Madonna And Child Essays - Nude Art, Small Cowper Madonna

Madonna And Child Madonna and Child The subject matter of Madonna and Child was a very popular one for artists of the sixteenth century. Raphael painted numerous versions of the Madonna and Child. He portrayed what seems to be a loving, warm relationship between mother and child, a lifelike Christ child, and serenity within his paintings. The differences between the views of the artist on the portrayal of Madonna and Child can clearly be seen through the artists use of color, backgrounds in which the figures are placed, the poses of the figures and their relationships to one another. The subject of Madonna and Child is one that is highly emotional. Raphael, in his paintings, The Small Cowper Madonna illustrates a very intense feeling of love between the Virgin and Child and a feeling of content with the love that the mother and child share. The Small Cowper Madonna the Virgin is looking at her son with an expression that seems very tranquil. She is almost smiling yet at the same time praying. At the same time, the Child seems totally comfortable with this mother. He looks out at the viewer with a visionary, yet amiable gaze, showing his carefree, comfortable state of mind, as any happy toddler would have. The Small Cowper Madonna the Virgin holds her child very close to her body and the Child holds onto his mother in return. The two figures seem totally at ease with one and other. Raphael's Small Cowper Madonna the Christ-child is depicted as a chubby baby with rosy cheeks and wide eyes, the way most healthy children appear. The Child has turned his head, and has linked his arms around his mother, giving an image of movement in the child. His gesture is a very natural one; each body part looks comfortable and well supported. The vision portrayed can be comparable to any portrait of a child of his age. The distinction that could be made about Raphaels works is the level of passiveness that the Child is portraying. Arts and Paintings

Look at Your Fish! by Samuel H. Scudder

'Look at Your Fish!' by Samuel H. Scudder Samuel H. Scudder (1837-1911) was an American entomologist who studied under the noted zoologist Jean Louis Rodolphe Agassiz (1807-1873) at Harvards Lawrence Scientific School. In the following narrative  essay, originally published anonymously in 1874, Scudder recalls his first encounter with Professor Agassiz, who subjected his research students to a rigorous exercise in close observation, analysis, and description  of details. Consider how the investigative process recounted here might be viewed as an aspect of critical thinking- and how that process can be just as important to writers as it is to scientists.   Look at Your Fish!* by Samuel Hubbard Scudder 1 It was more than fifteen years ago that I entered the laboratory of Professor Agassiz, and told him I had enrolled my name in the scientific school as a student of natural history. He asked me a few questions about my object in coming, my antecedents generally, the mode in which I afterward proposed to use the knowledge I might acquire, and finally, whether I wished to study any special branch. To the latter, I replied that while I wished to be well grounded in all departments of zoology, I purposed to devote myself specially to insects. 2 When do you wish to begin? he asked. 3 Now, I replied. 4 This seemed to please him, and with an energetic Very well, he reached from a shelf a huge jar of specimens in yellow alcohol. 5 Take this fish, said he, and look at it; we call it a haemulon; by and by I will ask what you have seen. 6 With that, he left me, but in a moment returned with explicit instructions as to the care of the object entrusted to me. 7 No man is fit to be a naturalist, said he, who does not know how to take care of specimens. 8 I was to keep the fish before me in a tin tray, and occasionally moisten the surface with alcohol from the jar, always taking care to replace the stopper tightly. Those were not the days of ground glass stoppers, and elegantly shaped exhibition jars; all the old students will recall the huge, neckless glass bottles with their leaky, wax-besmeared corks, half eaten by insects and begrimed with cellar dust. Entomology was a cleaner science than ichthyology, but the example of the professor, who had unhesitatingly plunged to the bottom of the jar to produce the fish, was infectious; and though this alcohol had a very ancient and fish-like smell, I really dared not show any aversion within these sacred precincts, and treated the alcohol as though it were pure water. Still, I was conscious of a passing feeling of disappointment, for gazing at a fish did not commend itself to an ardent entomologist. My friends at home, too, were annoyed, when they discovered that no eau de cologne would drown the perfume which haunted me like a shadow. 