The Information Age Net Neutrality examples Essay Example For Students

The Information Age: Net Neutrality examples Essay Net NeutralityThe 21st Century, commonly referred to as the Information Age, is largely dependent on the Internet. The Internet has historically been an open medium, as it provides access to the world’s largest collection of information. In order to protect this establishment, The Federal Communications Committee (FCC), a government agency which serves as an authority on communications law, regulation, and technological advancement, put in place a set of laws, called the Open Internet Order, in order to establish a concept of net neutrality. These net neutrality laws stood in effect until January 14, 2014, when a Federal Appeals Court struck down the Open Internet Order, on the grounds that the FCC had overstepped its authority to regulate this field. Net neutrality, as defined by the Oxford English Dictionary, is â€Å"the fact or principle of Internet service providers enabling access to all content and applications regardless of the source or destination, and without favor ing or blocking particular formats, products, web sites, etc. We will write a custom essay on The Information Age: Net Neutrality examples specifically for you for only $16.38 $13.9/page Order now † (net, n.1). That means that if two users share a common Internet Service Provider (ISP), they are entitled to the same quality of service regardless of data size. If one user is downloading large music files, while the other is sending an email, their quality of service should be the same. Net neutrality laws are important and necessary because they protect against Internet Service Providers forming monopolies on the market, screening the content a user can view, and stifling freedom of speech. By shooting down the FCC’s Open Internet Act, doors have been opened to Internet Service Providers to be price hungry merchants, ultimately hurting content providers and customers alike. The court’s decision to. .v.-Dec. 2010: 6+. Opposing Viewpoints in Context. Web. 3 Feb. 2014.Clemmitt, M. (2012, April 13). Internet regulation. CQ Researcher, 22, 325-348. Retrieved from http://library.cqpress.com/cqresearcher/Franken, Al. Net Neutrality Is Foremost Free Speech Issue of Our Time. CNN. Cable News Network, 05 Aug. 2010. Web. 03 Feb. 2014.Maisto, Michelle. FCC, Net Neutrality Lose Out To Verizon In District Court Ruling. Eweek (2014): 4. Academic Search Premier. Web. 3 Feb. 2014. net, n.1. OED Online. December 2013. Oxford University Press. 1 February 2014 oed.com/view/Entry/126280?redirectedFrom=net+neutrality>.Net Neutrality: What You Need to Know in a Pay-to-play Internet World. The Republican. N.p. , 27 Jan. 2014. Web. 01 Feb. 2014.Stucke, Maurice E. Journal of Antitrust Enforcement. Is Competition Always Good?N.p., 28 Mar. 2013. Web. 03 Feb. 2014.

