The Role of Itil Essay Example for Free

The Role of Itil Essay 1. Within an IT support help desk environment, describe the role of ITIL standards in the provision of quality IT service management. An ITIL Service Desk uses a standard set of best practices for lowering costs and improving the quality of IT service delivery. The aim of a Service Desk is to act as the operational interface between the IT organization and its customers, for achieving an organization’s goals. An ITIL Service Desk isn’t only concerned with taking and responding to calls, but also managing the entire lifecycle of the request as it evolves through other relevant processes. For example, a call may start as a simple incident which may then turn into a problem which is also related to several other incidents. 2. The areas in which professional institutions operate extend beyond simply representing their members. Discuss briefly two examples of this. Professional institutions operate in more than representing their members. Other areas in which professional institutions operate are setting standards; one way they do this is by setting and enforcing standards of behaviour for its members. Normally this is done through some formal code of conduct or ethics. They also advise government. 3. Depending upon your job role within an organisation, certain professional institutions may be more suitable to support you. Identify two roles and discuss which Professional Institution would be most appropriate. The roles I have chosen are computer programmers and software analysts. A computer programmer writes computer software. The term computer programmer can refer to a specialist in one area of computer programming or to a generalist who writes code for many kinds of software. A software analyst is the person who studies the software application domain and prepares the software requirements and specification document. Software analyst is the connection between the software users and the software developers. It conveys the demands of the software users to the developers. The most suitable Professional Institution would be the IAP (The Institution of Analysts and Programmers) based in London. This would be the most  appropriate institution because the deal mainly in analysts and programmers. 4. Explain the range of ITIL standards available to practitioners. Release and Control, Support and Restore, and Agree and Define are three standards available. The Release and Control path to certification focuses on change management, release management, and configuration management. The Support and Restore path focuses on incident management, service desk processes, and problem management. The Agree and Define path focuses on service level management, and financial management. 5. Describe a typical hierarchy within a computing/IT department of an organisation and the types of professional development offered by professional institutions to support progression of the individual. There are many different types of hierarchy used in it/computing departments, one example is a human resources department. Director In the HR department hierarchy, the director oversees all functions. His duties include creating personnel policies and developing an employee manual. The director position also handles all personnel issues that may harm to the companys reputation. Directors ensure all necessary training programs are in place for new employees and existing staff members. This position answers to the company owner or vice president of the division, depending on the size of your company. Human resource division heads or managers report to the director. Management Division heads, managers and fist-line supervisors manage the day-to-day duties of human resource employees. Managers supervise analysts who may specialize in sections, such as compensation, benefits, recruiting, hiring, diversity and training. In smaller HR offices, some sections can be combined. Managers ensure that programs developed by the director are properly implemented and employee handbooks are regularly updated. Managers also directly handle sensitive HR (Human Resources) issues, such as discrimination complaints, so that lower-level employees are not included in the process. Specializing Analysts Each section in the Human Resources hierarchy contains analysts who are trained in specialized areas and report to management. Some positions conduct compensation studies to ensure that the jobs in a company offer competitive salary and benefits. Recruiting analysts look for the best places to market openings to gain the most qualified and diverse candidates. Benefit employees administer health insurance and retirement plans and workers compensation among other programs offered to employees. The diversity section ensures that the workplace is free from illegal discrimination policies and behaviours, while trainers educate staff on employee laws and other important company information. General Analysts If the business is small the human resources department may consist of a director and one or more analysts who are skilled in all areas. These generalists report to the director and perform the full scope of duties in the department. In a larger company, the generalist position can serve as the entry level before specialization is determined. The generalists spend time in each section while developing knowledge through training and experience. They eventually may be placed in areas where they can grow.

