Symbolism in Edgar Allan Poe's The Masque of the Red Death Essay

Symbolism in Edgar Allan Poe's The Masque of the Red Death - Essay Example Some people would stop reading a cruel story if the writer does not cover his story using symbolic language. In this essay, I intend to illustrate various instances of symbolism portrayed in Allan’s â€Å"The Masque of the Red Death†. A reader of Poe story would ponder about the symbolic language from the time that he or she reads the title of the story. â€Å"The Masque of Red Death†, this title illustrate that Poe has used color to symbolize events in his story. In addition, the name used in the title has a symbolic meaning to reader. Since this is the title of the story and the reader is yet to explore the content of the story. He or she will develop great interest in the story in order to know the deeper meaning of the story and the symbols used by the writer of the story. Poe’s story has three distinct instances in which applications of symbolism appear. The main occurrences are name, number, and color. Poe used color to symbolize emotions, attitude, or feelings of the occurrences in the story. For example, in the story the writer talks of black chamber, which symbolizes death. The writer mentions six other chambers which he gives various colors to illustrate various meaning to the story. ... The red color frightened many characters in the story. The characters tried their best to keep off from the red color because they felt they would bleed to death. It is also important to note that Poe symbolism of color illustrated different moods and meaning to the story. Prince, the chief character in Poe’s story ran through the six chambers at different instances. Notably, each of the six chambers had different colors. This illustrated different moods, which the prince acquired in the story. Human emotions in the story appear to the reader using color. When the prince entered each room, he changed his emotions. It is arguable that in the story, Poe successfully used color to illustrate various stages in life. Red color portrayed a terminal disease, which would eventually lead to the death of the prince as illustrated in the black room. Characters in the story feared red color because they knew it represented a terminal illness that would wipe them from earth. Poe uses numbe r in the story to influence the emotions of the reader. Seven appears as a holy number associated with wonders of the world. Determination of evil in the story is clear as it struggles to destroy the holy number. Probably, the plague of red death occurred in the seventh chamber. In the story, characters are vigilant when it comes to observations of numbers because they knew that each number had a symbolic meaning. As the clock tickled, the characters in the story observed the number that the clock pointed. A change of emotions is evident in their faces in each number that the clock points. At 12 midnight, sad mood engulf the room because red death occurred at this hour. Evidently, life would be good for the characters, as long as the clock hand does not

Implementations of Emission Reduction Strategies as Political Research Paper - 4

Implementations of Emission Reduction Strategies as Political Decisions - Research Paper Example 7-18 December 2009 were the dates when world leaders gathered in Copenhagen to discuss the problems of climate change. The Climate Summit was the fifteenth conference of the global governments and resulted in the announcement of the Copenhagen Accord. This agreement was meant to be reached by the US and a block of BASIC – large developing – countries (China, India, South Africa, and Brazil) in regards to the measures world countries should take in order to reduce human impact on the environment and Earth atmosphere in particular. Though the Accord was outlining the major objectives of the counties cooperation with the purpose of fighting climate change, the paper did not even set any emission reduction targets. There was no information indicating a measurable way of determining each country’s impact on the prevention of temperature rise and no peaking emissions target year. Furthermore, the agreement did not even have any legally bounding force and the only resul ts the Climate Summit had was that the representatives of world countries approved taking note of the Copenhagen Accord. Many countries were opposing the methods and objectives the Accord presented (Buxton 2010) so, as a result, the US did not force the participating countries to officially accept the Accord for fulfillment. Though the document acknowledges the fact that temperature rise should be kept below 2 degrees Celsius with the help of emissions reduction, not specific goals were set for the countries to comply with the objective. Another point was that developing countries that are influenced by climate change most of all were to receive financial aid from developed countries in the period of 2010-2012 for adapting to the climate change (United Nations 2009, 3). The Accord also encourages the practice of paying developing countries for reducing emissions from deforestation and degradation (Vidal, Stratton, and Goldenberg 2009). It should also be noted that previously develop ed proposals that called the countries for limiting temperature rises to 1.5 degrees Celsius and reducing carbon dioxide emissions by 80% by 2050 were abandoned. In addition, the interesting fact is that the United States, who refused to sign the Kyoto Protocol of 1997, was the major contributor to and strongest supporter of the Copenhagen Accord. The country’s motive for objecting to signing documents like the Kyoto Protocol, the purpose of which is the worldwide reduction of greenhouse gas emission, is, most likely economic. The USA is one of the largest environment polluters in the world because of the high level of economic development and great volumes of industrial production (Droge and Kemfert 2005, 246). The signing of such an agreement force the US companies to either invest in the development of environmentally friendly technologies or reduce the levels of production. Either option leads to a decrease in companies’ profit and, consequently, a decrease in the government’s tax income. Fighting the Climate Change: Trade Policies, In any case, the outcomes of the Climate Summit can, according to Droge and Kemfert (2005, 235) be explained by the fact that climate change policies are rather political decisions that have a very strong relation to international trade policy and business operations. A study conducted by Droge and Kemfert (2005, 235) is focused on the trade policies related to climate.

