Economy Essay Example | Topics and Well Written Essays - 250 words

Economy - Essay Example How has China developed over the past century? Importantly, what is China’s economic growth experience over the 1977-2007 period? China is an ancient civilization with a long tradition of dynastic rule and strong leaders. China has been ruled by the Communist Party of China (CCP) since 1949, an avowedly socialist form of government which established the People’s Republic of China, and initially viewed capitalism through a skeptic’s lens. As a socialist party with communist leanings, successive Chinese governments undertook disastrous social and economic initiatives including Five Year Plans, the failed Great Leap Forward and the violent Cultural Revolution. Despite some recent challenges, Chinese agriculture has witnessed important growth over the past thirty years and this has been propelled by a variety of forces. With a population of more than 1.3 billion, China remains a largely rural country with 43% of its labor force employed in agriculture with another 25% in industry and 32% in the service sector. Accordingly, decollectivization of the agricultural sector, public investment in the indust ry and market reforms have all played a role in stimulating this development. Human capital has been utilized by the authorities in Beijing through direct investment in the agricultural sector as well as through institutional changes aimed at developing this sector. By emphasizing the natural resources which China has been endowed with and employing technology appropriated through an opening up of the economy, the Chinese government is currently employing market liberalization to aid in the development of this industry, among others. China’s latest â€Å"New Rural Campaign† is the latest manifestation of this development, accounting for strong macro-economic growth and sustainable agricultural development (The Economist, 2008; Jia & Fock

Hip Hop Music Essay Example | Topics and Well Written Essays - 2500 words

Hip Hop Music - Essay Example The term hip hop was coined by a rapper known as Keith Cowboy who was a group member of the Grandmaster flash and the Furious five band. He did this when he was teasing a friend who had joined the U.S. army by singing these words i.e. hip hop hip hop in a manner that imitated the rhythm of marching soldiers. He then used the hip hop rhythm in a part of his performance on stage from where other artistes picked. The word first appeared in print form in a book titled Village Voice that was authored by Steven Hager. Hip hop music is a music genre that is comprised of two major components, which are, rapping which is also referred to as MCing or it also goes by the name DJing; and record scratching. Rapping utilizes vocals where the performer speaks rhythmically to supportive beats which are in most cases generated from some bits of other songs. The history of hip hop has it that it has evolved through two main eras; the era of old school hip hop that ranged from the year 1970 and lasted till the year 1985. The new age or golden era of the hip hop school began in 1985 and lasted till the year 1993 Rappers are also known to recite poems in the course of making the hip hop performance. The other components include graffiti which is usually made on the clothing wore by the performers, and break dancing. Some instrumentals played in the version or trend that depicts hip hop are also categorized into this group hence regarded as hip hop. It is worth noting that hip hop music is part of the larger hip hop culture that comprises of fashion, music and art. Hip hop is characterized with a drum beat that regularly takes up the 4/4 time signature. It might be accompanied with vocal bit of the music which might also be ignored. The hip hop music might be presented by a live band or as produced music Roots of hip hop lyricism The roots of hip hop can be dated back to the 1970's. They can be found in music that was played by the West African and African Americans that were living in this era. These West African hip hops fore fathers also known as the griots played songs and made poems that had a musical style that was suggestive of hip hop music. They were composed of a group of singers and poets and they were engaged in much traveling and singing as their career. This group of singers also forms part of an oral tradition that existed hundreds of years past (Flores 2000P24). The other fore fathers of rap were found in the New York City who made their performances in a similar manner as the griots. They gave performances of a poetic nature as well as music that suggested hip hop. They held the traditions known as talking blues; signifying the dozens and jazz poetry- all of which makes part of oral tradition. Some other groups of people who made great contributions to the roots of hip hop include a group popular for poetry and that was known as the last poets, and a poet known by the name Jalal Mansur Nurridin who was vocal even in the 1960s The popularization of the block parties in the New York City during the 1970s led to the greatest development of the hip hop music. This can be attributed to the fact that music especially of the funk and soul music nature was often played heavily in these parties. Frequent playing of this music led to the discovery of a means of playing the percussion breaks in songs that had formed part of the most popular hits during those days. This was after it was realized that the parts that were isolated were the most danceable parts that entertained crowds the most. DJ Kool Herc has been famed as