Power Abuse in Government

Power Abuse in Government Question: You have been introduced to several definitions of power. How do these definitions help you to understand power as you see it exercised in the world around you? Please give examples to illustrate your answer. At the creation of time, as per the book of Genesis in the Holy Bible, a command was given to Adam and Eve to not eat of the Tree of Knowledge. As they both did so, they became acutely aware of â€Å"right† and â€Å"wrong† and were subjected to the punishment of their Almighty, Powerful God; and so began the understanding of power. How power is used often reflects the values and beliefs of the user. As a noun, the word â€Å"Power† has numerous meanings. The Oxford Dictionary (2013) defines power as the capacity to direct or influence the behaviour of others or the course of events. Hobbes (in Nagel, 1998) identifies power as a person’s means to obtain some future good and Heywood (2007: 456) posits that power is â€Å"the ability to influence the behaviour of others, typically through the power to reward or punish†. This essay is an attempt to enlighten the reader of the concept of power and will explore this rationale further with specific concen tration on the teachings of Heywood and of Kenneth Boulding in conjunction with his book The Faces of Power, where he reveals his premise that there are three categories of power: threat power, economic power, and integrative power. At some point in time, every person wishes to possess power in some degree. Whether that is power over a brother or sister, the ability to influence friends or work colleagues, or, perhaps, running for political office. Because power is, at its core, the ability to obtain a described outcome, at some level the objective, according to Russell (1938), of all members of an organization is to obtain power. In his book Politics, Heywood (2007:11) comments that â€Å"Power can be said to be exercised whenever A gets B to do something that B would not otherwise have done. However, A can influence B in various ways†. It is these ways or â€Å"faces of power† that Heywood (2007) describes the first face of power as that of decision making and how actions, in some shape or form, influence decisions. Decision making is an ongoing process that occurs on a daily basis. On a small scale, a local shop owner is constantly making decisions that will have a direct impact on the success o r demise of his/her business. On a much larger scale, is the decisions making of a government. It is here that the teachings of Boulding (1989) have the most influence when he claims that power has three categories or faces. The first face is the power of threat—the stick—the power to destroy. Boulding goes on to state that the existence, and especially the possession, of the means of destruction, such as weapons, enhances the probability that they will be used and a very good example of the power of threat is to look at a situation in 2010 by Mexican drug cartel members on the families living in El Porvenir, Mexico. The cartels, according to an article written by Gibson and published on Examiner.com in 2010, threatened to kill every child in the border town unless the parents paid a fee for their protection or left the town. As a result of this threat, the families either paid the fee or, as a majority indeed did, fled for a neighbouring town. Another of Boulding’s faces of power that conforms to Heywood’s theory is Economic Power—the carrot—the power to produce and exchange. Globalisation has made trade with foreign nations a much easier opportunity compared to previous decades. However, tensions can, and do, run high in businesses and governments. An illustration of economic power could be that of China. It could be said that China has an economic power over a large portion of the World in that a majority of consumer products are produced in China. If international relations between China and the U.S.A. were to take a turn for the worse and in turn China were to place an embargo on exports to the United States, one of China’s largest importers, this could have a crippling effect on the U.S. economy. Boulding’s (1989) third face of power is that of integrative power—the hug—the power to build relationships. He explains that integrative power is when B does an act for A out of love or respect or want and not because A has the power of making B do said act. A very good case to demonstrate integrative power is that of a volunteer wishing to enlist in military service. Although there are countries where conscription is still in place, the majority of States rely on men and women volunteering to serve their country. It is improbably, but still possible, that an individual decides to dedicate X amount of years being browbeaten or vituperated to learn a trade or to achieve professional qualifications. Indeed, this could be obtained by attending university or a local trade school with much less difficulty. The individual enlists his or her service out of love or from a sense of duty to their nation. Yet another concept of power that is introduced by Heywood (2009) in his thesis is the power of agenda setting. The media seems to be one of the major players when agenda setting is the issue. Fox news in the United States is commonly referred to as a right-wing media outlet. As Ackerman (2001) explains, â€Å"When it comes to Fox News Channel, conservatives dont feel the need to work the ref. The ref is already on their side.† Alternatively, MSNBC is typically described as left-wing opinionated. An illustration of the type of coverage that is reported is the topic of Obamacare in the U.S.A. When Fox News covers the topic, the primary information that is passed along to its viewers is how much Obamacare will cost the U.S. citizens via way of taxation and that the Democratic President is trying to force unconstitutional laws on the American public. On the opposite side of the spectrum, when MSNBC reports on the subject, the argument is how the healthcare bill will benefit the p oor and the individuals that presently cannot afford primary care. This, undoubtedly, swings in the favour of President Obama. The final argument that Heywood posits is the power of thought control which he describes as influencing others in what they think, want, or need. To demonstrate this, attention is turned to television; children’s television to be more specific. Children’s television channels are consistently bombarded with commercials for the latest toys and any parent dealing with a child pleading for them to buy that latest toy knows perfectly well how influential those commercials can be. When watching these commercials, the parent is typically harassed with comments such as â€Å"Dad, I want that!† or â€Å"Mom, I NEED that!† when in reality, the product being advertised could simply be the identical doll or toy truck that the child currently owns but in a different coloured dress or paint style. As declared by Barnes (1988:1), â€Å"Power is one of those things, like gravity and electricity, which makes its existence apparent to us through its effects, and hence it has always been found much easier to describe its consequences than to identify its nature and its basis†. It has been put forth in this essay that power, as described by Heywood and Boulding, has numerous faces and the development when these powers are enacted has positive and negative consequences. It is assumed by many that governments use and abuse their power on a continual basis. However, as it can be seen from this work, governments are not the only actor to use and occasionally abuse their power. BIBLIOGRAPHY Ackerman, S. (2001) ‘The Most Biased Name in News’, FAIR [online], 01 July, available at: http://fair.org/extra-online-articles/the-most-biased-name-in-news/ [accessed 12 January 2013]. Barnes, B. (1988) The Nature of Power, Cambridge: Policy Press. Boulding, K. (1989) Three Faces of Power, London: Sage Publications. Gibson, D. (2010) â€Å"Drug cartel threatens to kill every child in Mexican border town† Examiner [online], available at: http://www.examiner.com/article/drug-cartel-threatens-to-kill-every-child-mexican-border-town [accessed 10 January 2014]. Heywood, Andrew (2007). Politics, 3rd ed., Hampshire: Palgrave Macmillan. Nagel, J. (1975) The Descriptive Analysis of Power, London: Yale University Press. Russell, B. (1938) Power: A new social analysis, New York: Norton.