The Sewing Machine and the Textile Revolution

The Sewing Machine and the Textile Revolution Before the invention of the sewing machine, most sewing was done by individuals in their homes. However, many people offered services as tailors or seamstresses in small shops where wages were very low. Thomas Hoods ballad The Song of the Shirt, published in 1843, depicts the hardships of the English seamstress: With fingers weary and worn, With eyelids heavy and red, A woman sat in unwomanly rags, Plying her needle and thread. Elias Howe In Cambridge, Massachusetts, one inventor was struggling to put into metal an idea to lighten the toil of those who lived by the needle. Elias Howe was born in Massachusett in 1819. His father was an unsuccessful farmer, who also had some small mills, but seems to have succeeded in nothing he undertook. Howe led the typical life of a New England country boy, going to school in winter and working about the farm until the age of sixteen, handling tools every day. Hearing of the high wages and interesting work in Lowell, a growing town on the Merrimac River, he went there in 1835 and found employment; but two years later, he left Lowell and went to work in a machine shop in Cambridge. Elias Howe then moved to Boston, and worked in the machine shop of Ari Davis, an eccentric maker and repairer of fine machinery. This is where Elias Howe, as a young mechanic, first heard of sewing machines and began to puzzle over the problem. First Sewing Machines Before Elias Howes time, many inventors had attempted to make sewing machines and some had just fallen short of success. Thomas Saint, an Englishman, had patented one fifty years earlier. About this very time, a Frenchman named Thimonnier was working eighty sewing machines to make army uniforms, when the tailors of Paris, fearing that the bread was to be taken from them, broke into his workroom and destroyed the machines. Thimonnier tried again, but his machine never came into general use. Several patents had been issued on sewing machines in the United States, but without any practical result. An inventor named Walter Hunt had discovered the principle of the lock-stitch and had built a machine, but he abandoned his invention just as success was in sight, believing it would cause unemployment. Elias Howe probaly knew nothing of any of these inventors. There is no evidence that he had ever seen the work of another. Elias Howe Begins Inventing The idea of a mechanical sewing machine obsessed Elias Howe. However, Howe was married and had children, and his wages were only nine dollars a week. Howe found support from an old schoolmate, George Fisher, who agreed to support Howes family and furnish him with five hundred dollars for materials and tools. The attic in Fishers house in Cambridge was converted into a workroom for Howe. Howes first efforts were failures, until the idea of the lock stitch came to him. Previously all sewing machines (except Walter Hunts) had used the chain stitch, which wasted thread and easily unraveled. The two threads of the lock stitch cross, and the lines of stitches show the same on both sides. The chain stitch is a crochet or knitting stitch, while the lock stitch is a weaving stitch. Elias Howe had been working at night and was on his way home, gloomy and despondent, when this idea dawned on his mind, probably rising out of his experience in the cotton mill. The shuttle would be driven back and forth as in a loom, as he had seen it thousands of times, and passed through a loop of thread which the curved needle would throw out on the other side of the cloth. The cloth would be fastened to the machine vertically by pins. A curved arm would ply the needle with the motion of a pick-axe. A handle attached to the fly-wheel would furnish the power. Commercial Failure Elias Howe made a machine which, crude as it was, sewed more rapidly than five of the swiftest needle workers. But his machine was too expensive, it could sew only a straight seam, and it easily got out of order. The needle workers were opposed, as they have generally been, to any sort of labor-saving machinery that might cost them their jobs, and there was no clothing manufacturer willing to buy even one machine at the price Howe asked- three hundred dollars. Elias Howes 1846 Patent Elias Howes second sewing machine design was an improvement on his first. It was more compact and ran more smoothly. George Fisher took Elias Howe and his prototype to the patent office in Washington, paying all the expenses, and a patent was issued to the inventor in September 1846. The second machine also failed to find buyers. George Fisher had invested about two thousand dollars, and he could not, or would not, invest more. Elias Howe returned temporarily to his fathers farm to wait for better times. Meanwhile, Elias Howe sent one of his brothers to London with a sewing machine to see if any sales could be found there, and in due time an encouraging report came to the destitute inventor. A corsetmaker named Thomas had paid two hundred and fifty pounds for the English rights and had promised to pay a royalty of three pounds on each machine sold. Moreover, Thomas invited the inventor to London to construct a machine especially for making corsets. Elias Howe went to London and later sent for his family. But after working eight months on small wages, he was as badly off as ever, for, though he had produced the desired machine, he quarrelled with Thomas, and their relations came to an end. An acquaintance, Charles Inglis, advanced Elias Howe a little money while he worked on another model. This enabled Elias Howe to send his family home to America, and then, by selling his last model and pawning his patent rights, he raised enough money to take passage himself in the steerage in 1848, accompanied by Inglis, who came to try his fortune in the United States. Elias Howe landed in New York with a few cents in his pocket and immediately found work. But his wife was dying from the hardships she had suffered due to stark poverty. At her funeral, Elias Howe wore borrowed clothes, for his only suit was the one he wore in the shop. After his wife died, Elias Howes invention came into its own. Other sewing machines were being made and sold and those machines were using the principles covered by Elias Howes patent. Businessman George Bliss a man of means, had bought out George Fishers interest and proceeded to prosecute  the patent infringers. Meanwhile Elias Howe went on making machines. He produced 14 in New York during the 1850s and never lost an opportunity to show the merits of the invention, which was being advertised and brought to notice by the activities of some of the infringers, particularly by Isaac Singer, the best businessman of them all. Isaac Singer had joined forces with  Walter Hunt. Hunt had tried to patent the machine which he had abandoned nearly twenty years before. The suits dragged on until 1854, when the case was decisively settled in Elias Howes favor. His patent was declared basic, and all the makers of sewing machines must pay him a royalty of 25 dollars on every machine. So Elias Howe woke one morning to find himself enjoying a large income, which in time rose as high as four thousand dollars a week, and he died in 1867 a rich man. Improvements to the Sewing Machine Though the basic nature of Elias Howes patent was recognized, his sewing machine was only a rough beginning. Improvements followed, one after another, until the sewing machine bore little resemblance to Elias Howes original. John Bachelder introduced the horizontal table upon which to lay the work. Through an opening in the table, tiny spikes in an endless belt projected and pushed the work forward continuously. Allan B. Wilson devised a rotary hook carrying a bobbin to do the work of the shuttle. He also invented the small serrated bar which pops up through the table near the needle, moves forward a tiny space (carrying the cloth with it), drops down just below the upper surface of the table, and returns to its starting point- repeating over and over again this series of motions. This simple device brought its owner a fortune. Isaac Singer, destined to be the dominant figure of the industry, patented in 1851 a machine stronger than any of the others and with several valuable features, notably the vertical presser foot held down by a spring. Singer was the first to adopt the treadle, leaving both hands of the operator free to manage the work. His machine was good, but, rather than its surpassing merits, it was his wonderful business ability that made the name of Singer a household word. Competion Among Sewing Machine Manufacturers By 1856 there were several manufacturers in the field threatening war on each other. All men were paying tribute to Elias Howe, for his patent was basic, and all could join in fighting him. But there were several other devices almost equally fundamental, and even if Howes patents had been declared void, it is probable that his competitors would have fought quite as fiercely among themselves. At the suggestion of George Gifford, a New York attorney, the leading inventors and manufacturers agreed to pool their inventions and to establish a fixed license fee for the use of each. This combination was composed of Elias Howe, Wheeler and Wilson, Grover and Baker, and Isaac Singer, and dominated the field until after 1877, when the majority of the basic patents expired. The members manufactured sewing machines and sold them in America and Europe. Isaac Singer introduced the installment plan of sale, to bring the machine within reach of the poor. The sewing machine agent, with a machine or two on his wagon, drove through every small town and country district, demonstrating and selling. Meanwhile, the price of the machines steadily fell, until it seemed that Isaac Singers slogan, A machine in every home! was in a fair way to be realized, had not another development of the sewing machine intervened.

