper.The intention of the person commissioning the drawing was that it could be used to show persons with poor literacy skills how to vote. It was held that a similar drawing did not infringe because it wa s inevitable that any person who attempted to produce a drawing to show people how to vote would create a similar drawing (Bainbridge, 2010). SUBSTANTIAL TAKING Section 2 of The Copyright and Performance Rights Act 1994 provides that substantial part includes any part of the work which on its own can be identified as part of the work of someone who is familiar with the work.Therefore substantial taking is the copying of the substantial part of a given work. However, it is difficult to determine what a substantial part is as no standard measure exists Plastics Ltd v Swish Products Ltd. The courts determine substantial by reference to the quality of what was taken and not the quantity. This was also highlighted in Ladbroke (Football) Ltd v William Hill (Football) Ltd where it was held that substantial must be decided by its quality rather than quantity, and that the significance of the part taken is a matter of fact and degree.This means that even a very small part of work can be subs tantial if it is the most valuable or memorable piece in the work. The principle of substantial taking displaces the earlier notion that ‘any’ copying of a protected work will automatically translate to infringement. The principle of substantial taking stipulates that copyright infringement will only result from the copying of the substantial part of a protected expression not the unprotected idea. Therefore, the determination of infringement depends on the quality of the work portion used in relation to the copyrighted expression as a whole.In the Harper v Row it was held that the determination of substantiality should not only the proportion taken but also on the â€Å"the qualitative importance of the quoted passages of the original expression† (Alces, 1994). CONCLUSION Ideas are building blocks of expression. An Idea is anything that when absent will result in no formulation of any work. Ideas are like ‘materials’ used in the construction of what results in copyrighted works. Expression refers to the unique and distinct manner in which unprotected ideas are presented.Expressions are ideas organised in a particular way, the organisation of which requires the use of skill, labour and judgement. It is such an expression that is protectable under copyright law. Richard (1990) postulates that, two important dichotomies lie at the foundation of copyright: (1) the subject matter of writing versus protectable expression of that subject matter, and (2) unprotectible versus protectable expression. The idea/expression dichotomy does not clearly articulate either of these distinction under the guise of its baseless distinction between ideas and their expression.The dichotomy further complicates infringement cases by relying upon a notion of â€Å"abstracting† ideas from expressions. Only the basic copyright requirements for original works of authorship and the infringement of such works must be considered. For the proper axiom o f protectability is not that expressions of ideas are protectable while ideas themselves are not, but merely that original and creative expressions alone are protectable. Though an expression is protected, copying it does not automatically result in infringement.Substantial taking is what ultimately determines whether or not copyright has been infringed. The protection of an expression hence rests on the quality of the portion of the expression copied. Infringement will only result from the copying of the substantial part of a protected expression not the unprotected idea. REFERENCES 1. Fishman S (2011), The Copyright Handbook: What every writer needs to know, 11th edition, NOLO 2. Bainbridge D. L (2010), Intellectual Property, 8th edition, Pitman London. 3. Barrett M (2008), The Emmanuel Law outlines series: Intellectual Property, 2nd edition, Aspen Publishers 4.Netane N. W (2008), Copyright Paradox, Oxford University Press 5. Dratler J (2006), Intellectual Property Law: Commercial , Creative, ; Industrial Property, Volume 13, Library of Congress 6. WIPO Copyright Treaty (WCT), adopted in Geneva on December 20, 1996. 7. Alces P. A (1994), Commercial Law of Intellectual Property, Aspen Publishers 8. Richard H. J (1990): The Myth of Idea/Expression Dichotomy in Copyright: Pace Law Review: Vol. 10. No. 3. 9. http://www. edwardsamuels. com/copyright/beyond/articles/ideapt1-20. htm