Challenges To Singapores Education

Challenges To Singapores Education At the Teachers Day Rally last September, Prime Minister Goh Chok Tong outlined the challenges to our education system. A key imperative was National Education. Many Singaporeans, especially pupils and younger Singaporeans, knew little of our recent history. They did not know how we became an independent nation, how we triumphed against long odds, or how todays peaceful and prosperous Singapore came about. This ignorance will hinder our effort to develop a shared sense of nationhood. We will not acquire the right instincts to bond together as one nation, or maintain the will to survive and prosper in an uncertain world. For Singapore to thrive beyond the founder generation, we must systematically transmit these instincts and attitudes to succeeding cohorts. Through National Education, we must make these instincts and attitudes part of the cultural DNA which makes us Singaporeans. The Prime Minister set up a committee, chaired by Mr Lim Siong Guan, to study how to introduce National Education into our education system. The Committee has worked out a plan to do so. To take the next step forward, we need the full commitment of every teacher and principal. National Education is not just a book subject. It must appeal to both heart and mind. Unless you are personally convinced of its importance, committed to the cause and have the knowledge and passion to teach National Education competently and whole-heartedly, the plan will fail. Lessons from Other Countries Singaporeans are not unique in needing National Education. Other countries take National Education as a matter of course. Japan is a tightly-knit, cohesive and group-oriented society, with a long history and a strong sense of unique identity. Yet Japanese schools start early to teach pupils Japanese culture, values, history and geography, and even the politics and economics of Japan. As pupils get older, they also learn about the cultures and histories of other countries. In so doing, they understand even better what makes them uniquely Japanese. Japanese schools go to great lengths to instill group instincts and a sense that every student is an equal member of the group. They have strict regulations on school uniforms, school bags and shoes. Students are grouped into teams called hans. Members of each han play together and eat together. They take turns to perform specific responsibilities, whether it is the daily cleaning of school premises or serving lunch. Academically stronger students are expected to help their weaker friends. Those who do not are ostracised. Students organise the school sports day themselves. Competition is based mainly on team events; there are few or no individual events. All students participate, including those with disabilities. Japanese schools do all this not because they believe that all students are the same in every respect or have identical abilities. But they want every student to be equally valued as a member of the group, recognised for his strengths, and for what he can contribute to the group. And so it goes for Japanese society. In US schools, every child is taught the American heritage George Washington, the Declaration of Independence, the US Constitution, the Civil War, and the Civil Rights movement. Students take part in community service. Learning to be a responsible citizen begins young. It is a deliberate inculcating of American political and social values and ideals, to ensure the next generation grows up with these ideas deeply ingrained. It is a process of indoctrination like any other, no less so because the children are brought up to cherish American values of individual liberty. And it is so successful that many Americans are completely convinced that American values are universal values of mankind. If countries like Japan and the US, with long histories and deep roots, have found it essential to pass on national instincts systematically from generation to generation, all the more Singapore, a young country barely one generation old, must make a concerted effort to imbue the right values and instincts in the psyche of our young. Objectives Of National Education National Education aims to develop national cohesion, the instinct for survival and confidence in our future. We cannot offer our next generation any fixed formula for success, or even any set goals in life. They will face new circumstances and problems. They will need to think through and work out their own solutions. But we must equip them with the basic attitudes, values and instincts which make them Singaporeans. This is the common culture that will give them a shared perception of life, and draw them closer together as one people when confronted with serious problems. This will give them a well-founded faith in the countrys future. This is the DNA to be passed from one generation to the next. There are four elements to achieving this objective. First, we must foster in our young a sense of identity, pride and self-respect as Singaporeans. This will strengthen their emotional attachment to the nation, and their sense of rootedness. We are proud of our country. We are proud of what we have achieved together our economic progress, our clean and green environment, our open and clean system of government, our way of life. We are proud that each of us, in his or her own way, contributes to Singapores success. But success must not lead to hubris. We must never be over-bearing or arrogant, or look down on people from other countries. We do not have all the answers for ourselves, much less for other countries. But neither have we any reason to be ashamed to say, I am a Singaporean. In fact, quite the contrary. Second, our young must know the Singapore Story how Singapore succeeded against the odds to become a nation. National Education is not an abstract sermon on general principles of nationhood. It is to do with a special story, our story. It is the story of Singapore, how we came to be one nation. We did not start off with this goal, or even as one people. Nobody imagined this would be the outcome. As a British colony, from 1942 to 1945 for 3Â ½ years of the Japanese Occupation we suffered a traumatic experience of cruelty, brutality, hunger, and deprivation. We lived through the post-war years of Communist-inspired unrest and upheaval. We then joined with the Federation of Malaya to form Malaysia. Despite pressure and intimidation we stood firm in Malaysia against the communalists. The issue was a fundamental one: equal basic rights and opportunities for all Malaysian citizens under the Malaysian Constitution, and no special rights for anyone in the State of Singapore on the basis of race, language and religion, as was agreed in the State Constitution of Singapore. As a result we suddenly found ourselves out on our own as an independent country, with few means to make a living or defend ourselves. Yet we developed our economy, built up the SAF, educated and housed our people, got them to work together, and gradually became one nation. Year by year we transformed Singapore int o what it is today. Knowing