Courtship Of Mr Lyon and Wolf Alice Comparison Essay Essay Example for Free

Courtship Of Mr Lyon and Wolf Alice Comparison Essay Essay Extract: The Courtship of Mr Lyon from the voice that seemed to issue from a care full of echoes to he went on all fours. Using this extract as your starting point and this reference to one other story of your choice, you should: -Explore Carters manipulation of language to develop the voice of the lion and the reaction of the girl to it. -Examine how Carter exploits the voices of her characters in both stories to comment on attitudes towards characters that are different. The Courtship of Mr Lyon loosely refers to the main storyline presented with the fairytale; The Beauty and The Beast. It is heavily feminine and throughout strives for the equality between men and women, despite their potential othernesss. Combined with Wolf Alice, loosely based on Lewis Carrolls: Alice through the Looking Glass, Carter uses a variety of linguistics and literary techniques in order to communicate a strong sense of voice to the reader. Developing this, then enables Carter to manipulate language to suggest the reactions and relationships between characters within both stories. Throughout the extract, Carter uses a third person omniscient narrative in order to create a sense of separation from events, potentially mimicking the attitudes of society. In general those who tend to stick out are ignored, abandoned and shunned. The use of this narrative choice enables readers to be faced with the reality of their actions and encourage them to change their views. Beauty exists within days of pastel-coloured idleness, a sense of boredom reinforced by the use of soft sounding constanants and open vowels. The choice of these lexis help to suggest details regarding Beautys persona, a passive character, innocent and submissive, unable to make her own decisions, reflecting historical context, many women were considered to occupy this role within Carters writing time. With, a kind of halo the Beast appears almost saintly, providing a distraction from Beautys monotonous existence. This also suggests the Beast is the authoritative figure within the relationship, Beauty possesses somewhat of awe towards him. However, the distinct lexical choice kind suggests the Beast is not entirely what he seems, his sense of otherness never able to leave him totally. The Beast appears to hold the position of authority between himself and Beauty; he was irradiated foregrounding the anaphoric references he, highlighting the importance the Beast possesses. A strong sense of the voice of the lion is created through the Beast forc(ing) himself to master his shyness revealing feelings the Beast possesses, through a internal third person narration. However, unlike Beauty, who is unable to defeat the small talk (that) turned to dust in her mouth, the Beast overcomes his sense of fear, yet again suggesting he is stronger than Beauty, a strong sense of character and voice created through repeated reinforcing of the character of the Beast. He can relate to Beauty, (gazing) at her with green, inscrutable eyes, he is able to understand that she needs to see herself different, shake off the societal constraints she has become conditioned to obey. Beauty is submissive, no longer shying away from the Beast, she has come to accept the Beasts otherness much more, and realises her potential, of which he has created. Beauty sees her face as if it were a bud, suggesting her potential, she needs to grow and mature, with her stark realisation; all he is doing is kissing my hands, reinforcing how far Beauty has already progressed, as at the start, she is afraid to acknowledge the Beasts existence. Earlier in the story, when Beauty first enters the Beasts castle, her father is attacked by the Beast, who shook him until his teeth rattled and yapped distractedly after. Although these actions are not that expected from a normal member of society, and suggest the Beast possesses very little humanity at that moment, the humorous nature of the phrases suggest that the Beast may not be as frightening as initially thought, hinting to the reader foreshadowing, already actions of the Beast are not all as they appear. The Beast sees the absolute sweetness of Beauty, an ambiguous syntactic parallel, suggesting to the reader that not only the Beast, but Beauty too possesses otherness, as her beauty, who looked as if she had been carved out of a single pearl hinders her development, she is treated as a possession, and has very little idea how to interact with humans alongside her in society. Within Wolf Alice, a third person restricted narrative is used to emphasise the central characters sense of otherness within the story. Described as a ragged girl, with a panting tongue that runs on all fours, Wolf Alice is introduced as different from the rest of the society. The voice of the narrator stating her pace is not our pace. The inclusive audience address of our perhaps suggesting, similar to within The Courtship Of Mr Lyon, that society wishes to separate themselves from people that appear different, or unique, a belief that Carter wishes to challenge, emphasised by the phrase; she was lonely enough. However, the repetition of the lexis pace may suggest similarities between Wolf Alice and the rest of society, even though different, there are similarities also, Wolf Alice is not entirely different. The Nuns, supposedly religious and accepting, poured water over her, poked her with sticks to rouse her. Evidently, these are against Wolf Alices otherness, containing within them the views of the entire society. However, Carter may also be using the Nuns as an alternative, additional message, that religion too is deteriorating. Throughout The Courtship of Mr Lyon, the idea of eyes is repeated frequently. A symbol of understanding and potential, as if her eyes the Beast is able to see the possibilities Beauty contains and wishes her to encourage her character to blossom. Earlier in the story, Beauty finds the Beasts bewildering difference from herself almost intolerable, she focuses only on the differences between themselves, and has a lack of understanding and appreciation. The progression Beauty has made in accepting others differences is highlighted as the stiff bristle of (the Beasts) muzzle graze on her lap, and Beauty does not retreat. Within the Beasts eyes, she saw herself repeated twice possibly showing Beautys realisation. She is now able to see how she is viewed by society, as well as the changes she has made herself. She is no longer shallow or possesses appearance-dominated beliefs. Beauty is amazed at how is was that she had never noticed before that his agate eyes were equipped with lids like those of a man, she has finally come to accept both her own and the Beasts otherness, and is content and comfortable with herself. It was no longer a lion in her arms but a man, concludes the main idea of the story, both Beauty and the Beast have found themselves and are comfortable, despite the reactions and isolation they experience from society. They are happy together and become one, the idea highlighted with the tense change of the last syntax, the present tense suggesting a continuation, suggesting this occurs in the present, and should continue, an idea which resonates within the readers mind. Finally, the Duke too, within Wolf Alice has differences and repulses society; his thin legs scabbed with old scars where thorns scored his pelt. Society too has hate for him, he is an outcast, much like Wolf Alice. Old scars suggest previous encounters with society, their macabre actions, wounding the Duke. Carter is challenging the reader, just because actions are completed by the masses, does it make them right? The Duke sees, nowhere a reflection of himself. He has retreated from society, he does not accept his character, further emphasised by his separation from society, living on his own in a gloomy mansion. Potential fear the villagers have towards the Duke is highlighted within the humorous euphemism lupine fiestas, perhaps suggesting that the readers do not want to accept responsibility for the actions they have performed which have driven the Duke to be so un-human. The repeated capitalisation of Duke also suggesting respect, if not fear, towards the strong, seemingly soulless character. If they had been accepting and nurturing, the Duke may have been able to blossom and progress, yet their harsh, judgemental actions have secluded the Duke, leading him to live a primal life, no conscious present. However, throughout the story, Wolf Alice grows and matures from a child to a woman, gradually developing human-like characteristics, such as the need for hygiene, looking for rags to sop the blood up. After meeting the Duke, Wolf Alice continues to progress and encourages the Duke to do so too. Finally, as if brought into being by her soft, moist, gentle tongue the face of the Duke appears in the mirror. The ideas of the story concluded, similar to The Courtship Of Mr Lyon, Wolf Alice and the Duke both accept their otherness, and encourage the other to do so. All are able to find happiness and live contently despite the views society may possess. Carter is suggesting that feminism does not mean a dominating sex, but equality between them, as each is equal within creation. In conclusion Carters use of literary and linguistic techniques successfully portray the sense of voice and the reactions of characters within both stories to the idea of otherness. Her final ideas are concluded well within both stories, creating a clear message which resonates and questions the reader, encouraging them to consider their actions within a modern-day society.

