International Business Environment & Trade Essay

International Business Environment & Trade - Essay Example The remedies are not determined easily as they may be complicated when the contracting parties originate from countries that have different legal systems. The codes of law from different countries contain legal principles which are upheld and enforced by courts. Legal frameworks exist from scratch borrowed from civil law system and may incorporate the common law principles. This paper attempts to explain the complexity that is involved in harmonizing the international trade through international transaction for the sale of goods. The international transaction for the sale of goods to harmonize the laws on international sales. This serves as a code for the common law and incorporates the principles outlined in common law, civil and socialist laws. This strikes a compromise between the principles from various legal systems but criticisms have been leveled against it. However, there has been a shortcoming which must be applauded as worthwhile attempt towards harmonizing in place of diversity that otherwise would prevail. The CISG provides common rules that govern the international sales. This does not apply to all transactions involving sale of goods. CISG only governs formation of sale contracts and outlines the rights and duties of both buyer and seller. This has altered the established law o sales. Nevertheless, this does not allow for terms of usage and validity of the contract. The scope of CISG application is contained in articles 4 and 5. Similar to other conventions that aim at harmonizing certain secti ons of the law, CISG has not been able to provide a comprehensive code regarding the regulation of the matters falling within certain spheres of application. Some matters have been termed as controversial due to the difference between national laws making it hard to harmonize various approaches (Burnett, 2004). In its move to ensure maximum support, drafters decided to neglect some issues outside the scope by CISG and opted for a highly acceptable

Enlightenment Period and the Scientific Revolution Essay Example for Free

Enlightenment Period and the Scientific Revolution Essay The relationship between the development of the Enlightenment Period and the Scientific Revolution was that the Scientific Revolution was an aspect of the Enlightenment on a whole. The Scientific Revolution helped in the process of the Enlightenment by bringing new advances in areas such as Nicolas Copernicus and his new theory that would soon discarded the old geocentric theory that placed the Earth at the center of the solar system and replaced it with a heliocentric theory in which the Earth was simply one of a number of planets orbiting the sun. Another great advancement during the Scientific Revolution was in the field of astronomy. Johannes Kepler proved the orbits of the planets were elliptical, but was unable to come up with an effective model of the solar system. That was left to Galileo, who in 1630 published his Dialogue on the Two Chief Systems of the World, in which he supported the Copernican, or heliocentric theory of the universe, and denounced the Aristotelian system, which maintained the geocentric theory. Galileo supported his claims with elaborate evidence derived from the study of physics. Also the achievements made in mathematics and physics were revolutionary. In the form of the development of algebra, trigonometry, the advance of geometry and the linkage of form and motion with quantifiable numeric values undertaken by Rene Descartes. Armed with these tools, the science of physics began to advance rapidly. The primary concepts changing social mores marked the beginning of the Enlightenment, as individualism, which stressed the importance of the individual and his rights as a citizen. Relativism, which was the concept that different ideas, cultures, beliefs, and value systems had equal merit. And rationalism, which was the conviction that using the power of reason, humans could arrive at truth and make progress toward improving human life. These views gained widespread adherence in the wake of the Scientific Revolution, the Age of Exploration, the weakening of traditional religion, and the decline of monarchical rule. All of these trends served to prepare Europe for the Enlightenment period. One key achievement during the Scientific Revolution was John Lockes writings of the (Second Treatise on Civil Government) Lockes writing argued that a government run by the people was the beast system for us to live by. Lockes writings remain as fresh and popular today as when he wrote them in 1688. Another key achievement during the Scientific Revolution was Sir Isaac Newtons theories on astronomy that went a step further and formulated an  accurate comprehensive model of the workings of the universe based on the law of universal gravitation. Newton explained his theories in the 1687 revolutionary work called simply the Principia. This work also went along way toward developing calculus. The difference in the perspective of Catholics and Protestants during the Enlightenment was very little. Both cults felt that any idea or ideals that might elevate man to a level of self realization or thinking that might deviate from that of the church views was both dangerous and unholy. In response to this, the church ordered genocide and mass torture upon those who it deemed outside of gods word. Do you think that there are similar cultural or religious barriers against scientific discovery today? All I can say is this. Despite scientific and physical truths of dinosaurs and the Ice Age, masses of people refuse to believe that the earth in older than a few thousand years But then, they also worship blindly to a silent god. Works cited. (1) Western Humanities Vol. II fifth edition (2) (The Panorama of the Renaissance) Edited by: Margaret Aston, Abradale Press (3) Various internet research sites.

Comparison of the Vietnam War and Trojan War :: compare contrast

The Vietnam War and the Trojan War were two separate tragedies that took place in very different time periods yet. They have many things in common such as their senselessness, the brutality shown, and the way the soldiers were treated when they returned to their homeland. In this paper we will touch on those three topics explaining the petty causes of the war and how cruelly the opposing potencies attacked the enemy. Also, we will discover the great similarity in how the soldiers were treated upon returning from the war and how the war affected their lives. Most historians view the nature of the Vietnam War as rooted in the history of the French colonies in Vietnam and the growing ethnic, political, and economical division between Catholic and Buddhist Vietnamese. (Brigham, Robert, Hoffman, Kenneth) At the end of World War II, Japanese forces in Indochina turned over power to Vietnamese Nationalists. Japan had created an independent Vietnamese government. Japan allowed this government to be displaced by the Viet Minh under Ho Chi Minh. (The History Place, Beginner’s Guide) The next month, a British force landed in southern Vietnam and occupied Indochina. (The History Place) The French eventually gained back some control over parts of Vietnam. In early 1946, the French began a series of dual negotiations with the Chinese and Viet Minh over the future of Vietnam. After failed negotiations with the French over the future of Vietnam, Ho Chi Minh and his Viet Minh retreated into remote parts of the countryside to fight a small-scale insurgency against the French. (The History Place, Beginner’s Guide) Though the U.S had no direct role in the return of the French to Indochina, Washington’s desire for a more uniform European economy and European cooperation on a variety of other things required French cooperation. Because successive French governments threatened to become more uncooperative in Europe if the United States refused to accede to their demands overseas, Washington committed itself to a policy of supporting the French in Indochina. (The History Place, Wikipedia) In this way we can see that the United State’s involvement in the Vietnam War was manipulated and â€Å"arranged† by the French who needed help and knew that the United States would have no choice but to accede to their proposal. The Trojan War was also manipulated although not in the same way. Eris or Strife, the goddess of discord, after not being invited to a wedding party for the gods devised a plan to spoil the wedding.