9 In ten minutes I had seen all that could be seen in that fish, and started in search of the professor, who had however left the museum; and when I returned, after lingering over some of the odd animals stored in the upper apartment, my specimen was dry all over. I dashed the fluid over the fish as if to resuscitate the beast from a fainting fit, and looked with anxiety for a return of the normal, sloppy appearance. This little excitement over, nothing was to be done but return to a steadfast gaze at my mute companion. Half an hour passed- an hour- another hour; the fish began to look loathsome. I turned it over and around; looked it in the face- ghastly; from behind, beneath, above, sideways, at a three-quarters view- just as ghastly. I was in despair; at an early hour I concluded that lunch was necessary; so, with infinite relief, the fish was carefully replaced in the jar, and for an hour I was free. 10 On my return, I learned that Professor Agassiz had been at the museum, but had gone and would not return for several hours. My fellow-students were too busy to be disturbed by continued conversation. Slowly I drew forth that hideous fish, and with a feeling of desperation again looked at it. I might not use a magnifying glass; instruments of all kinds were interdicted. My two hands, my two eyes, and the fish: it seemed a most limited field. I pushed my finger down its throat to feel how sharp the teeth were. I began to count the scales in the different rows until I was convinced that that was nonsense. At last a happy thought struck me- I would draw the fish, and now with surprise, I began to discover new features in the creature. Just then the professor returned. 11 That is right, said he; a pencil is one of the best of eyes. I am glad to notice, too, that you keep your specimen wet, and your bottle corked. 12 With these encouraging words, he added, Well, what is it like? 13 He listened attentively to my brief rehearsal of the structure of parts whose names were still unknown to me; the fringed gill-arches and movable operculum; the pores of the head, fleshy lips and lidless eyes; the lateral line, the spinous fins, and forked tail; the compressed and arched body. When I had finished, he waited as if expecting more, and then, with an air of disappointment: You have not looked very carefully; why, he continued, more earnestly, you havent even seen one of the most conspicuous features of the animal, which is as plainly before your eyes as the fish itself; look again, look again! and he left me to my misery. 14 I was piqued; I was mortified. Still more of that wretched fish! But now I set myself to my task with a will and discovered one new thing after another until I saw how just the professors criticism had been. The afternoon passed quickly, and when, towards its close, the professor inquired: 15 Do you see it yet? 16 No, I replied, I am certain I do not, but I see how little I saw before. 17 That is the next best, said he earnestly, but I wont hear you now; put away your fish and go home; perhaps you will be ready with a better answer in the morning. I will examine you before you look at the fish. 18 This was disconcerting; not only must I think of my fish all night, studying without the object before me, what this unknown but most visible feature might be; but also, without reviewing my new discoveries, I must give an exact account of them the next day. I had a bad memory; so I walked home by the Charles River in a distracted state, with my two perplexities. 19 The cordial greeting from the professor the next morning was reassuring; here was a man who seemed to be quite as anxious as I that I should see for myself what he saw. 20 Do you perhaps mean, I asked, that the fish has symmetrical sides with paired organs? 21 His thoroughly pleased Of course! of course! repaid the wakeful hours of the previous night. After he had discoursed most happily and enthusiastically- as he always did- upon the importance of this point, I ventured to ask what I should do next. 22 Oh, look at your fish! he said, and left me again to my own devices. In a little more than an hour he returned and heard my new catalog. 23 That is good, that is good! he repeated; but that is not all; go on; and so for three long days he placed that fish before my eyes; forbidding me to look at anything else, or to use any artificial aid. Look, look, look, was his repeated injunction. 24 This was the best entomological lesson I ever had- a lesson, whose influence has extended to the details of every subsequent study; a legacy the professor has left to me, as he has left it to many others, of inestimable value, which we could not buy, with which we cannot part. 25 A year afterward, some of us were amusing ourselves with chalking outlandish beasts upon the museum blackboard. We drew prancing star-fishes; frogs in mortal combat; hydra-headed worms; stately crawfishes, standing on their tails, bearing aloft umbrellas; and grotesque fishes with gaping mouths and staring eyes. The professor came in shortly after and was as amused as any at our experiments. He looked at the fishes. 