Linking the Balanced Scorecard to Strategy Essay Example for Free

Linking the Balanced Scorecard to Strategy EssayBalanced Scorecard is the joyride for motivating and measuring business unit performance with four perspectives monetary, guest, internal business processes, and learning and growth. These days, it becomes so complicated and complex to navigate competitive environment, thus some people figured out that balanced visiting card could be used as the tool for linking multiple strategies. It contains both financial and non-financial measures. It was revealed that the measure should allow both outcome measures and the performance drivers of those outcomes.It turns out that there are strategic measures for the four perspectives each. First of all, Financial performance measures define the long-run objectives of the business unit. headache units can be categorized into three different stages simply rapid growth, sustain, and harvest. During rapid growth stage, businesses make rational amount of investments to develop and enhance ru de(a) products and services. During sustain stage, they still attract investment and reinvestment, furthermore they are demanded to earn magnificent returns on their invested capital. During harvest stage, they only focus on maximizing property flow back to the corporation rather than investment. Moreover, there are financial themes that can be linked to the strategies revenue growth and ruffle, cost reduction/ productivity improvement, and asset utilization/investment system.Secondly, in the Customer perspective, managers identify the customer and market segments. It includes customer satisfaction, customer retention, new customer scholarship, customer profitability, and market and nib share in targeted segments. Customer retention defines that retaining existing customers in the segment is the way for maintaining or increasing market share in targeted segments. Customer acquisition identifies acquiring new customers as the way. Customer satisfaction is the matter of meeting customers needs and it is the measurement of the feedback. Customer profitability representation that businesses want to measure non only the satisfaction of the customer, but also the profitability that customers can evoke.Thirdly, in Internal Business Process perspective, executives identify the critical internal processes in which the makeup must excel. It enables business unit to deliver on the value propositions of customers in targeted market segments, and to satisfy shareholder expectations of excellent financial returns. On the other hand, it means there are the process that customer need turned into customer need satisfaction through innovation cycle, operations cycle, and post-sale service cycle.Fourthly, in accomplishment Growth perspective, it identifies the infra-structure that the organization has to build to create long-term growth and improvement. It comes from three sources that people, systems, and organizational procedures.As I mentioned above, it has been th e trend to link and mix multiple placard measures into a single strategy. The multiple measures on a properly constructed balanced scorecard should consist of a linked series of objectives and measures that are both concordant and mutually reinforcing. The scorecard should incorporate the complex set of cause-and-effect relationships, outcomes performance drivers and linked to financial.Cause and effect relationships can be expressed by a chronological sequence of if-then statements and pervade all four perspectives of balanced scoreboard. It can be described as the process employee skills(learning growth)process quality/process cycle time(internal) on-time deliverycustomer loyalty(customer) ROCE(financial).Outcomes and performance drivers reflect the common goals of many strategies, as well as similar structures across industries and companies. Therefore, a good balanced scoreboard should have a mix of core outcome measures and performance drivers, thats why businesses care bo th outcomes and performance drivers.Even though the strategy should have to emphasize both financial and non-financial measures, in the sense of improving business unit performance, we have to consider financial measures little bit more. Ultimately, causal paths from all the measures on a scorecard should be linked to financial objectives.In conclusion, the balanced scorecard is more than a collection of financial and non-financial measurements. It is the translation of the business units strategy into a linked set of measures that identify both the long-term strategic objectives, as well as the mechanisms for achieving and obtaining feedback on those objectives. This thesis could be applied on the Metro Bank case and National Insurance Company case.

War Poetry Essay Example for Free

War Poetry EssayRead Owens Dulce et Decorum est. the Kings speech before Agincourt in Shakespeares Henry v. canvass how and why the two Writers manipulate their audiences feelings about state of war. Dulce et Decorum est was written by Wilfred Owen during the time of world war one. The poem is known for its horrifying imagery and its torment of war. The difference between Dulce et Decorum est to Henry v, is that first of all it is written as a personal experience of war where as Henry v is written as a poem in a history play, so its themes and imagery is portrayed from a more personal perspective of war. William Shakespeare the famous playwright, is the author of the poem taken from the history play Henry V. The poem taken is a dramatic monologue by Henry v responding from a comment his cousin Westmoreland. The idea or theme of war is portrayed in both Owens D. E. D and William Shakespeares Henry v. , but they are put crossways in two very different ways. First of all in He nry v poem is more of a speech from a pouf ho is trying to install faith among his s dodderingiers and most importantly his cousin Westmoreland. Where as Owens D. E. D is more of a physical and traumatizing account of a war that has already taken place.In Owens D. E. D we can see that the images that are go pastn out are those of struggle not only physical pain but also those of also mental suffering. With use of similes the physical suffering is shown to us. Coughing like hags is a simile used to relate to something we know and to give us not just to give us an image but a sound of the suffering. As hags is a word used to describe old witch like people. Whereas in HenryV the image created is that of honour and triumph. Images such as st crispians day a day created to remember the soldiers that fought for their country and king.