Learning environment Essay

â€Å"The environment we are in affects our moods, the ability to form relationships and the effectiveness in work or play, even our health. † (Bullard, 2006). In effectively educating children an educator must build a foundation that has a stimulating environment which includes the inside and outside areas, classroom design and decor size. The outdoor learning area must be one that is organised in a way that promotes exploration and investigation of the elements of nature which includes planting trees and flowers, as well as nature stations where children can observe the different insects. On the other hand is the classroom design which also endorses discovery along with cooperation among peers. The centres should be spacious that enables free movement where group gathering can take place, as well as the different materials and manipulative that are easily accessible to children in the different learning areas in facilitating their knowledge. But however not only that, but as well as decor size which pertains to using child size toys, tools and furniture in the classroom that eliminates children from asking for assistance from adults, as well as allowing them to feel empowered by not requesting of their help. In providing a stimulating environment like the one that was now described would allow children to actively participate in their learning. This is so because the surroundings therefore cater for â€Å"appropriate ways in developing the vital skills, the knowledge and a positive attitude to learning in the individual needs of each child. It is based on â€Å"guiding children to observe, question, discuss, listen, manipulate, feel, investigate and develop the ability to think creatively and independently. This is defined as Active Learning. In discussing the importance of the active learning environment above which includes the inside and outside areas, classroom design as well as decor size that promotes active learning, this paper would now focus on one such area that is assessed in the internal environment, meaning a learning centre that needs to be enhanced, as well as strategies used for improvement to reflect my curriculum goals. Description of the Learning Centre that needs to be Improved While children were in the indoor setting of the classroom I took time to sit and observe what exactly was happening at each of the different centres. While monitoring I noticed that most of them were at the diverse learning areas excluding the language centre which had only about two (2) children who took a short amount of time interacting within that area. The other centres were very attraction as they had many tangible objects that children can interact with, whereas the other had old objects that were very unattractive and discoloured. Most of the materials were posters that were stuck to the wall which were there for a very long time, in turn making it appear distasteful and unappealing. In the language centre it therefore created a barrier that enabled children to further promote their language development as there were an insufficient amount of materials that catered for it. In addition, that learning centre did not cater for the children as it did not promote active learning, because as stated earlier when a centre has materials and manipulatives that are easily accessible to children it therefore facilitates their learning as it guides them to observe, engage and grasp different concepts in a simpler way. But however, there were no materials that held the attention of the children that they can become involved with; hence it developed a barricade for the active learning process to take place. When comparing the centres I have found that this is a situation that needs to be put back into working order immediately, because â€Å"language is an important skill that allows a person to communicate. † (Brannagan, 2010). It is a significant skill that is crucial in a child’s life as they use it to adequately exchange information with others in a meaningful way, as well as understanding the uses of reading and writing and becoming successful early readers and writers as it determines a successful future for them. In contrast, if this particular skill has a delay it can create complications in communication with others. This therefore can build frustration within the child since it may lead to miscommunication about what he/she is trying to convey. This is why it is important for me as an educator to address this matter quickly, so in turn children can have the opportunity to interact within that said learning centre and not only in the others, as they would gain better knowledge by coming into contact with materials and experiences that are provided for  them by adults, hence making it easier to make sense of the world around them, as well as influencing their rate of growth. This process is referred to as The Constructivist Theory in which the philosopher Jean Piaget believed that children’s learning is an active process where there is interaction between the person and the environment. This improvement of the Language Centre would be effective as it will continually provide active learning within all the centres in the classroom without the segregation of one. My Curriculum Goals within the Language Centre As stated by the National Early Childhood Care and Education Curriculum Guide in the strand Effective Communication â€Å"language and literacy play a critical role in the development of children’s thinking, learning and communication. To develop into successful, contributing adults, children must learn to be effective communicators and masters of their official language. † (Ministry of Education , 2005) With this being said my curriculum goals within the Language Centre are taken from the National Early Childhood Care and Education Curriculum Guide. The goals are as follows: ? A growing awareness that speaking is an effective way to communicate thoughts, ideas and views. ?A growing awareness that print (common signs and symbols) conveys meaning. ?An increasing understanding of some symbols, language patterns, letter sound relationships to predict, confirm or make meanings from using their hundred languages, which includes multimodal texts. ?Develop ways to experiment with conventional letters, word signs and symbols to convey meaning. ?Understanding of the relationship between letters and sounds. Develop ways to explore how symbols and written and visual texts are used to communicate meaning. ?The ability to derive and convey the meaning of common signs and symbols (exit signs, area labels etc. ) in the various environments (school, home, community. ) ? A love for listening to and retelling familiar stories, as well as a desire to â€Å"read† on their own. Learn new vocabulary and extend language to communicate and negotiate ideas and plan for activities. Strategies used for Improvement in the Language Centre Letters are all around us! Therefore using environmental prints stuck to the wall in the language centre such as signs, labels and logos can be of great assistance in accomplishing some of my stated goals in developing children’s reading skills. This was stated by Colorin Colorado as an influential method in making the connection between letters and first efforts to read. It discusses how adults can make these techniques interesting to a child’s learning in talking about letters, words and print. The article suggest that in taking advantage of cereal boxes, as they are colourful to facilitate learning in which they can request for the child to find the first letter of his/her name on the box which assist in letter recognition as well as when going on a car trip. This results in children making the explicit link between letters and sounds. Another strategy the article further suggests that can be utilized, is about the use of technology in taking digital pictures of signs such as â€Å"exit† or â€Å"do not enter† to create a book for children to promote his/her reading skills. Environmental print provides lots of opportunities for kids to interact with letters, sounds, and words. † After reading â€Å"Colorin Colorado† 2010 it is concluded that not only can you facilitate children’s learning in the classroom but using the environment prints that surround us everyday can be of grand assistance. As stated by the U. S Department of Education 2011, Phonological Awareness and Training assist in the development of preschool language and literacy. The article defines Phonological Awareness as the ability to detect or manipulate the sounds in words independent of meaning whereas phonological awareness training is the means of involving various training activities that focus on teaching children to identify, detect, delete, segment, or blend segments of spoken words (i. e. , words, syllables, etc. ). In the language centre I can provide picture cards along with letter cards as well so that children can make the distinction between sounds and their letters as they are able to match the letter sound card to their pictures. Other materials may include ABC books, magnetic letters, alphabet blocks and puzzles as well as alphabet charts. It has a positive effect because it’s easier in learning alphabet letters as well as the letter sound knowledge that enables them to add letters together to form words and in turn add words together to form sentences; in addition it also provides the knowledge of print awareness and early reading abilities; Incorporating Interactive and Dialog Reading declared by the U. S Department of Education 2011 refers to the adult reading stories to the children. When teachers repeat the reading’s of favourite books it enables children to become familiarized with the books that will allow for independent reading as well as utilizing different techniques to engage children in the text, while dialog reading is the term used when the adult and child switches roles where the child now becomes the storyteller and the teacher the listener and assistance of the child. Dunst, Simkus and Hamby 2012 says â€Å"Engaging young children in retelling stories read to them by parents or teachers is a strategy that is often used to promote story-related comprehension and expressive vocabulary. This article similar to the one mentioned above suggest that in reading and repeating stories to the child or a small group of children and therefore engaging them to retell the story in their own words results in the expansion of ideas and their imagination. This becomes effective because Interactive and Dialog Reading assist in oral language and vocabulary development as the teacher may ask open ended questions in engaging the child in verbal elaborations which allow the child to gain knowledge about the meaning of spoken and written words and the development of comprehension skills which caters for early literacy and language development. To further endorse these skills in the language centre that is significant in improving and supporting literacy development the materials that would be provided are lots of good child friendly books that are attractive and prints that deals with class activities e. g. helper charts, toy shelf labels, as well as charts that display good habits etc. Apart from all those strategies mentioned above this one takes a different course. This article written by Howard Phillips Parette talks about the acquistion of Phonological Awareness and Alphabetic Principles through the use of Microsoft PowerPoint. It declares that through Microsoft PowerPoint it can facilitate a child’s phonological awareness because teachers can modify such features such as colour, pictures, sounds, animation, slide design and slide transition. This promotes the acquisition of reading skills and fluency. Whereas, alphabetic principles also known as phonemic orthography which refers to relationships between letters and their associated sounds help young children develop letter-sound correspondence. Using the techniques through technology enables the promotion of comprehension skills, the understanding of the concepts about print as well as the facilitation of vocabulary development. This article is critical as it shows how to assist children in identifying letters and sounds through the use of technology. In being educated about how to incorporate technology in teaching children the acquisition of these skills, I would therefore try my utmost best in providing a computer in the language centre that would be most available to the children, as well as undertaking that strategy of how to teach the children phonological awareness and alphabetical principles on that such computer. How does the Active Language Centre Created reflect my Curriculum Goals? When assessing the language centre before I did my creation it was evident that there were no signs of my curriculum goals, mainly because of the lack of attention I gave to that particular centre and the insufficient amount of materials that were provided to the children in classroom. But however, now when comparing the centre from how it was before to this very moment, I can observe that my curriculum goals are off course reflecting. The reason for this is because it is more attractive in the eyes of the future members of society, as well as the materials that are presented to them mirrors my goals. The materials that were mentioned and described earlier above and that would be offered to them facilitates the particular skills that would be met in the declared goals and that are of great importance to the children, as well as the teacher learning strategies that were undertaken in further endorsing and accomplishing them. Limitations and Innovations In implementing the strategies that were discussed earlier, there was off course one (1) obstacle that was preventing me from accomplishing my entire task. But luckily, there were more innovations than limitations presented. They are as follows:- Innovations – all this were possible with the help and the support of the parents ? I was able to provide lots of books in the language corner that were incredibly attractive to the children. ?The magnetic letters, some puzzles along with many beautiful charts. ?Labels ?Alphabet blocks Picture cards ?Letter sound cards ?Environmental Print e. g. (signs, logos etc. ) ?Together with the children we were able to create the book that includes the different environmental signs. Limitations ?The strategy that was very different from the others which was the incorporation of the computer into the classroom was unable to accomplish due to the expense that it would have implanted. It was hard to achieve, but however after sometime we would be able to achieve it to facilitate the children’s learning. Conclusion In discussing the strategies above that I have undertaken in enhancing the Language Centre in my classroom in reflecting my goals, it has enabled me to realize how unique this learning area is to the children in the environment and to there future. When adults create rich language and literacy environments with the appropriate materials, manipulatives and teacher learning strategies to further endorse the important skills, it boosts the child’s vocabulary along with the use of language, which in turn increases their likelihood of future success.