Traffic Light Controller System Design

Traffic Light Controller System Design library IEEE; use IEEE.STD_LOGIC_1164.ALL; use ieee.std_logic_unsigned.all; Uncomment the following library declaration if using arithmetic functions with Signed or Unsigned values use IEEE.NUMERIC_STD.ALL; Uncomment the following library declaration if instantiating any Xilinx primitives in this code. library UNISIM; use UNISIM.VComponents.all; entity tlc is   Ã‚  Ã‚   Port ( sensor : in   STD_LOGIC_VECTOR (3 downto 0);    hr : out   STD_LOGIC_VECTOR (0 downto 0) ;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   hg : out   STD_LOGIC_VECTOR (0 downto 0) ;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   hy : out   STD_LOGIC_VECTOR (0 downto 0) ;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   fr : out   STD_LOGIC_VECTOR (0 downto 0) ;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   fg : out   STD_LOGIC_VECTOR (0 downto 0) ;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   fy : out   STD_LOGIC_VECTOR (0 downto 0) ); end tlc; architecture Behavioral of tlc is signal ts : std_logic_vector(3 downto 0); signal tm : std_logic_vector(3 downto 0); signal tl : std_logic_vector(3 downto 0); type state_type is (s0,s1,s2); signal state : state_type; begin process (sensor) begin if sensor

