Sustainable Business Development -- Paper Essay

Sustainable Business Development -- Paper - Essay Example Due to globalization, the demand for newsprint is increasing with more and more books and magazines selling in the streets. Modernization seems to be changing the use of paper, today more currents seem to be using paper for sanitary products, packaging and office paper among other uses. Unfortunately, most of this paper goes as a waste. A study by Foghmontensen et al. (2001 p. 12), show that paper, pulp, and board take up 45% of the world’s commercial timber. In addition, many countries use paper for their packaging. In Europe, Asia, America, and many other countries, paper production manages these forests eliminating the non-timber uses, which is crucial for the local people. In addition, cutting down forests for paper production affects biodiversity and the environment, which includes water and soil. Further research shows that foreigners often purchase these forest plantations, and this keeps the local government from their control. According to a report by UNEP (2013), paper production may sometimes use non-timber plant materials like the bamboo forests that seem to disappear slowly in India. These plants have environmental effects similar to the timber forests especially during wood pulp production. During paper production, there are ranges of pollutant emissions, which pollute the water and marine ecosystems whether through chemical or mechanical bleaching. These pollutants equally affect the human health. The wastes from paper production fill the landfill sites although paper recycling is now common especially because it saves energy and resources. It is unfortunate how these loggers continue clearing the natural forests considering that these forests help in rain formation. Industries have cleared the natural forests in order to have the fabricated forest. These forests are homes to much wildlife, and clearing these forests affects their habitat. Paper production and use are on the increase, and, unfortunately, this has caused

Latin American History and Politics Essay Example | Topics and Well Written Essays - 250 words - 1

Latin American History and Politics - Essay Example One of the most remarkable features of the Latino culture concerns the values and perceptions involved with family. Based from Skidmore’s discourse, one is able to understand how this social unit is the source or an influence to its various features and characteristics. The closely-knit Latino communities, the Latino’s perspectives in life, education and relationships – these are all embodied within the larger familial dynamics that permeate in this ethnic group. 3. Cuba casts a very large shadow over Latin America. What is going on in Latin America today?   Is it changing ideologically? How would you describe Cuba’s influence over Latin America?  Ã‚  Is it largely positive or negative?  Ã‚  What is Cuba’s  relationship like with Venezuela?  Ã‚  What has been the long-term impact of Fidel Castro on Cubans and on Latinos overall? I believe that much of the ideological influence that Cuba has had over Latin America could be attributed to Fidel Castro. This was reflected with how scholars see Castro not just as the embodiment of military and political leadership but also of the entire Cuban revolution that have seized the imagination of many in Latin America, inspiring some to launch their and continue their own revolutionary causes (Venegas, 2010, p. 183). In some cases, it is a positive development as such influence steered Latin American countries towards self-determination, as it offered a counter to American influence. The strong bilateral relationship between Cuba and Venezuela demonstrates this point. The latter – in its objective to oppose the US – sought a agreements with military dimensions (Corrales & Romero, 2013, p. 27). On the other hand, it exerted negative impact particularly with the nature and frequency of political conflicts in the region. All in all, without Castro, the Cuban influence is

Fiscal and Physical Planning of Vocational Essay Example for Free

Fiscal and Physical Planning of Vocational Essay Introduction Education generally is planned to develop the people in a society, In essence proper steps should be taken in the planning process. Nuhu (2007) sees vocational and technical education as that education, concerned with the acquisition of practical and applied skills, as well as basic scientific knowledge. It is only therefore a planned programme of theory and practical learning experiences that will guarantee acquisition of basic academic and life skills, achievement of high academic standards, leadership and preparation for industry-defined work. In any organization, planning competence is required in setting goals, developing strategies and outlining tax schedules to facilitate accomplishment of such goals. Planning is the process of organizing the activities required to achieve a desired goal. It is basically concerned with the organization of men, money and materials (3M), which are one of the major functions of the top management, for without effective planning, a waste of time and resources is possible. It is also necessary to note therefore, that information is the key to planning and the need for adequate and timely information cannot be over emphasized. One of the major philosophies of education in Nigeria is based on the integration of the individual into a sound and effective citizen, this