Corporate Computing Essay Example | Topics and Well Written Essays - 250 words

Corporate Computing - Essay Example The process may take ages to unfold, but the technological advancement is already taking place. Virtualization, Web services and grid computing are three advances 'which are of considerable significance', though their importance has frequently been hidden by the arcane terms used to explain them.Virtualization erases the variations involving proprietary computing platforms, hence enabling applications intended to run on one working scheme to be deployed in a different place. Web services regulate the interfaces connecting applications, whirling them into modules that can be assembled and disassembled simply.  Ã‚  Grid computing enables large information of hardware mechanism such as disk drivers or servers to successfully act as a sole device, pooling their capability and allocating it mechanically to diverse jobs. In diverse ways, the three technologies play a function parallel to that of the untimely recent converters. They make possible a vast, compactly incorporated system to b e constructed out of assorted and formerly irreconcilable components. Independently, the three technologies are remarkable; however, collective they become innovative.The need for utility services has forced some companies to connect their old hardware and software into traditional data centers. Certainly, firms frequently forgo if not striking utility services or run into difficulties with outsourcing planning since the necessary incorporation with their bequest systems is so complicated.

Essay Assignment Example | Topics and Well Written Essays - 1250 words

Assignment - Essay Example Tax cuts for businesses encourage the company to expand, invest, or stay in the state through enabling the probability of higher profits. In addition, it stimulates new companies to start up and convince other companies to relocate to state that offers these cuts. Tax cuts lead to job creation, via the promotion of greater activities in business. However, local and state taxes are not that huge of a burden on the business and the reduction in profits is small in comparison (Lynch 5). Rates of after-tax profits in industries are also not significantly varied by different states and jurisdictions. Finally, these taxes should not be seen as burdens but as a provider of financial support to public service that act to reduce business costs. Another argument for Business tax cuts has to do with the supply side, which contends that business tax cuts provide incentives for jobs, as well as leading to an increase in investment and savings, which stimulates economic activity (Lynch 7). Lower b usiness taxes could encourage businesses to retain more earnings and, thus, avail more funds for increased investment in business that is vital for growth of state and local economies. Tax cuts for businesses also allow incentives for business investments, via increasing the profitability inherent in the investment and providing funds for firms to invest by allowing firms to retain more of their earnings. However, a counter-argument contends that the positive effects that are inherent in tax cuts on savings and work effort have been greatly exaggerated by the proponents of this argument (Lynch 8). In fact, tax cuts could act as a disincentive for people to work. Additionally, although tax cuts for businesses may result in sizeable gains, in savings, for businesses and individuals, the gains will not lead to a decrease in interest rates or a productive investment increase in particular jurisdictions. The effect of the demand side argument is likely to reduce growth of the economy and a slowdown in employment creation. A third argument for the implementation of business tax cuts by local and state administrations is the demand side argument. This argument contends that business tax cuts stimulate the local and state economies by making an impact on consumer spending (Lynch 9). When business taxes come down, individuals and businesses are left with increased after tax incomes. Some of these after tax increases could be saved while the rest is spent on the purchase of more services and products. Increased spending will have a corresponding effect on business volumes of sales and allow firms to produce more products and services. As the companies produce more of these, they will have to hire extra workers. Therefore, employment numbers are increased by business tax cuts. Conversely, while local and state tax cuts can cause businesses to use more of their earnings on investment, they also lead to a reduction in government revenue that leads to reduced spending for l ocal and state governments (Lynch 9). Probably, this will result in the drop for in-state spending. Additionally, this very same theory can be utilized for justification in the increase of local and state taxes. The business climate argument holds that local and state governments can promote the development of the economy by improving on the business climate

