Organizational Culture Decision Support System

The organizational culture is a combination of attributes that accrue to a company or an organization to make it unique and easily differentiable from other organizations (Heathfield, 2013).Advertising We will write a custom coursework sample on Organizational Culture: Decision Support System specifically for you for only $16.05 $11/page Learn More These attributes may include, but are not limited to the organization’s philosophies, expectations, and its codes of conduct, i.e. the organization’s rules and regulations. It may exist in the form of written or unwritten rules, based on mutual customs, beliefs, and attitudes of the employees towards their customers, their employers, and to their peers (Scholl, 2003). It is important to consider the corporate culture of a partner organization because it determines how the concerned parties will interact with each other within and without the organization. It also affects the company’s prof itability due to the fact that it determines the outside world’s perception of the organization. When developing a Decision Support System for partner organizations, it is important to analyze the corporate culture of the concerned parties, especially the way power and information flows within the organizations’ managerial hierarchy (Bouwman et al, 2005). For example, one will need to consider where (in terms of the organizations’ geographical location) the information from the Decision Support System will be used/ needed most. Assume a case where a manufacture has partnered with a retail supermarket. Information such as the number of units of a particular product being produced per unit time would not be of much use to the supermarket’s management. However, information about the number of units sold per unit time will be useful to the manufacturer since it can be used to determine when, and by what quantity and quality to supply the supermarket. In addit ion, we need to analyze how the employees within the different organizations access and share information. This will help to determine the structure of the Decision Support System.Advertising Looking for coursework on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More For instance, it will determine the kind of information that can be accessed by certain employees, and how these employees gain access to the information in question (Hitt et al, 1998). Will they be allocated access passwords, or will the information be supplied to them by their supervisors when the need arises? This brings us to the next consideration which must be made, which is how these organizations maintain their information systems. Do they have internal technicians or are they outsourced? Who audits their information systems? Are these auditors internal or external, and what is the nature of the information that they get access to during the course of c onducting their assessments? This will aid in determining where to locate the data servers. For security purposes, it is advisable to locate them within the organization that experiences the least amount of outside interference in order to lessen the risk of data fraud and leakage of sensitive information. But this presents yet another problem! Computers need electricity, and electricity needs fuel which in most cases either leads to the destruction, or pollution of the environment. Before a location for the information servers is selected, we will have to evaluate the organization’s concern for the environment. Because these servers need to be operational 24hours a day and for 365days a year in order to facilitate the access of information as and when it is required, it would not be wise to locate them in the organization that is more keen on the conservation of the environment. There are many more factors to consider when it comes to the corporate culture of partner organiz ations, but those mentioned above outlines the most important factors as pertains to the development of Decisions Support Systems for partner organizations and for the entire industry where applicable. References Bouwman, H., Van Den Hooff, B., Van De Wijngaert, L., Van Dijk, J. (2005). Information Communication Technology in Organizations. CA: SAGE Publications.Advertising We will write a custom coursework sample on Organizational Culture: Decision Support System specifically for you for only $16.05 $11/page Learn More Heathfield, S.M. (2013). Human Resources Management and Employment Information and Advice. What Is Culture? Retrieved from https://www.thebalancecareers.com/what-makes-up-your-company-culture-1918816 Hitt, M.A., Ricart, J., Nixon, R. (1998). Managing Strategically in an Interconnected World. NY: Wiley and Sons. Scholl, R.W. (2003). University of Rhode Island | Think Big. We Do. Organizational Culture. Retrieved from https://www.uri.ed u/ This coursework on Organizational Culture: Decision Support System was written and submitted by user Marlee Ratliff to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

McDuff essays

McDuff essays You may be wondering how the war ended and how your loving brave hearts wellbeing is shaping. Well, thanks to all mighty God, everything is all right and Im in good health. The courage and the determination that I wrestled with has paid off. I must speak to you of a plan that has captured my imagination and that could transform our life. As you may be aware, the war with Norway has been won and much of the recognition and credit for this joyous outcome, have been bestowed upon your brave Macbeth. While such a deed has been appreciated by no less a person than the King, my peers are in awe of me, saying But alls too weak; for brave Macbeth he deserves that name, I am now renowned as the greatest general and most skilled warrior in all of Scotland. I am portrayed; as brave, heroic, bold, and fearless in the face of death. Indeed I slew in battle the leader of our foes, I got this recognition after defeating Macdonwald (a rebel), and mounting his head upon the battlements for all to behold. He is acknowledged by all as a conspirator and a traitor for assisting Norway in the war. For some reason the news of the victory over Norway and the deeds that I confronted during the epic conflicts over northern Europe reached the sovereigns castle. And now to an event that has filled my whole being. Today in the hours of daylight, I met three witches, who foregathered on a shrub near Forres close to King Duncans castle. They cried, All hail, Macbeth! Hail to thee Thane of Glamis and the Thane of Cawdor and that he shalt be King hereafter and when I burned in desire to question them further they made themselves scarce, vanished into thin air. As I stood there, I was struck with the vision, the kings own messengers Ross and Angus rode up and addressed me as the new Thane of Cawdor prevailing over the traitor Macdon ...

