Individual Diversity and Organizational Behavior

Individual Diversity and Organizational Behavior Understanding individual diversity is a difficult and challenging task. It has led to many researches, studies, arguments, and dialogues between philosophers and intellectuals. Unfortunately, an induced definition or understanding of individual diversity has not been presented and is still warranted.Advertising We will write a custom essay sample on Individual Diversity and Organizational Behavior specifically for you for only $16.05 $11/page Learn More The demographic variations in the workforce, alterations in organizational structures, and competitive business landscape have all contributed to the element of diversity (both inherent and acquired) in the workforce and has made it customary in contemporary organizations. This paper is aimed to discuss the magnitude of individual diversity and how it has a direct impact on the organizational behavior by providing different examples. Moreover, after presenting a thorough understanding of diversity various org anizational practices have been discussed which could help to enhance business operations and organizational behavior. Individual diversity can be explained as the distinctiveness or the presence of characteristics which are different from each other. In any organizational setup, diversity is witnessed at every level from tasks groups / junior employees to board of directors. It is argued that individual diversity in any organizational setup affects the outcomes of organizations; it reduces employee turnover and increases the performance. Outlining the approach through which the distinctive orientation of individuals both in minority and majority affects groups’ working and operational outcome of companies. This activates the relational identity distinctiveness and can result in eithers benefits or disadvantages based on the management of issues (Kinicki, 2008). At times individuals encounter issues and challenges in group settings. Communication is an important aspect of man aging diversity, which generates negative outcomes in case of poor communication within organizations. Individuals belonging to different cultures often encounter issues of language barriers and lack of interaction with their team members. Some of the issues related to communication diversity include differences in individual perspectives, cultural backgrounds and understanding, knowledge, and designation levels. All these issues are countered in a diversified organization (Tosi Pilati, 2011).Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More To deal with the issue of diversity, effective management is very essential. Some individuals add to inherent diversity while others have acquired diversity. Factors such as age, ethnicity, race, sex and capabilities fall under inherent diversity; while on the other hand, location, income, education, seniority and marital statuses fall under a cquired diversity. In order to diminish the issues of communication managers and leaders should hold different interactive sessions for the workforce so that they get to know each other and communicate with each other. The leaders should directly communicate and sort out issues of members, which will increase productivity and boost employees’ morale (Kinicki, 2008). It depends on managers and executives how they handle diversity and how they formulate effective strategies, which can yield positivity out of the diversity. In almost every organization, executives and team members have diverse background either inherent or acquired. However, individual identities, which are commonly observed, are mainly from differences in race and gender; while differences in physical capabilities and designations contribute to another form of diversity, which is witnessed at large in present organizations. The differences in background and gender help in generation of knowledge, ideas, and bet ter solutions to problems, however, differences in seniority in the workforce often has negative consequences on team members. In this regard, senior employees should work with the team, and they should encourage other members and treat them equally to overcome differences (Weiss, 2001). Organizations at present are becoming more diverse. This is because of the growing competition and globalization. Many MNCs, which operate across borders, hire individuals, who are culturally diverse which generates both inherent and acquired diversity. Moreover, organizations are increasingly adopting diversity because of its enormous benefits, which overcome problems. Individual diversity offers many opportunities and is very beneficial for both employees and organizations. Its benefits include increased productivity, better understanding and approach towards problems, better decision making, interactions, effective marketing and many more.Advertising We will write a custom essay sample on Individual Diversity and Organizational Behavior specifically for you for only $16.05 $11/page Learn More It allows companies to compete in the international market (Kinicki, 2008). Keeping these in view companies like Microsoft and many others are employee highly diverse workforce (Tosi Pilati, 2011). In order to avoid the shortfalls of individual diversity, managers and executives should understand and handle diversity on a broader context. They can make teams by putting together diverse individuals so that they interact more and share ideas. The teams should be small so that they can do the subtasks more efficiently. Ignoring the stereotype, individuals should be allowed to adopt roles and they should be observed and monitored by managers (Weiss, 2001). Another practice is the diversity training of employees through which the organization can manage diversity. Such trainings are conducted to increase awareness among the workforce regarding differences in cultu ral backgrounds, skills and knowledge. Moreover, such trainings also decrease chances of violating each other rights on the basis of race, gender or different backgrounds or levels (Kinicki, 2008). Thus, individual diversity has more benefits and advantages which can overcome its disadvantages, and definitely provides a productive, potential, and competitive edge to the organization. The need is to understand diversity thoroughly and to efficiently manage it through effective approaches and strategies so that better outcomes such as increased productivity and healthy working environment are guaranteed. Reference List Kinicki, A. (2008). Organizational Behavior: Key Concepts, Skills Best Practices. Columbus: McGraw-Hill Learning Solutions. Tosi, H. L., Pilati, M. (2011). Managing Organizational Behavior: Individuals, Teams, Organization and Management. Northampton: Edward Elgar Publishing.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Weiss, J. W. (2001). Organizational behavior and change: managing diversity, cross-cultural dynamics, and ethics. Boston: South-Western College Pub.

