Position Paper - Topic - Inside the Minds of Google Essay

Position Paper - Topic - Inside the Minds of Google - Essay Example Instead, different entities that cater for the youth should support them both financially and socially in order to realize their ambitions. Additionally, IT experts and creative minds are stimulated by the success stories of the Google team in terms of working together to attain a common goal (Genzlinger 1). This implies that the aspect of Ms. Bartiromo to address the privacy issue is quite illuminating considering that complaints have been raised how Google handles such information. Therefore, it is imperative to note that security of internet users’ should not contravened because this is a violation of one’s private life. For example, there regular deletion of information contained in most databases of IT companies that are interconnected globally. This is why Google and security items have generated a fuss across different sectors of the nation. In other words, complaints of most modern innovations of technology being used to snoop into the private lives of citizens have even elicited fierce debate in the Congress. Therefore, suggestions have proposed the passing of legislation that monitors how IT comp anies handle the information of its clients and the legal action one is entitled to incase of a violation. In other words, this means that one of the most innovative and a successful company in the world is worried on how it is perceived by its more than one billion clients around the world. Similarly, from the video there is the chief executive of Google, Eric Schmidt explaining how the gigantic IT Company nurtures its workers by fostering a creative environment. This teaches IT managers and other leaders of other companies on the need to cater for its workers in order to attain results desired by the clients on time (Genzlinger 1). However, management should at times adopt its position depending on the existing environment of its workers and the expected goals and objectives. On that perspective, motivation of workers is

Everyone should get check-ups regularly Essay Example for Free

Everyone should get check-ups regularly Essay Through time people have become more and more afraid of physicians. This results in fewer and fewer doctor or dentist visitations. This is not a good habit to fall into. Everyone should get regular doctor and dentist check-ups. The reason for this is to prevent loss of teeth, diseases, and many other things. Firstly, if you started to loose your teeth this would be a very unattractive thing. Many people try to pull this look off and they just cannot do it, very much like the mullet. Why not just go to the dentist every six months for a regular check-up and have your teeth cleaned, x-rayed, and examined so you do not have to have your food in smoothie form because you cannot chew your food with your two teeth. Some more motivation to go to the dentist might be that with those two teeth chilling with all those gums you do not have a very good chance getting a date, a girlfriend, or a wife, unless the girl you are seeing only has two teeth also, then in that case it is all good. Secondly, you should not just wait until you get sick to go to the doctor. You should go at least once a year for a full physical and check-up. Many people let it go until it is too late. This is the case for many things like heart disease, high blood pressure, high cholesterol, lung disease, glaucoma, macro-degeneration, and cancer. These are diseases that cannot be let go, and if let go, could cause death, blindness, or other more severe diseases. Many of these diseases can be eliminated or slowed down if caught at an early stage and may save or extend your life just by getting regular check-ups and physicals. Thirdly, men and women should both go and see their respective genital doctor. Many lives could be saved every year if men and women alike would go get these check-ups to avoid getting testicular cancer, which is becoming more and more prevalent, ovarian cancer, breast cancer, which men can even get, and other diseases which are tied together with peoples private parts. No one should be ashamed or scared to go and see these doctors; no one  should ever be ashamed or scared to try to keep and maintain him or her a healthy body and lifestyle. In conclusion, everybody, grab your wallets, HMO cards, blue cross ? blue shield cards, and head to your nearest dentist or doctor to get your check-ups and physicals. You do not have to hardly anything but sit there and smile. So, open your mouth, stick out your tongue, bite down on this, lift your arms over your head, turn your head and cough, lift up your shirt, drop your drawers, touch you toes, look into the light, and brace yourself Ethel cause that stethoscope is kind of cold. And please do not forget to brush your teeth and before you go to any of these places because dentists and doctors like to see you but do they really need to smell you as well?