Biography of Mother Jones, Labor Organizer and Agitator

Biography of Mother Jones, Labor Organizer and Agitator Mother Jones (born Mary Harris; 1837–November 30, 1930) was a key radical figure in United States labor history. She was a fiery orator, a union agitator for mine workers, and a co-founder of the International Workers of the World (IWW). The current-day political magazine Mother Jones was named for her and maintains her legacy of left-wing politics. Fast Facts: Mother Jones Known For:  Radical political activist, orator, organizer of mine worker union, co-founder of the International Workers of the WorldAlso Known As:  Mother of All Agitators. the Miners Angel, Mary Harris, Mary Harris JonesBorn:  c. August 1, 1837 (although she claimed May 1, 1830 as her birth date) in County Cork, IrelandParents: Mary Harris and Robert HarrisDied:  November 30, 1930 in Adelphi, MarylandEducation: Toronto Normal SchoolPublished Works:  The New Right, Letter of Love and Labor, Autobiography of Mother JonesSpouse: George JonesChildren: Four children (all of whom died in a yellow fever epidemic)Notable Quote: In spite of oppressors, in spite of false leaders, in spite of labor’s own lack of understanding of its needs, the cause of the worker continues onward. Slowly his hours are shortened, giving him leisure to read and to think. Slowly, his standard of living rises to include some of the good and beautiful things of the world. Slowly the cause of his ch ildren becomes the cause of all....Slowly those who create wealth of the world are permitted to share it.  The future is in labor’s strong, rough hands. Early Life Born Mary Harris in 1837 in County Cork, Ireland, young Mary Harris was the daughter of Mary Harris and Robert Harris.  Her father worked as a hired hand and the family lived on the estate where he worked. The family followed Robert Harris to America, where he had fled after taking part in a revolt against the landowners. The family then moved to Canada, where Mary went to public school. Work and Family Harris became a schoolteacher first in Canada, where, as a Roman Catholic, she could only teach in the parochial schools. She moved to Maine to teach as a private tutor and then to Michigan, where she got a teaching job in a convent. Harris then moved to Chicago and worked as a dressmaker. After two years, she moved to Memphis to teach and met George Jones in 1861. They married and had four  children.  George was an iron moulder and also worked as a union organizer. During their marriage, he began working full-time in his union job. George Jones and all four children died in a yellow fever epidemic in Memphis, Tennessee, in September and October 1867. Begins Organizing After the death of her family, Mary Harris Jones moved to Chicago, where she returned to work as a dressmaker. Mary claimed that her pull to the labor movement increased when she sewed for wealthy Chicago families. I would look out of the plate glass windows and see the poor, shivering wretches, jobless and hungry, walking alongside the frozen lake front....The tropical contrast of their condition with that of the tropical comfort of the people for whom I sewed was painful to me. My employers seemed neither to notice nor to care. Tragedy struck Jones life again in 1871. She lost her home, shop, and belongings in the Great Chicago Fire. She had already connected with the secretive workers organization Knights of Labor and was active in speaking for the group and organizing. After the fire, she left her dressmaking to take up full-time organizing with the Knights. Increasingly Radical By the mid-1880s, Mary Jones had left the Knights of Labor, finding them too conservative. She became involved in more radical organizing by 1890. A fiery orator, she spoke at the location of strikes around the country. She helped coordinate hundreds of strikes, including those with coal miners in Pennsylvania in 1873 and railroad workers in 1877. She was named often in newspapers as Mother Jones, a white-haired radical labor organizer in her signature black dress, lace collar, and plain head covering. Mother Jones was a loving moniker given her by workers, grateful for her care of and devotion to working people. United Mine Workers and Wobblies Mother Jones principally worked with the United Mine Workers, although her role was unofficial. Among other activist actions, she helped organize strikers wives.  Often ordered to stay away from miners, she refused to do so and frequently challenged the armed guards to shoot her. Mother Jones focused on the issue of child labor as well. In 1903, Mother Jones led a childrens march from Kensington, Pennsylvania, to New York to protest child labor to President Roosevelt. In 1905, Mother Jones was among the founders of the Industrial Workers of the World (IWW, the Wobblies). She worked within the political system as well, and was a founder of the Social Democratic Party in 1898. Later Years In the 1920s, as rheumatism made it more difficult for her to get around, Mother Jones wrote her Autobiography of Mother Jones. Famed lawyer Clarence Darrow wrote an introduction to the book. Mother Jones became less active as her health failed. She moved to Maryland and lived with a retired couple. Death One of her last public appearances was at a birthday celebration on May 1, 1930, when she claimed to be 100. (May 1 is the international labor holiday in most of the world.) This birthday was celebrated at workers events around the country. Mother Jones died on November 30 of that year. She was buried at the Miners Cemetery at Mount Olive, Illinois, at her request: It was the only cemetery owned by a union. Legacy Mother Jones was once labeled the most dangerous woman in America by a U.S. district attorney. Her activism left a strong mark on U.S. labor history. The 2001 biography by Elliott Gorn has added significantly to the details known of Mother Jones life and work. The radical political magazine Mother Jones is named for her and she remains a symbol for passionate labor activism. Sources Gorn, Elliott J. Mother Jones: The Most Dangerous Woman in America. Hill and Wang, 2001.Josephson, Judith P. Mother Jones: Fierce Fighter for Workers Rights. Lerner Publications, 1997.

The Effects of Leakage Radiation from X-Rays Coursework - 120

The Effects of Leakage Radiation from X-Rays - Coursework Example The paper reveals the contribution of Heinrich Hertz to the history of radioactivity through the discovery of the presence of radio waves. However, it was Henri Becquerel, who conducted further studies on the beneficial effects of radioactive waves. The paper reveals that the work of the two scientists led to the discovery of the possible uses of radioactivity. Madame Curie is credited for having carried out researches that led to the discovery of more uses of radioactivity. The paper also reveals the contribution of Thomas A. Edison about the use of the most effective calcium tungstate-based option in the radiation process. Hal Gray is credited for having discovered the health-related use of radioactive waves while Herman Muller was the scientist who is credited for the discovery of the fact that radiation directly contributed to the production of new genetic traits.Radiation refers to the process through which energy is emitted in the form of waves or particles. Radiation pioneers played a very important role in radiation history effects. Scientists started making the first discoveries about radiation and atomic structures in the 19th century. A scientist by the name Wilhelm Conrad Roentgen is credited for the discovery of the basic properties of X-rays. Henri Becquerel was the one who first discovers radioactivity. All these discoveries and studies had a significant effect on the history of radioactivity. From the ideas that the pioneers discovered, other scientists are able to discover more about the use of radioactivity. In comparing the understanding of the concept of radioactivity during the 19th century, and the understanding of the same currently, it is evident that there is a significant improvement in the understanding and application of radioactivity in various fields.