Concept of Race and Ethnicity in U.S. Immigration History

Concept of Race and Ethnicity in U.S. Immigration History Although the concept of race has a long history of conceptualization, its significance has become tangible during the last two centuries, with the rise of such issues as slavery, racial discrimination, and stereotypical thinking. Racial distinctions are initially premised on biological differences that specifically concern the physical appearance. However, these differences do not spread over other features, including genetic attributes.Advertising We will write a custom essay sample on Concept of Race and Ethnicity in U.S. Immigration History specifically for you for only $16.05 $11/page Learn More The biological distinction between races obviously exists, but it should not influence the equality in distributing human rights and freedoms. Perceiving race is a social construct does not create favorable grounds on defending humanitarian law. The history shows that the concept of race has always been accepted from a sociological perspective and, as a result, m any challenges occur to society composed of several races and ethnicities. The reference to the U.S. immigration history shows that people were bound to the concept of race while building social organization and treating people. Inappropriate treatment of African Americans refers back to the history of slavery, when African population was transferred to the United States and has long been considered inferior groups that should serve white population. Inferior attitude to black population has long been affecting the community and, therefore, the existing negative stereotypes and prejudices can be explained. Using race in a social environment could be regarded as a human invention for the prevailing group to take control of the minorities. Distorted perception of races led to the development of racist principles predetermined by cultural, individual, and intelligent perspectives. Racial distinctions are strongly associated with ethnicity groups because both phenomena refer to cultural perception and social beliefs. Similar to racial distinctions, ethnic groups adhere to a sense of community and cultural element, which shape the critical aspects of ethnicity. Due to the fact that the U.S. population consists of various ethnic communities, most of them will have to adjust to the dominating system of social and cultural beliefs. Such a tendency, however, is not encouraged among ethnic minorities that are afraid of losing their cultural identity. The emerged contradiction has created substantial grounds for blending ethnicity with race that led to the scientific bias as well. Nowadays the synthesis of two notions provides sociologists and anthropologists with the right to use the concept of ethnicity instead of race. The choice, however, produces more controversies to evaluating the nature of the identified terms due to their long history.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn M ore Considering ethnicity to be a type of race is relevant to the contemporary attitudes to minorities. Owing to the development of globalized trends in treating culture and society, these two definitions are rarely utilized in a negative meaning. Rather, the ethnic groups are now more respected and accepted in society because they create new perspectives for developing cultural heritage and encouraging individuals to restore their traditions, customs, and beliefs. Long history of U.S. immigration has had a potent impact on shifts in understanding such concepts as race and ethnicity. Transition from natural to negative perspective occurred during the period of enslavement, when African Americans were limited in their human rights. These isseus in racial discrimination of black population have turned into the fight for freedom and equality, which has led to a new perspective of understanding. Ethnicity is often associated with racism due to their restrictions imposed on the m inorities. Superior communities will always dominate the inferior ones, but recent trends in globalization provide better vision of a multi-cultural society.