26 Haemulons, every one of them, he said; Mr. - drew them. 27 True; and to this day, if I attempt a fish, I can draw nothing but haemulons. 28 The fourth day, a second fish of the same group was placed beside the first, and I was bidden to point out the resemblances and differences between the two; another and another followed, until the entire family lay before me, and a whole legion of jars covered the table and surrounding shelves; the odor had become a pleasant perfume; and even now, the sight of an old, six-inch, worm-eaten cork brings fragrant memories! 29 The whole group of haemulons was thus brought in review; and, whether engaged upon the dissection of the internal organs, the preparation and examination of the bony framework, or the description of the various parts, Agassizs training in the method of observing facts and their orderly arrangement, was ever accompanied by the urgent exhortation not to be content with them. 30 Facts are stupid things, he would say, until brought into connection with some general law. 31 At the end of eight months, it was almost with reluctance that I left these friends and turned to insects; but what I had gained by this outside experience has been of greater value than years of later investigation in my favorite groups.*This version of the essay Look at Your Fish! originally appeared in both  Every Saturday: A Journal of Choice Reading  (April 4, 1874) and the Manhattan and de la  Salle Monthly  (July 1874)  under the title In the Laboratory With Agassiz by A Former Pupil.

The Best SAT Flashcards How to Make and Use Them

The Best SAT Flashcards How to Make and Use Them SAT / ACT Prep Online Guides and Tips Studying for the new 2016 SAT and struggling to remember specific concepts? Flashcards might be a great study resource for you! Flashcards can help you memorize the information you need to know. In this guide, I’ll explain how to make SAT flashcards for vocabulary and math formulas and how to study with the flashcards you make. An important disclaimer before we start: I don’t suggest using flashcardsas your only method ofpreparation for the SAT; they should only really be used for memorizing SAT vocabulary and math formulas. Keep in mind that on the new SAT,vocabulary only accounts for 20% of the Evidence-Based Reading and Writing section questions,and it's all tested in the context of the passages. While flashcards are useful for preparing for those questions as well as memorizing Math formulas, theywon’t help you learn the SAT strategies. To really improve your score, you'll need to focus on learning test strategies and taking practice tests. Feature image credit: Deb Stgo/Flickr Why You Should Make Your Own SAT Flashcards I suggest creating your SAT flashcards by hand instead of buying pre-made SAT flashcards or creating online flashcards (using a website like Quizlet). By making your own flashcards by hand, you'll start to learn the information before you even start using the flashcards.I recommend writing them out by hand because rather than creating online flashcards because when you create the flashcards online, you’ll likely end up just copying and pasting information onto the flashcards without taking the time to read the information.Making physical flashcards will require that you read and transcribe all of the material, which means you'll start to learn the material as you go. If you don’t have a lot of time to prepare, you can download our 200 free printable SAT flashcards.But, again, if you have the time, I strongly recommend making your own physical flashcards. Creating SAT Vocabulary Flashcards When creating your vocabulary flashcards for the new 2016 SAT,since the SAT is becoming more like the ACT (testing vocabulary in context instead of using sentence completion questions), I suggest using ACT vocabulary words to study instead of using old SAT vocabulary lists.Use our PrepScholar ACT list, which teaches 150 medium-difficulty words, many with multiple meanings. If you’re still struggling with vocabulary after making those flashcards and want supplementary material, check out this 100-word list from Scholastic, which pulled SAT/ACT words from one of their student magazines. Again, it focuses on less-obscure words that often have multiple meanings. When creating the flashcards, write the word itself on one side of the card and the definition on the back.In addition to the definition, you must write an example of how to use the word in context, and if there are multiple definitions for the word, write an example of how to use the word in context for each definition. I’ll use the first word from our PrepScholar ACT list, "adhere," as an example. On the front of your flashcard, write: adhere On the back of your flashcard write: Definition: 1. stick completely to a surface or substance 2. believe in and follow the practices of Example: 1. I used the glue to adhere the picture to the poster. 