Major Innovators of Early Motion Pictures

Major Innovators of Early Motion Pictures The first machine patented in the United States that showed animated pictures or movies was a device called the wheel of life or zoopraxiscope. Patented in 1867 by William Lincoln, it allowed moving drawings or photographs to be viewed through a slit in the zoopraxiscope. However, this was a far cry from motion pictures as we know them today. The Lumià ¨re Brothers and the Birth of Motion Pictures Modern motion picture making began with the invention of the motion picture camera.  French brothers Auguste and Louis Lumià ¨re are often credited with inventing the first motion picture camera, although others had developed similar inventions at around the same time. What the Lumià ¨res invented was special, however. It combined a portable motion-picture camera, film processing unit, and a projector called the Cinematographe. It was  basically a device with three functions in one. The Cinematographe made motion pictures very popular. It can even be said that Lumieres invention gave birth to  the motion picture era.  In 1895, Lumiere and his brother became the first to demonstrate photographic moving pictures projected onto a screen for a paying audience of more than one person. The audience saw ten 50-second films, including the Lumià ¨re brother’s first, Sortie des Usines Lumià ¨re Lyon (Workers Leaving the Lumià ¨re Factory in Lyon). However, the Lumiere brothers were not the first to project film. In 1891, the Edison company successfully demonstrated the Kinetoscope, which enabled one person at a time to view moving pictures. Later in 1896, Edison showed his improved  Vitascope  projector, the first commercially successful projector in the U.S. Here are some of the other key players  and milestones  in the history of motion pictures: Eadweard Muybridge San Francisco photographer Eadweard Muybridge conducted motion-sequence still photographic experiments and is referred to  as the  Father of the Motion Picture, even though he did not make films in the manner in which we know them  today. Thomas Edisons Contributions Thomas Edisons interest in motion pictures began prior to 1888.  However, the visit of Eadweard Muybridge to the inventors laboratory in West Orange in February of that year certainly stimulated Edisons resolve to invent a motion picture camera. Whereas film equipment has undergone drastic changes throughout the course of history, 35mm film has remained the universally accepted film size. We owe the format to a great extent to Edison. In fact, 35mm film was once called the Edison size. George Eastman In 1889, the first commercial transparent roll film, perfected by Eastman and his research chemist, was put on the market. The availability of this flexible film made possible the development of Thomas Edisons motion picture camera in 1891. Colorization Film Colorization was invented by Canadians Wilson Markle and Brian Hunt in 1983.   Walt Disney Mickey Mouses official birthday is November 18, 1928. Thats when he made his first film debut in  Steamboat Willie. While this was the first Mickey Mouse cartoon released, the first Mickey Mouse Cartoon ever made was  Plane Crazy  in 1928 and became the third cartoon released.  Walt Disney  invented Mickey Mouse and the multi-plane camera. Richard M. Hollingshead Richard M. Hollingshead patented and opened the first drive-in theater. Park-In Theaters  opened on June 6, 1933, in Camden, New Jersey. While drive-in showings of movies took place years earlier, Hollingshead was the first to patent the concept.  Ã‚  Ã‚   The IMAX Movie System The IMAX system has its roots in EXPO 67 in Montreal, Canada, where multi-screen films were the hit of the fair. A small group of Canadian filmmakers and entrepreneurs (Graeme Ferguson, Roman Kroitor, and Robert Kerr) who had made some of those popular films decided to design a new system using a single, powerful projector rather than the cumbersome multiple projectors used at that time. To project images of far greater size and with better resolution, the  film is run horizontally so that the image width is greater than the width of the film.

Ah Leon's Memories of a Classroom Essay Example | Topics and Well Written Essays - 750 words

Ah Leon's Memories of a Classroom - Essay Example This essay compares and contrasts two divergent forms of art -- Ah Leon’s ‘Memories of Elementary School’ and James Siena’s exhibit ‘Compare, Contrast, Connect’ – in terms of emotional appeal, form, and theme. While Ah Leon’s ‘Memories of Elementary School’ and James Siena’s ‘Compare, Contrast, Connect’ are ostensibly divergent forms of artistic expression, there are a number of comparative aspects in terms of emotional appeal. Leon’s exhibit is a conceptual piece that recreates an elementary school setting; conversely, Siena’s exhibit contains four etchings with juxtaposed images and colors. In terms of emotional appeal, Leon’s work harkens back to memories of childhood and the process of education. This is contrasted with Siena’s work that is more highly abstract, as it depicts vague exploratory images. In these regards, Siena’s work plays more on direct and int uitive emotions through its elaborate color design and vivid imagery. Still, it’s clear that both images share some emotional qualities. In these regards, they are both clearly concerned with challenging intellectual quandaries. Although Leon’s work contains emotional nostalgia, and Siena’s direct emotional appeal, there is also a removed sort of intellectualism inherent in both works. Another prominent consideration in terms of these works of art is their form. Within this context of understanding, the works perhaps demonstrate their most divergent qualities. The first consideration in these regards is Leon’s ‘Memories of an Elementary School’ as noted above this is broadly characterized through its depiction of seats and chairs of a Taiwanese elementary school. Within this work there is strong regimentation as well as etchings in the desks that further add expressionistic details to the art. In terms of categorical form, Ah Leon’s wo rk clearly falls under what has been termed conceptual art. In these regards, the art form but questions the nature of art, as well as expresses meaning. This aspect of form can be contrasted from Siena’s ‘Compare, Contrast, Connect’. This exhibit can be categorically placed within the context of the abstract art movement and is divergent from Leon’s work in these regards. Indeed, Siena has frequently been characterized for his work in abstraction ("Harlan & weaver," 2010). The work functions less as a self-reflexive question on the nature of artistic expression and more of in terms of the artist’s personal vision. Still, both forms make demands on the viewer as they force them to consider subtle undertones. In Siena’s work this emerges as the viewer is asked to consider the juxtaposition of the four etchings. Ultimately, both forms are on opposing artistic spectrums. A final consideration of these artistic works is in terms of theme. While t hese works seemingly exemplify divergent thematic structures, it’s possible to find similar thematic elements. One of the most notable thematic elements of Leon’s work is his exploration of the rigidity of Taiwanese education. Within this thematic concern is clearly Leon’s characteristic exploration of scale. Indeed, it’s been said of Leon’s other work that, â€Å"The effect of Ah Leon's obsession with scale here is not simply to stun viewers but to move them" (Chung 2000). While Siena’s work lacks a thematic investigation of scale, it does explore a similar mode of personal expression. In these regards

Controversial Paper Research Example | Topics and Well Written Essays - 750 words

Controversial - Research Paper Example mostly people who migrate illegally to other countries are mostly from third world counties to look for better lives in the developed countries for example the Mexicans migrate from Mexico and sneak their way into the USA statistics shows that more than twelve million immigrants live in the USA , but this can be a tough and a hard journey and it is not guaranteed that everybody will reach their destination some of them always end up dying because of cold weather and others fall in the rap of border patrols. Effects of immigration The effects of immigrants in the USA are: Economic theory states that there could be possible effects on the employment and wages of domestic workers, trade between USA and other countries, growth rate and the economy of the country, and the prices that Americans pay for goods and services. Given the broad range of these effects,. The evidence presented depends on theoretical understandings of the likely effects. This principal relies on discussion of immigr ation's likely impact on domestic labor markets. This treatment highlights the main understandings from economic analysis about the effects of immigration. While our primer is written principally for no economists, economists may also be fascinated in the panel's judgment about what the essential truths are. The level of crime has also increased due to illegal immigration. For example, in USA it is believed that Mexicans control the drug industry and they are also in gangs that commit crimes within the country. They gain entrance to the country and then they get fake documents and through this they commit a lot of crime in the country. In some countries, immigrants are the ones who plant bombs and leads to death of the citizens then they flee without trace How immigration can be controlled Various governments and experts have come up with different solutions. For example the Italian Interior Minister suggested a six month legal authorization that it hoped will stem the flow of illeg al immigration and at the same time reduces the cost on the part of the Italian government. The Minister estimates that with his suggestion many immigrants will come into the country through the government system fairly than through exploiting gangs. Also Swedish government has already specified that they will not limit the movement of immigrants through its borders when the new member states join the European Union. The governments stand is based on the European Union act that permits all members freedom of movement within member states. The Swedish government contemplates that the added labor coming from the eastern countries will develop the Swedish economy. It does not plan to limit movement but control it. Governments like the British, French and the Germans have called for tauter border controls with non-European member states. The trinity see this as the main way of regulatory the incursion of immigrants. Under the European Union legislation on immigration, immigrants are ess ential to apply for asylum at their first point of entry. The British government proposed having immigration and asylum centers outside the European Union were claims will be managed in one of those enroute countries. If the plan is largely accepted it is hoped that it will help redistribute more fairly the number of immigrants in Europe. Britain has long been the ideal choice of immigrants coming into the European Unio

