Friday, October 25, 2019
Analysis of Techno-terrorism :: Exploratory Essays Research Papers
Techno-terrorism and the Future of Civilization     "Modern terrorism, with sophisticated technological means at its disposal and the future possibility of access to biological and nuclear weapons, presents a clear and present danger to the very existence of civilization itself"--Justice Arthur J. Goldberg. Mr. Goldberg's statement expresses a valid concern that has become an alarming reality. As terrorists trade pistols for airplanes and pipe bombs for nuclear explosives, technology is rapidly increasing the power, range, and effectiveness of attacks that terrorists are able to execute.  We should expect that terrorist attacks will become even more lethal for a few reasons. First, the terrorists themselves are becoming more technologically adept. Second, governments such as Iraq and Syria are providing the wherewithal for attacks against new and more sophisticated targets. Third, religious radicals are establishing new boundaries for mass violence beyond what had been previously anticipated. Finally, the threshold for new forms of attack has already been breached--such as the attacks on technological infrastructure and poisonings of municipal water supplies. Techno-terrorism is the topic of discussion for this paper, however, it is also a topic for legislators, governments, communities, and families to evaluate when molding the world of tomorrow. The purpose of this paper is to examine terrorist ideology and to explore the technology of terrorism and what impact it may have for the future of civilization.  In order to better understand terrorism and the effect that technology may have, one needs to be cognizant of the different elements of terrorism. One dimension to start with is the general strategies of terrorism--how are terrorists trying to accomplish their goals. Tactics--a related component to strategies--stands out as the essence to terrorism. Other elements that will be covered include personal weapons and technological improvements that serve as an added bonus to personal weapons. Lastly, the latest, and most noxious, phenomenon of terrorism is mass destruction--the use of explosives and nuclear warfare.  When I mentioned general strategies of terrorism, I mean that general themes and patterns or lack thereof will be discussed. The summation of the following points explain the focus of terrorism on a unbiased scale. The first of five major themes is the idea that the terrorist act must always have a victim--someone or something harmed by the act--in order for the act to be utilitarian. Second, there are no real targets in which an enemy or adversary is terminated, only symbolic targets.
Thursday, October 24, 2019
Literary Analysis “The Kiss”
In the story â€Å"The Kiss†by Julia Alvarez, we see a family with four daughters, a father and mother. The father, who is old-fashioned and strict, has his own ideas of what he wants from his daughters. The daughters except for Sofia, the youngest one, have always done what he has asked for. Sofia does not agree with her sisters and she does what she wants. She runs away with a man, a decision her father cannot forgive. Although Sofia tries to reconcile with her father with no luck, she lets her father know that she has her own way of thinking.No matter how much the father tries to change Sofia’s way of seeing life, in the end he could not. Trying to control a person does not guarantee that the other person will always do what we want. The father of this story is a strong man, trying to control his daughters as if they were small kids. Even when they were grown-ups and married, he always tried to control them. â€Å"They would gather together, without husbands, would -be husbands, or bring-home work, the apartment was too small for everyone, the father argued. †(Alvarez 416) His daughters will do anything to please their father. Even after they’d been married and had their own families and often couldn’t make it for other occasions, the four daughters always came home for their father’s birthday. †(Alvarez 416) They were raised in an old fashion way, and they respect their father. â€Å"But standing up to their father was a different matter altogether. Even as grown women, they lowered their voices in their father’s earshot when alluding to their bodies’ pleasure. †(Alvarez 416) Sofia was different she had her own way of living and did not agreed with her father. She ran away from her house and since then her relationship with her father was not good.Her father did not forgive her for what she did. â€Å"And yet, she of all the daughters, did not want to be the absent one because for the first time since she’d run off with her husband six