Great Gatsby by Scott Fitzgerald Essay Example for Free

Great Gatsby by Scott Fitzgerald Essay Great Gatsby by Scott Fitzgerald is one of the best American novels owing to its thematic strength. There are many social themes in the story including Dream, vision, honesty, time, wealth, superficiality and shallowness, societal expectation, disloyalty, immorality and selfishness. The surface study shows that its about love relation between Gatsby and Daisy. But the story has much broader theme rather than big romantic scope. The most dominating theme of the story is that of American Dream or rather Perverted American Dream†. It is very symbolic story of Roaring Age of 1920s America, particularly the story of shattering of American Dream in that era of economic prosperity and material abundance. The Great Gatsby is the biggest example of skilled narrative art as it is based on the principle of double vision. Everything in the novel is seen in two ways: on the one hand it looks a romantic  love story of Gatsby and Daisy, and on the other hand it is about   perverted form of American   Dream. Scott Fitzgerald  is successful in writing a fiction which carries two parallel stories at the same time. The writer himself once stated,† The test of   a first rate intelligence is the ability to hold two opposed ideas in mind at the same time , and still retain the ability to function. The story offers the reader to form quality of double vision to see everything in two ways.The surface study of the novel shows that its about love relation between Daisy and Gatsby, but if we probe into the theme, its about corruption of American dream and a failure to achieve ideals.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The writer attempted to make readers see through his eyes. The reader is made to believe in the possibilities of variety of opposed ideas. Thats why it is also called â€Å"an allegorical novel†. The reader forms different opinion about the novel when he starts reading, but he finds everything quite different when he reaches the end. The story shows that anyone in America can and can not achieve success to the best despite his level best efforts and hard work. The reader is trapped in enigma by thinking whether Gatsby would get Daisy or not. This is proved when Daisy rejects Gatsby and later accepts him and the reader is able to believe in both alternates.   Gatsby himself is the most real and the most unreal elite described in the story. The writer presents this principle of double vision more artistically by introducing character of Nick who tells us what he sees and gathers information about what he does not see himself. Everything in this novel is seen in two ways: on the one hand as glamorous , romantic   and exciting ,and on the other hand as crude, corrupt and even disgusting. This double vision applies to people, places and incidents of the novel. Gatsby, the protagonist of the story, struggles hard to achieve the desired American dream, but is also obsessed with  love of Daisy, his beloved. The most relevant scene to this double vision is the reunion between Gatsby and Daisy after long period of five years. Gatsby spends most of his time in earning wealth so that he would impress Daisy and get her love. Daisy, on the other hand, is highly indifferent to Gatsby and her marriage with Tom shows it clearly. Even their reunion has different effects on both of them. It seems as if Gatsby were having only one thing in mind: achieving American dream. But later we assess that he is only obsessed with Daisys love. The characters mind changes every minute and this change also affect the reader and help them expect any possibility. Some critic writes about Great Gatsby: Fitzgerald called The Great Gatsby a novel of selected incident, modeled after Flauberts Madame Bovary.†What I cut out of it both physically and emotionally would make another novel, he said. Fitzgeralds stylistic method is to let a part stand for the whole. In Chapters I to III, for example, he lets three parties stand for the whole summer and for the contrasting values of three different worlds. He also lets small snatches of dialog represent what is happening at each party. The technique is cinematic. The camera zooms in, gives us a snatch of conversation, and then cuts to another group of people. Nick serves almost as a recording device, jotting down what he hears. Fitzgeralds ear for dialog, especially for the colloquial phrases of the period, is excellent.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The reunion scene is the peak of dramatic point of the novel. The readers have been prepared to reach this point. The image of Daisys willingness is followed by an image of Gatsby seeing the greenish bay across from Daisy dock. colorful parties are followed by isolation in private life. The reader can’t realize at once what the characters already know. The reader reaching this scene takes interest to see whether Gatsby and Daisy renew their lost love. The reader is also interested in the response of Nick on whose intellectual prowess they depend on a lot. The clock scene also offers confrontation of ideas for the readers. The clock is the symbol of past which Gatsby ever yearns to  repeat so that he could again get love of Daisy. The breaking of clock indicates how awkward past moment looks when brought into the present. The facts that the clock does not work indicates flawed dream of Gatsby to win over Daisy. It is true that Gatsby can’t repeat his past and he cant get best out of American dream and is rather disillusioned. The novel shows abstract philosophy that an idealist  reluctant to compromise can and cant survive in this material oriented world. The principle of double vision is made more effective by using Nick as a narrator. The surface level study of the novel shows Gatsby’s thorough indulgence in love of Daisy. Nick is an ideal narrator in the story and is mouth piece of Fitzgerald. His physical proximity to the main characters proves that he is ideal narrator as he knows details of the story from many angels and observes everything quite clearly. It was rather impossible to keep two parallel stories in a single novel which had irreconcilable contradictions. The story of love has nothing to do with American Dream but the writer artistically puts them on right place. From the very beginning we find Gatsby prepared to get what Best America has to offer and he has staunch belief in the face that he will win over Daisys love, the  most loving woman he has ever seen. He can only win her if he measure up to the standards of old wealthy class. Nick holds the view that Gatsbys dream was futile from the very start as he wont be accepted by prejudiced old wealthy class and Daisy belonging to latter can never leave it resulting disillusionment for Gatsby. Here novel shows the fact that American dream of equality for all was a false promise. The story can be interpreted as juxtaposition of two opposed ideas. The ideals are shattered when they are confronted with reality. The ideals of American dream are shattered when  Gatsby gets love of Daisy, when he kisses her, and when he holds her in his arms. The ideal world, in Gatsbys case, shatters in the face of the real one. The intricate weaving of the various stories within The Great Gatsby is accomplished through a complex symbolic substructure of the narrative. The green light, godly eye of Eckleburg,brood on over the solemn dumping ground which shows America as wasteland due to materialistic society and many other symbols make it easier for the writer to intricate stories containing opposing ideas. He also uses metaphors through which he hints at the standards of morality and immorality through out the novel. Daisy cant change her luxurious living style and cant accept the new wealthy class. Jordan Baker boasts of her careless driving. The proper utilization of dual symbolism and ambivalent expressions is truly profound and subtle art that Fitzgerald has mastered in this novel. There is no denying the fact that this beautiful novel offers the readers to form in them the habit to see things from more than one angle. The writer holds the opinion that seeing thing from one way may be faulty and it can be entirely different in reality. Thus it will be right to say that everything in the novel has got double meaning and the writer is successful in using principle of double vision in it.