Teaching and Culture Essay Example for Free

Teaching and Culture Essay Cumulative cultural texts give a foreground and a context into what to expect for that particular culture. In fact there is a criteria in which any text may be classed as this. Intergenerational, Intertextual, Multidimensional. In short these words mean that the texts within this accumulation relate to each other, they refer to each other within themselves or insinuate links or they apply to the masses and are regarded of any particular text type. In this essay I will be exploring different Cumulative texts within the boundaries of Teaching. By first examining the key arguments of Mitchell and Weber (1999)’s prescribed article and what their views are in which these texts can change teacher Identities. Furthermore comparing and contrasting their study with Dead Poets society (1989) and how typical texts can be linked and provide support for identity within the classroom for both teachers and students. Part A Mitchell and Weber (1999) discuss the importance of the role of cumulative cultural texts in the portrayal of â€Å"The teacher† in society and explore this impact it can have on self-evaluation and analysis of pedagogies of the â€Å"real classroom†. This is done by focusing on a lead text in Dangerous Minds but complimented through comparing and contrasting to intertextual links within the Teaching movie genre. From this examination we can come to the conclusion that from looking at past texts teachers can have some form of model either a how to or a how not on the kind of pedagogies they will engage with and their sense of self as teachers in the classroom. Looking at Dangerous Minds, Good Morning Miss Dove, and To Sir with Love, Mitchell and Weber note the ‘popular texts wouldn’t be popular unless they managed to tap into particular desires of many readers [viewers]’ (Mitchell and Weber, (1999), pp. 167). Texts such as these are a window into the profession of teaching and give society a distorted knowledge on what it is to be a teacher. The dramatization of these texts gives a false sense of expertise to the common man/woman. It leads to an impression that Joe Blow can come up and tell you what it is to be a teacher and how you should go about your classroom. When in fact they are getting a completely skewed view into what the real classroom looks like thus popular culture in the form of the â€Å"hero teacher† having a negative effect on the profession. This leads to the ‘unrealistic and potentially harmful expectations by encouraging teacher fantasy at the expense of reality’ (Mitchell and Weber, (1999), pp. 181). It’s these expectations formed from the cumulative cultural texts which lead to disappointment for both students and teachers. Although these â€Å"hero teachers† stem from real people on the film reel their characters are over romanticised leaving new teachers at a turmoil between the pulling of the popular hero vs. the curriculum. The recurring theme and what can be argued as a centre focus of Mitchell and Webers exploration of the cumulative culture texts of teaching, is that they provide an opportunity for professional development through critical reflection and evaluation. An area in which we can link the contrasting nature between teaching pedagogies in popular culture for uses or reflection and evaluation, is the excerpt where Weber looks at To Sir with love and Dangerous minds. Both of these teachers have been portrayed as â€Å"Hero Teachers† and both have a similar style of racially diverse and disadvantaged rebellious class. As goes with the hero teacher story both teachers break through the barriers faced by these particular children. Who have been recognised as the outcasts of classroom which have been â€Å"turned around† by these teachers Miss Johnson and Sir. But with Webers close analysis between the two we can pick out distinct differences between teaching styles and can be used for some self-evaluation of how to compare your own teaching methods. For example Sir attempts to raise the students intellect through leading by example, guidance to high culture and teaching them self-control, respect and toughness of the mind (Mitchell and Weber, (1999), pp. 178 where as Miss Johnson is ready to step into their shoes on every level including language, dress and position to illustrate to the students that there will be challenges and obstacles in which they have to make their own decisions about. This style lead her to let her arm them with words and ideas in order to make them tougher (Mitchell and Weber, (1999), pp. 178). This little contrast illustrates show teachers can have the same goals and ambitions for their pupils but varying pedagogies will be best suited to you as the teacher and your students. Once this comfort has been achieved there is no wrong or right way to use the classroom. In short Mitchell and Weber argue that teachers should be using popular cultures view on teachers to apply this to their own self-evaluation and self-criticisms of themselves. As this can help us to re-invent and rejuvenate ones role and ones ambitions for what teaching is and how they want to go about teaching their classes on the daily basis. Part B Dead poet’s society (1989) gently slips into sub categorical role of the Hero Teacher in the cumulative cultural texts of teaching. It centres on the teacher John Keating (Robin Williams) taking the creative art of poetry and literature to the highest level of priority within his class room. While simultaneously throwing curriculum and structure out the window. Keating encourages students to go outside the box of Welton colleges standards and become free thinkers. Being a former student of Welton Keating encourages the boys to re-unite an old â€Å"dead poets society† in which the boys would come together and discuss the works of other free thinkers and fight back against the strict views of Welton and their families’ expectations. There are many different forms for representations of teachers within ‘Reels† but the most common and uplifting story which is what seels the movie seats and tickets are the stories of hero teachers. The story of Keating and his throw the curriculum out the window is not dissimilar to the texts in which discovered by Mitchell and Weber in the reading. As discussed before Keating only ads a further end to the spectrum of teaching styles covered in modern day representations of teacher life. The only big issue to be considered when looking back up on theses texts for the purpose of professional development is that they aren’t realistic for the common classroom. Movies always have the perfect conditions or it’s a stable environment designed to the specifications of whatever the director so chooses. Classrooms do not work this way there are many variables and this expectation of the hero teacher can smash the hopes and dreams of many graduate teachers in their pursuit for popularity. Thus we can see the turmoil the teachers in these movies are all perfect souls and do not have underlying ambitions behind becoming popular to students, some people may have hidden motives in which actual learning is set behind of become a hero teacher and getting the status level that people like Keating, Sir and Miss Johnson could achieve. Each in their own way. On deeper analysis of Dead Poets Society (1989) it can be used as a model of what not to do as a teacher. Such as the situation arising between the ambitions of student Niel to follow acting and the performing arts. But this is against the wishes of his parents and he secretly engages with dramatically activities at the encouragement of Keating. As a result the parents find out and a rift is set between Neil and his parents which leads to his death as he commits suicide from the pressure. Evidently this is a reminder of the importance to note the impact and jurisdiction of parents. As teachers we should not intervene in student lives beyond what is necessary, as seen in the movie this encouragement to break the boundaries think outside the box can go too far. Part 3 Essentially I consider that the representations can quite possibly have a positive effect which was well noted by Mitchell and Webber (1999) but can just as much negatively affect a pre-service teachers understanding of what it is for the teacher to do in the classroom. As discussed in part one by comparing to texts of similar contexts which apply to the three criteria of being a cumulative cultural text. These can be used as a mock model in which we can evaluate to ourselves what it means for us to be teachers. But furthermore it can give us insight into the many different ways of teaching. Such as the wildly differing spectrum offered through texts I have looked at. For example the Control styled approach of Sir (Mitchell and Webber, (1999)) and the more involved hold up the mirror lead style by Miss Johnson encouraging students to spread forth and realise their true potentials. Compared to that of Keating in Dead Poets Society who just through curriculum out the window and went for a creative independence lead teaching style. Thus leading to my next point that although there are positives to these texts there are equal negatives that can bring down the teaching profession or set unreasonable expectations on those wishing to pursue the career and become and educator. As mentioned in part 1 ‘popular texts wouldn’t be popular unless they managed to tap into particular desires of many readers [viewers]’ (Mitchell and Weber, (1999), pp. 167). , This highlights the fact that overall these films are not real classrooms and give society and pre-service teachers either a false satisfaction or a welcoming surprise to be introduced into the world of educators. In conclusion I would have to say that the positive far outweighs the negative associated with the cumulative cultural type literature. Therefore texts uch as these can be classed as useful as well as providing a way for teachers to design themselves or re-evaluate their own teaching. It sets a positive eye for the community around teachers and promotes the profession showcasing stories in which teachers are truly making a difference to the lives or their students. These high amount of publication and popularity increases popularity of teachers and the profession in general. These benefits associated with the knowing you can use these texts to model yourself makes them useful.