Comparing Orlando by Virginia Woolf, Laughter in the Dark by Vladimir N

Comparing Orlando by Virginia Woolf, Laughter in the Dark by Vladimir Nabokov and Orlando by Sally Potter The novels, Orlando by Virginia Woolf and Laughter in the Dark by Vladimir Nabokov, as well as the film, Orlando, written and directed by Sally Potter, are all self-reflexive, or metafictional, i.e., they draw our attention to the processes and techniques of writing and the production of cinema. All three share similarities and differences in setting, narrative technique, characterization and theme. The settings of the above three works all differ but are similar in their reflexivity. Laughter in the Dark occurs in Berlin, Germany at an unspecified time, as is characteristic of fairy tales. This announcement that the novel is a fairy tale identifies the attitude of the narrator, his intention, and cues the reader on what stance s/he should take in order to understand the tale; that is, the reader must not be a gullible and credulous child, but must view the novel as a work of fiction with a point to make, with a lesson to be taught and to be learned. The novel Orlando opens in an attic room in a "gigantic house" where "He  ­ for there could be no doubt of his sex, though the fashion of the time did something to disguise it  ­ was in the act of slicing at the head of a Moor which swung from the rafters." It is uncertain who had struck it from the shoulders of a "vast Pagan who had started up under the moon in the barbarian fields of Africa."(13) This setting for an English au dience is indeterminate, set in a world far away from the present. The reader cannot quite tell what century from the opening lines, except that the fashion would give us a clue as to the gender of the person whose biography this is about, a biography... ... Oxford: Oxford University Press, 1992, VHS VIDEO Orlando. Directed by Sally Potter, l994. WORKS CONSULTED Appel, Alfred Jr. & Charles Newman, editors. Nabokov : criticism, reminiscences, translations, and tributes. Evanston, Illinois: Northwestern University Press, l970. Branden, Nathaniel. The Art of Living Consciously. New York: Simon & Schuster, 1997. Clancy, Laurie. The Novels of Vladimir Nabokov. New York: St. Martin's Press, c1984. Hampton, David. Vladimir Nabokov: A Critical Study of the Novels. Cambridge: Cambridge University Press, c1984. Ross, Charles Stanley. Vladimir Nabokov: Life, Work, and Criticism. Fredericton, N.B. Canada: York Press, cl985. Roth, Phyllis A. Critical Essays on Vladimir Nabokov. Boston: G. K. Hall, c1984. Tschofen, Monique. English 373: Film and Literature Study Guide. Athabasca University, 2000.

Interpretations of our Culture and gender Essay

Culture is a representation of many aspects ranging from indigenous practices, eating habits and even clothing, thus culture is expressed all the way through many and various ways, customs, habits and behaviors. Nevertheless culture is also identified through language. Culture and language are so intertwined and in that complexity, culture can neither be separated from language nor can language be separated from culture. The way people choose to use language in various phases of life affiliates them to a one specific culture from the other. In this context, cultures are very different from one another, for instance in some cultures women have no voice in society and there are roles that they are not allowed to play. However, (Embers 2007) note that, â€Å"it must not be forgotten that some people can create a class through stratification or class which may end in discrimination or segregation†. In this case there is class of the poor and another of the rich and through these classes; people develop a culture befitting them. In matters of sex or gender, some ethnic groups are very discriminative towards women and the class of women has been given lesser roles in society than men. Women do not make decisions or are not involved in decision making processes or procedures. However, it has dawned in many cultures that women play vital roles for the survival of many societies. Many rigid cultures that have rendered women voiceless have realized women at many a times make brilliant decisions than expected. So, what have they done? Women have been listened to and many have been given powerful leadership positions in such cultures to make impacting decisions. Currently, in many cultures women are leaders and they have performed. So far so good, there is no major disagreement and the way forward for many cultures is not to use gender or sex as a whip, but to be specific let girls and boys in any cultural setting get equal education, position and or all other favors, then give them equal opportunities. Reference: Ember, C. & Ember, M. (2007). Cultural Anthropology, 12th Edition. New Jersey: Pearson Education, Inc.