and most of the national educational aims and objectives can only be achieved through a properly planned vocational and technical education. Planning of vocational and technical education is basically to enhance human dignity and enthrone work and labor by making individuals acquire and develop enough saleable and employable skills, competencies, attitudes as well as knowledge to enable them gain and maintain basic employment or self-reliance for a comfortable living. The Nigerian dream of building a truly egalitarian society can only be achieved through the effective use of vocational and technical education because it offers life-long education to all types of learners and enable them realize and develop their self-potentials maximally. In planning vocational and technical education, we decide in advance, what to be done, when, where, how and by whom it is to be done. It also entails working out before hand, how to achieve or accomplish the objectives of vocational and technical education, stated in the National policy on education (2004). Which includes:- 1. Providing trained manpower in applied sciences, technology and business. 2. Providing the technical knowledge and vocational skills necessary for agricultural, commercial and economic development. 3. Giving training and imparting necessary skills to individual who shall be self reliant economically. 4. Providing maximum options for learners to advance or branch out into gainful employment. 5. Making education concrete and understandable while general education should point out the vocational implication of all educational experiences. 6. Providing pre-vocational orientation to students into the world of work. 7. Developing attitudes, basic educative skills and habits appropriate for work. 8. Satisfying the demands of the society that is technology-oriented and the needs of man for liberalizing experience in his educational growth and similar undertakings. 9. Providing professionals who can apply scientific knowledge to the improvement and solution of environmental problems for the use and convenience of man. 10. To give an introduction to professional studies in other technological field. 11. Enabling our young men and women to have intelligent understanding of the increasing complexity of technology. And in pursuance of these set goals and objectives of vocational and technical education, the main features of the curricular shall be structured in both theory and practical learning experiences. The curriculum shall consist of five components, which are:- 1. General education 2. Theory and related courses 3. Workshop practice 4. Industrial training 5. Small business management For effective participation of students in practical work, the teacher-student ratio shall be kept at 1:20, and trainees completing vocational and technical education programmes shall have this three options and more:- a. To secure employment b. To set up their own business c. Pursue further education Without finance, the above objectives cannot be achieve, hence fiscal planning is the life wire of vocational and technical education Fiscal planning of vocational and technical education It refers to the most appropriate way to access finances (money) and determine the best course of action to take (budgeting) for future benefits. Fiscal planning of vocational and technical education means deciding in advance, how funds will be sourced and allocated to each of the areas in vocational and technical education. This is a major function of the government, budget committee on education and educational administrators. It goes further to answers such questions such as:- 1. What are the sources of funding VTE? 2. How much fund is available? 3. Which areas should fund be allocated? 4. Why will such funds be allocated? What are the sources of funding VTE? VTE just like general education have specific sources of funding which include:- 1. Government allocation 2. Internally generated revenue (IGR) 3. Education trust/tax fund. 4. International aid from world bank and developed countries 5. Non-governmental agencies (NGO) and more. How much fund is available? While the allocation to education tops those of other sectors in Nigeria’s 2013 budget proposal presented to the joint session of the National Assembly on the 10th of October 2012 by President Jonathan, the amount is still far below the standard set by the United Nations Educational, Scientific and Cultural Organization (UNESCO). The proposed allocation of N426 billion to the sector takes only 8. 7percent of the proposed total national budget of N4. 9 trillion, whereas the United Nations Educational, Scientific and Cultural Organization (UNESCO), actually recommended for allocation of 26percent to the sector which is very vital to national development (Education) and VTE being very capital intensive requires more funding. So the question of how much fund is available will depend on how rich is the country in focus, and how much is allocated to education sector in general. Which areas should fund be allocated? This may have to deal with a simple analysis of human and material resources that will be needed to run the various VTE programmes such as business education, technical education, agric and home economics education. Why will such funds be allocated? Funds should be made available to run VTE so as to achieve the aforementioned goals and in the long run achieve the national objectives of Nigeria and they include the building of:- 1. A free and democratic society. 