Video Production Essay Example | Topics and Well Written Essays - 2000 words

Video Production - Essay Example could be defined as "a reconstruction or a re-enactment of another or place for a different audience, a graphing of history in and through the cinematic image and taped sound onto the present" (Rabinowitz 16) has proven useful a few years ago in reportage documentary but its usefulness has been superseded by other forms of documentary. For this reason, critics are of the view that reportage documentary has become obsolete while others argue its value still stands the test of time. In the following section, the researcher shall explore the challenges facing reportage documentary, and prove that reportage documentary has become obsolete in the face of changing mass media and depreciation of factual sustenance. Contemporary documentary practices are strived with the rhetoric of truth, and the strategies for authenticity. In modern environment, where reality TV, camcorder autobiography, and YouTube’s are prevalent, the value of documentaries has become lost within the amateur images of "real life" stories. The essence of documentary could only be found in certain segments of the media where authenticity and reportage are still appreciated, and necessary. According to Maria Lind documentary film production mechanisms has transferred from the hands of the professionals with focused goals to reconstruct reality, to the ambivalent amateur teenagers. While journalism continues to be a mainstream reportage mechanism, documentaries has waned in value and content due to the culture of "truth production" sponsored by reality TV production houses (Lind 15). Indeed, Rabinowitz (2) is of the view that the bizarre movements from reportage to reality documentary have degraded the value of true doc umentary works. Instead, documentaries are nowadays reserved for creating notorious video films. More simply, documentaries are being used as the means for creating commercial projects on reels. For example Bonny Kleins Not a Love Story is a documentary which has been designed to

Drug Testing for Welfare Recipients Essay Example for Free

Drug Testing for Welfare Recipients Essay I think that this is an effective thesis statement because it clearly outlines my paper and it states what side of this discussion I have chosen to represent. It is stated clear, concise, and to the point. Because mandatory drug testing for welfare recipients is an issue that is not in full effect, it may be difficult to find opinions from â€Å"reliable† sources concerning such legislation. It may also be difficult to determine long term effects of such a program like cuts in spending and reductions in drug abuse. I will be researching government websites both nationally and locally. I would also like to contact local government representatives to perhaps get an opinion about the idea of said legislation. In addition, because this is such a new topic, there are many newspapers to research that will have the latest on states that want to begin developing the idea of mandatory drug testing. It will be difficult to avoid logical fallicies on this topic. Because I am coming down on one side of this discussion and want to persuade my audience, I will want to use comments and information from those that view it as I do. Using statistics that are deemed factual will help in showing that these are not just biased opinions from politicians that are simply looking for another vote. If I were to begin to persuade a city council meeting or write a letter to my local government representatives about the importance of mandatory drug testing for welfare recipients, I would begin by saying: Welfare is not an entitlement! It was never intended to be as such. When President Roosevelt enacted the Social Security Act in 1935, it was during the great depression, when 25% of Americans were unemployed. Since then welfare has generously extended its hand to millions of Americans (2012). When someone is benefitting from these programs, and is not deemed disabled, it should be viewed as a â€Å"hand up† not a â€Å"hand out†. It is an issue all over the country that welfare is being abused by its benefactors. Cards are being used for ATM withdrawals, to purchase liquor, buying cigarettes, and even gambling in casinos. Food stamps are being openly traded for drugs (Camden, 2011). Not to mention the deception that is occurring about how many dependents a recipient is responsible for. To be subjected to a simple urine test to receive money and benefits from the U. S, government is not too much to bear. It is no different than obliging to mandatory drug testing for a job. Florida state governor Rick Scott has stated that in his state alone they will save 9 million dollars a year because of benefits being cut due to mandatory drug testing. With these kinds of cuts in spending nationwide, it is sure to reduce government spending a great deal. Not to mention the effect it will have on drug abusers. Florida state governor Rick Scott has implemented drug counseling on a volunteer basis for those benefactors that test positive (Delaney, 2011). Cuts in spending, responsible distribution of benefits and reductions in drug abuse, this sounds like a win-win scenario for us all. References Author Unknown, (2012), The History of Welfare, Retrieved from: http://www. elfareinfo. org/history/ Delaney, A. , (2011, November 27). Rick Scott Backs Drug Tests for Welfare Beneficiaries, Public Worker, and Himself, Retrieved from: http://www. huffingtonpost. com/2011/09/27drug-testing-welfare-_n_983235-. html/ Camden, J. , (2011, February 04). The Spokesman-Review, Abuse of Welfare Electronic Benefits Transfer Cards Targeted, Retrieved from: http://www. spokesman. com/stories/2011/feb/04/abuse-of-welfare-electronic-benefits-transfer/

The Problem of Racism :: essays research papers

Racism has many meanings, one of which is the discrimination of a group of people due to their race, color, and religion. In addition, racism is hatred for all races apart from one that is considered the master race. Racism stemmed from the past and is still active today. Racism in the past was purely violent especially in the early 20th Century. When slavery was abolished in America in 1865 racial tension settled in. As the free slaves, where allowed to move freely around the land a majority of the white population still saw them as slaves and did not want to mix with them. Fewer than 50% of the population supported the abolition of slavery. The South was a hotbed for racism in the late 19th Century. Segregation was introduced in the 1920's and 30's. Blacks and whites were kept apart from each other. Sometimes there was a single white line between the races, the blacks were given poor surroundings to reside in, while the whites had comfortable surroundings. People found crossing the line on both sides were given severe punishments especially on the white side of the town. Lynching was a common punishment that was used many times by the white community, sometimes it was arranged. There were separate toilets, separate washbasins, separate shops, separate restaurants and coffee houses and even separate drinking fountains and in schools. The schools were separated for the blacks and the whites it ended in 1954 with schools being told to let the black children go to the same schools as the whites. There were countless demonstrations from the white parents. Segregation was also present on the buses, blacks had to sit on the three back seats and if the bus was full and a white person got on the bus the black person had to give up his/her seat. There was an incident that sparked the whole pacifist movement from Martin Luther King. Rosa Parks was going home from a day shopping, the bus she was on was packed. A white person got on the bus and told her to get up and let him sit down. She refused profusely and was physically thrown of the bus. She was then arrested and imprisoned. This caused a boycott of the bus service from the black population. Many businesses went out of business and the segregation on the buses came to an end. This forced a bill to be

Character Analysis of Connie Essay

Then one day her family leaves her alone and she notices the boy in the car comes to her house and she finds out that he seems to know everything about her. He demands that Connie come to him and in then th story ends as Connie walks out the house toward the mysterious boy. Connie is sexually active, scared, and deceitful. Connie is sexually active. Oates states how Connie knows she is beautiful and she gets a great deal of attention from boys. Connie knows she is gorgeous, so when she goes out, she shows off her body more. When Connie meets the older boy in the resturant, she spends hours with him, and they went in an abandoned alley. Connie often states that she believes sex is a beautiful and fun feeling. Going with this stranger Connie has just met for hours implies she is sexually active in some way. What Oates is trying to say about young girls in general is that by showing off their bodies and meeting with older boys, sex will be pressured onto them. More young females will want to become more sexually active by assuming sex is all good and fun. Connie is scared. Connie does not seem to be afraid of anything. However, once this stranger appears at her house, she becomes a bit more frightened. Connie was always used to doing what she wanted with whomever she wanted. Along came Arnold, who commanded her to come to him and do things with him. Suddenly, Connie does not have the choice anymore. He threatens to harm her family so she is scared and cannot bring herself to even call for help. What Oates is trying to say about being scared is that one will not be scared until the option of deciding for one’s self gets taken away. Connie is deceitful. Connie’s mother often degrades Connie for being vain. Her mother does this because she is worried about Connie and knows Connie gets a great deal of attention from males. Connie’s mother knows what can happen to her if she does not start being careful. Connie still goes out grabbing the attention of boys even though her mother says otherwise. What Oates is trying to say is that children should always listen to their parents, or they may end up in danger. Oates tries to get the reader to understand that parents have been through it all, and children should learn to listen more. In the short story â€Å"Where Are You Going, Where Have You Been? † Oates shows that Connie is sexually active. She is sexually active because she shows off her body and is curious about sex. Connie is scared because she had no choice in what she wanted to do. Connie is deceitful because she did not care or listen to her mother.