2. The monkadhered to all of the principles of Buddhism. Why do you need to write an example using the word in context? As I said before, on the new 2016 SAT, you’ll no longer be tested on vocabulary through fill-in-the-blank type questions.Instead, the new SAT asks you to identify the meaning of vocabulary in context. Knowing the definition of the word is vital to understanding and answering the question asked, but typically the exact meaning of the word isn’t asked about directly. In other words, it's less about the vocabulary itself and more about how the vocabulary fits with the words around them.For example, on the new SAT Evidence-Based Reading and Writing section, you could be asked the following: In line 84, â€Å"adhere† most nearly means to stick to a surface to dive into to follow the practices of to acknowledge as correct Both A and C are definitions of adhere, so simply memorizing the definition will not help you answer the question.Line 38 read, â€Å"the priest adhered to Catholicism.†Knowing the definitions of adhere AND picking up on the context clues, you’d realize the correct answer is C. The answer can’t be A because the priest did not physically stick himself to a surface. The answer is C because the priest follows the practices of Catholicism. This question shows why it’s criticalto not only include definitions on your flashcards but also to include an example sentence using the word in context.If you’re struggling to come up with examples yourself (or are afraid of using the word improperly in context), I suggest conducting a Google Search for â€Å"[Word] definition.†Usually, that’ll bring up the definitions along with examples of the word used in context. For example, I searched for â€Å"adhere definition† and found this result with examples for both definitions of the word used in a sentence. Once you finish creating your SAT vocabulary flashcards, make flashcards for the SAT Math formulas. Creating SAT Math Flashcards On the SAT Math section, you're given nine mathformulas and two geometry laws. However, there are many more math formulas you need to knowbecause there are many questions you won’t be able to answer without knowing these additional formulas. When creating your SAT Math flashcards, I recommend using our list of 21 Critical SAT Math Formulas You Must Know. This list also tells you the formulas you DON’T need to memorize(since some are given to you on the SAT test). When making your flashcards, write the name of the formula on the front and the actual formula on the back.Also on the back, write what each variable in the formula stands for and the definition of the formula/concept.I’ll use the first formula (not provided on the SAT) from our list of 21 Critical SAT Math Formulas you must know as an example. On the frontside of my card, I'd write: midpoint formula On the back, I’d write: Given two points A $(x_1, y_1)$ and B $(x_2, y_2)$, use the midpoint formula to find the exact middle point of a line that connects point A and B (the point will be equidistant from points A and B and will be in between the two). Formula: midpoint = $((x_1 + x_2)/2) , ((y_1 + y_2)/2)$ Also, include what the variables stand for in order to remember the significance of the formula and how to use it.If you only memorize $x_1$, $y_1$, $x_2$, and $y_2$, on the day of the test, you may totally forget what $y$ and $x$ mean in the formula. Don’t memorize formulas as a bunch of random variables. Memorize the formula, formula definition, and what each part of the formula stands for, so you’ll be prepared to use the formula to answer questions. How to Study With Your SAT Flashcards Now that you have your SAT flashcards, how should you use them? At PrepScholar, we recommend the waterfall method to study flashcards.This technique requires you to focus on the words/formulas you don't know, while not wasting your time on the concepts you do know.The waterfall method was developed from a proven memorization method called Spaced Repetition.I’ll give a brief overview of the method, but check out our other article for a more in-depth explanation of the waterfall method. Start with 20-50 flashcards.I recommend studying the math formulas and Vocabulary separately, so you don’t get confused jumping between different subjects. Create a math formula pile with 21 cards. Then, create three piles of 50 vocabulary cards each (using the 150-wordPrepScholar ACT list). If you decide to use an additional vocabulary list, create additional Vocabulary piles. Go through onepile, looking at the word or formula name. If you know the definition or formula immediatelyput it in a â€Å"Know It† pile. If you couldn’t remember it immediately(or at all), put it in a â€Å"Struggled† pile.After going through all of the flashcards in the original, you'll have twopiles: a "Know It" pile a "Struggled" pile Pick up the â€Å"Struggled† pile