Rationale And Background Of The Study English Language Essay

Rationale And Background Of The field of view English Language adjudicateReading is indispensable if a person wanted to live comfortably in the modern society. It is the golden path in going to the world of reasonableness and enjoyment (Monuz, 2000). Reading is the activity characterized by the translation of symbols or letters in the develops and sentences that have meaning to the individuals. The ultimate goal of interlingual r nullifyition is to be able to on a lower floorstand written materials to evaluate it, and to used it for ones needs (Paculanan 1999).Reading is consider as the nigh important subject in the curriculum, because its mastery depends on the learning of nearly to alone other subjects. On account of this reality, Filipino educators have in countless instruction channeled their effort towards developing strategies and approaches in the command of teaching (Tamundong 1998)Reading requires more than mechanical skills. As a tool for learning in the content s ubjects, the learners has to demonstrate growing ability to handle entropy effectively. In this bea of complex skills argon efficient location, selection organization, and retention of information and the ability to grasp knowledge from the printed page depending on the learners that equipped with the essential skills in breeding. A persons reading abilities has a garter to read facts just about the varied and rich factual information and verbal knowledge accumulated done the ages and that of maturity, organizes these actual information and verbal knowledge, mould, and interprets them through experiences to form concepts and principles which ar essential in solving problems and in developing creative thinking.Paterno (1985), enumerated various factors in the disabilities or weaknesses of reading. This whitethorn range from defective hearing or maladjustments in initiate, to brain damage. Paterno added that some of the specific causes of reading disability, how ever, may c ause by a combinations of some(prenominal) factors. The most common (1) Physical Factors like defective hearing, speech, vision, inadequate nutrition, neurological dysfunction (2) facts of lifeal factors- children have unique learning patterns and (3) Environmental factors- not all learning takes place in a classroom and their environmental determines to a great ex slant, the Childs success in learning to read.To minimize if not to solve permanently the problems on reading, two objectives of education as stated in the educational act of 1982 are excogitate mentioning. This are (1) To provide the knowledge and develop skills, attitudes and value essential to personal development and nece4ssary for living in and contributing to a developing and changing social milieu, and (2) To provide learning experiences which increase the childs awareness of the responsiveness to the changes in and just demands of society, and to prepare for constructive and effective involvement (MEC Journal, 1991), Educational Act of 1982.Conceptual FrameworkReading is one of the most needed skills to be learned in school. Seemingly, read is a word that always heard, yet difficult to discern. Reading scholars have not really come out with on universal definition of it. They only describe the characteristics of reading. Munoz (2000) describes reading as a two-way complex active process, which uses a high level of thinking skills such(prenominal) as literal (reading the lines), inferential (reading the lines) and critical (reading beyond the lines).However, comprehension is preceded by recognition of words, thus one can not really comprehend if he can not recognize the words correctly. Therefore in this report card, the researchers want to find out the level of reading military operation of the pupils in name of word recognition.INPUT PROCESS OUTPUTDescriptive research design using observation checklist.Oral reading performance of locate II and Grade IV pupils.Determination of the rea ding performance of the Grade lead and Grade IV pupils in terms of word recognition.Figure 1. Research ParadigmTable shows the input, process and the output variables used in this test. The input represents the oral reading performance of the respondents. The process is the tool used for data gathering and instrumentation in fix to gather pertinent data needed for analyzing, tabulation and interpretation of the problem which includes the use of observation checklist arrive at the expected outputs which is the determination of the level of reading performance of the respondents in terms of word recognition.Statement of the problemThe make seeks to find out the reading performance of the differentiate trio and grade IV pupils of Bolosan Elementary School in terms of word recognition.It specifically sought-after(a) to answer the following question1. What is the level of reading performance in terms of recognition of theA. Grade triplet pupilsB. Grade IV pupils2. Is there a signif icant difference between the level of reading performance of Grade III and Grade IV pupils in terms of word recognition.Hypothesis of the StudyThere is no significant difference between the level of reading performance of Grade III and Grade IV pupils in terms of word recognition.Significance of the StudyWithin the recent years, the demands for effective reading among pupils as an relevant instrument in development have become more prominent that always. Teachers and parents are in conformity on this scrupulous need. Conceptually, the study bring sprightly to the student/pupils as a necessity in a more successful academic work. The result of the study are learned to benefit the following.ParentsThe results of the study serve as bases for the effective and efficient involvement of parents in the learning of their children e finickyly with regards to reading.PupilsThe pupils are the direct beneficiaries of the study. They will be benefited much from better school leading program, te achers guidance, parents assistance and other activities in the school, home, school administrators can offer them and also for them to know their reading abilities.TeacherThe results of the study serve as an mind and or diagnosis of reading ability of the pupil. From this the teacher would be able to designed effective reading classroom program for the pupil.School AdministratorsThe result of the study may be used as reference guide for educational planning and policy formulation in the instruction level.Lastly, the result of this study may serve as a reference in determining the reading levels of the pupils which can serve as information in making more plans and programs by higher authorities based on the findings. It will also help in preparing reading materials based on needs and difficult5ies of the pupils.Scope and Delimitation of the StudyThe study is delimited to determine the level of reading performance of the respondents in terms of word recognition. The respondent of th e study is composed of 41 grade III and 45 grade IV pupils. Reading comprehension is not included in the study. The study was started from July 2006.Definition of hurtAccuracy. Relates to the quality of a result and separate from processing, which relates to the quality of the operation by which the result is obtained.Effectiveness. Degree to which an activity or initiative is successful in achieving specified goal Degree to which activities of a unit achieve the units mission or goal.Efficacy. Is the ability to produced an effect, usually a specifically desire defectFrustration. The