Detecting Wireless LAN MAC Address Spoofing Essay -- Technology Techno

Detecting Wireless LAN MAC Address Spoofing Abstract An attacker wishing to disrupt a wireless network has a wide arsenal available to them. Many of these tools rely on using a faked MAC address, masquerading as an authorized wireless access point or as an authorized client. Using these tools, an attacker can launch denial of service attacks, bypass access control mechanisms, or falsely advertise services to wireless clients. This presents unique opportunities for attacks against wireless networks that are difficult to detect, since the attacker can present himself as an authorized client by using an altered MAC address. As nearly all wireless NICs permit changing their MAC address to an arbitrary value – through vendor-supplied drivers, open-source drivers or various application programming frameworks – it is trivial for an attacker to wreak havoc on a target wireless LAN. This paper describes some of the techniques attackers utilize to disrupt wireless networks through MAC address spoofing, demonstrated with captured traffic that was generated by the AirJack, FakeAP and Wellenreiter tools. Through the analysis of these traces, the author identifies techniques that can be employed to detect applications that are using spoofed MAC addresses. With this information, wireless equipment manufacturers could implement anomaly-based intrusion detection systems capable of identifying MAC address spoofing to alert administrators of attacks against their networks. Introduction MAC addresses have long been used as the singularly unique layer 2 network identifier in LANs. Through controlled, organizationally unique identifiers (OUI) allocated to hardware manufacturers, MAC addresses are globally unique ... ... Network administrators and intrusion analysts need to be aware of the risks associated with 802.11 network deployment, and the techniques that can be used to identify malicious client activity. Works Cited AirJack. â€Å"Advanced 802.11 Attack Tools.† URL: http://802.11ninja.net/ (12 Nov 2002). FakeAP. â€Å"Black Alchemy Weapons Lab.† URL: http://www.blackalchemy.to/project/fakeap/ (19 Dec 2002). IEEE. â€Å"IEEE OUI and Company_id Assignments.† URL: http://standards.ieee.org/regauth/oui/oui.txt (13 Nov 2002). Malinen, Jouni. â€Å"Host AP driver for Intersil Prism2/2.5/3.† File: README.prism2, URL: http://hostap.epitest.fi/ (13 Nov 2002). Schiffman, Mike. â€Å"Radiate 802.11b frame handling.† URL: http://www.packetfactory.net/projects/radiate/ (13 Nov 2002). Wellenreiter. â€Å"Wireless LAN Discovery and Auditing Tool† URL: http://www.remote-exploit.org/ (19 Dec 2002).

Lab Questions: Latin Music Essay

1. Jazz is a musical style that originated at the beginning of the 20th century in African American communities in the Southern USA. One of the contributions of Latinos to the US, Latin jazz gained popularity in the 1930’s into the late 1940s. 2. They were the original Mambo Kings in New York in the ?40?s and are considered the most innovative and influential orchestra in the genre. 3. Dizzy Gillespie incorporated Latin music into his music by the rhythmical of Latin music with jazz and also using Latin musicians in his band. 4. The Palladium was once a studio in New york but then was home of the mambo where people from different races danced and had fun. 5. The television and films increased the exposure because movies and television shows were exposing some genres of Latin music by dancing and singing in the shows and also in the films. 6. Latin music influenced rock music using some Latin rhythms in their songs to make their song even better. 7. Latin music had such a great influence on the development of popular music because popular music were using some Latin material in their songs and people were amazed to what they were listening to so more and more artists were using Latin rhythms in their music and It sounded great. 8. Well yes because I love dancing so when I listen to some songs to dance to I can hear the Latin material in the songs and it amazes me to know that Latin music is really a big part of our music culture.