Have to and Must - ESL Grammar Lesson Plans

Have to and Must - ESL Grammar Lesson Plans Many students often confuse the usage of the modals must and have to. While meaning is generally maintained in incorrect usage in the positive forms, a mix-up in the negative forms can cause confusion. This lesson uses daily routines and an interviewing game to help students master these important modal forms. Aim: Learn the modal forms have to and must Activity: Grammar introduction/review, talking about daily routines and interview game Level: Lower levels Outline: Ask students to talk about their daily routines. Have them make a list of five things that they have to do every day.Introduce the grammar by having the students take a look at the grammar sheet below.Discuss the differences between have to and must in the positive form. Make sure to point out that have to is used for daily routines while must is used for strong personal obligation.Discuss the differences between dont have to and mustnt. Make sure to stress the idea that dont have to expresses the idea that the person isnt required to do something but may do so if he/she would like while mustnt expresses the idea of prohibition.In order to encourage students to favor the use of have to, spend the rest of the lesson focusing on daily responsibilities in the following exercises.Ask students to take out the list they created earlier and re-write the list using have to.Ask students to choose a job from the list provided (you might want to first check that students are familiar with the j obs listed) and think about what a person working in that profession has to do. Once you have given students a chance to think a while, play a variation on the 20 questions game. You can begin by choosing a profession and having students ask you 10 or 15 questions about what you have to do in this job. Questions can only be answered by yes, no or sometimes.The student who guesses the name of your profession should be the next to be asked the 15 questions. Another variation on this game is for students to play the game in pairs. Have to - Must Study the Use of Have to and Must in the Chart Below Must/Have To - Mustnt/Not Have To Listed below are examples and uses of must/have to/mustnt/not have to Example Chart Examples Usage We have to get up early.She had to work hard yesterday.They will have to arrive early.Does he have to go? Use have to in the past, present, and future to express responsibility or necessity. NOTE: have to is conjugated as a regular verb and therefore requires an auxiliary verb in the question form or negative. I must finish this work before I leave.Must you work so hard? Use must to express something that you or a person feels is necessary. This form is used only in the present and future. You dont have to arrive before 8.They didnt have to work so hard. The negative form of have to expresses the idea that something is not required. It is, however, possible if so desired. She mustnt use such horrible language.Tom. You mustnt play with fire. The negative form of must expresses the idea that something is prohibited - this form is very different in meaning than the negative of have to! Did the have to leave so early?He had to stay overnight in Dallas. IMPORTANT: The past form of have to and must is had to. Must does not exist in the past. Choose a profession from the list below and think about what a person doing that job has to do every day. Professions and Jobs - What do they have to do? accountant actor air steward architect assistant author baker builder businessman / businesswoman / executive butcher chef civil servant clerk computer operator / programmer cook dentist doctor driver bus / taxi / train driver garbageman (refuse collector) electrician engineer farmer hairdresser journalist judge lawyer manager musician nurse photographer pilot plumber police officer politician receptionist sailor salesman / saleswoman /salesperson scientist secretary soldier teacher telephone operator Back to lessons resource page