African Insurgency Groups: Causes and Responses

African Insurgency Groups: Causes and Responses Daniel Silberstein In response to a spate of violent attacks from the Kenyan capital to the coast President Uhuru Kenyatta has decreed that they â€Å"will not flinch in war against terrorists†, specifically against the Al-Shabaab militant group headquartered in Somalia. His publicly declared position of a robust, aggressive, and continued response against what he refers to as an, â€Å"extremist caliphate† intent on asserting dominance in the region, is certain to be met with both solidarity and criticism amongst Kenyans, Africans, and the global community. Nigeria, home to Africa’s largest economy (according to an April BBC report) also finds itself on the brink of a larger conflict. Flanked by militant insurgency, attributed mostly to the Boko Haram, in the north and the new capital of piracy on its southern shores. The reverberations of these conflicts are uncertain. But, in order to foresee, and perhaps assuage, the consequences of this campaign, and to limit the devastation w e are likely to witness, it is paramount that international interventions adapt and correlations be drawn between this rising contention and contemporary conflicts that define modern warfare. Firstly, this should not be perceived as merely a symptom of the popularized narrative of another African affliction. This is to say that, historically, aggressions were relatively limited in regional scope. This does not downplay the reprehensible past conflicts in Africa: the horrors of genocide – such as Rwanda, Darfur, etc. and entrenched prolonged warfare – such as Mali, Democratic Republic of Congo, etc. This is simply, and necessarily, to illustrate that the ramifications of warfare in Africa is quickly becoming a global hazard. The overwhelming contribution to this crises so far? Money, and quite literally tons of it. A 2009 WSJ article by Dambisa Moyo estimated over $1 trillion in fact. So, while the hopes of assisting in curtailing violence and degradation in the region have existed for decades, through foreign aid and, military and political partnerships, it is apparent that the structures in place for facilitation and management have failed to meet expectations. The current system of aid in Africa has become almost farcical. Broad strokes of assistance have missed the mark at best and have been actively harmful at worst. Much of the governmental fixtures that have grown from the influx of poorly distributed aid have actually stifled the genuine progress of their respective constituencies. Political institutions have propagated mostly as middle-men, profiteering from the flow of aid. In 2013, Transparency International placed all but five Sub-Saharan nations on the bottom half of its corruption rankings list. A new course of action is imperative to foster safety and augment economic growth. A discourse about the patronage of wealthy nations in intelligent intervention and investment is becoming more and more vital. That being said, undeterred by turmoil Africa is on the verge of a new day. Racked between geo-political vestiges of imperialism and vulnerable as potential prey to an aloof globalized economy, the region has desperately been seeking for a foothold of stability since the end of WW2. Despite a gridlock of corruption, sectarian violence, and humanitarian disasters, this century is poised to see African nations propelled into an elevated global status, both politically and economically. Countries like Botswana, Angola, and many others are experiencing an enormous growth in their middle-class sectors, which according to â€Å"The Economist† is projected to equal India’s middle-class sometime in 2015. While not the equivalent of the Western standard for middle-class this, consumer base will exponentially increase the marketability and influence of Africa’s economic bids. The consequences of increased economic pertinence is apparent throughout. A budding group of billi onaires speckle the continent, twenty-nine in fact according to Forbes in March. This is up from twenty only one year earlier. Granted, many are South African or hail from Northern Africa, countries not normally framed with Sub-Saharan Africa, but the proximity itself imparts salience. While functional and profitable large businesses develop, along with a stable middle-class, many African nations’ governments are beginning to politically mature. Even pockets of success from more circumspect aid programs exist, especially with micro-grants and loans to ground-level African entrepreneurs, demining initiatives, and the proliferation of educational opportunities. Considering Africa’s historical failures, and a perhaps tenuous grip upon a wave of rapid development, what are the right answers to best facilitate peace and stability? The necessity of foreign aid and intervention still exists. Reevaluating the distribution and access of aid, and developing prudent intervention strategies to comply with measurable outcomes is the only hope for these nations to surmount the magnitude of adversity that haunts the continent. Invariably, it seems to me, certain criteria must be met before a nation can hope to flourish: security and stability, transparency and accountability, and the development of business and infrastructure. While these guidelines are by no means exclusive of one another, nor strictly chronological in implementation. However, some semblance of this order is necessary, especially considering the familiar detachment of government policies to the populations they manage. The regression of the security situation, particularly Nigeria and Kenya the rising stars of self-reliance, threatens to derail these upwardly mobile countries by the very real potential of a conflict whose scope can easily exceed any in African history. The most significant distinction of this rising conflict are the links to a well-funded and ambitious international terrorist culture. Though intelligence is inherently faulty when evaluating extremist groups, links between African insurgency groups and organizations like A l Qaeda and (if not already, certainly soon) ISIS are all but assured. In light of emerging conflicts with borderless extremist organizations, and new found wealth, African defense budgets have soared 65% since 2004, according to The Economist, greater than any other region in that time frame. Almost without fail, since the onset of the Cold War era, ballooning defense budgets are often indicative of impending crises, not only in terms of violence but in the cessation of civil liberties and international instability. To ameliorate this the sale of materiel must follow a strict and discriminatory guideline. This is why the international community must be cohesive and cognizant, even apprehensive, as Kenya and Nigeria embark on their very own â€Å"War on Terror†. Unfortunately, the profit margin for manufacturing in the lucrative arms market is quickly establishing a place in Africa. The same Economist article divulged that â€Å"four major European arms manufacturers have set up African subsidiaries this year†. These will no doubt become e conomic boons but they carry with them the latency of war. One of McNamara’s lessons becomes relevant, â€Å"Proportionality should be a guideline in war†, indeed both in the manner in which it is waged and in the prevention of needless aggression. Problems arise with inflated military spending, the accessibility of war and the justification of expenditures compels nations to treat every problem like a nail with the hammers of automatic rifles. This is the often overlooked criticism of drone warfare. They are often more precise, accurate, and less apt to error than manned machines. A drone pilot in Nevada, overseen by hordes of high-ranking officials and lawyers, is less vulnerable to primal survival instincts and rash decisions. However, accessibility draws us into conflict. When the fear of casualty counts are not smeared on news broadcasts, a sense of invulnerability obfuscates wisdom. In the face of a ravenous enemy it is understandable, though undesirable, that one seeks safety behind the acquisition of arms and muzzle fla shes. Some strides have been made in anticipation of incautious military action. The U.N.’s Forward Intervention Brigade and African Union Peacekeepers have had success in presenting a unified front; the term coalition should be avoided these days to avoid negative connotations. These organizations also lend some transparency to unilateral operations and a more honest assessment of the aftermath of military operations. Obviously these methods of waging war are by no means faultless, it is a step in the right direction. Mutual policing will be fundamental in preventing atrocity. Andrew Muzonzini, the lead for Zimbabwe’s external intelligence agency offers a precocious insight in a Business Insider Article that is in line with the appropriate approach, â€Å"Ahead of time, we should seek to understand (the Islamic State) modus operandi if we are to anticipate and predict challenges ahead†. This conclusion, hopefully shared amongst the milieu of African politics, will (hopefully) be indicative of a circumspect and deliberate course of action to repel extremist behavior. A strong internal defense approach combined with precisely defined and rigidly tailored tactical excursions, targeting only locally substantiated objectives, should be the tenets of this nascent conflict. The global community needs to facilitate such equitable actions. More valuable than financial support, more accurate than high-tech weaponry, we must impart the lessons of an ineffective and prolonged conflict. The manner in which we defend ourselves should not be so broad as to alienate us from the world at large. Africa’s Muslim population’s safety must be assured. Sovereign nations must not be disaffected. And perhaps in the end Africa may edify the global community on how to maintain morality when confronting monsters. What is Online Examination System? What is Online Examination System? Online examinations, sometimes referred as e-examinations, are the examinations conducted through the internet or in an intranet (if within the Organization) for a remote candidate(s). Most of the examinations issue results as the candidate finish the examination, when there is an answer processing module also included with the system. They can be used to efficiently evaluate the candidate thoroughly through a fully automated system that not only saves lot of time but also gives fast results. For students they give papers according to their convenience and time and there is no need of using extra thing like paper, pen etc. These examinations are conducted as open-book type examinations. Candidate is given a limited time to answer the questions and after the time expiry the answer paper is disabled automatically and answers is sent to the examiner. The examiner will evaluate answers, either through automated process or manually and the results will be sent to the candidate through email or made available in the web site. Today many organizations are conducting online examinations worldwide successfully and issue results online. There are advantages and disadvantages in online examinations. The main advantage is that it can be conducted for remote candidates and evaluation of answers can be fully automated for Multiple Choice questions and other essay type questions can be evaluated manually or through automated system, depending on the nature of the questions and the requirements. Also online examinations can be conducted at any time and does not incur higher cost as traditional exam scenario as there is no paper work involved(eg: printing exam papers, prepare paper admissions etc) , there is no invigilators, also no need of arrangement of exam centers. When comparing with traditional exam scenario the cost for an online examination will be almost zero after the online exam system is establishment and if maintenance cost is not considered. The disadvantage of the e-examination is the inability of invigilating. There are methodologies used in these examinations, when registering candidates and presentation of questions, so that to test candidates knowledge and skills. However with a limited time, candidate is not capable of totally depend on the reference materials or a supporting person. AIM OF THE PROJECT The aim of this project is to develop an online examination system by applying software engineering principles and best practices. The system will be built using popular Java/J2EE web technologies and framework available for web development. The system will be designed to be scalable, secure and robust. The online examination system will help in speeding up the process of conducting examination. Teachers will be able to create examinations by composing a set of questions. The questions can be multiple choice questions or single (text) answer question. The system will have the ability to automatically process the results of examination based on the question database. The system will have intelligent capabilities to mark the text based answers not only when there is an exact match, but it will also recognize similar answers by finding the synonyms of the words used in the answer. The system will also provide manual override feature where in the teacher can manually mark or update the result for an exam. The system will also have the capability to resume the examination from last save point, i.e., a student can stop the examination in the middle and can start again at any other time. When the student will start the same examination again, the exam will start from the same point where i t was stopped. The system will present a easy to use interface for Teachers, Students and Administrators. Once logged in, students will be able to see the examinations due and can take the examination. CHAPTER 2 BACKGROUND RESEARCH AND ANALYSIS EVALUATION OF EXAMINATION SYSTEM Paper -Based Examination: Paper -based examination are carrried out on fixed days and according to a fixed schedule. Therefore, the absentees rarely have another chance to take up the exam again. Moreover, they involve a lot of paper work (e.g. printing of exam papers, arranging answer sheets, etc ). The evaluation of these exam is also very tedious job,after the students complete their exams, theteacher has to mark each paper manually and then consolidate the result. This process is very cumbersome and takes a lot of time and hard work. Web- Based Examination: With the emergence of online examinations, the World Wide Web opens up the possibility of giving the exams online. The online examination system helps in speeding up the process of conducting examination. Teachers will be able to create examinations by composing a set of questions. The system will have intelligent capabilities to mark the text based answers not only when there is an exact match, but it will also recognize similar answers by finding the synonyms of the words used in the answer. The system will also provide manual override feature where in the teacher can manually mark or update the result for an exam. The system will also have the capability to resume the examination from last save point, i.e., a student can stop the examination in the middle and can start again at any other time. When the student will start the same examination again, the exam will start from the same point where it was stopped. The system will present a easy to use interface for Teachers, Students and Administrators. Once logged in, students will be able to see the examinations due and can take the examination. TECHNOLOGIES RESEARCH Web applications are either service oriented or presentation oriented. A presentation oriented web application involves generally mark up languages (e.g. XML and HTML) with dynamic contents responding to requests. On the other hand, a service oriented web applications implements the endpoint of the web service. Below is an analysis on Postgres, Hibernate, Spring and Wicket used to implement my project. POSTGRES PostgreSQL is an object-relational database management system (ORDBMS) based on POSTGRES,Version 4.2 (http://s2k-ftp.CS.Berkeley.EDU:8000/postgres/postgres.html), developed at the University of California at Berkeley Computer Science Department. The POSTGRES project, led by Professor Michael Stonebraker, was sponsored by the Defense Advanced Research Projects Agency (DARPA),the Army Research Office (ARO), the National Science Foundation (NSF), and ESL, Inc. PostgreSQL is an open-source descendant of this original Berkeley code. It provides SQL92/SQL99language support and other modern features. POSTGRES pioneered many of the object-relational concepts now becoming available in some commercial databases. Traditional relational database management systems (RDBMS) support a data model consisting of a collection of named relations, containing attributes of a specific type. In current commercial systems, possible types include floating point numbers, integers, character strings, money,and dates. It is commonly recognized that this model is inadequate for future data processing applications. The relational model successfully replaced previous models in part because of its simplicity. However, as mentioned, this simplicity often makes the implementation of certainapplications very difficult. Postgres offers substantial additional power by incorporating the following additional concepts in such a way that users can easily extend the system: inheritance data types functions Other features provide additional power and flexibility: constraints triggers rules transaction integrity These features put Postgres into the category of databases referred to as object-relational. SPRING Spring Features Spring is a layered Java/J2EE application platform, based on code published in  Expert One-on-One J2EE Design and Development  by Rod Johnson (Wrox, 2002). Spring includes: The most complete lightweight container, providing centralized, automated configuration and wiring of your application objects. The container is  non-invasive, capable of assembling a complex system from a set of loosely-coupled components (POJOs) in a consistent and transparent fashion. The container brings agility and leverage, and improves application testability and scalability by allowing software components to be first developed and tested in isolation, then scaled up for deployment in any environment (J2SE or J2EE).    A common abstraction layer for transaction management, allowing for pluggable transaction managers, and making it easy to demarcate transactions without dealing with low-level issues. Generic strategies for JTA and a single JDBC DataSource are included. In contrast to plain JTA or EJB CMT, Springs transaction support is not tied to J2EE environments.    A JDBC abstraction layer  that offers a meaningful exception hierarchy (no more pulling vendor codes out of SQLException), simplifies error handling, and greatly reduces the amount of code youll need to write. Youll never need to write another finally block to use JDBC again. The JDBC-oriented exceptions comply to Springs generic DAO exception hierarchy.    