Leisure Management Essays Leisure Activity

Leisure Management Essays Leisure Activity The Development and significance of tennis as a Leisure Activity (Mainly in the UK). 1. The History and Development of tennis. (Mainly in the UK) According to The Cliff Richard Tennis Development Fund 2000, tennis is a world-class competitive sport captivating millions of players and fans all round the world. It was in France that the game tennis as we know it today really came into being. During the 16th, 17th and 18th centuries it became the highly fashionable sport of kings and noblemen a far cry from being played by the lower classes. The development fund 2000 describes how real tennis was actually very different to the game that we know today. The game was played indoors, in large galleries with jutting roofs and points were won according to how the ball was played off of the gallery walls, rather like squash. This concept is very different to todays Lawn Tennis, where the rectangular court is laid out on a grass surface and the play is within marked boundaries, not off of the walls. After its initial rise in popularity with the French nobility, tennis spread throughout Europe, becoming particularly popular in England. To day, Wimbledon and the UK are associated with lawn tennis. Cliff Richard’s Development fund describes how the changes in tennis have taken place over the years and how the shift has moved tennis from being associated with the upper classes to a sport which is played at all different levels and at every level of the social classes. During the 19th century when Victorian prosperity in England prompted a significant revival, courts were built in many famous country houses and the first tennis clubs providing facilities for members began to appear. The biggest boost for tennis however came in 1875. As said by the development Fund 2000, The All England Croquet Club, which had formed in 1869 had failed to attract enough visitors and in 1875 they decided to offer Lawn Tennis as an added attraction. The new game was an instant success, so much so that in 1877 the name of the club was changed to the All England Croquet and Lawn Tennis Club. This highlights that the popularity of tennis has been growing for many decades thus gives us a good ind ication that it will continue to prosper. The Wimbledon Championship has been one of the most significant developments in the history of tennis. This event alone has contributed to a huge numbers of followers and participants throughout the UK and illustrates the development of tennis as we know it today. In the 1930s the game became highly fashionable in the UK, led by British stars such as Fred Perry and Don Budge and International Champions such as Henri Lacoste. Then, into the 1990s the championships became more popular than ever particularly as Great Britains hopes for a champion became rekindled with the likes of Greg Rusedski and Tim Henman. Now, entering 2006 we are witnessing the rise of young Andrew Murray who is taking the tennis circuit by storm and he will hopefully encourage and boost tennis numbers within the UK. The Lawn Tennis Association has outlined a number of ways in which it has attempted to translate the enthusiasm generated by the Wimbledon Championships each year into lasting benefits and continually develop tennis on a yearly basis. Some examples include; the sponsored campaign, ‘Play Tennis’, which is an initiative that offered free tennis lessons with the Lawn Tennis Association coaches in April and May 2004. The Lawn Tennis Association confirms that in 2004, 8,000 Londoners participated in the scheme and as a result around a third joined their local tennis clubs after playing. This highlights the significance of tennis within the UK and that the sport is held in high esteem. Perhaps now it is important to expand its target market and appeal to different socio-economic groups. Further, the Lawn Tennis Association launched an Ariel Tennis Ace campaign which was a ‘talent search’ for young players, the winner of which received coaching with John McEnroe du ring the Wimbledon Championships. It is important to note that tennis is such a significant sport within the UK that such competitions are respected and widely sought after. Other ways in which the Lawn Tennis Association has developed and increased the popularity in the UK include the introduction of a Tennis Show which has been running since April 2004 which was linked in with the Fitness Show and offered free coaching, access to clubs and information. Further, in order to establish a larger ratio of children who play tennis the organisation pioneered the Wimbledon Kid’s Zone; whilst the Championships were taking place, a children’s area is established to introduce children to tennis. Approximately 6,000 children attended in 2004 and lastly, ‘The Road to Wimbledon’ initiative was set up for young players to lure them into tennis and encourage promising young talent which will help boost tennis numbers. The incentive to entering this competition was that the winners were given the opportunity to play at Wimbledon in August. Nowadays, sporting events tend to be sponsored by major companies in order to generate more money. Last year, American Express sponsored a five-day event next to Tower Bridge with larges screens televising Wimbledon matches, tennis training and held a celebrity tennis night which raised money for the Sport Relief Charity. The Lawn Tennis Association supports any private sponsorship for these free public events because it helps develop the sport. Moreover, it is obvious that much is being done to develop tennis within the UK because Sport England has launched a website www.activeplaces.com – this Internet site has produced a list of facilities for all sports, including the locations of every tennis court in London. Sport England believes that the site’s usefulness could be enhanced if it keeps records of the condition of facilities to ensure the courts upkeep and increase the number of tennis players in the UK. The Lawn Tennis Association believes that currently a third of local authority tennis courts are in a state of disrepair, this information needs to be passed onto the local authorities to be addressed, otherwise tennis could cease to play a significant sporting role in the UK. Also, if information of facility conditions is recorded it will provide a more realistic picture of sports resources in London and may serve as a prompt to local authorities to improve their local facilities. 