Nostalgia in the 1950s essays

Nostalgia in the 1950s essays The decade of the 1950s represents an era that is already gone for many Americans where life was balanced, simple, and innocent. A time in American history where a high school education promised a comfortable living and where family values were presented to audiences through television shows like Father knows Best an Ozzie and Harriet. But according to Stephanie Coontz, author of What We Really Miss About the 1950s, the simplicity and innocence that the people who lived in this time period enjoyed came at a high price. Coontz states that many of those who felt that the 1950s was the best time for children to grow up would show their dislike to the treatment of women. They also would add that they wouldnt particularly enjoy living with the most of the fathers they knew in their neighborhoods. She also points out the economic and social reasons why the 1950s is so appealing to many people. The low divorce rates, federal economic expansion programs, corporate tax programs, and the high number of children living with both parents. Even though there are many positive factors which in fact makes the 1950s one of the best eras in American history, Stephanie Coontz in the essay What We Really Miss About the 1950s argues about racial and sexual discrimination, repression and abuse that depict that America is better off today. Americans continue to appreciate the 1950s not only for the optimism people had about their familys future, but for the success of the periods economy. During the 1950s, there was active government assistance to families. For example, according to Coontz research, government backed home mortgages, financed many of the new family homes, and the minimum wage was set high enough to support a family of three above the poverty level. Also, corporations and the wealthy were taxed at high rates to support high levels of spending ...

Execute and Run Applications and Files From Delphi Code

Execute and Run Applications and Files From Delphi Code The Delphi programming language provides a quick way to write, compile, package, and deploy applications cross-platform. Although Delphi creates a graphical user interface, there are bound to be times you want to execute a program from your Delphi code. Lets say you have a database application that uses an external backup utility. The backup utility takes parameters from the  application and archives the data, while your program waits until the backup finishes. Maybe you want to open documents presented in a file list box  just by double-clicking on them  without opening the associated program first. Imagine a link label in your program that takes the user to your home page. What do you say about sending an email directly from your Delphi application through the default Windows email client program? ShellExecute To launch an application or execute a file in a Win32 environment, use the ShellExecute Windows API function. Check out the help on ShellExecute for a  full description of parameters and error codes returned. You can open any document without knowing which program is associated with it- the link is defined in the Windows Registry. Here are some shell examples.   Run Notepad uses ShellApi;...ShellExecute(Handle, open,c:\Windows\notepad.exe, nil, nil, SW_SHOWNORMAL) ; Open SomeText.txt With Notepad ShellExecute(Handle,open,c:\windows\notepad.exe,c:\SomeText.txt, nil, SW_SHOWNORMAL) ; Display the Contents of the "DelphiDownload" Folder ShellExecute(Handle,open, c:\DelphiDownload, nil, nil, SW_SHOWNORMAL) ; Execute a File According to Its Extension ShellExecute(Handle, open, c:\MyDocuments\Letter.doc,nil,nil,SW_SHOWNORMAL) ; Heres how to find an application associated with an extension. Open a Website or a *.htm File With the Default Web Explorer ShellExecute(Handle, open,http://delphi.about.com,nil,nil, SW_SHOWNORMAL) ; Send an Email With the Subject and the Message Body var em_subject, em_body, em_mail : string;begin em_subject : This is the subject line; em_body : Message body text goes here; em_mail : mailto:delphiaboutguide.com?subject em_subject body em_body ; ShellExecute(Handle,open, PChar(em_mail), nil, nil, SW_SHOWNORMAL) ;end; Heres how to send an email with the attachment. Execute a Program and Wait Until It Finishes The following example uses the ShellExecuteEx API function. // Execute the Windows Calculator and pop up// a message when the Calc is terminated.uses ShellApi;...var SEInfo: TShellExecuteInfo; ExitCode: DWORD; ExecuteFile, ParamString, StartInString: string;begin ExecuteFile:c:\Windows\Calc.exe; FillChar(SEInfo, SizeOf(SEInfo), 0) ; SEInfo.cbSize : SizeOf(TShellExecuteInfo) ; with SEInfo do begin fMask : SEE_MASK_NOCLOSEPROCESS; Wnd : Application.Handle; lpFile : PChar(ExecuteFile) ;{ParamString can contain theapplication parameters.}// lpParameters : PChar(ParamString) ;{StartInString specifies thename of the working directory.If ommited, the current directory is used.}// lpDirectory : PChar(StartInString) ; nShow : SW_SHOWNORMAL; end; if ShellExecuteEx(SEInfo) then begin repeat Application.ProcessMessages; GetExitCodeProcess(SEInfo.hProcess, ExitCode) ; until (ExitCode STILL_ACTIVE) or Application.Terminated; ShowMessage(Calculator terminated) ; end else ShowMessage(Error starting Calc!) ;end;