years ago, she and her father were on speaking terms. †(Alvarez 417) Sofia had always lived her life as she wanted. She had many boyfriends; she also dropped out of school. Her father could not accept her way of living. He found out after searching into her letters that Sofia had an active sexual life. For him this was not acceptable. â€Å"After his initial shock, the father regained his own fury.Are you dragging my good name through the dirt? †(Alvarez 418) After six years Sofia’s father still could not forgive her. Sofia tries to reconcile with him by preparing her father’s birthday party at her house. Sofia prepared everything to please her dad. But after everything that she did, he would still not forgive her. Sofia let her dad know that she had her own way of doing things and her own way of thinking, and he could not change that after all. â€Å"After all her had work, she was not to be in cluded in his daughter count. Damn him! She’d take her turn and make him know it was her!Quickly, she swooped into the circle and gave the old man a wet, open-mouthed kiss in his ear. She ran her tongue in the whorls of his ear and nibbled the tip. †(Alvarez 422) Sofia was different from her sisters and her father never accepted it. I think this made her attitude worse, and when she found out that he would never forgive her, she did not care anymore, and let him know that she would never change. David T. Mitchell comments: Throughout the novel, numerous commentators remark on the poor fortune of a family that consists entirely of girls–â€Å"what, four girls and no boys? while each daughter struggles to free herself from the limitations of a communal designation that strips them of their uniqueness and individuality. Because the label â€Å"Garcia Girls†stands in for the plural identities submerged beneath the faceless anonymity of daughters (who, unlik e their male counterparts, do not need to be individuated as distinct human beings) â€Å"The novel's second chapter deals with Sofia, the youngest of the sisters, who leaves home when she gets pregnant on a vacation trip to South America, and then goes to Germany to convince the baby's father to marry her.Although the couple returns to the U. S. with the baby, the result of this stain on the family's honor is almost complete silence: their father does not mention Sofia's name for months, and even after a reconciliation of sorts the two rarely speak. †(Castells)
Wednesday, October 23, 2019
Comparison between the “Incident†and the “Travel†Poems Essay
Comparison between the â€Å"Incident†and the â€Å"Travel†Poems Introduction First poem: Incident Keep looking straight at me. Now I was eight and very small, And he was no whit bigger, And so I smiled, but he poked out His tongue, and called me, â€Å"Nigger.†I saw the whole of Baltimore From May until December; Of all the things that happened there That’s all that I remember. Second poem: Travel By Edna St. Vincent Millay The railroad track is miles away, And the day is loud with voices speaking, Yet there isn’t a train goes by all day But I hear its whistle shrieking. All night there isn’t a train goes by, Though the night is still for sleep and dreaming, But I see its cinders red on the sky, And hear its engine steaming. My heart is warm with friends I make, And better friends I’ll not be knowing; Yet there isn’t a train I wouldn’t take, No matter where it’s going. Comparison between the two poems above            The first aspect to compare between the two poems above is the themes portrayed. In the first poem, â€Å"Incident†highlights the theme of racial discrimination. The speaker in the poem tells the audience how he was travelling in a bus when he encountered an event that he says that he is unlikely to forget. He says that while in the bus travelling to Baltimore, his happiness suddenly turned to sadness when a young boy of his age called him a Niger. In stanza three, the speaker says, â€Å"†¦Ã¢â‚¬ ¦but he poked out His tongue, and called me, â€Å"Niger†. Niger is a word that is used to sarcastically insult African-Americans living in America. The speaker felt so sad and in the next eight months (from May to December) that he spent in Baltimore; he cannot remember anything else but that annoying incident. In stanza four of the poem, the speaker confirms that he can never forget. He says, â€Å"†¦.From May to Decem ber; of all the things that happened there, That’s all that I remember†.            On the other hand, the theme in the second poem, â€Å"Travel†, is that of discontentment. The speaker describes her feelings to the audience. She says in stanza threeâ€Å"My heart is warm with the friends I make, And better friends I’ll not be knowing†. In these lines, the speaker says that although she is presently happy with the friends that she has; she thinks the friends that she has not met already may be better. This is a clear indication of dissatisfaction that the speaker expresses.            