pupils shows insulation from reading situations by crying or refusing to read. The pupils rend errors in reading such as reversal, repetition, substitution, insertion, mispronunciation and inability to interpret punctuation.Independent. The pupil is free from tension, finger pointing or lip movement. He reads with rhythm and with conversational sound and interprets punctuations correctly. didactic sal. The pupils oral reading is rhythmical with conversational tone and correct interpretation.Non-reader. A pupil is unable to recognize and sound out letter sound connections for star consonants or unable to blend them.Phil IRI. Philippine Informal Reading Inventory which is a set of oral reading passages for the elementary grades in order to bug out the reading level og the public elementary school pupils.Reading ability. Is the awareness of print relationship to speech, text structure, phonological awareness and letter naming and piece and comprehension of reading material? It often measured by grade level.Word recognition. It refers to the ability of the pupils to recognize the words with correct pronunciation.Chapter IIReview of link up LiteratureThis chapter presents several studies concerning reading abilities and reading comprehension. However, such reviewed studies are related to the presents study in the sense that they all aimed to know about the study were the facto rs that motivate the reading ability of grade 3 pupils. These related studies therefore, are discussed briefly in this chapter.Several program about reading as an active, meaningful, and constructive process. originally reading activities are used to build or activate relevant background knowledge, concepts, and vocabulary. Students are taught to monitor their reading to suss out that what they are reading makes sense. They are taught strategies for correcting word recognition errors that detract from meaning, and they are given opportunities for reacting and responding to selection they have read. The texts they are asked to read for enjoyment and for information. Other activities are developed within a framework of reading for meaning. Because reading for meaning is the constants point of reference and because students in these programs need substantial help in building word identification skills, the measure of time spent in discussing selection and in teacher questioning abo ut the selection is kept to a minimum.All of the successful programs offer students circumscribed instruction on a daily basis for period ranging from 20 to 45 transactions. Daily contact with students ensures that progress is the steady and allows teachers to become really well-known(prenominal) with students and their strength and needs. Frequent contacts also allows teacher to reinforce and extend strategic behaviors that students are acquiring. An instructional period of at least 20 to 30 minutes allows time for instruction and practice along a number of dimension that provide students with the strategies they need to become effective readers.The prevailing philosophy in most of the other early treatments programs appears to be that first grade is the point where special help should be offered to prevent reading failure that many, if not most, students will, by the end of first grade, be able to make sufficient progress in reading to function in a regular classroom setting without special help but that some students will continue to need support through second grade. Though some of the programs began as just first grade programs, most now continue through second grade for students who need long-dated periods of special help.These programs use methods and materials that help students to recognize words accurately and rapidly, and to pigeonholing words into meaningful phrases the three dimensions of fluency. The courage to reread a book several times once it has been introduced. There is evidence that the repeated reading of a texts leads to improved word identification skills and comprehension ( Adams, 1995). As children move through these programs, they become familiar with an increasing number of texts. They are encouraged to reread these texts to gain additional practice, to extend their fluency, and to build confidence in their growing reading competency. To avoid failure or thwarting for students, each new book is introduced with as much as a t eacher judges is needed. For example, a pictures walk is often used as a before reading activity. Students are asked to expect about the texts contents, and unusual or difficult vocabulary is pointed out by the teacher and discussed. Thus, the student begins reading the book with prior knowledge and clear expectations about the selections contents.Another frequently used technique is shared reading, in which the texts is read first by the teacher as students follow along in the texts. thus as a group, students progress to reading the texts with the help as needed. Teacher support is gradually withdrawn, and students assume more responsibility. Finally, individual children practice reading the text. Instruction often moves from a shared reading model to guided reading in which students assume responsibility for the first reading of a selection after the teacher helps prepare them and supports them during their reading. In all the successful intervention programs there is a clear pr ogression from much teacher support in the initial phases of the program to increase students independence.The types of texts most frequently used in early intervention program are predictable texts. The earliest books used in the programs tend to have a close match between pictures and texts, have recurring language patterns, and include repetition of language elements, which make them easy for students to read. Even children with very restricted word recognition capabilities quickly begin to think of themselves as readers because they are successful with these profitable texts. As students progress in the program, the degree of predictability decreases to ensure that the students attend to the printed texts in order to build a multifaceted word recognition strategy that will make them increasingly independent readers. In the initial phases of instruction, selections also tend to be short so that students can finish a text within an instructional period. As their reading capabiliti es grow, texts become longer and more challenging.While one of the successful program use traditional, narrow measures of readability, all sequence of the instructional materials, based on many factorsincluding text predictability (reflected in factors such as recurring language patterns, close picture to text match, repetition of words), length of text, challenge of vocabulary, complexity of language, sophistication of concept so that students are challenged to apply the strategies and skills they are learning.Reading new text, and rereading familiar text insure that student in this programs engage in meaningful, connected reading. This program also includes activities that help students boil down on and become familiar wit printed words. For example, the Winston-Salem Project uses a procedure called Making Words (Baker L. Brown A.L,1999). Students are presented with the letters that form a word from a selection they read. Words are selected because of their interest and because they contain words identification elements that will be useful for the studentsIt has been recognized that asking students to save words (not copy) is a very effective approach in developing word recognition and reading skill (Adams, 