Integration with Toplink, Hibernate, JDO, and iBATIS SQL Maps: in terms of resource holders, DAO implementation support, and transaction strategies. First-class Hibernate support with lots of IoC convenience features, addressing many typical Hibernate integration issues. All of these comply to Springs generic transaction and DAO exception hierarchies.    AOP functionality, fully integrated into Spring configuration management. You can AOP-enable any object managed by Spring, adding aspects such as declarative transaction management. With Spring, you can have declarative transaction management without EJB even without JTA, if youre using a single database in Tomcat or another web container without JTA support.    A flexible MVC web application framework, built on core Spring functionality. This framework is highly configurable via strategy interfaces, and accommodates multiple view technologies like JSP, Velocity, Tiles, iText, and POI. Note that a Spring middle tier can easily be combined with a web tier based on any other web MVC framework, like Struts, WebWork, or Tapestry. HIBERNATE Hibernate is popular open source object relational mapping tool for Java platform. It provides powerful, ultra-high performance object/relational persistence and query service for Java. Hibernate lets you develop persistent classes following common Java idiom including association, inheritance, polymorphism, composition and the Java collections framework. The Hibernate Query Language, designed as a minimal object-oriented extension to SQL, provides an elegant bridge between the object and relational worlds. Hibernate also allows you to express queries using native SQL or Java-based Criteria and Example queries. Hibernate is now the most popular object/relational mapping solution for Java. Hibernate maps the Java classes to the database tables. It also provides the data query and retrieval facilities that significantly reduces the development time. Hibernate is not the best solutions for data centric applications that only uses the stored-procedures to implement the business logic in database. It is most useful with object-oriented domain modes and business logic in the Java-based middle-tier. Hibernate allows transparent persistence that enables the applications to switch any database. Hibernate can be used in Java Swing applications, Java Servlet-based applications, or J2EE applications using EJB session beans. Features of Hibernate Hibernate 3.0 provides three full-featured query facilities: Hibernate Query Language, the newly enhanced Hibernate Criteria Query API, and enhanced support for queries expressed in the native SQL dialect of the database. Filters for working with temporal (historical), regional or permissioned data. Enhanced Criteria query API: with full support for projection/aggregation and subselects. Runtime performance monitoring: via JMX or local Java API, including a second-level cache browser. Eclipse support, including a suite of Eclipse plug-ins for working with Hibernate 3.0, including mapping editor, interactive query prototyping, schema reverse engineering tool. Hibernate is Free under LGPL: Hibernate can be used to develop/package and distribute the applications for free. Hibernate is Scalable: Hibernate is very performant and due to its dual-layer architecture can be used in the clustered environments. Less Development Time: Hibernate reduces the development timings as it supports inheritance, polymorphism, composition and the Java Collection framework. Automatic Key Generation: Hibernate supports the automatic generation of primary key for your. JDK 1.5 Enhancements: The new JDK has been released as a preview earlier this year and we expect a slow migration to the new 1.5 platform throughout 2004. While Hibernate3 still runs perfectly with JDK 1.2, Hibernate3 will make use of some new JDK features. JSR 175 annotations, for example, are a perfect fit for Hibernate metadata and we will embrace them aggressively. We will also support Java generics, which basically boils down to allowing type safe collections. EJB3-style persistence operations: EJB3 defines the create() and merge() operations, which are slightly different to Hibernates saveOrUpdate() and saveOrUpdateCopy() operations. Hibernate3 will support all four operations as methods of the Session interface. Hibernate XML binding enables data to be represented as XML and POJOs interchangeably. The EJB3 draft specification support for POJO persistence and annotations. WICKET Features Swing-like OO Component Model : Pages and Components in Wicket are real Java objects that support encapsulation, inheritance and events. Ease of Development : Because Wicket is Java and HTML, you can leverage what you know about Java or your favorite HTML editor to write Wicket applications. Separation of Concerns : Wicket does not mix markup with Java code and adds no special syntax to your markup files. The worlds of HTML and Java are parallel and associated only by Wicket ids, which are attributes in HTML and Component properties in Java. Since Wicket HTML is just HTML and Wicket Java is just Java, coders and designers can work independently to a large degree and without relying on any special tools. Secure : Wicket is secure by default. URLs do not expose sensitive information and all component paths are session-relative. Explicit steps must be taken to share information between sessions. There are plans for the next version of Wicket to add URL encryption to support highly secure web sites. Transparent, Scalable Clustering Support : All Wicket applications will work on a cluster automatically and without additional work. Once bottlenecks are understood, Wicket enables tuning of page state replication. The next version of Wicket will support client-side models for zero-state scalability. Transparent Back Button Support : Wicket supports configurable page version management. When users submit a form or follow a link from a page they accessed with the back button in their browser, Wicket is able to revert the page object to the state it was in when the page was originally rendered. This means you can write web applications that support the back button with very little work. Multi-tab and multi-window support : Wicket provides an easy way to write application that supports multi-window and multi-tab usage allowing developer to react properly when users open new browser window or tab Reusable Components : Reusable components in Wicket are particularly easy to create. Not only can you extend existing components with the Java extends keyword, but you can also create Panel components which associate a group of components as a reusable unit. Simple, Flexible, Localizable Form Validation : It is trivial to write and use validators in Wicket. It is also quite easy to customize and localize the display and content of validation error messages. Typesafe Sessions : Wicket eliminates the need to manage HttpSession attributes by hand. Page and component objects are transparently stored in the session and your application can create a custom session subclass with typesafe properties as well. All objects stored in the session can automatically participate in clustering replication. Factory Customizable : Wicket is very extensible. Most operations are customizable through factories or factory methods. Detachable Models : Model objects in Wicket can be very lightweight in terms of memory and network use in a cluster. When a model is used, it can attach, populating itself with information from persistent storage. When the model is no longer in use, transient information can be reset, reducing the size of the object. Border Components : Wicket Border components enable the decoration of pages in a reusable fashion. This is especially useful for inheritance of common navigational structures or layout. Support for All Basic HTML Features : Wicket supports image tags, links, forms and everything else that youre used to using in your web application development. Programmatic Manipulation of Attributes : Wicket Components can programmatically change any HTML tag attribute. Automatic Conversions : Once a Form validates, the model can be updated using Wicket converters. Most ordinary conversions are built-in and it is easy to write new converters. Dynamic Images : Wicket makes image use, sharing and generation very easy. Dynamic images can be created by simply implementing a paint method. Pageable ListView : ListViews in Wicket are extremely powerful. You can nest any kind of component in a ListView row, even other ListViews. PageableListView supports navigation links for large lists. Tree Component : Out of the box tree component for navigating and selecting nodes. Localization : HTML pages, images and resource strings can all be localized. CHAPTER-3 REQUIREMENTS AND SPECIFICATIONS The requirement analysis stage consists in collecting and analyzing information about the part of the organization that is supported by the application. This information helps us to identify the users requirements for the new system. This will enable us to define the various functionalities of the new system. The identification of the requirements is important as a system with incomplete functionality can lead to a project failure. 3.1 DATA GATHERING USER IDENTIFICATION Users of the system can be categorized as : Student Teacher Admin(Administrator) FUNCTIONAL REQUIREMENTS The system aims to be an improvement on the existing one, the paper based system by : Fully automated system. Less time and effort consuming. Database should be well maintained with well structured database tables. The system should be scalable. Allow student and teachers to view the available exams. Allow student and teacher to view marks. Allow admin to manage the user system and exam system NON FUNCTIONAL REQUIREMENTS Security : Each user is required to log into the system. This is done using a valid username and password. Login and password should be kept secret. Reliability : The system would be used by more than 200 students in the Computer Science Department, which includes academic and administrative staff. The system should ensure minimum downtime and be able to handle multiple requests. Ease of Use : All the user screens should be easy to use and intuitive. Contact details should be provided in order to get in touch with the administrator. Scalability : It is possible to extend the current features for future use of the system. Performance : The system should have a quick response time . DOMAIN REQUIREMENTS Specific functionality provided to the Admin: Manage User System : Admin can create a new user. Activate/deactivate an existing user.Admin can delete and edit a user. Manage Examination : Admin can edit an exam and assign exam to students. Admin can activate/deactivate any exam. Admin can also delete an exam. Specific functionality provided to the Teacher: Manage Examination : Teacher can create a new exam, edit existing exam. Create questions is one of the important functionality. Question can be textual or it can be single/multiple choice. Mark Exam : Teacher can do the marking of the exam either manually or it can be automated. Specific functionality provided to the Student : Answer Exam : Student can answer the exam assigned. View Point : Student can view the point of a question. He can also view his marks in a particular exam. PROJECT PLANNING Task no. Task Name Duration(days) Comments 1 Project Proposal 4 Deadline 30th September 2010 2 Requirements Specifications Ongoing Identify the users needs. 3 Research For technologies required by the system Ongoing Investigate the technologies to be used, the data structure. Identify important features which can be applied to the project implementation. 4 Architectural Design Ongoing Define different layers of the system and apply appropriate technologies to each layer. 5 Database Design 4 Apply Database schema provided by the School IT support team. Add necessary tables and relationships between them to make the application functional. 6 Prototype 3 Design Mock Interfaces of the application. 7 First Inspection 1 Start on 10th October 2010 8 Design Model 7 Class Diagrams Sequence Diagrams 9 Coding Phase 28 It will include connections to the database server. Develop the interfaces. And implement the functionalities of the system. Deadline 10th December 2010 10 Testing 5 Test all the features of the web application. 11 Final Inspection 1 Start on 20th December 2010 12 Dissertation Ongoing Write the dissertation. 13 Dissertation Submission 1 Deadline 7th January 2011 CHAPTER-4 SYSTEM AND DATABASE DESIGN 4.1 DATABASE DESIGN Table Name Description Answer Answer table is used to save all answer of student and right answer of teacher for each question configuration Configuration is used to save configuration information such as: term condition, mark ratio Examination Examination table is used to save exam Examuser ExamUser table is used to save user Question Question table is used to save question Role Role table is used to save role information studentexamination StudentExamination table is used to save the students which are assigned a particular exam. One student can have many examination and one examination can belongs to many students. user_role UserRole table is used for linking many-to-many relationship between user and role. 4.2 SYSTEM FUNCTION DESIGN At the start of the application , a Welcome Page is displayed. On the left side there are three buttons namely Home, Help and Log in. To log into the application , the user has to press the log in button. It displays a login page. The user is prompted to enter a username and a password. Any wrong login using invalid username and password will generate error message requiring the user to try again. During the user authentication check, the system will determine the type of user (admin, student,teacher) and redirect the user to the correct page with appropriate features. ADMINPAGE If the user logged in is admin, then Adminpage shows up. It has the following links Manage Examination : Admin can manage the Examination System. It can view all the examinations created. The Admin can assign students the exams. Manage User : Admin can manage the User System. This is used to manage the user data. Admin can create a new user, edit an existing , delete a user, enable / disable a user. Configuration : This is used to change the configuration of the exam like terms conditions and the marks ratio. ROLE OF ADMIN CREATE USER When the admin opts to create a new user, he inputs the user information like firstname, lastname, e-mail , username, password, course, role in the user management system. There it is checked whether the user exists or not, and the user information entered is valid or not. If it is valid it is saved into the database. Otherwise, an error message is displayed. ACTIVATE/DEACTIVATE A USER Admin can activate/deactivate any user. For this admin chooses a user from the user system, activate/deactivate the user. Then save it into the database. MANAGE EXAMINATION Admin can assign a particular exam to students. Admin can activate or deactivate any exam. TEACHER PAGE If the user logged in is teacher, Teacherpage shows up. It has the following links : Manage Examination : This is used to manage the existing exams in the database. A teacher can edit exam, create questions for a particular exam, view questions of a exam and mark a exam manually. Create Question : This is used to create question. A question can be textual, single choice or multiple choice. A teacher can also edit the existing questions in the database. Create Examination : This is used to create a new exam. Help : This is to help the teacher in creating a question. ROLE OF TEACHER CREATE EXAM When the teacher opts to create an exam, he inputs the exam name, duration of the exam, description of the exam, mark type into the exam system. There it is checked whether exam name exists or not, duration of the exam is valid or not. If all is valid it is saved into the data base otherwise an error message is returned back to the teacher. A teacher can also edit the existing exam in the database. CREATE QUESTION When the teacher opts to create a question for an exam. He chooses the exam from the exam system and creates a question for it. In the question management system it is checked whether the question content is correct or not. If it is correct, it is saved into the database otherwise an error message is returned to the teacher. MARK MANUALLY When the teacher opts to mark an exam manually, he chooses the exam to be marked from the exam system. He iterates each question and marks them. Then he saves the marks into database. STUDENT PAGE If the user logged in is a student, studentpage shows up. It has the following link : View Point : This is used to view the point assigned to a particular student. Answer Exam : This is used to answer the exam assigned to the student. ROLE OF STUDENT VIEW MARKS A student can view his marks in any exam . ANSWER AN EXAM A student can answer any particular exam assigned to him. He can view point assigned to a question also. INTERFACE DESIGN Figure: Welcome Screen This is the Welcome Screen of our application. On the left hand side there are three buttons : Home, Help, Log in. These enable the user to get to Home Page, Help and Log in helps the user to get logged into the system. The same header and footer will be applicable to every page to preserve the consistency and integrity of the application. We use the ApplicationContext.xml file to define some Java beans like dataSource, SessionFactory, etc so that we can retrieve them in the application. In this way we can reimplement the classes and use alternatively different implementations by just changing the configuration in the ApplicationContext.xml file. Once you have a sessionfactory, your application asks the factory for a session. Your application will use Hibernate sessions to manage the persistent objects. An application context configuration file is created for the entire application named applicationcontext.xml destroy-method=close> ${hibernate.dialect} ${hibernate.show-sql} ${hibernate.hbm2ddl-auto} I need to define a web.xml File contextConfigLocation classpath:application-context.xml;classpath:security-context.xml org.springframework.web.context.ContextLoaderListener Deploying the application will create a database called exam as shown below in the Figure CHAPTER 5- IMPLEMENTATION AND TESTING APPLICATION IMPLEMENTATION Create User By Admin CreateUser.java String firstName = firstNameModel.getObject(); String lastName = lastNameModel.getObject(); String email = emailModel.getObject(); String course = courseModel.getObject(); ExamUser user = new ExamUser(); user.setUsername(username); user.setPassword(passwordEncoder.encodePassword(password, null)); user.setFirstName(firstName); user.setLastName(lastName); user.setEmail(email); user.setCourse(course); String selectedRoleName = roleModel.getObject().trim(); userService.createUser(user); Manage User By Admin ManageUser.java List> columns = new ArrayList>(); columns.add(new PropertyColumn(new Model(ID), id) { @Override public String getCssClass() { return numeric; } }); columns.add(new PropertyColumn(new Model(