and test yourself again. This time, create a new â€Å"Know It† pile and â€Å"Struggled† pile for these flashcards. You should now have three piles: the original â€Å"Know It† pile the new â€Å"Know It† pile the new â€Å"Struggled" pile Keep repeating this exercise (using the â€Å"Struggled† pile and separating into new â€Å"Know It† and â€Å"Struggled† piles) until you have five or fewerwords or formulas left in the â€Å"Struggled† pile. Now, combine the remaining â€Å"Struggled† pile with the most recent â€Å"Know It† pile. Test yourself on all of the words/formulas until you don’t get a single one wrong. If you get one wrong, restart the pile until you get zero wrong. Once you’ve mastered all of those concepts, add in the next highest â€Å"Know It† pile, and test yourself on all of those concepts until you don't get a single one wrong. Keep repeating until you have all of your original 20-50 cards in one stack, and once you go through that stack without making a single mistake, you’ll officially know every concept in that stack!Move on to the next stack, repeating the same method. How Much Time Should You Spend Studying Flashcards? While flashcards are helpful for the SAT, you shouldn’t spend all of your time studying these flashcards. I'd recommend spending at most 5% of your total SAT study time (two hours if you're following ourrecommendation of studying about40 hours for the SAT). Knowing vocabulary definitions and math formulas isn't enough to help you reach a high score on the SAT. As I said before, the new 2016 SAT only tests vocabwords in the context of sentences, and although knowing formulas is important for the math, you can answer the majority of the questions with only the ones provided to you. Flashcards should be just one small part of your SAT study plan.You need to be learning other new SAT strategies, learning the content of each section on the new SAT, and taking SAT practice tests to practice applying these strategies. What’s Next? Concerned about the Evidence-Based Reading and Writing section on the new SAT? Learn more about the section changes and strategies. Looking for more general new SAT prep help? Check out these guides on how to study for the new 2016 SAT and on how to figure out what’s a good new 2016 SAT score for your target school. Want to improve your SAT score by 240 points?We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today:

Huck Finn and The Censorship of the word nigger Research Paper

Huck Finn and The Censorship of the word nigger - Research Paper Example Words have colors and it’s meant to be that way especially if one is as the literary genius as Mark Twain. However, there are things to consider in executing ideas through words such as kind of audience, sensitivity of audience, appropriateness in setting, and the likes of these. Censorship is the ultimate resort in filtering some content that seems inappropriate in situation and kind of audience. Censorship is the â€Å"suppression of words, images, or ideas that are offensive, happens whenever some people succeed in imposing their personal political or moral values on others.† (American Civil Liberties Union 2006) The implementation of censorship can be done by the government and can also be carried out by some private sectors that are concerned with the case by appellation. Pornography, violence, and slurs are the subjects that are often being censored if being presented for general viewing. Figure 1 Huck Finn and Jim History. The censorship of Huckleberry Finn doesn ’t take place recently. Huck Finn was highly criticized and equally censored one year upon its publication. The book was banned at Concord Public Library in 1885. The library declared Twain’s book to be â€Å"demeaning and damaging† with its crude language. This particularly pertains to the use of Twain of the word â€Å"nigger† for over 200 times in the book, as well as the slang â€Å"injun† that is meant to be a derogatory term for American Natives. Brooklyn Public Library in New York had followed Concord Library’s lead in pulling out their copies of Mark Twain’s controversial book in 1905. They have explained that â€Å"Huck not only itched but scratched, and that he said sweat when he should have said perspiration.† Contemporaries’ Stand. Louisa May Alcott, author of Little Women, had berated publicly Twain with the kind of writing he did with the book. She commented, â€Å"If Mr. Clemens cannot think of something but to tell our pure-minded lads and lasses he had best stop writing for them.