Brand Repositioning of McDonald in New Zealand Case Study

Brand Repositioning of McDonald in New Zealand - Case Study Example For example, involving Sarah Ulmer, a world-class young track cyclist, in McDonald's advertising campaigns one core communication objective was attained: Other successful communication tools included a comprehensive website - www.mcdonalds.co.nz - providing nutritional facts, promoting road safety campaigns using McDonald's popular clown character Ronald, and support for charities such as Ronald McDonald's Houses which accommodated families whose children were in hospitals. Overall, McDonald's New Zealand market repositioning was re-enhanced positively as a result in terms of a stronger cut-through (i.e. increased consumer recall for both old and new offerings), more positive perception of McDonald's brand (e.g. "Offers more healthy food options," +42% over November-December 2003[31%] / May-June 2004[44%]), increased attractiveness towards specific offerings (e.g. Salad Plus and Happy Meal Choice), increased sales (second highest in 27 years over July 2003 - June 2004), increased sales from both old (40%) and new (60%) offerings, and exporting McDonald's New Zealand's successful 'Eat Smart, Be Active' program world over.

Digital Divide Essay Example for Free

Digital Divide Essay The term digital divide emerged in the mid-1990’s to describe the gap that exists between individuals who have access to technology and those that do not have access (Eamon, 2004). Computer technology has transformed modern society in profound ways (Behrman Shields, 2000). Everyday society exposes citizens to technology in some form. Citizens integrate technology into common tasks such as signing into work, paying bills, shopping, paying taxes, and even reading the local newspaper (Behrman Shields, 2000). The increasing integration of technology into society cause school systems to be more resolute about including technology in every classroom. School leaders generally agree that access to technology prepares students to succeed in the 21st century (Bell, Judge, Puckett, 2006). Other researchers point out that increasing access to technology in the classroom environment does not ensure academic improvement. These researchers point out that there are limits to the advantages that technology offers. A meta-analysis by Crismann, Badgert and Lucking (1997) involving 27 studies concerning academic achievement of students who received traditional classroom instruction or traditional classroom instruction with technology integration showed interesting results. On average, students receiving technology infused instruction attained higher academic achievement than 58. 2 percent of those in traditional classrooms (Page, 2002). The digital divide addresses societal differences that correlate to the educational outcomes of students. Such differences raised concerns about the emergence of the digital divide between the children on one side who are benefiting from technology and the children on the other side who the lack of technology access leaves behind (Becker, 2000). Key Terms and Definitions 1. Application – computer software; also called a program 2. Broadband – a type of data transmission in which a single wire can carry several channels at once. Broadband technology can transmit data, audio, and video all at once over long distances. 3. Chat – real time, text-based communication in a virtual environment 4. Digital Divide – the gap between those with regular, effective access to digital technologies and those without 5. Digital Technology – machinery and computer equipment used for practical and informative purposes 6. Learning Portal – any web site that offers learners and organizations consolidated access to learning and training resources from multiple sources 7. Multimedia – interactive text, images, sounds, and color 8. Network – two or more computers that are connected so users can share files and devices 9. Online – a computer communicating with another computer 10. World Wide Web (www) – a graphical Internet tool that provides access to homepages created by individuals, businesses, and other organizations Statement of Hypothesis Researchers define the digital divide as discrepancies in technology use and access in learning environments based on ethnicity and socioeconomic status (Pearson Swain, 2002). School systems and government programs supply technology equipment and software to United States’ schools in effort to close the digital divide. Nearly every school is now equipped with computers, and over two-thirds of our nation’s children have access at home (Shields Behrman, 2000). Equal access and supply cannot close the digital divide alone. Teachers need adequate training on selection of technology and integration of technology. Teachers, parents, and students must become technology literate in order to close the digital divide. Review of Literature Advantages of Technology and Academic Performance The digital divide influences academic performance because limited student access to technology minimizes experiences and knowledge necessary to succeed academically. Computer based technology contributes to children’s academic achievement. Researchers associate having a home computer to better academic performance (Jackson et al. , 2006). Schools play a critical role in providing access to computers to students who do not have home computers. Teachers can have a profound effect on the digital divide by carefully examining how and when technology use is necessary. Regular use of technology in the classroom directly contributes to student achievement, both by making students more effective in their learning and teachers more efficient in their teaching. Teacher education should not focus on technology alone, but on its alignment with the curriculum. In order for this alignment with the curriculum to take place, more computers must be available for students use. Technology integrated into the curriculum increases students’ time on task and extends learning into the home, beyond the traditional school day (Shield Behrman, 2000). Classrooms benefit from the advantages of technology if planning is efficient and effective for a particular group of students. Students must understand that the use of technology within lessons supports productivity. Technology is a tool that students use for learning, research, networking, collaboration, telecommunications, and problem solving. Technology lessons must be meaningful and engaging for students to improve academic performance. Teachers are able to shift student learning from memorizing answers to questions to knowing how to find answers. Activities that encourage students to use technology outside of the classroom such as using the technology lab, school media center, or local public library prepare students for future educational experiences. Using technology for academic tasks plays a positive role in student achievement (Wenglinsky, 2005). If students participate in authentic technology enhanced activities on a regular basis, these activities will offer students the support they need to become learners that are more proficient and possibly narrow the divide. Limitations of Technology and Academic Performance The level and quality of the student interactions with technology can limit the academic advantages that technology offers. Students must be able to use computers for more than web-surfing, chatting, game playing, and participating in low-level thinking activities. Student interactions with computers must be quality interactions that allow students to do research and create original multimedia products. Although 99% of public classrooms have access to computers, many students are not meeting the technology standards set by the National Educational Technology Standards (Morgan VanLengen, 2005). While technology exposes students to activities that allow them to use higher order thinking and problem solving techniques, they still prefer to engage in non-academic activities on the Internet. Becker (2000) states that â€Å"most student Internet activities were recreational in nature such as email, chat rooms, web-based games, web surfing, and listening to music†. Many children’s activities on the Internet appear to be for entertainment purposes instead of educational purposes. While the Internet gives students access to an array of educational tools, it also gives them access to non-academic material. Teachers often have trouble monitoring student use of appropriate websites, electronic mail messages, instant messages, and live chat rooms. Without careful observation, students can easily use school time to access material that is inappropriate for children and will not improve academic improvement. Even if teachers properly monitor students, they may not benefit from having access to computers in the classroom. Research by Lilia C. DiBello (2005) states that many teachers have not been properly trained to integrate technology in the classroom. While teachers may be comfortable with navigating various types of software, they often have trouble implementing the technology to meet technology standards (DiBello, 2005). Teacher preparation programs now require future teachers to take a technology course as a graduation requirement. However, technology is rapidly changing and school systems offer few opportunities that allow teachers to keep up with the changes modern technology brings. When teachers are not willing and not prepared to integrate technology into their classrooms, they often fail to prepare students to perform authentic tasks using the computers. Teachers often use computers for low-level thinking activities such as drill and practice (Pearson Swain, 2002). According to Pearson and Swain (2002), students in high-poverty schools use computers for drill and practice 35% of the time, as opposed to students in low-poverty schools, who used computers for drill and practice 26% of the time. Schools who are below the poverty line are also more often to use computers for remedial purposes instead of higher order thinking skills. Teachers rarely teach students to use the computers to answers questions that they ask, research topics, or to prepare multimedia projects that coincide with the subjects they have learned in the classroom. Importance of Closing the Divide The digital divide exists both quantitatively and qualitatively. Gillan (2003) supported that quantitative gaps exist in schools and families where there is not enough access or time spent with technology. Qualitative gaps refer to selection of appropriate applications and quality training. Many studies have drawn the conclusion that the key factor in closing the digital divide may not be access alone. As years have passed, attention moved away from who is connected to the question of who is served. It is important to consider that the upper-to-middle classes are given high-quality access to technology because technologists are hard at work creating â€Å"solutions† designed just for them. According to Morgan and VanLengen (2005), most affluent students use software that requires the use of critical thinking skill. Less affluent students predominately use drill and practice software. Many school officials feel that technologists ignore solutions for the poor. The result is often that schools give the poor low-quality access that could actually hurt them and, in some sense, widen the divide. Because of the continued influences of technology on society, the United States must address the digital divide and implement strategies to narrow the gap. It is imperative to focus on what can be done if needs cannot be met. Students that are technology savvy have significant advantages over their peers. Students with limited technology skills will not have the same educational or job opportunities and information that will be necessary for full and knowledgeable participation in society. Leaders should not subject students to the wrong side of the digital divide just because computer access at home is limited or none. It is the responsibility of the schools and communities to help narrow the gap. The schools are the primary source of computer access. Schools can promote digital equity for young children by including access to computer resources used in developmentally appropriate ways (Judge, 2005). The digital divide has consequences that extend beyond the school. If the digital divide was only a matter of unequal access to equipment, closing it would simply involve duplicating the resources of wealthy schools in poorer schools (Riel, Schwartz, Hitt, 2002). Educators need to learn the basics of information literacy: searching, evaluating materials for quality, risk assessment, and equally important privacy protection. These skills go beyond online behavior to include mass media and everyday communications. Conclusion It is the job of educators to plan technology-integrated lessons that are appropriate for the particular group they are teaching. Educators must have knowledge and skills to integrate technology into meaningful activities of interest and relevance to children. Educators need to be aware of the advantages and the limitations of technology for all students. The primary key to closing the digital divide is investment in literacy and education. The biggest barrier to use of digital technology is lack of skills. It is possible that the next generation of the World Wide Web, referred to as Internet, emphasizes the need to go beyond text to give users a sensory experience of the web. Some governments are exploring the use of cell phones, and applications like voice recognition technology or use of visual icons on various devices. The implications for closing the digital divide are important to society. Closing the digital divide will offer educational advantages, future employment and earning opportunities, chance for social and civic involvement, equity, and civil rights for all.