1999Clay, 1996). For example in the early intervention in reading program, the students select a student to write sentences. The teacher then encourages each students to think about the styling of each word and to write as much of the word as they can. Teacher support his offer only as needed in order to insure that the students write the word accurately. For example, for the children who are having difficulty with phonemic awareness, the teacher draws a box for each sound in the word. The children are guided to think about the number of sound in a word and the letters that represent those sound. For example, the teacher would draw 3 boxes for the word teach, grouping the EA and CH in separate boxes since that word EA and CH represents single sound.The following are regular pattern to he scheduled for better reading.Reading familiar texts.Reading or rereading a new bookWorking with words piece of music words or sentencesThe researchers therefore want to find out what are the common factors affecting the reading performance of a child, thus, the study.Chapter IIIRESEARCH methodological analysisThis chapter presents the procedure use in the collection of data, the method employed in the presentation and interpretation to answer the problems presented in Chapter I.Research DesignThis study utilized the descriptive method of research. Descriptive because it seeks to investigate prevailing conditions about the level of reading performance of the respondents in terms of word recognition. (Adanza, 2002).Sources of DataTable 1Frequency and Percentage Distribution of the Respondents in toll of Grade take aim and SectionGrade SectionFrequencyPercentageGrade III-B4147.67%Grade IV-B4552.33%Table 1 presents the respondents of the study whi ch is composed of 41 grade III pupils belonging to section B and 45 pupils in Grade IV also in section B. This so because Grade III and IV are the middle grades in elementary and both section B for it is on the average position thus, they are better representatives for the study.Instrumentation and Data CollectionThe researcher adopted the Phil IRI oral reading test of the Bureau of Elementary Education SY 2006-2007. After asking permission from the principal, the researchers administered testing with the help of the teachers.The researchers adopted the Phil IRI oral reading test formula for finding the level of reading performance in terms of word recognition.Tools for Data AnalysisThe researchers used frequency and percentage counts for the presentation of data and the chi-square to test the hypothesis of the study.The formula for finding the level of reading performance in terms of word recognition which is adopted from the Phil IRI oral reading test isPercent of miscue= No. of m ajor miscue x 100No. of wordsWR = 100% percent of miscueWhereNo. of major miscue number of words that are not recognized orpronounced right.WR Level of word recognitionFor the percentage distribution, the formula used isP = f/N x 100WhereP Percentagef frequencyN total number of cases or respondentsFor sub problem number 2, the researchers used the chi-square-goodness-of-fit test, that isX2 = (O-E)2EWhereX2 = Chi-SquareO = Observed FrequencyE = evaluate FrequencyChapter IVRESULTS AND DISCUSSIONSThis chapter presents and discusses the results of the study to answer the problems in chapter ITable 2Frequency and Percentage Distribution of the Grade III pupilsin Terms of Level of Word RecognitionLevelFrequencyPercentageIndependent00%Instructional1741.46%Frustration1946.34%Nonreader512.2%Total41100%The table shows that nobody is considered as independent reader. There are 17 (41.46%) who are under instructional, 19 (46.34%) under frustration and 5 (12.2%) under none-reader.Table 3F requency and Percentage Distribution of the Grade IV pupilsin Terms of Level of Word RecognitionLevelFrequencyPercentageIndependent00%Instructional817.78%Frustration3577.78%Nonreader24.44%Total45100%It is conspicuous in the table that nobody also from the grade IV pupils is under independent category. Also showed that 8 (17.78%) are under instructional, 35 (77.78%) are line at frustration category and 2 (4.44%) under none-reader type.Table 4Frequency Distribution of the Respondents according to theLevel of Reading Performance in Terms of Word RecognitionWith their corresponding Grade LevelsLevelGrade levelIndependentandInstructionalFrustrationandNon-readerTotalGrade III172441Grade IV83745Total256186Table 4 shows variation of the level of word recognition among the respondents.Table 5Computation of the ChiSquareOEO-E(O-E)2(O-E)2/E1711.925.0825.812.1653813.08-5.0825.811.97322429.085.0825.810.88763731.92-5.0825.810.8086 (O-E)2/E5.8347Where at df = 1, the level ofO Observed frequency significance at = 0.05E Expected frequency is 3.841 (Walpole, 1982)df = 1 = 0.05From the table 4, at 1 degree of freedom, the tabular value of chi-square at = 0.05 is 3.841. Since, the tabular value is lesser than the computed value which is 5.8347, the hypothesis is rejected. Thus, there is a significant difference between the level of reading performance of Grade III and Grade IV pupils in terms of word recognitionChapter VSUMMARY, CONCLUSION AND RECOMMENDATIONThis chapter presents the summary, conclusion and the recommendations of the researchers based on the study.SummaryThe study was engage to find out the level of reading performance of the grade III and grade IV pupils of Bolosan Elementary School in terms of word recognition. It sought to determine also whether there is significant difference between the two grade levels in terms or reading performance with regards to word recognition.The study used the descriptive method using checklist for the actual reading performan ce. This research was conducted from June to December 2006.FindingsThe researchers found out that 17 or 41.46% grade III pupils are under instructional or are rhythmical reader with conversational tone and correct interpretation. There are also 19 or 46.34% who shows withdrawal from reading situations by crying or refusing to read and committing errors. On the other hand, 8 or 17.78% of the grade IV are under instructional type, 35 or 77.78% are considered under frustration type while 2 or 4.44% are non-readers and lastly, nobody also is under independent type of reader.The lavatory line is, it was found out that there is significant difference between the grade III and grade IV pupils in terms of level of reading performance with regards to word recognition.ConclusionBased from the analyzed data presented, the researchers concluded that grade III and grade IV pupils level of reading performance in terms of word recognition is mostly on the bracket of frustration and instructional type of readers, that is they show withdrawal from reading situations by crying or refusing to read and committing errors in reading such as reversal, repetition, substitution, insertion, mispronunciation and inability to interpret punctuation but others are rhythmical with conversational tone and correct interpretation. passFrom the findings of the study, the researchers recommend the followingHaving been revealed that the level of reading performance of the grade III and grade IV pupils in terms of word recognition falls under the frustration and instructional type, the researchers recommend teachers to use more intensified instruction for the betterment of the reading performance of the pupils.The researchers also wish that future researchers will focus also on reading performances of the pupils in other aspects such as comprehension, speed and others.