2. The Organisation of tennis.   The Lawn Tennis Association’s work and investment is based around three main priority areas, theses include tennis clubs, junior players and performance. The organisation has been trying to make British tennis more inclusive and available to a wide number for many years. The reasons for targeting the different areas and widening their target market are to attract more and better players. Nowadays, the Lawn Tennis Association is focusing on how and where tennis is played and organised in the UK. The reason for this is to establish where the best facilities are and to improve the areas which are in disrepair. In order to better organise tennis within the UK, the Lawn Tennis Association has introduced an initiative called ‘Club Vision’ which aims to provide progressive clubs with greater support and resources at both a national and county level and to ensure that clubs can play a greater part in making the UK into a stronger tennis nation and make it as popular and g enerate a following as great as that of football. ‘Club Vision’ is described by the Lawn Tennis Association as being a multi-million pound investment programme that puts clubs at the heart of British Tennis and also supports public pay and play indoor tennis centres, schools and local authority venues. The Lawn Tennis Association joined forces with the Sports Council and the All England Lawn Tennis Club in 1986 to launch the Indoor Tennis Initiative designed to develop indoor tennis centres around Britain. The main benefit of ‘Club Vision’ is that it is able to help any club throughout the UK regardless of size and therefore as facilities are better they can promote and attempt to attract many people. This shows that tennis is becoming more organised in the UK perhaps as a result of the increased availability of courts, the affordability of equipment and the increased media interest and coverage of tennis tournaments and championships. According to Sport England, the London Assembly’s Culture Sport and Tourism Committee met with them and the Lawn Tennis Association to discuss tennis in London in 2004. The aim of the meeting was to establish how the Wimbledon Championship could propel and promote tennis within London and the rest of the UK. Further, the bodies discussed and considered ease of access to tennis courts in London and deliberated over club organization and costs of using publicly owned tennis courts. Throughout the talks, certain projects were discussed which encourage young people to get involved in tennis (such as the Westway Tennis centre), and further they examined how the Mayor, Sport England and the Lawn Tennis Association could encourage more Londoners to pick up a racquet. There is more incentive for people to take up tennis due to the 2,600 tennis clubs which have affiliated with the Lawn Tennis Association via their local county office. The development and introduction of so many clubs h ighlights the improvement of tennis as a leisure activity. Currently, the Lawn Tennis Association estimates are that two-thirds of local authority courts nationally are in a state of disrepair and nevertheless the cost of hiring local authority courts stands between  £2- £6 per hour for adults. Most tennis activities are run through such organisations as the Lawn Tennis Association and All England Tennis Club. As a result of theses clubs it is possible for people to enquire as to their nearest club or courts and increase the probability of people playing tennis as knowledge is more readily available. 3. The Social Structure of Participation. In my opinion tennis has always been classified as a rich mans sport. This might be due to the fact that when tennis originated it was played by the Kings, Queens and nobility. This stigma has now shifted however, there are still certain socio-demographics who shy away from the sport. According to the Lawn Tennis Association, 2.9  million people aged four years and upwards played tennis in the UK in 2003. Further, this is reinforced by the British Embassy who suggests that around five million people play tennis in the UK. Either way, this is a large number but there does not compete with the number of people that play football. Of the 2.9 million tennis players the Lawn Tennis Association estimates that 441,000 of   these people play tennis in London; 137,000 of them playing regularly. In the UK many of the tennis campaigns and organisations aim to attract the younger generation to take up tennis. This it is no surprise that the younger generation in the UK are likely to play mor e tennis in the future than that of the current older generation. In contrast to the number of tennis players in the UK, American Tennis Life Magazine, which conducted a survey on tennis, illustrates that 23.5 million Americans play tennis annually. Of this, 52 per cent of players were men and 48 per cent were women with the average age of these players being 29. Further, the percentage of women players to men is