The Railway free essay sample

Clerk’, a man expresses his feelings about his life and work. | |Write about both poems and their effect on you. Show how they are similar and how they are different. | |You may write about each poem separately and then compare them, or make comparisons where appropriate in your answer as a whole. |You may wish to include some or all of these points: | |†¢ the content of the poems – what they are about; | |†¢ the ideas the poets may have wanted us to think about; | |†¢ the mood or atmosphere of the poems; | |†¢ how they are written – words and phrases you find interesting, the way they are organised, and so on; | |†¢ your responses to the poems. 20] | | | | |The railway modeller |The Railway Clerk | | | | |He’s spent all week creating the best part |It isn’t my fault. | |of a village; sculpting the paper strata |I do what I’m told | |of its hills, painting them green, growing |But still I am blamed. |small metal trees with a teased-out fluff |This year, my leave application | |of foliage. Then he built half-timbered |Was twice refused. | |card houses, secured them where they belonged |Every day there is so much work | |and stood back to be sure it was right. |And I don’t get overtime. | | |My wife is always asking for more money. | |Now he must add the people: so minute, |Money, money, where to get money? | |they take more work than anything. He uses |My job is such, no one is giving bribe, | |a make-up brush tapered to a hair |While other clerks are in fortunate position, | |for touching their white plastic into life |and no promotion even because I am not graduate. | |with flesh-tones, bright splashes, uniform | | |blue and grey†¦. It takes hours to make |I wish I was bird. |an individual, if it’s done with love, | | | |I am never neglecting my responsibility, | |but he doesn’t mind the time spent |I am discharging it properly, | |in his shed, a sufficient universe, |I am doing my duty, | |and nothing brings a branch line alive |But who is appreciating/ | |like people. Working down on the track, | Nobody, I am telling you. |picks raised, or waiting on a paper bench | | |for a train they can’t board, they turn |My desk is too small, | |the scene to a frozen photograph. |the fan is not repaired for two months, | | |three months. | |It’s a shame he can’t, with all his love, |I am living far off in Borivali, | |move the frame on†¦. The background radio |My children are neglecting studies, | |intrudes news headlines into his thought: |How long this can go on? |today in Parliament the talking fellows | | |were voting on whether to punish men |Nissam Ezekial | |with death. His brush carefully strokes in | | |blond hair; perfects another passenger. | | | | | |Sheenagh Pugh | | SECTION B | | | |Spend about 1 hour on this section. Think carefully about the poems before you write your answer. | |In the first of the following poems, ‘Looking into the Filed’, the narrator describes a moment in the life of a farmer. In the second, ‘Hatching’, the narrator| |describes a moment of birth. | |Write about both poems and their effect on you. Show how they are similar and how they are different. | |You may write about each poem separately and then compare them, or make comparisons where appropriate in your answer as a whole. |You may wish to include some or all of these points: | |†¢ the content of the poems – what they are about; | |†¢ the ideas the poets may have wanted us to think about; | |†¢ the mood or atmosphere of the poems; | |†¢ how they are written – words and phrases you find interesting, the way they are organised, and so on; | |†¢ your responses to the poems. 