Standardized Testing: The SAT and the ACT Essay -- Testing, Evaluation

Standardized testing has played an important role in the college admission decisions. The role of admission exams is always changing and evolving with time. The most prominent exams used are the SAT and the ACT. Their purpose is for gauging student knowledge for placement and possible success rate. Each test is comprised of numerous educational factors to gauge knowledge. The SAT and the ACT derived from other test forms to become what they are today. In addition to being an entrance exam, the grades obtained from these exams are used to formulate statistical information. Knowing that these tests are a requirement for college entry, one wants to do well on the exam(s). With testing tips and early preparation acceptable scores can be achieved. The SAT and ACT are both consisted of more than one section. The SAT has three sections which are critical reading, mathematics and writing. Each of these sections is divided into more detailed sections. The critical reading part of the SAT consists of comprehension, sentence reading passages, and critical reading passages. The math section on the SAT has questions about numbers and operations, geometry, statistics, probability, and data analysis. The last section of the SAT is writing. The writing section is more than just a written response to a question it consists of multiple choice questions, short essay, and critical reading passages. The ACT, like the SAT, has sections of knowledge within each section. The ACT contains slightly different from those of the SAT. The ACT has four sections: English, math, science and writing. Similar to the SAT each section has subsections. The English portion of the ACT evaluates punctuation, grammar, usage, sentence structure, rhetorical sk... ...hools, 17(4), 45-6. Retrieved from OmniFile Full Text Mega database Dorans, N. (2010). Misrepresentations in Unfair Treatment by Santelices and Wilson. Harvard Educational Review, 80(3), 404-12. Retrieved from OmniFile Full Text Mega database Frontline. (2011). WGBH Educational Foundation. Retrieved May 21, 2011, from PBS: http://www.pbs.org/wgbh/pages/frontline/shows/sats/where/timeline.html Hua, V. (2010). It's All in the Preparation. T.H.E. Journal, 37(7), 12, 14-15. Retrieved from OmniFile Full Text Mega database Public Agenda. (2011). Public Agenda. Retrieved May 19, 2011, from Public Agenda Online: http://www.publicagenda.org The College Board. (2011). College Board. Retrieved May 19, 2011, from College Board: http://www.collegeboard.org U.S. Department of Education. Institute of Education Sciences, National Center for Education Statistics. Standardized Testing: The SAT and the ACT Essay -- Testing, Evaluation Standardized testing has played an important role in the college admission decisions. The role of admission exams is always changing and evolving with time. The most prominent exams used are the SAT and the ACT. Their purpose is for gauging student knowledge for placement and possible success rate. Each test is comprised of numerous educational factors to gauge knowledge. The SAT and the ACT derived from other test forms to become what they are today. In addition to being an entrance exam, the grades obtained from these exams are used to formulate statistical information. Knowing that these tests are a requirement for college entry, one wants to do well on the exam(s). With testing tips and early preparation acceptable scores can be achieved. The SAT and ACT are both consisted of more than one section. The SAT has three sections which are critical reading, mathematics and writing. Each of these sections is divided into more detailed sections. The critical reading part of the SAT consists of comprehension, sentence reading passages, and critical reading passages. The math section on the SAT has questions about numbers and operations, geometry, statistics, probability, and data analysis. The last section of the SAT is writing. The writing section is more than just a written response to a question it consists of multiple choice questions, short essay, and critical reading passages. The ACT, like the SAT, has sections of knowledge within each section. The ACT contains slightly different from those of the SAT. The ACT has four sections: English, math, science and writing. Similar to the SAT each section has subsections. The English portion of the ACT evaluates punctuation, grammar, usage, sentence structure, rhetorical sk... ...hools, 17(4), 45-6. Retrieved from OmniFile Full Text Mega database Dorans, N. (2010). Misrepresentations in Unfair Treatment by Santelices and Wilson. Harvard Educational Review, 80(3), 404-12. Retrieved from OmniFile Full Text Mega database Frontline. (2011). WGBH Educational Foundation. Retrieved May 21, 2011, from PBS: http://www.pbs.org/wgbh/pages/frontline/shows/sats/where/timeline.html Hua, V. (2010). It's All in the Preparation. T.H.E. Journal, 37(7), 12, 14-15. Retrieved from OmniFile Full Text Mega database Public Agenda. (2011). Public Agenda. Retrieved May 19, 2011, from Public Agenda Online: http://www.publicagenda.org The College Board. (2011). College Board. Retrieved May 19, 2011, from College Board: http://www.collegeboard.org U.S. Department of Education. Institute of Education Sciences, National Center for Education Statistics.