2. A just and egalitarian society. 3. A united, strong and self reliant nation. 4. A great and dynamic economy. 5. A land of bright and full opportunities for all citizens. Physical planning of VTE Physical planning entails the organization of land and infrastructure use, while emphasizing the need for providing a balanced economic development and conserving resources. There is a relationship between the fiscal and physical planning of VTE, as there can be no human and material presence without a good financial budget. The physical planning of VTE relates to land and material aspects in the planning process, and organizing human and material resources for effective operations of vocation and technical education. This plan involves the following:- 1. A topographical survey on existing VTE schools. 2. Preparing architectural designs and drawings 3. Ensuring supervision of construction and rehabilitation work. 4. Provision of preventive maintenance facilities. 5. Designing laboratory for VTE workshop for practical learning. 6. Ensuring proper ventilation in classrooms and workshop. 7. Provision of appropriate office and class room furniture. 8. Ensuring availability of capable professionals in the various VTE programmes. Budgeting techniques in planning VTE Budgetary processes constitute the primary mechanism for planning and controlling educational activities. Budgets have been defined in various ways by managers and school administrators because organizations are always functioning by monitoring the flow of money in order to attain its set goals and objectives. Knezevich (1975) defined budgeting as a financial or quantitative statement that has been prepared and approved prior to a defined period of time. This statement includes policy to be pursued during the period for the attainment of objectives  However, it is pertinent to state that education budget is a financial blue print for the operation of the educational sector for the fiscal year. Types of budgeting 1. Line – Item Budgeting-: This is the traditional technique of budgeting which lists items on a purely object basis. It is also referred to as object of expenditure budget. This type of budgeting classifies expenditure on the basis of articles or items purchased. It refers to the grouping of expenditure into categories such as administrative staff salaries, academic staff salaries, supplies and materials, repairs and maintenance and so on. 2. Performance Budget-: It is an improvement on traditional budgeting because it emphasis the use of brief explanations to support each item of expenditure. In this type of budget, one does not budget for money but one budget for the objective to be achieved. Moreover, Calden and Wildaryshy (1974) remarked that performance budgeting allow transactions to be identified by general purpose in order to distinguish between expenditures which contribute tp development and those which do not. 3. Functional budgeting-: This technique of budgeting simply explains the budget according to the head which it is expected to meet. Ebhomien (1984) stated that the demerit of this type of budgeting includes the fact that objectives of such budgets are not always clearly stated because they are usually broadly defined. This form of budgeting does not give room for full accountability as it makes it difficult for someone to know how every little bit of the fund allocated is spent. Caffarella Model of Programmme Planning Cafferalla Program Planning Model Caffarella listed 12 steps to be considered in programme planning. The 12 steps are: †¢Discerning the context †¢Building a solid base of support †¢Identifying programme ideas. †¢Sorting and prioritizing programme ideas †¢Developing programme objectives †¢Designing instructional plans †¢Devising transfer-of-learning plans †¢Formulating evaluation plans †¢Making recommendations and communicating results †¢Selecting formats, schedules and staff needs †¢Preparing budgets and marketing plans †¢Coordinating facilities and on-site events Caffarella presents the model as a circle where all 12 steps point toward the center circle, called the Interactive Model of Programme Planning, indicating that the process is non-sequential. The program planner can begin the process at any one of the 12 steps, and does not need to work around the circle but rather each step is a reminder of important tasks to be completed during the process. How fiscal and physical planning has contributed to the growth of VTE 1. There is improved awareness and acceptance of vocational and technical education. 2. It has provided a basis for timely decision making. 3. There is more intervention in the area of infrastructure. For example, the new VTE workshop in our school. (UNIBEN) 4. It has promoted more effective and efficient utilization of available resources. 