20] | | | | | | | | | | |Looking into the Field |Hatching | | | | |From the five corn ers of the field |His night has come to an end and now he must break | |they lift their heads and move towards him. |The little sky which shielded him. He taps | |This is the man who brings food. |Once and nothing happens. He tries again | |His collie presses against the window |And makes a mark like lightning. He must thunder, | |of the Land Rover and leaves a nose-round watermark. |Storm and shake and break a universe | |He walks to the four stiff legs of a dead sheep |Too small and safe. His daring beak does this. | |and bends to grasp fistfuls of tight wool. | | |Lifting from his knees he pulls and rolls |And now he is out in a world of smells and spaces. | |the ewe upright, setting the legs kicking again. |He shivers. Any air is wind to him. | |Tubful of life, she bleats and waddles to new grass. |He huddles under wings but does not know | |The field has been put to rights and as he walks back |He is already shaping feathers for | |his flock return to their grass and the first autumn leaves. |A lunge into the sky. His solo flight | |Four disappointed crows flap into the sky she’d |Will bring the sun upon his back. He’ll bear it, | |stared up through like a cloudy blue tunnel. Carry it, learn the real winds, by instinct | | |Return for food and, larger than his mother, | |Tony Curtis |Avid for air, harry her with his hunger. | | | | | |Elizabeth Jennings | | | | | | | | | | | | | | | | | | | | | | | | | | | |SECTION B | |Spend about 1 hour on this section. Think carefully about the poems before you write your answer. | |In the first of the following poems, ‘The Moth’s Plea’, the moth expresses its feelings about its life and identity. In the second, ‘Weaselsà ¢â‚¬â„¢, the | |narrator describes and expresses his feelings about weasels. | |Write about both poems and their effect on you. Show how they are similar and how they are different. | | You may write about each poem separately and then compare them, or make comparisons where appropriate in your answer as a whole. |You may wish to include some or all of these points: | |†¢ the content of the poems – what they are about; | |†¢ the ideas the poets may have wanted us to think about; | |†¢ the mood or atmosphere of the poems; | |†¢ how they are written – words and phrases you find interesting, the way they are organised, and so on; | |†¢ your responses to the poems. 20] | | |Weasels | |The Moth’s Plea | | | |They are only scrap for a furrier | |I am a disappointment |Or trimming for a lady’s wrap. | |And much worse. |But before they end on a heap | |You hear a flutter, you expect a brilliance of wings, |They are awful in the fields and streams. | |Colours dancing, a bright |Red-brown and nine inches long. |Flutter, but then you see |They eat mice and moles and frogs; | |A brown, bedraggled creature |Rooks, crows and ow ls are nothing to them. | | With a shamefaced, unclean look |Weasels will get through a bush or hedge | |Darting upon your curtains and clothes, |For thrush and blackbird eggs | |Fighting against the light. |And swim a mile when they sniff dead fish. | |I hate myself. It’s no wonder you hate me. | | |My granddad saw one | |I meddle among your things, |Wipe out a granary of rats | |I make a meal out of almost any cloth, |And then look around to see | |I hide in cupboards and scare |If he had missed any | |Any who catch me unaware. |Before he enjoyed his huge supper. | |I am your enemy – the moth. Once, in America, a hawk was found | | |With a weasel’s skull locked to its throat. | |You try to keep me away |Even when chased by a fox | |But I’m wily and when I do |They may stop to kill a chicken. | |Manage to hide, you chase me, beat me, put |Weasels like rabbits, too | |Horrible-smelling balls to poison me. |And go deep into the dark burrows. |Have you ever thought what it’s like to be |In Carmarthen they have hunted in packs | |A parasite, |Scampering behind the poor scared hares | |Someone who gives you a fright, |Lolloping in the moonlight. | |Who envies the rainbow colours of the bright |They will also attack a man | |Butterflies who hover round flowers all day? |If trapped – single and alone | |Oh please believe that I do understand how it feels |They jump for the neck. | |To be awake in and be afraid of the night. | | |Weasels will live anywhere smelly | |Elizabeth Jennings |Inside a maggoty sheep carcase | | |Or a rotted tree-stump, | | |A crumbled wall crevice or a fish hole | | |In the riverbank. Their innocent babies | | |Nest tight at the back of the holes. | | | | | |John Tripp |