Western Art

In the Paris suburb, about 80 km from the city, there stands the one of the most exquisite samples of the French cathedrals of Gothic style, the Chartres. Numerous works on this subject someway mention that â€Å"Gothic architecture began with the quantum leap of Chartres Cathedral, France† (Vickers, 1999). To be more specific about the interior architecture of this building, let us come inside. There are several unique architectural features, ‘cutting-edge’ for the 12th century, introduced in the edifice. First and the most outstanding of them, the flying buttresses, have greatly contributed in the whole architectural solution represented by higher ceiling and thinner walls, which later became typical for Gothic structures. The buttresses allowed redistributing of the roof load outw?rds, and helped to avoid the old practice of thick, heavy walls. Generally, the Cathedral was built in Latin-crossed configuration, as we can see on the plan: As we enter the cathedral, our attention is primarily drawn by multiple arches (another peculiarity of cathedral’s architecture), the stained-glass windows composed of the hundreds of geometric?lly sh?ped glass pieces, and the sculptures illustrating Old Testament scenes. By moving on between the two towers, we are walking over the famous labyrinth, and can see numerous arcades on the both North and South Naves, with clerestory and stained glass above. As we look back to the entrance, we notice one of the three rose windows on the west front. Passing the aspiring aisles leads us to the Crossing, the central part of the building, wider and more spacious. On the left transept our glance is immediately grabbed by the wall painting of Saints fronting the ‘Virgin and Child’ painting on the opposite transept. At the same time we are enjoying the view of cross-type vaulting and upper north and south walls including more rose windows. After the Crossing, we are finally reaching the Choir section and the Ambulatory. The apse of the cathedral is represented with 5 Radiating Chapels. The Chartres Cathedral that we have nowadays, despite fire damages and further restoration, is one of the finest examples of the French Gothic architecture.

Free Essays on Same Sex Relationships

Sexual Orientation in Today’s Society In Today’s spciety, we can brag about our sexual orientation. There are many role models today who are centerpieces for the gay community. These leaders helped get homosexual people to the level that they are on today. â€Å"Taboo† was the word that was used for any discussion on this matter. Thirty years ago, it was unheard of to have a gay character on television, or in politics or even as your co-worker. Now within the last fifteen to twenty years. People have accepted homosexuals even more due to the understanding and severity of the AIDS virus. When the AIDS virus was discovered in 1981, people labeled it as â€Å"Gay Man’s Disease†. This is not the case. True, gay men are a percentage of the growing population of america’s AIDS patients. But included in it are drug users and unfortunate blood transfusions. In this paper, I will elaborate on the many theories why people are homosexual and the predjus ies that they endure. A main idea for the reason why people are gay is the Nurture vs Nature theory. It is one of the ways of thinking that have been thrown up in the air for a while. It tries to prove that since birth that there has been a growing chemical inbalance in the person growing up in society. This of course is not a fashionable notion today. The overwhelming message of the popular culture, which a thousand films and ten thousand love songs drill into us, is that to find a full life we must seek adventure, drink the cup of passion, follow our heart. "Loving you can't be wrong," the voice croons, "because it feels so right." They want to believe this. They may even get a vicarious thrill from watching it work out happily ever after on the silver screen. But in their better moments, they know otherwise. They know, even without Scripture to tell us, that "the heart is devious above all else" (Jer 17:9), that positive experiences and strong desires can never legitimize immoral ity. They k... Free Essays on Same Sex Relationships Free Essays on Same Sex Relationships Sexual Orientation in Today’s Society In Today’s spciety, we can brag about our sexual orientation. There are many role models today who are centerpieces for the gay community. These leaders helped get homosexual people to the level that they are on today. â€Å"Taboo† was the word that was used for any discussion on this matter. Thirty years ago, it was unheard of to have a gay character on television, or in politics or even as your co-worker. Now within the last fifteen to twenty years. People have accepted homosexuals even more due to the understanding and severity of the AIDS virus. When the AIDS virus was discovered in 1981, people labeled it as â€Å"Gay Man’s Disease†. This is not the case. True, gay men are a percentage of the growing population of america’s AIDS patients. But included in it are drug users and unfortunate blood transfusions. In this paper, I will elaborate on the many theories why people are homosexual and the predjus ies that they endure. A main idea for the reason why people are gay is the Nurture vs Nature theory. It is one of the ways of thinking that have been thrown up in the air for a while. It tries to prove that since birth that there has been a growing chemical inbalance in the person growing up in society. This of course is not a fashionable notion today. The overwhelming message of the popular culture, which a thousand films and ten thousand love songs drill into us, is that to find a full life we must seek adventure, drink the cup of passion, follow our heart. "Loving you can't be wrong," the voice croons, "because it feels so right." They want to believe this. They may even get a vicarious thrill from watching it work out happily ever after on the silver screen. But in their better moments, they know otherwise. They know, even without Scripture to tell us, that "the heart is devious above all else" (Jer 17:9), that positive experiences and strong desires can never legitimize immoral ity. They k...

Pearson literature common core grade 9 unit 2 Essay Example

Pearson literature common core grade 9 unit 2 Essay Example Pearson literature common core grade 9 unit 2 Paper Pearson literature common core grade 9 unit 2 Paper Essay Topic: Literature Adroit (adj.) Skillful, expert in the use of the the hands or mind Amicable (adj.) Peaceable, friendly Averse (adj.) Having a deep-seated distaste; opposed; unwilling Belligerent (adj.) (n) Combative, aggresive. One at war Benevolent (adj.) Kindly, charitable Cursory (adj.) Hasty, not thorough Duplicity (n) Treachery, deceitfulness Extol (v) Praise extravagantly Feasible (adj.) Possible, able to be done Grimace (n) (v) A wry face, facial distortion. To make a wry face Holocaust (n) A large scale destruction, especially by fire; a vast slaughter Impervious (adj.) Not affected or hurt by Impetus (n) A moving force, impulse Jeopardy (n) Danger Meticulous (adj) Extremely careful; particular about details Nostalgia (n) A longing for something past; homesickness Quintessence (n) The purest essence or form of something; the most typical example Retrogress (v) To move backwards; to return to an earlier condition Scrutinize (v) To examine closely Tepid (adj) Lukewarm; unenthusiastic, lack of interest

Entry Level Freelance Writing

Entry Level Freelance Writing Entry Level Freelance Writing Entry Level Freelance Writing By Michael You know in your bones that youre a good writer, and you have something worth writing about. How do you make that first step into getting paid for it? Ways to break into writing Start a blog. If youre going to promote a website, why not make it your own website? Start a blog and see if you can make it popular. Writing regularly teaches you how to write. Volunteer to write for a charity. Find a favorite non-profit agency or website. Offer to edit their website or write news releases for them. They probably wont turn you down. Make sure its an organization you care about. Ask them to give you a job title to put on your resume. If what you write gets published, you can put that on your resume too. Accept boring assignments to earn more exciting money. Few novelists get rich quickly (and, alas, even fewer poets but you knew that already). Youll make money faster by writing a brochure, a white paper, a press release, a technical manual, or a trade magazine article. Apply to join a blog network. If youre chosen, youll receive training, support and some cash. Some of the best are About.com, KnowMoreMedia, and b5media. Search the freelance writing job boards. My favorites are About Freelance Writing, Freelance Writing Jobs, Writers Weekly, and Writers Resource Center. Whos hiring writers? Many people think that freelance writing is limited to suggesting a story idea to a magazine editor, who hires you to write the story if the idea is good. But there are so many other places to sell your work than through magazines. And pitching a story idea or querying an editor may or may not lead to your becoming a regular member of the publications stable of writers. Being a family man, I value opportunities for consistent work, so Ive approached my writing career more conservatively. Here are some companies Im familiar with who are paying writers for long-term work, in bite-sized pieces: Mahalo, a human-powered search engine: $10-$15 per page. SearchSays, another human-powered search engine: about $1 per 1000 characters Google, not exactly writing, but they want writer-types for temporary, part-time jobs: $15 per hour Brijit, abstracts of high-class popular magazines: $5 each Historical Abstracts, abstracts of scholarly articles about history and social science: $5.50-$8.50 each, more if you can read other languages (They also recruit volunteers, so specify if you want to be paid). Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Freelance Writing category, check our popular posts, or choose a related post below:70 Idioms with HeartAnyone vs. EveryoneInspiring vs. Inspirational

Essay 2 Example | Topics and Well Written Essays - 250 words - 6

2 - Essay Example Said traces most of his perceptive from the colonial era at a time when America had not become the world’s superpower. At this time, the British had colonies in the East and the French was also on the verge of establishing dynasties in the same location. The paper identifies, interprets and analyzes some of the proponents of the Said for use as a lens in the analysis of a primary text. Said pinpoints some assumptions made by the West about the Orient. He assumes that the West perceives Arabs as dishonest, menacing, anti-western and irrational. The text reveals that the thoughts presented in it are in opposition to how he considers the West to think of themselves (5). Therefore, he outlines his broadly projected image of the people of Arabic nature as they feature in the minds of the Western people. Specifically, he acknowledges that the Arabs exist in the western minds as â€Å"others.† According to them, anyone who is not one of them belongs to the category of others. The author addresses his issues using assumptions that one may risk considering to be truthful (7). If one takes such a positive stance, his ideologies and relations with the Arabs may be jeopardized. Hence, while considering Said’s arguments one should be cautious to avoid bias. The call for a new perception and treatment of â€Å"the Orient† that permits the independent representation of authors who belong to the Orient as opposed to the reliance on the second-hand representation is valuable. In respect to the profound dependence on other personalities for ideas, it is significant to notice the widespread use of the word â€Å"orient† on almost half of the world. The mentioning of a greater part of the world as orient expands the bracket of disparity and intensifies the divide on ideology and identity. However, making such broad generalization is unwarranted in the modern day as nations such as Egypt and the Chinese that have achieved a significant level of