3 Areas of Exploration :: Drama

3 Areas of Exploration Hot-Seating ----------- Hot-Seating is where the audience asks you questions about your character. This technique is important in drama because it really makes you concentrate on the character that you are playing. You have to know your characters background & what type of person he/she is. Which in turn helps move your work forward, because you know more about your character Thought Tracking ---------------- Thought Tracking is where your character speaks his/her thoughts to the audience. This technique is important in drama because it reveals what a character is thinking without other characters, in the piece, knowing. For example: Luke: Are you coming out later? Steve: ok then. (Aside) Though I suppose I’ll be paying again. (To Luke) See you at 7. Forum-theatre ------------- Forum theatre is where a scene is enacted & watched by the rest of the group & at any point in the drama any actor/actress can stop the scene to ask to make a suggestion or can join in by suggesting a new role or take over an existing role. This technique is important in drama because it helps get ideas & move your scene forward. Midsummer nights dream Vs Staying Lost Introduction ------------ These two plays are different in every way. On one hand we’ve got a romantic comedy, midsummer nights dream, which deals with four lovers & fairies & on the other we’ve got a serious piece, staying lost, which deals with life’s issues. Similarities Both of the pieces had 3 different parts which came together at the end i.e. the teenage pregnancy, the unwanted child the rape story. Then at the end the 3 parts came together in a very effective scene where the victims behind a big gate & the other people were on the other side. The 3 parts in midsummer nights dream also came together at the end i.e. the lovers story, the fairies story & the workers story. Then at the end we all came together in a scene where the workers put on a play for the visitors. Another similarity is that we both pieces used thought tracking i.e. In staying lost in the pregnancy story when Carly was sitting on the stairs