this history is part of being a Singaporean. It is the back-drop which makes sense of our present. It shows what external dangers to watch out for, and where our domestic fault lines lie. It explains what we stand for and believe in, and why we think and act the way we do. It gives us confidence that even when the odds look daunting, with determination and effort we will prevail. Thirdly, our young must understand Singapores unique challenges, constraints and vulnerabilities, which make us different from other countries. Singapore is not as other countries. We will always be small, we will always worry about our water supply, we will always have to work harder and do better than other countries. That is the hand which geography and history have dealt us. Overall it is not a bad hand, nor have we played it badly. We have compensated for these constraints by being more resolute and resourceful, more efficient and productive, and quicker and nimbler than other countries which are better endowed and have larger margins for error. And we have been so successful that sometimes we forget that the underlying realities endure, and have not gone away. Singaporeans need to understand these realities, to work together and support the policies that are necessary to deal with them. Knowing our constraints should make us more determined to overcome them. It is no cause for despair. We overcame more severe difficulties in our first years of nationhood, with far fewer resources, and in more dire circumstances. We are much better placed to tackle them now. Finally, we must instill in our young the core values of our way of life, and the will to prevail, that ensure our continued success and well being. Our core values include the system of meritocracy which guarantees fair and full opportunities for all, multi-racial and multi-religious harmony, and honest and competent government working for the long-term interests of all Singaporeans. We often take these for granted, because things have been this way in Singapore for a long time. But not new citizens, who often come with fresh direct experience of very different societies. Pupils must learn to treasure and uphold these social and political values. If we ever lose them, Singapore will quickly become a very different place. Strategies We need to develop national instincts among pupils at all levels. National Education will begin in schools and continue in post-secondary and tertiary institutions. After ten to fifteen years of education, all students should know the facts about Singapore and feel attached to Singapore, their best home. Those likely to go on to play leadership roles later should at least have had some preliminary preparation for their responsibilities. We will achieve this through both the formal and informal curricula. Formal Curriculum We will introduce National Education content across the formal curriculum. We can do more of this in some subjects than others. The main subjects will be Social Studies and Civics and Moral Education (CME) at the primary level; History, Geography and CME at secondary level; and the General Paper and CME at the Junior Colleges. In addition, Literature and the languages can also be used. Subjects at Primary level In primary schools, we will start teaching Social Studies earlier -beginning from Primary 1 instead of Primary 4. Social Studies will complement Civics and Moral Education. CME will emphasise teaching of values and correct individual behaviour, while Social Studies will give pupils an understanding of Singapore society. Pupils must start early to learn about the society around them, to feel a sense of belonging to family, school and community, to befriend and accept pupils of all races, and to develop a simple, unabashed pride in Singapore. They recite the pledge, sing Majullah Singapura, and recognise our flag. Later they will learn the meaning of the crescent and five stars. But long before that, when they see the helicopter flying past with the state flag on National Day, they should sense that it is a very special occasion. Subjects at Secondary level At secondary level, students currently learn the history of our independence period only in Secondary 1. The O level History syllabus stops in 1963, which perversely omits the vital period leading to our independence. We will extend the O level History syllabus for Singapore to 1971. The period of Merger, Separation and the early years of independence will also be taught in Secondary 2 instead of Secondary 1, so that the students will be a little more mature, and appreciate better what was at stake. At the upper secondary level, we will develop a new Social Studies subject. It will cover issues central to Singapores survival and success our principles of governance, the strategies that have brought Singapore here, the role of key institutions like the SAF, HDB, CPF, EDB and NTUC, and our future challenges. It will use examples from other countries to explain what works and what fails, and derive lessons for Singapore. Subjects at the JC level In the junior colleges, students should start to learn what leadership involves, and to develop a commitment to serve society. Through the General Paper and Civics lessons, they must acquire the sense that they can shape their own future and, more important, that it is their responsibility to shape Singapores future. They must be able to think independently and rationally, and reach informed conclusions about national issues. MOE will take 3-4 years to implement the new syllabi. As the school curriculum is already heavy, we will make the changes without increasing the curriculum load. We want the new syllabi to give teachers more time, not less, to engage in creative ways to bring issues to life for their students. Informal Curriculum National Education is much more than learning facts. Knowing facts in itself will not develop the group spirit and emotional instincts of nation-hood among pupils. This will depend on the informal curriculum. Attitudes and values picked up through team ECAs and group activities, and the rituals of school life, will sink in deeper than anything learnt in the classroom. Each year, schools will also commemorate a few key events that mark defining moments of our history. These will include: Total Defence Day on the 15th of February, the anniversary of the surrender of Singapore to the Japanese in 1942, as a reminder of every citizens responsibility to defend Singapore. Racial Harmony Day on the 21st of July, marking the day in 1964 when racial riots broke out, to remind pupils of the importance and fragility of racial harmony. International Friendship Day to stress the importance of good relations with our neighbours, and to remind pupils that such good relations cannot be taken for granted. The actual date will vary from year to year, to mark such occasions like the end of the Second World War in the Pacific, the day Singapore joined the United Nations, or the end of Confrontation and the establishment of diplomatic relations with Indonesia. And finally, National Day on the 9th of August. Schools will arrange regular