Investigating the Possibility of a Developmental Trend in the Way That Children Describe Themselves Essay

This version of Rosenberg’s research into children’s self-descriptions analysed data from semi-structured interviews with two children; Annie (8) and Kirsty (16). The data was interpreted to ascertain whether, as in Rosenberg’s research, children’s self-descriptions show evidence of a developmental progression and whether locus of self-knowledge shifts from other to self as children get older. Substantial support was found for Rosenberg’s theory that children’s self-descriptions become more complex with age and demonstrate a developmental trend. Some support was found for the idea that the locus of self-knowledge shifts from other to self with age but some of the children’s responses ran counter to expectation. Introduction A child’s sense of identity begins to form at a young age and develops throughout childhood. Eleanor Macoby (1980) pointed out that a sense of self emerges gradually as a child develops more complex understandings. Research shows that children differ in the way that they describe themselves at different ages. Bannister and Agnew (1977) and Harter (1983) found that as children get older they use more complex descriptions and include more references to emotions and attitudes. Younger children rely more on physical attributes, activities and preferences. Bannister and Agnew (1977) proposed that as children get older they become better able to ‘distinguish themselves psychologically’ from others (The Open University, 2009, p.20). Harter (1983) proposed that the way children describe themselves follows a developmental sequence which reflects the notion that identity develops in increments throughout childhood. Rosenberg (1979) focused part of his research into the self-concept on investigating this idea of a developmental trend in children’s sense of identity. He interviewed a sample of 8-18 year olds and created categories in which to sort the children’s responses. In keeping with the findings of Bannister and Agnew and Harter, Rosenberg found that younger children used mostly physical descriptions of themselves while older children relied more on character traits. As a result he concluded that ‘the self becomes less and less a perceptual object and more and more a conceptual trait system’ (Murphy (1947), as cited in The Open University, 2009, p.21). He found that, as children get older, they focus more on interpersonal traits and refer more frequently to relationships and inner qualities. Rosenberg also investigated what he called the ‘locus of self-knowledge’ – the extent to which children develop an ‘independent, self-reflective sense of self’ (The Open University, 2009, p.22). This was measured by asking children who knew them best, themselves or someone else. He found that younger children were more likely to claim that another, usually a parent, knew them better. Older children were more self-reliant when it came to judging themselves. Therefore, Rosenberg concluded that the locus of self-knowledge shifts with age from another to the self. Increased self-knowledge would result in more psychological self-descriptions so this relates to the idea of developmental progression being demonstrated in children’s self-descriptions. This study is based on Rosenberg’s research and is an analysis and interpretation of interview data. Children’s responses are allocated to Rosenberg’s categories in order to answer the research question: Do children’s self-descriptions show evidence of a developmental trend? This study will focus on answers to the ‘Who Am I?’ statements but will also pay attention to further interview responses to understand differences in the way children of different ages self-evaluate, view themselves and others and conceptualise an ideal self. This study also examines the concept of a locus of self-knowledge and asks: Does a child’s locus of self-knowledge shift from other to self with age? Method Design Rosenberg’s research design is employed in this study – the responses from a semi-structured interview are compared. Participants The participants are Annie (8) and Kirsty (16), pupils from schools in the Milton Keynes area. They were recruited by the ED209 course team who asked school teachers for help in identifying willing participants. Materials A microphone and a video-recorder were used to amplify and record the interviews. Rosenberg’s semi-structured interview, with questions on self-description, self-evaluation, self and others, ideal self and locus-of self-knowledge was used. A sheet of A4 with the words ‘Who Am I?’ printed at the top and ten numbered lines beginning with ‘I†¦Ã¢â‚¬â„¢ was provided to enable participants to complete the written exercise. Adaptations of Rosenberg’s categories were used to analyse the responses to the Who Am I? exercise. The analysis of the ‘Who Am I?’ statements was presented on category analysis forms (appendix 1). A consent form was provided for the parents of the children to sign. Procedure The interviews took place in May 2005 during the day. Both children were interviewed by members of the ED209 course team in familiar rooms used by the schools. Annie was accompanied by a classroom assistant. The participants were told that they could stop the interviews at any time and were briefed as to the purpose of the research. A sound recordist and producer were present but efforts were made to ensure that neither they nor the equipment used inhibited the participants. Background noise was occasionally intrusive and recording halted. The final recording of the interviews was edited to ensure a smooth flow. The recorded interviews were listened to several times. The ‘Who Am I?’ statements were identified and transferred onto a pre-prepared category analysis form (appendix 1). The categories, Physical, Character, Relationships and Inner, were adapted from Rosenberg’s (see appendix 2). Each sentence read out by the interviewer was taken to constitute one statement. The statements were then coded. To ensure coding consistency, each statement was reviewed against the criteria for the inner category, then relationships, then character and then physical. Only if there was no way it could be said to fit within the ‘higher’ category was it pushed down. Even if it may have fitted within two categories, the fact that an order of review was applied meant that it would not be considered for a second category if it had already been allocated. Once the categories had been applied, the responses in each column were added up and the percentages calculated so that the results could be compared with Rosenberg’s findings. Next the detailed responses to the interview questions, including the locus of self-knowledge questions, were analysed in the context of Rosenberg’s research findings. The responses of the children were analysed to see if the same patterns were present. Ethics The data collected by the Open University ED209 course team was intended to comply with the BPS ethical code and principles. The children agreed to take part and their parents signed consent forms on their behalf. At the start of each interview the children were informed of their right to withdraw from the research and were told that they could ask for the recording to be stopped at any time. The purpose of the research and they way in which the data would be used was explained to them before the interviews began. Results The first research question was: Do children’s self-descriptions show evidence of a developmental trend? The second research question was: Does a child’s locus of self-knowledge shift from other to self with age? Table 1 shows a comparison between Annie and Kirsty’s self-descriptions. It shows that the majority (60%) of descriptors used by the younger child are about physical characteristics and activities and the remainder are character descriptors. She makes no reference to relationships or inner qualities. The majority of the older child’s responses relate to inner qualities (50%). She spreads the remainder of her descriptions across the physical, character and relationship categories. Self Evaluation When discussing their strengths and weaknesses, Kirsty focused far more on character and relationship descriptions than Annie, who focused on physical attributes, particularly for her weak points (‘my ears†¦ my legs’). However, Annie counted her friends as a strength and the fact that she likes ‘being myself’. Self and Others Annie’s awareness of similarity to others in her age group was centred on having the same likes and dislikes. She also identified differences between herself and others in this way. Kirsty talked about having the same experiences as others her own age but identified character and inner traits as distinguishing her from others. Ideal Self Annie’s notion of herself in later life was focused upon what job she might do and how else her time may be spent. Kirsty focused on the character traits that she hoped to have developed. Locus of Self-Knowledge The locus of self-knowledge responses were not straightforward as both participants gave ambiguous answers at times. Annie conceded that in some ways her mother would know her better than she knew herself and Kirsty insisted that her mother knew her just as well as she did herself. Discussion In the ‘Who Am I?’ data, it can be seen that, in accordance with Rosenberg’s findings, the majority (60%) of descriptors used by the younger child are about physical characteristics and activities. Rosenberg found that older children are more likely to use character traits to define the self. In this analysis, Kirsty actually uses a lower percentage of character descriptors than Annie, but this is influenced by the large percentage of inner descriptors used. The data in this study supports Rosenberg’s finding that older children referred more frequently to relationships. He also noticed that older children were more likely to reference inner qualities, which can be seen by the high percentage of Kirsty’s inner descriptors (50%). For the main part, the analysis of the self-description data supports Rosenberg’s findings. Rosenberg found that older children focused on interpersonal traits when describing their strengths and weaknesses. Kirsty’s responses follow this pattern but Annie also mentioned the large number of friends she has as a strength. She also said that ‘being myself’ was a strength which was interesting. The interviewer explored this a little more and she seemed to revert back to describing preferred activities. Further prompting, however, may have ascertained that by ‘being myself’ she meant that she was confident about who she was, which would be a character description. It is difficult to tell at this point if Annie lacks the ability to explain what she means which may affect the results. Rosenberg found that only 36% of 8 year olds mentioned interpersonal traits when talking about the person they would like to become, compared with 69% of 14-16 year olds. Annie and Kirsty’s responses fall into the majority pattern for their age group. Analysis of the data provides a positive answer to the research question, Do children’s self-descriptions show evidence of a developmental trend? The developmental trend as identified by Bannister and Agnew, Harter and Rosenberg, is characterised by younger children relying on physical attributes when describing themselves and older children being able to use more sophisticated and complex descriptions that focus more on psychological characteristics. The data in this study largely supports this theory. The evidence for the locus-of-self-knowledge shifting from other to self with age (as Rosenberg found) is less obvious. When asked about who knows her best at school Annie identifies teachers and parents as being the best judge of her performance, which supports the idea that the locus of self-knowledge in young children rests with another. However, when questioned further about who would be right if they had different answers about Annie’s maths performance, Annie’s responses indicate that she is the best judge of her ability. However, when questioned about her behaviour at home she places the locus of self-knowledge with her mother. Kirsty, somewhat surprisingly given her high percentage of references to inner qualities (indicating high self- knowledge), believes that her mother would know her just as well as she knows herself and explains that her mum has ‘pretty much figured me out’. She decides that any differences in answers about how she would behave at home would be a matter of different interpretations. It is possible that Kirsty is unsure about what is being asked and a reformulation of the questions might provoke different responses. Although Kirsty does not exactly place the locus of self-knowledge within herself, she does not place it with someone else either, and so the data does not, in itself, contradict Rosenberg’s theory. The analysis of the locus of self-knowledge responses produces some support for Rosenberg’s findings but it is not conclusive. However, it is important to remember that this is a sample of only two participants and so the data is not enough to prove or disprove his theory. Another limitation of this study is that the coding reliability was not checked. Coding was applied according to one person’s interpretation. Had the coding of the data been interpreted differently results may have been different for the self-descriptions data (see appendix 3 for alternative coding of Kirsty’s responses. In this instance the evidence in favour of a developmental trend in self-descriptions is present but less compelling). Another consideration lies with the ethics of the research. The issue of informed consent is often difficult in research with children. In the case of a young child, such as Annie, it is not clear that she fully understands the nature of the research, despite the fact that it is described in simpler terms than those used to explain it to Kirsty. It is also possible that the power-imbalance between the interviewers and the participants may prevent them from withdrawing from the interview, even if they are told that they can. Conclusion The results of this study provide support for the idea of a developmental progression in the way that children describe themselves, particularly the analysis of the ‘Who Am I?’ data. Qualitative analysis of the other interview questions, however, while showing some support for Rosenberg’s theory, also presents some deviation from expectations.