5. It has ensured continuity of vocational and technical education in our various institutions. Factors to consider before planning vocational and technical education Initial assessment of existing VTE system:- It will be necessary to first assess the existing VTE system capacity, including funding levels and budget utilization, strengths, weaknesses and deficiencies before embarking on a large-scale system reform or expansion strategy. There is therefore the need to conduct specific baseline studies that also explore the existing links with the other levels of education and national labor policies. Linkage with other sectors of the national economy:- There should be specification in clears terms between VTE and other sectors of the national economy in order to effectively link the VTE strategy to other national strategies and policies in the area of education and training, employment, and socio-economic development. Linkage with regional and international policies:- How does the national VTE strategy dovetail into existing regional and international education and training policy frameworks and protocols? National VTE strategies should take into account the education and training protocols of regional groupings like The Economic Community Of West African States (ECOWAS), Southern African Development Community (SADC), and The Common Market for Eastern and Southern Africa (COMESA) and also other acknowledged international agencies involved in education and skills training, such as the United Nations Educational, Scientific and Cultural Organization (UNESCO), American Dental Education Association (ADEA) and The International Labor Organization (ILO). Linkage with the world of work:- Since the ultimate objective of VTE is employability and employment promotion, it is necessary to link training to the needs of the labor market. VTE must be relevant and demand-driven, rather than supply-driven and a stand-alone activity. In order to do this, data is required on the actual employability of VTE graduates, available job opportunities, and the evolving skills demands on the labor front. Determining the demand for skills is best achieved through country specific Labor Market Information Systems (LMIS) and other survey instruments. Instructor training and professionalization of VTE staff:- The professional competence of vocational and technical education teachers is crucial to the successful implementation of any VTE strategy. Governments should therefore make conscious efforts, not only to train but also to retain teachers in the program. REFERENCES Adaralegbe, A. (2001). A Philosophy of Nigerian Education. Ibadan: Heinemann. Ahubaka, I. (1996). The Role of Science and Technology in National Development. Caffarella, R. S. (2001). Planning programs for adult learners: A practical guide for educators, trainers, and staff developers (2 ed. ). San Francisco: Jossey-Bass, Inc Ekpenyong, L. E. (1992). â€Å"Business Teacher Education in Nigeria Prospects and Challenges for the 21st Century. Ekpenyong, L. E. Nwabuisi, J. N. (2001). Curriculum and Human Resource Development issues in Business Education. Ekpenyong, L. E. (2005). Foundations of Technical and Vocational Education. Benin City: Supreme Ideal Publishers Int. Ltd. Evans, R. (1982). Why Vocational Education belong in the Comprehensive High Education. Journal of American Vocational Association. 57 (6). Federal Republic of Nigeria (2004). â€Å"National Policy on Education† (4th Ed) Yaba. NERDC press. Ile, C. M. , Asoegwu, M. N. N. Chukwugbo, G. C. (2005). â€Å"Essentials of Vocational Education and Technical Education for beginners†. Awka: Marpat Educational Research and Publishers. Miller J. V. and Vetter L. (1996). â€Å"Vocational Guidance for Equal Access and Opportunity for Girls and Women in Technical and Vocational Education†. Paris. UNESCO. Ogwo, B. A and Oranu, R. N. (2006). â€Å"Methodology in Formal and Non Formal Technical/Vocational Education†. Enugu: Ijejas Printers Publishers Company. Olairan, S. 0. (1990). Vocational and Technical Education: Issues and Analysis. Onitsha: Nobel Graphic Press. Osuala, E. C. (1995). Functions of Vocational Education. Nsukka: Falladu Publishing Company. www. africa-union. org/strategy-to-revitalize-technical-and-vocational-education-and-training-in-africa www. businessdayonline. com/NG/index. php/component/content/article/366-business-shool/46337-2013-budget-educations-allocation-still-far-below-unescos-stipulat.

Advantages and Disadvantages of Fracking

Advantages and Disadvantages of Fracking Research Review Due to the nature of the question its structure appears to be formulaic; one side looking at the potential benefits and the other presenting counter arguments centring on environmental and social impacts. This structure led naturally to researching the potential benefits of fracking first. A good starting point was the official government report Shale gas and fracking[1], this gives a wide overview of the situation regarding fracking in the UK; however the area that is of particular interest for this project refers to the â€Å"Economic implications†. Regular comparisons are made with the United States; where fracking has been implemented on a large scale, dramatically changing their energy landscape for the better. These comparisons have led to the conclusion that â€Å"shale gas was unlikely to be a â€Å"game-changer† as in the US†, this is down to the comparable shortage of land on which to drill in the UK. Suggesting that UK fracking will yield considerably lower economic benefits than the US, despite this according to a May 2013 report referenced in the document a scenario has been put forward â€Å"Where UK shale gas production attracts  £3.7 billion per year and supports up to 74,000 jobs†, clearly showing the potential benefits of fracking. As expected from a government report counter arguments are provided very effectively, this is a vital part of a cost benefit analyse; the main purpose of the document. A large portion of the document is dedicated to â€Å"Environmental considerations†, relating well to the environmental and social impacts section of my dissertation, therefore