What Is Affirmative Action Essay Example For Students

What Is Affirmative Action Essay I. We didnt land on Plymouth Rock, my brothers and sisters PlymouthRock landed on us! Malcolm Xs observation is brought out by the facts ofAmerican History. Snatched from their native land, transported thousands ofmiles in a nightmare of disease and death and sold into slavery, blackswere reduced to the legal status of farm animals. Even after emancipation,blacks were segregated from whites in some states by law, and by socialpractice almost everywhere. American apartheid continued for another century. In1954 the Supreme Court declared state-compelled segregation in schoolsunconstitutional, and it followed up that decision with others that struck downmany forms of official segregation. Still, discrimination survived, and in mostsouthern states blacks were either discouraged or prohibited from exercisingtheir right to vote. Not until the 1960s was compulsory segregation finallyand effectively challenged. Between 1964 and 1968 Congress passed the mostsweeping civil rights legislation s ince the end of the Civil War. It banneddiscrimination in employment, public accommodations (hotels, motels,restaurants, etc.), and housing; it also guaranteed voting rights for blacks inareas suspected of disenfranchising blacks. Today, several agencies in thefederal government exercise sweeping powers to enforce these civil rightsmeasures. But is that enough? Equality of condition between blacks and whitesseems as elusive as ever. The black unemployment rate is double that of whites,and the percentage of black families living in poverty is nearly four times thatof whites. Only a small percentage of blacks ever make it into medical school orlaw schools. Advocates of affirmative action have focused upon these differencesto support their argument that it is no longer enough just to stopdiscrimination. Liberal Democrats feel that the damage done by three centuriesof racism now has to be remedied, they argue, and effective remediation requiresa policy of affirmative action. At the hear t of affirmative action is theuse of numerical goals. Opponents call them racial quotas. Whateverthe name, what they imply is the setting aside of a certain number of jobs orpositions for blacks or other historically oppressed groups. ConservativeRepublicans charge that affirmative action really amounts to reversediscrimination, that it penalizes innocent people simply because they are white,that it often results in unqualified appointments, and that it ends up harminginstead of helping blacks. The issue of preferences to address historicalpatterns of racial, ethnic, and gender discrimination has received a great dealof attention nationally. Whether in government contracts, private sector hiring,college admissions, or state hiring practices, opponents in the issue haveengaged in often-heated debates. In Michigan, legislation to limit or eliminateaffirmative action has been introduced this session. A good example of thislegislation was proposed on March 18,1998 and it is called SJR N (S-2). Thisresolution proposed an amendment to the Michigan Constitution to prohibitdiscrimination based on sex or ethnicity and to prohibit the state and itspolitical subdivisions from using religion, sex, color, ethnicity, or nationalorigin as a basis for discriminating against or giving preferential treatment toany individual or group in employment, public education, or public contracting. We will write a custom essay on What Is Affirmative Action specifically for you for only $16.38 $13.9/page Order now The present system violates the fundamental principle of equal protection of thelaw against discrimination on the basis of immutable characteristics of race,sex, color, ethnicity, and national origin. SJR N (S-2) was intended to end thispractice and return Michigan to the goal of a colorblind society. II. SJR N(S-2) is on the Conservative side of things, in that, the legislation is tryingto stop reverse racism. There really is no moderate way to look ataffirmative action; you can either be for it or against it. Sen. Bill BullardJr. was the chair and sponsor of this bill, but when he met with the othermembers of this committee it was stated in the minutes of the meeting thatthe issue will not be voted on today, nor does he (Bill Bullard) intendto press for a vote in the Legislature this year. There will be futureopportunities for all who wish to contribute to this dialogue to have theirviews heard. The committee then had a long list of testimony from those whoopposed SJR N (S-2). It w as then stated that this constitutional amendment ifapproved by a two-thirds vote of the Senate and House of Representatives, wouldbe submitted to the voters at the next general election. The bill was neverbrought before senate, it was basically killed in committee. III. Bill Bullardthe Republican State Senator from District 15 stated his views on affirmativeaction from this statement. Indicate the principles you support (if any)concerning affirmative action. State government agencies should take race andsex into account in the following sectors: a) College and university admissions Yes X No Undecided b) Public employment Yes X No Undecided c) State contracting Yes X No Undecided Senator Bullardopposed all the affirmative action questions because he is a Republican, and ifone has a viewpoint against affirmative action it is considered a conservativeone. How does presidential candidate George W. Bush feel about affirmativeaction? He Opposes quotas and racial preferenc es, supports affirmativeaccess to open the doors of opportunity through programs such as theTexas 10 percent plan, where those who graduate in the top 10 percent of theirclass are automatically admitted to any state college or university, andadvocates needs-based contracting and breaking down government contracts tosmaller sizes to encourage entrepreneurship in all communities. .uf6115189eebdb2f204cf015b1b5dcd0f , .uf6115189eebdb2f204cf015b1b5dcd0f .postImageUrl , .uf6115189eebdb2f204cf015b1b5dcd0f .centered-text-area { min-height: 80px; position: relative; } .uf6115189eebdb2f204cf015b1b5dcd0f , .uf6115189eebdb2f204cf015b1b5dcd0f:hover , .uf6115189eebdb2f204cf015b1b5dcd0f:visited , .uf6115189eebdb2f204cf015b1b5dcd0f:active { border:0!important; } .uf6115189eebdb2f204cf015b1b5dcd0f .clearfix:after { content: ""; display: table; clear: both; } .uf6115189eebdb2f204cf015b1b5dcd0f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf6115189eebdb2f204cf015b1b5dcd0f:active , .uf6115189eebdb2f204cf015b1b5dcd0f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf6115189eebdb2f204cf015b1b5dcd0f .centered-text-area { width: 100%; position: relative ; } .uf6115189eebdb2f204cf015b1b5dcd0f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf6115189eebdb2f204cf015b1b5dcd0f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf6115189eebdb2f204cf015b1b5dcd0f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf6115189eebdb2f204cf015b1b5dcd0f:hover .ctaButton { background-color: #34495E!important; } .uf6115189eebdb2f204cf015b1b5dcd0f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf6115189eebdb2f204cf015b1b5dcd0f .uf6115189eebdb2f204cf015b1b5dcd0f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf6115189eebdb2f204cf015b1b5dcd0f:after { content: ""; display: block; clear: both; } READ: Man, Spirit or a Devil - vampires EssaySocial Issues