Revenge in Romeo and Juliet Essay

The want for revenge leads many of the characters in Romeo and Juliet into murderous acts which eventually leads to severe punishments and a further need for revenge. The everlasting revenge in Romeo and Juliet is first born from ancient grudge between the Capulets and the Montagues, which is ultimately settled with the tragic, abrupt unifying factor of both Romeo and Juliet’s death. Several instances within the interactions of the characters suggests that vengeance is driving force of the plot, and that consequently, there must ultimately be an end to the feuding and recoil, due to the fact that there must be a resolution after the thrilling climax.. The first factor causing revenge springs from the ancient grudge between the Capulets and the Montagues, which curiously was never fully explained in the play. This ancient grudge is the initial justification that accounts for the two family’s first dispute in the streets of Verona. Two households, both alike in dignity, In fair Verona, where we lay our scene, From ancient grudge break to new mutiny, Where civil blood makes civil hands unclean. (Prologue) However, after the first civil brawl, Romeo and Mercutio decide to intrude on the Capulet’s masked party. Consequently, they eventually become discovered by Tybalt due to Romeo’s easily distinguishable voice, yet Capulet discourages and scolds him from confronting Romeo and ruining the party. This humiliates Tybalt, and draws him into wanting to take the present matters into his own hands, dealing with Romeo and Mercutio some other time while his anger gradually builds. Tybalt This, by his voice, should be a Montague. Fetch me my rapier, boy. Capulet Am I the master here, or you? go to. You’ll not endure him! God shall mend my soul!†¦ Well said, my hearts! You are a princox; go: Be quiet, or–More light, more light! For shame! I’ll make you quiet. What, cheerly, my hearts! (1.5) After the Montague’s intrusion on the masked party and the first civil brawl, the want for repercussion further increases within each character, especially Tybalt, eventually leading to the untimely death of Mercutio, with his last few breaths plotting revenge on both families. Why the devil came you between us? I was hurt under your arm†¦ Help me into some house, Benvolio, Or I shall faint. A plague o’ both your houses! They have made worms’ meat of me: I have it, And soundly too: your houses! (3.1) Mercutio does get his revenge on both families, since Romeo is soon banished after the slaying of Mercutio, Tybalt is slain, and accordingly, a series of adverse experiences occurs within the lives of both families. To seek revenge for his friend Mercutio’s death, Romeo murders Tybalt, who now is  his own kinsman. Now, Tybalt, take the villain back again, That late thou gavest me; for Mercutio’s soul Is but a little way above our heads, Staying for thine to keep him company: Either thou, or I, or both, must go with him. (3.1) After Tybalt is eradicated by Romeo, the citizens of Verona try to step in and get their own revenge for the Montague’s and Capulet’s fighting in the fair streets of Verona because they are disturbing the peace. Which way ran he that kill’d Mercutio? Tybalt, that murderer, which way ran he? (3.1) Benvolio replies to the citizens statement by announcing that Tybalt made threats and killed Mercutio first, and from that, Romeo received a newly contrived revenge. An envious thrust from Tybalt hit the life Of stout Mercutio, and then Tybalt fled; But by and by comes back to Romeo, Who had but newly entertain’d revenge, And to ‘t they go like lightning, for, ere I Could draw to part them, was stout Tybalt slain. And, as he fell, did Romeo turn and fly. This is the truth, or let Benvolio die. (3.1) Lady Capulet soon afterwards gets her revenge for Romeo killing her kinsman. She pleads to the Prince to put Romeo at fault, since he killed Tybalt, believes that Romeo is telling a lie, and also because of her ancient grudge against the Montagues. He is a kinsman to the Montague; Affection makes him false; he speaks not true: Some twenty of them fought in this black strife, And all those twenty could but kill one life. I beg for justice, which thou, prince, must give; Romeo slew Tybalt, Romeo must not live. (3.1) Because of this second quarrel, which the Prince has strictly forbidden, the Prince decides to set punishments for this pointless fighting, and decides to set forth his vengeance upon Romeo for quarreling in Verona again and disturbing the tranquility. And for that offence Immediately we do exile him hence. I have an interest in your hate’s proceeding, My blood for your rude brawls doth lie a-bleeding; But I’ll amerce you with so strong a fine That you shall all repent the loss of mine. (3.1) In response to his exile, Romeo threatens to commit suicide in Friar Lawrence’s cell. Friar Lawrence then attempts to calm Romeo down, eventually leading into a humiliating conversation for Romeo as the Friar gets his revenge for Romeo’s threats and groans about the banishment. Art thou a man? Thy form cries out thou art. Thy tears are womanish; thy wild acts denote The unreasonable fury of a beast. Unseemly woman in a seeming man. (3.3) After hearing about Romeo’s banishment, Juliet becomes distressed, and locks herself in her room. Old Capulet converses with Paris about her change in heart, and converses with him about the details of the wedding. However, once Capulet tells Juliet about the upcoming wedding, Juliet refuses to marry Paris, causing Capulet to erupt in a rage, and in revenge, cursing and threatening Juliet for not accepting the marriage to Paris. Hang thee, young baggage! disobedient wretch! I tell thee what: get thee to church o’ Thursday, Or never after look me in the face: Speak not, reply not, do not answer me; My fingers itch. Wife, we scarce thought us blest That God had lent us but this only child; But now I see this one is one too much, And that we have a curse in having her: Out on her, hilding! (3.5) This is Capulet’s revenge for Juliet’s refusal to marry Paris, and putting all the effort that he put into the wedding to waste. This incident springs into yet another reprisal. Juliet asks the once faithful nurse to help put off the wedding, however, she surprisingly suggests that Juliet marry Paris, since she considers him a more fit husband over Romeo. Juliet doesn’t want to be an unfaithful bride to Romeo, and in revenge, scorns the nurse in retaliation for her suggestion to marry Paris and unwillingness to aid her in the postponing of the wedding. Ancient damnation! O most wicked fiend! Is it more sin to wish me thus forsworn, Or to dispraise my lord with that same tongue Which she hath praised him with above compare So many thousand times? Go, counsellor; Thou and my bosom henceforth shall be twain. I’ll to the friar, to know his remedy: If all else fail, myself have power to die. (3.5) The final predominant act of revenge in Romeo and Juliet occurs in response to Juliet’s refusal to marry Paris. She fabricates death, so that she will be able to sneak to Mantua with Romeo. Her death is her revenge for  Capulet’s forcing her to marry Paris and threatening her with banishment. O, bid me leap, rather than marry Paris, From off the battlements of yonder tower; Or walk in thievish ways; or bid me lurk Where serpents are; chain me with roaring bears†¦ And I will do it without fear or doubt, To live an unstain’d wife to my sweet love. (4.3) Thus, with her death, her parents become dismayed, and won’t be able to experience the joys that they were hoping for in marriage, as expressed in the last scenes of the play. The Prince then dictates to both families about the consequences of their wearisome hate, and the extensive sequence of vengeance is finally ends, with the Prince carrying out the final act of revenge by punishing both families for the death Mercutio and all the grievances that have been endured.. Where be these enemies?-Capulet, Montague, See what a scourge is laid upon your hate, That heaven finds means to kill your joys with love, And I, for winking at your discords too, Have lost a brace of kinsmen. All are punished. (5.3) Revenge is the key to the advancement of the complex plot in Romeo and Juliet. It causes events to happen that would never have happened otherwise, and creates a suspenseful mood as well as several other themes and morals to  be incorporated into the play. However, this ageless vengeance can only be stopped by the deaths of both family’s children, and in the process of that, several others suffered the vile consequences of revenge. The definitive central idea of Romeo and Juliet characterizes how malevolence can eventually lead to drastic encounters, and that they can overshadow several other important occurrences in the lives of those affected by the discord. In Romeo and Juliet, this disarray and the portentous threats were resolved too late, and only occurred with the devastating unifying influence of the loss of each family’s child.