this source covers arguments both for and against fracking in the UK and will prove very useful when writing my dissertation. Looking at the origin of the source it appears credible, published on the 22nd January 2014 suggests that up to date information has been used, it has also been written by a plethora of different writers, thus decreasing the chances of any bias influencing conclusions. Finally it is an official government document therefore likely to be highly reliable with informed decisions being made following the collation of large amounts of research data. Although the report made clear there is a distinct lack of information regarding fracking in UK, for example â€Å"the amount of shale gas that could be commercially extracted† is not known, possibly making any further assumptions such as how far could fracking bring down energy costs, unreliable as no exact calculations can be made. Shale gas and fracking raised the idea of Shale gas being used as â€Å"bridge† from coal to clearer renewable sources of energy. A similar idea is addressed in Michael Levi’s research paper Climate Consequences of Natural Gas as a Bridge Fuel[2]; this explores the use of natural gas as a bridge fuel. The main function of this bridge fuel is â€Å"smoothing a transition †¦ from fossil fuels to zero carbon energy by temporarily offsetting the decline in coal use†. Levi takes a research orientated approach using hypothetical scenarios to answer this question; he begins with 6 traditional stabilization scenarios before constructing â€Å"six new â€Å"bridge† scenarios† and finally â€Å"six delayed transmission scenarios†. This modelling demonstrates the effects of these different scenarios on CO2 concentration and temperature change; this is significant when assessing the potential benefits of fracking as if it can lower CO2 output and po tentially reduce dependency on coals leading to â€Å"zero carbon energy† it could suggest there is a strong case for it implementation. Again this source presents both sides of the argument, the converse of which is that methane emissions from the extraction of natural gas â€Å"will severely reduce or entirely negate the climate benefits of lower CO2 emissions†. Despite this potential downfall not necessarily fitting my counter argument of the environmental and social impacts, it could be used to evaluate the potential benefits of fracking. Dr Levi, a David Rubenstein senior fellow for energy and the environment, is highly regarded having published many scholarly articles for a number of academic papers such as the Oxford press. Therefore this source seems highly credible as the author has extensive experience in the field of energy and fracking. Despite this there is considerable ambiguity over the conclusions made, he is aware that he has only used a limited number of scenarios and that â€Å"examination of additional scenarios could further reinforce or challenge his result†. Upon appraisal it was evident that a clear fracking debate was emerging, this led me to a particular TED talk entitled The Fracking Debate[3] delivered by Terry Engelder, a leading authority on the Marcellus gas shale play. Engelder believes that the economy will only grow in proportion to its availability to energy and that fracking should be used to fuel this growth. Engelder arguments are not constructed in such a way that champions fracking but instead by deposing its alternatives, for example if America was to implement wide scale renewable energy programs such as solar and wind then it would experience numerous problems. Such as, extensive use of solar panels become susceptible to sudden voltage shocks from the emerging sun causing failure in transmissions systems. He also raises the fact that these are heavily subsidised; unlike fracking. Finally the counter argument over methane emissions from fracking offsetting the reduction in CO2 in Levi’s paper is disproved, Engel der suggests that Co2 emissions will have a far more sever effect on global temperature change as oppose to Methane emissions because of its short  ½ life. In terms of utility this source is highly subjective; Engelder’s has a strong pro fracking stance, which may result in bias thus limiting objectivity. Although having said this the arguments raised demonstrate the potential benefits of fracking are very logical therefore it will prove useful when writing my dissertation. During this TED talk Engelder refers to the book the end of country[4] by shamus McGraw, this provides a valuable case study with personal insight into the effects of fracking on a local scale. McGraw acts a detached narrator recalling the discovery of the Marcellus gas shale play worth an estimated $1 trillion. He demonstrates how some benefited from this discovery selling their land to oil companies, but at the same time explores the complex moral issues behind selling land that generations have relied on, for a quick profit; resulting in it becoming permanently scared. McGaw is an experienced freelance writer; therefore this book is likely to give an accurate account from a neutral perspective avoiding any subjectivity. However he may be prone to exaggeration for dramatic effect, which could influence the reader. On its own The end of country cannot be given considerable weighting as it only refers to one example and is therefore not representative of every Fracking scenario. Although it is a good piece of supplementary evidence to support the arguments raised in my dissertation. These