Tda 2.6

Assessment Task- TDA 2. 6 Help improve own and team practice in schools. 3. Understand the work of a team. This essay will demonstrate my knowledge about working as a team, the importance of it and who forms the team at the school where I work. I will look at the aims of my school and where I fit into that as a voluntary Teaching Assistant and I will also show how other members of the team all work together to reach the same goal. One person alone could not complete the entire workload a school requires to function.To teach, to feed, to make safe, to make a happy place all needs the work of a very dedicated team who work together to achieve the same goal, at Priestsic Primary and Nursery school where I work this is: â€Å"To create a safe, healthy and stimulating environment in which the children feel secure and are willing and eager to spend their time. † And this team is also encouraged to: â€Å"allow the children to reach as high a level as their ability allows increasing their pleasure, understanding and confidence. †Priestsic Primary School-Teaching Assistant Student Booklet 2010. This is all achieved by individuals who work together, sharing ideas and knowledge to make a really good team a great one. The school staff are not the only ones encouraged to practice teamwork â€Å"Children are encouraged to work as part of a team and to respect other people’s beliefs and feelings. † Priestsics Home School Agreement 2010 This message is enforced in the Schools Home School Agreement which is given out to parents at the start of a child coming to school.There is no doubt that my school values teamwork in everyone who is associated with it. The morale of the school is very high and I have seen for myself that everyone I ask a question of, they are willing to help and if they don’t know an answer they will find someone for me who does. It is enjoyable to be at a school where everyone is happy to help each other and it is absolute ly motivational and if I feel this way as a partial outsider, then the children must also feel very proud that they belong to a school with staff members who really care about them and their education.The purpose and objectives of the team in which I work is to be focussed and knowledgeable about literacy and Maths. The teacher in the class that I work in is the Literacy co-ordinator for the Year and the teacher in the opposite side of the classroom is the Maths co-ordinator so the two teachers work very closely together, they complement each other. One takes charge of the Literacy activities and the other devises the Maths activities and they share these within the classrooms.My working environment is split into two sides with a dividing curtain, my teacher has 30 children and the other teacher has 30 children and together they make up Year Two at the school. The two teachers are constantly consulting each other about Maths and Literacy matters and they share ideas between themselv es. I work with both of the teachers and they will often give me a group of children to work with who perhaps need more support and they will introduce activities to me by explaining what they are and if I need to give specific help to someone they will give me the time to do this.The qualified Teaching Assistants in the class will help the teachers set up the activities and help with the planning and then I help, when I go in , executing the practicalities like setting out tables or making displays. â€Å"members of the team will need to understand their role and how it fits with the role of other members of the team†¦Ã¢â‚¬  Burnham and Baker 2010 When I first began my placement at Priestsic Primary and Nursery School I was given a â€Å"Teaching Assistant Student booklet† and it defines my role by stating: What will be expected of you:The children spend quite a lot of time sat on the carpet, particularly during numeracy and literacy. You will be expected to either su pport particular children or to be sat in the classroom preparing resources/displays. It goes on to say that You may also be expected to: Sharpen pencils File children’s work Supervise children’s milk time. This is my role as a student and it is what I do whenever I go into my placement. The qualified Teaching Assistant works very closely with me whose role it is to: †¢ Work under the direct instruction of teaching/senior staff, usually in the classroom. To attend to the pupils personal needs. †¢ To prepare the classroom as directed. nottinghamshirecountycouncil. gov. uk. I usually help the Teaching Assistant with her role so as to free up the teacher so she can carry out her role, which includes: †¢ Teaching all areas of the primary curriculum †¢ Organising the classroom and learning resources to create a positive learning environment. †¢ Plan, prepare and present lessons that cater for the needs of the whole ability range within the class and to †¢ Work with others to plan and co-ordinate work.TES. co. uk So the teacher, Teaching Assistant and Student Teaching Assistant all work very closely together in the classroom to support the children, we also rely on the help of the midday supervisors to look after the children at mealtimes, they ensure that they sit and eat nicely that the children clear up after themselves and they ensure acceptable standards of behaviour are maintained in the playground afterwards. If they do not they inform the teacher and necessary action will be taken, such as that child missing the next playtime.Teachers also need the help of the Administration staff who answer the telephone and act as a first point of contact for the school. They send out any necessary letters, they monitor and control visitors with the help of the Site Manager who is responsible for who comes onto the site and the security of the building. Our Site Manager at the school will also help the Teacher if she needs chairs or tables getting for displays, he cleans up any spillages and he changes the toilet rolls and is responsible for the general groundwork of the school.All of these people who help form the team at school are ultimately responsible to the Head teacher whose role it is to: †¢ Lead and manage the school †¢ To ensure the achievement of educational standards †¢ To promote and safeguard the welfare of the children. †¢ To work in partnership with the governing body, staff and parents generating the ethos and values which will underpin the school. TES. co. uk Every single person who works at a school has an important job to do even the cleaners who make a great job of keeping the classrooms clean and tidy.Without the skills set of all these people the school would not function properly and so for that reason I respect everyone who I work with. I might not know about a hazardous substance so I would have to rely on the expertise of a cleaner or the Site Manager to tell m e if I could use it or not. I do not understand the workings of the curriculum so I would need the help of the teacher to explain it to me. I think that it is absolutely vital to respect the skills and expertise of other practitioners, especially at the moment when I am so new to the school working environment.I never take anyone for granted and always listen to what they have to say. Everyone is different and even if two people have done the same course to come back and teach a class they will have different ways of doing so. I would personally never dream of going into school and try to tell somebody what to do because I feel that I don’t have the knowledge yet to do so, as described by Burnham and Baker 2010; â€Å"If a member of your team has been working in schools for a long time and a new person comes in and tells them that things should be done in a different way, it will cause bad feeling and resentment. I could not agree more with this statement and feel that you w ould gain more respect by showing that you are open to ideas and suggestions from other members of staff. It is invaluable to me to have done so from first going into school, I have learnt so much from different people and I have found that everyone treats me the same way in which I treat them, friendly, honestly and respectfully. I thoroughly enjoy working as part of a team that makes up a school.Although I am still learning about where everybody fits in I feel that every time I go into my school I learn something new about peoples roles and how they work in the successful team that is Priestsic Primary and Nursery school. Everyone values each other and no one is selfish, the staff share ideas and work together professionally to maintain the schools aim â€Å"To create a safe, healthy and stimulating environment in which the children feel secure and are willing and eager to spend their time. Teamwork is not only important in schools it is probably the most important thing in schoo ls where Teachers, Teaching Assistants, Midday Supervisors, Admin staff, Cleaners, the Site Manager and the Head teacher all work together to make the school a happy, safe, educational place to be. BIBLIOGRAPHY Priestsic Primary School – Teaching Assistant Student Booklet 2010. Priestsics Home School Agreement 2010. Burnham and Baker 2010. nottinghamshirecountycouncil. gov. uk. TES. co. uk

The legal and ethical implications of abortions and conscientious objection - Free Essay Example