Cultural Differences and People Management Essay - 1

Cultural Differences and People Management - Essay Example As the paper stresses the current situation is showing a change in the mind set and work domain involving women; from a survey conducted by the ORC worldwide, as of 2008, the ratio of men to women assigned to work overseas was 83.5: 16.5, the number being quite low for women, but a growth of 2.5 % from the previous survey conducted in 2002. Some would consider it fun to move into a new place, but the reality dawns on them once they are there. International mobility and repatriation requires a lot of resources, ranging from time for planning to financial support, to facilitate smooth transit into the new environment. Apart from work purposes for mobility, the other large group who feel the pressure of international mobility are the vast number of international exchange students. The jostle for any of these groups extends from issues of administrative management dealing with the countries of destination, and expatriate support in the moving out and settling in new environments, to cult ural shock and adjustment. It has never been easy, but it calls for the foreigner (employee or student) to be flexible enough to cope with the new life. Depending on the organization one is involved, there could be welcome activities that ease up the tension and familiarize new settlers in a place. This study declares that students studying overseas have experienced this programs based on the different international exchange student groups and the admitting institutions. However, whether these people have moved in temporarily or permanently, the multifaceted experience in the unfamiliar environment, way of life, and transition in the different cultures, results to serious influences and implications. Cultural Shock occurs in different ways among people who encounter unfamiliar situations, or any happening that was not expected in a mix with different cultures. Based on the profound personal experience in the environment, it could reoccur differently immediately after settling or lat er in the adjustment period, as people would be forced to respond to the changes in situations. Due to its way of emergence, some people argue it as one event happening, but the majority view it as a process. According to Furnham, culture shock depict unpleasant effects as surprises or shock experienced after touring or living in different cultures, because the occurrence were unexpected and could lead to negative evaluation of the diverse (own and new) cultures. The shock is experienced by those in mobility, whether internationally or within the region or society (such as organisation restructuring and population social changes), highly skilled or less skilled, but facing unfamiliar environments of cultural context. However, there are minor situations that make one less affected or perhaps not experience the cultural shock; this depends on the previous experiences in other cultures, the variation of one’s culture and the newly available, one’s preparation (psychologic ally and resourcefully) before and/or after encountering unfamiliar culture, which all influence the degree of the culture shock and individuals reactions.

Access and Poverty Essay Example | Topics and Well Written Essays - 250 words

Access and Poverty - Essay Example e has access to such a tool is of course the fact that not everyone has been fortunate enough to have a good credit score so that they can apply for such an instrument. Whether buying food, buying gasoline, or personal items, the credit card was something that I saw as indispensible and something that allowed a great ease of purchase and security due to the fact that I was not required to carry around a large amount of cash on a daily basis (Michaelson 1). The second item that I took for granted and allowed a great deal of personal comfort and ease of life is that of my vehicle. Although living without a vehicle is becoming more and more of something that environmentalists push us towards, the fact remains that without one, we are somewhat stranded and unable to meet the many obligations that our model life engenders. Naturally, the fact of the matter is that not everyone is fortunate enough to have a vehicle and even many that do life day to day not knowing whether or not their vehicle will work when they turn the key. Due to the new ways in which I have viewed both of these amenities, they have made me aware of the fact of just how fortunate I am as well as the level of poverty and non-opportunity which affects so many different individual within my community. Michaelson, Jared. "Hitting The Century (X – Distressed) | Wexboy." Stockopedia PRO - Stock Research Reports, Stock Screening, Stock Valuation and Research Tools. N.p., 15  Jan.  2013. Web. 15  Feb.  2013.