A Dream Within A Dream English Literature Essay

A Dream Within A Dream English Literature EssayA Dream Within A Dream by Edgar Allen Poe is a numbers about the loss of love , the heartbreaking sadness that integrity faces and the ephemeral nature of time and fleeting of existence. The poem is soundly(p) cognise due to Poes various poetic techniques that have been used to represent the excruciating linguistic context that Poe expresses in his poem. The main theme of the poem is the loss or privation of love that one faces. By taking a look at Poes use of concealed tone and structure, the various poetic techniques used and as come up as the concealed literary devices Poe expresses an excruciating context.One can easily notice that Poe wrote this Poem after he has lost someone of his love Poe writes the poem as a reflection to his misery on the horrible change surfacet therefore the poem holds his misery for the loss of love , burden and as well the hopelessness and lament towards life. Poe uses a very depressing tone in his poem to express his love for his loved one in the poem Poe creates both stanzas that are disparate but however ultimately linked. Poe makes both the stanzas describe that life slips away from us like a long lost buff or also a fistful of golden sand creeping through feels. Gradu onlyy life slips away like sand, or maybe level off an hourglass. Poe is secretly trying to tell us by the cardinal stanzas that life is precious but sometimes death can come like a wave from a surf tormented shoring up and take your loved one away. Poe makes the structure of the poem ordinary and typical to ending in but couplets or triplets however the theme of loss of love is often periodic aloney rephrased in some way in each of the stanzas. Throughout the Poem, Poe also exclaims with unhappiness and angers many rhetorical questions that are predominantly asked to only utter his importance and outburst rather than an answer. An example of his exclaimed rhetorical questions would be when in the la st stanza Poe makes each the last lines expressed in questions rather than answers.In the First Stanza, Poe starts the Poem with a formal good bye to his loved one (line 1 and 2) concord this kiss upon the brow And, in parting from you know these two lines express Poes affection and anguish as he loses his loved one. Poe also gives the reader the look-alike of a kiss on a brow and a parting which indirectly means that he and his loved one are parting ship canal in the beginning. This event that Poe uses the two-bagger of could symbolize that it is the end of a relationship, time or even life. It is putative how Poes loved one claims that life is only a vision, now that Poe accedes that fact as his loved one has been extinct from his life, Poe therefore mentions Yet if hope has fl give away . The less gone? (Line 6 and 9) put across Poes hopelessness when it comes to hope. Poe also repeated the word in two times in two lines (line 7 and 8) to accentuate how hope is fragile and can be destroyed abruptly at any moment that no one knows. Poe concludes the first stanza by mentioning that All what we see or seem.. a dream within a dream . Here, Poe uses alliteration within the terms see and seem to delineate the reader the fact that nothing that one sees, feels or even notices is any more real than a dream.In the second Stanza, Poe uses a disparate environment to express the situation loss of love the excruciating context in the Poem. Poe introduces the reader to his lack of love or impotence in other words through the imagery of himself grasping grains of golden sand that creep. This image that Poe represents in his Poem is a significant idea in Poes Poem due to it being ultimately Poes central argument that Poe seems to keep on reword on each of his stanzas In the poem. First, Poes image of golden sand falling delineates the readers of an hour glass which then symbolizes time passing by. The narrator, Poe grabs sand that trickles between his finger , wh ich then reminds him of the meaninglessness of life, and that nothing is more real than a dream. The third piece of imagery that Poe introduces the reader to is the powerful image of the surf tormented set ashore and puts himself standing among the roars of waves. By placing himself among the tormented roars of waves, Poe creates a metaphor that is used to express Poes torments from the loss of his loved one, and how the waves and roars are powering him and at the same time drowning in his own misery. The poem continues and is basically all about the narrators struggles and pain that he feels for his loved one. All of these metaphors have meanings close to the ephemeral nature of time, which leads Poe to the conclusion that life or so seems to have no meaning and no purpose with the lack of love , as life passes by so fast. The sand and the surf tormented shore or waves are an example that Poe uses to symbolize slow and gradual decay of life and love. The waves keep hitting the s hore, until slowly the shore gets depleted by the unfading waves. All of these symbols lead back to these images which also ultimately lead back to Poes theme of Is it therefore the less gone? and the lack of love that one faces. part I express feelings- while I weep (Line 7). Here, Poe gives the reader the notice that how his weep as his misery overwhelms his defenses, as he pains for the loss of his love. As Poe explains his misery, weep and pain he implores God for help. Poe emphasizes his pain as Poe wants to save one that has already passed away by placing a metaphor of saving one from the ruthless wave , Poe continuously uses the phrase O God to express his feelings and emotions towards his loved one. Then to conclude, and finish with the theme Poe uses two questions at the end of his poem Is it all we see. A dream within a dream, to rephrase once again that everything was a dream and that of the ephemeral nature of time no one can surmount life and that everything wi ll be simply just a dream.In Conclusion, A Dream Within A Dream by Edgar Allen Poe, is a poem that has use of many poetic techniques and ways to express such an excruciating idea where loss, love, anger and the ephemeral nature of time all take place is overall very effective as Poe manages to do so in such a short poem with only two stanzas. The poem displays some very important aspects of life such as death, the ephemeral nature of time and hope in some cases as well within the theme of loss of love and just one who loses their love. Despite this poem, A Dream Within A Dream will still be remembered by myself on how Poes perception that everything around us now is just a dream and nothings as real as we know it.

