Peace Essay :: essays research papers

China and Iran: Transition to Democracy      Throughout the course of history, there have been Communist, Socialist, Democratic governments and fascisms, however the most evenhanded type of government has been Democracy. All these various types of government have been effective sooner or later, yet in today’s world all together for the procedure of democratization to succeed, numerous elements must be good for progress to be accomplished. In this article, the democratization of China and Iran will be talked about. One has been effective where different has not risen. The procedure and variables that lead to their current results will be talked about.  â â â â The democratization of China had been a moderate procedure. China’s procedure of democratization has been long in coming, â€Å"for a long time since the Opium War, China has battled through endless convoluted ways in quest for democratization. A large number of individuals with elevated beliefs yielded for it; various them were slaughtered by the individuals who opposed democratization, however considerably more passed on because of inward conflicts.†1 These passings were not futile, they showed the individuals of China an entirely significant exercise and after the Cultural Revolution(1966 to 1969), which was a urgent period when numerous political and social changes were started, the individuals of China began to acknowledge these political changes. â€Å"The authenticity of the Communist government had been depleted. Social Revolution brought up issues to the Chinese about the authenticity of the previous socialist regime.†2      There were numerous occasions that prompted the democratization. The episode at Tiananmen Square was a significant occasion (June 1989) in twentieth century Chinese history, just as one of the reasons for the destruction of socialism in numerous nations. During this occurrence understudies walked and exhibited against the CCP. It was viewed by the world by means of TV, it denoted the start of the third time of present day Chinese international strategy. The first was coterminous with Mao Zedong’s rule, 1949-1976, and the second was coterminous with the monetary change development of 1977-1988, drove by Deng Xiaoping. Under Mao, Beijing’s international strategy was resolved for the most part by residential components. The first of these was progressive governmental issues. The most significant household change was substitution of Maoist radicalism by Dengist even minded balance and a relating shift from the power of governmental issues to that of financial matters. â€Å"Tiananmen represented the start of the finish of socialist guideline in China, added as far as possible of Marxism-Leninism universally, and influenced China’s outside relations in two different ways.

Presidential and Parliamentary Systems of Government Essay Example for Free

Presidential and Parliamentary Systems of Government Essay Presentation and Main Distinguishing Features of Both Systems: A presidential arrangement of government is one in which there is a head of government, for example the official branch, who is isolated from the lawmaking body and isn't responsible to it. For the most part, the assembly doesn't hold capacity to excuse the official. This framework can be followed back to the monarchal framework in the medieval ages which nations, for example, France, England and Scotland followed where the Crown held every official force and not the parliament. At the point when the workplace of the President of the United States was made, this arrangement of isolated forces of the official and lawmaking body was duplicated in the U.S. Constitution. Interestingly, a parliamentary framework is not the same as the above in light of the fact that its official part of government needs the immediate or circuitous sponsorship of the parliament to remain in power, which is commonly communicated through a demonstration of approval. Nonetheless, the instrument of governing rules is not quite the same as one found in a presidential republic in light of the fact that there is no particular partition of forces between the lawmaking body and the official. In parliamentary frameworks, the head of government and the head of state are particular substances, where the previous is the leader and the last is a chosen president or a genetic ruler. The U.K. follows a parliamentary type of government, where the leader and the bureau oversee utilizing their official force regularly, yet real authority is held with the head of state.[1] In recognizing presidential and parliamentary frameworks, three focuses must be thought of. To start with, in a presidential framework the head of government (the president) is chosen for a fixed term and will serve this except if there is the irregular and uncommon procedure of denunciation, while in a parliamentary framework the head of government (executive or identical) is subject to the certainty of the lawmaking body and hence can be evacuated (alongside the entire government) by a movement of no-certainty. Second, in a presidential framework the head of government (the president) is prevalently chosen, on the off chance that not truly legitimately by the voters, at that point by an appointive school famously chose explicitly for this reason, while in a parliamentary framework the head of government (leader or proportional) is chosen by the council. Third, in a presidential framework there is adequately a one-individual non-collegial official, while in a parliamentary framework the official (i.e., the bureau) is aggregate or collegial.