reflected in the ratio of spectatorship. McNamee, (2001) illustrates that 48 per cent of women watch tennis compared to 52 per cent of men. I am surprised that women on average play less and watch less tennis. The abovementioned illustrates that tennis is indeed a thriving sport within the UK but simultaneously illustrate that there is scope for growth within these figures. So, it is important to establish the type of people who do not play tennis and the reasons for their lack of participation in the sport. The kind of people not playing tennis are those who are in the lower social classes who cannot afford to pay for a club membership, those in areas where facilities are in a state of disrepair and those from ethnic minorities, the latter will be discussed further. Moreover, Sport England and the Lawn Tennis Association have identified the following barriers to greater participation in tennis in London, some of which include; cost (however in reality this is more down to peoples perception of the sport – studies show that the actual cost of tennis membership is more than half what people estimate). Also, poor local authority facilities and a lack of investment in facilities has meant that people in certain areas are just unable to play tennis. Further, the weather plays a large role in determining the months of the year in which tennis is playe d. Those with no access to indoor courts are not likely to play tennis outside the summer months which results in lower numbers of people who play tennis. Moreover, Sport England has established that there is no co-ordinated approach to tennis for people with disabilities, thus limiting the development of tennis as a leisure activity. Lastly, due to the immense popularity and plugging of other sports such as football, competition with other leisure activities and sports creates a loss of interest in playing tennis once young people have left school. Furthermore, according to Gabriel, D from the Commission for Racial Equality (CRE), black players are noticeably absent from tennis. Supposedly, poverty is cited as a major factor, with 57 per cent of people from ethnic minorities socially excluded from sports on the grounds of destitution. Gabriel, D believes that a white sporting establishment effectively excludes people from ethnic minorities  from getting involved in the organisation and governance of sport at every level. In other words, the lack of black people in decision-making roles within sports organisations means there is little opportunity for them to ascend to senior and more influential roles that could promote their wider involvement and influence in sport. McLean, L reinforces the fact that the ethnic minorities do not take part in sport, compared with the national average. Supposedly, people from ethnic minorities are keen to give sports such as tennis a go, but they do not have access to facilities. Thus in order to ensure that tennis remains a popular sport and continues to grow it is essential that every local government looks to improve facilities in their area and encourage ethnic minorities. Every year, Wimbledon is broadcast on television and in its own right is one of the UK’s major sporting events. According to the Lawn Tennis Association, Sport England spent approximately  £18.7 million on tennis facilities, coaching and promotion and outreach in London in 2003. This perhaps demonstrates that tennis in the UK is in fact on the increase. What we must ensure is that we have the infrastructure in place to cope with larger numbers. The Lawn Tennis Association believes that the most immediate benefit from the Wimbledon Championships is the revenue generated by the event.   The 2003 competition brought in  £25.8 million (net income) which was invested back into tennis initiatives nationally. However, in order to see tennis become more popular it is essential to promote all year round and eradicate the idea that it is a summer sport. There is of course little that the Lawn Tennis Association can do to change the weather but it should look to invest in indoor co urts and floodlighting through its Club Vision programme and Indoor Tennis Initiative.   In 2003, the Lawn Tennis Association committed  £2.28 million to facilities in London, 30 per cent of the organisations fund. Since 2001 it has invested over  £4.89 million in 16 major tennis projects in London. Further, Gabriel, D from the Commission for Racial Equality has reported that black people are very interested in tennis thus there is scope to increase the number of tennis players in the UK. In my opinion tennis is a growing sport. This is further emphasised by UK Sport (2001), which has explained how the management Board of the England and Wales Cricket Board (ECB) has decided to engage with Sport England and the Lawn Tennis Association in an informal consortium to seek planning permission for the redevelopment of facilities at the Bisham Abbey Sports Centre, enabling it to become a Centre of Excellence for both sports. This illustrates that organisations believe that tennis is a worthy investment for the future. Further, Since September 2004, construction has been underway on the Lawn Tennis Association’s new National Tennis Centre (NTC) in Roehampton. If tennis was showing signs of decline there would not be so many initiatives or campaigns running to improve facilities throughout the UK. The site will provide a single site of national focus for tennis in Great Britain, and will open in late 2006. The reasons for a National Tennis Centre according to the Lawn Tennis Association are that in 1999 an extensive review of the sport was undertaken and it arose that tennis has effectively turned into a social leisure activity for a few, rather than a competitive