Sample details Pages: 6 Words: 1652 Downloads: 2 Date added: 2017/06/26 Category Law Essay Type Case study Level High school Tags: Abortion Essay Pregnancy Essay Women Essay Did you like this example? Case Title: Samantha Broughton à ¢Ã¢â€š ¬Ã¢â‚¬Å" Term 2 Describe the case as concisely as possible. Samantha is a 15 year old school student with a previous history of miscarriage. She is in a sexual relationship with Tom who is 17 years old and has been prescribed oral contraceptives as a method of birth control. After failing to take the contraceptive as directed Samantha discovers she is pregnant. Samantha seeks help and advice from her GP (Dr Hannah Jenkins). At this consultation Samantha indicates to Dr Jenkins that she has discussed the pregnancy with her boyfriend Tom but not with her parents as they would not approve. Samantha tells Dr Jenkins that she knows she can have an abortion without her parentà ¢Ã¢â€š ¬Ã¢â€ž ¢s knowledge. It is at this point in the consultation that Dr Jenkins informs Samantha that she has a conscientious objection to abortion. She then tells Samantha that if this is her decision then she would have to be referred to a colleague, however, the only other female GP within the practice also has the same conscientious objection. Samantha is th en told the names of external clinics and advised to come back in one weeksà ¢Ã¢â€š ¬Ã¢â€ž ¢ time with her mother if possible. Summarize the ethical issue(s) raised by the case. The main ethical issues within the aforementioned case include; medical practioners having a conscientious objection to abortion and requests for abortions in under 16s. Provide a critical discussion of these issues. Ensure the discussion is balanced and relevant. There are few medical procedures as argumentative and politically charged as the termination of pregnancy (BMA, 2014). Abortion is legal in England, Scotland and Wales (E, S W) as long as the provided criteria are met and is governed by the Abortion Act (1987). Unless an abortion is necessary to save a womanà ¢Ã¢â€š ¬Ã¢â€ž ¢s life, doctors in E, S W have a right of conscientious objection under the aforementioned Abortion Act (Department of Health, 2014). At the same time, patients have the right to receive objective and non-judgemental care (GMC, 2013). GPs are for many the first point of contact for individuals seeking advice and support. In this case Samantha appears to be a capable and competent young women who has sought the help and advice from her GP regarding her current pregnancy. What is less apparent is whether the issues that arose due Samanthaà ¢Ã¢â€š ¬Ã¢â€ž ¢s consultation with her GP could have had a positive or negative effect on Samantha and her decision to go ahead with either an abortion or to proceed with the pregnancy. The following considerations will be looked at: Dr Jenkins behaviour in relation to General Medical Council (GMC) guidelines on conscientious objection Whether Dr Jenkins conscientious objection had the potential to cause undue stress for Samantha What the legal position on providing an abortion or abortion advice to girls under 16 years are The GMC sets out clear guidelines for doctors who have a conscientious objection to providing particular treatments because of personal beliefs or values (GMC, 2013). Upon Samantha indicating that she was considering an abortion Dr Jenkins did explain that she had a conscientious objection to this procedure and indicated that she would have to be referred to a colleague. Further to this she also indicated that her female colleague within the practice also had a conscientious objection to abortion. Whilst this does follow GMC guidelines Dr Jenkins failed to provide Samantha with enough information to arrange to see another doctor who did not hold the same objection. She advised of the names of several clinics without providing a named individual whom Samantha could speak to or to provide written information regarding these clinics with which Samantha could take away. The level of anxiety and stress that Samantha may have been experiencing during this consultation should also be taken into account and may have affected the spoken information which was retained (Kessels, 2003). Further to this the British Medical Association indicates that it is à ¢Ã¢â€š ¬Ã…“not sufficient to simply tell the patient to seek views elsewhereà ¢Ã¢â€š ¬Ã‚  (BMA 2013) and as such it may have been more practical for Dr Jenkins to aid Samantha in arranging to see another named doctor. Dr Jenkins also deferred any referral process by asking Samantha to return in a week which could be construed as a further contradiction to the GMC guidelines which state that à ¢Ã ¢â€š ¬Ã…“arrangements should be made without delayà ¢Ã¢â€š ¬Ã‚  (GMC, 2013). During this consultation there was the potential to cause a level of undue stress to Samantha. She had approached Dr Jenkins for advice and left the consultation with no measures put in place to assist her. Although Dr Jenkins may have not construed her actions as undue stress and may have felt that asking Samantha to come back would allow her additional time to process her decision. Dr Jenkins did note that she appeared to have very limited support but advised Samantha to come back with her mother whom she had already noted would not approve. Whilst it is recognised that a level of support is required both before and after an abortion, Dr Jenkins should have also recognised that support can be given from whoever the patient feels comfortable with (GMC, 