local economic benefits raised The end of country could be seen as a positive. Yet Prof. Susan Christopherson of Cornell University argues that these are short-term and that the communities will suffer in the long run, these views are presented on her Green choices website[5]. She refers extensively to the â€Å"ripple affect† that occurs once natural gas extraction has begun in an area, these include â€Å"Direct effects on property values, the local tax base †¦ costs associated with increased use of infrastructure, especially roads and bridges†. This source will prove extremely useful when examining the social impacts of fracking as it allows a deeper level of analysis looking at the longer term impacts rather than more immediate ones. It could also provide a good link between my two arguments, as on the one hand you have the short term gain but this is countered by the long term impacts. The Green choices movement is a product of Cornell University; therefore we would expect the information provided to be very reliable, having been collated and assed by a number of academics who have devoted many hours of research into these conclusions. However we must consider the number of case studies used to come to these conclusions, if they used a limited number then results may not be representative of all areas. The environmental impacts of fracking are also explored in the Sustainalytics research paper Fracking under Pressure: The Environmental and Social Impacts and Risks of Shale Gas Development[6]. It has subdivided environmental impacts into â€Å"land† and â€Å"water† as well as a specific case study into ground water contamination. It also deals with social impacts such as â€Å"light and noise pollution† from continuously running rigs. However this paper had a disappointing lack of counter arguments, none the less it is still of great use as I am only using to strengthen the Environmental and social impacts side of my argument, thus it is not imperative that in contains counter arguments; the fact that it is a high reliable scholarly article is more important. Although it was published in 2011 so it may be subject to out of date information. The final source to add weight to the environmental and social impacts side of my argument is the ReFINE[7] project; this is the biggest research project of its kind in Europe, dedicated to researching â€Å"the issue of shale gas and oil exploitation using fracking methods and its potential risks†. It not only referred to the already established environmental and social costs of fracking, but also raised some new issues that would add to my argument against fracking e.g. the argument over orphaned wells and who should take responsibility for them. One of most important factors associated with ReFINE is the fact that it has be carried out in Europe rather than America, making it the most relevant source that I have found as I plan to centre my dissertation around fracking in the UK. A common weakness in many of my other sources is that they may not be applicable to the UK. The source is objective, simply presenting the facts rather than trying to influence opinions. After reading the ReFINE paper I decided to try and gain a deeper insight into the implications behind it and try to find out what those behind it personally thought of Fracking in the UK. To do this I emailed the project lead who forwarded me on Dr Liam Herringshaw who was also involved in formulating the project, he agreed to answer any questions I had for him. This is an extremely valuable primary source; however I am aware it is highly subjective as it is only one persons opinion. Therefore I plan to use his responses not to base whole arguments on but rather to support arguments that have already been established. I believe there is no definitive answer to my question; views tend to be a result of the perspective, rather than hardened evidence. I hope that by formulating my ideas in a logical way using my sources both as the basis for my reasoning as well as to supplement my arguments; I will be able to construct a well-balanced argument from which a conclusion made. [1] Edward White, Mike Fell, Louise Smith, Matthew Keep, Shale gas and fracking, (London 2014). [2] Michael Levi Climate Consequences of Natural Gas as a Bridge Fuel , (January 2013) [3] Terry Engelder, The Fracking Debate, video, TED, (June 2013) [4] Shamus McGraw, The end of country, (2012) [5] http://greenchoices.cornell.edu/development/shale/ [6] Sustainalytics, Fracking under Pressure: The Environmental and Social Impacts and Risks of Shale Gas Development, (August 2011) [7] ReFINE project, (2013)

Reshaping Our Conception of the Amateur Astronomer Essay -- Explorator