Matthew Ritchie The Universal Cell Essay Example | Topics and Well Written Essays - 500 words

Matthew Ritchie The Universal Cell - Essay Example His work has been displayed in museums and exhibits both nationally and internationally. â€Å"The Universal Cell,† which debuted in 2006, is a fascinating metal work sculpture that represents a complex installation that appears to be interconnecting patterns and shapes that seem unending and yet, ever continuing. The piece clearly has two distinct immediate connotations that counter and oppose one another. The first is the clear representation of the artist to show the finite details and interconnectedness of the all things; like the universe, which played into the artist intentions. There appears to be unending possibility within the unending twist and turns. However, on a darker side, those same twist and turns no matter how continuing are still confined to the structure of the â€Å"cell,† giving that the perception of unending possibility is an illusion, the limits, our limits, outline the pattern. This duality of perception is, also, revealed in the visual elements of the structure. While the design is swirling shapes and patterns that are quite beau tiful, there is also a foreboding â€Å"cage-like† quality closing in around you. Even the title of the work can easily be taken as a dual meaning. There is the â€Å"cell† that exists in the human body and the physical properties of the universe that were the artist’s inspiration for the structure itself but, also, there is the type of â€Å"cell† that confines a person, like a prison.( Krunak-Hajagos 1) In the end, the â€Å"Universal Cell† by Matthew Ritchie, is the kind of artistic work that can entertain the eye and draw in a viewing audience. It is an immense, beautifully detailed, work of art, but it, also, has the potential to evoke great thought and discussion. That is a wonderful quality in an artistic piece. It is that kind of discussion that promotes ideas and encourages the sharing of prospective. Ultimately, this work is fantastically balances, both, lightness and darkness,

Business-Level and Corporate-Level Strategies Assignment - 3

Business-Level and Corporate-Level Strategies - Assignment Example According to the research findings there are a number of marketing and branding strategies followed by Tesco. The retail giant provides various schemes to customers with the motive of improving the quality of customer service. The schemes such as, First Class Service Initiative and Loyalty Card, place greater emphasis on the customer delight compared to customer services. These are the finest customer retention strategies utilized by the company. Giving personalized services in a cost effective manner is the key motive of Tesco in order to attract more consumers. Besides that, Tesco has launched a number of magazines to draw the customers’ attention towards the products offered. The magazines published had a unique combination of advertisements and articles related to the offerings. These also served as a means of distributing the promotional coupons.As the paper discusses  the corporate level strategy that is implemented by the Tesco management involves diversification, exp ansion, own brand food promotion, regular technological up-gradation, healthy supplier relation and stakeholder satisfaction.  Tesco has invested in a number of existing stores so as to render those more competitive and modify them as per the customers’ changing expectations. The United Kingdom (UK) based company wants to further expand the business and product lines so as to retain the competitive edge.  Tesco boasts of the guaranteed low prices for quality offerings made to all consumers.