visits to national institutions and economic facilities, such as Parliament, SAFTI, water treatment works, the port, or the stock exchange. These visits will help to build pride and confidence among our students, and show them how Singapore has overcome our constraints through sheer will and ingenuity. Community service will strengthen social cohesion and civic responsibility among our young. At the lower primary level, we will encourage pupils to do community service within their own school taking care of the school grounds, keeping common areas clean. For the upper primary and secondary levels, a school may adopt an orphanage or old folks home, or take on long-term community projects like keeping a park or a residents corner clean. The Challenge of Teaching National Education I do not underestimate the difficulty you will have teaching National Education in schools. This is not just another school subject for pupils, or another duty for overworked teachers. We seek from pupils not just intellectual comprehension or accumulation of facts, but a personal commitment to Singapore, and an emotional bonding and identification with their fellow Singaporeans. To achieve this, you must yourselves feel passionately for the country, and understand instinctively our collective interests and what we stand for. Only then can you teach with conviction, instill pride and confidence in your students, and help them to acquire the right instincts. The Singapore Story is based on historical facts. We are not talking about an idealised legendary account or a founding myth, but of an accurate understanding of what happened in the past, and what this history means for us today. It is objective history, seen from a Singaporean standpoint. Not all the history books have been written, because hitherto many documents have been locked away in archives. But now 30 years after our independence the archives are starting to be opened, and the documents for this period are becoming available to historians. Progressively, a more complete picture will emerge. But the Singapore Story is also a live story. It concerns not only events which are receding into the past, but developments which continue in the present. Both teachers and pupils must take an interest in current affairs. They should know what is happening in the world or in our region which can affect us; what economic, social and political developments are taking place in Singapore. They should know what the national debate is about, what is at issue. The most vivid lessons in National Education are to be found not in the books, but in what we live through and what we observe happening around us. I am not proposing that students should form mini-political parties in schools, or demonstrate on the streets, as Chinese school students manipulated by Communist agitators did in the 1950s and 1960s. But students and their teachers must be alive to events around them, so that when they later become adults and exercise their duty as citizens to decide the future of the country, they will decide wisely. From time to time, issues will arise which contain lessons for the future for example when Michael Fay had to be caned for vandalism, or Flor Contemplacion was hanged for murder. Whenever this happens, we must make a special effort to get Singaporeans to understand what is going on, why we did what we did, and what it all means for us. Each such episode will be another piece of the Singapore Story. This makes the Singapore Story harder to teach, but also more exciting and relevant. In teaching the Singapore Story, you will have to deal with delicate issues, especially race and religion, and sometimes relations with our neighbours. We must treat such issues sensitively, but we cannot gloss over them. Amnesia is not an option. We cannot pretend that incidents involving race and religion never happened. They are part of our history. This is not a unique problem for us. For example, in America descendants of Unionists and Confederates both study the American Civil War; descendants of slave owners and slaves both learn about slavery and the civil rights movement. America is the stronger country for acknowledging these divisions in its past and coming to terms with them. In Singapores case, different races, owing loyalties to different countries, lived in the same British colony. They were moulded into one Singaporean people by their experiences before and after independence. Two race riots took place in 1964, which had been deliberately instigated to intimidate Singapores Chinese population. Many Chinese and Malays were killed. Riots occurred again in 1969, after independence, a spillover from the May 13 riots in Malaysia. Race relations in Singapore took years to recover from the trauma of these events. Unless pupils know these facts, and learn what they mean, they will never understand why we emphasise racial harmony so strongly, and insist that the majority Chinese community should never make the minority communities feel oppressed. Such ignorance will pose a real risk of racial conflict happening again one day. All Singaporeans, whether Chinese, Malay, Indian or Eurasian, can identify with the ideal of a multi-racial, multi-religious society which Singapores leaders fought for while in Malaysia, and which we have tried to realise as an independent country since 1965. It is because Singaporeans of all races, and especially their leaders, stayed united and refused to be intimidated that we separated from Malaysia. The issues which led to Separation were fundamental, and remain so today. By teaching the history of how we became one people, we will draw our races closer together. But our aim is not to expunge the differences between the ethnic groups. Each community contributes its own unique characteristics and strengths to our society. If Chinese Singaporeans lose their Chinese cultural heritage, or Malay Singaporeans discard their traditional customs and Islamic values, we become a much weaker society. We must create unity in diversity. Conclusion This National Education programme is a major undertaking. Its effects are long term. We will not know for many years how well we have inculcated values, attitudes, and habits that emotionally bond our people to one another, as proud co-owners of their best home, Singapore. As teachers and principals, you carry most of the responsibility for giving your pupils a total education, and for their National Education. The Ministry will back you up with the resources, guidance, and materials that you need. For example, MOE will produce a monthly series of videos for schools, to keep teachers updated on current affairs. The National Education Web Page we are launching will provide more information and be a channel for teachers to discuss ideas and share resources. The moulding of the next generation is in your hands. You must imbue them with a strong sense of national identity and social responsibility. If we fail, all that we have painstakingly built up over decades can unravel and fall apart within a few years. But put our best effort into this vital task, and we will succeed.