2013), giving consideration for both safeguarding issues and family dynamics within a given situation. The GMC sets out guidance for the advice and treatment of an abortion to those aged under 16 years without parental knowledge or consent (GMC, 2013). In the case of Samantha although she has not been provided with all the relevant information regarding an abortion it is reasonable to assume that she would be able to understand the risks and possible side effects of the procedure as she has already been deemed a competent minor (BMA, 2014) by Dr Jenkins. She has also been advised to speak to her parents although it may also be in her best interest to receive advice and treatment without fulfilling this criteria. Regardless of age, minors who can be deemed competent have the right to make choices regarding their health including their sexual health (Department of Health, 2004). Case law has been laid down most notable by Gillick (1986) and most recently by Axon (2006) which strengthens the argument for competent minors to be treated as autonomous individuals. It is important to note that as a doctor you do have the right to have your own personal beliefs as having true integrity is fundamental in your role (BMA, 2014). A doctors beliefs to having a conscientious objection to abortions must not however impact on the medical advice and treatment given to the patient (GMC, 2014). Whilst there is a conscientious objection clause in Section 4 of the Abortion Act (1967) for refusal of participation past case law (Janaway, 1989 and Doogan Wood, 2014) have questioned what the meaning of the words à ¢Ã¢â€š ¬Ã…“participateà ¢Ã¢â€š ¬Ã‚  and à ¢Ã¢â€š ¬Ã…“treatmentà ¢Ã¢â€š ¬Ã‚  actually mean. The result of the case of Janaway infers that GPs cannot reasonably claim exemption for putting in place any necessary processes or providing advice to women who wish to undergo a termination. With the result from Doogan and Wood inferring that the scope of the word à ¢Ã¢â€š ¬Ã…“treatmentà ¢Ã¢â€š ¬Ã‚  is defined as direct involvement rather than the broad scope of any involvement. Conscientious objections m ust therefore not impinge upon the reproductive rights of women. Indicate what you would have done/recommend and why. Provide reasons to support your position. From the evidence presented I would not have acted in the same way as Dr Jenkins during this consultation. Although Samantha has been deemed a competent young woman, vulnerability associated with such a young age should always be remembered. I would initially ask her why she would be reluctant to visit a male GP and explain that he would be able to assist her fully regardless of his gender. If she still wished to see a female GP I would regardless of my own personal beliefs speak through all the relevant information regarding abortion including any risks and side effects with her and made sure that she had further information to take away. I would also ensure that Samantha was referred to a named individual who could provide further advice. My conscientious objection to abortion should not stop me from providing information and referral for abortion as I am neither participating nor being directly involved in the termination. I would then explain that as her GP I would be there for all her other healthcare needs. I would have further discussed any other support networks that she may have other than simply parental support and I would have ensured that she left with a plan of where her situation was going and what help we as healthcare professionals could provide her with. By doing this I feel I would have fulfilled the criteria set out by the GMC in relation to both conscientious objections and abortion advice in under 16s. References: Abortion Act 1967. British Medical Association (2014). Expression of doctorsà ¢Ã¢â€š ¬Ã¢â€ž ¢ beliefs https://bma.org.uk/practical-support-at-work/ethics/expressions-of-doctors-beliefs [Accessed 13/2/2015] Department of Health (2004) Best practice guidance for doctors and other health professionals on the provision of advice and treatment to young people under 16 on contraception, sexual and reproductive health, DH, London. Department of Health (2014) Guidance in Relation to the Requirements of the Abortion Act 1967: For all those responsible for commissioning, providing and managing service provision, DH, London. www.gov.uk/government/uploads/system/uploads/attachment_data/file/31 3459/20140509_-Abortion_Guidance_Document.pdf [Accessed 13/2/2015] Doogan Wood vs Greater Glasgow and Clyde [2012] General Medical Council (2013). 0-18 yearà ¢Ã¢â€š ¬Ã¢â€ž ¢s guidance: Contraception, abortion and sexually transmitted infections (STIs). https://w ww.gmc-uk.org/guidance/ethical_guidance/children_guidance_70_71_contraception.asp [Accessed 13/2/2015] General Medical Council (2013). Conscientious objection. https://www.gmc-uk.org/guidance/ethical_guidance/21177.asp [Accessed 13/2/2015] General Medical Council (2013) Good Medical Practice, GMC, London. General Medical Council (2013). Personal beliefs and medical practice. https://www.gmc-uk.org/ guidance [Accessed 13/2/2015] Gillick v West Norfolk Wisbech Area Health Authority [1986]. Janaway v Salford Health Authority [1989]. Kessels RPC. Patientà ¢Ã¢â€š ¬Ã¢â€ž ¢s memory for medical information. J R Soc Med 2003; 96 (5): 219-222. R (Axon) v Secretary of State for Health [2006]. Don’t waste time! Our writers will create an original "The legal and ethical implications of abortions and conscientious objection" essay for you Create order

