Wuthering Heights By Bronte Essays (1230 words) - British Films

Wuthering Heights By Bronte In Bronte's novel Wuthering Heights the idea compensation for love lost is discussed. Wuthering Heights is a quiet house in the country where the Earnshaw's and Heathcliff live. Heathcliff loves Catherine Earnshaw very much but, she decides to marry another man, Edgar. Heathcliff marries Edgar's sister just to make Catherine jealous. At the end Heathcliff abandons his plan for vengeance and professes his love for Catherine only to see her die soon after. In the novel Wuthering Heights Bronte shows that revenge is not the key to happiness through irony, through plot, and through characterization. Irony is used over and over in the novel Wuthering Heights to express the notion of revenge. The main ironic incident in this novel is that no one ends up with the person they want to be with despite the fact that they can be with the one they love. For example Catherine loves Heathcliff. Catherine and Heathcliff are soul mates, and she even remarks to Nelly that, ? I [Catherine] am Heathcliff!? (142). She is angry at Heathcliff for not leaving sooner to make something of himself. Catherine could have had Heathcliff, but she chooses not to and ends up miserable. Another example of irony is that Heathcliff and Isabella do not love each other. Heathcliff thinks that he is with Isabella to get back at Catherine. He sees Isabella as an unsuspecting ?young lady?(91). However, Isabella married Heathcliff for spite. She resents the fact that her Catherine married her brother and wanted to get back at Catherine. Neither Isabella nor Heathcliff find happiness in each others arms, and they both die miserable and unsatisfied with each other. The fact that Edgar wants to get back at Heathcliff after Catherine's death is very ironic. Edgar won. Catherine marries him and not Heathcliff. Edgar is always jealous of Heathcliff. Before Catherine's demise Edgar tells her that, ?It is impossible for you to be my friend and his at the same time? (99). When Catherine does not p. 3 respond to this Edgar goes on to tell her, ?I absolutely require you to choose? (100). When Catherine does die Edgar seeks revenge. He knows that Catherine died of a broken heart torn between Edgar and Heathcliff. Edgar in a ranting rage tells Nelly, ?I'll crush his ribs in like a rotten hazel nut?(158). He seeks vengeance on Heathcliff, but never gets it. A final example of irony is with Heathcliff and Hindly. A few years after Hindly condemns Heathcliff to a life of servitude Heathcliff runs off and makes a living. He comes back a wealthy and proper man. Heathcliff helps Hindly out of debt. However, Hindly owes so much money to Heathcliff that Heathcliff takes Wuthering Heights from Hindly. So, just when Hindly thinks that he got back at Heathcliff for ruining his life Heathcliff takes his revenge and lets Hindly died a poor, miserable old man. The plot in Emily Bronte's Wuthering Heights reflects the concept of revenge. Mr. Earnshaw meets a poor boy on one of his trips. Because Mr. Earnshaw is such a ?capital fellow?(9) he takes pity on the boy, Heathcliff, and invites him to live with the Earnshaw's. Mr. Earnshaw has an alterior motive for the boy. He wants his children, Hindly and Catherine, to understand what it is like to share their wealth with someone who is less fortunate than themselves. Mr. Earnshaw figured that the children would learn and grow from this experience. The truth is that the children did not. Hindly grows up miserable and resentful of Heathchiff. And Catherine eventually turned her nose up to Heathcliff only to find that she is cheerless without him. The novel takes a turn when Catherine has to decide whether or not to marry Edgar. She knows that she has ?no more business marrying Edgar Linton than I [Catherine] have to be in heaven? (64). Yet Catherine marries Edgar anyway for p. 4 wealth, but more importantly revenge. She wants to get back at Heathcliff for never making something of himself. But at the end Catherine is the one who suffers. Heathcliff desires Linton and Cathy to be wed. This plan is curtailed by Edgar. Cathy falls in love with Linton and tells Edgar. When Edgar finds out he says, ?No one from Wuthering Heights shall come here? (224). Edgar does this for revenge. He does not want Heathcliff or anyone to be happy. At the end he is Edgar is the one who is not happy even though he thought he got the