Stand Your Ground

Diamond Crenshaw Professor Roost VPA 192: MW 31 October 2013 Stand Your Ground Law Liberty cannot be preserved without general knowledge among the people. -John Adams As many of you are aware about the Traywon Martin / George Zimmerman story as well as Marissa Alexander on going story and both final Judgments so I became very curious about the â€Å"Stand Your Ground† law. In todays society, many young people especially minorities like me who aren't aware about many laws that could actually prevent a harsh Judgment if not any sentencing at all. Stand your round law originally branched off from another familiar law the Castle Doctrine.The Castle Doctrine acts as a self-defense law especially designed for those with homes. If an individual experience an intrusion while home they may act in the best possible way of protecting themselves and cannot be charged with any crime. The stand your ground law was to help those who felt the need to take actions into their own hands during t ragic and horrific situations. In some cases, citizens felt death was a last resort and they should not be penalized for self-defense. In 2005 (Octoberl, to be exact), Florida was the first state to pass a law where you could revoke (go against) the duty to retreat.The duty to retreat is if a person who may be faced with existing danger, they are to retreat (step back) before using any violence. Stand your ground also provide immunity (exception) from being prosecuted or entire trial all together, in most states. Since 2005, 25 other states have also passed this law which are mostly the mid-western and southern and led by Republicans. States with stand your round law condones someone using force before stepping back and no arrest can be made unless there is evidence proving otherwise. Meanwhile every state has their own interpretation of this law, Florida's goes to extreme measures.In Florida, this law could be applied to you in any environment in that state unlike in Wisconsin this law does not extend to public areas. In North Carolina, it's illegal to use a deadly force to a man of the law, landlords and bail bondsman but in South Carolina; you can only apply this law if the person wasn't engaged in illegal activity. In February 2012, Traywon Martin was killed by George Zimmerman who was a neighborhood watchman. Traywon Martin was an unarmed 17 year old boy who was Just walking home from a local store when he was stopped by Zimmerman who felt Traynv'on was up to no good.Zimmerman was taken into custody after being treated for head injuries where he was questioned about the incident for five hours. The police chief released Zimmerman stating that he had a right to defend himself with excessive force and by the Stand Your Ground law he was to release Zimmerman immediately. As this case was heard about throughout the country, great deal of media coverage, and protests Florida decided to make a full investigation. About six weeks after the shooting, Zimmerman wa s finally arrested and charged with murder and if found guilty he was looking at life without any parole.Trial began on June 10, 2013 and after manslaughter charges. The Juries believe Zimmerman was acting in self-defense and there no injustice present. Zimmerman suffered from a fractured nose and injuries on the back of the head. Zimmerman defense team stated due to Martin's taller rame and stamina, he had to act in such a violent way. Traywon Martin was 5'1 1, 185 pounds who played football at his local high school meanwhile George Zimmerman who was 28 years old at the time was 5'8 and 200 pounds.One day after the verdict, the NAACP started a petition asking the Justice department to open a civil rights case against George Zimmerman. In Just a few hours, over 130,000 people signed the petition. Attorney General Eric Holder said the Department of Justice was currently looking into opening a civil rights case and also criticized the stand your ground law. One month after the verdict was read, one of the Jurors spoke out and stated she â€Å"felt in her heart that Zimmerman was guilty and now she regretted her choice†.She also stated that the Judge reminded the Jury when deciding on a sentence to use the evidence at hand and not on sympathy for the family. Nonviolent rallies have been held in over 100 cities about racial profiling. Marissa Alexander is also a victim of the stand your ground law. She is currently serving 20 years for shooting warning shots to her estranged husband who was abusive to her during and after her pregnancy ack in 2010. The mother of 3 had no prior record before the shooting. Alexander went back to her previous home that she thought was deserted to retrieve some of her belongings where she end up arguing with her husband.In the mist of the argument, her husband chased her into her to the bathroom where she locked herself in for protection. Her husband broke down the door, grabs her and slams her head into the bathroom door. Some how she was able to break away from him and immediately ran pass his two young sons and out of the home. She realizes that she eft her car keys inside the home so she retrieves her licensed gun. As she re-entered the home, she fired a warning shot into the wall that ricochet into the ceiling.The court revoke her from using the stand your ground law because they believe she fired the gun with intentions of harming her husband as well as she had the opportunity to get away once she got outside the house. The children were also present during the ordeal and couldVe been harmed as well. In the state of Florida there's a law called 10-20 Life which was passed in 1999 whereas anyone who uses he gun in the commission of certain felonies gets an automatic 10 years in prison, if you fire the gun an automatic 20 years and if you shoot and wound someone you get 25 years to life.Marissa Alexander not only was stripped away her rights of using the stand your ground for acting in self-defense but she was charged with aggravated assault with a deadly weapon and was sentenced to 20 years in prison. In September 2013, the District Court of Appeals for Florida decided to grant Marissa Alexander a new trial since the previous Judge did not properly instruct the Jury on what is onsidered as self-defense.Many politicians including Senator John McCain have stated â€Å"l can also see that the stand your ground law may be something that needs to be reviewed by the Florida Legislature or any other Legislature† where a lot of people are starting to disagree. So what have we learned from Stand Your Ground law? It's okay to kill a young teen who looks suspect because he's wearing a oversized hoodie and when you actually act in self-defense with nobody being harmed you are still used the same in every state and in the state of Florida this law needs major adjustments.