International Literacy Day Essay Example for Free

International Literacy Day Essay -Nation Center for Education Statistics- The Arab Republic of Egypt, which is a country located in the North of Africa, one of the most populous countries in Africa and the 15th most populated in the world, with over 84 million people (CIA 2010 est. ) According to UNESCO in 2008, in a 5 year period (2005-2010), after the government had spent 12. 6% of the national GDP on education, the adult literacy rate had moderately raised from 55. 6% to 72. 0%. However, because of population growth, the number of illiterates around Egypt was still very high, with nearly 17 million people. This report was commissioned by the Department of Education in Egypt to investigate into the literacy issue in Egypt. The issue needs to be addressed as soon as possible. This report will now research about the current level of literacy in Egypt, what are the issues that make the literacy rates low and some recommendations to improve literacy rates. 2. Findings 2. 1. Poverty One of the biggest factors that affects Egypt’s literacy rate is poverty. Figure 1. Reproduced from â€Å"Child Labor in Egypt: Research Project submitted in fulfillment of the requirement of B. Sc.in Statistics† (2011) Figure 1 shows that not being interested in school and not being able to afford schooling are the dominant reasons for children to leave school, with 45% of child laborers think that school aren’t important with them, and 29% them cannot afford enough tuition fees. For those who work, they considered education is not important for them; however, what is considered priority with them is work is the best way to get out of poverty area. Because the tuition fees in Egypt are rather high, many families in Egypt cannot afford it, along with additional education costs. According to Suliman and El-Kogali (2000), besides of tuition fees, families have to pay additional costs on text books, school uniforms, tutorial lessons, and transportation if they want their children to continue their education. A report from El Dawla in 2000 shows that â€Å"the average cost of education per child in families with an annual income of less than or equal to $1,028 is an estimated $98 at the primary level and $129 at the preparatory level†. Therefore, poor families receive no education because of their limited household budget. 2. 2. Child marriage Figure 2, reproduced from Why Are The Children Out Of School? Factors Affecting Children’s Education in Egypt, A Paper for the ERF 9th annual conference (2001) According to Figure 2, the number of girls from 6-15 years old who have never attended school is much higher compare to the number of boys in Egypt, especially in rural areas. For example, in Matroh, over 40% of girls have never attended schools compare with 23% of boys, and the rate in Beni Suef and Behera are 37%, 10% and 18%, 6% respectively. A survey published in 2012 by the National Council for Women illustrated the scale of the issue of early marriage in Egypt, in which the result is that 22% of girls were married before they were 18 (El Masry, 2012). Many girls from 6-15 years old are not able to attend and finish school because Egyptian families do not want to spend money on girls who will be involved in early marriages, and they always try to arrange their daughters’ wedding as soon as possible. This is because Egypt’s old tradition that the fiancee tend to give the wife’s mother a lot of prosperities after the wedding. Apparently in 2008, the Parliament of Egypt passed new laws banning female circumcision and setting 18 as the minimum age for marriage for both genders. However, some Egyptian parents still permit their children to get married very early. Furthermore, parents does not either motivate their children to study; or care much about their children’s education, all they want is to preserve their old-fashioned traditional practices; therefore leads to the low literacy rate of Egypt. 2. 3. Dropout rates Figure 3, reproduced from â€Å"Why Are The Children Out Of School? : Factors Affecting Children’s Education in Egypt, A Paper for the ERF 9th annual conference† (2001) There is a similarity between Figure 2 and 3, as both of the charts indicate that Matroh has the highest rate in terms of never attending schools and dropping out, with over 40% and approximately 10% respectively. Suliman and El-Kogali (2000), their survey on mother’s perception’s reason of drop out shows that the main reasons for the significant dropout rate are because education is not important for children (especially girls), and the only thing they must do is to make money to support their families’ wealth. Assaad, Deborah and Zibani (2001) prove that the dropout rate in Egypt has a strong bond with child labor, which is very common in Egypt and many other Muslim countries. This is because children from poor families in those countries are more likely to be forced to work, therefore, it is less likely that they will be attending school, consequently leading to illiteracy. Furthermore, Nadine et al (2011) show that the number of child laborers in Egypt are between 1. 3 to 3 million, with agricultural factor involves up to 78%. Ultimately, this lead to the decision that it is better for children to stop schooling and start working to make money. 3. Conclusion The Arab Republic of Egypt’s low literacy rates, which result from poverty, early marriage and high dropout rate have caused many negative impacts for the countries such as lacks of human resources and affect its economies. Despite the Department of Education had took actions to improve the country’s literacy rate with the help of some non-profit organisations such as UNESCO or World Education, it is still low compare to other countries. The Department should use new methods and approaches in which may result in a higher literacy rate. 4. Recommendations 4. 1. Poverty The Department of Education needs to have more involvement in public education in Egypt. Firstly, the Department should find supports for public schools. Also, the Department can ask for other NPOs or NGOs like UNICEF or UNESCO to supply poor children in rural areas with studying materials such as books or pens. This will decrease the cost burden for the household who have limited budget to invest in children’s education. Along with building more public schools, some regulations need to be executed in order to control the additional costs of schooling. For example, the Department should support transportations for students, or check teachers’ qualifications in order to make sure that every child in Egypt can access education without any obstacles. Therefore, with better facilities and better qualities of teaching, there will be an increase in Egypt’s literacy rate. 4. 2. Child marriage The Department should promote a series of campaigns that help Egyptians to raise their awareness about the importance of women’s education. These campaigns should be organised through all means of media, including radio, television, or even via presentations. If women and children can realize the importance of education, they can have chances to be educated, therefore this will solve the problem of girls’ high rate of child marriage and indirectly improve Egypt’s literacy rate. 4. 3. Dropout rates The Department should create more opportunities to encourage children to go to school by providing free education to children in rural areas. Also, the government can provide students with scholarship to support students’ studying path. Doing this, children will have more motivation to go to school, thus can increase the overall literacy rate. 5. References Assaad, R, Deborah, L, Zibani, N, 2001, â€Å"The Effect of Child Work on School Enrollment in Egypt’, Economic Research Forum, viewed 20 June, 2013. CIA, 2010, â€Å"The World Factbook†, CIA, viewed 20 June, 2013. El Dawla, A, â€Å"Trap for Democracy†, Social Watch, 2000, viewed 27 June, 2013. El Masry, S, 2012, â€Å"Under-reported and underage: Early marriage in Egypt†, Daily News Egypt, December 5, 2012, viewed 27 June, 2013.