Fluke, or, I Know Why the Winged Whale Sings Chapter 27~28

CHAPTER TWENTY-SEVEN The Found World The whale ship opened its mouth, and Nate and the crew spilled out onto the shore like sentient drool, which was some coincidence, since that's exactly what lay beneath the hard shell of the landing. They were met by a group of whaley boys, one of whom handed Nate a pair of Nikes, then went off to trade clicks and squeals and greeting rubs with the returning crew. It was so bright after nearly ten days in the whale ship that Nate couldn't immediately tell what was happening. The rest of the human crew were wearing sunglasses as they sat down on the ground to put on their shoes, only a few feet from the ship's mouth. From the rigid feel of the ground, Nate thought they might be on a dock of some kind, but then Cal Burdick took off his own sunglasses and handed them to Nate. â€Å"Go ahead. I've been looking at all of this for a lot of years, but I think you'll find it interesting.† With the dark glasses, Nate was able to see. His eyes were fine, but his mind was having a hard time processing what they were telling him. It was as light as daylight (on an overcast day, at least), but they were not outdoors. They were inside a grotto so immense that Nate could not even make out the edges of it. A dozen stadiums could have fit inside the space and still left room for a state fair, a casino, and the Vatican if you snipped off a basilica or two. The entire ceiling was a source of light, cold light, it appeared – some sections yellow, some blue – great blotches of light in irregular shapes, as if Jackson Pollock had painted a solar storm across the ceiling. Half of the grotto was water, flat and reflective as a mirror, the smoothness broken by small whaley boys porpoising here and there in groups of five and six, their blowholes sending up synchronized blasts of steam every few yards. Whaley kids, he thought. Fifty or so whale ships of different spec ies pulled up to the shore, their crews coming and going. Huge segmented pipes that looked like giant earthworms were attached to each of the ships, one on each side of the head, and ran off to connections on shore. The ground – the ground was red, and as hard as linoleum, polished, yet not quite shiny. It ran out for hundreds of yards, perhaps over a mile, and appeared to continue halfway up the walls of the immense grotto. Nate could see openings in the walls, oval passages or doorways or tunnels or something. From the size of the people and whaley boys passing in and out, he could tell that some of the openings were perhaps thirty feet around, while others seemed only the size of normal doors. There were windows next to some of the smaller ones – or what he guessed were windows – their shapes all curves and slopes. There wasn't a right angle in the grotto. Hundreds of people moved about amid as many whaley boys, maintaining the ships, moving supplies an d equipment on what seemed very normal hand trucks and carts. â€Å"Where in the hell are we?† Nate said, nearly wrenching his neck trying to look at all of it at once. â€Å"I mean, what in the hell is this?† â€Å"Pretty amazing,† Cal said. â€Å"I like to watch people when they see Gooville for the first time.† Nate ran his hand over the ground, or floor, or whatever this surface was they were sitting on. â€Å"What is this stuff?† It appeared smooth, but it had texture, pores, a hidden roughness, like stoneware or – â€Å"It's living carapace. Like a lobster shell. This whole place is living, Nate. Everything – the ceiling, the floor, the walls, the passageway in from the sea, our homes – it's all one huge organism. We call it the Goo.† â€Å"The Goo. Then this is Gooville?† â€Å"Yes,† Cal said, with a big smile that revealed perfect teeth. â€Å"And that would make you?† â€Å"That's right. The Goos. There's a wonderful Seussian logic to it, don't you think?† â€Å"I can't think, Cal. You know how all your life you hear people talk about things that are mind-boggling? It's just a meaningless clich – a hyperbole – like saying that you're wasted or that something is bloodcurdling?† â€Å"Yep.† â€Å"Well, I'm boggled. I'm totally boggled.† â€Å"You thought the ships were impressive, huh?† â€Å"Yeah, but this? One living organism shaped itself into this complex†¦ what? System? I'm boggled.† â€Å"Imagine how the bacteria who live in your intestinal tract feel about you.† â€Å"Well, right now I think they're pissed off at me.† A group of whaley boys was gathering about ten yards away from them, pointing at Nate and snickering. â€Å"They're coming down to check out the newcomer. Don't be surprised if you get rubbed up against in the streets. They're just saying hi.† â€Å"Streets?† â€Å"We call them streets. They're sort of streets.† Now, out of the dim yellow light of the whale ships, Nate realized that there was a wide variety in the whaley boys' coloring. Some were actually mottled blue, like the skin of a blue whale, while others were black like a pilot whale, or light gray like a minke whale. Some even had the black-on-white coloring of killers and Pacific white-sided dolphins, while a few here and there were stark white like a beluga. The body shapes of all were very similar, differing only in size, with the killer whaley boys, who were taller by a foot and heavier by perhaps a hundred pounds, having jaws twice the width of the others'. He also noticed in the brighter light that he was the only human who had a tan. The people, even Cal and the crew, looked healthy; it just appeared that none of them had ever seen the sun. Like the British. Nuà ±ez came over and helped Cal, and then Nate, to his feet. â€Å"How're the shoes?† she asked Nate. â€Å"They're strange after not wearing any for so long.† â€Å"You'll be wobbly for a few hours, too. You'll feel the motion when you stand still for a day or so. No different from having been at sea in normal ship. I'll take you to your new quarters, show you around a little, get you settled in. The Colonel will probably send for you before too long. People will help you out, humans and whaley boys. They'll all know you're new.† â€Å"How many, Cielle?† â€Å"Humans? Almost five thousand live here. Whaley boys, maybe half that many.† â€Å"Where is here? Where are we?† â€Å"I told him about Gooville,† said Cal. Nuà ±ez looked up at Nate and then pulled her sunglasses down on her nose so he could see her eyes. â€Å"Don't freak out on me, huh?† Nate shook his head. What did she think, that whatever she was going to tell him was going to be weirder, grander, or scarier than what he'd seen already? â€Å"The roof above this ceiling – which is thick rock, although we're not exactly sure how thick – anyway, it's around six hundred feet below the surface of the Pacific Ocean. We're about two hundred miles off the coast of Chile, under the continental shelf. In fact, we came in through a cliff in the continental rise, a cliff face. â€Å"We're six hundred feet underwater right now. The pressure?† â€Å"We came in through a very long tunnel, a series of pressure locks that pass the ships along until we're at surface pressure. I would have shown you as we came through, but I didn't want to wake you.† â€Å"Yeah, thanks for that.† â€Å"Let's get you to your new house. We've got a long walk ahead of us.† She headed away from the water, motioning for him to follow. Nate nearly stumbled trying to look back at the whale ships lining the harbor. Tim caught him by the arm. â€Å"It's a lot to take in. People really have freaked out. You just have to accept that the Goo won't let anything bad happen to you. The rest is simply a series of surprises. Like life.† Nate looked into the younger man's dark eyes to see if there was any irony showing there, but he was as open and sincere as a bowl of milk. â€Å"The Goo will take care of me?† â€Å"That's right,† said Tim, helping him along toward the grotto wall, toward the actual village of Gooville, with its organically shaped doorways and windows, its knobs and nodules, its lobster-shell pathways, its whaley-boy pods working together or playing in the water, where was housed an entire village of what Nate assumed were all happy human wackjobs. After two days of looking for meaning in hash marks on waveforms and ones and ohs on legal pads that were hastily typed into the machine, Kona found a surfer/hacker on the North Shore named Lolo who agreed to write it all into a Linux routine in exchange for Kona's old long board and a half ounce of the dankest nugs[1]. â€Å"Won't he just take cash?† asked Clay. â€Å"He's an artist,† explained Kona. â€Å"Everyone has cash.† â€Å"I don't know what I'm going to put that under for the accountant.† â€Å"Nugs, dank?† Clay looked forlornly at the legal-pad pages piling up on the desk next to where Margaret Painborne was typing. He handed a roll of bills over to Kona. â€Å"Go. Buy nugs. Bring him back. Bring back my change.† â€Å"I'm throwing in my board for the cause,† said Kona. â€Å"I could use some time in the mystic myself.† â€Å"Do you want me to tell Auntie Clair that you tried to extort me?† Clay had taken to using Clair as a sort of sword of Damocles/assistant principal/evil dominatrix threat over Kona, and it seemed to work swimmingly. â€Å"Must blaze, brah. Cool runnings.† Suddenly something sparked in Clay's head, a dj vu trigger snapping electric with connections. â€Å"Wait, Kona.† The surfer paused in the doorway, turned. â€Å"The first day you came here, the day that Nate sent you to the lab to get the film – did you actually do it?† Kona shook his head, â€Å"Nah, boss, the Snowy Biscuit see me going. She say keep the money and she go to the lab. When I come back with my ganja, she give me the pictures to give to Nate.† â€Å"I was sort of afraid of that,† Clay said. â€Å"Go, blaze, be gone. Get what we need.† So three days later they all stood watching as Lolo hit the return key and the subsonic waveform from a blue-whale call began scrolling across the bottom of the screen, while above it letters were transcribed from the data. Lolo was a year older than Kona, a Japanese-American burned nut brown by the sun with ducky-yellow minidreads and a tapestry of Maori tattoos across his back and shoulders. Lolo spun in the chair to face them. â€Å"I mixed down a fifty-minute trance track with sixty percussion loops that was way harder than this.† Lolo's prior forays into sound processing had been as a computer DJ at a dance club in Honolulu. â€Å"It's not saying anything,† said Libby Quinn. â€Å"It's just random, Clay.† â€Å"Well, that's the way it's gone so far, right?† â€Å"But there's been nothing since that first day.† â€Å"We knew that might happen, that there couldn't be messages on all of them. We just have to find the right ones.† Libby's eyes were pleading. â€Å"Clay, it's a short season. We have to get out in the field. Now that you have this program, you don't need the manpower. Margaret and I will bring back more tapes – we have them coming in from people we trust – but we can't afford to blow off the season.† â€Å"And we need to go public with the torpedo range,† Margaret added, less sympathetic than Libby had been. Clay nodded and looked at his bare feet against the hardwood floor. He took a deep breath, and when he looked up, he smiled. â€Å"You're right. But don't just blow a whistle and hope someone will notice. Cliff Hyland told me that the diving data was the only thing they were worried about. You're going to need proof that humpbacks dive close to the bottom of the channel, or the navy will claim that you're just being whale buggers and there's no danger to the animals. Even with the range.† â€Å"You're okay if we go public, then?† asked Libby. â€Å"People are going to know about the torpedo range soon enough. I don't think that's dangerous for you. Just don't say anything about the rest of this, okay?† The two women looked at each other, then nodded. â€Å"We have to go,† Libby said. â€Å"We'll call you, Clay. We're not running out on you.† â€Å"I know,† Clay said. After they left, Clay turned to the two surfers. Thirty years working with the best scientists and divers in the world, and this was what it came down to: two stoner kids. â€Å"If you guys need to go do things, I understand.† â€Å"Outta here,† said Lolo, on his feet and bounding toward the door. Clay looked at the screen where Lolo had been sitting. Scrolling across it: WILL ARRIVE GV APPRX 1300 MONDAY__HAVE__SIZE 11 SNEAKERS WAITING FOR QUINN__END MSS__AAAA__BAXYXABUDAB. â€Å"Get him back,† Clay said to Kona. â€Å"We need to know which tape this was.† â€Å"Libby gave them all to him.† â€Å"I know that. I need to know where she got it. Where and when it was recorded. Call Libby's cell phone. See if you can get hold of her.† Clay was trying to make the screen print before the message scrolled away. â€Å"How the hell does this thing work?† â€Å"How you know I'm not leaving?† â€Å"You woke up this morning, Kona. Did you have a reason to get out of bed other than waves or pot?† â€Å"Yah, mon, need to find Nate.† â€Å"How'd that feel?† â€Å"I'm calling Libby, boss.† â€Å"Loyalty is important, son. I'll go catch Lolo. Confirm which tape it was.† â€Å"Shut up, boss. I'm trying to dial.† Behind them the cryptic message scrolled out of the printer. CHAPTER TWENTY-EIGHT Single-Celled Animal Stockholm syndrome or not, Nate was starting to get tired of the whole hippie-commune, everything-is-wonderful-and-the-Goo-will-provide attitude. Nuà ±ez had come by for three days running to take him out on the town, and every person he met was just a little too damn satisfied with the whole idea that they were living inside a giant organism six hundred feet under the ocean. Like this was a normal thing. Like he just wasn't getting with the program because he continued to ask questions. At least the whaley boys would blow wet raspberries at him and snicker as he walked by. At least they had some sense of the absurdity of all this, despite the fact that they shouldn't even have existed in the first place, which did seem to be a large point of denial on their part. They'd installed him in what he guessed was a premier apartment, or what you'd call an apartment, on the second floor, looking out over the grotto. The windows were oval, and the glass in them, although perfectly clear, was flexible. It was like looking out on the world through a condom, and that was just the beginning of the things that creeped him out about this place. He had a kitchen sink, a bathroom sink, and a shower – all of which had big honking sphincters in the bottom of them – and the seal on the door around his refrigerator, if that's what you called it, appeared to be made out of slugs, or at least something that left an iridescent slime on you if you brushed up against it. There was also a toothed garbage disposal in the kitchen, which he wouldn't even go near. The worst of it was that the apartment didn't make any attempt to conceal that it was alive. His first day there, when the human crew from the whale ship had come by for a drink – a ho usewarming – there had been a scaly knob on the wall by the front door that when pushed would cause the door to open. After the crew left and Nate returned from his shower, the doorknob had healed over. There was a scar there in the shell, but that was all. Nate was locked in. There was a tom-tom thrumming of stones hitting his front picture window. Nate went to the window, looked out on the vast grotto and harbor, then down on the source of his torment. A pod of whaley-boy kids was winging stones at his window. Thump, thump-a, thump. The stones bounced off, leaving no mark. When Nate appeared at the window, the thumping became more furious, as the whaley kids picked up the pace and aimed right at him, as if a well-placed shot might drop him in a dunking tank. â€Å"There's a reason cetaceans don't have hands in the real world!† Nate screamed at them. â€Å"You are that reason! You little freaks!