It is also important to analyze the choice of the titles of the poems that the authors use and find out how relevant they are to the poem. The title that the author chooses carries too much weight in the understanding of the poem. The theme of the poem is highlighted in the title, albeit hidden and, therefore, identified after reading the whole poem. In the first poem, the title is â€Å"Incident†. The literal meaning of this word is a happening that is unusual. In this poem, the speaker describes an unusual happening that apparently happened to him. In his context, the speaker experienced an incident. Therefore, the title is very relevant to the poem. In the second poem, the title is â€Å"Travel†. The word travel means movement from one location to another. In the poem, the speaker is discontented by her present state. She longs to move to the next level. She uses train metaphorically to indicate that she wants to cease the next opportunity available and move to the next level. Therefore, the title captures this desire of the speaker so vividly and, therefore, in the context of the theme in this poem, it is very relevant.            The other aspect that needs comparison in these two poems is the choice of the language. The language that the author uses is aimed at making the poem interesting to the reader while bringing out the desired message. In the first poem, â€Å"Incident†, the author chooses to use the first person â€Å"I†in the poem. He allows the speaker to tell the audience about this incident in a direct manner. The reader, who is the audience, is able to connect with the speaker when the speaker talks about himself. For instance, in stanza two, the speaker says, â€Å"Now I was eight and very young,†¦..†. The speaker informs the audience that, at the time of the incident that happened to him, he was eight years old and was very small. Incidentally, the second poem also uses the first person â€Å"I†. The speaker tells the audience about her feelings. This style improves the connection between the audience and the speaker because the poem is about the speaker.            In addition, the two poems have used contracted language in several instances. In the first poem, there is the use of â€Å"That’s†instead of â€Å"That is†in the last stanza line four. This makes the poem informal and makes the readers connect with the speaker easily, especially in the modern times. In the second poem, instances of contractions are numerous. For example, there is the use of â€Å"I’ll†instead of â€Å"I will†, â€Å"isn’t†instead of â€Å"is not†and â€Å"it’s†instead of â€Å"it is†in the last stanza. Again, this contraction makes the poem informal. In the modern times, the poem becomes understandable. The choice of contractions is deliberate. The contractions make the number of syllables in the lines where they are equal to the rest of the lines.            Another aspect of the poems that is worth comparison is the use of the rhyme technique in the poems. Both poems have a regular rhyme pattern that serve to make them more interesting to read. The rhyme pattern in the first poem is ABCB. To illustrate this rhyming pattern, it is necessary to pick the last words in one stanza. In this case, the last stanza has last words as â€Å"†¦Baltimore, †¦December, †¦there and †¦remember†. In the case of the second poem, the rhyme pattern is ABAB. The last stanza has the last words as â€Å"†¦make, †¦knowing, †¦..take and †¦.knowing†. The words illustrate the regular rhyme pattern. The same patterns are repeated throughout the poems. The regular rhyme pattern help make the poem rhythmical and lyrical.            It is important to compare the mood in each, and the tone used in either poem. In the first poem, the mood is jovial initially as depicted in the first and the second stanza. The speaker expresses his joy when he smiles at the stranger boy. However, the mood changes to sadness after the speaker is insulted by the boy when he calls him Nigger. As the mood changes, so does the tone. It starts as joyfully to a somber one. In the second poem, the tone is optimistic. The speaker is optimistic and hopeful of a better future. However, there is some tinge of negativity in the tone in the first two stanzas. This negative tone expresses speaker’s dissatisfaction about her current status.            