[2] As far as concerns him, Sartori like Lijphart, makes three fundamental focuses in that ‘a political framework is presidential if, and just if, the head of state (president) I) results from famous political race, ii) during their pre-set up residency can't be released by a parliamentary vote, and iii) heads or in any case coordinates the legislatures that the individual in question appoints’. There are two qualifications among Lijphart and Sartori important here. Above all else, Lijphart alludes to the president as the head of government while Sartori alludes to the person in question as the head of state. Second and related, Sartori considers the legislature as being more extensive than the individual president. In that capacity, Sartori dismisses as too restricted the thought ‘that the head of state should likewise be the head of government’ for a looser idea that position streams starting from the president †maybe by means of a different head of government.[3] Mainwaring credits two distinctive highlights to a presidential vote based system. In the first place, the head of government is chosen freely of the assembly as in administrative decisions and post-political decision exchanges don't decide official force. In nations where the CEO is chosen by the council, not as a second elective when the famous vote doesn't deliver a reasonable champ however as the basic procedure, the framework is either parliamentary (by far most of cases) or a half and half (as in Switzerland). Post-political decision arrangements that figure out which gatherings will administer and which will head the legislature are pivotal in numerous parliamentary systems, yet they are not part of the choice procedure of CEOs in presidential frameworks. The CEO in a presidential majority rule government is normally chosen by well known vote, albeit a few nations, quite the United States, have a discretionary school as opposed to coordinate mainstream decisions. All things being equal, in the United States, the mainstream vote has a for all intents and purposes restricting impact on Electoral College votes. In other presidential frameworks, incorporating those in Argentina, Bolivia, and Chile (before 1973), the congress votes in favor of a president if there is no outright larger part in the mainstream vote. However the mainstream vote is the primary rule, and in Argentina and Chile, custom has directed that congress will choose the up-and-comer with the most famous votes. Note that it must be the head of government-not just the president-who is chosen by well known vote or a discretionary school. In Austria, Iceland, and Ireland, the president is chosen by direct famous vote however has just minor powers and is in this manner not the head of government.[4] The second distinctive component of presidential majority rule governments is that the president is chosen for a fixed timeframe. Most presidential majority rules systems take into consideration denunciation, yet this training is uncommon and doesn't considerably influence the definition in light of its phenomenal character. The president can't be compelled to leave on account of a no-certainty vote by the governing body, and therefore, the president isn't officially responsible to congress. In a parliamentary framework, conversely, the head of government is chosen by the council and in this manner relies upon the continuous certainty of the assembly to stay in office; along these lines the timespan isn't fixed.[5] Suggestions for Policy Making and Democracy: Regardless of whether a system is parliamentary or presidential majorly affects noteworthy parts of political life: how official force is shaped, connections between the authoritative and the official branches, connections between the official and the ideological groups, the idea of the ideological groups, what happens when the official loses support, and ostensibly even possibilities for stable vote based system and examples of mastery. The advocates of presidential case that presidential frameworks guarantee that such frameworks guarantee that the presidents power is a genuine one on the grounds that the president if, much of the time, chose straightforwardly by the individuals. The United States follows an alternate framework where the president is chosen by a constituent school however is as yet viewed as famously chose. Parliamentary administrators can not profess to be chosen by means of an immediate vote of the individuals. Partition of forces is another advantage which the presidential framework gives since it set up the official branch and the authoritative as two particular structures which permits each body to administer and supervise the other and forestalls maltreatment of the framework. In a parliamentary framework, the official isn't independent from the lawmaking body, decreasing the odds of analysis or examination, except if a proper judgment as a demonstration of general disapproval happens. Henceforth, in a parliamentary framework, a head administrators dishonest deeds or occasions of wrongdoing may never be found as Woodrow Wyatt (previous British Member of Parliament) said while expounding on the acclaimed Watergate embarrassments during the administration of Richard Nixon, dont think a Watergate couldnt occur here, you just wouldnt catch wind of it.[6] In a parliamentary framework, despite the fact that the choice of a demonstration of general disapproval is accessible, it is a choice turned to just in outrageous cases. It is considered very hard to impact or stop a head administrator or bureau who has just chosen to pass enactment or actualize measures. Casting a ballot against significant enactment is equivalent to a demonstration of general disapproval, as an outcome of which the legislature is changed in the wake of holding of decisions. This is an extremely dreary procedure in view of which it is an uncommon event in some parliamentary nations. England for instance has just once in a while experienced such a circumstance. In this way, it is frequently accepted that in a parliamentary framework, as a result of the absence of partition of forces, the Parliament can not really practice any genuine command over the official. Be that as it may, there can be a drawback to partition of forces. Presidential frameworks can prompt a circumstances where the President and Congress both avoid fault by passing it to the next. In the expressions of previous Treasury Secretary C. Douglas Dillon as he depicted the United States, The president accuses Congress, the Congress accuses the president, and the open stays mistook and appalled for government in Washington.