The First Scene of Macbeth :: Free Essay Writer

The first scene is very short, but full of impact. The thunder and lightning alone give it a dramatic opening, which grabs the interest of the audience, as it is representative of evil. These dramatic sound effects help to set the eerie and supernatural atmosphere that Shakespeare wanted to create along with the witches. Instead of seeing Macbeth, Shakespeare’s audience is faced with three weird-looking women. The witches introduce us to a dark, dangerous play, in which the theme of evil is central. The witches say little but we learn a lot about them. The mood of the play is set here, although the action doesn’t start until the next scene. The presence of supernatural forces in the opening of ‘Macbeth’ provides for much of the play’s dramatic tension and the mounting suspense. ‘When shall we three meet again? In thunder, lightning, or rain?’ This is the opening line. It immediately draws the audience and captures their imagination, as the supernatural world fascinated people in Elizabethan England. At the time the play was first performed and at the time that Shakespeare was writing it, witchcraft was a great enemy, people became captivated by these peculiar, suspicious witches. Witch – hunts took place and many people were convicted of being witches and were executed. The witches fit in with the stereotypical perception of witches of that time, including use of familiars like Graymalkin and Paddock. The use of the paranormal occurs at the beginning, with three witches explaining that they will meet Macbeth. ‘When the battle’s lost and won.’ The audience have yet to find out what the battle is, however they know that the battle is won by one side and lost by another. Macbeth’s fate is that he will win the battle, but will lose the battle for his soul. We have come in at the end of the witches meeting, just as they are arranging their next appointment before their familiar spirits call them into the fog and filthy air. From the beginning we can tell that the witches can foretell the future, and are creating some unpleasant magic, which is to involve Macbeth. This creates suspense for the audience, wandering what is going to happen next. The fact that the witches want to meet Macbeth should raise some suspicion in the audience. The witches first mention Macbeth in the eighth line, when they explain that they will meet Macbeth upon the heath.