Princeton Acceptance Letter Real and Official

Princeton Acceptance Letter Real and Official SAT / ACT Prep Online Guides and Tips Each year, PrincetonUniversityreceives over 25,000 applications for its undergraduate class. Only 7% of them get a Princetonacceptance letter.For example, in 2015, Princeton received 27,290 applicationsfor the Class of 2019 and accepted 1,908 students. That's a tiny 6.99% admission rate. Unfortunately, the overwhelming majority of applicants get a rejection letter. â€Å"I'm sorry to inform you†¦Ã¢â‚¬ I was one of the lucky few to apply to Princeton and receive an acceptance letter in the mail. Since Princeton was one of my top choice schools, I was ecstatic that they wanted me as part of their community. I dreamed about how my future would turn out if I attended Princeton. Here’s my complete, official Princetonacceptance letter. Want to learn what it takes to get a Princetonadmit letter yourself? Read my How to Get Into Harvard, Princeton and the Ivy League guide. I'll take you through the philosophy behind how to become the world-class student that schools like Princeton, Harvard, and Stanfordare looking for. You'll learn what it means to develop an application Spike, why being well-rounded is the path to rejection, and how to craft a compelling application yourself. Read this guide now before it's too late. Here's a scan of the original admissions letter sent to me by the Admission Office at PrincetonUniversity. Personal Story: When deciding between my top choice schools (Harvard, Princeton, Stanford, MIT), ultimately it came down to Princeton and Harvard. It was a tough choice - Harvard had broader opportunities and was in a city. But Princeton seemed to have a more spirited school culture, with its famous eating clubs, and it seemed to emphasize undergrad education more strongly. In the end I went with Harvard (and I made the right choice for myself), but it was tough. After the letter, I'll give you tips on what it takes for you to get an acceptance letter like this for yourself. Princeton UniversityAdmission OfficePO Box 430110 West CollegePrinceton, New Jersey 08544-0430 March 31, 2005 Dear Allen: Congratulations! The committee has reviewed your application and we are happy to offer you admission to the Class of 2009. Princeton received a record applicant pool of over 16,500 applications this year and your academic accomplishments, extra-curricular achievements and personal qualities stood out among this strong pool. The committee was impressed with all you have done. Thank you for applying. We are delighted to be accepting you. If you applied for financial aid, a letter from the Financial Aid Office is enclosed with this mailing. If you have any questions, a member of the financial aid staff would be pleased to speak with you or your parents. We understand that paying for a college education is a significant commitment, and we would like to help you through the process. Princeton’s policy of replacing the student loan with additional grant sets us apart from other schools and allows you to graduate without any expected debt. You and your parents are invited to join us on April 14-16 for our April Hosting program to learn more about Princeton. An invitation is enclosed with this mailing. Our faculty members are interested in meeting you and we hope you can join us. Also included in this packet is the response card which you need to fill out and return to us with a May 1 postmark. Should you decide to attend Princeton, we will be sending you more materials later this spring with information about getting ready for your freshman year. Once again, congratulations. We are thrilled to be sending you this splendid news. If you have any questions about the academic program, residential life, or a particular interest, please let us know and we will help you get the answers. Sincerely, Janet Lavin Rapelye Dean of Admission Congratulations! So this is a pretty standard letter. Like Harvard, Stanford, and MIT, the Dean of Admission signs the letter by hand, which is a nice personal touch. OK....so now what? You probably have a reason for reading this acceptance letter. Let me try to help you out. If you just received a rejection letter from Princeton, I'm sorry. When admissions officers say it's a really tough choice to reject students, they're speaking the truth. Chances are you were very well qualified but were just edged out by other applicants. The good news is that you're fully in command of your fate. There are Princeton alumni who end up aimless,and there are graduates from hundreds of other colleges (and people who never went to college) who achieve great things in this world.So if you're disappointed about a Princetonrejection, I hope you pick yourself up and focus on building your future from this point on. Here's a guide on how to get great grades in college, which is likely your next step. If you're planning your college application and want to apply to Princeton, I hope this acceptance letter inspires you to want your own. Make no mistake, it's not easy to get in. It took a lot of hard work to pass Princeton'stough admission requirements. Throughout high school, I had to strategize carefully and spend my time effectively so I could balance great grades,AP coursework,hightest scores, and deep extracurricular activities. To help you out, in the following guides, you'll learn everythingI know about succeeding in high school and college admissions. If you want your own Princeton acceptance letter, these are must-read guides: 1) How to Get Into Harvard, Princeton,and the Ivy League This is the most fundamental guide to help you understand what top colleges like Princeton are looking for. You'll learn my philosophy behind: what kinds of students are most attractive to Princetonand why why being well-rounded is the kiss of deathin selectivecollege admissions what a Spike is, and why an effective Spike will have all your top choice colleges fighting for you how you can develop your own compelling Spike based on your interests Spoiler: it's not easy, and there's no magic wand that can instantly get you a Princeton acceptance. But in my experience with thousands of students applying to college, there are huge misconceptions about what Ivy League-level colleges are looking for. In the process, most studentswaste far too much time on things that aren't important and do nothing to raise their admissions chances. Even worse, they feel stressed all day. That's why I wrote this guide. Read it before it's too late - it mighttotally change your high school strategy. 2) My Complete Successful Application, including Common App and Supplement To complement my "How to Get Into Harvard"guide, I share my entire college application, page by page, word for word. You'll see the exact application that the admissions committee at Princetonsaw, including the Common Application, my personal essays, letters of recommendation, and transcript. I also provide commentary on every piece of my application. You'll see what was REALLY important to get me into Princeton,and other things that weren't. You'll even see mistakes I made in my application. I've never seen anyone else provide this level of analysis and detail. 3) How to Get a 4.0 GPA and Better Grades Your coursework is critical to your college application. Not only do you need great grades, you need great grades in what Princetonsays is "themost rigorous courses possible." This can be very stressful and confusing. Do you ever feel like you're taking too many AP courses and struggling to even stay afloat? Having worked with a lot of students, the biggest problems I see are in mindset, habits, and strategy. To help students out, I've written a complete guide onhow to excel in high school coursework. I take you through three levels of detail, from high to low: Mindset and Psychology: Do you have the confidence to know your growth potential? Are you prepared to work hard? Overall Planning and Habits: Do you get the best results from every hour you spend studying? Do you understand what teachers care about, and how to give them what they want? Do you know how to avoid procrastination? Individual Class Strategies: How do you excel in English classes? How is this different from math and science classes? I learned a lot of these lessons the hard way from high school and college. This is the guide I wish I had before starting high school.I used these concepts to get a 4.0 GPA in high school and highest honors at Harvard. Take the time to read it and you might get better grades while saving hundreds of hours of study time. 4) How to Get a Perfect SAT Score/ How to Get a Perfect ACT Score Besides, GPA, theother major number on your application isyour SAT/ACT score. This score isso important because your scores compares yourself to high school students across the country. Top schools like Princetonexpect you to be in the top 1 percentile of the country. If you're not, you'll cast serious doubt on your ability to keep up with your Princeton classmates. In my perfect SAT and perfect ACT guides, I share the major strategies that you'll need to boost your score above a 2100 on the SAT and 32 on the ACT. Also, check out my series on getting perfect scores in each of the sections on the SAT/ACT: SAT 800 Series: Reading | Math | Writing ACT 36 Series: English | Math | Reading | Science Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Nielsen Media Research Case Study Example | Topics and Well Written Essays - 2250 words - 1