The first poem uses imagery when the speaker tells the audience how he saw a boy staring straight at him. He smiled at him. The reader can vividly see the mental image of the speaker smiling at the stranger. In the second poem, the author employs metaphor by using a train to signify different paths in life. The speaker says that â€Å"†¦..Yet there isn’t a train I wouldn’t take, No matter where it’s going†in the last stanza. It means that the speaker is willing to take any path in life although there is no opportunity that is presenting itself. In addition, the second poem has employed personification in the first stanza when the speaker implies that the Train â€Å"whistling†and â€Å"shrieking†.            The two poems have so much in common. The similarities emanate from the choice of the language and the styles employed. Therefore, it is clear that poets have one thing in common as far as their writing skills are concerned. They have a rich background of poetry techniques. They always employ them appropriately to suit the message intended to be delivered. References St, John R. A. Explorations in Literature. Greenville, S.C: BJU Press, 2013. Print. Source document
Tuesday, October 22, 2019
How to Rename or Define
How to Rename or Define How to Rename or Define How to Rename or Define By Mark Nichol When constructing a sentence in which a term or concept is described in other words or a meaning is given, use these guidelines for punctuating the parenthesis. When using namely, which establishes that one or more examples or names of a thing will be provided, or employing phrases that serve a similar purpose (such as â€Å"for example†and â€Å"that is†), always follow the word or phrase with a comma. The punctuation preceding the word or phrase depends on the structure of the sentence. (The abbreviations e.g. and i.e., representing Latin phrases equivalent to â€Å"for example†and â€Å"that is,†respectively, are discouraged in formal prose in favor of the English phrases except in parentheses or in notes; use the same surrounding punctuation for the abbreviations as for the phrases.) When what follows is a simple phrase and not an independent clause, precede namely and the like with an em dash to signal that one is transitioning from discussing something to providing examples about it: â€Å"Constitutional law defines the interrelationships between various branches of government within a state namely, the executive, the legislative, and the judicial.†Alternatively, enclose the additional information in parentheses: â€Å"I enjoy reading nineteenth-century historical adventure novels (for example, those by Sir Arthur Conan Doyle, Sir Walter Scott, and Robert Louis Stevenson).†If the word or phrase, and what follows, is an independent clause, start a new sentence or precede the word or phrase with a semicolon: â€Å"I agree with what you said. That is, I agree if I understand what you meant.†â€Å"I agree with what you said; that is, I agree if I understand what you meant.†An em dash may be used in place of the period or semicolon to signal an abrupt addition to the preceding statement, or use parentheses to represent an afterthought. Another option, in place of using namely, is to employ a colon, which among other purposes is used to indicate an expansion or explanation: â€Å"Constitutional law defines the interrelationships between various branches of government within a state: the executive, the legislative, and the judicial.†â€Å"For example,†â€Å"that is,†and similar phrases can be used following a colon or an em dash: â€Å"I enjoy reading nineteenth-century historical adventure novelists: Sir Arthur Conan Doyle, Sir Walter Scott, and Robert Louis Stevenson, for example.†â€Å"I enjoy reading nineteenth-century historical adventure novelists that is, writers like Sir Arthur Conan Doyle, Sir Walter Scott, and Robert Louis Stevenson.†(Either phrase can precede or follow the examples, but â€Å"for example†usually comes at the end and â€Å"that is†usually appears at the beginning.) Use of â€Å"in other words†as a transitional phrase follows these patterns (the particular method of punctuation depends on the context specific to a sentence): â€Å"We have insufficient funds to continue operating in other words, we are broke.†â€Å"We have insufficient funds to continue operating. In other words, we are broke.†â€Å"We have insufficient funds to continue operating; in other words, we are broke.†â€Å"We have insufficient funds to continue operating. (In other words, we are broke.)†One similar point about punctuation is how to provide a gloss, or a brief definition, as I’ve done in this sentence for the word gloss: Set the gloss off from the term with a pair of commas. Alternatively, enclose the gloss in parentheses, especially if the gloss is a translation: The word is chico (â€Å"boy,†â€Å"child,†or â€Å"small†). Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:Creative Writing 101Proved vs. ProvenGlimpse and Glance: Same or Different?