Reshaping Our Conception of the Amateur Astronomer Until recently, if you had asked me to describe what I would have envisioned an astronomer to look like, I probably would have given you two alternate pictures; the first would be the academic or professional astronomer-aided by grants, funding agencies, university budgets, and access to the latest technology in the field. The other astronomer, then, would be the "amateur" astronomer: the wide-eyed observer whose sole passion in life is to design, build, and use telescopes of their own creation. While I am certain that both of these stereotypes exist, I was surprised to discover that there is indeed a third type of astronomer, namely the "serious amateur." The serious amateur falls somewhere in between my two previous categories; while the professional/academic astronomer would classify an amateur as "anyone who has not earned a graduate degree in astronomy...," the serious amateur would more likely view his or her non-professional status as a result of "...not earn(ing) his or her l iving from watching the skies." [1] Nonetheless, with the aid of recent developments in astronomical technology, a serious amateur astronomer now has the ability to aid professional astronomers by observing unrecorded (or underrecorded) stellar objects. Indeed, the present comet Hale-Bopp was simultaneously discovered by both a professional and a serious amateur astronomer alike. Therefore, in this article I would like to outline some of the new technological advances and new relations between serious amateurs and professional astronomers, give some examples of the "new" astronomer, and then analyze the changing role of the astronomer--including both the roles of the professional and of the se... ...ercury, p. 38. 5. Koch, Bernd. "Amateurs and the CCD Revolution." The Mercury, p. 40. 6. Fountain, Henry. "Backyard Astronomers Enlist as Foot Soldiers of Astrophysics." The New York Times, 3/18/97, C4. Bibliography:       http://www.halebopp.com    Jevons, F. R., Science Observed. London: George Allen & Unwin Limited, 1973.    Latour, Bruno. Science in Action. Cambridge, Massachusetts: Harvard University Press, 1987.    Wilcox, Ken. "The Golden Age of Amateur Astronomy." The Mercury, volume 25, #1, Jan/Feb 1996. pp.32-35.    Bracher, Katherine. "Amateur Astronomy in America." The Mercury, volume 25, #4, Jul/Aug 1996. pp.7, 25-27.    Fountain, Henry. "Backyard Astronomers Enlist as Foot Soldiers of Astrophysics." The New York Times Tuesday, March 18, 1997 C4.    Koch, Bernd. "Amateurs and the CCD Revolution."Sky and Telescope, January 1997. pp. 38-42.

A Worn Path and The Jilting of Granny Weatherall Essay -- Compare/Cont

In the short stories A Worn Path by Eudora Welty and The Jilting of Granny Weatherall by Katherine Anne Porter, both women overcame several obstacles. In A Worn Path, Phoenix Jackson faced obstacles such as her age, physical challenges, and how others viewed her. Granny faced obstacles such as dying, feeling betrayed by her children, and disappointment in her love life. In A Worn Path by Eudora Welty an elderly African American woman named Phoenix Jackson picks a cold December day to make yet another perilous journey to a near by city to get medicine for her ailing grandson. On the way this old woman faces many obstacles, both natural and man-made. Phoenix draws upon her perseverance and willingness to sacrifice herself to help her throughout her journey, but it is the undying love for her grandson that truly guides and drives her to her final goal. She is described as being a very old woman. â€Å"Her eyes were blue with age. Her skin had a pattern all its own of numberless branching wrinkles and as though a whole little tree stood in the middle of her forehead, but a golden color run underneath, and the two knobs of her cheeks were illuminated by a yellow burning under the dark (Welty 386). These all show an indication of her old age. Also, her loss of memory indicates her old age. It was only until Phoenix reached the doctor’s office she remembered why she went on her journey. â€Å"My grandson. It was my memory had left me. There I sat and forgot why I made my trip†(Welty 394). Another character in the story was a white man who was a hunter. When Phoenix falls in the ditch, he helps her out of the ditch. Even though the hunter helps Phoenix, he still poses as a threat to her, because it seems he did not want her to finish her journey. This is made apparent when he states, â€Å"Why, that’s too far! That’s as far as I walk when I come out myself, and I get something for my trouble†(Welty 391). In addition, like her name, Phoenix seems ageless. When she stops to drink water from the spring she says, â€Å"Nobody know who made this well, for it was here when I was born†(Welty 391). When she encounters the hunter and he asks her how old she is she says, â€Å"There is no telling, mister, â€Å"said, â€Å"no telling† (Welty 392). Again her age is emphasized when she goes to t he doctor’s office and the nurse ask her why she never went to school. â€Å"I never did go to school, I was too old a... ...e must have due a great compensation in the afterlife. The greatest wrongdoing was that having been promised a Heaven, an eternal life, and Granny was once again left alone. Granny was much like Phoenix Jackson, they both had to overcome obstacles or challenges in life that made them stronger. Granny had to deal with the heartache and pain of being deceived and disappointed by what she thought was love and Phoenix had to overcome the obstacles of traveling a difficult Journey because of the love she had for her grandson. Fate can control humans’ lives and can help humans reach the end of the challenging path. Phoenix’s and Granny Weatherall’s ability to withstand and overcome these challenges shows their strong determination, and the will power to endure hardship and continue to be strong. Works Cited Bartel, Roland. â€Å"Life and Death in Eudora Welty’s â€Å"A Worn Path.’† USA: Harcourt Brace and Company, 1998. 45-48 Kirsznerand and Mandell, Literature: Reading, Reacting, Writing. Earl McPeek. USA: Harcout, Inc., 2001, 1997,1994,1991. 388-395 Porter, Katherine Anne. â€Å"The Jilting of Granny Weatherall.† Literature: Reading, Reacting, Writing. Fort Worth: Harcourt, 2000.