Nielsen Media Research - Case Study Example n this paper the author will present different issues that are affecting Nelson Media and forecast on their success story, as well as areas where they need to improve. The different factors of management are looked into and the possible ways of improvement are found out too. There are a lot of environmental considerations that affect Nielsen Media performance. Some of the environmental factors are competition and customer confidence. Customer confidence affects the number of clients that the company has, while competition also affects the profit made by the company. To be able to overcome these issues, the company has to improve the quality of its services which starts with changes in management and the general change in their workforce. When estimating the number of people who watch a show, the company may at times be forced to intrude the privacy of people. For example, in order to know the family members who are watching movie at some particular time, the company has to know what exactly is being shown and who is watching the movie and who is not. This enables them to get confidential information that should not be available to the general public; it is one of the ethical issues that arise for the company consideration. This is avoided by keeping all the clients’ information confidential. The primary issue in this case is the spreading of all the clients’ information across many databases. The complete picture of the client is not achieved; his/her needs are not met by the company. There was no information about the participants of the communication in this system. The main contextualizing environmental factors are time and weather conditions. The factors that affect the level of ethical choices are the manager, the organization, and the stage of moral development. The manager is the one who has to make important decision with respect to the company. The criteria for finding the ethical decision can be used here to find out if indeed the decisions that

Assistance according to Roper-Logan-Tierney Model of Nursing Assignment

Assistance according to Roper-Logan-Tierney Model of Nursing - Assignment Example Eating and drinking are integral parts of human existence, and this is a very important part of activities of daily living in Roper model of living. I was given to understand that as a nurse, I have a primary role within the multidisciplinary team to ensure that my patient receives food, fluids, and adequate nutrition when he is under my care. My plan also involved educating him regarding a healthy diet.   This patient had difficulty in eating and drinking due to stroke and resultant paralysis. Being fully aware that it was primarily my responsibility to feed him and ensure that he meets his nutritional requirements, I first assessed his clinical situation. Although I assisted him in feeding and drinking, my goal was to help achieve his independence in terms of eating and drinking. During illness, the nutritional demands of the patients are usually high. By assisting him with his nutrition, I was attempting to improve his poor nutritional status that could hasten his recovery. As a nurse, I had a role in the prevention of his malnutrition. While executing this, my role was also to identify the risks and plan the intervention accordingly. Given the patient’s clinical status of post-stroke alterations in the structure of facial disfigurement, psychological alterations of post-stroke depression, and environmental alterations in terms of the hospital setting, I had to design the plan of feeding. This skill would eventually include screening and assessment of client’s nutritional needs, care planning and implementation, evaluation of care and necessary changes, creation of a conducive environment, assistance to eat and drink such as setting the table at proper height under appropriate illumination giving small quantity of food at a time, obtaining food , presentation of food, monitoring of nutrition, and educating the client to have appropriate nutrition.