How Educational Systems Will Operate In Future Essay examples -- Techn

How Educational Systems Will Operate In Future The education system over the last 100 years has largely remained unchanged despite major technological advancements and the changing global economic environment that require new skills and experiences. Despite numerous pedagogical concepts being introduced in the education system, the traditional mode of instruction has continued to dominate today’s classrooms. However, though most educators have been hesitant in adopting technological advancements and applying them in education, the wave of change is inescapable. Future educational systems will have to embrace new ideas in order to be more effective in preparing students for the changing global economic demands. This paper reflects on the views of authors of two journal articles on the topic of how educational systems will operate in the future. The main ideas presented in this paper include teachers’ competencies in preparing students for a knowledge economy and how educational computing will operate in the future. According to Andrawes, students need to be equipped with skills needed in accessing and processing the wide array of information made available by the advancing technology. Educators also need to equip students with the knowledge of using computers and be familiar with the wide range of technologies (2011). In addition, it is incumbent upon the stakeholders in the education system to incorporate technologies used in the marketplace and the newly emerging ones into the school program. Beyond meeting these recommendations, Andrawes (2011) go further and propose that educational systems need to focus on providing education to people of all ages. In this regard, schools in the future will be continuous and constant facili... ...geluth, 2011). In addition, the instruction function will play a fundamental role in assisting in the development of new instructional resources and managing a personalized scope of instruction based on the nature of each project. Within the instruction function, a fully integrated assessment function will provide original tasks aimed at assessing the performance of each student. In addition, the assessment function will be crucial in facilitating prompt feedback and in designing and developing personalized assessment of each student. Besides these primary multiple functionalities, the PIES will accommodate secondary functions such as information on school personnel, general student data, communication, and PIES administration. Therefore, PIES will be a major development that points to how future educational systems will operate (Aslan & Reigeluth, 2011).