[7] Woodrow Wilson concurred in his theory, Congressional Government in the United States, as he stated, †¦how is the schoolmaster, the country, to know which kid needs the whipping? . . . Force and severe responsibility for its utilization are the fundamental constituents of good government. . . . It is, in this manner, plainly an extreme deformity in our government framework that it distributes and confounds obligation as it does. The primary reason for the Convention of 1787 appears to have been to achieve this appalling misstep. The 'scholarly hypothesis of governing rules is essentially a predictable record of what our constitution producers attempted to do; and those balanced governance have demonstrated underhanded just to the degree which they have prevailing with regards to building up themselves . . . [the Framers] would be the first to concede that the main product of separating power had been to make it irresponsible.[8] Partition of Powers has blended ramifications. It can prompt gridlock, for example at the point when it gets close to difficult to pass things on the partys plan in light of the fact that the legisl

Four Main Causes of Latin American Independence essays

Four Main Causes of Latin American Independence articles Four Main Causes of Latin American Independence During colonization of the New World in the mid sixteenth century, wayfarers looked for notoriety and fortune in the wilds of Central and South America. Two nations stand out as key players in the colonization of that zone; Spain and Portugal. A few provinces were set up to mine gold and to send out the local vegetation. There are a few reasons that the Latin American provinces got autonomous. The fundamental explanation is that the provinces are so distant from Europe they require governors and later emissaries to administer them. The subsequent explanation is that after some time these nations turned out to be progressively independent. The third explanation is the rise of a class of landowners that were conceived in the states what's more, have next to zero connections to Europe. The fourth explanation depends on the race relations between the motherland and the state. African slaves were acquired and intermixed with the white landowners, making a mulatto picture of that state in the homeland. The freedom of Latin America is an aftereffect of four fundamental elements: one, good ways from the nation of origin; two, financial aspects started to unified in every province; three, another age of residents that were conceived and kicked the bucket in simply that settlement; and four, the pattern of heartfelt prejudice of European whites with the consistently developing mulatto The connection among Europe and the Latin American provinces must be thought of a similar path as a man in California and his sweetheart in New York: correspondence streams anxiously from the outset, however before long decreases to simply a stream. As the provinces developed in monetary significance, Spain and Portugal the same thought that it was difficult to keep deliver nearby frontier issues. The pioneers of the new states started their political life as governors, and after some time, were elevated to rulers. The crown was frequently disregarded by the pilgrim pioneers, particularly about local relations. ... <!

Contrast and Compare Approaches to Hrm Within Two Diverse Countries?

Complexity and contrast approaches with HRM inside two various nations? Presentation Human asset the executives (HRM) implies the exercises of the executives in the business relationship (Boxall and Purcell, 2003). The utilization of vital HRM in an association helps work with its different exercises like preparing n improvement, inspiration, enrollment, worker choice, authority, correspondence and arrive at their achievements. HRM procedure causes an association to concentrate on its small scale vital issues. It additionally assists with giving a hearty and connection between its different exercises led in a HRM office (Beardwell, 2004). This article will cover the significance of understanding HR practices of two differing nations. The investigation of similar HRM is important to assemble a scaffold between two unique societies. For instance UK there is high pace of low maintenance occupations because of a wide scope of social and financial reasons. Then again, low maintenance employments in different pieces of Europe are nearly less. To know these distinction and to simple cross culture organizations near HRM is vital. In the past 50 years with the ascent in globalization, universal human asset the executives (IHRM) has picked up ubiquity. Anyway the investigation of universal and relative HRM is viewed as a costly and tedious research (Adler, 1984; Brewster et al, 1996; Tregaskis et al, 2003). Hyman, R 1999 says that cross wide extension has made a requirement for the profound information on IHRM to maintain a strategic distance from complex business issues Models of HRM In HRM, there is no particular methodology or single approach to execute it. HRM is a style of the board which can be estimated and characterized or even looked at against a perfect model. There are two methodologies or models of HRM †delicate Model and hard Model. Hard HRM accentuate the â€Å"resource† part of HRM, Legge alludes to this as â€Å"Utilitarian Instrumentalism†. The hard HRM model spotlights on the basic combination of human asset strategies, frameworks and exercises with business technique. The hard HRM model portrays HR as factor of creation. This implies the human asset isn't the main asset equipped for transforming the creation into riches. HR are seen as uninvolved, to be given and conveyed as numbers and abilities at the