† Thump, thump-a, thump, thump, clack. Occasionally a missed throw hit the shell-like frame of the window, sounding like a marble hitting tile. I sound like Old Man Spangler yelling at my brother and me for raiding his apple trees, Nate thought. When did I turn into that guy? I don't want to be that guy. There was a soft knock on the shell of his front door. As he turned, the door flipped open like shutters, two pieces of shell retracting on muscles hidden in the wall. Nate felt like a surprised box turtle. Cielle Nuà ±ez stood in the doorway with canvas shopping bags folded under her arm. She was a pleasant woman, attractive, competent, and non-threatening; Nate was sure that's why she'd been chosen to be his guide. â€Å"You ready to do some shopping, Nate? I called to tell you I was coming, but you didn't answer.† The apartment had a speaking apparatus, a sort of ornate tube thing that whistled and buzzed green metallic beetle wings when there was a call. Nate was afraid of it. â€Å"Cielle, can we drop any pretense that we are just buddies out for the day? You lock me in here when you leave.† â€Å"For your own safety.† â€Å"Somehow that always seems to be the argument the jailer uses.† â€Å"You want to go get some food and clothes or not?† Nate shrugged and followed her out the door. They walked along the perimeter of the grotto, which seemed a cross between an old English village and an Art Nouveau hobbit housing project: irregularly shaped doors and windows looking into shops that displayed baked goods and other prepared foods. Evidently the Goo wasn't big on having fire around for home cooking. All the cooked foods were prepared somewhere else in the complex. There was a warming cabinet in Nate's apartment that looked like a breadbox made out of a giant armadillo shell. It worked great. You rolled the top open, put the food in, then promptly lost your appetite. â€Å"Let's get you something to wear today,† Cielle said. â€Å"Those khakis are on loan. Only the whale-ship crews are supposed to wear them.† As they walked, a half dozen whaley kids followed them, chirping and giggling all the way. â€Å"So I'd get in trouble if I started kicking whaley kids down the street?† â€Å"Of course,† Cielle laughed. â€Å"We have laws here, just like anywhere else.† â€Å"Evidently not ones that forbid kidnapping and unjustified imprisonment.† Nuà ±ez stopped and grabbed his arm. â€Å"Look, what are you complaining about? This is a good place to be. You're not being mistreated. Everyone's been kind to you. What's the problem?† â€Å"What's the problem? The problem is that all you people were yanked out of your lives, taken away from your families and friends, taken from everything that you knew, and you all act like it doesn't bother you in the least. Well, it bothers me, Cielle. It fucking bothers me a lot. And I don't understand this whole colony, or city, or whatever this thing is. How does it even exist without anyone knowing about it? In all these years, why has no one gotten out and spoiled the secret of this place?† â€Å"I told you, we were all going to drown –  » â€Å"Bullshit. I don't buy that for a second. That gratitude toward your rescuer only lasts for a short while. I've seen it. It doesn't take over your life. Everyone I've met is blissed out. You people worship the Goo, don't you?† â€Å"Nate, you don't want to be locked in, you won't be locked in. You can have the run of Gooville – go anywhere you want. There's hundreds of miles of passages. Some of them even I haven't seen. Go. Leave the grotto and go down any one of those passages. But you know what? You'll be back looking for your apartment tonight. You are not a prisoner, you're just living in a different place and a different way.† â€Å"You didn't answer my question.† â€Å"The Goo is the source, Nate. You'll see. The Colonel – ; â€Å"Fuck the Colonel. The Colonel is a fucking myth.† â€Å"Should we get some coffee? You seem grumpy.† â€Å"Damn it, Cielle, my caffeine headache is not relevant.† Actually it was, sort of. He hadn't had any coffee today. â€Å"Besides, how do I know it's coffee we're drinking? It's probably some mutant sea otter/coffee bean hybrid beverage.† â€Å"Is that what you want?† â€Å"No, that's not what I want. What I want is a doorknob. And not an organic nodule thing – I want a dead doorknob. One that always has been dead, too. Not something that you used to be friends with.† Cielle Nuà ±ez had backed away from him several feet, and the whaley kids who'd been following them had quieted down and gone into a defensive pod formation, the big kids on the outside. People who were out walking, and who normally made a point of nodding and smiling as they passed, took a wide detour around Nate. There was an inordinate amount of whistling among the milling whaley boys. â€Å"That going to do it for you?† Nu;ez asked. â€Å"A doorknob. I get you a doorknob, you're a happy man?† Why should he be embarrassed? Because he'd scared the kids? Because he'd made his captors uncomfortable? Nevertheless, he was embarrassed. â€Å"I could use some earplugs, too, if you have them. For sleeping.† For ten hours out of twenty-four, the grotto went dark. Cielle explained that this was for the comfort of the humans, to help them keep some semblance of their normal circadian rhythms. People needed day and night – without the change many people couldn't sleep. The problem was, the whaley boys didn't sleep. They rested, but they didn't sleep. So when the grotto went dark, they went on about their business. In the dark, however, they were all constantly emitting sonar clicks. At night the grotto sounded like it was being marched upon by an army of tap dancers. Consequently, so did Nate's apartment. Nu;ez nodded. â€Å"We can probably do that. You want to go get a steaming hot cup of sea otter now?† â€Å"What?† â€Å"I'm just kidding. Lighten up, Nate.† â€Å"I want to go home.† He'd said it before he even realized it. â€Å"That's not going to happen. But I'll send word. I think it's time you met with the Colonel.† They spent the day going to shops. Nate found some cotton slacks that fitted him, some socks and underwear, and a pile of T-shirts from one tiny shop. There was no currency exchanged. Nuà ±ez would just nod to the shopkeeper, and Nate would take what he needed. There was little variety in any of the shops, and most of what they carried was goods from the real world: clothes, fabric, books, razor blades, shoes, and small electronics. But a few shops carried items that appeared to have been grown or made right there in Gooville: toothbrushes, soaps, lotions. All the packaging seemed to come out of the seventeenth century – the shopkeepers wrapped parcels in a ubiquitous oilcloth that Nate thought smelled vaguely of seaweed and indeed had the same olive color as giant kelp. Patrons brought their own jars to carry oils, pickles, and other soft goods. Nate had seen everything from a modern mayonnaise jar to hand-thrown crockery that had to have been made a hundred years ago. â€Å"How long, Cielle?† he asked as he watched a shopkeeper count sugared dates into a hand-blown glass jar and seal it with wax. â€Å"How long have people been down here?† She followed his gaze to the jar. â€Å"We get a lot of the surface goods from shipwrecks, so don't be impressed if you see antiques; the sea is a good preserver. We may have salvaged it only a week ago. A friend of mine keeps potatoes in a Grecian wine amphora that's two thousand years old.† â€Å"Yeah, and I'm using the Holy Grail to catch my spare change. How long?† â€Å"You are so hostile today. I don't know how long, Nate. A long time.† He had dozens, hundreds more questions, like where the hell did they get potatoes when they didn't have sunlight to grow anything? They weren't bringing potatoes up from a shipwreck. But Cielle was letting him get only so far before claiming ignorance. They had lunch at a four-stool lunch counter where the proprietor was a striking Irishwoman with stunning green eyes and a massive spill of red hair and who, like everyone, it seemed, knew Cielle and knew who Nate was. â€Å"Got you a Walkman then, Dr. Quinn? Whaley boys will drive you to drink with that sonar at night.† â€Å"We're going to get him some earplugs today, Brennan,† Cielle said. â€Å"Music, that's the way to wash the whaley-boy whistles,† the woman said. Then she was off to her kitchen. The walls of the cafe were decorated with a collection of antique beer trays, glued in place, as Nate had learned, with an adhesive that was similar to what barnacles secreted to fasten themselves to ships. Nailing things up was frowned upon, as the walls would bleed for a while if injured. Nate took a bite of his sandwich, meatballs and mozzarella on good crusty French bread. â€Å"How?† he asked Cielle, blowing crumbs on the counter. â€Å"How does any of this stuff get made if there's no flame?† Cielle shrugged. â€Å"No idea. A bakery, I'd guess. They make all the prepared food outside the grotto. I've never been there.† â€Å"You don't know how? How can that be?† Cielle Nuà ±ez put down her own sandwich and leaned on one elbow, smiling at Nate. She had remarkably kind eyes, and Nate had to remind himself that she had been ordered to be his friend. Interesting, he thought, that they'd choose a woman. Was she bait? â€Å"You ever read A Connecticut Yankee in King Arthur's Court, Nate?† â€Å"Of course, everybody does.† â€Å"And that guy goes back to Camelot from the late nineteenth century and dazzles everyone with his scientific knowledge, mainly because he can make gunpowder, right?† â€Å"Yes, so?† â€Å"You're a scientist, so you might do better than most, but take your average citizen, a guy who works at a discount store, say. Drop him in the twelfth century, you know what he'll achieve?† â€Å"Make your point?† â€Å"Death by bacterial infection, more than likely. And the last words on his lips will probably be, ‘There's such a thing as an antibiotic, really. My point is, I don't know how this stuff is made because I haven't needed to know. Nobody knows how to make the things they use. I suppose I could find out and get back to you, but I promise you I'm not holding out on you just to be mysterious. We do a lot of salvage on the whale ships, and we have a trade network into the real world that gets us a lot of our goods. When a freighter leaves pallets of goods for the people on remote islands in the Pacific, all they know is that they've been paid and they've delivered to shore. They don't stay to see who takes the goods away. The old-timers say that it used to be that the Goo provided everything. Nothing came in from the outside that wasn't on their backs when they got here.† Nate took a bite of his sandwich and nodded as if considering what she'd just said. Since he'd arrived in Gooville, he had spent every waking moment thinking about two things: one, how this whole place could possibly function; and two, how to get out of it. The Goo had to get energy from somewhere. The energy to light the huge grotto alone would require tens of millions of calories. If it got energy from outside, maybe you could use that same pathway to get out. â€Å"So do you guys feed it? The Goo?† â€Å"No.† â€Å"Well, then-â€Å" â€Å"Don't know, Nate. I just don't know. How does dry-cleaning work?† â€Å"Well, I assume that they use solvents, that, uh – Look, biologists don't have a lot of stuff that needs to be dry-cleaned. I'm sure it's not that complicated a process.† â€Å"Yeah, well, right back at you on all of your questions about the Goo.† Cielle stood and gathered up her parcels. â€Å"Let's go, Nate. I'm taking you back to your apartment. Then I'm going right to the whaley-boy den and find out if they can get the Colonel to see you. Today.† Nate still had a couple bites of his sandwich left. â€Å"Hey, I've still got a couple of bites of my sandwich left,† he said. â€Å"Really? Well, did you ask yourself where in Gooville we got meatballs? What sort of meat might be in them?† Nate dropped his sandwich. â€Å"Bit of the whining wussy boy, aren't we?† said Brennan as she came out of the kitchen to take away their plates. Nate was reading a cheesy lawyer novel that he'd found in the small library in his apartment when the whaley boys came for him. There were three of them, two large males with killer-whale coloring and a smaller female blue. Only when the blue squeaked â€Å"Hi Nate† in a mashed-elf voice did he recognize it as Emily 7. â€Å"Wow, hi, Emily. Is just Emily okay, or should I always say the Seven?† Nate always felt awkward with someone afterward, even if there wasn't anything for the ward to be after. She crossed her arms over her chest and bugged out her left eye at him. â€Å"Okay,† Nate said, moving on, â€Å"I guess we'll be going, then. Did you see my new doorknob? Brand-new. Stainless steel. I realize it doesn't go with everything else, but, you know, it feels a little like freedom.† Right, Nate. It's a doorknob, he thought. They led him around the perimeter of the grotto, beyond the village, and into one of the huge passageways that led away from the grotto. They walked for half an hour, tracing a labyrinth of passageways that got narrower and narrower the farther off they went, the bright red lobster-shell surface fading into something that looked like mother-of-pearl the deeper in they went. It glowed faintly, just enough so they could see where they were going. Finally the passageway started to broaden again and open into a large room that looked like some sort of oval amphitheater, all of it pearlescent and providing its own light. Benches lined the walls around the room, all in view of a wide ramp that led to a round portal the size of a garage door, closed now with an iris of black shell. â€Å"Ooooh, the great and powerful Oz will see you now,† Nate said. The whaley boys, who normally found practically anything funny, just looked away. One of the black-and-whites started whistling a soft tune from his blowhole. â€Å"In the Hall of the Mountain King† or a Streisand tune – something creepy, Nate thought. Emily 7 backhanded the whistler in the chest, and he stopped abruptly. Then she put her hand on Nate's shoulder and gestured for him to go up the steps to the round portal. â€Å"Okay, I guess this is it.† Nate started backing up the ramp as the whaley boys started backing away from him. â€Å"You guys better not leave me, because I'll never find my way back.† Emily 7 grinned, that lovely hack-a-salmon-in-half smile of hers, and waved him on. â€Å"Thanks, Em. You look good, you know. Did I mention? Shiny.† He hoped shiny was good. The iris opened behind him, and the whaley boys fell to their knees and touched their lower jaws to the floor. Nate turned to see that the pearlescent ramp led into a vibrant red chamber that was pulsing with light and glistening with moisture as the walls appeared to breathe. Now, this looked like a living thing – the inside of a living thing. Really much more what he'd expected to see when the whale had eaten him. He made his way forward. A few steps in, the ramp melded into the reddish flesh, which Nate could now see was shot through with blood vessels and what might be nerves. He couldn't get the size of the space he was in. It just seemed to expand to receive him and contract behind him, as if a bubble were moving along with him inside it. When the iris disappeared into the pink Goo, Nate felt a wave of panic go through him. He took a deep breath – damp, fecund air – and strangely enough he remembered what Poynter and Poe had told him back on the humpb ack ship: It's easier if you just accept that you're already dead. He took another deep breath and ventured forward a few more feet, then stopped. â€Å"I feel like a friggin' sperm in here!† he yelled. What the hell, he was dead anyway. â€Å"I'm supposed to have a meeting with the Colonel.† On cue, the Goo began to open in front of him, like the view of a flower opening from the inside. A brighter light illuminated the newly opened chamber, now just large enough to house Nate, another person, and about ten feet of conversational distance. Reclining in a great pink mass of goo, dressed in tropical safari wear and a San Francisco Giants baseball hat, was the Colonel. â€Å"Nathan Quinn, good to see you. It's been a long time,† he said.