† On the other hand, Twain found a defender in Ernest Hemingway. â€Å"It’s the best book we’ve had,† Hemingway praised Twain’s Huckleberry Finn. Mark Twain was just fortunate during his time as his fans outnumbered his critics, that’s why the censorship of the of the context that time was not as persuasive as today. In Other Media. Due to the censorship controversy of Huckleberry Finn, the CBS had produced TV-movie adaptation of the novel in 1955 without casting any African-American actor to portray the slave Jim. It did not even tackle the subject of slavery which is its prominent theme in the novel. The result is a safe material for general viewing but lacks the complete thought that Twain had intended to convey. It also appeared to be racist for casting non-black actors while a black character has prominent role in the story. The New Huck Finn: Censored. The new U.S. edition of Mark Twain’s Huckleberry Finn has now the words â€Å"slaves† replaced the more than 200 â€Å"nigger† word. Mark Twain is obviously an anti-racist and Huckleberry Finn is actually the book that holds the strong message of his disconformities with the dehumanized treatment to the non-white race. The evidence is that through its disturbing dialogue courtesy of Huck and his Aunt Sally. â€Å"No’m. Killed a rigger,† answered Huck when Aunt Sally asked him upon hearing about the riverboat explosion. â€Å"Well, it’s lucky; because sometimes people do get hurt,† replied by Aunt Sally. The insensitivity to the misfortune of the black people is very visible in the context. Prof. Alan Gribben, a scholar of Twain, had

Assignment 1 in Psychology Research Method Example | Topics and Well Written Essays - 2000 words

1 in Psychology Research Method - Assignment Example The first group was handled daily from 3 to 14 weeks of age, the second from 7 to 14 weeks of age and the third received no handling from birth to 14 weeks. Different experimenters handled each kitten on different days. "Handling" was defined as an experimenter holding a kitten on his/her lap while petting it for 15 minutes. Friendliness was measured by how long each kitten stayed with the experimenter when not restrained, and by how long it took each kitten to reach the experimenter. Karsh found that the kittens handled from 3 to 14 weeks stayed longer with the experimenter and ran more quickly to the experimenter than kittens handled from 7 to 14 weeks. Also, kittens handled from 7 to 14 weeks were more "friendly" than kittens who received no handling at all. Karsh concluded that kittens should be handled as early as possible to ensure life-long friendliness towards humans. What are the possible confounds in Karsh’s experimental design: The possible confounds in Karsh’s experimental design are the way experimenters handled each kitten on different days. Each experimenter will hold a kitten on his/her lap while petting it differently for 15 minutes. The petting a kitten will be different for each experimenter and each kitten will feel it differently. This have affect on both handling and friendliness in cats. An investigator believed that sensory deprivation inhibits the intellectual development of animals. He ran an experiment to examine this thesis in the following way. He used two rats, each of which had just given birth to eight pups. One rat and her litter were placed in a large cage. This cage had ample space and lots of objects to explore. The baby rats in this cage breastfed off their mother. The second rat’s pups were separated from the mother, and each was placed in a separate cage. These cages were quite small, and the only objects they could see or hear were the four walls and the food and water

Role Of Technology In Business

Role Of Technology In Business In todays competitive business environment, speed is the key for all the business processes. A business process would be inefficient and ineffective without the aid of current information technology. Today, information technology provides communication and analytical power that organizations need for global level business. Globalization of world economies has enhanced the values of information to business organisations and has brought success and new opportunities to the business. All types of business have to compete with their competitors for capturing majority of the market and for innovating better products and services. For this reason, they need to adapt to the technology to handle information systems. Because, being the first to introduce a new product in the market leaves a significant mark to the industry and will give a competitive edge. This advantage is not possible without information systems and technology in business. In addition to this, for improved customer service, easy information retrievals, quick preparation of financial transaction, easy building of strategic alliances etc., IT plays a major role in business. Importance of IT in business Almost all kinds of businesses are relying on computers for automating their traditional processes. Businesses use wide variety of databases, management information systems, information sharing platforms, data sharing networks, internet, intranets, machines, and equipments etc which highly rely on computers. Computer technologies are not only used in the field of finance or marketing, but also in the medical industry, human resource departments, inventory