Narcissism in My Last Duchess Essay -- Robert Browning, My Last Duches

Robert Browning’s poem â€Å"My last Duchess'; is spoken from the perspective of the Duke and conveys the Dukes personality through the literary form of a dramatic monologue. It involves a fictional account of the Duke addressing an envoy from the Count to talk of details for the hopeful marriage to the Count’s daughter. The subtitle of this monologue is â€Å"Ferrara,'; which suggests an historical reference to Alfonso II, the fifth Duke of Ferrara in Italy in the mid-sixteenth century. The objective of the Duke is to attempt to sway the envoy’s opinion of himself to obtain the maximum dowry possible in pursuit of this marriage. The reader is directed to imagine the Duke walking with the envoy through his art gallery and the Duke stops to show him a painting of his last Duchess that is presently covered by a curtain. â€Å"Since none puts by / the curtain I have drawn for you, but I'; (9-10). This curtain is the first reference to the Dukes selfish, jealous, and protective traits. The Duke uses the curtain as a method of controlling his wife, even after her death. Other men admiring her beauty was unacceptable, so by hiding the painting behind a curtain, he controls who is allowed to gaze upon her. â€Å"Sir, ‘twas not / her husband’s presence only, called that spot / of joy into the Duchess’ cheek'; (13-15). The Duke mentions the blush on the cheek that the duchess has in the painting and assumes that Frà   Pandolf, the painter, was attracted to the Duchess and possibly paid her a compliment. â€Å"Her mantle laps Over my lady’s wrist too much,’ or ‘Paint Must never hope to reproduce the faint Half-flush that dies along her throat.'; (16-19) The Duke assumes that Frà   Pandolf was most likely flirting with the Duchess and that she was flirting back with him. This demonstrates that the Duke was extremely jealous and could not stand to have his wife admired by other men. The Duke is not happy with the manner in which his wife portrayed herself around others. He could not accept her civility towards those of unimportance and â€Å"a heart†¦how shall I say? †¦too soon made glad, / too easily impressed'; (22-23). The Duke states that the Duchess was easily pleased by a compliment and through small favors from a servant or other insignificant people, a quality that the Duke could not tolerate. â€Å"The dropping of the daylight in the West, The bough of cherries some officious fool... ... Duke himself; known to be a controlling man. This is a hint that the Duke will control his wife just as Neptune controls the sea horse. This monologue as spoken by the Duke represents many definitive traits that the Duke encompasses in his character. The manner in which he views his deceased Duchess demonstrates his egotistical view of himself. His selfish, jealous, protective, greedy, paranoid persona is displayed by his act of killing his wife. He could not control his Duchess as he wanted so his arrogance and his shallowness got the better of him until he could no longer do anything except kill her. The painting represents a wife that he can control until the day he died. His repeated manipulative habits continued as he influences the envoy to view the circumstances of this future marriage as being solely for the purposes of companionship. This is not the case; the Dukes greed is his only concern, a wife to dominate as he wishes and sufficient dowry to amplify his wealth. The character of the Duke is established as one of a man who believes he is the center of the universe. This man does not accept anything less t han being seen as exactly that, the center of the universe.