Monday, October 21, 2019
Relationships between Gods and Mortals in Greco
Relationships between Gods and Mortals in Greco The relationships between gods and mortals are one of the central themes of Greco-Roman mythology. Though gods and goddesses obtain the ultimate power and can rule over destinies of men, they not always are depicted as the voice of justice and sometimes use their might for satisfying their personal needs and compensating for the weaknesses of their character. The popularity of the theme of love affairs between the gods and the mortals can be explained with the peculiarities of the concept of divinity in Greeks and Romans.Advertising We will write a custom essay sample on Relationships between Gods and Mortals in Greco-Roman Mythology specifically for you for only $16.05 $11/page Learn More Along with supporting humans during their wars and interfering into the earth conflicts, gods often fell in love with mortals though it was prohibited by the divine laws. On the one hand, it can be explained with the weakness of character of gods. On the other hand, realiz ing their enormous power and lack of restraints, the divine creatures could be certain that they just could afford themselves violating the rules without fear of future punishment. There are a great number of examples when the relationships between gods and mortals ended as marriage-type of love. These include, for example, Ariadne marrying ,Dionysus, the Greek god of grape harvest and winemaking, Tithonus marrying Eos, the Greek goddess of the dawn, and Psyche marrying Eros (Cupid in Roman mythology), the god of sexual love. At the same time, there is a wide range of relationships between the gods and the humans without marriage, the so-called lust-type of love. These are the couples of the goddess Aphrodite and her young lover Adonis and relationships between Zeus and mortal women Alkmene, Semele, and Leda. The majority of god-mortal couples bore children who could become a Demigod or a hero. Hesiod, a Greek oral poet even compiled the prolonged lists of mortal women who had relat ionships with gods and children who were born from divine and mortal couples. â€Å"Since many aristocratic families and even entire cities traced their lineages to these heroes, this extensive list acts as a bridge between the Theogony and the world of Hesiod’s audience†(Trzaskoma 131). Thus, looking for their forefathers in these lists, ancient Greeks and Romans rationalized the beliefs in their own divine origin. The representation of the love liaisons between gods and mortals in Greek and Roman myths removes the distinct line between the divine and mortal origin of heroes and changes the traditional interpretation of the concept of divinity as the voice of justice which is deprived of biases. Another interpretation of relationships between the gods and the mortals is presented in Euripides’ play Hippolytus in which Artemis as the goddess of chastity rejects to protect her human lover Hippolytus. As opposed to numerous examples of divine lovers who protected their favourites and interfered in the earth affairs, Artemis decides to take revenge on Aphrodite who kills her lover in future by killing Aphrodite’s next mortal favorite.Advertising Looking for essay on literature languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More The goddess of chastity admits that â€Å"This is the settled custom of the gods: no one may fly in the face of anothers wish: we remain aloof and neutral†(Euripides 69). This interpretation of the divine rules contradicts a plenty of examples from the Greek and Roman myths in which the gods and goddesses make attempts to ruin plans of other gods for the purpose of achieving their own goals. At the same time, one of possible explanations of Artemis’ choice can be found in the peculiarities of her sphere. The goddess of chastity is expected to follow the rules even violating her own interests. Still, this perspective on both the relationsh ips between the gods and gods and mortals is valuable for presenting the wide range of existing approaches to defining the concept of divinity in Greeks and Romans. As opposed to pure and innocent feelings of Artemis, the plot of another Euripides’ play Ion is based on lust kind of relationships between gods and mortals. According to the myth, the god Apollo raped Creusa and she bore a child Ion, one of the main protagonists of the play. Though these events are not depicted in the work, this background information is central for interpreting the following development of the events. The play depicts the destiny of Ion who does not know who his parents are till the end when the truth is disclosed. The theme of destiny of half-divine children who are sometimes regarded as bastards is central for the play because Apollo’s act ruined lives of several mortals, making them suffer. The Apollo-Creusa liaison can be considered as one of the most disgusting examples of lust kind of relationships between the divine and mortal characters in all the Greek and Roman mythology which, however, adds new shades of meaning to the interpretation of the concept of deity by ancient people. Instead of separating the worlds of gods and mortals, Greek and Romans depict the numerous examples of liaisons between divine and human characters in their myths, expressing their unique views on deity and the weaknesses of gods. Euripides, Moses Hadas, John McLean. Ten Plays by Euripides. New York: Bantam Books. 1981. Print. Trzaskoma, Stephen, Scott Smith, and Stephen Brunet (eds.) Anthology of Classical Myth: Primary Sources in Translation. Cambridge: Hackett Publishing Company. 2004. Print.Advertising We will write a custom essay sample on Relationships between Gods and Mortals in Greco-Roman Mythology specifically for you for only $16.05 $11/page Learn More