control management systems etc. For example, in a manufacturing firm, all transactions done in a warehouse is loaded in a transaction processing system. If the system is not around it will take a lot of time and also manpower to record all the raw materials coming out of the warehouse for use in the production floor which delays production and shipping of parts. The lead time from ordering to producing and shipping the product will be a long which customers will not understand. Speed is very important to be competitive. IT and competitive Advantage The current challenge of implementing IT-dependent strategic initiatives like business process reengineering, customer intimacy, organizational learning, and even organizational transformations makes an IT capability very valuable in meeting business. In addition, the underlying resources, or IT management assets, can be difficult for competitors to imitate. Thus an IT capability has the potential for delivering long-term competitive advantage. The U.S. trucking industry was deregulated in 1980. Schneider National, Inc., is a large truckload carrier. The top management recognized that IT support of operations would be critical for maximizing utilization of its tractors and trailers. Schneider quickly developed freight modelling software and provided a management interface to the data that enabled the firm to offer more reliable customer service with a lower cost base than most competitors. Schneider National is successful because it has developed a capability for applying IT to ever-changing business opportunities. (Ross, Beath et al. 1996) Impact of IT in business Effective implementation of information technology would decrease liability by reducing the cost of expected failures and increase flexibility by reducing the cost of adjustment. Information Technology is having impact on all trade industries and businesses, in service as well as in manufacturing. It is affecting workers at all levels of organizations, from the executives to middle management and clerks. Information technology is increasingly becoming a basic factor of all types of technologies such as craft, engineering, routine, and non-routine. The advances in Information Technology would result in remarkable decline in the costs of synchronization that would lead to new, concentrated business structures. It enables the business to respond to the new and urgent competitive forces by providing effective management of interdependence. Decision Making Enterprises would need effective information systems to support and to deliver information to the different users. Such information systems would include technology that support decision making, provide effective interface between users and computer technology and provide information for the managers on the day-to-day operations of the enterprises. Information is needed for various purposes and serves as an invaluable commodity or product. Information is very important aspect of decision making in all levels of management in enterprises [Hicks, 1993:648], especially in competitive business environment and managers utilize information as a resource to plan, organize, staff administer and control activities in ways that achieve the enterprises objectives. The ability of enterprises to realize their goals depends on how well the organisation acquires, interprets, synthesises, evaluate and understands information and how well its information channels supports organisational processes. Information glut In the near future businesses would be facing a lack and a redundancy of information called information glut. To solve the information-glut companies will need to introduce methods for selective thinning out of information. Improvements in telecommunications will make it easier to control business units dispersed over different parts of the world. Advances in telecommunications, would result in increased distance-communication. Indirect communication would be preferred for well-structured information for routine, pre-programmed and decision processes. (King, 2006) Therefore, information technology plays a major role in the growth of business. Conclusion The effect of information technology on business advantages is likely to be durable since flexible IT build backbone of the firms for communication and exchange of information. Not only IT infrastructure enhances the competitiveness of the firms by increasing the coordination within and across the organizations, but also it can be an integral component of the business strategy (Henderson and Venkatraman, 1993; Laudon and Laudon, 2000). Thus, a flexible IT infrastructure may not only be important for driving business growth but also it could be a catalyst for innovation. Moreover, IT is important to improve operational efficiency and strategic advantages by reducing costs, improving agility, managing change, and maximizing performance (Henderson and Venkatraman, 1993).