Homosexual in ancient China Essay Example | Topics and Well Written Essays - 1750 words

Homosexual in ancient China - Essay Example e biological men assumes the role of the female in their entire lives and could serve as partners of "male" men who on the other hand do not lose their status in society (Chinese Cultural Studies pp. 1-6 qtd in Britt Hinsch). The aspects of gender analysis views factors that pertains to sexual behavior that are commonly limited by social ethics. Homosexal behavior is mostly defined by how a particular culture actually perceives it (Chinese Cultural Studies, n.d.). Like in other countries, homosexuality or the relationship between men is common in China. Being a conservative country in many ways, Chinas Communist Party does not openly acknowledge the presence of gays in its population. Men to men relationships are considered a crime and those who engage in such intimate relationships are persecuted by the police under the anti-hooliganism laws (Aids and Homosexuality in China, 1997). the â€Å"lords and rulers of his time uses their relatives and â€Å"handsome men† as official,† paving the way for nepotism and favoritism. This practice generally leads to the mismanagement of the states affairs because the emperors, for their love and devotion to the said handsome men, do not listen to their wise counsels (Dr. Tan Chong Kee, 2007). In relation to this is the story of Mizi Xia which tells that if one gains the love of the ruler, his wisdom will be appreciated and the male concubine will enjoy numerous favors. However, if the rulers ardour has cooled, the male lovers wisdom or counsel will be rejected and he will be regarded as a criminal (Chinese Cultural Studies n.d.). Homosexuality in China was likewise prevalent during the Shang Dynasty (16th Century - 11th Century BC), where the term â€Å"Luan Feng† was used to portray homosexuality in the Shang Dynasty Historical Records. When the Han Dynasty (206BC – 220AD) came to power, majority of the Han emperors had â€Å"lovers of their same sex,† such events were noted down on historical records. There were ten

Should governmet impose trade sanctions Essay Example | Topics and Well Written Essays - 250 words

Should governmet impose trade sanctions - Essay Example This means restricted import and export. Trade sanctions result in deprivation of the people from the things and services they need. This helps create a tension within the country on national level wherein the government feels obliged to adhere to the moral and ethical expectations of the other countries so that the trade ties can be opened with them and people can be provided with the things they need. Trade has a direct impact on the economy of a country. The more the trade, the stronger the economy. Imposition of trade sanctions breaks the backbone of a country by bringing its economy down. In an attempt to restore the strength of their economy, countries change their policies for the better. Imposition of trade sanctions, if use constructively, can help change the world by reducing crime, violence, corruption, and genocidal occurrences. However, in order to bring about the optimal results, a number of countries should unite in their policy of trade

ART of Architecture Essay Example | Topics and Well Written Essays - 500 words

ART of Architecture - Essay Example and provide a brief explanation about what makes this place appears to be quite special, â€Å"The Grand Army Plaza† located in Brooklyn, US has been taken into concern for discussion. â€Å"The Grand Army Plaza† can be apparently observed as a monument type, which was founded in the year 1916. It was a great experience to visit this monument and also the place wherein it is located, as these resemble uniform culture along with heritage including ethical considerations (New York Architecture, n.d.). The following pictorial illustration provides a brief idea about the aforesaid monument: Based on the above analysis, it can be affirmed that the factors including concreteness, specificity and definiteness play an imperative role in holding as well as arousing the attention of the viewers to visit a particular place or any historical place for gaining a brief knowledge about a specific subject matter. It is worth mentioning that apart from playing the above discussed role, the three constituents mentioned above also support in determining the effectiveness or the attractions of the historical places in the context of delivering quality works for the visitors with adequate understanding of different facts relating to conceptions and emotions among others. From a logical and future perspective, it can be apparently observed that the historical monument â€Å"The Grand Army Plaza† has been designed by taking into concern varied artifacts and geometries with the intention of attracting the viewers and most vitally to mark a sign of excellence as well as ethnicity am id the Americans and also the viewers worldwide. Thus, it will be vital to mention that better logical and most vitally appropriate incorporation of the above stated constituents will eradicate all complexities and help in delivering works with utmost quality (Strunk & White, 2014; New York Architecture, n.d.). Therefore, from the above analysis and discussion, it can be affirmed from a broader understanding

The Circular Economy Coursework Example | Topics and Well Written Essays - 3000 words

The Circular Economy - Coursework Example It plans to implement practices that will streamline its production process and reduce its energy flows. It wants to achieve a circular economic model by which it can recycle and reuse its manufactured products to minimise its resource utilization as well as cost. Developing manufacturing facilities that use less energy and reduces emission will create greater sustainability as well as reduce the impact on the environment. It aims at procuring the used products from its customers at an agreed price or by offering them discounts on their new purchase. This will not only help the garden tools manufacturing company to reuse various structural and functional parts in the assembly of new equipments but will also market its strategy successfully which is aimed at long term sustainability. The gardener’s job became much easier in the year 1830 when first mechanical land mower was invented (Jenkins, 2015). Now days most of the land mowers are either powered by electricity or gas. It turns blades that either cut like scissors or rotate like a propeller in order to chop the grass. The gas mowers have rotary plates that spin horizontally on a vertical crank shaft. In order to make the blade housing which is called the deck, a machine first applies a lubricating chemical to sheet steel that is coiled when it first comes to the factory (Bralla, 2007). The chemical helps flatten the steel so that it is easier to cut the steel. A press is then used to perforate the sheet every 60 cm. After the press separates the sheet and rounds it off the corners a robotic arm is used to move each segment on to a dock (Koren, 2010). The 500 tonne press then bends the steel like steel foil in between two loads in order to give the steel its basic shape. A robot then leaves the oily deck with the suction cups and then they are moved to another press. The new machine trims the excess around the decks edges. Then

ART of Architecture Essay Example | Topics and Well Written Essays - 500 words

ART of Architecture - Essay Example and provide a brief explanation about what makes this place appears to be quite special, â€Å"The Grand Army Plaza† located in Brooklyn, US has been taken into concern for discussion. â€Å"The Grand Army Plaza† can be apparently observed as a monument type, which was founded in the year 1916. It was a great experience to visit this monument and also the place wherein it is located, as these resemble uniform culture along with heritage including ethical considerations (New York Architecture, n.d.). The following pictorial illustration provides a brief idea about the aforesaid monument: Based on the above analysis, it can be affirmed that the factors including concreteness, specificity and definiteness play an imperative role in holding as well as arousing the attention of the viewers to visit a particular place or any historical place for gaining a brief knowledge about a specific subject matter. It is worth mentioning that apart from playing the above discussed role, the three constituents mentioned above also support in determining the effectiveness or the attractions of the historical places in the context of delivering quality works for the visitors with adequate understanding of different facts relating to conceptions and emotions among others. From a logical and future perspective, it can be apparently observed that the historical monument â€Å"The Grand Army Plaza† has been designed by taking into concern varied artifacts and geometries with the intention of attracting the viewers and most vitally to mark a sign of excellence as well as ethnicity am id the Americans and also the viewers worldwide. Thus, it will be vital to mention that better logical and most vitally appropriate incorporation of the above stated constituents will eradicate all complexities and help in delivering works with utmost quality (Strunk & White, 2014; New York Architecture, n.d.). Therefore, from the above analysis and discussion, it can be affirmed from a broader understanding

Logistics---answer the 6 questions within similar words count Essay

Logistics---answer the 6 questions within similar words count - Essay Example The services of supply chain and logistic ensure customer’s expectations fulfilled. Total quality management; therefore, ensures that supply chain and logistic supply quality products and services to the final consumers. Through total quality management, services of supply chain and logistics are of high quality. In addition, the employees of an organization are able to cooperate with the supply chain and logistic organization through the total quality management. Total quality management improves the quality of products. This is because through total quality management defects reduced, employees become ware of their functions in an organization and they work towards achieving organizational goals of maintaining high quality. Problem solving also become easier because employees work together towards achieving organizational goals, through total quality management techniques, customers get satisfaction from the products produced. Production costs also reduced because employees avoid defects and waste; therefore, there is no room for mistakes during production. Quality circles are organizational groups of employees and supervisors who gather to recognize, assess and find solutions to process and quality problems. Quality circles have the advantage of promoting teamwork in an organization. The idea of team spirit enhanced, and organizational conflicts eliminated. Quality circles employee also work with a positive attitude; therefore, improving the quality. In addition, personality advancement also enhanced. This is because though the circle employees get to learn new skills and the hidden abilities of employees revealed. The working environment also enhanced; employees included in the decision making of the organization in all stages. Productivity enhanced; quality products produced, as a result in addition costs also reduced. In a company such as Kentucky Fried