Living on Your Own Essay

Living on your own doesn’t seem to be a big deal in the beginning. Despite all the disadvantages of living on your own the benefits of it are far greater. While living on your own you can develop important life skills such as time management and greater responsibility, which will lead to a more mature stage of life. When this stage of life is achieved you can decide what and how you want to live the rest of your life. When it comes to the point of living away from your parents house a big door to freedom is opened up where there is nobody except yourself and a lot of time and things you can play with. Privacy is perhaps one of the most important things you receive when you are living on your own. Coming home from work or school to find there is nobody sitting watching a TV program you do not like or someone trying to force you to eat when you are not hungry. Also there will be nobody there to annoy you with their questions or their whole day in detail on a daily basis. On top of the privacy issue most young people these days are complaining that there is someone pushing on them for their time management. If you are living on your own this problem will virtually cease to exist. You have to decide when the rime comes to do your homework, eat, sleep, go to school or go to work. It seems if you have all that freedom nobody can stop you from doing whatever you want when you want except for you. This is great as long as you manage your time well and don’t just end up partying all the time, but also have time for school and work things will be great. Another great thing about living on your own is that it is very challenging and adventurous. Great opportunities come around every day which you can take advantage of. The best thing about it is even if the opportunity you had fails you don’t feel embarrassed in front of anybody but yourself. It is obviously better when things work out for you and you feel very proud of yourself because you did it by yourself. In conclusion There are many great more advantages to living on your own than  not. By having total freedom, not having people push on you and making your descisions for you and you have the advantage of learning about life on your own. By lving on your own you will face the biggest challenge in your life. It is human nature to strike out on your own and live independently.