Sunday, October 20, 2019
Using Italian Reflexive Pronouns
Using Italian Reflexive Pronouns In a reflexive sentence the action of the verb reverts to the subject, as in the following examples: I wash myself. They enjoy themselves. In reflexive sentences, Italian verbs, like English verbs, are conjugated with reflexive pronouns. Reflexive pronouns (i pronomi riflessivi) are identical in form to direct object pronouns, except for the third person form si (the third person singular and plural form). SINGULAR PLURAL mi myself ci ourselves ti yourself vi yourselves si himself, herself, itself, yourself (formal) si themselves, yourselves (formal) Just like direct object pronouns, reflexive pronouns are placed before a conjugated verb or attached to the infinitive. If the infinitive is preceded by a form of dovere, potere, or volere, the reflexive pronoun is either attached to the infinitive (which drops its final –e) or placed before the conjugated verb. Note that the reflexive pronoun agrees with the subject even when attached to the infinitive. Mi alzo. (I’m getting up.)Voglio alzarmi. Mi voglio alzare. (I want to get up.) Mi, ti, si, and vi may drop the i before another vowel or an h and replace it with an apostrophe. Ci may drop the i only before an i or e. Si lava tutti i giorni. (He washes himself every day.)Ci divertiamo molto qui. (We enjoy ourselves a lot here.)A casa, m’annoio. (At home, I get bored.)
Saturday, October 19, 2019
Small-Cale Chinese Restaurant in Hatfield Dissertation
Small-Cale Chinese Restaurant in Hatfield - Dissertation Example They compare the perceived benefits received against the perceived costs in terms of sacrifices they make. If they are not treated fairly, the perceived customer value is not derived. The study also finds that the two restaurants under study have their own restaurant management methods. One has an authoritative structure with formal procedures and policies while the other nurtures a culture of service, with its roots in the Chinese culture, characterized by guanxi and harmony. Both have created their own points of differentiation. One thrives on food quality and the other on service quality. The study concluded by recommending that restaurants should adopt experiential marketing which would enable evaluating and understanding customers’ point of view, their expectations and perceptions. Customer feedback should be adopted as a strategic imperative which is being ignored by one of the restaurants under study. Employee empowerment is another human resources strategy that should be adopted. While a customer-focused approach is essential the finer details of the strategy would depend on the size of the restaurant, the level of the restaurant, the clientele it serves, the cuisine it has on offer and on the objectives and goals of the company. Acknowledgement The presentation of this dissertation has been a challenging and one of the most satisfying experiences in my academic life. It has been possible to complete this study only with the support, guidance and patience of the following people: Ms Bunce Sally, my tutor, whose patience and guidance has been a motivating factor. She undertook to be my supervisor despite her academic and professional commitments. Her persistence in corrections helped me achieve this level of work. The owners of two... The hospitality sector, being a service sector, maintaining service quality is a major challenge. Competitive advantage and consequent success relies heavily on the service delivered. Globalization and internationalization have made the business environment even more challenging. The delivery of service depends upon several factors, the human resources being the most important factor. Every interaction in the service sector is a service encounter and such encounters take place at various levels. With services being intangible, heterogeneous, perishable and inseparable, how these elements are perceived by the customer would lead to customer satisfaction. Besides, elements of human â€Å"chemistry†may affect service delivery as some might be more committed to successful service encounters (Lashley, 1998). However, assessing customer expectations of satisfactory service becomes difficult. With the globalization of the food industry, the British appetite for global food transform ed national eating habits. Asian cuisine became palatable along with the traditional English fish and chips or burger chips. As per a survey conducted by, Valued Opinions, a company that conducts paid surveys, Chinese food is Britain’s favorite takeaway. A market research report by Mintel also shows that Chinese cuisine has come out on the top for the first time as the nation’s most popular takeaway meal. By now, more and more western people enjoy Chinese cuisine in the UK as they find Chinese food is not just delicious, but green and healthy as well.
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