Ways of the World Essay Example for Free

Ways of the World Essay The Reemergence of a Unified China 1. What are some of the causes that allowed Buddhism and Daoism to creep into China? 2. In what way did the Sui Dynasty unify China from 589-618? 3. Discuss the ways in which the Tang and Song Dynasties were regarded as the â€Å"Golden Age of Chinese Achievement.† Culturally— Politically— Economically— 4. In what ways did women’s lives change during the Tang (618-907) and Song (960-1279) dynasties? China and the Northern Nomads: A Chinese World Order in the Making 5. Why did the Chinese interact with their nomadic neighbors to the north? 6. Even though China saw itself as â€Å"the center of the world,† why did it allow itself to deal with the â€Å"barbarians?† 7. Why did the Chinese government often give other states gifts that were in fact worth more than the tribute those states paid to China? 8. Who were the Xiongnu, the Uighurs, the Khitan, and the Jurchen in relation to the Chinese ? Xiongnu Uighurs Khitan and Jurchen— 9. Did the Chinese convert large numbers of the northern nomads to Chinese cultural ways? Why or Why not? Coping with China: Comparing Korea, Vietnam, and Japan 10. In what political, economic, and social ways did Korea, Vietnam, and Japan experience and respond to Chinese influence? 11. What’s the significance of the Trung Sisters in Vietnam? 12. In what different ways did Japanese and Korean women experience the pressures of Confucian orthodoxy (practices, beliefs)? 13. Why didn’t the Japanese succeed in creating an effective centralized and bureaucratic state to match that of China? China and the Eurasian World Economy 14. What techniques or technologies did China export to other regions of Eurasia? China and Buddhism 15. Between 300 and 800 C.E., what helped to facilitate the acceptance of Buddhism in China? 16. What were the major sources of opposition to Buddhism in China?

Scheduler Choice in Cluster Environment

Scheduler Choice in Cluster Environment Clusters have become more popular and ubiquitous and the number of processors in cluster have also increased considerably. They consist of collection of a homogeneous machines or a host of diverse computational devices which collaborate via a high speed network to execute high-performance applications. Computer industry has widely accepted that future performance increases must largely come from increasing the number of processing cores on a die. This has led to NoC processors. Efficient scheduling of high performance applications on these parallel computing systems is critical to enhance their performance and to improve system throughput. It has been proved that the problem of scheduling tasks with precedence constraints is NP-Complete [Papad, 1994]. The data flow model is gaining popularity as a programming paradigm for parallel computers. Many high-performance applications are a collection of modules which have control/data dependences among them. When the characteristics of an application is fully deterministic, including tasks execution time, size of data communicated between tasks, and task dependencies, the application can be represented by a Directed Acyclic Graph (DAG). With an increase in the number of processing units, expressing parallelism of an application has become a major challenge. Many studies have proved that designing parallel applications using both task and data parallelism is an effective approach than pure data or pure task parallel models. This mixed parallelism achieves both higher scalability and performance. Mixed parallel applications are represented as Parallel Task Graph (PTG), a graph of data parallel tasks. Understanding the importance of task scheduling on a parallel system, an attempt is made to address issues in scheduling multiple applications with the objectives of enhancing the performance of individual applications and also increasing the throughput the parallel computing system. In this thesis, we introduce two new algorithms Level Based Scheduler (LBS) and Improved Level Based Scheduler (ILBS) to schedule parallel applications represented as parallel task graph onto a cluster of multi-core processors with the objective of reducing their completion time. Both algorithms can be used both as static or hybrid schedulers. We argue that hybrid scheduler is a good scheduler choice in a cluster environment to optimize the utilization of its resources. We state that a better way to deal with multiple applications on a cluster is through adoptive space-sharing approach with a promise to benefit both the user and the cluster administrator. In a space-sharing approach, each application is given a set of processors and it is executed on these processors only. A parallel application can be run on a varied number of processors i.e. a moldable job. Hence we argue that it is good to change processor allotment for executing applications depending on the workload on cluster. To perform initial processor allotment and subsequent adaptations if required, methods to find the optimal and maximal number of processors that an application can utilize are developed. Also a novel method to share available processors among multiple competing task graphs is proposed. A framework is developed to bring together the proposed hybrid schedulers, methods to find processor requirement of each application, the scheme to share processors among multiple applicat ions and a new policy to decide processor allotment for each submitted application. Approaches to improve scheduling on a NoC processor is attempted. An approach to make any list scheduling method more time efficient to schedule a task graph on NoC is proposed and experimented. To schedule multiple applications on NoC, the number of cores and which cores to be assigned for each application must be decided. Our belief is that this job of deciding number of cores can be better performed by the joint collaboration of the user and system instead of any one doing it alone. Hence we have developed methods to find the optimal and maximal block of cores that an application can utilize which is later used to decide the actual core allotment for each application. Policies to decide how many and which cores to be assigned for each application are suggested. All the experiments in this thesis are carried out using a discrete event simulator. Benchmark task graphs are taken from different sources, from where other researchers have taken to compare their scheduler performance. The metrics makespan and efficiency of the schedule are used. The developed LBS is compared with MCPA the most widely accepted good scheduler and EMTS the recent PTG scheduler are chosen for performance comparison. The benchmark suite includes regular task graph, random task graph and few real applications task graph. For regular task graphs LBS shows in improvement in makespan by 2-9% in comparison to MCPA. But for irregular PTGs, LBS shows 4-12% performance improvement over MCPA, which is significantly higher than for regular PTGs. Since EMTS uses evolutionary methods, it generates better schedule but at the expense of more computing time. The proposed LBS performance is inferior to EMTS by around 2-7% and 2-4% for regular and random PTGs respectively. Another metric used is the efficiency which is a measure of effective utilization of resources. The efficiency of LBS is more than MCPA, but the improvement is less than that for makespan. This is attributed to the fact task allocation in MCPA leads to better utilization of processors than in L BS. Efficiency of LBS is more than MCPA by 1-3% and less than EMTS by 1-2%. Another scheduler ILBS is compared with LBS and TwoL[rauber 1998], a good method to schedule set of independent tasks. ILBS exhibits performance improvement of 2-7% over LBS and 2-10% over TwoL for regular PTGs. For random PTGs improvement is 6-12% over LBS and 4-8% over TwoL. The increased performance of ILBS for regular PTGs is attributed to the method of finding of the best possible schedule at each level. The performance of the proposed novel method of sharing processors among multiple task graphs is compared with the most recent methods suggested by Tapke et al. The new method exhibited a performance improvement of 6-9% for all categories of task graph and is maximum when the demand for the processors is relatively more than available processors. A complete framework is developed to tailor together the pieces of work carried out. The new policies suggested to decide processor allotment for each task graph show 4-7% performance improvement in average completion time of a task graph. The proposed policy also exhibits better performance for the time required to complete a set of task graphs by 4-7%. Thus the new policy is good from both user and system perspectives. The approach to make list scheduling method more time efficient to generate a schedule for a NoC processor is implemented in DLS[] method and it recorded around 20-45% improvement in execution time. The time is recorded by executing the application on the cycle accurate multi2sim simulator. The new policy proposed to decide the cores allotment for each application performs better than the best methods found in the literature by 4-20%. The issues in scheduling multiple applications on a cluster of multi-core processors and a NoC processor is addressed in this thesis. The observed performance improvement indicate the usefulness of proposed methods.