The Schenck Ruling by Chief Justice Oliver Wendell Holmes

The Schenck Ruling by Chief Justice Oliver Wendell Holmes Charles Schenck was the general secretary of the Socialist Party in the United States. During World War I, he was arrested for creating and distributing pamphlets that urged men to assert your rights and resist being drafted to fight in the war. Schenck was charged with attempting to obstruct recruitment efforts and the draft. He was charged and convicted under the Espionage Act of 1917 that stated that people could not say, print, or publish anything against the government during times of war. He appealed to the Supreme Court, claiming the law violated his First Amendment right to free speech. Chief Justice Oliver Wendell Holmes The former Associate Justice of the Supreme Court of the United States was Oliver Wendell Holmes Jr. He served between 1902 and 1932.  Holmes passed the bar in 1877 and started working in the field as a lawyer at a private practice.  He also contributed editorial work to the American Law Review for three years, where he subsequently lectured at Harvard and published a collection of his essays called The Common Law.  Holmes was known as the Great Dissenter at the U.S. Supreme Court due to his opposing arguments with his colleagues. Espionage Act of 1917, Section 3 Following is the pertinent section of the Espionage Act of 1917 that was used to prosecute Schenck: Whoever, when the United States is at war, shall willfully make or convey false reports of false statements with intent to interfere with the operation or success of the military..., shall willfully cause or attempt to cause insubordination, disloyalty, mutiny, refusal of duty..., or shall willfully obstruct the recruiting or enlistment service of the United States, shall be punished by a fine of not more than $10,000 or imprisonment for not more than twenty years, or both. Supreme Court Decision The Supreme Court led by Chief Justice Oliver Wendell Holmes ruled unanimously against Schenck. It argued that, even though he had the right to free speech under the First Amendment during peacetime, this right to free speech was curtailed during the war if they presented a clear and present danger to the United States. It is in this decision that Holmes made his famous statement about free speech: The most stringent protection of free speech would not protect a man in falsely shouting fire in a theater and causing a panic. Significance of Schenck v. the United States This had a huge significance at the time. It seriously lessened the strength of the First Amendment during times of war by removing its protections of the freedom of speech when that speech could incite a criminal action (like dodging the draft). The Clear and Present Danger rule lasted until 1969. In Brandenburg v. Ohio, this test was replaced with the Imminent Lawless Action test. Excerpt from Schencks Pamphlet: Assert Your Rights In exempting clergymen and members of the Society of Friends (popularly called Quakers) from active military service the examination boards have discriminated against you. In lending tacit or silent consent to the conscription law, in neglecting to assert your rights, you are (whether knowingly or not) helping to condone and support a most infamous and insidious conspiracy to abridge and destroy the sacred and cherished rights of a free people. You are a citizen: not a subject! You delegate your power to the officers of the law to be used for your good and welfare, not against you.