Mentorship and Rebellion in Fahrenheit 451 - Free Essay Example

Sample details Pages: 4 Words: 1314 Downloads: 2 Date added: 2019/04/10 Category Literature Essay Level High school Tags: Fahrenheit 451 Essay Ray Bradbury Essay Did you like this example? Ray Bradburys Fahrenheit 451 is a novel which depicts the natural human urge to build and analyze knowledge. With the protagonist Montag taking on the role of a fireman in the context of a world in which books are banned, the book speaks to the cyclical nature of human life. As humans develop large bodies of knowledge, they come to destroy these because of conflict over this information. Don’t waste time! Our writers will create an original "Mentorship and Rebellion in Fahrenheit 451" essay for you Create order In the context of the conflict occurring in the novel, Montag is gradually socialized into understanding this truth by four teachers, Clarisse, Faber, Granger, and Beatty. As Montag ultimately and finally leaves the world in which he lived and worked burning books to enter the fringes of society, he contributes to this cyclicality by joining a fringe group which will attempt to preserve and create knowledge once society reconstructs itself. Beginning with the character of Beatty, he is a fireman who has also broken so many of the fundamental rules of his profession. Indeed, and with Beatty having followed the same path which Montag is following years earlier, he has also shownj a rebellious streak. This said, his rebellion is of a variety which has led him to embrace the status quo. Viewing books as intrinsically dangerous because their meaning is subject to interpretation and thus brings about difference in the world, Beatty comes to represent everything that Montag does not wish to be. Indeed, and with Beattys mind shut to any new information, he comes to represent a type of opposition to the type of man that Montag wishes to become because of his close-mindedness. Beatty thus states that A book is a loaded gun in the house next door. Burn it. Take the shot from the weapon. Breach mans mind. Who knows who might be the target of the well-read man? (Bradbury, 28). With Beatty thus viewing the interpretation which books are subject to as representing a danger to society, he is a critical foil against which Montags building curiosity must be examined. Indeed, it is not so much that Beatty teaches Montag lessons directly inasmuch as it is that Montag wishes to avoid becoming what Beatty is which makes the latter such an important teacher for him. Moving forward to the character of Clarisse, her influence on Montag is far more open in nature, and stands in stark juxtaposition to the close-mindedness of Beatty. Indeed, Clarisse never overtly attempts to influence him in any significant manner. Rather, and in a context where Montag has long lived an unquestioning life, it is the free-spirited and borderline subversive worldview displayed by Clarisse which influences Montag most significantly. In this respect, Clarisse has a dialogue with Montag in which she states And if you look she nodded in the sky theres a man in the moon (Bradbury, 4). This type of playful free-spiritedness leads Montag to once again be willing to think critically about the world around him, and even leads him to steal a book from one of the homes he is setting on fire. In this respect, Clarisse does not teach Montag anything substantive. Rather, the importance of her character is associated with the fact that she teachers Montag to think once again after the years of indoctrination that he has undergone. Even after she has died, this influence persists because Clarisses character has indelibly imprinted itself upon Montags changing character and approach to life. In turn, the character of Professor Faber provides Montag with some of the foundations of the philosophy on books which he will develop via the opening of his curiosity as facilitated by Clarisse. Indeed, Faber teaches Montag that books are subject to interpretation in a manner which reflects life. In this respect, and despite the fact that he regularly denigrates Montag, Faber provides Montag with the important insight that he can use the contents of the books which he consumes, and previously burned, to find meaning in his life, and produce meaning about the world more broadly Interestingly, Faber states remember, the firemen are rarely necessary. The public itself stopped reading of its own accord. You fireman provide a circus now and then at which buildings are set off and crowds gather for the pretty blaze, but its a small sideshow indeed, and hardly necessary to keeping things in line (Bradbury, 41). From this, Faber teachers Montag another important lesson because he demonstrates that when faced with a totalitarian ideology, the people stopped seeking out alternative viewpoints on their own. With the firemen thus representing nothing more than a spectacle associated with the state prohibition on books, Fabers insights on this subject illustrate the manner by which Montags previous beliefs about his role in the world were founded on such significant false premises. Finally, Granger is also an important teacher for Montag because of the manner by which he provides Montag with the critical insight that society is cyclical in nature. When hell tells Montag that youre not important. Youre not anything, Granger is making it clear to Montag that whether he is destroying books or reading them, the natural processes which have served to perpetuate society in a cyclical fashion for centuries will continue (Bradbury, 76). Indeed, Granger is potently demonstrating that knowledge will continue to be produced and destroyed regardless of government. In this respect, the character of Granger is important because his well-articulated philosophy of society anchors that which Montag has learned from other teachers like Beatty, Clarisse and Faber. Indeed, Granger provides a more coherent philosophical framework through which Montag can explore his curiosities in a manner which grounds this emergent philosophy within the legitimate constraints which surround him. In other words then, Montag is a more direct teacher than the others because he actively works to spread a worldview that is commensurate with Montags curiosities in the context of a structure of constant exploration and rebellion. Ultimately, it is perhaps Montag himself who best illustrates that which these four teachers have taught him when he states that: Nobody listens anymore. I cant talk to the walls because theyre yelling at me, I cant talk to my wife; she listens to the walls. I just want someone to hear what I have to say. And maybe if I talk long enough itll make sense. And I want you to teach me to understand what I read. (Bradbury, 38-39). Burning books is ultimately something which breaks the fireman that Montag was, and which serves to gradually transform him into the book-lover and knowledge-seeker that he becomes. Interestingly, Montag uses these teachers to lose his previous identity and build a new one. With the above in mind, and while these four individuals taught Montag so many things, what they first and foremost did was facilitate a process of unlearning. Because Montag had been indoctrinated into structures of totalitarianism, his biases leaned heavily towards the regimes positions that all books needed to be burned so as to preserve public safety, and prevent what ostensibly might come to represent chaos. In this respect, Montag was taught to abandon ideology, and to instead embrace the type of openness which Clarisse demonstrated in her day to day life. Thus, despite the fact that Clarisse likely was the least substantive of Montags teachers, she is the one who most likely facilitated Montags transition in the most significant fashion. In the end, the four teachers who accompanied Montag through this journey were ones which allowed him to understand the blinders which had been placed upon him by an oppressive social structure. Varying in significant degrees as it pertains to substantive information versus allusions to alternative possibilities, these teachers thus all affected Montag in different ways. Ultimately then, and while Granger was critical for making Montag aware of cyclicality while Clarisse was necessary for making him understand the power of free thinking, it is truly the combination of all these teachers who transformed Montag and his worldview.