Importance of The Beast in Lord of The Flies by William Golding Essay

Importance of The Beast in Lord of The Flies by William Golding All the way throughout the book, of ‘Lord of the Flies’ there is one main, big theme; the beast. It was first introduced by a small boy who was described as ‘a shrimp of a boy, about six years old, and on one side of his face was blotted out by a mulberry-coloured birthmark.’ The boy with the mulberry-coloured birthmark said that it was ‘a snake-thing, ever so big.’ By describing the beast as a ‘snake-thing’ makes it sound like as if it is something quite abnormal, because he’s not so sure about it being a snake. This keeps the beast more of a mystery, and starts making the beast as the unknown. The beast being a snake is quite significant because it’s not a huge animal that you can keep a look out for, it’s small and you won’t even know when it’s near you, and can do you as much harm as a lion or tiger would. Ralph when he first hears about the beast laughs it off, and doesn’t think about it seriously. He also convinces the other big boys that it was the small boy’s imagination. ‘Laughing, Ralph looked for confirmation round the ring of faces. The older boys agreed;’ page 35. Every single time someone tries to show Ralph that the people were starting to get scared, and that as the days went on, more and more people became aware of the ‘beast’, he always throws the idea away to show that if he isn’t scared then why should anyone else be; and covers it up by saying that they need to get rescued. ‘ â€Å"The best thing we can do is get our selves rescued.† ’ page 54. So even if Ralph is scared of the beast, his speech leads the readers and the characters of the book to think that he is brave, and doesn’t want to think about the beast becaus... ...ther boys. ‘Simon was crying out something about a dead man†¦The beast struggled†¦There were no words and no movements but the tearing of teeth and claws.’ page 168 – 169. This is quite important because the only person who knew about the beast had now just been killed by the beast within the other boys. One of the main themes throughout the book is shown as part of the boys. Although at the beginning the beast had no importance in the novel, near the end it was the only theme to concentrate on as everyone could only think about torture, hunt and kill. Before Simon had died, there was some kind civilisation around, and people weren’t that much afraid of the beast, as they knew they had someone saying that there was no beast. But after the beast inside themselves kill Simon, everything becomes wild and savage, and there is more of the fear of the unknown. Importance of The Beast in Lord of The Flies by William Golding Essay Importance of The Beast in Lord of The Flies by William Golding All the way throughout the book, of ‘Lord of the Flies’ there is one main, big theme; the beast. It was first introduced by a small boy who was described as ‘a shrimp of a boy, about six years old, and on one side of his face was blotted out by a mulberry-coloured birthmark.’ The boy with the mulberry-coloured birthmark said that it was ‘a snake-thing, ever so big.’ By describing the beast as a ‘snake-thing’ makes it sound like as if it is something quite abnormal, because he’s not so sure about it being a snake. This keeps the beast more of a mystery, and starts making the beast as the unknown. The beast being a snake is quite significant because it’s not a huge animal that you can keep a look out for, it’s small and you won’t even know when it’s near you, and can do you as much harm as a lion or tiger would. Ralph when he first hears about the beast laughs it off, and doesn’t think about it seriously. He also convinces the other big boys that it was the small boy’s imagination. ‘Laughing, Ralph looked for confirmation round the ring of faces. The older boys agreed;’ page 35. Every single time someone tries to show Ralph that the people were starting to get scared, and that as the days went on, more and more people became aware of the ‘beast’, he always throws the idea away to show that if he isn’t scared then why should anyone else be; and covers it up by saying that they need to get rescued. ‘ â€Å"The best thing we can do is get our selves rescued.† ’ page 54. So even if Ralph is scared of the beast, his speech leads the readers and the characters of the book to think that he is brave, and doesn’t want to think about the beast becaus... ...ther boys. ‘Simon was crying out something about a dead man†¦The beast struggled†¦There were no words and no movements but the tearing of teeth and claws.’ page 168 – 169. This is quite important because the only person who knew about the beast had now just been killed by the beast within the other boys. One of the main themes throughout the book is shown as part of the boys. Although at the beginning the beast had no importance in the novel, near the end it was the only theme to concentrate on as everyone could only think about torture, hunt and kill. Before Simon had died, there was some kind civilisation around, and people weren’t that much afraid of the beast, as they knew they had someone saying that there was no beast. But after the beast inside themselves kill Simon, everything becomes wild and savage, and there is more of the fear of the unknown.

A Study On Colleges Online Education Essay

The instruction system in India today has evolved significantly in the last 20 old ages. In the 1990s, most pupils went to a college in their metropolis and studied whatever class was offered at that place. If they lived in a smaller town without a good college, so they were forced to go to their nearest metropolis and live a fighting pupil life, far off from their household. At the terminal of the first decennary in the twenty-first century, nevertheless, the options that pupils have for college have exploded massively. Today, pupils have their pick of college, grade and topics, sitting in the comfort of their place, no affair how little their town is. All they need is a computing machine & A ; the Internet. There are several colleges online that a pupil can take from. From the oldest and most reputed IGNOU ( Indira Gandhi National Open University ) to the vicinity metropolis college, a pupil has their choice of colleges online where they can obtain grades, sheepskin and certifications in any topic they choose. Colleges online typically find B.A. , B.Com. & A ; B.Sc. courses more popular among pupils and IGNOU offers grades in rarer topics like Medical Imaging & A ; Radiology, Fashion Merchandising, Textile Design and even Architecture online. There are a few colleges online that offer complete sheepskin classs online with no text edition or notes in paper at all. These ‘virtual ‘ classs are typically non complete grades but station alumnus sheepskin classs in some specialisations like Cyber Law, Food Safety, Business Process Outsourcing, etc. Most colleges online will follow a method of direction as follows:Printed educational material/textbooks/guides are giving to the pupils at the start of the classRegular assignments, trials are given online which the pupil has to finish in a timely modeFace-to-face contact Sessionss, on-line confabs by which the pupil can clear up uncertainties with the moduleSome colleges online like IGNOU besides offer video cyclosis of lessons which the pupil can see at his or her ain leisureThere are several advantages to analyzing from colleges online. Some of them are given below:The pupil has the pick of colleges to analyze from instead being restricted to the college in their townThe pupil has a wider pick of capable & A ; specialisation to analyze from when taking colleges onlineThe pupil has the flexibleness of agenda with colleges online go forthing clip free for prosecuting another grade, working or even looking after their householdHowever, there are besides many safeguards that a pupil must take before taking from the several colleges online. Some of the safeguards are:Choose a echt college: First, a simple cheque on the University Grants Commission ( UGC ) web site ( www.ugc.ac.in ) will state the pupil whether their college has been reported as sham or has been given accreditation by UGC.Talk to Alumni: All good colleges online will give the pupils some manner to reach alumnas who have completed their class and who prospective pupils can acquire admittance from.Physical Contact: If possible, see the college ‘s office in individual or speak to them through the telephone and justice whether they are an existent college offering existent instruction.Online MBA gradesSeveral Online MBA grades are available on the Internet presents and the pupil is spoilt for pick. How does a pupil travel about measuring which Online MBA grade is the best option for them? There are many standards which are of import when taking an On-line MBA plan and we shall discourse some of them below:The repute of the institute:It is really of import non to acquire an online MBA grade from any unheard of on-line university. If possible, look at on-line MBA grade ‘s merely from colleges that offer full-time MBA grades. Then it will be easier to measure the college utilizing published rankings which appear in magazines. If the college offers merely on-line MBA grades and non full-time grades, so you must look into whether the college is affiliated to a university and authorized to run this plan.The course of study:Merely because it is an on-line MBA grade does n't intend that you should non acquire a good instruction. You are paying the fees for an MBA and you should have an MBA instruction every bit good as a grade. Compare the course of study of the online MBA grade with that of the university ‘s full-time plan.The faculty-student interaction:Some on- line MBA grades merely direct you the class stuff and trials whereas others offer a confab installation with module and the best 1s offer video streaming talks, confabs, webinars and other manners of on-line interaction. Look for the maximal points of interaction between module & A ; pupil ; it will maintain the class interesting for you. Besides make certain that if you need assist or guidance, a module member will be available for you to reach.Contact Sessionss:Though the grade may be an on-line MBA grade, you should hold the option of go toing unrecorded talks and meetings with the module one time in 3-6 months. This is besides an chance to run into other pupils and acquire to cognize them.Alumnuss:Contact old pupils of the online MBA grade plan at the college you plan to go to and see what they have to state about the college. You are finally taking an MBA to foster your calling chances and if your online MBA grade is seen as non utile or worse, harmful, so it could be a waste o f your clip or money. Check the mentions carefully before you pay any fees or sedimentations.Finally some general advice:An online MBA grade can be a rewarding and enriching measure on the corporate ladder.Making the right pick of college and plan for your online MBA grade can do all the difference between it being a great measure or a little measure on your manner to success.Evaluate all your options sagely, talk to as many people as you can.Do n't listen merely to the college ‘s selling talk, what is the best option for the college may non be the best option for your online MBA grade.Online MBA grades can assist you acquire a making while you have a full-time occupation or place duties during the twenty-four hours. But they still require survey and difficult work if you want to derive an instruction from it.While taking an online MBA grade, besides take a expression at the specialisation that is right for your calling way and where you want to travel in the hereafter. The ri ght pick of specialisation can besides assist you alter your calling way.