The Development of Arabic Scripts

1. Pre – Islamic Era Arabic script is probably one of the oldest in the world, having been widely spread across cultures as this was the language used to spread Islam in major territories. Its influence can be seen in various languages which adopted Arabic script to develop their own way of recording, like Persian, Pashto, Urdu and more. But Arab scripts have evolved with major historical events of these nations (AncientScripts. com). Various accounts of the history of Arabia, the ‘island of the Arabs’, give the impression that Arabic scripts started to take form at the height of Islamization or during the time of Prophet Mohammed.It is said to have originated from the fourth century, CE but there is evidence – an ancient document – that shows Arabic script was already a medium for recording even as early as 512 CE. Long before the Prophet Mohammed was born (some authors say even 700 years before Mohammed), the Arabs already had established a form of written language which originally was used by the Nabateans who once inhabited a territory which is now the kingdom of Jordan. This was called the Nabatean script, which evolved from the Aramaic language.The Nabataean script was an off – shoot of the Aramaic alphabet which developed in the first century CE on the Sinai Peninsula and in North Arabia. It differs conspicuously from other Aramaic varieties by making extensive use of ligatures. Stone inscriptions in the Nabataean script are found from Petra, the capital of the Nabataean Kingdon (c. 150 CE to 100 CE), to Damascus and Medina. The script is not attested in manuscripts, although its cursive character with letters frequently joined together indicates common use.The language of the inscriptions is Nabataean, a close cognate of Aramaic – other authors claim it s Aramaic and that the Nabataeans had dual language styles for communication: written in Aramaic, verbal in Arabic. Spread over a wide area, the script exh ibits considerable variation with highly diverse letter shapes. Its significance for the history of writing lies in its being the immediate forebear of the Arabic script. Certain features of the Arabic character, such as the existence of separate final forms for certain letters, are already foreshadowed in Nabataean writing.Its transformation into the Arabic script took place in the fourth and fifth centuries CE (Calmous 350). In the North of the Syrian Desert, the Arabs were involved in world politics very much earlier. Even under the Assyrian king Tiglath – Pileser III (745 – 728BC), there was an Arabi kingdom there with its capital in the Jawf, which was ruled by queens and remained one of the vassal states of Assyria until the time of Essarhaddon (689 – 669 BC). The Babylonian King Nabunaid (556 – 539 BC) had his residence for some time in the oasis of Tayma, which was the base of his expeditions against the west.An Aramaic inscription from the Persia n era found there indicates the organization of the city cult, with its priests and temple gods. Then as early as the period of the last Achaemenians, the Nabataean state sprang up (in a territory of modern day Jordan). This state controlled the caravan trade from South Africa to Medina and remained significantly independent since Alexander the Great’s plan of conquering Arabia by sea from east and west simultaneously was not resumed by his successors.At first, Petra’s commerce was drawn to Bostra, where caravans then proceeded to Chalcis, below Lebanon and Emesa, Edessa, and Hatra toward the north and east. The Nabataeans adopted the titles of their officials and military leaders from neighboring Hellenistic states. The Nabataean capital was Petra, a mountain fortress lying about halfway between the Dead Sea and the tip of the Arabian gulf (Brockelman 6).Numerous inscriptions and ruins found in the rock – cut tombs bear witness to the flourishing civilization o f the Nabataeans but in these inscriptions, Aramaic was used for it was then the official language dating as far back as the time of the Achaemenians. There are also accounts of other historians that Arabic was the spoken language of the Nabataeans but they write using Aramaic. Initially, they were considered by the Romans as allies until the time of Trajan but due to doubts over their ambiguity during the Jewish insurrection under Titus, the Nabataean Kingdom was absorbed as Provincia Arabia in 106 BC.The civilized areas – or the major cities where trades occur – were marked off from the deset by a chain of fortifications which were far from being strong as the Limes on the Rhine and on the Danube frontier (Brockelman 6). But in another Arab state, Palmyra, the Nabataeans found a more fortunate heir. In the wars between Rome and the Parthians, Palmyra was prudently neutral and by the time of Augustus, was able to extend its trade connections to Rome, Dacia, Gaul and S pain. The Severian Dynasty, also half – Semitic, showed favor on Palmyra.From 260 onwards King Odenat extended his rule over the entire Syria and was even acknowledged by the weak Roman Emperor, Gallienus, as co – emperor for the Orient. After his death in 268, his wife Zenobia maintained his power for a time but Aurelianus destroyed Palmyra in 273. This tragedy would be retold through generations even until the first centuries of Islam. (Brockelmann 7). Palmyra represented the last stance of Arab independence pre – Islam and its fall marked a loss of Arab independence.No other Arab state in the north remained free after this and they were used as vassals by the Romans and Byzantines to ward off incursions of the nomads (Bedouins, or Arabs) into the settled regions. This is probably why the Nabataeans retained their scripts even under Roman rule – because they continued with their trades and were also vassals to ward off their own kind from coming into ma jor cities of commerce (Brockelmann 7). In the 6th century, however, the Ghassanid dynasty ruled at Damascus, east of the Jordan.He was designated by Justinian in 529 as patricius and phylarch with supreme authority over all the Arabs in the northern Syria. But this power again dissolved into fragmentary principalities after his death and when they won over the Persians, the Roman Emperor let their officials rule until a Muslim onslaught brought another Ghassanid ruler of the Syrian Arabs (Brockelmann 8). Before and during these periods, the Arabs had been exposed to Christianity (Yah-weh / Judaism) at one time or another.First, from the Roman Empire Christianity exercising great power over them, down to the Lakhmid Dynasty in Hirah who once served the Persians and had finally gone to the Christian faith of their urban subjects, even the Bedouins in the north were in intimate contact with the indigenous Aramean population, who had long since been swallowed up by Christianity. Inner Arabia also due to their trading cities of the Hijaz must have also been permeated by a knowledge of Christian teachings and customs, however superficial, as a result of the steady traffic with related tribes in the north.The anchorites, whose cells must have spread from Palestine and Sinai Peninsula far into the desert, no doubt also made a great many contributions. In addition, the desert was an asylum from some sects persecuted by the established church, and precisely these may have spread their doctrines with more success than the Orthodox Church. During these times, however, the Aramaic language still remained the official and principal administrative language.Thus, most of the inscriptions on the Petra were in Aramaic but there have been evidence showing that the Nabataeans before used their own language for their local transactions and in oral exchange, but retained Aramaic for recording due to its value in trading with other countries. Other authors propose that some Arab na tions or states were actually oral groups; meaning, they hand down their stories by telling and re – telling it and still could keep it fresh in their memories but there are also groups who were visual, or those which could not keep a mental record of events thus, keep records in tablet form.Nomads, for instance, or Bedouins, often recite poetry in their gatherings inside their tents wherever they are in the dessert. But those engaged in trades, in the major cities, often would chose to write to keep a record of their transactions. Many believe that the ancient Arabs’ exposure to Christians / those practicing Judaism probably justifies the influence or traces of Sumerian, Greek, Akkadian or Aramaic system to an otherwise Semitic heritage in the Arabic scripts or written as well as spoken languages.But others argue that though there appear some points for seeming similarities, these actually represent the observed or practiced systems used by different countries at the time. While some authors attribute the variations to assimilation, others believe the language and therefore, the scripts, evolved following events in Arab history. But in the case of the Nabataeans from the former territory now called Jordan, they were able to keep both, Arab language and Aramaic scripts.This is perhaps because all Arabs, including the Nabataeans who were under Roman rule for many years, were used as vassals against their own Arab brothers. Thus they kept their language to communicate with each other, and for trading purposes, maintained Aramaic. The duality could perhaps be due to the fact that two somewhat differing entities formed their society then: the urban people and the nomads (whom they had to ward off from the center of civilization, as was their task as vassals for the Roman Empire).The former relied so much on writing for keeping records, while the latter, used word of mouth to communicate information, even recite poetry. Other authors though, believe t hat the Aramaic inscriptions on the Petra were in fact the written or Arabic script at the time. Prior to Mohammed’s birth, some Arabs were Christians, others primitive in their exercise of faith, as was their political life. Like they believed that their surroundings had forces superior to those of man.These forces were believed to be like the human soul but with dangerous powers that could turn them into demons. They, Semites, regarded trees, stones, caves, springs and large stones are inhabited by spirits. The Black Stone of Islam in a corner of the KaBah, Mecca, in Petra and other places in Arabia stones were venerated also. Every tribe has its own god but also recognized the power of other tribal gods in their own sphere. Individual clans sometimes named themselves after other gods than those of the tribe, and the same divinity was worshipped by various tribes.The gods had fixed abodes, after the tribe has departed, they enjoyed the worship of its successors; the tribes returned once or twice a year to worship (Brockelmann 9). Contrary to claims of the Jews and Christians, the Arabs already did believe in a God, creator of the world, in addition to the gods and goddesses – even before the birth of Islam. 