case study immigration - 4147 Words

The End of the Culture War over Immigration A culture War has erupted in America. The country has become visibly divided over emotionally charged topics such as: abortion, gay marriage, gun-control, and healthcare. Many Americans have chosen sides in a polarized debate which pins conservative traditionalists against liberal progressives over the direction of America’s future. One topic which has not received as much attention as the rest, yet potentially has the largest impact on the common American is that of Immigration. As of late, the immigration debate has received more traction, due to the Obama Administration’s new reform Act (Commonsense Immigration Reform Act of 2011) as well as the growing number of undocumented immigrants†¦show more content†¦The fact that conservative Catholics support immigration is one of the large factors that make the immigration debate different from other culture war debates. Those who support a restrictive immigration policy consist of older conservatives who vote for the G.O.P. These individuals have a traditionalist type mentality who ultimately fear that a unrestrictive immigration policy will result in an â€Å"identity crises in which will compromise the very fabric of the English language and the security of the English speaking Americans†(Brownstein 48). Because many undocumented workers are hired to perform lower skilled jobs and jobs that involve physical labor, Americans that have unionized professions feel threatened by the low wages these immigrants are willing to accept to perform similar tasks. Feeling that these undocumented workers undermine the American un ion system, Americans involved in a unionized profession typically support a restrictive immigration policy. These workers mostly fall on the liberal-progressive side of the debate, but because they feel economically threated by the growing number of undocumented workers they o ppose immigration (Brownstein 46). This further complicates the immigration debate because most of these workers are liberals, but side with a majority that is conservative on the immigration debate (the same wayShow MoreRelated Immigration Case Study Essay1809 Words   |  8 PagesImmigration Case Study The border between Mexico and the United States has witnessed millions of individuals crossing to and from each country. Migration involves the (more or less) permanent movement of individuals or groups across symbolic or political boundaries into new residential areas and communities (Marshall, 1998, p. 415). Some cross for travel experiences, some cross for quick visits to see relatives, and others are crossing the border to improve their quality of life. 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