Educational policy Essay

On Tuesday May eleventh, 2010 David Cameron became the British Prime Minister after forming a Conservative and Liberal Democrat coalition. This followed five days of negotiation as the general election had produced a hung parliament. While the Conservatives were the largest party, they held an inadequate number of seats to meet the threshold for majority rule, and so formed a coalition with the Liberal Democrats, (guardian.co.uk, 2010). Even prior to becoming Prime Minister, David Cameron spoke at length on the Conservatives’ education election manifesto by announcing plans to attract the most educated professional teachers into the classroom. Central to his party’s focus on education was his party’s desires to improve the standard of teacher’s education, he said, â€Å"The most important thing that will determine if a child succeeds is not their background, the curricula, the type of school or the amount of funding, it’s the teacher,† (daily mail.co.uk, 2010). This paper intends to examine the evolution of the Academy school system under the current coalition government, make a comparison between the current the education policy under the coalition government and the tripartite system of the 1944 Butler Education Act. It will examine the effects of both systems on the pupils within them, whether in fact pupils will benefit from the Academy and free school systems or is it the case that there are also be some pupils who are disadvantaged by this  system. There will also be an examination of what will happen to pupils who are not educated in either the academy or free school systems and the influence that market forces will have on the establishment and success of schools. Education is the delivery of knowledge, skills and information from teachers to students; the process of becoming an educated person, (Carr & Kemmis, 1986). Education promotes the abilities to perceive accurately, think critically and act effectively to achieve self-sele cted goals and aspirations, (Gelber Cannon, 2011). It allows individuals to map their experiences and provides a variety of reliable routes for individual’s to return to optimal states when they find themselves facing difficult decisions and life events. Crucially in modern era, education itself is seen as a vital resource for global economies, in fact most first world economies are characterised as ‘learning economies’, (Tze-Chang, 2011). It is the acquisition and retention of knowledge that drives global economies which, in previous generations, were based entirely on pure market forces, (Avis, 1996). Consequently an economy based exclusively on market forces would be unable sustain learning and innovation, (Morgan, 1997). For modern economies to flourish they must develop a combination of a ‘learning economy’ with market forces, (Beckett & Hager, 2002). It is for these reasons that successive governments have recognised the essential value of a higher educated population and have improve the way in which the population is taught from school age right throughout life, (Wolf & Evans, 2011). Even Prior to the Coalition Government taking power, there had been a move towards Neoliberal ideology from the previo us two governments. From 1997 New Labour brought about changes within educational policies that Tony Blair stated were part of the ‘Third Way’. This was intended to evolve social democratic ideals into encompassing the Neo-liberalism that had been prevalent for the decade under Thatcher’s Government, (Hill,2001). Neo-liberalism attempts to evolve away from social democratic principles such, redistributive policy, taxing the very wealthy, defending equal opportunities with a strongly proactive sense of achieving more equal outcomes, relying on the high standard qualifications of professional groups (such as teachers) and regulating these professionals in the interests of equal opportunities. Neo-liberalism focuses on the continuation of the national curriculum which has had a strong influence from central government. So for instance, Margaret Thatcher insisted that events of the previous twenty years had not to be included in history lessons, (Thatcher, 1980). Even today many teachers believe the national curriculum prevents them encouraging creativity and innovation, focusing on a narrow curriculum and a strict testing regime, (McCormick & Burn, 2011). Neo-liberalism encourages the competition of schooling through supporting market forces with the spread of selective `specialist schools’, (Hursh, 2005). New Labour called these ‘Modernising’ comprehensive education’ by encouraging ‘selection and diversity’, (Kassem et al, 2006). One important area of neo-liberal ideology is marrying of private organisations with public services such as education; New Labour termed these `creating new partnerships’, (Clarke et al, 2000). These ideologies question of `standards’ achieved in school tests expecting that education focus on achieving good test results and making these a requirement for entry into Higher Education, (Rowden, 2011). There are concerns that neo-liberal education policies increase in inequalities in terms of social class, (Hill, 2003). In many ways the new school systems will create winners, those who attend new inspiring buildings that are full to the brim with facilities and opportunities for the pupils, however there will also be losers, those who continue to attend buildings possibly built in the 1950’s with teachers who are not amongst the highly paid or highly educated, (Griffiths, 2007). Investment by the private sector, (which is prone to the nuances of market forces) and reduction in public spending on education is considered `increased public expenditure’, from a neoliberal approach, (Goodwin, 2011). The Importance of Teaching, The Schools White Paper 2010, was published 24th November 2010, its intention was to improve the standard of education for teachers and allowing head teachers to recruit and set pay for the highest educated teachers. Following this the Coalition formulated their plans for the future of education in the UK. This would in some respects follow on from New Labour’s neo liberalistic approach of including private organisations in the creation of new ‘Academy Schools’, (Gunter & Forrester, 2008). The first academies were introduced under the Labour government in 2002, (Higher Standards, 2005). Academy schools are independent from local  education authorities and are state funded with assistance from external organisations; these can include businesses, charities or other governmental bodies. The idea followed the inception of charter schools in USA, (Budde, 1988). They were also influenced in part by the Swedish School system. Charter schools are American schools which are independent from their ‘public school system’, (Finn et al, 2000). They were intended to allow the schools themselves more freedom to be more innovative, while being accountable to local education boards for improved student achievement. Charter schools were meant to create partnerships between educators, parents and students. Many Charter Schools began in the 1990’s; however there has been widespread criticism of the Charter school system. One criticism is that funding has in fact not followed the schools, which were often built within deprived areas. This in fact has meant that many have actually lost funding and have gone into administration, (Buckley & Schneider, 2007). Kunskapsskolan schools were established in Sweden in 1999, it translates into ‘Knowledge School’s and currently operates 30 secondary schools in Sweden. Kunskapsskolan schools are privately managed, non-selective and non-fee paying, with funding for these schools provided by the Swedish government, (Eiken, 2011). The Kunskapsskolan model in Sweden has produced higher than average results and is currently the model behind a number of the UK academy schools. The Kunskapsskolan model was based on personalised learning with every student following a long-term learning and attainment plan which is formulated between the student and the student’s Personal Tutor and their parents. The learning plan was designed to ensure that every student achieves the very best results that he or she is capable of. Kunskapsskolan students are offered the opportunity to work at their own pace, using their own learning style to achieve their own goals and those set by accrediting bodies. Parents are encouraged to actively engage in their children’s education, participate in setting goals and are able to monitor their child’s progress through online reporting systems, (Ball, 2008). New Labour intended that the establishment of academies would drive up standards by replacing failing schools in struggling education authorities, (Chitty, 2009). Under New Labour’s guidelines the academy schools could be established only if they held a sp onsor and could raise two  million pounds in independent funding. The government would then contribute  £25 million, (Pennell & West, 2007). The academy would then run the school outside of the local education authority’s (LEA) funding control, but still operate within all the national requirements for curriculum and standards, (Griggs ,2010). The Coalition Government has greatly expanded the number of Academy schools. The Secretary of State for Education, Michael Gove, initially asked every head teacher in England if they would be interested in achieving academy status. By 31st August 2010, 170 mainstream schools had made an application to convert to academy status and as of 1st April 2012 there are 1776 academies in the UK, (education.gov.uk, 2012). The Academies Bill opened up the possibility of applying for Academy status to all schools and no longer required these schools to hold sponsorships or raise the initial  £2 million, (Wilson, 2011). All other schools, irrespective of their ‘Ofsted’ rating, were also able to apply to become academies if they are part of a group which includes a high performing school or if they join an existing successful academy trust. For the first time since its inception primary schools are also permitted to apply for Academy school status, (Bassett et al, 2012). Ofsted refers to the acronym used for the Office for Standards in Education. It monitors and is the overall regulatory body for the provision childminding, child day care, children’s centres, children’s social care, state schools, independent schools (including Academy schools) and teacher training providers, colleges and learning and skills providers in England, (ofsted.gov.uk, 2012). It also monitors the work of the Independent Schools Inspectorate. Following this, The Coalition Government introduced The Education Bill into the House of Commons on Wednesday 26th January 2011 and received Royal Assent on 15th November 2011, (legislation.gov.uk, 2011). The Education Act specified that from now on all new maintained schools must be setup as either an academy or ‘free schools’. So in effect there will be no new state schools, (Needham et al, 2006). Prior to this they launched a new initiative to introduce what they termed ‘Free School’s into the education arena. Free schools are proposed and governed by local community groups such as groups of parents, faith groups or other interested parties. They are free at source to parents and are all-ability state-funded schools set up in response by local people to meet the needs of local communities and in order to improve education for children in their community, (Leo et al, 2010). The first Free Schools opened in September 2011. Alongside Academies and Free schools, The Government also proposed other types of secondary educational settings governed by local community groups such as the University Technical Colleges and Studio Schools were launched. The process of creating a free school begins with the Secretary of State entering into an Academy Arrangement with a person, group of people, or an organisation. These arrangements