The Benefits and Future of Distance Education :: Education Teaching

The Benefits and Future of Distance Education What is Distance Education? Education has traditionally consisted of a student or group of students receiving instruction from a teacher; with everyone involved in one location. Distance education is changing the way instruction happens today. Distance education is "the acquisition of knowledge and/or skills wherein time and/or space separates the learner and provider" (McMahan 4). Distance education in its most basic sense happens when student(s) are in one location and the teacher(s) are in another location. In traditional education students use textbooks, listen to lectures, and use other locally available resources. In distance education students use a variety of technological resources (that is, interactive video, television, computers, and even audio and video cassettes). Distance education changes the practice of the student coming to the teacher. It gives students and teachers more flexibility and options concerning when and how to study and teach. Distance education "has provided students with more opportunities to participate in a richer, broader educational experience" (Kessler and Keefe 44) by crossing city, state, and international borders. Where Did Distance Education Come From? "Although the term distance education is of recent coinage, the concept of learning at a distance is not new at all" (Neal 40). Distance education has been around in many forms for hundreds of years. "Almost anyone who has received any formal education has at some time engaged in distance learning. The oldest and most common form of distance learning is probably homework. The teacher constructs a learning activity that can be accomplished without the presence of the teacher, and the student completes it independently, or with the assistance of someone other than the teacher" (Davey 44). Correspondence courses were the earliest form of distance education courses. "This was the accepted norm until the middle of the century, when instructional radio and television became popular" (Sherry 337). In the past, use of distance education was not widespread because the equipment was costly and difficult to use. Distance education was also a new and unknown field and our society tends to shy away from the new and unknown. The technologies currently being utilized in connection with distance education are now easier to use and are commonly available. The costs have also become more affordable, making distance education more available. The fast paced hectic life of the 20th century also makes distance learning more desirable.

Essays --

Night Comparison Paper Rough Draft The Italian Jews were among the luckiest Jews during their time. The Italian Jewish community, one of the oldest in Europe, numbered about 50,000 in 1933. They were accepted as important members of the society and were successful in the military, politics, and many more skill professions. Everything went downhill when Benito Mussolini’s government asked the non-Jewish community to turn on their Jewish neighbors, but most of the population said no. As a result, a higher percentage of Italian Jews were saved than in very country except for Denmark. The Italians turned there back on the government, as Italy was allies with Germany but the citizens opposed the Nazi party. This resulted in many Italian-Jews being rescued. Throughout Night and Survival in Auschwitz, both Elie Wiesel and Primo Levi both experienced harsh living conditions under the Nazis. When Elie first arrived at Auschwitz, he witnessed something unforgettable, which was the burning of live infants, which resulted in huge amounts of smoke. He described this day as, "Never shall I forget that night . . ." This was only the beginning as Elie experienced the dehumanization, by being fed a little a day, being forced to work long hours and being crammed in small beds and trains. Throughout his time in camp, Elie had no luxury of showering or taking breaks but on the other hand he was forced to work as a slave. This was no difference for Primo, who experienced a little too. At Fossoli, he was given nothing to drink for four days. Which is torture! Things get worse when he arrives in Auschwitz, as he gets his head shaved, forced to take showers whit no room, and tattooed with numbers. He described it, as â€Å"everything around us speaks of a ... ... of personality but obviously this was not present. Elie and the prisoners struggled to maintain human character traits. Both Levi and Elie experienced the struggle to remain human. Primo Levi’s perspective of the Holocaust really went into detail about the tragic events. I really got a better knowledge of the treatment of the prisoners. Words such as â€Å"terrible† and â€Å"inhumane† were mentioned a lot to describe the treatment by the Nazis. In addition, Primo Levi also touches on how morals and values were thrown aside for survival. This is an interesting topic, which caught my attention. Prisoners during the Holocaust threw their religion aside, which was present in Elie and Primo. They started doubting the existence of a God and started doing things for their own good. Primo Levi really went in depth about the Holocaust and gave me a different perspective.