The Complete Guide to AP Environmental Science FRQs

The Complete Guide to AP Environmental Science FRQs SAT / ACT Prep Online Guides and Tips AP Environmental Science is one of the most popular AP classes, but it has the lowest average score among test takers. In fact, more than half of students who take the exam don’t pass it.Oftentimes, the hardest part of the exam is the free-response section which students struggle with because they aren’t sure what to expect or what information graders are looking for.Fortunately, this guide can help. I’ll go over each type of AP Environmental Science FRQ, give sample problems and explanations, and end with tips you should follow in order to get your best score. What’s the Format of the AP Environmental Science Free-Response Section? On the day of the AP exam, your test will have two sections. First, you will have 90 minutes to answer 100 multiple-choice questions, then you’ll move onto the free-response section. Here's the format of the free-response section: 90 minutes total No calculator allowed Includes four questions: 1 document-based question The document-based question will give you a document or an excerpt from a document and ask you questions based on information it contains. The document can be a newspaper article, brochure, or something similar. 1 data set question This question will include data you must analyze and interpret. The data may be in a table, graph, chart, or stated within the question. Parts of the question will require calculations; parts will not. 2 synthesis and evaluation questions These are similar to the document-based question, except they won’t include outside documents. They sometimes include graphs or tables, however, you won’t be expected to do calculations for these types of questions. The free-response section is worth a total of 40% of your score. Most questions are worth 9-11 points, but each question is weighted equally, so each of the four questions will be worth 10% of your final score. In the free-responsesection, you’re expected to show reasoning and analytical skills, as well as the ability to synthesize information from multiple sources into coherent essays. AP Environmental Science FRQExamples Below are each of the three types of free-response questions you’ll see on the AP exam. For each question, I’ll go through the answer step-by-step so you can see how points are earned. Document-Based Question You’ll know the document-based question because it is typically the first question asked and it’ll have that â€Å"torn piece of paper† graphic you see above.Fortunately, compared to many other AP tests, the documents on AP Enviro exams tend to be quite short and there’s only one, so you should be able to read through it quickly.In this case, it looks like the document is part of an article from the Fremont Examiner that was printed in May 2013. Part A: Part A is worth four points: You’ll earn a point for each of the two activities you list and a point for each of the two explanations you give on how the activity alters sediment flow. In order to earn the full four points, the two activities must be reasonable human activities that can alter natural sediment flow, and your explanations must accurately explain how each activity would change the flow of sediment. There are a lot of different answers you could put; here’s a sample answer: Activity 1: Building Dams. Effect on flow of sediments: Building dams could block the flow of sediments from upstream, which would then decrease the sediment downstream of the dam and potentially starve the coast of nutrients. Building dams can also prevent flooding that would allow sediment to be deposited on the floodplain as well as decrease increase flow velocity which can increase erosion downstream. Activity 2: Water Extraction. Effect on flow of sediments: Overuse or over pumping of water can reduce river flows, which in turn decreases the sediment load to the Gulf. Note that you don’t have to write complete paragraphs for every question. It’s enough to clearly label the different parts of your answer and give a thorough explanation. Part B: Part B is worth two points, one point for each description. (Be aware that they’re asking for ecological impacts, not economic impacts). A potential answer could be: 1. Loss of coastal habitats that certain plant and animal species need to survive 2. Increased flooding of coastal wetlands due to the loss of beaches and barrier islands For this answer, you don’t even need to give complete sentences. For the free-response section, don’t add a lot of fluff to your answers thinking it’ll raise your score. Graders are looking for specific points, and the easier you make it to find your answers, the easier they’ll be able to award you points. Part C: Part C has three different parts within it; let’s break them down one by one. (i)This part is worth two points, and you get them just by listing two environmental impacts fertilizer has on the Gulf of Mexico’s marine ecosystem.Potential answer: Increased algae growth and lower dissolved oxygen (ii)This is almost the same as the above question, except now you’re listing economic instead of environmental impacts.Potential answer: decreased property values and increased seafood prices due to lower seafood supply. (iii)For the final part of this question, worth one point, you have to give a strategy to reduce the flow of nutrients into the Mississippi River (besides reducing fertilizer).Potential answer: Add green roofs to reduce runoff. As you’ve probably noticed, document-based questions are pretty straightforward and can usually be answered in a few words or a sentence or two. The key is to pay attention to exactly what the question is asking, going into enough depth to completely answer the question, and making it easy for graders to find each of your answers to the different parts of the question. Make it easy for the graders to find your answers. Data Set Question This is when you'll need to do some calculations. As a reminder, no calculator is allowed on this exam. The good news is that this means that the calculations you’ll need to complete will likely be much simpler than those of other AP science exams. Typically, you’ll only need to complete simple algebraic expressions to solve the problem. Part A: For the first part of this question, worth two points, you don’t need to do any calculations; you just need to list two pollutants that fit the description in the question. Examples: fertilizers, animal feces, pesticides, gasoline, road salts, etc. Part B: Here’s where you’ll complete your first calculation. You can earn one point for correctly setting up the question (so be sure to show your work!) and one point for the correct answer. This is a basic volume question. To answer it, you’ll need to know that the volume of a rectangular solid (which is roughly the shape of most parking lots) is length * width * height. From the question, we know that length= 200m and width=100m, and since we’re calculating based on a 5cm rainfall, width = 5cm. However, these measurements don’t all have the same unit! Before we calculate volume, we have to convert 5cm to meters. 5cm * (1m/100cm)= 0.05m Since there are 100 cm in a meter, this is a pretty simple calculation, but don’t be tempted to skip it and just writedown .05m. Be sure to show your work! If you don’t, you won’t get the maximum number of points. Now that we have all the pieces of info we need, with the correct units, we can plug those numbers into the volume equation: V= 200m * 100m * .05m = $\1000m^{3}$ Part C: You’ll need to complete another volume calculation for this part. This question wants to know the volume of runoff for the entire community, not just the parking lot. As in Part B, this question is also worth two points, one for correctly setting up the question and one for giving the correct answer. We’ll still use our handy V=lwh equation to find the volume of a rectangular solid. We know that the area of Fremont (so length * width) is $\10km^{2}$ , which we’ll need to convert to $\m^{2}$ $\10km^{2}$ * ($\1,000,000m^{2}$/1 $\km^{2}$) = $\10,000,000m^{2}$ We know that height is still .05m, based on part B, so now we can plug our numbers into the volume equation. V = $\10,000,000m^{2}$ * .05m = $\500,000m^{3}$ But, we’re not done yet! Remember, only 20% is covered by impervious surfaces, which we are told to assume are the only areas that generate runoff.So, first, we have to figure out the area of impervious surfaces in Fremont. This just involves finding 20% of Fremont’s total volume: $\500,000m^{3}$ * 0.2= $\100,000m^{3}$ Part D: Part D is worth one point, and, to get that point, you have to give the correct answer with your work shown.This is another question about volumes, but you don’t need to calculate any volumes this time, you just have to do some simple addition and subtraction. Since the treatment plant can treat up to $\10,000m^{3}$ of sewage and storm water a day, and it receives $\5,000m^{3}$ of sewage daily, the runoff that bypasses the plant is the amount of total runoff plus the $\5,000m^{3}$ of regular sewage minus the $\10,000m^{3}$ that would get treated. Runoff that bypasses the plant = Total runoff + $\5,000m^{3}$ - $\10,000m^{3}$ We calculated runoff from the parking lot and the community in part c ($\100,000m^{3}$), so we just need to plug that value in. Runoff that bypasses the plant = $\100,000m^{3}$ + $\5,000m^{3}$ - $\10,000m^{3}$ = $\95,000m^{3}$ Part E: Possible answers: Create wetlands to absorb storm water Install rain barrels and cisterns to collect storm water Install green roofs or rooftop gardens to use storm water Part F: To earn part F’s one point, you must give an environmental problem that occurs when there are extensive paved areas. Possible answers: Erosion caused by flooding or excess runoff Habitat destruction caused by the removal of vegetation Hopefully this sewer is better-prepared for storm water than Fremont's sewer system is. Synthesis and Evaluation Question As a reminder, there are two synthesis and evaluation questions on each AP exam. Here's an example of one: Part A: You can earn up to two points, one for each characteristic. Possible answers:Complex food webs, greater genetic diversity, large number of different species Part B: Part B is worth four points, one point for each activity you provide (up to two) and one point for correctly explaining how each activity results in a loss of biodiversity. Note that you’ll have to use your answers forthis part to come up with your answer for part C, so you may want to take that into account when you’re thinking about which activities to list. This is part of the reason why skimming through the entire question before you begin answering can be very helpful! Possible answers: Activity 1: Logging/deforestation. Explanation: Reduces habitat for many species and causes habitat fragmentation. Activity 2: Introduction of invasive species. Explanation: Displaces native species. Part C: Here you can earn two points, one for each reasonable solution you give for the activities you listed in part b. Possible answers: Activity 1: Logging/deforestation. Solution: Replant trees; engage in selective cutting. Activity 2: Introduction of invasive species. Solution: Create checkpoints for agricultural inspections; create stricter laws on the import of exotic species. Part D: To earn the one point for part D, you need to correctly describe a naturally occurring factor that could lead to a loss of biodiversity. Possible answers: Wildfires can wipe out small populations Hurricanes/tsunamis can destroy estuaries and coastal ecosystems Droughts can cause some species to lose their food sources Part E: Part E is worth two points, one for each ecological benefit you list. Possible answers: Greater control of pest species Water filtration by intact ecosystems More source material for evolution Here's a pest you'd probably like to control. Tips for Solving AP Enviro Free-Response Questions The AP Environmental Science FRQs often trip students up, and, for most questions, the average score is 30-40%. Below are some tips you should keep in mind while studying as well as when you’re taking the test to help you improve your chances of scoring well on this section. 1. Figure OutHow Long You Want to Spend on Each Question Before You Begin You will have 90 minutes to complete the entire free-response section, which gives you about 22 minutes per question.However, you don’t need to spend exactly the same amount of time on each question. In fact, you can divide your time between the four essays any way you want. Some people spend longer on the data set question due to the calculations involved, while others find that the quickest question and take longer to answer questions that require complete sentences or paragraphs.You may spend 15 minutes on one question and close to a half-hour on another. The best way to learn which questions take you longer is to complete a lot of practice problems, which we’ll discuss in the next section. Once you’re comfortable with each type of free-response question, you can go into exam day knowing about how long you want to spend on each question. Also, you absolutely don’t have to answer the questions in order. When you start the section, give them a quick look-through and decide which one you’d like to answer first. A lot of people choose to start with the question they are most confident with so that they’ll (hopefully) have extra time at the end for questions they find trickier. 2. Be Comfortable Solving Equations Without a Calculator AP Environmental Science is the only AP science exam where you cannot use a calculator for the free-response section, which includes the data set question.As you saw above, none of the calculations you’ll need to do are particularly tricky, but if you’re slow at mental math, you could waste a lot of time you’ll need to complete the three other questions in this section. Once again, the best way to prepare for this is to practice. Complete plenty of data set practice problems without a calculator so that you get used to quickly doing math by hand.You don’t want all your hand-earned knowledge to be wasted come test day when you find yourself struggling to solve equations. 3. Keep Your Units Straight My final tip also applies primarily to the data set question. As you saw in the sampleproblem, questions often includemultiple types of units. The sample problem had centimeters, meters, and kilometers.Making a careless error and reading â€Å"5cm† as â€Å"5m† will cost you points on the exam. When you take the test, be sure to pay attention to every unit that you see. Circle or underline the units if you have to in order to make them stand out.Also, you should be a pro at converting between units. You don’t want to waste time trying to remember how many meters are in a kilometer; it should be something you know off the top of your head. Now, even after you’ve become a unit expert, don’t forget to show your work when you convert from one unit to the next. Even if the process of going from meters to kilometers seems ridiculously obvious to you and doesn’t seem like it warrants being written out, do it anyway! Typically, half the points you earn on calculation problems are from showing your work, so don’t let a bit of laziness lower your score. How to Practice Free-Response Questions After reading this far, you now know all the basics of the AP Environmental Science free-response section.However, the way to really conquer the test and get a high score is to become an expert! How can you do that? The best way is to complete lots of practice problems. On their website, the College Board has links to all the previously given free-response questions for exams from 1999-2015.That means you have dozens of official free-response questions to look over and practice.Because there are so many free-response problems, you can begin completing practice problems a few months into your class (say around November) and continuing up until the AP exam. At the beginning of the year, when you’re still learning a lot of the course material, you can read through the questions to find the ones that focus on topics you’ve already covered.In order to get the most of these practice problems, use a timer and give yourself the same timing limitations the real exam will have. Also, no calculator! Conclusion The free-response section of the AP Environmental Science exam is often challenging for students, but becoming familiar with it can go a long way to helping you get a higher score. The free-response section contains four questions: 1 document-based question 1 data set question 2 synthesis and evaluation questions You’ll have 90 minutes to complete this section, and it’s worth 40% of your total score. Also, no calculators are allowed. To maximize your chances of doing well keep these three tips in mind: Figure out how long to spend on each question before you begin Be comfortable solving equations without a calculator Keep your units straight Also, remember to complete lots of practice problems so you’ll feel confident and prepared on the day of the exam. What's Next? Want some more practice materials for AP Enviro? We've got 'em! Check out our guide with links to every AP Environmental Science practice test and quiz available online (coming soon). Now you know what the free-response section will be like, but how do you review for AP Enviro? Our guide walks you through each step of creating a study plan that will pinpoint what you need to study. Wondering when you should start studying for AP Enviro and other AP exams?In our guide, we help you figure out exactly when you need to start cracking open those review books. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Cuneiform - Mesopotamian Writing in Wedges