correct cost, as opposed to the wellspring of innovative vitality (Legge, 1995, p. 66-67). Hard HRM model requires estimations and profound thought as required by some other part of the board. In this manner it conveys through the extreme language of business and financial matters. This accentuation on the quantitative, calculative and business-vital parts of dealing with the â€Å"headcount† has been named human resource bookkeeping (Story, 1987). The hard HRM model is firmly identified with logical administration as it treats human asset which groups a few abilities/characteristics that the firm requires. As opposed to hard HRM model, delicate HRM model spotlights on human relations instead of regarding it as product. Delicate HRM places an accentuation on â€Å"human† and is related with the human relations school of Herzberg and McGregor (Story, 1987). Legge alludes to this as â€Å"Developmental Humanism† (Legge, 1995, p. 66-67). The delicate model methodology regards representatives as esteemed resource of firm which gives the firm an upper hand over others through workers proficient abilities, duties, versatility and execution. Representatives are proactive as opposed to latent contributions to gainful procedures, equipped for advancement, deserving of trust and cooperation which is accomplished through interest (Legge, 1995, pp 66-67). The delicate Model moves employee’s creativity by expanding worker responsibility, interest and contribution. Walton (1985, p. 79) proposes that â€Å"a model that accept low worker responsibility and that is intended to create solid if not extraordinary execution basically can't coordinate the gauges of greatness set by world-class competitors† and talks about the decision that chiefs have between a system dependent on forcing control and a procedure dependent on evoking duty. (Legge, 1995) in her investigation says that â€Å"use of HRM styles like hard and delicate models in an association has consistently been debatable†. These models are fundamentally inside standardizing, or prescriptive, models of human asset the executives. Delicate HRM is related with the human relations development, the use of individual abilities (McGregor, 1960). Delicate HRM is additionally connected with the objectives of adaptability and versatility and suggests that correspondence assumes a focal job in the board (Story and Sisson 1993). Hard HRM, then again, weights on the significance of ‘strategic fit', where human asset strategies and practices are firmly connected to the vital goals of the association (outer fit), and are lucid among themselves (inside fit) ( Baird and Meshoulam,1988). In UK, firms by and large depend on numerical types of adaptability than ualitative structure. Both of these are upheld by delicate HRM models and hypotheses of adaptable specialization. Consequently UK business framework has neglected to receive best act of HRM models. Almond, 2001 says in the midst of transient weight if there is an absence of institutional lock-in to delicate HRM firms resort to the executives unilateralism. Anyway i n Russia representatives are treated as human capital and are utilized to create incomes for the association. In Russia overwhelmingly hard HRM model methodology exists. The worker resembles ware which is discovered commendable if there is a short flexibly or assumes a focal job in company’s objectives. The usage of the hard Model fluctuates from organization to organization contingent upon the counts and quantitative methodologies in a sound way. In Russia the organizations have legitimate, various leveled, bureaucratic sort of structure while in UK the organizations have participative administration draws near, group ideas, and more prominent worker association. The Russian organizations focal point of concentrate so far have been towards the specialized parts of their business †how to productively deliver an item or offer an assistance, how to build incomes and how to remain above water in the market. Anyway with the globalization of economies, a considerable lot of them have begun understanding the significance of different parts of business †Human capital administration, authoritative structure, pay, preparing, inspiration and correspondence. In Russian, associations saw HR as a consistence work, existing to round out structures and uphold rules, as opposed to a vital piece of hierarchical execution and achievement. Anyway in UK the organizations take a gander at HR the board as a key way to deal with a general development of the organization. In this article, utilizing hypotheses and writing, I will attempt to distinguish a portion of the key distinctive HR practices and arrangements in Russia when contrasted with those of western nations like UK. Remuneration, rewards, impetuses: In Russia, a large number of the little and fair size organizations have no standard pay framework. There were no efficient, fair compensation scales and motivating force structures adaptable enough to withstand times of development and change. A large portion of the Russian companies’ fundamental objective is to give full work. In contrast to UK and American organizations, Russian organizations paid rewards and motivators to their representatives independent of their presentation. Anyway motivator pay was a customary and vital piece of the Russian remuneration framework. A large portion of the rewards were partitioned similarly over the association or among individuals from a particular work gathering. Since representatives got motivators paying little mind to singular execution, they came to consider them to be as a qualification than as an award for good execution (Puffer and Shekshnia, 1996). This methodology supplemented with the Russian culture of cooperation and high vulnerability evasion. In contrast to Russian culture, UK culture is increasingly about independence and social duty. In UK HR rehearses, the remuneration framework is engaged towards employee’s execution. The executives of individual