Looking At The Social Problems Of Racism

Looking At The Social Problems Of RacismRacism was a jam social line long before the emergence of the digital age. Earlier, the proliferation of despise crimes was tied to geography of the place, but due to the advent of modern technologies, the proliferation of dislike crimes and hate belief laughingstock be unlimited transfer in the world through the internet. Therefore, the advancement of digital communication technologies has added a new dimension to the racial problem by making the racial hatred materials easily accessible. Through the internet, authors are free to localize boththing directly into the public domain where there is a potential readership of millions of people. This is totally different from publishing a book or newspaper article, where the author is subject to the discipline and control of an editor. Thus, it is very difficult, if not im attainable, to throw away from the internet those who would seek to distribute potentially offensive material via its v arious facilities.1The object of this essay is to discuss the jurisprudence of racial content on the cyberspace. Firstly, it leave explore how the racialist content being governed by the United States, atomic number 63 sphere as well as Inter subject level and then goes on to examine the problems in regulating racist content on the internet. The final part of the essay will focus on how to solve those problems.In the late(a) 1990s, every country started to apply their anti-racist legislation to the Internet, based upon the principle that what is illegal off-line is illegal online.2Nevertheless, legal strategies for combating racial hatred content differ from country to country.3In the United States, the First Amendment to the United States Constitution prohibits the Congress from making laws which respecting an establishment of religion, impeding the free exercise of religion, infringing on the exemption of speech and infringing on the emancipation of the press.4Thus, US law has been criticised for constitutionally protecting racist and xenophobic propaganda since public authorities are forbidden from interfering in the content of such(prenominal) communications. Besides, there is no clear guidance as to what constitutes a hate speech crime in cyberspace from the United States Supreme Court and what is on a lower floor the protection of independence of speech.5On the other hand, Europe countries adopted a different way to solve this problem. According to Article 10 of European radiation pattern on Human Rights, right of free speech is not absolute it is subject to the consideration of morality, internal security and public safety. No protection is accustomed to speeches that deny or lead to the destruction of adult male dignity or others Convention right by virtue of Article 17. Moreover, the Council of Europe Recommendation on Hate Speech6called upon member States to take eliminate steps to combat hate speech by ensuring that such steps form part of a comprehensive approach to the phenomenon which also targets its social, economic, political, cultural, and other root causes.7As the racist problem is becoming more serious over the internet, the Convention on Cybercrime agreement was drawn up by the Council of Europe which signed by thirty-eight European countries, including United States, Japan, Canada and South Africa. However, the Convention failed to reach a substantial internationalist agreement on racist speech standards. For instance, The U.S. delegation refuses to sign the treaty as such provision is not complying with its constitutional protection of free speech. Thus, the members stubborn to make these moot provisions subject to a separate Protocol.8The Additional Protocol to the Convention on Cybercrime focus on the criminalization of acts of a racist and xenophobic nature committed through computer systems. The purpose of the Additional Protocol is to harmonize substantive criminal law in the fight against ra cism and xenophobia on the Internet and to improve international cooperation in this area.As regards to the international legal regime, there are numerous international instruments which attempt to address the problem of racism. These include the Universal Declaration of Human Rights, the International Convention on the Elimination of All Forms of Racial Discrimination (1963) (ICERD), the International Convention on civilised and Political Rights (1966) (ICCPR), the International Convention on Economic, Social and Cultural Rights (1976) (ICESCR), the International Convention on the Elimination of All Forms of Discrimination against Women (1979) (CEDAW), the International Convention on the Suppression and Punishment of the Crime of Apartheid (1973) (Apartheid Convention).With respect to racism and xenophobia, one of the specific challenges arises from national differences in free speech protection.9As different jurisdictions internationally may not get it on the actionable form of racial hatred content, it is not easy to criminalize them if they are protected under various national freedom provisions. For instance, marketing Nazi memorabilia is legal under the First Amendment in the United States, whereas it is illegal in Germany. Even Europe citizens are willing to accept that freedom of speech does not immunise statement that intended to incite hatred and difference US citizens strongly support their First Amendment which affords a citizens right to freedom of speech a higher status than other rights.10The U.S. Supreme Court has declared that the government cannot censor freedom of speech whether it is expression on the Internet or public speech or information on print or broadcast media. All weave sites in the U.S. are viewed within the tralatitious limits of the Constitution. As illustrated by the case of Yahoo Inc. v La Ligue Contre Le Racisme et LAntisemitisme,11it is a complex issue when nations with conflicting laws confront each other on the inte rnet.Due to the lack of the international standard for the term racial secretion, it is difficult to introduce effective criminal sanctions and enforce them strictly. Racist and xenophobic material was defined by the Additional Protocol as any written material, any image or any other representation of ideas or theories, which advocates, promotes or incites hatred, discrimination or violence, against any individual or group of individuals, based on race, colour, descent or national or ethnic origin, as well as religion if used as a pretext for any of these factors.12However, it is hard to draw a line between forms of prejudice such as racism, on the one hand and emotions such as hate. Racism is a wrongheaded prejudice that deserves to be contested, whereas hatred is not objectionable in itself. Its simply an emotion, and it can be an entirely legitimate and appropriate emotion at that. In fact, the discussions about hate speech and hate crimes