The Redesigned SAT Scoring System

The Redesigned SAT Scoring System    In March of 2016, the College Board administered the first Redesigned SAT test to students across the country. This new Redesigned SAT test looks quite different from the old exam! One of the major changes is the SAT scoring system. On the old  SAT exam, you received scores for Critical Reading, Math and Writing, but no subscores, area scores or specific content scores.. The Redesigned SAT Scoring system offers those scores and much more.   Confused about any of the information you see below? Ill bet! Its tough to decipher the scores if you don’t understand the Redesigned tests format. Check out the Old SAT vs. Redesigned SAT chart for an easy explanation of each tests design.  Want to know even more about the redesign? Check out  Redesigned SAT 101  for  all  the facts.   Redesigned Score Changes When taking the exam, there are a couple of things that will impact your score. First, multiple choice questions no longer have five answer choices; instead, there are four. Second, incorrect answers are no longer penalized  ¼ point. Instead, correct answers earn 1 point and incorrect answers earn 0 points. The 18 Redesigned SAT Scores On Your Report Here are the different types of scores youll receive when you get your score report. Please keep in mind that the test scores, subscores, and cross-test scores do not add up to equal the composite or area scores. They are simply reported to provide additional analysis of your skills. And yes, there are a lot of them! 2 Area Scores You can earn a 200 – 800 in each areaEvidence-Based Reading and Writing and Math will each garner a score between 200 – 800, similar to the old SAT scoring system. 1 Composite Score You can earn a 400 – 1600The composite score will be the sum of the 2 area scores for Evidence-Based Reading and Writing (not including the Essay) and Math. 3 Test Scores You can earn a 10 – 40 in each areaThe Reading Test, The Writing and Language Test, and the Math Test will each receive a separate score between 10 – 40. 3 Essay Scores You can earn a 2 – 8 in each areaThe Essay will receive three scores in 3 areas. 2 Cross-Test Scores You can earn a 10 – 40 in each areaSince texts and graphics will be used from History/Social Studies and Science across the Reading, Writing and Language, and Math tests, youll receive separate scores demonstrating your command of these topics. 7 Subscores You can earn a 1-15 in each areaThe Reading Test will receive subscores in 2 areas which are combined with 2 of the Writing Tests subscores.The Writing Test will receive subscores in 4 areas (2 of which are combined with the Reading Tests subscores).The Math Test will receive subscores in 3 areas. Scores By Content Confused yet? I was, when I first started digging in! Perhaps this will help a bit. When you get your score report back, youll see the scores divided by test sections: 1). Reading 2). Writing and Language and 3). Math. Lets look at the scores divided that way to see if it clears a few things up. The Reading Test Scores When you look at just your Reading scores youll see these four scores: A score between 200 – 800 for this test and the Writing Test combined.A score between 10 – 40 just for this test.A subscore between 1 – 15 for how youve comprehended Words in Context. Itll be labeled as such on your score report and will be combined with Words in Context results from the Writing and Language Test, too.A subscore between 1 – 15 for how youve demonstrated a Command of Evidence. Again, this subscore is taken from both Reading and Writing and Language.   The Writing and Language Test Scores Here are the six scores youll receive on your Writing and Language Test: A score between 200 – 800 for this test and the Reading Test combined.A score between 10 – 40 just for this test.A subscore between 1 – 15 for how youve comprehended Words in Context. Itll be labeled as such on your score report and will be combined with Words in Context results from the Reading Test.A subscore between 1 – 15 for how youve demonstrated a Command of Evidence. Again, this subscore is taken from both Reading and Writing and Language.A subscore between 1 – 15 for Expression of IdeasA subscore between 1 – 15 for Standard English Conventions The Math Test Scores Below, find the five scores youll see for the Math Test A score between 200 – 800 for this testA score between 10 – 40 for this test.A subscore between 1 – 15 for Heart of Algebra which is one of the content areas on the test.A subscore between 1 – 15 for Passport to Advanced Math which is one of the content areas on the test.A subscore between 1 – 15 for Problem-Solving and Data Analysis which is one of the content areas on the test. The Optional Essay Scores Taking the essay? Since its optional, you get to choose, but if youre applying to a college or university that considers the essay in its decision-making, you may need to take it whether youd like to or not. The scores are a sum of the results of 1-4 from two separate graders. Here are the scores youll see when you get your report: A score between 2 – 8 for ReadingA score between 2 – 8 for Analysis of the textA score between 2 – 8 for Writing Concordance Between the Old SAT Scores and the Redesigned SAT Scores Since the old SAT and the Redesigned SAT are very different tests, a 600 on one Math test is not equivalent to a 600 on the other. The College Board knows that and has put together sets of concordance tables for the SAT. Likewise, theyve also put together a concordance table between the ACT and the Redesigned SAT. Check it out, here.

9 Things You Should Never Reveal About Yourself at Work

9 Things You Should Never Reveal About Yourself at Work You spend an astounding amount of time with your coworkers- even more than your family. You even develop incredibly close relationships with the people you work with day after day week after week. But even so, there are lines you should make sure not to cross. Here’s how to open up to your colleagues enough to build a genuine network but not so much that you drift into TMI. Just follow this list of what never to say.1.  How Much You Hate Your JobIf you say this- even if you mean it- you’ll be branded as a negative person. Or a complainer. Or just someone who can’t engage constructively with the task at hand. No one wants to hang out with a coworker who drags down morale.2. Your Hot Take on World EventsControversial topics like politics, the economy, religion, etc. come up all the time. It’s fine to engage in the topical conversation about current events, but nothing good can come from stirring the pot. If you find you have an even more controversial view point, hold onto it. Best case scenario, you might offend someone deeply. Worst case, you could end up with a lawsuit.3. Your Health ProblemsIt’s fine to let certain coworkers know when you’re going through something. But do spare them the details. Revealing too much personal health information can open you up to discrimination. And droning on about physical details could bore your colleagues to tears.4. Your Personal ProblemsAgain, if something big is going on with your partner or your family, it’s okay to give people a subtle heads up. But keep the details to yourself. Don’t be that person constantly babbling about how much your spouse or boyfriend or girlfriend or family is driving you bananas. You just end up seeming negative and sour.5. Anything About MoneyNo one needs to know how much money you make. And you don’t get to ask how much money they make. Definitely don’t try to get information out of others by blabbing about your salary.6. Your Opinion About That One CoworkerIf you have a negative opinion, however valid, about a coworker- i.e. you think they’re incompetent, or lazy, or dishonest, whatever- you should really not be talking about it with other coworkers. Even if you’re right, you’ll come across as insecure and people will probably side with your incompetent colleague.7. Your Facebook ProfileTry as best as you can to keep LinkedIn as your professional social media platform. Your outside-of-work friends get to see who you’re with and when you did tequila shots in Cabo. Keep your Internet boundaries clear.8. Bedroom TalkKeep the details of your sex life to yourself. And, more importantly, don’t speculate about what other people do in their own bedrooms. It’s just tacky and totally inappropriate.9. That You’re After a Different JobWhether you’re job hunting or you’re secretly angling for another coworker’s job, keep that intel to yoursel f.

Black and Yellow Garden Spider, Aurantia argiope

Black and Yellow Garden Spider, Aurantia argiope Black and yellow garden spiders go largely unnoticed for much of the year, as they gradually molt and grow to maturity. But in the fall, these spiders are big, bold, and build enormous webs that tend to attract peoples attention. Theres no need to fear the black and yellow garden spider, scary as it may seem. These beneficial arachnids will only bite under extreme duress, and provide valuable pest control services that warrant leaving them be. Description: The black and yellow garden spider, Aurantia Argiope, is a common resident of gardens and parks in North America. It belongs to the orbweaver family of spiders and builds huge webs that span several feet in width. The black and yellow garden spider is sometimes called the writing spider, due to the elaborate web decorations it weaves with silk. Mature females usually weave a zigzag pattern in the center of their webs, while immature yellow garden spiders tend to fill the centers of their webs with heavy silk patterns to camouflage themselves from predators. Female black and yellow garden spiders can reach an impressive 1-1/8 (28 mm) in length, not including their long legs. Males are considerably smaller at only  ¼ (8 mm) long. Aurantia Argiope spiders bear distinctive black and yellow markings on the abdomen, although individuals can vary in color and shading. The yellow garden spiders carapace is lined with silvery hairs, and the legs are black with varied bands of red, orange, or even yellow. Classification: Kingdom - AnimaliaPhylum - ArthropodaClass - ArachnidaOrder – AraneaeFamily – AraneidaeGenus - Aurantia Species - Argiope Diet: Spiders are carnivorous creatures, and the black and yellow garden spider is no exception. Aurantia Argiope usually rests on her web, facing head down, waiting for a flying insect to become ensnared in the sticky silk threads. She then rushes forward to secure the meal. A black and yellow garden spider will eat anything that has the misfortune to land in her web, from flies to honey bees. Life Cycle: Male spiders wander in search of mates. When a male black and yellow garden spider finds a female, he builds his own web near (or sometimes in) the females web. The Aurantia Argiope male courts a mate by vibrating threads of silk to attract the females attention. After mating, the female produces 1-3 brown, papery egg sacs, each filled with up to 1,400 eggs, and secures them to her web. In cold climates, the spiderlings hatch from the eggs before winter but remain dormant within the egg sac until spring. The spiderlings look like tiny versions of their parents. Special Behaviors and Defenses: Although the black and yellow garden spider may seem large and menacing to us, this spider is actually quite vulnerable to predators. Aurantia Argiope ​doesnt have strong eyesight, so she relies on her ability to sense vibrations and changes in air currents to detect possible threats. When she senses a potential predator, she may vibrate her web vigorously in an attempt to appear larger. If that doesnt repel the intruder, she may drop from her web to the ground below and hide. Habitat: Aurantia Argiope resides in gardens, meadows, and fields, anywhere it can find vegetation or structures on which to build its web. The yellow and black garden spider prefers sunny locations. Range: Black and yellow garden spiders live in temperate regions of North America, from southern Canada to Mexico and even Costa Rica. Other Common Names: Black and yellow Argiope, yellow garden spider, yellow garden orbweaver, golden orbweaver, golden garden spider, writing spider, zipper spider. Sources: Species Argiope aurantia - Black-and-Yellow Argiope, Bugguide.net. Accessed online October 21, 2014.Yellow Garden Spider, Penn State University Department of Entomology. Accessed online October 21, 2014.Beneficials in the Garden: Black and Yellow Argiope Spider, Texas AM University Extension. Accessed online October 21, 2014.National Wildlife Federation Field Guide to Insects and Spiders of North America, by Arthur V. Evans.