usually take the form of an â€Å"Academy Agreement†. In this agreement, the government agrees to provide funds for the school in exchange for certain undertakings, including that the school provides provision for children with special educational needs and different abilities. that the curriculum is balanced and broadly based, that in the case of secondary schools, they provide an emphasis in a particular subject such as sport, science or the arts, and that the pupils are drawn wholly or mainly from the area in which the school is located, (Gunter, 2011). One concern voiced is the claim that Academy schools will be completely outside of the control of not only education authorities but national overarching governmental control, (Woods, 2011). However even the regular state schools have increasingly less control by local education authorities and it is certainly the case that successive reforms over the past two decades have given all schools much greater autonomy, (Bangs et al, 2010). Most legislation that governs schools is currently derived from national government or national bodies, such as the national curriculum or Standard Assessment Tests, Ofsted, or government legislation on issues such as safeguarding or Every Child Matters, (Field, 2010). Local education authorities, in fact have increasingly less control over individual schools. LEA’s continue to be responsible for the provision of school places, sitting appeals when a child does not gain a place at their chosen school and taking responsibility when a school fails, (Bradley & Taylor, 2010). LEA’s also continue to have responsibility for the provision of educational psychologists and special educational needs support. Nonetheless, Academy schools system does provide an increasing  amount of freedom not only for head teachers and teachers, in what they teach, how they are structured, pay structures, freedom to adapt the national curriculum and the freedom to vary the length of the school day and how the school sets its holidays, (Bassett et al, 2010) They also offer freedom to pupils in the sorts of the subjects they study and even in fact the kinds of examinations they gain, for instance, the English baccalaureate, (Taylor, 2010) When asked by the BBC’s Mike Baker in 2010, â€Å"what exactly makes an academy different?† The Former Schools Commissioner, Sir Bruce Liddington, stated that they are more, â€Å"a state of mind more than anything else†, (bbc.co.uk, 2010). Sir Bruce Liddington is the director-general of E-Act (formerly Edutrust Academies Charitable Trust), which is responsible 14 academies and free schools which aim to target the education of children in Britainâ⠂¬â„¢s most deprived areas. However critics have voiced concerns in regards to E-Act’s expansion plans in that they wish to create a â€Å"super-chain† of 250 academy and free schools within five years. There has also been criticism of how these schools will be run and the way market practices will influence the teaching, such as buying and selling of intellectual property, (guardian.co.uk, 2011). The Education Secretary, Michael Gove has stated that â€Å"outstanding† schools may possibly no longer have to undergo the Ofsted inspection, freeing them to concentrate solely on education and not preparing for audits. He has also made the link between â€Å"outstanding† schools and Academy schools, by allowing all â€Å"outstanding† schools to automatically achieve Academy status. Clearly this equates academies with quality, (Dept. of Education, 2010). New academy schools will not be able to select purely on ability, however Grammar schools which have converted to Academy status c an continue to do so, (Miller, 2011). Nonetheless Academies can and do select according to the behaviour of the child, (Sales et al, 2010). Much available research points to there being an increase in challenging behaviours amongst children and young people who come from deprived backgrounds, (Wickham, 2011). Michael Gove himself stated, in a speech at Durand Academy in London, ‘There is a direct line to deprivation which begins when children are failed in primary because their behaviour is not policed with proper boundaries and they are not taught how to read properly. When these young people arrive in  secondary school they cannot follow the curriculum and cover up their failure with a show of bravado, acting up in class’, (politics.co.uk, 2011). Michael Gove also made the link between children who have no positive male role model in their lives and, ‘the Educational underclass’, who he believed would ultimately continue on to become, ‘NEETS’ (not in education, employment or training), again making the links between behaviour and social and economic deprivation, (Attewell & Newman, 2011). The attempt to bring children out of poverty and encourage participation in education has been a central theme for the Neo-liberalism policies of the Coalition Government and the previous New Labour Government, (Hall, 2011). However it was the Coalition Government alone who expanded on the idea of the Academy Schools to Include ‘Free Schools’ and the thinking behind such proposals as the University Technical Colleges and Studio Schools. Free Schools are a recent concept introduced by the Coalition Government, making it possible for the first time parents, teachers, faith groups, charities and businesses to set up their own schools, (Morris, 2011). They are non-fee paying and supported by government. Free schools are subject to the School Admissions Code of Practice, other than that they are permitted to accept only those children they chose. The government has stated that Free Schools must meet the same admissions criteria as the National Admissions Code, however they will have the flexibility to select based on their own criteria. These types of schools are an extension of the existing Academies Programme. Free schools are expected to offer a broad and balanced curriculum. They are still su bject to Ofsted inspections and are expected to comply with standard performance measures, (education.gov.uk, 2011) The first 24 free schools opened in autumn 2011. They represent the most overtly market-oriented policy as part of the neo-liberal Coalition government’s school reform policies in England. There is some degree controversy, as these schools are led by market forces and again to achieve success will be motivated to accept only children from a particular group (for instance those of a particular faith). This could lead to some democratic discrimination if they are not made to be fully accountable in terms of the application process, the governance of free schools, and their effect on local authorities, (Hatcher, 2011). There are also some concerns that some free schools will be run for profit. So for example, it was reported in The  Guardian Newspaper,(guardian.co.uk, 2012), that the head of News Corporation, Rupert Murdoch; who is currently being investigated on charges of telephone hacking had had secret meetings with The Education Secretary Michael Gove expressed an interest in applying to set up a free school, (guardian.co.uk, 2012). One example of a free school will be the Phoenix Free School in Oldham which was conceived by Tom Burkard, a former teacher and military instructor. The school itself will be run by ex-military staff and will have a focus on discipline. Burkard says the school will teach children between the ages of 11years and 18years, and will encourage high standards of behaviour, literacy and numeracy, (localschoolsnetwork.org.uk, 2012). University Technical Colleges are described as a new concept in education which offers secondary age pupils from age 14years to 19years olds vocational courses at specialist colleges. There initially proposed by New Labour but had cross party support. The former education secretary, Lord Kenneth Baker proposed them as a means to promote the concept prepare younger people for work. He said, â€Å"We want to forge a partnership between vocational education and universities, further education colleges and employers.† Each university technical college (UTC) will be sponsored by a university or college of further education. They will develop their own specialism, usually to reflect the university’s a rea of excellence. The colleges are intended to be small, with numbers no more than 800 students. Funding is intended to come from sponsorship and from government. The university will not be required to provide funds; however, their assistance is needed for curriculum development, teaching support and guiding student’s education progression. These sorts of courses are intended to reflect a normal weekday and the students will embark on high quality vocational courses rather than purely academic ones. However, there is a requirement that the pupils continue have a background in academic study. Following post sixteen education, the pupils can progress onto apprenticeships utilising support from local employers for day placements with the most up to date equipment. This enhances the employment experience of students and is intended to encourage the development of a work ethic. Pupils can progress on to study for diplomas, A-levels other related qualifications, (edge.co.uk, 2012). There have been  some concerns voiced about the UTCs. For instance, John Bangs who is the head of education at the National Union of Teachers, fears this could lead to reintroducing widespread selection at 14, â€Å"Academies and UTCs are predicators of the kind of pessimism that kids are forever destined for one or other route. It sorts the sheep from the goats, which I’m very opposed to†, (guardian.co.uk, 2010). But Professor Alison Halstead, who is heading a UTC sponsored by Aston University, due to open in 2012, says fears are unfounded. â€Å"Nobody wants academic selection. This type of technical institution is not going to be suitable for all youngsters, and, if it’s not, there are 76 other schools in this area to choose from†. However the Department of Education has strict selection criteria which currently allow UTC’s to select only 10% of pupil admissions based on their aptitude and states that all of new the new school types must comply with the School Admissions Code, (Clegg, 2011). The Studio School is a yet another new concept in education, which seeks to address the growing gap between the skills, and knowledge that young people require to succeed, and those that the current education system provides. Studio Schools are designed for 14-19 year olds of all abilities. They are small schools for 300 students; and with year-round opening and a 9-5 working day, the emphasis will be on creating an environment more like a workplace than a school, (Fuller & Unwin, 2011). Working closely with local employers, Studio Schools will offer a range of academic and vocational qualifications including GCSEs in English, Maths and Science, as well as paid work placements linked directly to employment opportunities in the local area. Students will gain a broad range of employability and life skills through the skills framework, and will have the option to go on to university, further training, and into employment. There are also the concerns that these sorts of education facilities, like the free schools could have influence from market forces, (Bonell et al, 2011). Evidence in the past has suggested that this has a negative effect on children’s education and reduces their life choices in later life, (Gorard, 1997). As mentioned previously, many of the Charter Schools in USA have since failed many because they failed to attract the investment of businesses. The reasons for this are diverse, however some commentators highlight that many were developed within deprived inner city areas. Business ventures did initially contribute funding to set these  schools up but ultimately withdrew support as the area’s the schools were built in, were not in positions to sustain market involvement. It appeared that many were unlikely