sport to be enjoyed by many millions. In all, the evidence points to a rise in popularity of the game tennis. There is still plenty of scope for growth and the introduction of more ethnic minorities to the sport. Bibliography The Cliff Richard Tennis Development Fund (2000) The History of Tennis. (Internet), Available at http://www.cliffrichardtennis.org/planet_tennis/history.htm, cited 30/11/05 Bray, A. (2005) Tennis in London. (Internet), Available at http://www.london.gov.uk/assembly/reports/culture/tennis.rtf, cited 30/11/05 The Lawn Tennis Association. (2005) Building our Tennis Nation. (Internet), Available at http://www.lta.org.uk/InsideTheLta/AboutTheLta/BuildingOurTennisNation.htm, cited 30/11/05 British Embassy. Sport – One of the best things in life. (Internet), Available at http://www.britishembassy.gov.uk/servlet/Front?pagename=OpenMarket/Xcelerate /ShowPagec=Pagecid=1065716130553, cited 30/11/05 Gabriel, D. Commission for Racial Equality (2005). Why black British tennis players are missing from Wimbledon. (Internet), Available at http://www.cre.gov.uk/Default.aspx.LocID-0hgnew070.RefLocID-0hg00k001.Lang-EN.htm, cited 30/11/05 UK Sport (2001) Cricket and Tennis seek Alliances. (Internet), Available at http://www.uksport.gov.uk/template.asp?id=376, cited 30/11/05 Tennis Life Magazine. Demographics. (Internet), Available at http://www.tennislifemagazine.com/advertising/advertising-demo.html, cited 01/12/05 McNamee, Dr (2001) Sporting Conduct: A survey of Sports spectators’ perceptions of the values and norms of selected professional sports. (Internet), Available at http://www.uksport.gov.uk/images/uploaded/sportingconduct.pdf, cited 01/12/05 McLean, L. Participation in Sport. (Internet), Available at http://news.bbc.co.uk/hi/english/static/in_depth/uk/2002/race/participation_in_sport.stm, cited 01/12/05

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A1. Documents ïÆ' ¼ Fourth quarter balanced scorecard attached with excel spreadsheet. ïÆ' ¼ Balance sheet attached with excel spreadsheet. ïÆ' ¼ Income statement attached with excel spreadsheet. B1. Adequacy of Funds According to Ralph Estes’ Dictionary of Accounting (1981), a pro forma financial statement is described as â€Å"a financial statement created on events and transactions that are assumed, but has not yet happened.† On the other hand, a historical financial statement gives organizations financial measurements on how well the company has performed in the past. For that reason, without financial statements it would be difficult for management, investors, executive board members, and customers to analyze and evaluate how well a company does financially. The format in pro forma financial statements are similar to historical financial statements, but primarily focuses on the future theories and not past factual financial information. Also, a budget is a financial disposition to control future aspects in operations of money. Therefore, having a financial budget is extremely important especially when starting a business. During my simulation, I focused more on using a financial budget throughout to predict how much money I would spend during the expansion process of building the company. I kept my financial risk managed, so the company would not have any debt in the process. Unfortunately, this also backfired against me when I needed to invest more for the future of the company. The two points in my balanced scorecard are how well I did against the average companies. (Below is part of the final Balanced Scorecard for Investment in Future and Financial Risk). Average Typhoon Investment in Future 85.62 1.00 Financial Risk 0.91 1.00 Now... ...tion provided a purchase of the market search, but could have used a better overview of what tools or directions a business owner could use to succeed. There are many ways to achieve the ultimate goal of perfection towards the customer’s expectation in my simulation and benchmarking would have been an impactful improvement to achieve quality assurance goals. That being said, in the simulation there should be some evaluation of defects of the units that were sold to the customers. In a few of the quarters, feedback review of the quality of the product would also be another part of the simulation. Therefore, the quality assurance from the customer’s standpoint is vital in order to gain revenue and manufacturing growth for a company. Benchmarking would be an impactful improvement towards new business owners for this simulation to achieve quality assurance goals.

Essay --

Table of Contents I. Executive Summary †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ II. Description of Business†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ III. Management†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. IV. Market†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦... V. Financials†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Executive Summary: Krystal Melendez The average day care model accepts children from birth to about 12 or 13 years old. Business hours being between 7am to 8 pm, Monday- Friday, maybe Saturday. It is often difficult for parents/guardians to find a child care provider that will allow their child to sleep overnight or after regular business hours on a routine basis. Slumber Care is a 24 hour, year round child care center catering to infant and adolescent age groups. The services offered are ideal for parents/guardians who have rotating shifts, late shifts, are in need of a break, or have an emergency situation. Including those individuals who are facing barriers and obstacles in employment due to the inability of available services offered during their particular job schedule. Slumber Care will generate income by charging tuition f...