Environmental Science Questions Essay Example | Topics and Well Written Essays - 1250 words

Environmental Science Questions - Essay Example Mars has 95 percent carbon dioxide, three percent nitrogen, two percent argon and less than one percent of oxygen. The differences and similarities offer clues of atmospheric evolutions over millions of years. In the same manner, if all life ceases on earth, it would take several hundreds of millions of years for it to be like Venus and Mars. Of all life forms, plants play the most significant role in reducing levels of carbon dioxide in Earth’s atmosphere. Without plants, the Earth’s atmosphere would be carbon-dominated in a similar way to Mars and Venus. For instance, millions of years ago, Venus was cooler that it currently is. Via a process known as runaway greenhouse effect, the planet was heated and most of the carbon dioxide in the rocks was released. This created a dense atmosphere that did not allow enough solar energy to reach the surface as well as hindering radiation back into the space. Effectively, without life on Earth, especially plant life, the atmosphe re would eventually have no oxygen and hydrogen and be laden with carbon dioxide. Temperatures and atmospheric pressure would also rise significantly. Question Two The Gaia hypothesis suggests that on Earth, there is a constant interaction between organisms and their inorganic surroundings. Evolving together, they form a complex, self-regulating system which contributes to the maintenance of the conditions supporting life on earth. The hypothesis is a true representation of how nature works because it explains how the abiotic environment is influenced by the biota and how, in turn, the environment influences the biota. For example, from the Precambrian era, photosynthetic bacteria and their activity have modified the atmosphere of planet Earth and transformed it into an aerobic one, which supports the evolution of life. This aspect of Gaia renders true the fact that the earth is constantly seeking the optimum chemical and physical balance to sustain contemporary life via an assortme nt of feedback loops. The hypothesis brings out the dynamic processes on earth and shows that there actually exists a link between the apparently contrasting biological and physical processes. Indeed, the balance as explained by the hypothesis regulates the salinity of oceans, atmospheric oxygen, carbon dioxide processing and Earth’s surface temperature. Like shown through scientific examples like the simplified Daisyworld simulations, organisms on Earth can influence and control their own survival as well as the environment. In the simulations, black daisies absorb most of the solar energy, making the environment unbearably hot. On the other hand, white daisies reflect back most of the solar energy, making the environment significantly cooler. When self-regulation takes over, there is a fluctuation in the number of black and white daisies and, eventually, the atmospheric temperature until a balance which can sustain life is achieved. Question Three In a natural environment, there exists a mixture of species with varied levels of success. One species or a combination of several may overshadow the rest in biological activity and their mass, hence become the dominant one. They greatly affect environmental conditions for other species. Conversely, there are also other species of intermediate abundance or scarcity, and their numbers primarily determine the diversity (or the richness in species) of the community. When a

Remedies to Reduce Causes of Unproductive Conflict Essay

Remedies to Reduce Causes of Unproductive Conflict - Essay Example This essay stresses that  the manager of the store, Janice, never delegates responsibilities, and does not communicate policies from the corporate headquarters. There is also an unfair distribution of merit bonuses, which reflects discrimination at the workplace. This indicates poor communication, poor delegation of responsibilities, and unfairness at the workplace which cause high level of conflict at the workplace.  According to the report findings  to reduce the causes of conflict, it is important to delegate responsibilities effectively and given junior managers an opportunity to participate in decision making. This can be achieved by providing supportive infrastructure and power structure. In terms of supportive infrastructure, the company should encourage good budgeting approach, confidentiality, value alignment, top management support, and effective feedback mechanism. The power structure should also be improved to include delegated power, disbursed decision making, and collaborative task performance.  The problem experienced at Main Street Bakeries, store seventy-five is that the top management is not supportive. Janice fails to provide fair bonuses and support at the workplace. The changes made are not communicated, and employees fail to understand the need for such changes.  Supportive infrastructure should be developed to resolve this problem. The upper management should develop values and virtues that guide responsibilities in every organizational level.

Rhetorical analysis Essay Example | Topics and Well Written Essays - 1000 words - 1

Rhetorical analysis - Essay Example The article is aimed at discussing the English as the dominate global language and, also acts as a rebuttal to retrospective arguments claiming that that position should be held by languages spoken by many people such as Mandarin. The writers commence the article with the aforementioned though inducing question, and promise in the thesis statement to explain what a global language is and how English became one. This introduction serves to prepare the reader for the ideas of the writer and creates an impression of a well thought out and organized article. The first post thesis paragraph examines and dispels popular preconception about a global language, alluding to Crystal’s book â€Å"English as a second language† wherein he posits that a language does not gain global pertinence based on the scope of words or intrinsic structure, or cultural and literal affiliations. The writers also cites Goh and Liam (Globalization of Language and culture in Asia) who found that the n umber of native speakers is not a determining feature since had this been the case Mandarin and Hindi would be considered global languages. The writer thus builds up their argument by eliminating these perceptions and creates suspense as they finally reveal what criterion determines this. They argue the status of the speakers is the main feature in giving a language global relevance; this is backed up by international recognition of the language and the number of second language speakers in the world. â€Å"The status of the native speakers that play a big role in raising the status of their language† (LCOM) It is notable that the writers of this article have alluded to two academic writers of repute and this way they create credibility for their work by presenting their perspectives. Furthermore, simply by virtue of the fact that they have cited and acknowledged makes it evident to anyone who may have interacted with the prior works that the bloggers have academic integrity by giving credit where it is due. Using these arguments, the writers are able to frame a logical viewpoint as to why English is a global language, take the first position on the status of the people. If one pursues Historical considerations and employs logical thinking, these arguments are largely proved sound. Most African countries speaking English were colonized by the British, and the status of the British as colonial masters necessitated that more natives learn and use English than the English to learn and use the local languages. Even English at some point in history was relegated to obscurity by Latin and French when the two were in their own times used by the Romans and Normans respectively in admiration, legal and religious fields by the conquerors. However, when the English speakers took over power and inevitably status, it naturally followed that the rest of the world would toe the linguistic line. The same case applied to India and Hong Kong where English is widely used despite being a second language. The claim about international recognition is also one that is easily validated logically, the more people recognize a language internationally, and the more likely they are to learn it as a second language. This further clarifies the position the English language since; it is the language, which many speakers speak as a second language. In fact, the number of those who speak English language are only found in a few countries North America,

Analyzing and Discussing Primary and Secondary Source Documents Essay - 1

Analyzing and Discussing Primary and Secondary Source Documents - Essay Example er in the north is able to achieve the very same by choice of employment, and has more intellectual, moral, and physical benefit by being able to have a say in their field of work and in where they live. They also are able to pursue education to a much higher standard than most southern slaves would ever be allowed, and have a set of morals that is embraced by them rather than imposed on them. Despite any benefits that Calhoun may claim, I would argue that they an inherently harmful if they are imposed within the relationship of owner and slave rather than teacher and student or employer and employee. Southerners who were not part of the â€Å"Plantation Aristocracy† still supported slavery because it was a cornerstone of their overall economic system. Without slavery, the southern economy would have to undergo massive hardship and reform, and a new system would require a much larger portion of the white population to work. These people felt that slavery was a basic part of their culture, as well, and defended slavery as a right. Furthermore, the institution of slavery gave southerners greater political power per capita, and thus their votes in Congress were represented more strongly without the input—but with the population strength—of their slaves. Slavery had an effect on every piece of the economic system of the south, as slaveholders had more money to spend because they were able to run their plantations using unpaid labor. This money went into the economy that supported all southerners in their own businesses and endeavors, and a lack of such wealth wou ld lead to a lower amount of disposable income in the entire region. Furthermore, these southerners did not have the moral opposition to slavery that many northerners felt. The lack of abolitionist thought in their religious and moral views led to them being more passively supportive of slavery. Finally, many saw abolition as a northern movement to control the south more directly. This was an expansion of

Assignment Essay Example | Topics and Well Written Essays - 2000 words - 14

Assignment - Essay Example This legitimate designation of ownership of property to an individual or firm is essential in that it aids in clearly defining the way that the said property is to be utilized. As such, this makes it easier to utilize a property such that its maximum potential can be realized. Additionally, the convenience that is gained from this legitimate designation is that the possibility for wrangles and constant disagreements over the said property are reduced, and this eventually improves societal cohesion and better mutual existence. Historically, property was basically a term used to define land ownership. This is due to the fact that land was, and still is, one of the most important human resources. However, with the dynamism of the contemporary society, the definition for property has continually evolved. There are numerous changes that cannot be ignored, and this calls for the adoption of various ways to define property in line with the need to adapt to the changes that define the contemporary society. Consequently, this is the perspective from which private property comes in, as it tries to consider the issue of property ownership in light of the dynamics that define the current society. As such, there are various definitions and perspectives from which the issue of property ownership can be viewed, with each perspective offering a completely different insight in light of the numerous facets of the society. In most cases, private property is all about property that is owned by individuals specifically for their own personal use. Under this consideration, the assumption is that private property is distinguishable from public property in that public property is owned by governmental agencies, and used for the broad benefit of the general society. This means that while public property is specifically for public use as allocated by the governmental authority in charge, private property is specifically for private use, with the legal