2. The Prophet Mohammed The Prophet Mohammed, ergo, the birth of Islam has also brought about changes in the Arabic scripts. He has touched a cord in Arab history and left an influence that would govern every aspect of Arabian nations long after he had gone.The Arab ruling group began to identify its new order with a revelation by God to Mohammed, then a citizen of Mecca, in the form of a Holy Book, the Qur’an. This was a revelation which completed those given to earlier prophets or messengers of God and created a new religion, Islam, distinct and separate from Judaism and Christianity (Hourani 15). The most obscure part of his life was the early one. It is said he was born in Mecca, a town in Western Arabia, near or in the year 570. His family belonged to the tribe of Quraysh, although not to its powerful part.This tribe was composed of traders who had contacts with the pastoral tribes around Mecca, relations with Syria and south – western Arabia. He worked for – and later married – a widow and managed her business for her. One day he received a message from an ‘angel, seen in the form of a man on the horizon’ who called him to become a messenger of God. Affirmed by his wife, he them began relaying messages which he believed were revealed to him by an angel of God: that the world would end, that God would judge all men and the pains of Hell and delights of Heaven were vividly described.Gradually he had a following, including young members of the influential families of their tribe, Quraysh, members of minor families and clients of other tribes who had placed themselves under the protection of Quraysh, and some craftsmen and slaves. As his teachings developed, its difference fro m the teachings of the time became apparent and placed him more explicitly in the line of prophets of the Jews and Christian tradition (Hourani 1991). Mohammed demanded of his followers’ profession of belief in the One God and the surrender to God’s will, islam, after which his religion took its name.Probably very early he also levied a poor – tax for the maintenance of needgy members of the community but it was only later in Medina that it assumed greater significance. The chief duty of the faithful, by virtue of which they professed membership in the community, was praying at first twice, then three times, and only later five times a day. Mohammed’s teachings were not accepted by some of the Arabs, in fact, he and his followers were locked up in a ravine. When his wife and uncle died, he had to move to Mecca after his brother, a strong opponent of his religion, took his uncle’s place.But he was not accepted there as well and driven away by stonin g that he never returned to the place until he received assurance from a relative that he will be protected. Within his lifetime, Mohammed started his mission of religious and political unification of Arabia. He abolished the foothold of paganism in Mecca and later in all Arab states. Then after his death, he was succeeded by his father –in – law and started the caliphate. The caliphate succeeded in subduing and conquering neighboring places and spread Islam with it.There were oppositions to it, like people willing to follow the religion or Allah’s will but not pay taxes. In the long run, however, they were either driven by force, fear or respect for the Allah so that the religion flourished in almost all of Asia, the Mediterranean as well as some parts of Europe (Hourani 6). It was after the conquest of Mesopotamia that a school for the study of Islam and its development was built in the city of Kufa. Kufa is the place where the kufic script was developed / ori ginated, hence the name.Due to variations in the languages of peoples – converts – under Islamic rule, they felt the need to provide uniformity of religious concepts and practices so that scholars created some form of a dictionary which was later discarded. But that, to some analysts, was actually the first helpful step in Arab history for establishing the common literary standard of Islamic scholars (Brockelmann 15) The extent to which the intellectual life of the epoch was still dominated by Arabic and by the great past of the Arabs is also attested to by the two major focus of interest of the educated world: philology and history.The former had risen in connection with the Qur’an. It was necessary that the numerous new converts, born in communities of different speech, develop and perfect an understanding of the diving word and its proper application in effective prayer. It was just an urgent need to enable them to acieve a complete mastery of the nuances of Arabic and its excessively rich vocabulary (Brockelmann 119). It was in the city of Kufa and Basra where classes on history and literature were conducted.Kufa was also chosen as the major place for studying Islam and mastering the Qur’an. Due to the various languages of the newly converted Islams, the kufic script was developed mainly as the medium to copy Qur’an and to create a vast collection of commentaries on the Qur’anic verses. This was done in order for converts of different languages to understand one common version of the Qu’ran. Angular, which was most likely a product of inscribing on hard surfaces such as wood or stone, kufic soon became the principal script for copying the Qu’ran.For the same reason (having a principal script for copying the Qur’an), the nakshi script, also known as the ‘Mecca – Medina’ script came about. It is thought to have been developed by Abu Ali Muhammad Ibn Muqlah (died 940) and intro duced in Baghdad, once the seat of literature in Arabia. The nakshi is one of the earliest book hands and is more cursive than the angular kufic script. Because of its elegance and legibility, the nakshi script as of the eleventh century gradually superseded kufic as the principal script for writing the Qur’an.Nakshi has also been widely used for languages other than Arabic, like Persian, Turkish, Malay, Kiswahili, Hausa, and Serbo – Croatian, among others. And from this script, other styles have also developed, the most popular of which are the riqa, diwani, and the thuluth (Calmous 351). Another off – shoot of the nakshi script is the nastaliq script, which was first seen in the thirteenth century CE, developed by Mir Ali, a calligrapher from Tabriz. It evolved as a combination of nakshi and taliq, hence the name nastaliq.While nakshi was primarily used for copying the Qur’an, the nastaliq, on the other hand, was widely used for manuscripts and architec tural monuments, particularly in Persia (Calmous 353). With the invasion of Persia came another development in language and scripts. Farsi, actually a combination of Arabic and European languages, was used by the Persians and Arab residents in that area. Other authors claim that Abu Ali Muhammad Ibn Muglah, a vizier in Baghdad, invented the sitta, a canon of six cursive scripts which include the thuluth, nakshi, rihani, muhaqqaq, tauqi and riqa.This was later augmented to include four more scripts, ghubar, tumar, taliq and nastaliq, which came to be used in the whole Islamic world. While these cursive scripts were popular with calligraphers and illuminators, they never replaced the kufic althogether, except for the nakshi – other writers claim it superseded the kufic by the eleventh century. Today, in many religious writings, kufic headings are still used, in combination with the main body of the text written in cursive script (Calmous 66). One cannot study the Arabic scripts without touching on Arabic calligraphy.Since the Prophet Mohammad stated God’s message in his native tongue, Arabic (scholars think he was actually using a combination of Aramaic and Nabataean languages, otherwise now known and indiscriminately described as Arabic), the Qur’an hence was also written in this language. Arabic, has therefore, been revered as God’s language and every letter of the Arabic alphabet is regarded as a manifestation of God (Calmous 64). Thus, for many Muslims the Qur’an should not be rendered in any other language.As the written version of the revelation, it must always be copied in Arabic. Since, in the wake of the Islamic conquest Islam as a religion was carried to regions of many different tongues, written Arabic acquired an important function as a unifying bond of the various Islamic peoples. Writing itself came to be regarded as an expression of faith. In this spirit it developed into a religious inspired art with a special s tatus that no other forms of aesthetic expression was able to attain – calligraphy (Calmous 64).A great variety of materials was used to receive calligraphic writing: stone, glass, ceramics, metalwork, woodwork, carpets and other textiles, as well as parchment paper and other surfaces of manuscript writing. The adaptability of Arabic scripts and their ability to be modified is attributed to the early use of such a variety of surfaces (Calmous 64). Because of its religious significance, great importance is attached to the literal contents of Islamic calligraphy. Yet, sometimes the verbal message is pushed into the background by the decorative function.As many students of Islamic calligraphy pointed out, there are a great number of inscriptions which defy easy reading. Orthographic mistakes and peculiarities as well as typographic idiosyncrasies render inscriptions on such sanctuaries as the Dome of the Rock in Jerusalem (seventh century), the Qutab Minar in Delhi (eleventh cen tury) and the Masjid-i-Shah Mosque in Isfahan (seventeenth century) virtually impossible to decipher. This suggests that the viewer of these works was not always expected to read the text.In many instances of decorative writing, the symbolic message was conveyed by other means. For instance, an inscription on a tomb or the wall of a mosque would be recognized as a holy phrase, no matter whether it could actually be read or not (Calmous 66). History shows that the development of Arabic scripts, as opposed to Arabic calligraphy, was purely for a functional rather than decorative purpose. However, for many who find it impossible to decipher scripts or calligraphic art in Arabic, they would have to look deeper into the history of Arabic nations, with focus on the history of Islam.Those who wish to decipher and understand the numerous transitions the Arabic scripts have gone through across the centuries would better grasp, and maybe even be guided by the annals of history. For instance, while others think nakshi has superseded kufic being the principal language or medium of communication or transmitting the Qur’an, it would help them understand better or find out more if such is the fact by assessing the current or be updated with the present print media being used by Islam.On the other hand, as is occurring amongst Christians all over the world, with all the versions and different languages or Arabic scripts used to print the Qur’an, is there any chance that there may be issues of misinterpretations considering that there is not an exact equivalent of one word across the different scripts or languages? Or is it safe to assume that the later scripts developed (nakshi, kufic, thuluth) found exactly the same words from Arabic translated to these scripts in exact precision?It may not be humanly possible to decipher each and every variation of the Qur’an copied in the different scripts like nakshi and kufic to see if precisely the same words have t he same meaning in the original Arabic version. But if for the interest of curiosity one should start to do an inquest, maybe it would save him time to reflect on the following observations and then make his own inferences:First of all, in spite of the variations or the versions of Arabic scripts by which the Qur’an is written, it is amazing how there is only one version of Islam the religion and all things corollary to Allah’s orders are the same things every Muslim believes. Comparing the Islam faith with Christianity, there are thousands of types of Christians all over the world – some of which were formed on the basis of their understanding of some verses in the Holy Bible.Though both the Holy Bible and the Holy Qur’an have been translated or transliterated or written in different scripts, the uniformity of treatment and application of the religious concepts practiced by Islams all over the world is simply amazing. It therefore becomes easy to infer t hat the kufic and nakshi scripts, used in copying Qur’an, may have therefore been religiously developed. And the purpose therefore, of developing such scripts to help other Islamic converts understand it, was achieved.