Legacies of Horace Mann and John Dewey

Horace Mann (1796-1859) and John Dewey (1859-1952) are important contributors in the development of American Educational system. Mann regarded education as an effective  Ã‚   tool for training children and individuals into obedient workers while Dewey sees education as a means for growth and preparation of individuals to become democratic citizens (Filler 128; Westbrook 171). In conformity to their educational philosophies,  Ã‚     Ã‚  Mann made efforts that result to an organized, centralized, democratic American education while John Dewey was responsible for the laying down of American theories of democratic, science-respecting education. Mann firmly believed that education helps to alleviate poverty and he stressed this belief in his Twelfth Annual Report on education. He was convinced that educated and trained individuals produced productive labor, and hence contributes to the prosperity of a nation (Filler 128). However, when Horace Mann assumed the leadership of the Board of Education in Massachusetts in 1837, he was confronted with a sad condition of education in America. American educational ideals were low and undemocratic. Furthermore, schools were poorly organized and its curricula and methods were limited and needs modernization. On top of that,   Ã‚  schools were in bad physical condition (Graves 254-255). In short, education during Mann’s time was a neglected and more or less an unimportant part of American society. Mann worked hard to elevate the status of education in his time by promoting education through personal visits of schools in his circuit and publishing Annual Reports. He also secured government funding for schools and established libraries and â€Å"normal† training schools for teachers (Graves 256, 264). As a result, he earned the name the Father of American public education. Mann’s legacy was long lasting, for public schools flourished throughout America today and regarded by most as the best means for transmitting knowledge and training in skills. Hence, the educated American is equipped to be productive. Mann adopted a democratic approach to education. He saw the public school as a means for equalizing education, where children of different social classes learned together. He believed that education should be â€Å"universal† and â€Å"free† (Graves 264).   However, it is strange for modern minds that while Mann envisioned children of all classes learning together in schools he did not oppose segregation (â€Å"Horace† 2001). Nevertheless, Mann’s â€Å"universal† and â€Å"free† view of education is still widely held in America today, except that in modern times school attendance is not only composed of individuals of different social classes but also of different races. John Dewey on the other hand, proposed that the goal of education should produce democratic individuals for a democratic nation. He likened classrooms as representations of a democratic society. He reasoned that the success of a democratic nation lies on its educated people who had developed democratic knowledge and skills needed for a democratic society. Dewey advocated learning by method type of education and not by memorization by repetition (Westbrook 172; Archambault 10-12). In short, his educational style was highly interactive and unites theory and practice. This kind of educational style had been proven effective for learning and American schools today had lessons and curricula   Ã‚  designed for both instructing and experiencing theories. Unlike Mann, Dewey believed that schools should not produce productive worker alone but a citizen whose skills and democratic experiences met   the demands of a democratic society.   For Dewey, acquiring this skill and knowledge is not dependent on the subject matter but on the child’s own instinctive ability and power (Westbrook 177). John Dewey’s supports progressive education. As such, he liberated   students from becoming a slave to traditional knowledge. For him the student is central to education. He encouraged scientific inquiry in the classroom. In fact,  Ã‚   John Dewey was interested to â€Å"fuse the imperatives of science and nature, democracy and humanity† in educational instruction (McCluskey 177). In this sense, he has in some measure touched every stone in the modern American educational structure. It can be said that Horace Mann laid the foundation for the effective operation of American public school while John Dewey provided the theory for it. Of the two, Dewey was more of the philosopher. Mann, on the other hand was not a philosopher, he was a practical man of action whose moral earnestness laid the foundation of American public schools (Graves 266). Works Cited Archambault, Reginald D.   John Dewey on Education. Chicago: University of Chicago Press, 1974. Filler, Louis.  Ã‚   Horace Mann on the Crisis of Education.   Yellow Springs, Ohio: Antioch Press, 1965. Graves, Frank Pierrepont. Great Educators of Three Centuries: Their Work and Its Influence on Modern Education.   New York: Macmillan, 1912. Horace Mann.   2001.   Roundtable, Inc.Accessed April 7, 2008 McCluskey, Neil Gerard. Public Schools and Moral Education: The Influence of Horace Mann, William Torrey Harris, and John Dewey. New York: Columbia University Press, 1958. Westbrook, Robert B.  Ã‚   John Dewey and American Democracy.   Ithaca, NY: Cornell University Press, 1991.