execution: In Russia the HR have an alternate methodology towards the board of Individual execution and helpful order. Russian association rehearses broadly the utilization of fines as a focal point of order frameworks. The representatives are fined for each possible infraction. Indeed a few organizations in Russia posted a rundown of standard fines to the workers as a suggestion to the outcomes of disrupting norms. As opposed to this, UK HR practice follows an uplifting feedback and compelling input strategies. The organizations in UK have a conventional exhibition examination and a criticism framework. This aides in monitoring a worker execution and intrigue and gives them successful criticism. Inspiration methods: In Russia the HR practice follows a unified arranging framework on singular inspiration. The organization through its experience attempts to spur representatives in manners which work best around then. The essential procedure of their inspiration is to give financial advantages to the workers. This makes a considerably more desire notwithstanding of employee’s dull execution. Anyway in UK, the HR rehearses concentrated on employee’s inspiration as well as to keep up a significant level. The HR in UK utilizes non-fiscal techniques to spur representatives. Some of them are work enhancement, broadly educating, and authoritative help of preparing and training. Selecting and staffing: The enlistment and staffing techniques in Russia is totally unique in relation to UK. In Russia, the HR rehearses don't lay accentuation on investing energy and cash for enrolling qualified representatives. The organizations in Russia don't spend on commercial for enlistment. The entire enrolling and staffing methods is simple. Conversely the UK HR rehearses have sorted out application and choice procedure, for example, testing, gathering and individual entomb

Axes of Confusion

Axes of Confusion We are confused about what we want to do with our lives and thus what we should be majoring in. Currently, we are majoring in Course 21E, or Humanities and Engineering. It is a super cool joint major that allows you to combine any Engineering field and any Humanities field. It’s different from a double major because, well, it equates to the units of one major, and it achieves this by cutting requirements from both the Humanities field and the Engineering field you chose, making it really flexible. Our humanities field is CMS, or Comparative Media Studies (which is a really broad major too; we are interested in the storytelling and writing classes offered in it). And our Engineering field is Course 6, or Computer Science. We chose this major by thinking endlessly about what we want to do with our lives during freshman year. We realized that  what impacts us most (thereby what we want to contribute to), is and always has been animated cartoons and movies. A well written and beautifully animated story just hits us in the heart the way nothing else can. Another HUGE factor is that this medium has the power for real social impact, through identity representation, and that is EXTREMELY important to us. Steven Universe, in our opinions, is the epitome of the epitome of using animation to not just tell a compelling and thoughtfully crafted story, but also a very socially relevant and revolutionary one. The field of visual storytelling is really broad and encompasses mannnyyy industries, including the animation, video game, and VR/AR industry. And within these industries are loootttts of types of jobs, from purely technical to purely artistic to literally everything in between! Here is a diagram to slightly better (but definitely not comprehensively or perfectly) depict the range of possibilities. And it also shows why even with the significant narrowing down we accomplished in freshman year, we are still mostly just utterly confused about how exactly we want to contribute to this field, and hence about what we should be majoring in. We initially chose 21E to get a taste of both CMS and 6 to try to figure out where on this diagram we want to fall. But now, with a year into trying out both fields, we realized we like CMS a lot more, and course 6 stuff just kind of drains us because it is sooooooo hard and time consuming. So the biggest question we are trying to answer now is: should we stick with 21E (doing both course 6 and CMS stuff) or just drop the course 6 part of our major and switch to CMS  entirely?   The major we stick with will impact what skills we continue gaining and thus what career we can go into. And the career we envision we want will impact our choice of staying in our current major or switching majors. After 2 years at this technical tvte, we have realized that we are just not all that passionate about purely technical things. And it took coming here, a place where a lot of (not all, but a lot of) people do and love doing really technical things, to figure out that we just dont. Yes, we still really like STEM stuff (cause you can get some pretty cool results while having fun in the process! re: this post). But what drives us, and this has become evident through the animation classes we have taken at MassArt, where we are at home surrounded by people that look at a beautifully animated sequence the same way we do, is visual storytelling. So, it seems like the easy and obvious decision would be to just switch to CMS entirely, and dedicate all our efforts into trying to get a storyboarding job, or another one on the art end of the visual storytelling production pipeline. But its not that easy. We are thinking about a lot more factors, such as financial security, FOMO and more, all of which we decided to depict more clearly by graphing on a plot. This graph is looking at the short term and long term factors we are considering when thinking about whether or not we should stop doing course 6. Both axis go from 0 to 10, 0 being we should definitely not drop course 6 and 10 being we should definitely drop course 6. We thought