to become self-sustaining without on-going support from philanthropic communities, (Minow, 2000). It is the frailty of involving market forces into education that causes concerns for many. There are also issues as regards future life choice, for example, would a child whose school was funding entirely by a bank and who experienced the full weight of that bank’s marketing focuses, make another choice as regards their banking when they reached adulthood, (Adkins, 1999)? With all these new types of education structures there appears to be central themes of freedom and flexibility for teachers and head teachers with new opportunities for children, however alongside this there are concerns that these schools will create divisions within the education system. Also what of the children who will not get the opportunity to attend one of these new types of schools? Will they ‘suffer’ from attending less prestigious schools? What of teachers who do not hold prestigious qualifications? Although the new schools are not able to select purely on intellect, they can make some selections which state schools cannot, they can also select out children who have behaviou ral problems. As has been discussed earlier, this does tend to discriminate against children from deprived backgrounds and these were part of the criticisms that the ‘tripartite system of education’ was charged with in the 1960’s In 1944 The Butler Act brought about radical changes for the British Education System with the basic aim was to give every pupil an equal opportunity to develop his or her talents and abilities to the full, within a free system of state education, (Dent ,1948). For the first time the structure of Education in England and Wales was divided into three stages; Primary schools which taught children from 5years old up to the age of 11years, secondary from the age of 11years until 15years (This was increased to 16years from 1973) and then finally optional post-16yrs education in either an academic setting and on to Higher education or vocational qualifications via the further education route. The most important aspect of this was that for the first time, free secondary education became compulsory for all. At the time the Butler Education Act received cross party support, (Boyle, 1972). The Butler Act proposed three  different types of schools; grammar schools (which were intended for the most academic of children), secondary technical schools (which were intended for children who were gifted in the arts, technology or crafts) and secondary modern schools (For everyone else). This became known as the tripartite system. The tripartite system did allow for a small number of schools to combine all three types of school into one ‘Comprehensive system’, however in reality this did not happen, (Francis, 1995). Pupils were assessed by a tests called ‘the eleven plus’ which was administered to them at age 11years. This was a once only test after their 11th birthday. The system was intended to allocate pupils to the schools best suited to their â€Å"abilities and aptitudes†. However increasingly there were many criticisms directed at this system. For instance, the once only test decided a child’s future, the late developers, or children who were ill on the day, children with dyslexia or social problems were expected to achieve the same as any other child. It was almost certainly true that the test which was given by more or less exclusively middle class teachers was biased towards middle class children, for example it might ask a question which related to classical composers, something a middle class child would be more likely to answer right than a working class child, (Moore,1996). The intention had been that there would be parity of esteem between the three types of school, with none holding a more prestigious position than the other two. However, there were often only two types of school available in practice, those pupils classed as ‘Technical’ were denied the opportunity to attend Secondary Technical schools as very few were built. As a result Technical children went to Secondary Modern schools, (Elder, 1965). It was official policy to mark down female scores, so girls on the borderline of the academic threshold were denied a Grammar school education just because of their gender which resulted in them going to Secondary Moderns, (Deem, 1981). In effect, these meant that it became a one opportunity to pass or fail the eleven plus. Those who passed were granted the opportunity to attend Grammar schools, those who failed would be forced to attend Secondary Moderns, (Hendrick, 1997). Ultimately the result that vast majority of children went to Seco ndary Modern schools, (around seventy percent), and only about five percent were accepted into Secondary Technical schools. Consequently the majority of children were automatically considered to have  Ã¢â‚¬Ëœfailed’ the eleven plus, (Simon, 1986). Middle class children certainly derived the most benefit out of the tripartite system, and this was directly at the expense of the working class. Children from middle class homes were more likely to be focused to achieve within education, (Tomlinson, 1991). Middle class children were taught and tested by mostly middle class teachers which asked questions about experiences they were familiar with, (Welford, 1968). Working class children, in particular experienced the democratic prejudice that has more recently been a major criticism of the New Academy school system. For instance the eleven plus was seen as culturally biased towards the middle class; questions related to table place settings for example, something a middle class child would be more likely to be aware of than a working class child, (Marwick, 2003). Children attending the Secondary modern schools were not intended to achieve academic success or enter into the professions. Curriculums were developed out of the interests of local employers, such as manufacturers and agriculture and consequently taught subjects with a practical dimension. As there was no external examinations to be taken at the end of the pupil’s education and pupils were not under pressure to achieve, (Heath, 1984). There was a possibility of staying on for a further year and in the 1950s there was a growing tendency to do so. Those who continued into the 5th year could sit the General Certificate of Education (GCE) and a very small number did continue on to Higher education and the professions, (Little & Westergaard 1964). However this system did change things for many school children. It ensured secondary education was free for all and one of the results of the Act was to educate and mobilise women and the working class for the first time ever (Thompson, 2000). The Tripartite System was abolished by the new Labour government of 1974 and The 1976 Education Act finally ended any selection of pupils by ability thus officially ending the Tripartite System, (Aldrich, 2002). Although certainly there are a small number of Grammar schools who continue to operate and continue to select based entirely on ability. This is in part due to The Thatcher government allowing selection once again in 1979, and it was used increasingly by individual schools eager to choose  the best pupils, (Chitty, 1989). In 1986 the first City Technology Colleges were proposed, arguably inspired by the Technical schools. Although currently there have no further attempts made to restore the Tripartite System, the perceived failure of the Comprehensive System gave New Labour and currently the Coalition Government the impetus to propose â€Å"Beacon Schools†, â€Å"Advanced Schools† and an â€Å"escalator† or â€Å"ladder† of schools, (Brighouse, 2003). So will the new school systems create disparity? Certainly for pupils attending Academies do appear to gain much more from their state school counterparts; often built in brand new or newly renovated buildings, with smart new uniforms, lots of facilities and the best, most engaged and most highly paid teachers, (Gewirtz, 2009). As was discussed earlier, there has been a move by the Coalition Government to increase professional standing amongst teachers, by only allowing those with a first class honours degree to even enter the profession, (education.gov.uk, 2012). As a consequence these young teachers will obviously be sought after and will be attracted to the schools that pay the most, (Avis, 2011). Clearly Academy Schools, who can set their own pay scales, are more likely to attract the best educated teachers, (Lupton, 2011). So what of the rest? Michael Gove has often made the link between non-academy schools and ‘failure’. Immediately thrusting these children in a position of being ‘written off’ as ‘no hopers’ and failures; destined to a life of being a NEET or ending up in youth custody, (politics.co.uk, 212). Will these children in the future, become ‘the rest’ who under the tri-partite system ended up in secondary modern schools, those who were never quite good enough to meet the standards for a grammar school education? In April 2012, the National Association of Schoolmasters Union of Women Teachers’ union (NASUWT) meeting for its annual conference voiced concerns that academies will be used to dismantle national teacher’s pay agreements and will attack the stability of existing state schools, (bbc.co.uk, 2012). Michael Gove has also suggested that organisations of individuals who oppose the changes in the school systems are, â€Å"happy with failure†, (bbc.co.uk, 2012). However in fact, the Academy school system itself has not produced the outstanding educational results expected, (Barker,2012 ). Barker (2012) stated that the changes in the school system  were more likely to, ‘provoke a crisis than to sustain the last government’s drive for improved effectiveness’. There have also been other anxieties voiced by individuals, such as the celebrity chef, Jamie Oliver who accused the Government of attempting to make profits from school children by de-regulating school meals and allowing schools to utilise private companies and his biggest worry, fast food outlets to provide meals for school children, (bbc.co.uk, 2010). For British society to compete in the Global market place, it has to continue to educate its young people. The United Kingdom (UK) can no longer rely on its manufacturing base or the products of commonwealth nations. In the future the UK’s most saleable commodity will be its knowledge. Any Government will need to invest in its young people, encouraging in them a desire to learn and stimulate participation. The UK’s current market is dominated by financial services, especially in banking and insurance. For these services to continue to maintain the prestigious place they hold globally they must supported by continued inn ovation from information technology, architecture, science and the arts. However education is vital not just for the contributions the next generation will provide in creating wealth but as a part of human life in of itself. The importance of education to children and to British life is beyond question. It therefore should continue to attract the highest levels of investment from Government. Government’s led by individuals who most understand what it means to teach children; teachers. Teachers should be the ones to set standards, not big businesses. Children should be encouraged to participate because school is a place where they can feel valued and happy. Schools should ensure safety, not just within buildings or against school bullies but free from the influence of market forces. Governments should encourage parity across all schools and not attempt to make links between certain types of school and failure. The tripartite system benefitted one group of children with the exclusion all others. Modern education policies should not continue to do the same, because as Ghandi said, ‘You must be the Change you wish to see in the world’. 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