Cuneiform - Mesopotamian Writing in Wedges Cuneiform, one of the earliest forms of writing, was developed from Proto-Cuneiform in Uruk, Mesopotamia around 3000 BC. The word comes from the Latin, meaning wedge-shaped; we dont know what the script was actually called by its users. Cuneiform is a syllabary, a writing system used to stand for syllables or sounds in a variety of Mesopotamian languages.   According to illustrations included in Neo-Assyrian sculptural reliefs, the triangular symbols of cuneiform were created with wedge-shaped styluses made from the giant cane (Arundo donax) a reed widely available in Mesopotamia, or carved from bone or formed from metal. A cuneiform scribe held the stylus between his thumb and other fingers and pressed the wedge-shaped end into small soft clay tablets held in his other hand. Such tablets were then fired, some intentionally but often accidentally- fortunately for scholars, many cuneiform tablets were not meant for posterity. Cuneiform used for keeping momentous historical records was sometimes chiseled into stone. Decipherment Cracking the cuneiform script was a puzzle for centuries, the solution for which was attempted by numerous scholars. A few major breakthroughs in the 18th and 19th centuries led to its eventual decipherment. The Danish king Frederik V (1746-1766) sent six men to the Arab world to answer scientific and natural history questions and learn the customs. The Royal Danish Arabia Expedition (1761-1767) was comprised of a natural historian, a philologist, a doctor, a painter, a cartographer, and an orderly. Only the cartographer Carsten Niebuhr [1733-1815] survived. In his book Travels Through Arabia, published in 1792, Niebuhr describes a visit to Persepolis where he made copies of the cuneiform inscriptions.Next came philologist Georg Grotefend [1775-1853], who deciphered but didnt claim to translate the Old Persian cuneiform scripts. The Anglo-Irish clergyman Edward Hincks [1792-1866] worked on translations during this period.The most important step was when Henry Creswicke Rawlinson [1810-1895] scaled the steep limestone cliff above the Royal Road of the Achaemenids in Persia to copy the Behistun inscription. This inscription was from the Persian king Darius I (522-486 BC) who had the same t ext bragging about his exploits inscribed in cuneiform in three different languages (Akkadian, Elamite, and Old Persian). Old Persian had already been deciphered when Rawlinson climbed the cliff, allowing him to translate the other languages. Finally, Hincks and Rawlinson worked on another important cuneiform document, the Black Obelisk, a Neo-Assyrian black limestone bas-relief from Nimrud (today in the British Museum) referring to the deeds and military conquests of Shalmaneser III (858-824 BC). By the end of the 1850s together these men were able to read cuneiform. Cuneiform Letters Cuneiform writing as an early language doesnt have the rules about placement and order as our modern languages do. Individual letters and numbers in cuneiform differ in placement and position: the characters can be arranged in different directions around lines and dividers. Lines of text can be horizontal or vertical, parallel, perpendicular, or oblique; they can be inscribed written beginning from the left or from the right. Depending on the steadiness of the hand of the scribe, the wedge shapes may be small or elongated, oblique or straight. Each given symbol in cuneiform could represent a single sound or syllable. For example, according to Windfuhr there are 30 Ugaritic word-related symbols that are made anywhere from 1-7 wedge shapes, while Old Persian had 36 phonic signs made with 1-5 wedges. The Babylonian language used over 500 cuneiform symbols. Using Cuneiform Originally created to communicate in Sumerian, cuneiform proved very useful for the Mesopotamians, and by 2000 BC, the characters were used to write other languages used throughout the region including Akkadian, Hurrian, Elamite, and Urartian. In time the consonantal script of Akkadian replaced cuneiform; the last known example of the use of cuneiform dates to the first century AD. Cuneiform was written by usually anonymous palace and temple scribes, known as dubsars in early Sumerian, and umbisag or tupsarru (tablet writer) in Akkadian. Although its earliest use was for accounting purposes, cuneiform was also used for historical records such as the Behistun inscription, legal records including the Code of Hammurabi, and poetry like the  Epic of Gilgamesh. Cuneiform was also used for administrative records, accounting, mathematics, astronomy, astrology, medicine, divination, and literary texts, including mythology, religion, proverbs, and folk literature. Sources The Cuneiform Digital Library Initiative is an excellent source of information, including a sign list for cuneiform written between 3300-2000 BC. This entry was updated by N.S. Gill Cathcart KJ. 2011. The earliest contributions to the decipherment of Sumerian and Akkadian. Cuneiform Digital Library Journal 2011(001).Couture P. 1984. BA Portrait: Sir Henry Creswicke Rawlinson: Pioneer Cuneiformist. The Biblical Archaeologist 47(3):143-145.Garbutt D. 1984. The significance of ancient Mesopotamia in accounting history. The Accounting Historians Journal 11(1): 83-101.Lucas CJ. 1979. The Scribal Tablet-House in Ancient Mesopotamia. History of Education Quarterly 19(3): 305-32.Oppenheim AL 1975. The Position of the Intellectual in Mesopotamian Society. Daedalus 104(2):37-46.Schmandt-Besserat D. 1981. Decipherment of the Earliest Tablets. Science 211(4479)283-285.Schmitt R. 1993. Cuneiform Script. Encyclopedia Iranica VI(5):456-462.Windfuhr G. 1970. The Cuneiform Signs of Ugarit. Journal of Near Eastern Studies 29(1):48-51.Windfuhr G. 1970. Notes on the old Persian signs. Indo-Iranian Journal 12(2):121-125.Goren Y, Bunimovitz S, Finkelstein I, and Nadav Na. 2003. The l ocation of Alashiya: New evidence from petrographic investigation of Alashiyan Tablets. American Journal of Archaeology 107(2):233-255.