about each factor independently, and gave each a ranking on the scale. We then graphed all four factors, grouped by short and long term, along with a point indicating the average of all the factors. Points that land in the red area indicate we should realllyyy drop course 6. Points that land in the green indicate we should reallyyy keep course 6. And in the yellow means it is unclear. With a glance at the graph, you can see why we are confused. Below, we describe our thought process while ranking each factor independently. SHORT TERM FOMO Fear of missing out. The vast majority of MIT undergraduates major in something technical. Finding and working with pset buddies, walking over to exams in huge lecture halls, supporting each other during low points, complaining about confusing topics or psets, throwing cry parties after awful exams, celebrating being done with a pset or exam. These are all things weve done over the past two years, because of the types of classes weve taken. Although we may not have consciously thought about it during the process, the nature of the classes we took really shaped how we spent a lot of our time here. So, if we switch to CMS and stop taking technical classes, well be writing essays in our room instead of doing psets in pset parties, well be in the library instead of office hours, well be reading alone instead of studying with peers. Granted, it wont be as solitary of an existence as that last sentence may make it out to be. Well be able to work on a lot more groups projects, well be able to have more discussions in our smaller sized humanities classes, well be able to know everyone in our major (since CMS is so much smaller than course 6), and also engage in dialogue and develop connections with acclaimed professors and faculty members in the department. We gave this a 4 on the scale, because while we will miss out on and oddly* miss part of that  quintessential** MIT experience, we will still have the opportunity to do other cool things. wow, was this just a long and convoluted way of saying well miss doing psets? lol Another thing associated with the fear of missing out: MIT is THE place to study STEM! And we just feel that if we do stop doing course 6 things, the thought that we did not gain enough technical skills would be buzzing in our heads, like on a daily. MIT is so special because of the wonderfully brilliant, passionate, helpful and down-to-earth people that walk its halls. As mentioned earlier, we primarily learned how to code better from TAs and LAs, all of whom are students here and most of whom are undergrads. And we dont want to leave this place regretting not learning as much as we possibly could have with and from our peers. *there have been sooooo many times over the past two years when we just never wanted to look at another pset or exam again, but still there is something satisfying about getting that stuff done, and struggling through it with peers. **everyones MIT Experience varies and there is no typical one. However, the stuff that we feel wed be missing out on (as we described^) is the stuff that the majority of MIT students do on a weekly basis, as the majority of MIT students major in something technical. Time Consumption This is the biggest thing we are considering, in terms of the short term. We have only completed two course 6 programming classes thus far: 6.00 (Intro to Computer Science and Programming) and 6.009 (Fundamentals of Programming). Both classes were very similarly structured, where each week you get assigned a new lab/pset. We approached both classes in the same way, by living in office hours and learning from TAs and LAs, because lecture for both classes was not helpful (because of a combination of not being morning people, just lacking focus, and the instructors usually going through the material too quickly, at least for us). For 6.00, we spent 15-20 hours a week in office hours, and we thought that was a lot until we took 6.009. In 6.009, 20 hours was a good week, and there were a couple that got us close to 30, and the worst one took us around 35. All this effort, and it resulted in barely passing! We both got Cs in 6.009 by the skin of our teeth, and we spent more time on this cl ass than all our other classes combined, which, while is frustrating to say the least, is something weve come to accept about MIT classes. You just have to try your best, and even if you end up with a suboptimal grade, be proud and revel in the fact that you learned so incredibly much through the struggle. Dont get wrapped up in the letter. The next class we plan to take, since its a prerequisite to the two classes we actually have our eyes on (Computer Graphics and Computational Photography), is Elements of Software Construction or the infamous 6.031 (or, 031 for short). On average (based on end of semester surveys), students spend 10.1 hours/week on 6.009, while we spent on average 20. On average (based on end of semester surveys), students spend 20 hours on 031. So, doing the math, wed most likely spend close to 40 hours on 031. HA, usually taking FOUR classes is supposed to equate to that amount of time! Besides that, continuing on the course 6 path will generally allow us much less time to take electives in other departments that really interest us (like 4, WGS, and 21W) and cross-registering at MassArt. Below are two potential courseroads, one for the minimum amount of classes we need to finish the 21E degree and the other the minimum amount of classes we need to finsih a CMS degree. With just a glance, you can see the CMS option has much more free room, especially considering that every course 6 class we do not take frees up *significant* time. potential course road for 21E degree potential courseroad for CMS degree Now, the reason we scored this a 9. We just gave you the number of hours weve spent on our computer science classes. But we didnt describe yet our mental state during those hours. Honestly, it was not great. Spending so long on a pset/lab is