Nuclear reactors essays

Nuclear reactors essays Nuclear reactors are places where radio active materials are kept. They can be used for things such as medicine or they have even been used for power. However they do not come without their risks. One of the ways nuclear reactors are used is for medical treatments for illnesses such as cancer and leukemia. The reactor at Lucas Heights is Australias reactor which researches and gives cancer treatment to the hospitals. Nuclear reactors can also be used to harness energy, they do this by using the heat that is emitted from the reactor to create steam which they use to spin turbines. An example of a nuclear power plant is Chernobyl. Nuclear power plants do have their risks and there have already been terrible disasters one of which being at Three Mile Island in the u.s. where the reactor had a damaged core. The reason why scientists thought that the core was damaged was because the reactors fuel was overheating and melting through the reactors thick walls made of steel and cement. When scientists found the problem they quickly found out that there was more damage then they expected. Scientists also feared that a hydrogen gas bubble would explode. The site around the rector was evacuated within a ten mile radius, however scientists still think that there was not enough radiation coming out of the plant to seriously harm anyone. Chernobyl in the Ukraine had their reactor overheat in the year of 1986. The reactor in Chernobyl was being used at the time to create power. It happened when the coolant for the reactor was not flowing properly and when the reactor overheated it caused nuclear fission which opened the walls of the reactor releasing radiation into the atmosphere. The disaster killed many and still has effect on some people today as their parents were exposed to the radiation and passed on to their children. After the disaster the reactor ...

A Definition of Cinematic Design

An open frame is generally employed in films, while a closed frame is generally employed in films. Realistic; materialistic Which of the following statements about miss-en-SCen is NOT true? Miss;en-SCen has two visual components: lighting and movement. Composition is part of the process of planning the design of a movie. When visualizing and planning shots, filmmakers must make decisions about two elements f composition: what we see on screen and what moves on screen.What are these two elements commonly called? Framing and kinesics Which of the following statements about the production designer is NOT true? The production designer is hired relatively late in the production process. An Important movement In art direction that sought to articulate human feeling and emotion through design elements such as structure, color, and texture with grossly exaggerated film sets is known as expressionism. Which of the following stills represents expressionism: The Cabinet of Dry. Calamari Some of the departments the production designer supervises include carpentry, properties, and transportation. True What Is figure movement? The movement of something concrete wealth the frame Consider carefully the details of the miss-en-SCen in the following clips. Based on the miss-en-SCen, which do you think belongs to a dissipation futuristic narrative inhabited by mostly one-dimensional characters? Bartholomew Song unlike a static painting or picture. Motion picture move and thus shift Its point of view. Point of view is implied by the framing of a shot. What are three elements that describe unrealism? Nonprofessional actors; location sets; handheld camera The planning of the positions and movements of the actors and camera Is called blocking. The two fundamental styles of design established in early motion pictures are the associated with the Lumpier brothers and the Georges Mals. Elastic; fantastic associated with then suddenly a puff of smoke enters the left side of the frame. This is an example of filmmakers using both on-screen and officered space. Which of the following clips also uses on-screen and officered space? Giggled What are the major elements of cinematic design? Setting; decor; properties; lighting; costume; makeup; hairstyle The organization, distribution, balance, movement, and general relationship of actors and objects within the space of a shot is called composition.

The importance of jazz in American culture Essay

The importance of jazz in American culture - Essay Example The origins of jazz may lie in the blues rhythms that developed in the period immediately following the American Civil War and the emancipation of slaves. The distinctive element of the blues is that through the performance of a solo artist, an attempt is made to translate emotions into music through humming, moaning, and soundless effects added to the actual words of the song (Halim, No Date). Jazz developed from the blues, but it differed from the blues in that it had a more cheerful, uplifting note within it. In the words of Stanley Crouch, jazz historian and critic, the love for the music felt by both white and black communities helped to make jazz â€Å"a futuristic social force in which one was finally judged purely on the basis of ones individual ability. Jazz predicted the civil rights movement more than any other art in America." (Hentoff, 2009). It was in essence a tool to reach out to people everywhere, irrespective of their color and therefore a tool that could function as a means to break down segregation and lead to the development of a non-segregated society. Lewine (1992) has described how jazz slowly became synonymous with popular culture. America emerged into the 20th century as a society where culture was necessarily associated with the high brow, more genteel sections of society. But jazz entered this cultural arena as a vital new element that was so distinctive that it appeared to be â€Å"the new product of a new age†, while culture appeared to be traditional, having developed over the centuries (Lewine, 1992:7). Yet, culture and jazz appeared to define each other, because the emergence of this new form of music which was (a) spontaneous (b) raucous and (c) participatory in that the audiences joined in vigorously, and its enormous popularity redefined the entire element of what constituted culture.