Genocide History Essay

When it comes to violence and murder, no excuse can be made. Acts of heartlessness can never be justified. Genocide, or mass murder, has no other purpose but to destroy a nation. Netherlands, in this case, has suffered its ordeal because of the rising tensions in Europe during the Second World War. German troops took over the Netherlands on May 10, 1940 and the people suffered for five long years. Germany took interest in invading the Netherlands because 75% of the Netherlands’ population during that time was Jews. In fact, the Nazis deported hundreds of thousands of Jews, where only 5000 people were able to reach their homes. The people left in the Netherlands had to hide, and there were 30,000 who tried to survive (Laub, 2008). The Netherlands suffered the most number of deaths during the Holocaust, and this country surely knows what genocide means for a country, be it a nation of power or a nation of helplessness. Aside from that, the Netherlands was an interest for the Germans and genocide was something they did not have second thoughts of, because the Netherlands is easy to invade considering its cultural and geographic features (Laub, 2008). To make the picture clearer, anyone who tries to escape the Netherlands will surely fail because the countries surrounding this nation are all controlled by Germany. If not, the Netherlands is surrounded by bodies of water in its Northern side. Anyone who tries to escape safely into the waters will find danger along the way, because the waters were controlled by the Germans, too. That being said, genocide was at its worst, and everyone was there to kill or get killed. Because of the unlikely behaviour of humans that time, the Dutch people learned to regain their independence. They focused on their own nation, nationality and of course, freedom. Fighting hand in hand was not too bloody, because the Netherlands thought that the Germans will outlast the situation in the sense that they may get tired of causing chaos (Julius, 2000). The Netherlands did not use blood to counterattack the power of Germany, but they had campaigns and policies to live by, which can be shown with how the butch wore orange carnation or how they designed their postage stamps with orange colours, or how they wore orange to symbolize Dutch ruling family. Some of them rushed into hiding because they did not want to sign an oath that calls for loyalty to the Germans. The Netherlands succeeded without the use of weapons. Publishing and speaking were their means of survival and resistance, which can clearly be seen with how Anne Frank spread peace, honesty and awareness on genocide, and the Holocaust in general, through her diary (Julius, 2000). However, because of too much fear of being killed from the genocide taking place in the Netherlands, the Dutch slowly forgot about the Dutch Jewry in which small oppressive situations took place. While the Dutch Jewry enjoyed the equal citizenship, they started feeling out of place in a country they considered home because the some of the real Dutch put the blame on the Jews. After all, the Germans went after the Jews for killing (Julius, 2000) Genocide took away lives, but it also took away the more important things that keep nations alive and the world peaceful, like equal rights and plain peaceful coexistence. Jews were soon banned from serving as air-raid wardens. It was not too long ago when they were asked to leave the coastal towns of the Netherlands like the Hague. Changes were too extreme to the point that the Jews were no longer welcome in civil service (Amnesty International, 2008). The evil, here, is not the Dutch. It may not even be the Germans, but it is especially not the Jews. We can not simply erase a race to give rise to a new and expectedly better one. We can not support genocide and choose who to exist in this planet. The culprit of disorder and social unrest is the desire and greed of humans, and genocide in general. Genocide has, in a way, changed the Dutch not exactly in the way they wanted because they didn’t have a choice. References Amnesty International.2008. The Netherlands: The Detention of Irregular Migrants and Asylum Seekers. Amnesty International. Retrieved August 26, 2008 from http://www. amnesty. org/en/library/asset/EUR35/002/2008/en/4c629481-482d-11dd-a377-f5461cc8d4de/eur350022008eng. pdf. Julius, A. (2000). Combating Holocaust Denial Through Law in the United Kingdom. Jewish Policy Research. Retrieved August 26, 2008 from http://www. jpr. org. uk/Reports/CS_Reports/no_3_2000/index. htm Laub, D. (2008). Holocaust Trauma Project. Genocide Studies Program, Yale University. Retrieved August 26, 2008 from http://www. yale. edu/gsp/trauma_project/index. htm