Chemical Bonding :: essays research papers fc

Chemical reactions involve the making and breaking of bonds. It is essential that we know what bonds are before we can understand any chemical reaction. To understand bonds, we will first describe several of their properties. The bond strength tells us how hard it is to break a bond. Bond lengths give us valuable structural information about the positions of the atomic nuclei. Bond dipoles inform us about the electron distribution around the two bonded atoms. From bond dipoles we may derive electronegativity data useful for predicting the bond dipoles of bonds that may have never been made before. From these properties of bonds we will see that there are two fundamental types of bonds--covalent and ionic. Covalent bonding represents a situation of about equal sharing of the electrons between nuclei in the bond. Covalent bonds are formed between atoms of approximately equal electronegativity. Because each atom has near equal pull for the electrons in the bond, the electrons are not completely transferred from one atom to another. When the difference in electronegativity between the two atoms in a bond is large, the more electronegative atom can strip an electron off of the less electronegative one to form a negatively charged anion and a positively charged cation. The two ions are held together in an ionic bond because the oppositely charged ions attract each other as described by Coulomb's Law. Ionic compounds, when in the solid state, can be described as ionic lattices whose shapes are dictated by the need to place oppositely charged ions close to each other and similarly charged ions as far apart as possible. Though there is some structural diversity in ionic compounds, covalent compounds present us with a world of structural possibilities. From simple linear molecules like H2 to complex chains of atoms like butane (CH3CH2CH2CH3), covalent molecules can take on many shapes. To help decide which shape a polyatomic molecule might prefer we will use Valence Shell Electron Pair Repulsion theory (VSEPR). VSEPR states that electrons like to stay as far away from one another as possible to provide the lowest energy (i.e. most stable) structure for any bonding arrangement. In this way, VSEPR is a powerful tool for predicting the geometries of covalent molecules. The development of quantum mechanics in the 1920's and 1930's has revolutionized our understanding of the chemical bond. It has allowed chemists to advance from the simple picture that covalent and ionic bonding affords to a more complex model based on molecular orbital theory. Chemical Bonding :: essays research papers fc Chemical reactions involve the making and breaking of bonds. It is essential that we know what bonds are before we can understand any chemical reaction. To understand bonds, we will first describe several of their properties. The bond strength tells us how hard it is to break a bond. Bond lengths give us valuable structural information about the positions of the atomic nuclei. Bond dipoles inform us about the electron distribution around the two bonded atoms. From bond dipoles we may derive electronegativity data useful for predicting the bond dipoles of bonds that may have never been made before. From these properties of bonds we will see that there are two fundamental types of bonds--covalent and ionic. Covalent bonding represents a situation of about equal sharing of the electrons between nuclei in the bond. Covalent bonds are formed between atoms of approximately equal electronegativity. Because each atom has near equal pull for the electrons in the bond, the electrons are not completely transferred from one atom to another. When the difference in electronegativity between the two atoms in a bond is large, the more electronegative atom can strip an electron off of the less electronegative one to form a negatively charged anion and a positively charged cation. The two ions are held together in an ionic bond because the oppositely charged ions attract each other as described by Coulomb's Law. Ionic compounds, when in the solid state, can be described as ionic lattices whose shapes are dictated by the need to place oppositely charged ions close to each other and similarly charged ions as far apart as possible. Though there is some structural diversity in ionic compounds, covalent compounds present us with a world of structural possibilities. From simple linear molecules like H2 to complex chains of atoms like butane (CH3CH2CH2CH3), covalent molecules can take on many shapes. To help decide which shape a polyatomic molecule might prefer we will use Valence Shell Electron Pair Repulsion theory (VSEPR). VSEPR states that electrons like to stay as far away from one another as possible to provide the lowest energy (i.e. most stable) structure for any bonding arrangement. In this way, VSEPR is a powerful tool for predicting the geometries of covalent molecules. The development of quantum mechanics in the 1920's and 1930's has revolutionized our understanding of the chemical bond. It has allowed chemists to advance from the simple picture that covalent and ionic bonding affords to a more complex model based on molecular orbital theory.

On Dillard’s An American Childhood

Dillard’s essay An American Childhood relives a moment in the author’s past which she could not forget as the particular event stirs a certain kind of awareness within her; something that she still carries and that continues to affect her even as an adult. It is the idea of carrying through a challenge or task that she is facing at the moment with fervor and conviction, of forgetting everything for the sake of the goal however little or even stupid it might seem to others.This theme is put into words when the author describes how during the chase he realizes â€Å"†¦an immense discovery, pounding into my hot head with every sliding, joyous step, that this ordinary adult evidently knew what I thought only children who trained at football know: that you have to fling yourself at what you’re doing. You have to point yourself, forget yourself, aim, dive (par. 12). †In narrating his experience, Dillard uses several techniques, the most obvious of which is when she compares a general event from his childhood (that of playing ball) to a specific one (an incident which happened one winter when he was seven years old). The general event is supposed to provide the point of reflection to the specific event so that the reader would understand the extent to which the specific event affected her later in life.The lessons, the author says, which she learned from being chased relentlessly by an adult is very much like the lessons she learned from playing ball: giving one’s all without regard for everything else including the question as to whether the pursuit is worth it or not. The exhilaration of living the moment and pouring all of one’s energy like that moment is already the essence of existence. Facing defeat doesn’t even matter. She thinks that grown-ups do not understand this idea therefore she is surprised when the man makes her see that even grown-ups could think and act like they children, too.Although making the connection between the two separate scenes creates a profound effect upon the reading of the essay, Dillard’s engaging writing style is the most effective technique which makes the piece interesting to read. There are only two scenes (on playing ball as a kid and the chase between the kids and the adult after the former throw a snowball on the latter’s windshield) but the narrative is very detailed from the names of the author’s childhood friends to the color and model of the car which they hit with a snowball.The emotions of every moment are well-described. The short sentences approximate the breathless quality of the chase. Even the quality of a child’s imagination is captured by the author as she muses on the possibility of keeping up the run until Panama. The introductory paragraph is a description about how to play ball, the strategies of playing it best, and the need to give one’s all in every task be it in throwing the ball or guarding the b ases.It is simply descriptive and does not give a clue that the preceding paragraphs would be a narrative of the author’s experience. This might not hook the reader who prefers narrative texts rather than philosophical musings. However, the subject of the paragraph, which is about playing a sport, would attract the general reader who, more usually than not, would be a football or baseball enthusiast and thus would understand the idea of giving one’s all in the heat of a game.The final paragraph simply recaps the preceding paragraphs. The chase has ended, they have been caught by the adult and lectured upon, and therefore, the story being told has already ended. The preceding paragraphs already finished the story. The final paragraph where the author is musing about the experience, simply wraps up everything. The effect, however, instead of being a redundant ending provides a sense of closure upon the reader and reiterates the main idea that the author would like the re ader to grasp.