How to Get More RBG Color Values for Delphi

How to Get More RBG Color Values for Delphi In Delphi, the TColor type specifies the color of an object. It is used by the color property of many components and by other properties that specify color values. The Graphics unit contains definitions of useful constants for TColor. For example, clBlue maps to blue, clRed maps to red. More CL Values = More Colors You can specify TColor as a 4-byte hexadecimal number instead of using the constants defined in the Graphics unit. The low three bytes represent RGB (red, green, blue) color intensities for blue, green and red, respectively. Note the inversion from a typical hex color: For TColor, the sequence is blue-green-red. For example, red can be defined as TColor($0000FF). ConvertRBG to TColor If you have values for red, green and blue intensities (a number from 0 to 255 - byte type), heres how to get the TColor value: var   Ã‚   r,g,b : Byte;   Ã‚   color : TColor; begin   Ã‚   r : StrToInt(ledRed.Text) ;   Ã‚   g : StrToInt(ledGreen.Text) ;   Ã‚   b : StrToInt(ledBlue.Text) ;   Ã‚   color : RGB(r, g, b) ;   Ã‚   Shape1.Brush.Color : color; end; The ledRed, ledGreen and ledBlue are three edit controls used to specify the intensity of each color component. Shape1 is a TShape Delphi control. Delphi tips navigator: » How to Parse TAB Delimited Files in Delphi « IsDirectoryEmpty - Delphi function to Determine if a Directory is Empty (no files, no sub-folders)

Motivation and Motivation Strategies-PSY Essay Example | Topics and Well Written Essays - 500 words

Motivation and Motivation Strategies-PSY - Essay Example Using Maslow’s Hierarchy of needs it is the case that I am not attending school to attain many lower level motivators (Food, shelter etc) but I am attending school for a spectrum of middle of higher needs. I do seek respect, and friendship from my peers but I also attend school to attain a higher level of education which could lead to a well paying career. Moreover I am also seeking enlightenment and wisdom through my studies. What motivates you generally? (Consider arousal, incentive, and self-determination theories) When utilizing a self determination theory I believe that I have a real desire to better myself through studies. There are a number of externalities in my life, however the experience that I get from studies is entirely self directed insofar as I enroll in classes that I believe are stimulating. In regards to incentive theory I believe that self directed rewards motivate me the best. In some regards I am not always motivated by money yet I enjoy physical activity because I know that it is healthy for me and will ultimately make me stronger. From an arousal perspective I believe that this theory holds particularly true for me because many activities are not solely directed for the reduction of tension (Such as exercising) yet I often seek a balance between physical activity and achieving goals.