Fire in a Canebrake Essays -- Literary Analysis, Laura Wexler

In her Fire in a Canebrake, Laura Wexler describes an important event in mid-twentieth century American race relations, long ago relegated to the closet of American consciousness. In so doing, Wexler not only skillfully describes the event—the Moore’s Ford lynching of 1946—but incorporates it into our understanding of the present world and past by retaining the complexities of doubt and deception that surrounded the event when it occurred, and which still confound it in historical records. By skillfully navigating these currents of deceit, too, Wexler is not only able to portray them to the reader in full form, but also historicize this muddled record in the context of certain larger historical truths. In this fashion, and by refusing to cede to a desire for closure by drawing easy but inherently flawed conclusions regarding the individuals directly responsible for the 1946 lynching, Wexler demonstrates that she is more interested in a larger historical picture t han the single event to which she dedicates her text. And, in so doing, she rebukes the doubts of those who question the importance of â€Å"bringing up† the lynching, lending powerful motivation and purpose to her writing that sustains her narrative, and the audience’s attention to it. This motivation and purpose are most evident in the quality of Wexler’s writing, made outstanding by her painstaking awareness throughout the text of, firstly, such fundamental things as setting and the introduction of characters, and, secondly, the overarching threads of, for instance, national and state politics, which set the larger stage for the story. In her text, Wexler briefly mentions a prominent figure in the NAACP, Walter White, noting his biting statements regarding the lynching a ... ...lusions—not only in regards to who the lynchers were, but also in regards to the identities of the victims (230), and, worst of all, whether or not the issues central to the Moore’s Ford lynching have been settled, and are past. In these senses, conclusiveness about these issues encourages falseness, precludes justice, and makes the audience let go of things that ought not to be let go—and this, short of the lynching itself, is one of the greatest possible wrongs (244). It is by refusing to conclude, then, that Laura Wexler achieves the greatest success of her outstanding narrative, and is able to successfully navigates the lies and deception of a muddled historical event by adeptly presenting them in the context of larger historical truths. Work Cited Wexler, Laura. 2003. Fire in a Canebrake: The Last Mass Lynching in America. Scribner; 2004. Print

Database Management System and Data

Chapter 11: ReviewQuestion: 1. Explain the main differences between a file processing system and a database system ANS: Some main differences between a database management system and a file processing system are:Both systems contain a collection of data and a set of programs which access that data. A DBMS coordinates both the physical and the logical access to the data, whereas a file-processing system coordinates only the physical access. A DBMS reduces the amount of data duplication by ensuring that a physical piece of data is available to all programs authorized to have access to it, whereas data written by one program in a file-processing system may not be readable by another program.A DBMS is designed to allow flexible access to data (i. e. , queries), whereas a file-processing system is designed to allow pre-determined access to data (i. e. , compiled programs).A DBMS is designed to coordinate multiple users accessing the same data at the same time.A file-processing system is u sually designed to allow one or more programs to access different data files at the same time. In a file-processing system, a file can be accessed by two programs concurrently only if both programs have read-only access to the file.Discussion Topic:2. Suggest three typical business situations where referential integrity avoids data problems. ANS:In an inventory order system, you don't want an order to be deleted if there are inventory order items, or those items will be orphaned. If you are assigning customers to a salesperson, referential integrity would make sure that a customer wasn't assigned to a salesperson that doesn't exist.Payments in an accounting system should only be applied to an account, and if that account number changes, you want entries on that account to be updated as well.Project: 1. Search the Internet to find information about data storage formats. Also do the research on international date formats. Determine whether the date formats used in the United States is the most common format. ANS: According to my research on the Programmers website, I think that we have many different ways to store a program data: plain text which the application has small size of simply structured data, and data are not modified concurrently by multiple users. XML is small size of structured data that are not modified concurrently or frequently. Database which is large structured data or concurrent access is needed. Need for querying and search is a must in the application. Binary data use for streaming objects. Zipping is compression that may be added as another process for any of the above except databases on servers. The international format defined by ISO (ISO 8601) tries to address all these problems by defining a numerical date system as follows: YYYY-MM-DD where * YYYY is the year [all the digits, i. e. 2012] * MM is the month [01 (January) to 12 (December)] * DD is the day [01 to 31] For example, â€Å"3rd of April 2002†, in this international format is written: 2002-04-03 In the United States, dates are traditionally written in the â€Å"month day, year† order. This is the most common format because it used in both traditional numeric date. This date format was commonly used alongside the small endian form in the United Kingdom until the early 20th Century and can be found in both defunct and modern print media such as the London Gazette and The Times, respectively.