just mentally draining. It was especially bad when we would spend literally 2 hours just trying to understand what the question was even asking! No matter how much MIT has humbled us and no matter how much weve come to terms with Not Knowing Things, it is still demoralizing when you need to be hand held for literally every step of a problem. Wed be lying if we said there werent times that we had to leave office hours to go to the bathroom just to cry or compose ourselves from frustration. LONG TERM Financial Security   This is definitely something we are concerned about, as most people probably are. We want a career that we enjoy and find fulfilling, and so want to maximize our chances of being hirable. There is a reason that memes like this one exist. (The reason being that course 6 skills are in high demand): from MIT Memes Facebook page After our most recent and vastly unsuccessful job hunt, we realized that many companies are looking to hire specialists, those who can do one thing really well. That one thing for a lot of companies is coding or software development. Specifically, we were looking at a lot of jobs in video game companies, animation studios, and VR companies, and even many of the more artistic leaning positions (such as those in the purple region of the second graph of this post) required you to demonstrate a pretty heavy amount of programming skills or background. We definitely feel that if we were to continue on with doing course 6 classes, even if barely passing the classes will be an uphill climb, we will learn a LOT in the process. And maybe thats enough to be more hirable, and maybe that makes it worth sticking with course 6. However, there is a doubt that weve talked about a lot with each other. Even if we do stick with all these course 6 classes and even if we do get a lot better, we still just wont be good enough. And maybe thats true or maybe thats what being around so many people who are really amazing at course 6 made us believe. Regardless, that thought always leads us to thinking that it might just be better for us to stop taking course 6 classes, and to use the extra time well have to try getting an artistic job (such as things in the green region of the second graph of this post) rather than a technical one. It leads us to thinking that continuing course 6 classes would actually lower our overall chances at becoming hirable. Wed be devoting most of our time and energy into it and probably end up being mediocre, as opposed to devoting all that effort into art something that we already have more experience and passion for. In summary, we think about sticking with course 6 in two ways sometimes in an optimistic-everything-will-work-out way, and other times in a pessimistic-we-will-never-be-good-enough way. We gave this a 3, because we were in an optimistic mood while writing this post. What we want to do   This is really the core of the issue probably. We have a lot of ideas for who we want to become. We can see ourselves being storyboarders or visual development artist or animators or writers. But we can also imagine doing something more technical, in a studio whose artistic vision and ethos we trust, being equally rewarding. Wed know we are contributing to making a beautiful and useful story come to life, and that will be enough. Being indecisive doesnt help, so we scored this a 5. ~~~ Writing this blog and making these graphs definitely helped us really organize our buzzing thoughts about this subject. However, the long term factors and short term factors landed too much in the yellow region of the graph to make our decision clear enough. What we are saying is that we are still pretty confused. Our plan is to take it one semester at a time, and see where that takes us. And, of course, write about the journey here. Post Tagged #?????????? # ¿ ¿ ¿ ¿ ¿ ¿ ¿ ¿ ¿ ¿ ¿ #CMS - Comparative Media Studies #Course 21E - Humanities and Engineering #Course 6-3 - Computer Science

The Mark of Maturity in Conrads Shadow Line - Literature Essay Samples

A succession of men had sat in that chair. I became aware of that thought suddenly, vividly, as if a sort of composite soul, the soul of command, had whispered suddenly to mine of long days at sea and of anxious moments. à ¢Ã‚€ÂÅ"You, too!à ¢Ã‚€? it seemed to say, à ¢Ã‚€ÂÅ"you, too, shall taste of that peace and that unrest in a searching intimacy with your own selfà ¢Ã‚€? Deep within the tarnished ormolu frameI saw my own face propped between my hands. And I stared back at myself with the perfect detachment of distance, rather with curiosity than with any other feeling, except of some sympathy for this latest representative of whatwas a dynasty; continuous not in blood, indeed, but in its experience, in its training, in its conception of duty, and in the blessed simplicity of its traditional point of view on life. p. 52-53The narrator here, just aboard his first command, understands fully the magnitude of his position as captain. He is not merely a man responsible for the safe passage of a ship through the Eastern seas; he is the embodiment of a tradition, a representative of a long line of like men whose sole purpose was to uphold that tradition. It is only through self-reflection, a major theme of this work, that the narrator can unabashedly take his place in the dynasty. Here, the narrator quite literally reflects, in the glass of an ornate mirror. But his true self-reflection, his à ¢Ã‚€ÂÅ"searching intimacyà ¢Ã‚€? with himself is achieved through a more appropriate mirror, the sea. This continuous action alludes to the quotation from Baudelaire which begins the story: à ¢Ã‚€ÂÅ"Dà ¢Ã‚€Â™autres fois, calme plat, grand miroir de mon dsespoir.à ¢Ã‚€?It is here also, at the beginning of the story, where we are introduced to a second, albeit related, theme of the work, that of the passage from youth to maturity. Our narrator first introduces himself in an unflattering matter, admitting that, in an act of caprice, he ha d deserted a perfectly acceptable ship. He is an aimless youth, or rather, he is aimless because of his youth. As he says, à ¢Ã‚€ÂÅ"The green sickness of late youth descended on me and carried me off.