Free Essays on The First English Colonies In The New World

Colonization of the New World by the English, First Settlement in the New World The English’s first encounter with the new world â€Å"Novus Mundus† was in 1497, just few years after Spain’s. John Cabot sailed the northeastern coast of North America, seeking to reach the orient through the New World, his voyage was unsuccessful. It was more than a hundred years before the English started colonizing and establishing themselves in the new world. The reason why English started to think about settling in the new world was because of wars and religious strife that were occurring in their own land. The economic needs were also great, because of the growing demand of wool, most of the crop fields were turned into fields to pastures for sheep. The food supply was decreasing as the population was growing; to some English the New World started to sound like a good place to go. Because England got such a late start in the colonization game, they couldn’t just set up their colonies wherever they wanted. Spain dominated South America, Mexico, the West Indies, the American Southwest, and Florida. The French held sway along North America’s major waterways. In addition, the dense forests and occasionally hostile Native American tribes prevented English settlers from moving westward past the Appalachian Mountains. The early English settlements were therefore concentrated along the eastern coast of North America. The first English settlement in the New World was called â€Å"Jamestown† and it was located in Virginia. It is important to note that before this settlement the English had begun to settle, yet all of these efforts failed. The 105 original Jamestown colonists were all men. Jamestown was a business venture, not a place to raise a family. The colonists focused all their efforts on getting rich, neglecting to tend to any sort of agriculture. As a result, more than half of the colonists died of starvation within the first year. O... Free Essays on The First English Colonies In The New World Free Essays on The First English Colonies In The New World Colonization of the New World by the English, First Settlement in the New World The English’s first encounter with the new world â€Å"Novus Mundus† was in 1497, just few years after Spain’s. John Cabot sailed the northeastern coast of North America, seeking to reach the orient through the New World, his voyage was unsuccessful. It was more than a hundred years before the English started colonizing and establishing themselves in the new world. The reason why English started to think about settling in the new world was because of wars and religious strife that were occurring in their own land. The economic needs were also great, because of the growing demand of wool, most of the crop fields were turned into fields to pastures for sheep. The food supply was decreasing as the population was growing; to some English the New World started to sound like a good place to go. Because England got such a late start in the colonization game, they couldn’t just set up their colonies wherever they wanted. Spain dominated South America, Mexico, the West Indies, the American Southwest, and Florida. The French held sway along North America’s major waterways. In addition, the dense forests and occasionally hostile Native American tribes prevented English settlers from moving westward past the Appalachian Mountains. The early English settlements were therefore concentrated along the eastern coast of North America. The first English settlement in the New World was called â€Å"Jamestown† and it was located in Virginia. It is important to note that before this settlement the English had begun to settle, yet all of these efforts failed. The 105 original Jamestown colonists were all men. Jamestown was a business venture, not a place to raise a family. The colonists focused all their efforts on getting rich, neglecting to tend to any sort of agriculture. As a result, more than half of the colonists died of starvation within the first year. O...

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Anyone who operates a business, alone or with others, may incorporate. Under the right circumstances, the owner of any size business can benefit! Reduces Personal Liability Incorporating helps separate your personal identity from that of your business. Sole proprietors and partners are subject to unlimited personal liability for business debt or law suits against their company. Creditors of the sole proprietorship or partnership can bring suit against the owners of the business and can move to seize the owners’ homes, cars, savings or other personal assets. Once incorporated, the shareholders of a corporation have only the money they put into the company to lose, and usually no more. Adds Credibility A corporate structure communicates permanence, credibility and stature. Even if you are the only stockholder or employee, your incorporated business may be perceived as a much larger and more credible company. Seeing â€Å",inc.† or â€Å"corp.† at the end of your business name can send a powerful message to your customers, suppliers, and other business associates about your commitment to the ongoing success of your venture. Tax Advantages – Deductible Employee Benefits Incorporating usually provides tax-deductible benefits for you and your employees. Even if you are the only shareholder and employee of your business, benefits such as health insurance, life insurance, travel and entertainment expenses may now be deductible. Best of all, corporations usually provide an increased tax... Free Essays on Incorporate Free Essays on Incorporate Anyone who operates a business, alone or with others, may incorporate. Under the right circumstances, the owner of any size business can benefit! Reduces Personal Liability Incorporating helps separate your personal identity from that of your business. Sole proprietors and partners are subject to unlimited personal liability for business debt or law suits against their company. Creditors of the sole proprietorship or partnership can bring suit against the owners of the business and can move to seize the owners’ homes, cars, savings or other personal assets. Once incorporated, the shareholders of a corporation have only the money they put into the company to lose, and usually no more. Adds Credibility A corporate structure communicates permanence, credibility and stature. Even if you are the only stockholder or employee, your incorporated business may be perceived as a much larger and more credible company. Seeing â€Å",inc.† or â€Å"corp.† at the end of your business name can send a powerful message to your customers, suppliers, and other business associates about your commitment to the ongoing success of your venture. Tax Advantages – Deductible Employee Benefits Incorporating usually provides tax-deductible benefits for you and your employees. Even if you are the only shareholder and employee of your business, benefits such as health insurance, life insurance, travel and entertainment expenses may now be deductible. Best of all, corporations usually provide an increased tax...