Villain, Hero, or Victim?

Katie Parlier Villain, Hero, or Victim? Jay Gatsby is one of America’s most prized antagonists who the reader genuinely wants to believe in but his personae of a hero is falsely presented and admired. Characters are commonly placed in either the hero or villain category, but Gatsby is the exception because he exhibits more qualities of a victim. Gatsby has fallen victimized by Daisy’s guise. During the initial relationship between Daisy and Gatsby in Kentucky, Daisy continues to encourage Gatsby’s affections even though she knows that there is no future with Gatsby.Gatsby is not and will never be aristocratic and in his pursuit of the impossible, Gatsby loses his identity along the way. A victim is defined as a person who has been harmed or tricked, and Gatsby unquestionably falls prey to Daisy’s ability to â€Å"smash up things and creatures and then retreat back into her money or †¦ vast carelessness†¦Ã¢â‚¬  Before Gatsby and Daisy even met, Gatsby had set a goal to leave behind his poor roots and create a successful life full of wealth.Gatsby in the summer of 1924 has accomplished exactly that but because of his encounter with Daisy his initial dream changes and becomes further complicated because it now depends on the actions of another person. After Daisy and Gatsby’s month of romance, Gatsby has tacked on the ambition to not only become wealthy and successful for himself, but for the hope that Daisy will acknowledge his prosperity and select Gatsby as her husband. Daisy presents Gatsby with a false sense of hope because she knew all along that money was not enough, she must be involved with an aristocratic society.This fictitious sense of hope causes Gatsby to attain the maximum amount of money in the minimum amount of time; even it is accomplished in unsavory ways. Gatsby is victimized by Daisy’s lies and becomes a criminal just to satisfy Daisy’s needs. His criminal activity caused as a result by Daisy’s actions lead Gatsby into a downward spiral that is recognizable throughout the novel with the endless parties. Now that Gatsby has acquired his great wealth, he decides to attract Daisy by throwing ostentatious parties that attract people like kids flocking to the wonders of a circus.The never ending flamboyant parties become so vast, that the host morphs into a ghostlike entity with his presence known lurking around the parties every once in a while without being recognized as an actual man. Gatsby becomes this grand and mysterious socialite who not known by the own people who visit his house. His personality does not exist for the partygoers, so they have to create their own versions of the great Jay Gatsby. Gatsby does not bother with making friends while he is in West Egg because his only goal is to attract the attention of Daisy.Because he does not socialize, he has lived the life of a hermit creating new ways to fascinate Daisy while Daisy is out living her life without the slightest memory of Gatsby. Daisy does not acknowledge the presence of others unless they are some use to her, and manipulation and deceit towards Gatsby only continues to escalate as the novel progresses. The final victimized act of Gatsby’s life occurs when takes the blame for Daisy’s actions against Myrtle that eventually lead to his death. Just before Daisy’s hits Myrtle with Gatsby’s car, Daisy has chosen to stay with Tom because of Gatsby’s suspicious business practices.However Gatsby still believes that Daisy will come back to him because she never outright admitted to loving Tom. Just like Gatsby and Daisy’s month of love, Daisy is never able to tell Gatsby the truth and completely end her relationship with Gatsby because she likes the power. In both cases Gatsby is presented with the false sense of hope and once again becomes the victim of Daisy’s fun and games. Daisy is too selfish to realize that she is pla ying with someone’s life and her actions could have long term consequences to others.Up until the very end Daisy continues to manipulate Gatsby like an inconsiderate puppet master. She controls the strings of Gatsby’s life, but when things get messy Daisy takes the quickest way out, to remove her fragile societal image from the dubious situation. Daisy’s influence on Gatsby turned him from a strong-willed man who created a destiny to make himself a better man to a disappointed fool who modeled his life actions after the feelings of another. Gatsby has become the ultimate victim to the alluring qualities of a woman and never has the chance to recover.