Implementation Apple Organization Essay Example | Topics and Well Written Essays - 500 words

Implementation Apple Organization - Essay Example Target market sales - Various measurements of sales including revenue generated, units sold, or profit can be used in determining sales. This measurement compares the actual sales of iPhone in the Asia Pacific regions with the projections in the marketing plan to determine consistencies and needs for change (Mackay & Wilmshurst, 2011). To finalize the lease contract and locations of 90 stores in the first quarter of financial year 2015, there will be need to renegotiate the plans, to recruit additional staff, to review the general plan, and to submit a report of the plan required plan of action that would facilitate operationalizing of the stores in the first month of the second quarter. Failure of finalizing the team and their responsibilities by the end of the second quarter of 2015 financial year. Review the team building plan and allow the Director of R&D and the HR Director to review the issue and provide a final team based on priority. Given the new product development facility is not operational by the end of the fourth quarter of 2015 financial year, review the unmet requirements, review the project plan, and appoint a different project manager if required. Apple has established a collaborative organizational structure that allows the different divisions to come together in view of making important decisions within the organization, thus increasing the performance of the organization (Horrigan, 2012). Establishment of a team aimed at facilitating the development of the new product, procuring new machinery and instruments, and establishment of a new development facility in the view of promoting product development. Innovation – innovation allows for the development of a connection with the consumers and thus managing different problems and risks related to threats for substitution and new entries (Franke, Keinz, & Steger,

World History Essay Example for Free

World History Essay Buddhism was founded in India during the 6th century and brought to China by the first century. Buddhism spread widely and cause china to have a period of political instability and disunity, but then later restored the imperial structure. By going from India to China, it had mixed results. Many Chinese accepted Buddhism and defended it while other observed Buddhism’s absence from past texts and used it as an excuse for political and social problems. Still others remained indifferent hoping that it would all work itself out and develop into a unified Chinese culture. Documents 2 and 3 defend and encourage Buddhism while 4 and 6 scrutinize and discourage its spread. Documents 1 and 5 neither encourage or discourage the religions spread, they simply state how it should be dealt with. An additional document that would be helpful would be a chart or graph that showed the number of people who converted to Buddhism. It would be helpful to see which group of documents was correct or who was just over-reacting. Documents 2 and 3 defend and support the spread of Buddhism. Document 2 speaks of the many joys, including Nirvana, of joining Buddhism. However, the author, Zhi Dun is part of the upper class and does not have a point of view from the lower class, which made up most of the population. Document 3 counters the scrutiny of anti-Buddhists with logic. However, since the author is anonymous, his influence in the document is difficult to pinpoint, yet his role as a scholar certainly dictates a slight upper class position, just like document 2. Documents 4 and 6 both discourage the spread and use of Buddhism. Document 4 ridicules Buddhism as â€Å"a cult of barbarian peoples,† saying how Confucianism is all truth and Buddhism is all lies. Of course Han Yu’s position in the imperial court makes his opinions 20 times more powerful than any peasants. Document 6 blames Buddhism for all of the problems in Chinese society. Since the author is Emperor Wu himself, it is very likely that his opinions carried a lot of importance in his nation, even though people sometimes adopt prohibited acts merely in attempt to rebel against the law. Documents 1 and 5 neither encourage or discourage Buddhism’s spread in China, but attempt to negotiate. Document 1 is directly from the Buddhist tradition, laying down the basic laws and guides to a happy and enlightened life. Since the document is taken straight from sacred texts, it was most likely the beliefs of all Buddhists. Document 5 attempts to make a compromise among the conflicts of belief systems in China. Although Zong Mi’s intentions may seem fair, he himself is a Buddhist scholar, so his ideas might just be an effort to defend Buddhism. The spread of Buddhism in China during the first century was met with different aspects and ideas. Many Chinese accepted Buddhism and defended it, as in documents 2 and 3, while other observed Buddhism’s absence from past texts and used it as an excuse for political and social problems, like documents 4 and 6. Still others remained indifferent hoping that it would all work itself out and develop into a unified Chinese culture, such as documents 1 and 5. Also, another additional document that could be helpful would be a text from peasants or the lower class, saying how they feel about Buddhism.