Educational psychology Essay

Education is essential to the success of the individual and communities. Public schools are charged with the responsibility of preparing students for college/university; while college/university are expected to prepare students for the work force. An inclusive approach to teaching; learning and assessment is forseen in the ‘The Revised National Curriculum Statement’, as part of this result we as teachers need to address barriers that learners may experience. As teachers we will only succeed in doing this if we are aware of social; emotional; physical as well as other barriers our students may experience. The success or failure of individual students depends on their ability to learn, it’s also important to remember that barriers don’t necessarily exist all the time(or from the get go), but can occur suddenly due to change in circumstances; emotional trauma as well as a variety of other factors. BARRIERS TO LEARNING CAN BE DIVIDED INTO 4GROUPS MAINLY: 1. SYSTEMIC BARRIERS 2. SOCIETAL BARRIERS 3. PEDAGOGICAL BARRIERS 4. MEDICAL BARRIERS The above mentioned barriers are not a complete account of all barriers students can experience, for example: Down ; Fetal Alcohol Syndrome; . Autism; Cerebral Palsy or Epilepsy, to name but a few. I will go on to explain in only a few short sentences which each of the above mentioned barriers entails: 1. SYSTEMIC BARRIERS There are a few problems in our educational system that can contribute to conditions that may cause barriers to learning: Lack of basic and appropriate learning material; Lack of assistive devices; inadequate facilities in schools; overcrowded classrooms as well as lack of mother-tongue speakers. We as future teachers have to try get the necessary resources even though the inadequate number of schools and available classrooms restricts the effort to supply in the need for education. I as a teacher would look into starting charity fundraisers even getting the children involved in order to get the necessary funds to help my school with the lack of resources etc. The language of teaching and learning, can be a barrier seeing as some parents cannot read or write the language of teaching, they are not equipped to assist with homework or projects . As a teacher I would try to start an afterschool programme in which students can ask for help with certain homework or projects they may experience problems with. 2. SOCIETAL BARRIERS Includes Sever Poverty; Late Enrolment; gangs/violence at home or in neighbourhoods; gender issues in cultural groups and societies. I will go on to discuss Severe Poverty which is a large barrier to learning (in any country) but in S. A in particular. If students don’t have access to their basic needs such as: nutrition; shelter; water; electricity; toilets; transport and basic medical treatment. As teachers we should take an interest in each childs circumstances and recognise particular problems, be able to take on a role as caregiver; teacher and counsellor and always offer our help where we can. We also cannot have negative attitudes because it can be harmful to or students, by not having a negative attitude we help our students build self-esteem and confidence in being able to complete activities without having fear of rejection or labelling. As teachers we should be well educated about the pandemic HIV-AIDS, I as teacher will make sure I understand and have the necessary skills and knowledge to be of help to my students whom have been diagnosed. I will also incorporate a week in my curriculum to dedicate to HIV-AIDS to my students in which I will have them do some research and I will explain the necessary knowledge my students need to know, and by so doing reduce the chances of my students being discriminated or labelled. 3. PEDIGOGICAL BARRIERS Insufficient support of educators; inappropriate and unfair assessment procedures and inflexible curriculums. Seeing guidance regarding inclusive assessment methods is given in the ‘Guidelines Document’, which was published in ‘National Department in Education in June;2002’; states that the curriculum can be very inflection in nature and not meet the diverse needs of all learners. Therefore I as a teacher would ensure that all learning styles are accommodated in my classroom. Ensure that my students  will be allowed to work at their own pace which in turn will also make no child feel left behind and faster students impatient, I will also ensure that no learner is excluded from any subjects based on gender; religion; and physical disability. 4. MEDICAL BARRIERS Sadly there are more than 4000 medical causes of disabilities in learners. To name but a few: sensory disabilities; neurological disabilities; physical disabilities and cognitive disabilities. As a teacher I would pay special attention to my learners as well as observe them closely in order to diagnose a problem as soon as possible. As a teacher I will always maintain an organised classroom, be prepared with a clear vision of what I would like to achieve on a specific day as well as have a ruff plan of what I would like to achieve in a year. I will ensure that my students will always know their routine and what I expect of them. My classroom will be a safe and supportive environment.. I will make sure I’m able to adapt my teaching practice when necessary, I will also do my best at maintaining as flexible curriculum as possible. I will always keep learning and educating myself so as to be able to identify as well as understand barriers to learning; in turn making sure I have the necessary knowledge to to adapt my teaching and assessment methods, to assist each child with a barrier in my classroom, As a teacher in my community, I will pay attention to all the above mentioned barriers; make sure all students get the best education possible. I will be sensitive to my students needs as well as my communities needs. SOURCE: curriculum-wecape. school. za/resource_files/40112654_inclusive_eng_12-27. doc