tend to muddle these two things. The C ouncil of Europe uses the word hatred, in the context of the Additional Protocol to the Convention On Cybercrime, to mean intense dislike or enmity.13But are right-thinking people not entitled to feel intense dislike or enmity towards racists?14Furthermore, some criticized that content regulation by the Additional Protocol to the Convention On Cybercrime is shake in its scope as the Bible or the Quran could fall afoul of such all encompassing censorship.15In addition, the nature of the Internet makes the terminal point of national sovereignty exist in reality. As we know each country does have his inte stop and problem, it is hard to have a consensus on the discriminative attitude toward racial hatred content. United States refused to adopt anti-hate speech laws is not because of the notion of American exceptualism, rather it is mainly because to control hate speech would negate the First Amendment.16But when one states cannot or does not want to control the content of the web s ites based on its territory, it will become the safe withstand for those wish to carry out particular forms of antisocial behaviour such as the distribution of pornography, the peddling of hate speech, or the sending of unsolicited email message.17Consequently, the other states may face difficulty to exercise their control over their web sites. With the United States legally unable to sign the Additional Protocol, it fundamentally undermines the potential of the Protocol.18In order to tackle racial hatred content on the internet, law enforcement is the basic mechanism that should be employed. First of all, there is a bring to have a global definition as to what constitutes hate speech or racist. Besides, the use of an international legal regime to tackle racial discrimination is highly recommended as this approach will give people a chance to have their cases heard in an international arena. This is very important especially when all local means of legal redress have been exhaus ted.19Further, law enforcement agencies dealing with cyber hate must possess necessary knowledge and skill in order to adapt this technical, fast and ever changing environment. Therefore, comprehensive training must be given from time to time.In addition, we should have a regulation like the European Directive on E-commerce, which limits the liability of ISPs for the content they host or to which they give access. This Directive is totally different from the United States law which succumb complete immunity to ISPs.20Once obtaining actual knowledge that it is hosting illegal content, the provider need to remove the illegal content as soon as possible otherwise the hosting provider could be held liable.21This provision is very efficient for tackling illegal content since ISPs are eager to ensure the benefit of immunity. This is also true as most of the U.S. ISPs do have assets in Europe.22Furthermore, American ISPs that act in such a manner will be protected by the right-hand(a) Sa maritan provision under the Communication Decency Act which protects ISPs that voluntarily take action to restrict access to or availability of material that they consider to be obscene, lewd, lascivious, filthy, excessively violent, harassing, or otherwise objectionable.23The combination of the European Directive and the Good Samaritan provision make it possible for Europe to reach American Internet companies with business interests in Europe, despite the First Amendment shield.24Such a tool has already been used by Germany against eBay pertaining to the sale of Nazi songs, books and clothing.25After being notified, eBay disabled the access to the controversial items immediately without any delay.26Cyber hate is a global phenomenon and cannot be settled via a local strategy. Thus, it requires an international approach to establish legal norms that respect national conventions but ensure cooperation between agencies and governments.27There should be better international co-operatio n and co-ordination by those NGOs and other private organizations monitoring the use of the Internet for hateful and terroristic purposes as suggested by Brian Marcus.28The International Network Against Cyber Hate, through partnership with the Anti-Defamation League is a good example as to how international co-operation between non-governmental groups in the United States and the rest of the world can work together to combat on common issues that raised by the internet.29Besides, internet providers and hosts should incorporate code of conduct in their cost of Service and Acceptable Use Policies that includes agreed-upon definitions and/or broad rules on what types of materials they will not host and what types of materials are illegal, this is crucial by making codes of conduct enforceable and moving towards internationally consistent minimum rules.30There are a lot of US-based companies have such exemplary models that could be followed to encourage this industry-based self-regulat ion.31In addition, any such efforts must be truly voluntary because any sort of government involvement in any self-regulation effort will not be able to avoid raising questions about possible coercion no matter how benign such involvement might seem.32Since the task of assessing the legality or illegality of specific data is difficult for Internet providers, there is a need to have a hotline such as UK Internet Watch Foundation (IWF) by enabling the public to response to racial hatred content on the Internet that they find of substantial concern.33These hotlines can help in ensuring effective and appropriate action be taken if the reported content is potentially illegal. In fact, so long as an ISP acted to take down on notice it could satisfactorily claim immunity as a host from liability.34Thus, the availability of hotline has to be widely publicized on the Internet as well as in traditional mass media. In addition, International cooperation between hotline is required to have effe ctive action across boundaries in cases where the reported content is not hosted in that particular country. This also helps to overcome problems in the complex diplomatic procedures required for cross-border cooperation of law enforcement authorities.35While ISPs and other organizations that host Web sites can restrict hate speech by taking down illegal content, racial content can also be restricted on the other end, by victimization a filter or other software that denies the Web user the ability to access sites containing those contents.36One technology that can be used to quiz out unacceptable content is the Platform for Internet Content Selection (PICS) which proposed by the World Wide Web Consortium.37PICS can rate the content of Web sites based on a number of factors, such as violence or language. A Web site can voluntarily rate itself utilize the PICS criteria. Besides, the product called SurfWatch can be used to filters