Tips on Ethics Essay Writing and Topic Ideas

Tips on Ethics Essay Writing and Topic Ideas During your graduation, you will definitely face many complicated assignments, overcome thousands of demanding tasks and handle a lot of stressful situations. Luckily, not every task is a real threat to your school or student life. Is it true that easy assignments exist on your way? The answer is positive, and an ethics essay is among them. What is an Ethics Essay? Ethical essays require arguing for a particular moral conviction. You must find the proper words to defend your ethics position by putting strong arguments. An ethics essay is quite a tricky one. You are expected to develop logical counter-arguments and find the way to disprove them. Show your personal suggestions are correct. Note the sources your work is based on must be reliable. Choose the proper topic for your work. Raise the everlasting question about people’s values or impact of moral principles on an individual's life. Eventually, you'll deliver a good ethics paper that will meet the expectation of the most discerning readers. What do you know about this type of academic paper, and how does it differ from the reflection or analytic paper? Start with the definition of the issue to see the difference. What is ethics? It is a code of practice; an unwritten policy society sticks to in daily experience. Without noticing, we follow the ethical standards to integrate society, keep us together, and help to interact with people. Each person tends to disagree with the numerous rules. It might be a perfect topic when you create an argumentative ethics essay. Place My Order Now! What to Write About? List of Great Ethics Essay Topics Before start writing, be sure you choose a proper topic. For more inspiration, check a theme related to professional ethics, personal ethics or general ethical issues. This way you can easily find a decent topic to develop an essay on ethics. Choose the one that corresponds to your beliefs. Maybe you have seen a controversial movie recently that gave rise to a dispute with your friends? Or read a book that highlighted human actions in a bad light? Think about newspapers. For those who are seeking for â€Å"foot thought†, media is a treasure chest. Here some examples of ethics essay topics and cases you might find useful: Do journalists have the right to interrupt people's private life? Drugs should not be made legal in the world. Ethics in society essay: it is wrong to conduct experiments on animals as they are nature creations. Euthanasia: people suffering from pain and incurable diseases should have the right to die in law. Responsibility for punishment: is it right to remove a kid from a family for one single slap. Colonization theory: humanity has to think about moving to other planets. Fast food consummation: how society should punish parents who encourage their kids to eat unhealthy food. Education revolution: colleges/universities don’t focus on employers’ needs and labor market. Ð  violation of medical confidentiality due to saving lives Can kids have plastic surgery and Botox injections? Kids' bullying: is it right to tattle to a college administration? Cruelty to animals: should we be silent if our relatives or friends abuse pets? Cheating on a test: should a student tell the tutor that his mate doesn't deserve high marks? What should media write about: deliver context that the public wants to hear or tell us the naked truth? Drinking at the prom: is it right to have a loud party for teenagers under 21? Who is judged: should football players be paid more than doctors and engineers? State foundations and church: why should they be separated? The right to suicide: what to do if a person doesn't want to live? Gathering information about clients: do the companies have a right to collect their customer's personal data? To be or not to be: must students learn classics profoundly or it doesn’t correspond to the modern society requests anymore? Robin Hood in a law: should the rich people pay more taxes and share their income with the poor? The weapon allowed everyone: can we change the system? How schools avoid responsibility: why do we have less physical education today? Truth leads you to the abyss: is it necessary to be sincere if it gets you into troubles? Public praying at the school: is the religious act interfering with the rights of agnostics? Do education institutions and tutors responsible for low test scores? Respect for the family: should teenagers always follow adults' decisions? The importance of a team building: does one member of a group can be more valuable than others? Inappropriate behavior: why weirdos make us feel strange? Is it appropriate to develop scientific programs for a human cloning? Or you can turn to philosophy in search of the ethical dilemma. A broad reading and literature studying are important to define a proper approach. It is your starting point to elaborate a strong writing piece. Order My Ethics Essay How to Start an Ethics Essay? As we've already mentioned, there is not a big difference between various academic papers. They all followed the same standards and consist of three separated parts: Introduction. When you elaborate an outline on ethics, find the hook to inflame the readers' interest. Put thesis statements that represent a key idea. Body. This part is your issue description. Ethics essay demands to disclose the author's judgment and suggestions in this paragraph. In order to deliver strong evidence, turn to the most reputable sources. You have to prove by all means your point and make the ethics paper sound more persuasive. Conclusion. It is a final chord of the paper on ethics where you summarize your key ideas. Make it concise. Tips on Making Your Paper Perfect Don't use clichà ©s because they weaken any writing piece Put your thoughts clearly. Don't choose too difficult words. Keep your sentences smooth! Identify the key point in the opening sentences. Discuss your argument with a person who disagrees with you. Keep the required format (MLA, APA, or Chicago) Write less than 1,500 words: 3-4 pages. Don't waste time. Meet the deadline for submissions. We hope our guide helps you get useful knowledge, and we are eager to see you are making significant progress soon! If you have any doubts about ethics writing, find professional assistance and let skilled authors create the top-notch paper.

American history after 1865 Coursework Example | Topics and Well Written Essays - 6500 words

American history after 1865 - Coursework Example From this research it is clear that slavery was one of the traditions destroyed during the conflict. The tradition where whites especially in the southern society were keeping slaves without respecting their human rights came into destruction because of the conflict. The conflict also managed to destroy the deep-rooted belief of the Southern Whites that slaves would only work under compulsion. Several institutions including factories that were owned by Whites in large cities like Atlanta, Columbia and Richmond were set on fire. After the civil war, freed slaves managed to remain reluctant to settle down and form relationship with their former masters. However, some of them committed themselves to wage labor while others changed masters. Some of the freed slaves were waiting to get land of their own as promised by the government. In order to survive, many of the ex-slaves managed to secure employment through contract labor system. The freed slaves also managed to create institutions t hat they were denied during the slavery era. Some of the institutions they managed to create include schools, churches and several fraternal. The Northerners managed to release many slaves. Some of them went to the South to offer materialistic and humanitarian services. The Northern military was willing to set a military base for the freed men and women in the South. However, the Southerners were not ready to accept any help from the Northerners and the disagreement resulted into chaos. Therefore, the North was not successful in changing the Southern society. The North also did not manage to stop the issue of racial oppression in the Southern society (Divine et al. 477). The hailing prosperous of the Southern society remained unsuccessful and poor because of exploitation from the northern business interests (Divine et al. 471) 4.  Why was Northern interest in Southern reconstruction waning? The Northern interest in reconstruction waned because the South managed to create a strong opposition especially in the early 1870s. Heavy black turn in the elections of 1872 helped the Republicans to hold more powers and create a strong ruling foundation in most of the Southern states (Divine et al. 469). The Republican leaders were interested in industrial and western expansion as opposed to the Northerners. A series of laws were passed that favored the Southerners especially giving more power to its army. This contributed in waning of the Northern interest in Southern reconstruction. 5.  Why were the Redeemers able to take back the South? The redeemers managed to neglect the interest of white farmers who were in the South and this made many of the Whites to lose their farms. The Redeemers were interested in economic growth and development, which made them have significant support in the South. A third of the Redeemers were professional politicians and they had great experience in leadership that helped them to take back the south. The Redeemers also managed to rule o n two basic principles that helped in uniting the Southern planters through blocking the government from directly interfering in the economy (Divine et al. 471). Moreover, disputed elections of 1876 that led to a compromise in 1877 contributed in making the Redeemers take control of the South (Divine et al. 470). Part 2 1. Could a fair policy towards Native Americans been devised? It was possible to devise a fair policy towards Native Americans if only they agreed to comply with the policy. However, most of the Native American did not manage to comply with the set policies. For example, the concentration policy failed to last for long because the Indians broke boundaries while hunting buffalos (Divine et al. 485). 2. What impact did the frontier

Violent Video Games Essay Example | Topics and Well Written Essays - 1000 words

Violent Video Games - Essay Example However, the diversity of these video games is threatening. Many of these games are violent in nature. Examples of violent video games are: Killer Instinct, Mortal Kombat and Sega's Primal Rage. All these games deal with fighting and killing the opponent in the most terrible and cruel way possible. Many of the more recent violent video games are modifications and are influenced by the above mentioned games. According to Dill, "Provenzo (1991) studied the most popular video games and noted that 40 out of 47 were violent in nature." Several other studies are mentioned by Dill, all of which support the idea that most of the video games are violent in nature. This research seeks to discover the degree of influence of the violent video games to selected college students. Inevitably and naturally, the players are affected by the games they play. This study will try to find out the causal relationship between violent video game and aggression. This will try to prove the hypothesis that the exposure of the students to video game violence increase aggressive behavior and other aggression related phenomena. Specifically, the study will answer the question: Does playing violent video game increase aggressiveness This research will use 40 respondents, 20 males and 20 females. ... The researcher will determine the video game to be played. Immediately after playing the video games, their cardiovascular measures (blood pressure and heart rate) will be taken then immediately they will be asked to answer the questionnaire. The IV (independent variable) will be the video games and the DV (dependent variable) will be the cardiovascular measures and the questionnaire. They must not take alcohol, caffeine, cigarettes and any drugs that may affect their behavior prior to the experiment. The following is a list of the video games that will be played by the respondents. The violent games are: Dark Forces (The player assumes the role of a special ops guy in the Rebellion aiming to steal the Death star plans and to get out alive. Weapons like a blaster rifle and laser pistol are used to kill enemy guards and storm troopers.); Marathon 2 (The shooter is a space marine trapped in a base that is taken over by aliens. His goal is to retake the base and not die, shooting at anything that moves.); Speed Demon (The player drives a heavily armed vehicle in a race with other armed vehicles. One gets points by destroying other vehicles.); Street Fighter (This is similar in many ways to Mortal Kombat. The player chooses a character and then engages in a series of fights with other characters.); and Wolfenstein 3D (The player assumes the role of B.J. Blascowitz, an American soldier caught and taken prisoner trying to infiltrate a top-secret Nazi lab. There are several deadly weapon s and he shots at all things that move). The nonviolent games are: 3D Ultra Pinball (This is simply an electronic version of a pinball game, complete with flippers, buzzers, bells, and various visual and auditory effects); Glider Pro (Players of this game control the forward and

DCPS_ Short essay answers Example | Topics and Well Written Essays - 1750 words

DCPS_ Short answers - Essay Example Adult learners have a myriad of needs that have to be met in the learning process. It is, therefore, the responsibility of the educator to structure the learning environment in such a way that the learners will find it trouble-free to accomplish the aims and objectives of learning. According to Wagner, adult learning has to integrate the hard work of both the adult learners and the educators. Collaborative efforts between the two parties have been credited for its ability to create retention in the adult learners, an aspect that reduces the adults to a change- referred to as learning. To achieve the goals of learning in the learning setting, it is only possible, with an inclusion of the strategies of goal achievement. First, the ability of the learners to achieve their goals and objectives, allowing the learners set their own goals has been beneficial. Giving the learners an opportunity to set their own goals allows them to be part of the learning process. The adult learners are also in a better position to deal with barriers in the learning process that relate to overestimation and underestimation of their abilities to perform. With the learners being part of the learning process, the educators have an easier time in handling the adult learners. Secondly, continuous and consistent monitoring of the goals and objectives set by the learners is yet another strategy that has seen the attainance of goals by the adult learners.... Collaborative efforts between the two parties have been credited for its ability to create retention in the adult learners, an aspect that reduces the adults to a change- referred to as learning. To achieve the goals of learning in the learning setting, it is only possible, with an inclusion of the strategies of goal achievement. First, the ability of the learners to achieve their goals and objectives, allowing the learners set their own goals has been beneficial. Giving the learners an opportunity to set their own goals allows them to be part of the learning process. The adult learners are also in a better position to deal with barriers in the learning process that relate to overestimation and underestimation of their abilities to perform. With the learners being part of the learning process, the educators have an easier time in handling the adult learners. Secondly, continuous and consistent monitoring of the goals and objectives set by the learners is yet another strategy that has seen the attainance of goals by the adult learners. This is an interpretation of the fact that the educators must always be there to help the learners reflect on their abilities, and help them design the best approach towards attaining their goals and objectives. On another point of view, this allows the educators design the instructional programs in such a way that they will be directed towards attaining the goals and objectives of the learners. The goals set by the learners are indeed, the foundation in which the instruction should be formulated; thus, implementation of the teaching objectives. Soricone, Comings & Parrella (2000) indicate that, retention in the adult learning can only be successful if the