à ¢Ã‚€? (5) The reason, never clearly specified, for his resignation, stems from his perception of a shadow-line in the near distance, reminding him that his youth is waning. He does not know what, exactly, he is seeking but he knows that he has yet to find it. Indeed, he regards his months aboard his late ship as a à ¢Ã‚€ÂÅ"dreary, prosaic waste of days.à ¢Ã‚€? The narrator is seeking the state of maturity that can be attained only through tribulation and reflection; and by his own great fortune and the direction of a mature but initially under appreciated elder, he is afforded the opportunity to engage in such reflection as the captain of an ill-fated vessel.It is necessary to note the new captainà ¢Ã‚€Â™s naivete when he begins his command. He firmly believ es the sea to be the à ¢Ã‚€ÂÅ"only remedy for all [his] troubles.à ¢Ã‚€? (71) On the surface, the captainà ¢Ã‚€Â™s supposition could not be further from the truth. The launching of the ship sees the onset of a fever for which the sea is no remedy. Even the prescribed antidote, quinine, in its short supply cannot alleviate the trouble. The passage is painfully slow and emotionally trying for the narrator. He holds himself entirely to blame for the shortage of quinine and, in his capacity as captain, considers himself responsible for the welfare of the ship and her crew as a whole. Though the sea cannot be held responsible for the state of the crew or the shortage of medicine, it is entirely unforgiving. The sea awakens the narrator to the reality he confront his own dilemmas, his mistakes, his bad luck, and his wavering conscience. The sea, then, in isolating the captain with his sense of guilt and duty does serve as an indirect remedy, if not for all his problem s, at least for his youthful immaturity. Because the captain must bear the burden of authority himself, he is forced to grow and mature through reflection on his condition and the steps he must take to improve it. Again, the epigraph from Baudelaire maintains its importance here. The sea is the mirror of his despair and in conquering it he conquers that misery. It is in this manner that the sea truly is the remedy for his troubles.The narrator who emerges from an excruciatingly prolonged passage is completely different from the one who capriciously opts to resign his post as mate on his previous ship. This difference can be detected in his conversation with Captain Giles, the same under-appreciated elder who had encouraged him to take his first command. The young captain cannot express his emotions after the ordeal other than to say that he feels old and, indeed, the older captain agrees, acknowledging that the narrator appears older. More important, though, is his remark tha t à ¢Ã‚€ÂÅ"a man should stand up to his bad luck, to his mistakes, to his conscience, and all that sort of thing.à ¢Ã‚€? (132) Though the narrator does not respond, he must realize that that is exactly what he has done over the past twenty-one days. It is this triumph over tribulation that earns the young captain his place among the great dynasty of past commanders. Though his literal journey is not yet complete, he has at least crossed the shadow-line.

Analysis Of El Greco Made Me - 1123 Words

At first while looking at the artworks it is actually not possible to figure out that the artist himself might be representing him in his piece. But after reading the notes and knowing that the artist is also a part in the image does enhances the two works of art. For the first image of The Burial of Count Orgaz by El Greco, he did not include his portrait in the artwork, Instead, he included an image of his son. On his son’s handkerchief, he wrote, â€Å"El Greco made me†. That indicates how El Greco will live on through this painting and through his son. But he is not done here yet, placed against the saint is one of the El Greco’s landscape paintings. Such portraits do enhance the artwork a lot. In the second image of Las Menians by Velazquez is different from the previous one as the artist is prominently found in this artwork. Left side of the image is dominated by the back of the artists and right side by the figures. The figures including young princess, th e king, and the Queen. The princess is all dressed up for her portrait session with Velazquez. However, in the close up picture, I can see the artist seems very bored by being there. As if he just wants to finish the portrait and leave. He has this unpleasant face that according to me does enhance the artwork and makes in more interesting. He is like the focal point of the piece to set the artwork unique beside others. One way is in El Greco’s artwork, how he includes the image of his son instead of him to refer himselfShow MoreRelatedA Picatrix Miscellany52019 Words   |  209 Pagesedition. French S. Matton, La magie arabe traditionelle, Paris, 1977 (incomplete) Latin Picatrix: The Latin Version of the Ghà ¢yat Al-Hakà ®m, ed. David Pingree (London, Warburg Institute, 1986). Spanish Abul-Casim Maslama ben Ahmad: Picatrix (El fin del sabio y el mejor de los dos medios para avanzar). Edicià ³n de Marcelino Villegas Editora Nacional. Coleccià ³n  «Biblioteca de visionarios, heterodoxos y marginados ». (Madrid, 1982). English An English translation of the first two books of Picatrix was releasedRead MoreFundamentals of Hrm263904 Words   |  1056 PagesHRM 28 PART 2 Chapter 3 Chapter 4 THE LEGAL AND ETHICAL CONTEXT OF HRM Equal Employment Opportunity 56 Employee Rights and Discipline 84 PART 3 Chapter 5 Chapter 6 Chapter 7 STAFFING THE ORGANIZATION Human Resource Planning and Job Analysis 110 Recruiting 132 Foundations of Selection 154 PART 4 Chapter 8 Chapter 9 TRAINING AND DEVELOPMENT Socializing, Orienting, and Developing Employees 182 Managing Careers 208 PART 5 Chapter 10 Chapter 11 Chapter 12 Chapter 13 MAINTAINING