out hate speech and the filtering software product ca lled Bess can blocks online content that advocates discrimination against others based on race, religion, gender, nationality or sexual orientation.38Thus, web users have the right to choose not to look at racist or hate content, even Bigots have the right to post them.No self-regulatory mechanism can work independently without an education and consciousness campaign. The Internet industry should work together with government agencies to provide general awareness of self-regulatory systems such as filtering systems and hotlines. Such a campaign should be directed at children and parents as well as a general campaign involving fiat at large. School play an essential part in helping children to acquire and develop the knowledge and skills to understand the benefits and problematic Internet content. Therefore, the information allocated between monitoring groups should be made widely available, and posted on the Internet so it can be shared freely to help parents and educators recog nize hate sites on the Internet.39As suggested by Durban Declaration, the Internet itself can be an effective tool in the fight against racism. Therefore, the Internet industry should work in conjunction with government agencies as well as private bodies to create awareness and promoting attitude change about discrimination.In conclusion, the regulation of racial content on the internet is in its infancy. It is a global phenomenon which cannot be tackled alone by a single country. In fact, given the global and borderless architecture of the Internet, no single approach can provide a solution to tackle racial hatred content on the internet. It must bear in wit that racism was there since time immemorial, it does not exist because of internet, thus education is a crucial tool in combating racism, racial discrimination and xenophobia. Therefore, I would share the view of Dr Karen Mock and Lisa Armony that the fight against racism and hatred on the Internet will be won through increase d efforts to incorporate Holocaust education, multiculturalism, anti-racist, and human rights education in the schools.40

Welcome To The Monkey House :: essays research papers

Erin Lowe- withal author of many "outstanding" American History essays.... of which two are published somewhere here..... one about shit Noyes, and another about Mercantilism..... "Books wont stay banned. They wont burn. Ideas wont go to jail In the long run of history, the censor and the inquisitor have always lost. The only sure sleeve against bad ideas is better ideas. The source of better ideas is wisdom. The surest path to wisdom is a liberal education." The only way that the ideas of this world that are deemed bad are way out to go away is if we are allowed to see them and change them. If we are not allowed to see what is "bad" then our society will never grow to shape a better place. What censorship does is keep us protected leaving us living sheltered lives. If we never see a racist gabfest how are we to know that racism is bad? At the same time Censorship can be a good thing because it keeps children from seeing pornography, and repellent acts of violence. However censorship should not keep anyone from seeing literature, even if it is considered slightly explicit in a sexual, racial, or violent manner. Censorship should leave the ideas of commonwealth alone and leave them with their first amendment rights. Amendment one of the United States Bill of Rights reads "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thither of or abridging the freedom of speech, or of the press or the right of the people peaceably to assemble". What this means is that we, in America have the right to be any religion, and to not have that religion forced upon us. We have the right to say what we want and to publish our ideas if we so wish, and to read the ideas that others have published. We can also peaceably assemble, or gather in protest without violence what we think is wrong. The biggest right that we have is that of free speech and press. We can say what we want As American some times we take this for granted. However even though we have the right to free speech we have to draw the line somewhere, but where? "We so often condemn books that were written to fight the very things that we claim to be fighting." This quote illustrates one of the things that are so wrong with censorship.

Painting and Writing with Magical Realism :: Literature Essays Literary Criticism

Painting and Writing with Magical realness The term Magical Realism describes an maneuveristic trend of painting and writing. In these paintings and novels the composer interweaves, in an ever-shifting pattern, a sharply etched Realism in representing ordinary events and descriptive details together with fantastic and dreamlike elements (Abrams). Some of the Magical Realism writers are said to be Gabriel Garcia Marques in Columbia, Gunter Grass in Germany, and John Fowls in England. Understanding the history and theory of Magical Realism will stand by clarify the meaning of the term. No one can really say who coined the phrase Magical Realism, but some say that in 1925 to champion a refreshed direction in painting, Franz Roh originated the term Magical Realism to characterize this paintings return to Realism after Expressionisms more abstract style (Zamora and Faris 15). This art style was in like manner first used after World War I. Franz Roh at first called this new style o f painting Post-Expressionism, but changed it later to Magical Realism because he knew that the work had to have a name that meant something, and the word Post-Expressionism only indicated ancestry and chronological relationship (Roh). Roh says that he uses the word magic instead of mystic because the mystery does not get to the represented world, but rather hides and palpates behind it. At the same time that Roh came up with the term Magical Realism, a museum director named Gustav Hartlaub called this new art style New Objectivity. The word New Objectivity over took Rohs title for the art style until 1960 when it was used to describe the art style of that time in art history. Angel Flores might argue that he coined the term Magical Realism in 1935 after he read Jorge Luis Borges book A Universal History of Infamy, but he was actually the first one to give the name to books not just paintings. It is hard to decide at times what is Magical Realism and what is not, but in that locat ion are many characteristics inside Magical Realism that helps us to decide what is. One of the characteristics is that we recognize this world, although now- not only because we have emerged from a dream- we look on it with new eyes (Roh). The artist achieves this characteristic by the amalgamation of reality and fantasy (Leal). However, in Magical Realism both the reader and characters of the novel essential accept the unreal as real.