Formative Assessment Essay Example for Free

Formative Assessment Essay Assessment is regularly conducted by classroom teachers to determine whether students learn the lessons or have acquired the skills they have been taught. However, the prevailing concept of assessment is that it is given after lessons. It is also viewed as extra work that consumes time that would have been better spent in teaching. Some teachers do not even have the adequate knowledge as to how to assess properly having focused more on how to teach (in contrast with how to assess) during their years in teacher training school. As a consequence, assessment results tend to function as a periodic â€Å"snapshot of student progress and as predictors of student performance on the end-of-year statewide tests (Heritage, 2007) rather than a tool to help teachers during instruction. This need is the reason why formative assessment should be implemented. Heritage defines formative assessment as â€Å"a systematic process to continuously gather evidence about learning. The data are used to identify a student’s current level of learning and to adapt lessons to help the student reach the desired learning goal (2007). † It involves strategies which can be categorized into three types: On-the-fly-assessment which requires the teacher to provide quick â€Å"pop-up† lessons right during discussions to correct students’ misconceptions; Planned-for-interaction which requires teachers to think of questions beforehand which would make students think and explore ideas during discussion time; and, Curriculum-embedded assessment where the teacher solicits feedback by talking with the students about ongoing classroom activities like seatwork, board work or students’ notes. There are four core elements of formative assessment (Heritage, 2007). First, it is a means for teachers to identify the gap between the students’ current status in learning and the desired educational goals. Second, it is designed to provide feedback at multiple levels. Third, it encourages student involvement in the daily classroom discussion. Finally, it aims to help teachers develop learning progressions. To use formative assessment successfully, however, teachers also need to possess certain knowledge and skills. Teachers must have domain knowledge of their subject area of expertise; pedagogical knowledge; knowledge of their students’ previous learning; and assessment knowledge or knowing a variety of proper assessment strategies. With regards to the required skills, the successful implementation of formative assessment can only occur if teachers are able to create classroom conditions where learners feel a sense of community and can critique each other without fear. They must also help students learn how to assess themselves. Teachers must be skilled in analyzing student inferences. Finally, they must be able to match instruction to the gap in the present skill level or knowledge of the learner. Heritage’s article provides a convincing argument for formative assessment as it points out the ineffectiveness of current assessment methods to actually help the learner. When students perform poorly in periodical and annual exams, it becomes too late to do something about things. Students either get low grades or are not promoted to the next level. Something could have been done halfway through the school year had formative assessments been conducted. However, formative assessment can only be seen today as an alternative to the existing views since year-end statewide assessments, for example, would be a hard practice to do away with. The present school system, specifically the public schools, have been practicing traditional assessment methods for decades, even the new curriculum and programs do not change things. Nevertheless, the article introduces a challenge to educators and administrators to try this alternative if it is being lamented that the quality of the aptitude skills of the students has been regressing every year. School administrators should mind the rationale behind formative assessment, which is placing more emphasis towards reforming student performance rather than the punishment-reward system that the traditional method offers. Of course, this would mean additional training for teachers who are not used to employing formative assessment in their own classrooms and changes in the curricula of teacher training schools. Then again, the benefits of formative assessment as enumerated in the article far outweigh all cost considerations. Reference: Heritage, Margaret. (2007, October). Formative Assessment: What do teachers need to know and do? Phi Delta Kappan, pp. 140-145.