The Role of the Hydrocarbons Regulatory Agency in Norway Coursework

The Role of the Hydrocarbons Regulatory Agency in Norway - Coursework Example This undertaken initiative also includes the structuring of appropriate strategies meant to increasing the effectiveness of oil and natural gas extraction operations within the Arctic regions1. The authoritative body that regulates the hydrocarbon production and distribution within Norway is the Storting (Parliament). This governmental institution has also been provided with the responsibility of structuring appropriate policies that are meant to ensure appropriate environmental safeguard. This governmental infrastructure found its existence during the period of 1814 and since then, it has been majorly involved in the formulation of effective regulations through, which the hydrocarbon resources of this nation can be utilized in a much effective manner. Apart from the Storting (Parliament), multiple other governmental entities also subsist within the nation, which regulates every functional aspect of the hydrocarbon sector of Norway2. Instances in this context can be provided by taking reference of the activities performed by the Ministry of Petroleum and Energy (MPE) and the Petroleum Safety Authority Norway (PSA) in context to utilizing the hydrocarbon resources of this n ation in an effective manner. Thus, this discussion will majorly focus towards understanding the roles and objectives of the hydrocarbon regulatory agencies of Norway. The objective of this discussion will also include summarised facts regarding the techniques through which, the governmental structure of Norway planned to utilize its resource base with the intention of accomplishing the future growth perspectives of the nation’s economy3. Specific comparisons will also be carried out between the roles and responsibilities of the hydrocarbon regulatory agencies of Norway to that of the regulatory agencies of other specific nations. Considering the above facts, a simple

Check the pic Assignment Example | Topics and Well Written Essays - 1500 words

Check the pic - Assignment Example Moreover, on the canvas, some patches of earth tones are visible and this can be interpreted as streams of water. The entire image appears to be immersed in a large water body, probably an ocean. A short distance from the pale brown colored patches, there is a green patch which looks more of vegetation. The vegetation seems to be similarly immersed in water. Despite this, the vegetation looks health and easily distracts attention from the shapeless pale brown images. There is a thick line that runs vertically on the canvas dividing the canvas into two equal portions. On the left side of the canvas, there is a formless figure which looks more of a replication of the image on the right side. This indicates the artist’s prowess in utilizing negative space in creating a masterpiece that communicates the intended meaning without diluting the message or controlling the audience’s mind by providing any kind of realistic information in the image; not even the title can help in making any meaningful interpretations. I strongly believe that through PH-244 of 1953 Still wanted to express the way life was changing in America. The pale brown patches imply the hardship that Americans, particularly the blacks, were undergoing in America, and the green patch denotes a land where all suffering Americans were eagerly eyeing for. For many Americans, during the time of the painting, life had lost meaning, and Still decided to use his artistic prowess in championing for their liberation and equal treatment. Clyfford Still made the image more abstract and avoided giving any meaningful title so that it could have a large audience which could associate themselves with the occurrences in America during the 1950s. PH-244 of 1953 portrays abstraction at its best. In the second image, Still uses some red patches, black color, white and brown to create the image