Brain Drain in India Essay

The concept of brain drain is of a recent one that has ever strongly emerged since the last few decades. The phrase brain drain refers to the increasing tendency of the young, energetic, capable and talented youth of a country to migrate to another country in search of their fortune — rather better fortune. They forsake their motherland for they seek better opportunities in other countries. This has become a characteristic more of the intelligentsia of the nation—the doctors, engineers, scientists, M.B.As, C.As, lawyers and other professionals. Investment in education in a developing country may not lead to faster economic growth if a large number of its highly educated people leave the country. The United Nations Development Program (UNDP) estimates that India loses $2 billion a year because of the emigration of computer experts to the U.S.[45] Indian students going abroad for their higher studies costs India a foreign exchange outflow of $10 billion annually. Our country is gradually being deprived of its intellectual capacity. Brain drain is also regarded as an economic cost, since emigrants usually take with them the fraction of value of their training sponsored by the government. Our nation, if this continues, will be rendered intellectually impoverished and impotent. This, in turn, is leading to a great loss of National wealth. But, have we ever thought of the reasons behind such a great movement of brain outside the country? Like always, we prefer to harp upon the problems rather than find a solution. Why does India, a great and domineering nation in Asia, have to face such a grave and serious problem? Why is our youth allured by the stranger meadows and horizons? Why do they prefer to work hard and be honest there, instead of here?The first answer to this problem is that we have utterly failed to our youth in providing the right kind of career opportunities and the opportunities to prove their capabilities. India has fallen face down when it comes to fulfilling their aspirations, ambitions and dreams. Countries like USA, UK, Germany, France, Russia, Italy, Japan etc have developed greatly in their technology, science, electronics, computers, astronomy etc. Thus, these countries provide greater opportunities—quality as well as quantity-wise. The facilities, packages, scholarships etc provided by these nations are far better than what we can  provide them in a lifetime. The only thing we can do is that when Indians like Amartya Sen, Arundhati Roy or Kalpana Chawla make it to international fame, we jump with joy and hypocritically say that they are Indians and we are proud of them. Cynics allege that talents like these can never hide. It will unreveal itself ultimately under every or any circumstances. This is utter foolishness. It is only reasonable and logical to think how you can expect a seed to sprout without providing it with sufficient water, fertilizer, manure, heat and protection. Same is the case with men too. How can the youth of a nation rise to superhuman feats when we cannot even provide them with humane conditions? He too, has a right to live and move ahead. Therefore, his reason leads him elsewhere in search of the land of his dreams where he can see these dreams, taking real shape. He can soar high, fly to his own liking in other countries whereas his wings are clipped short and he is left to suffocate and die on his own. Moreover, when Indian students, studying abroad return, they find themselves without any job or opportunity because we in reality have no jobs or employment avenues to match their caliber. Hence, even if they want to stay back, necessity forces them out of the country to earn a living. If we want to put a check to this growing problem, we have to create better jobs and offer better opportunities to our intellectuals so that we can woo them to stay on. Our IT professionals and IIM graduates are the best in the world. Countries welcome them with open arms. Why cant we think of some measures where we can absorb our best within our own country? We can use the best potential of the country to accelerate our progress in socio-economic fields. We need to give deserving jobs to students who return to India after completing their education abroad full of fresh ideas, zeal, idealism and patriotism. We need to formulate such policies which attract our scientists, engineers, lawyers, doctors, researchers, MBAS to come back to their motherland and work together for its progress. We need to weed out petty politics and corruption to provide a better living atmosphere and a better working condition if we seriously want to block the brain drain from our country. â€Å"We recognize the greatest strength of India is not just the number  of people, it’s the skill level that exists here† say an International Company. REFERENCES Lincoln C. 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