Terrorism: Media Simplistically Portrays War as Good vs. Evil :: Argumentative Persuasive Topics

Media Simplistically Portrays War as Good vs. Evil    The morning of September 11, 2001, will be a communal memory for many around the world.   On this morning, peace was threatened by terrorism on United States ¹ soil and the U.S. declared war in defense of peace. The majority of television, print, and internet media coverage of these events have focused around a discussion of good vs. evil.   In this paper, I will address ways in which hegemonic and counterhegemonic forms of media have contributed to the discussion of good vs. evil at war.    The depiction of good (us) vs. evil (them) in the media has justified war in the name of peace.   The United States ¹ first visual of good vs. evil came with television broadcast statements from the leaders of this war.   From this, the American public ascertained that the evil guys are led by Osama bin Laden who promised that  ³America will not live in peaceÃ…  1 ² sitting atop a rock outside a cave.   In turn, the good guys are led by President George W. Bush who, from his leather chair in the White House, asserted  ³We are at war with terrorism.2 ²Ã‚   These broadcasts became proof for many that  ³they ² attacked peace therefore  ³we ² were justified in declaring war. President Bush extended this belief by reminding the American public that,  ³If you ¹re not with us, you ¹re against us.3 ²Ã‚   This statement called all of America to war against terrorism; Bush ¹s comment implied that those in opposition are the enemy.   As one of the most access ible forms of news, television has become the most powerful form of social pedagogy.   With few exceptions, television has succeeded in perpetuating and legitimizing a hegemonic good vs. evil mentality where  ³we ² are good and  ³they ² are bad.   One could argue that few have sufficient media literacy skills to deconstruct dominant messages put forth by the majority of television networks.    Conversely, internet and print media have, on more occasions, provided counterhegemonic alternative readings on the September 11 events.   One can still visit mainstream websites such as NBC, ABC, FOX, and CNN to view hegemonic references of good vs. evil.   A series of clicks on one ¹s mouse can take a web surfer from photos of candlelight vigils and Twin Tower donation centers to sites where one can watch Powell and Bush, singing calypso, about the demise of Osama Bin Laden as well as play an interactive torture game on the leader of evil4.

Software Piracy Problem

Software piracy is a rising problem not only in the United States, but around the world. In 1993 worldwide software piracy cost 12. 5 billion dollars to the software industry, with a loss of 2. 2 billion dollars in the United States alone. Estimates show that over 40 percent of U. S. software company revenues are generated overseas, yet nearly 85 percent of the software industry's piracy losses occurred outside of the United States borders. The Software Publishers Association indicated that approximately 35 percent of the business software in the United States were obtained illegally, which 30 percent of the piracy occurs in corporate settings. In a corporate setting or business, every computer must have its own set of original software and the appropriate number of manuals. It is illegal for a corporation or business to purchase a single set of original software and than load that software onto more than one computer, or lend, copy or distribute software for any reason without the prior written consent of the software manufacturer. Many software managers are concerned with the legal compliance, along with asset management and costs at their organizations. Many firms involve their legal departments and human resources in regards to software distribution and licensing. In 1974, Congress created the Natural Commission on New Technological Uses (CONTU) to investigate whether the evolving computer technology field outpaced the existing copyright laws and also to determine the extent of copyright protection for computer programs. CONTU concluded that while copyright protection should extend beyond the literal source code of a computer program, evolving case law should determine the extent of protection. The commission also felt that copyright was the best alternative among existing intellectual property protective mechanisms, and CONTU rejected trade secret and patents as viable protective mechanisms. The CONTU report resulted in the 1980 Computer Software Act, and the report acts as informal legislative history to aid the courts in interpreting the Act. In 1980 The Copyright Act was amended to explicitly include computer programs. Title 17 to the United States Code states that it is illegal to make or to distribute copies of copyrighted material without authorization, except for the users right to make a single backup copy for archival purposes. Any written material (including computer programs) fixed in a tangible form is considered copyrighted without any additional action on the part of the author. Therefore, it is not necessary that a copy of the software program be deposited with the Copyright Office in Washington, D. C. for the program to be protected as copyrighted. With that in mind then a copyright is a property right only. In order to prevent anyone from selling your software programs, you must ask a federal court to stop that person by an injunction and to give you damages for the injury they have done to you by selling the program.