International business & institutions Essay Example | Topics and Well Written Essays - 2000 words

International business & institutions - Essay Example Key Findings Regarding Market Opportunities in China China is one of the strongest economies of the world. According to statistics on the Chinese market, the number of urban households owning a computer stood at 27.8% in 2003 compared to just 2.6% in 1997. Speaking of white good manufacturing, it’s something that’s being carried out on a very grand stage in China for a vast amount of time now (Access Asia Limited 2006). White goods like washing machines and refrigerators have been possessed by most of urban Chinese population since the mid of 1990s. However, as such they haven’t been found in much quantity in the rural areas of China even though the according to the recent studies, the rate of such purchases by rural households has witnessed a sharp increase. The Porter’s diamond is often used to explain why certain countries enjoy an exceptional reputation for certain goods and services they produce. We all know Germany is famous for car manufacturing, Ja pan for its cameras and game stations the UK for its financial services. The Porter’s diamond helps us explain why all this happens. One of the determinant factors of the Porter’s diamond is factor conditions. China is an over populated country. The population of the country has increased so much that there are a lot of people roaming around jobless. In such a demand supply mismatch, labor can usually be hired at cheap rates. Refrigerator manufacturing usually requires labor to interconnect parts and oversee the running of machinery. A lot of money can be saved in term of hiring cheap labor. Another of the factor conditions that favors the production of electronics like refrigerators in China is the weather. The warm Chinese weather is perfect for the condensed gas found in the refrigerator’s condenser. Too hot or too cold weather often causes problems in the condenser and extra cost has to be incurred to refill the leaked gas. Demand conditions are the second f actor in Porter’s diamond. There would be obviously no reason to produce goods and services where there isn’t a demand for such products. China is the most populous country in the world and with an ever increasing population, the demand for refrigerators can be foreseen to be high in the future. In such circumstances setting up a refrigerator manufacturing plant directly in China would result in an increase in profit and lowering of costs. Cost would be lowered as they refrigerators be manufactured locally and therefore wouldn’t have to imported and hence cost reduction could be experienced in the form of saving on import related duties and taxes. Hubei is a probable location for our European based company to set up a refrigeration plant. The Hubei province is located in the middle of China and is also referred to as the natural distribution hub of China. The province of Hubei has slightly more skilled labor as compared to other parts of the country and has alre ady well-established supply chains. The province is already home to a lot of companies ranging from telecom sector to electronic appliance and computer equipment makers (Joint Environmental Markets 2000). Another factor from the Porter’s diamond is whether there are related or supporting industries or not. It is a generally well known fact that that industries often benefit from each other if they are located in the vicinity of related and supporting indust

Explain in detail why stress is a normal reaction to a demanding Essay

Explain in detail why stress is a normal reaction to a demanding situation - Essay Example In any demanding situation, we find ourselves having anxiety, fear or being nervous for one reason or the other. The body will respond to these situations by producing a hormone adrenaline, which increases the blood pressure, breathing rate, heart rate, and metabolism in addition to muscle tension. The brain identifies or senses these conditions and then sends a message to the organs such as the liver and other tissues to release energy necessary for overcoming such conditions. Continued stressful conditions have negative side effects while simple doses of stress improve one’s ability to work under pressure. Our bodies have the ability to adapt to environmental changes that may lead to stress. According to Davis et al, (Davis, 1995) a relaxation response always sets in when the brain considers a situation as not dangerous anymore. At this point, he brain stops sending messages to various organs and tissues in the

Discussion Forum Essay Example | Topics and Well Written Essays - 500 words - 1

Discussion Forum - Essay Example The advantages of working in a decentralized structure are that the system empowers employees. Having autonomy over your own decisions gives the person a feeling or sense of importance (Greiner, 1998). Also, working in a decentralized structure relieves the burden of decision making from one person to everybody else in the organization. Working in a centralized structure, on the other hand, allows fast execution of ideas. This is because decision making is left to one party, the overall head of the organization (Greiner, 1998). The difference in authority, responsibility and accountability between decentralized and centralized structures is that, in the latter, the names have individual significance instead of the decentralized structure where the phrases are more universal. By saying universal, this paper argues that authority, responsibility, and accountability are shared in decentralized structures (Greiner, 1998). Pain management documentation (PMD), comprising of assessment, interventions or intercessions, as well as reassessment, can assist provide a significant way of communication among health practitioners in order to individualize healthcare. Ordinary health institutions apply pain management documentation (PMD) as a vital pointer of quality (Samuels & Kritter, 2011). Implementation of the electronic medical record changes the presentation of PMD data for quality, as well as clinical evaluation use. Pain management documentation is frequently an objective evaluation of care given and can replicate clinical decisions. Documentation offers a key data source for knowledge creation and offers evidence required for practice liability. A majority of standard-setting institutions need PMD as a vital indicator of quality. By doing this, as earlier stated, practitioners will be able to individualize care, as well as communicate information necessary for stability (Samuels &

Explain in detail why stress is a normal reaction to a demanding Essay

Explain in detail why stress is a normal reaction to a demanding situation - Essay Example In any demanding situation, we find ourselves having anxiety, fear or being nervous for one reason or the other. The body will respond to these situations by producing a hormone adrenaline, which increases the blood pressure, breathing rate, heart rate, and metabolism in addition to muscle tension. The brain identifies or senses these conditions and then sends a message to the organs such as the liver and other tissues to release energy necessary for overcoming such conditions. Continued stressful conditions have negative side effects while simple doses of stress improve one’s ability to work under pressure. Our bodies have the ability to adapt to environmental changes that may lead to stress. According to Davis et al, (Davis, 1995) a relaxation response always sets in when the brain considers a situation as not dangerous anymore. At this point, he brain stops sending messages to various organs and tissues in the

Computer Project # 2 Essay Example | Topics and Well Written Essays - 1250 words

Computer Project # 2 - Essay Example Therefore, by utilizing the minimal value of increment constant of 100 millimeters, calculate the maximum value of the force X utilize in this problem and subsequently, find the value of W in this problem. Therefore, to be able to obtain the correct form of a diagram representing the problem above, let us first assume that the force applied to move the rod is approximately X , while the Therefore by using a simple diagram to represent the problem above, a diagram like the one drawn below is thus obtained ; The diagram of the rod is drawn using the FBD application or the drawing can also be done by utilizing the free hand drawing method. The diagram shows all the force X, the value W this includes all the details explained in the problem equations and the values described are also included where appropriate in the drawn diagram. The diagram is as shown below; Based on the diagram above, the point A is shown to be 100 millimeters away from the point B. while also the point B is further assumed to be of at the same point as point D. Thus the point B is considered to be a fixed point and also the point D is considered to be a fixed point in this static problem and is therefore regarded as the pivot point. Where as the distance from the point D to the point where the external force is applied at point P is about 400 millimeters away from the fixed point B and also point D. Therefore to be competent of calculating the problem above, the required calculation procedures must be employed as necessary. These calculations procedures are furthermore included in the results in order to be utilized in the determination of the solution through utilization of the computer software programs. The main equations used are shown with inclusion of brief explanations. The initial X stands for the force applied when moving the rod from

Schindlers List vs Book Thief Essay Example for Free

Schindlers List vs Book Thief Essay The character Death, in Zusack’s The Book Thief says: â€Å"That’s the sort of thing I’ll never know- what humans are capable of. † Discuss the way this statement reflects one or more texts you have seen or read this year. Adaptation is the ability to adjust for existence under environmental conditions. Like how animals adapt in the wild, humans are also capable to be tolerant in difficult situations. We do not know our limit of cruelty or kindness. Although most people choose to be kind and sympathetic to others, there are also people who are cruel and cold-hearted. Mark Zusack states this idea in his book, The Book Thief from death’s point of view, â€Å"That’s the sort of thing I’ll never know, or comprehend- what humans are capable of. † Amon Goth’s cruelty to Jews in the movie, Schindler’s List is an example of human’s undeterminable mind. The morning when groups of Jews arrive to his work camp, Goth randomly starts shooting the Jews from his veranda. At first, the Jews thought they are now safe since they have survived the chaos in the city. Therefore, Goth shoots them to rise up the tension of the scene. His shots cause chaos at the camp and the view of the chaos from his veranda makes the Jews look more animal like and vulnerable. Later in the film, the Jews’ wedding scene, Schindler’s social party scene and Goth torturing Helen scene are shown by juxtaposition. This juxtaposition shows those three different scenes that create different moods in a short amount of time. This also shows Goth’s insanity. He asks questions to Helen however, he answers those questions by himself pretending Helen is the one who’s answering them. His sudden mood swings also hints about his odd mental condition. In the film Schindler’s List, the audiences are mesmerized by the protagonist, Oskar Schindler’s generosity. It uses juxtaposition between Schindler and Itzhak Stern’s thorough search of all the names to add to the list to save the Jews from the work camp and the images of those people to show the critical subclimax of the movie. Schindler’s break down at the end of the movie touches the audiences’ hearts. He keeps murmuring to Itzhak about his regrets. He thinks that if he knew that the war was about to end, e would have spent everything he has to save more Jews. He was touched when the Jews have him a gold ring as a gift for his devotions. When the Jews hand him the ring his hands were shaking and he was shocked. Most people would not risk their lives to safe others. However, Schindler’s selflessness is magnificent which has save thousands of Jews’ lives. Another example from this film is at the beginning when Narzi soldiers evacuate and execute the Jews in the city. These soldiers barge into the apartments destroy all the belonging in their paths. When they cannot control the situation, they start random shootings which killed hundreds of thousands of people. Not one of the soldiers hesitates before they put a bullet in the Jews’ heads. Although there were bloodsheds, we could not see the colour since almost the entire movie is shown in black and white. Otherwise, these bloodshed scenes would be even more horrible. The Nazi’s discrimination towards the Jews is also a very cruel act that most people are not capable of understanding the reason why they did it. The signs of discrimination are shown in the film. The Nazis let them run around naked during the medical checks. Although the doctors can easily determine the difference between the sick and the healthy Jews, they forced them to be examined naked in the camp. This is shown to portray how powerless and embarrassed the Jews would have felt at that time. The director shows this scene from many different angles to capture all the actions happening in the area. The tombstones of the Jews are used to build up roads which is also another way of dehumanizing the Jews. These tombstones are important for their family members but they have used it as a resource to walk on it which shows disrespect. It is also to make to look like the Jews are powerless and vulnerable. Another surprising thing that overwhelms people is the Jews’ capability to harsh violence by the Nazis. At the beginning of the movie, the Jews are sent off to the work camp by travelling in squashing trains and trucks. They had to work hard labour although this kind of work used to be unfamiliar for most people; some still manage to survive this hardship. Although they have to do harsh labours, the execution, and concentration camps they still do not lose hope. The Diary of a Young Girl by Anne Frank wrote that, â€Å"Someday I will be able to taste freedom and some day we will all be free. † No matter how bad the situation is humans also hope for the best. I believe that this is something that only humans are most capable of. It is hope that let so many people conquer hardships and difficulties.