Minorities Fall Victim to Achievement Gap

The studies do not Ill and give proof that there Is a problem occurring in American schools. A solution needs to be derived fast: and, a senior admissions officer at Harvard university believes he has a simple-?yet effective-?method to solve the problem. In the essay, â€Å"Paying Kids to Study? It's Not a Crazy Idea,† David L Evans believes we should give incentives to minorities in order to motivate them to strive for academic greatness.First, Evans explains that â€Å"Tiger Woods and Serene and Venus Williams† are at the top of their game and are minorities In their particular sport(11 Evans states that these athletes give minorities' a role model to look up to and a reason to feel good about being different. Tiger Woods and Serene and Venus Williams give students a reason to be leave in hard work and that perseverance pays off, explains Evans. When Woods and the Williams sisters win a match or tournament, they are rewarded with a trophy and/or money. Evans calls the se Incentives, which reward them for their hard work and dedication.Therefore, Evans believes that all minority students should receive incentives Like their favorite major athletes. Evans explains that we should do the same by giving â€Å"material rewards or monetary inducements to minority students as motivation to do well academically' (11). Further, Evans explains that this might seem like a crazy idea but that it is a very thought out plan. Evans explains that some of the most distinguished colleges have awarded student for their achievement. In the same manner, Evans explains that there are Insurance businesses that have discounts for students with good grade.Evans believes molesters should receive such incentives through individuals or groups that would give a couple hundred dollars away to students that have greatly improved their grades. Instead of money Evans says that students may receive â€Å"clothing, sneakers, invitations to fancy dinners tit famous personalities o r chauffeur-driven limousines to proms could serve the same purpose† (11). To continue, Evans explains that even though there were many obstacles for Tiger and the Williams sisters to overcome, they still managed to Decode â€Å"emailed role models In a society Tanat Is In constant pursuit AT material rewards† (11).To conclude, Evans states that we should recognize academic success and reward students with more than Just the usual â€Å"pat on the back† (11). Even though, Evans' idea of giving rewards-?material or monetary-?to minority students is a great idea on paper, but fails when faced with the real world. Evans fails to see the consequences that could arise and he fails to realize that this will not work for every minority student, for everyone is different.Evans should have thought how peer pressure from â€Å"Acting White† really affects students, how moral values and material rewards do not mix, how damages intrinsic values and will not increase s elf-esteem, and how professional athletes as role models can increase academic difficulties. Furthermore, the achievement gap is the gap between minority students and non- minority students academically. As stated above, the achievement gap can be seen wrought â€Å"test scores, grades, drop-out and graduation rates, and almost every relevant indicator of academic performance† (Encourage).Although there are probably hundreds of contributing factors, some are family problems, low-incomes, social problems, and learning problems. Many researchers, reformers, and educators often use the achievement gap compare the gap between White and African-American students, it is also use to compare the gap between Latino students. The achievement gap is also caused by students who have certain disadvantages and attend schools that are unable to understand their particular needs and only hurt hem even more.Another example that shows the achievement gap are the results of the 2006 California Standards Test, which showed that 60. 3% of Whites, 29% of African-Americans, and 27. 4% of Hispanics scored proficiency in English-Language Arts and 53% of Whites, 24. 9% of African-Americans, and 29. 8% of Hispanics scored proficiency in Math (O'Connell). Peer pressure in school can affect many aspects of a students' life and among them is academic achievement. As explained by Evans, â€Å"Acting White† is when an African-American student â€Å"stand[s] apart from the crowd† (11). â€Å"Acting White† by Roland G.Fryer, an assistant professor of economics, explains that acting white can be characterized by the â€Å"academically inclined, but allegedly snobbish, minority students who were shunned by their peers† (53). What Fryer means that they are the minority students who excel in school-?often the richer-?and are separated from their peers because of all the pressure they receive for acting white. To be precise, Fryer explains that for this essay, act ing white refers to â€Å"a set of social interactions in which minority adolescents who get good grades in school enjoy less social popularity than white students who do well academically' (53).Further, acting white â€Å"is most prevalent in racially integrated public schools,† where there is a greater ratio of white to black (54). Fryer explains that there are many variations to the definition of what acting white is, but all show a similar â€Å"reference to situations where some minority adolescents ridicule their minority peers for engaging in behaviors perceived to be characteristics of whites† (54). Fryer also says that since â€Å"reading a book or getting good grades might be perceived as acting white that makes the topic a matter of national concern† (54).As black students Gaps increase above a 3. Level, â€Å"they tend to have fewer and fewer friends† (56). Fryer found through his research that black students did not have the peer pressure of acting white when attending an all Dalai cocoons, out 010 when attending an Integrated cocoons. He also salsa TN African American students that went to a private school had more friends and more â€Å"cross-ethnic friendships† (58). In the essay, â€Å"The Significance of Race in the Racial Gap in Academic Achievement,† Pedro A.Encourage, a professor in the graduate School of Education at Harvard University, and Anti Oakum, a doctoral student in Sociology at he University of Pennsylvania, explain that even when a minority student makes the particular requirements for advanced placement(AP), they will often decline the offer because they do not want to lose their friends. Further, Encourage and Oakum explain that this is also true will other things such as â€Å"the school band, newspaper, debating team or honors society. Acting white plays a huge role in a students' peer group; they want to be in the popular group or the sports group and despite their parents words o f advice they would rather listen to their peer group, which could lead them the wrong way. While Evans goes about his idea of giving rewards to minority students who show improvement in their academics, he makes the assumption that all minorities will participate. Although, incentives might sound good to an African- American student or Hispanic student, it still does not erase the peer pressure students feel from their peers when they excel in school.The feeling of being accepted in a group is greater than that of an education. In the essay â€Å"Money for Mortality [sic],† Mary Argues, a freelance