The Application Of Orff Music Pedagogy Education Essay

The Application Of Orff Music Pedagogy Education Essay There are a number of reasons that the Orff Music Pedagogy has been chosen on the topic of this essay. The basic issue at present in China is entrenched pattern of music education that means the Chinese music experts and teachers do not accept the new concepts of music pedagogy, instead of that, they still employed the traditional music pedagogy owning to the personality of the Chinese. Therefore, there are some problems, such as students lack creativity, the low teaching quality and the low quality of students. After 20th century, with the rapid development of music education in China, majority Chinese music educators pay attention on the music teaching. The Chinese teaching content and teaching method urgently should be reformed. Orff Music Pedagogy might be the appropriate music pedagogy to change the current situation in China. In the later part of this essay, I will discuss the positive and negative of Orff Music Pedagogy in order to retain the strengths and discard the weakness to apply this music pedagogy to Chinese music pedagogy. This essay will discuss two sides of Orff Music Pedagogy. For one aspect, this essay will evaluate of the advantages of applying the Orff Music Pedagogy in Chinese primary schools, which includes the effective stimulation and the improvement on Childrens creativity and personal quality, the Asia culture might be proved to be suitable, the benefits on Chinese music education. For another aspect, the disadvantages containing the obstacle of culture difference, the problem of insufficient equipments available in China will also be taken into consideration. Before moving on, the background to Orffs method will be outlined. Dr. Carl Orff, the distinguished German composer, who is also the founder of Orff Music Pedagogy, met Dorothee Guenther in Munich, 1924 and originated the scheme of a new kind of rhythmical education. Dr. Carl Orff (1983) explained that this idea regarding the interaction and interpretation between movement and music education was then be plotted and practiced since that time. The notion of Orff Music Pedagogy, also known as the Orff Schulwerk approach, can be concluded as the implementation of combining music, movement, drama, and speech into the classrooms of children music education, creating a relaxed environment and atmosphere that are similar to the childrens world. The Orffs approach to music education has numerous advantages to children, but suffice it to say that the leading advantage is that it demands the innovation of the teachers and involves all sensory dimensions such as virtual, physical, and aural asp ect of the children during their learning process. The positive effects of applying Orff Music Pedagogy can be viewed from the following aspects. Firstly, Orff Schulwerk Music Pedagogy, which confers a favorable learning environment, can provide children with much more creativity, in their music education, than traditional teaching methods. In Music Pedagogy, music is a means to teach a man become a talent and because Orffs method has the very advantage to teach efficiently, Orff Schulwerk should be widely used in China (Dr. Clausel S.L.S. 1998). In Dr. S.L.S. Clausels article (1998), he pointed out that Orff-Schulwerk Music Method is effective in teaching children music especially when using Orff approach to create an interactive environment with other peers. In this case, the quality of the students could then be improved. Additionally, as the nature of Orff Music Pedagogy is innovative and interactive, stated by Dr. Brock in 1977, this practice could largely enable the primary school focus more on the esthetic aspect. In fact, whe n applying the Orff Music Pedagogy to the classes, esthetic features must be the kernel, for the approach requires the involvement of various sensory organs so that children can do dancing, clapping and singing. Moreover, the innovation and creativity can be promoted during the learning process with Orffs approach. In addition, Clausel suggested that Orff method is suitable for an Asia culture because it can provide a relaxed environment for children in order to widen childrens interest, arousing innovative ideas and improving the students quality, which has nothing to do with cultures. Nowadays, many problems exist in Chinese music teaching, for instance, students lack the interest of learning music. Orff Schulwerk is an efficient way to change that situation, since it is a method that can stimulate students interest regardless its culture. There is an example in Japan. Dr. Carl Orff himself mentioned in his speech (25th October 1983) that the Japanese children were responding to his approach spontaneously and teachers had become open-minded. Researched and studied in Japan in 1962, Dr. Carl Orff, the initiator of the Orff Music Pedagogy, was able to witness how compatibly and naturally his ideas are adapted and applicable to an Eastern culture. If the music educator could take a step forward, Japanese children could get accustomed and be effectively educated by Orffs approach. Therefore Chinese children who share similar cultures with the Japanese should likewise be absorbed the music knowledge effectively. Furthermore, even though the current music education in China is confronting a number of obstacles and problems, they can be conquered by introducing the Orff Music Pedagogy to China. A recent article composed by Ding (2006) pointed out the difficulties of the music education in contemporary China and they are: the unclear positioning of music education, the overlook of the esthetic aspect and the poor quality of teachers and students. The localization of the music education is not in the control of the teachers but the emphasis of the esthetic practice and the quality of the teachers could be improved by the application of Orffs approach. As a whole, this should be significant as Orff Music Pedagogy fundamentally surmounts two or three barriers in Chinese music education that China is facing in the modern world. Despite of the fact that the Orff Music Pedagogy has been used worldwide, there are still some difficulties of applying this westernized methodology of music teaching to Chinese primary schools because of the intractable cultural customs and language difference. Burnaby and Sun (Jun., 1989) have revealed a number of problems in their article when applying the western teaching methods to the Chinese education. They have put forward a variety of linguistic problems that the Chinese students are facing and some Western teaching styles are only applicable to a particular range of students in China. According to what Burnaby and Sun have researched, the Orff Music Pedagogy, which is a German music education approach, might not be feasible or less efficient if applied to China. At the same time, the research that Burnaby and Sun have done was mainly concentrated on language teaching and the Orffs notion is about music educating. Hence, it could make a difference when education is in the re alm of music as music is beyond the nations and languages. Besides, the sizes of the primary school classes in China and the availability of certain instruments and equipments are the most significant disadvantages when applying the Orff Music Pedagogy to China. On the one hand, the average size of a class for primary schools in China is around sixty and it has been criticized because there are little or no interactions between the teachers and the students. Its the same when music education is being conducted in Chinese primary schools. As it is mentioned before, the Orff Music Pedagogy will require a great deal of teacher-student interactions and tremendous size of the class will make the approach hard to implement. On the other hand, there are insufficient equipments provided in the Chinese schools as mentioned by Hamilton and Hilree J. (2005) in his article. It is evident that without professional instruments and teaching tools, Orff Music Pedagogy cannot be carried out in an efficient way or even unable to proceed at all. Thus, short-te rm speaking, the changes of this condition which involves training teachers, minimizing class size and purchasing equipments should take a long time and huge amount of financial funds, which is actually the disadvantage of applying this approach. Nevertheless, the situation of having insufficient resources should be better in the future time, for the Chinese economy is booming and financial funds allocated on education are increasing. Based on Dings (2006) perspective and for long-term consideration, the size of the classes in China could be smaller and schools could be better equipped, making the application of Orff Music Pedagogy more apposite and feasible, which will benefit the Chinese children in the primary schools invaluably in terms of music education. In conclusion, the application of Orff Music Pedagogy in Chinese primary schools has greater amount of advantages than the disadvantages. In simple language, Orff Schulwerk Music Pedagogy is conducive to Chinese primary school because it is a good method for cultivating students, besides that, it could motivate childrens interests and creativity effectively and most importantly this method could benefit Chinese music education in future times. However, owning to a kind of western musical pedagogies, Orff music approach may be not completely suitable for the current music education in China due to the limitation of resources and culture difference. Most significantly, the advantages are more crucial and vital comparing to the disadvantages as discussed above because those barriers and obstacles such as lack of fund and resources have solutions. Short-term speaking, there might be more disadvantages and less benefits. Nevertheless, to a long-term consideration, the application of Orff Music Pedagogy in Chinese primary schools could have a far-reaching effect to the Chinese music education system and that influence tends to be positive. One cannot underestimate this influence as it could benefit millions and millions of Chinese young children and the creativity arouse by Orff Music Pedagogy in the primary schools may lead a Chinese young child to compose his own masterpiece and become predominant in the future. All in all, the application of Orff Music Pedagogy can be both a lens through which we can see the future of Chinese primary music education and a mirror reflecting its unparalleled teaching notion and well-developed methods. References List: Burnaby, B. Sun, Y. L. (1989). Chinese Teachers Views of Western Language Teaching: Context Informs Paradigms, TESOL Quarterly, 23(2), 219-238. Brock, (1977), Innovative music education: an investigation and comparison of the teaching methods of Carl Orff, Zoltan Kodaly, and Madeleine Carabo-Cone, (OCLCs Experimental Thesis, University of Mississippi, 1977). Retrieved from Carl, O. (1983, October). Orff-Schulwerk Past and Future. Paper present at the opening of the Orff Institute in Salzburg. Published by Schotts, B, The translation is by Murray,M. Clausel, S.L.S. ( n.d). Applications of Cambornes model of literacy learning and the Orff-Schulwerk Music method to the development of a curriculum model for Mississippi music education, The University of Mississippi. Ding, M. M. (2006). The development and the reform of the music education in China since1980. (Master dissertation, University of Wuhan Conservatory of music, 2006). Retrieved from Hamilton, Hilree, J. (2005). Echos from a Teaching Adventure in China. Teaching music, 13(2), 24.