writer living in Reading, PA, explains that rewards can damage the â€Å"virtues of honesty and kindness. â€Å"A reward is a gift; any gift should at least be met with the presumption of genuine gratitude on the part of the giver,† explains Argues. To show how our society believes a good deed must end with a reward, Argues tells a story about a young boy who found an enve lope full of money and returned it to its right-full owner.When the boys school heard of his great deed, they persisted to say that some sort of reward was required and that they $3 he received was cheap. To make things worse, the school presented him with a $1 50 savings bond. Argues believes that his mined the boys sense of self-gratitude. When Argues' son came to her asking for $10 for every A she said, [d]owing well is its own reward. The A Just confirms that. † Argues makes clear that she does praise her son but Just not with money or other incentives.She explains that it is â€Å"not meant to reward or elicit future achievement, but rather to express my genuine delight in the satisfaction he feels at having done his best. † Argues' main point is that rewards cause us to lose sight of our virtues, leaving us â€Å"incapable of feeling a genuine sense of inner peace. † In the essay, Studies Find Reward Often No Motivator,† Life Cohn, a Cambridge, MA wri ter, explains that many people believe that â€Å"rewards promote better performance. Cohn explains that psychologists have â€Å"been finding that rewards can lower performance levels, especially when the performance involves creativity. † â€Å"[T]he sense that something is worth doing for its own sake†¦ Declines when someone is rewarded for doing it† (Cohn). Cohn said that when he studied a group of young children that were rewarded for drawing, they became less likely to draw by themselves than that of children who would draw because they enjoyed it.Cohn explains two reasons why rewards hurt performance: first, â€Å"rewards encourage people to focus narrowly on a task, to do it as quickly as possible and to take few risks;† second, â€Å"people come to see themselves as being controlled by the reward. † Evans fails to realize the difference Detente reward Ana award. A reward Is â€Å"something glen In return Tort something done† and an a ward is â€Å"given after being Judged. † Evans confuses the two when he is explaining how major athletes receive rewards when they win a game or a math or a tournament.Argues and Cohn both see the affects rewards-?creativity and titivation-?can have on a child or a student. Argues sees it through every day things such as reading the newspaper; whereas, Cohn sees it through things such as research. Rewards can ultimately damage intrinsic values and will not increase self-esteem. Steven Rises, a professor of psychology at Ohio State University, explains intrinsic motivations as â€Å"doing something because you want to† and extrinsic motivations as â€Å"seeking a reward. Rises explains that money can be an effective motivator and so can grades, and that everyone is different, therefore, people will have different ways f being motivated. Rises continues to say that â€Å"some people are very curious and enjoy spending a great deal of time learning on their own,† but there are also people that â€Å"don't enjoy learning for its own sake. † Rises explains that many people might not be intrinsically motivated because of the â€Å"negative feelings they cause, such as performance anxiety. In the article â€Å"The Feel-good Trap,† Richard Westbound believes that a students' ability to learn does not deal with rewards or acting white, but that they have no â€Å"confidence in their ability to learn† (12). Westbound explains hat the self-esteem movement believes that â€Å"[r]gassing their self-esteem would boost their achievement† (12). Westbound disagrees with the self-esteem movement and says â€Å"[s]elf-esteem has little or no impact on academic achievement, or on drug use, violence or any other serious problems (12). Even if schools were to raise students' self-esteem levels they would be unable to â€Å"manage humiliation or maturity' (12).Westbound believes â€Å"too much unconditional praise produces not s elf-confidence but cynicism about adults and doubts about themselves† (12). Further, Westbound explains that while focusing on self-esteem â€Å"teachers dumb down curricula, inflate grades and avoid discussing real academic problems with parents† (13). Westbound believes schools need to drop the idea of self-esteem completely and â€Å"should instead set high expectations of children, cultivate in them a wide range of competencies, coping strategies and ethical sensibilities, and show them the value of these abilities† (13).Adults need â€Å"to spend more time with children† and not take the â€Å"short cut† by constantly praising children and giving them their â€Å"time and attention† that they so need and deserve. (13). Westbound believes parents should be more involved in school and help out more at home, in order to fix the achievement gap. On the opposite side, Evans believes rewards will motivate minority students because they will no t themselves and that self-esteem issues will be resolved be rewards and improved academics.In comparison, Rises believes that rewards work only for certain people; different people are motivated by different things. Also, Westbound believes that no reward or motivator will ever affect a students' self-esteem because the issue is set deep within the brain, which rewards will fail to fix. In the essay, â€Å"The Significance of Race in the Racial Gap in Academic Achievement,† Encourage and Oakum see how looking up to major league athletes as role models can affect a students' attitudes towards school.Encourage and Oakum explain that â€Å"many young people believe that they have a greater chance of Decoding a mainly pal tinplate or rap artist than an engineer, doctor or steward programmer. † Even though, the odds of being in a major league sport are very few, students will still set their lives primarily on sports not leaving adequate time for academics. Differing from Encourage and Oakum, Evans believes professional athletes would become the basis of all role models for minority students. Evans fails to realize that this could have major affects on a students' academic achievement.To conclude, Evans makes a whole bunch of assumptions that were not supported by proper evidence. â€Å"Acting White† is much more than standing out in the crowd; it is about minority students feeling socially obligated to decline sports or academics, so they will not lose the friends they have. When a child is growing up they are learning at a rapid pace and then there moral values are screwed up by material rewards, Hereford learning to become dependent on a reward in order to do something; once a student receives a reward for a good grade, they will not have the same feelings toward school as before.Rewards can damage intrinsic values by giving people the perception that they can only complete or do something if they are rewarded for their efforts; further, se lf-esteem is not something that can be fixed by rewards, due to the fact that is requires much more. Lastly, professional athletes are not role models worth looking up to because they can only twist and tangle students attitudes awards school; they feel they have a better chance of making it in a major league sport than in any academically required profession.