Benjamin O. Davis - Tuskegee Airmen - World War II

Benjamin O. Davis - Tuskegee Airmen - World War II Benjamin O. Davis, Jr. (born December 18,  1912  at Washington, DC)  earned fame as the leader of the Tuskegee Airmen during World War II. He had a decorated thirty-eight-year career before he retired from active duty. He died on July 4, 2002, and was buried at Arlington National Cemetery with much distinction. Early Years Benjamin O. Davis, Jr. was the son of Benjamin O. Davis, Sr. and his wife Elnora.  A career US Army officer, the elder Davis later became the services first African-American general in 1941. Losing his mother at age four, the younger Davis was raised on various military posts and watched as his fathers career was hampered by the US Armys segregationist policies. In 1926, Davis had his first experience with aviation when he was able to fly with a pilot from Bolling Field. After briefly attending the University of Chicago, he elected to pursue a military career with the hope of learning to fly. Seeking admission to West Point, Davis received an appointment from Congressmen Oscar DePriest, the only African-American member of the House of Representatives, in 1932. West Point Though Davis hoped that his classmates would judge him on his character and performance rather than his race, he was quickly shunned by the other cadets. In an effort to force him from the academy, the cadets subjected him to the silent treatment. Living and dining alone, Davis endured and graduated in 1936. Only the academys fourth African-American graduate, he ranked 35th in a class of 278. Though Davis had applied for admission to the Army Air Corps and possessed the requisite qualifications, he was denied as there were no all-black aviation units. As a result, he was posted to the all-black 24th Infantry Regiment. Based at Fort Benning, he commanded a service company until attending the Infantry School. Completing the course, he received orders to move to Tuskegee Institute as a Reserve Officers Training Corps instructor. Learning to Fly As Tuskegee was a traditionally African-American college, the position allowed the US Army to assign Davis somewhere where he could not command white troops. In 1941, with World War II raging overseas, President Franklin Roosevelt and Congress directed the War Department to form an all-black flying unit within the Army Air Corps. Admitted to the first training class at nearby Tuskegee Army Air Field, Davis became the first African-American pilot to solo in an Army Air Corps aircraft. Winning his wings on March 7, 1942, he was one of the first five African-American officers to graduate from the program. He would be followed by nearly 1,000 more Tuskegee Airmen. 99th Pursuit Squadron Having been promoted to lieutenant colonel in May, Davis was given command of the first all-black combat unit, the 99th Pursuit Squadron. Working up through the fall of 1942, the 99th was originally scheduled to provide air defense over Liberia but later was directed to the Mediterranean to support the campaign in North Africa. Equipped with Curtiss P-40 Warhawks, Davis command began operating from Tunis, Tunisia in June 1943 as part of the 33rd Fighter Group. Arriving, their operations were hampered by segregationist and racist actions on the part of 33rds commander, Colonel William Momyer. Ordered to a ground attack role, Davis led his squadron on its first combat mission on June 2. This saw the 99th attack the island of Pantelleria in preparation for the invasion of Sicily. Leading the 99th through the summer, Davis men performed well, though Momyer reported otherwise to the War Department and stated that African-American pilots were inferior. As the US Army Air Forces were assessing the creation of additional all-black units, US Army Chief of Staff General George C. Marshall ordered the issue studied. As a result, Davis received orders to return to Washington in September to testify before the Advisory Committee on Negro Troop Policies. Delivering impassioned testimony, he successfully defended the 99ths combat record and paved the way for the formation of new units. Given command of the new 332nd Fighter Group, Davis prepared the unit for service overseas. 332nd Fighter Group Consisting of four all-black squadrons, including the 99th, Davis new unit began operating from Ramitelli, Italy in late spring 1944. Consistent with his new command, Davis was promoted to colonel on May 29. Initially equipped with Bell P-39 Airacobras, the 332nd transitioned to the Republic P-47 Thunderbolt in June. Leading from the front, Davis personally led the 332nd on several occasions including during an escort mission which saw Consolidated B-24 Liberators strike Munich. Switching to the North American P-51 Mustang in July, the 332nd began to earn a reputation as one of the best fighter units in the theater. Known as the Red Tails due to the distinctive markings on their aircraft, Davis men compiled an impressive record through the end of the war in Europe and excelled as bomber escorts. During his time in Europe, Davis flew sixty combat missions and won the Silver Star and Distinguished Flying Cross. Postwar On July 1, 1945, Davis received orders to take command of the 477th Composite Group. Consisting of the 99th Fighter Squadron and the all-black 617th and 618th Bombardment Squadrons, Davis was tasked with preparing the group for combat. Beginning work, the war ended before the unit was ready to deploy. Remaining with the unit after the war, Davis shifted to the newly formed US Air Force in 1947. Following President Harry S. Trumans executive order, which desegregated the US military in 1948, Davis aided in integrating the US Air Force. The next summer, he attended the Air War College becoming the first African-American to graduate from an American war college. After completing his studies in 1950, he served as chief of the Air Defense Branch of Air Force operations. In 1953, with the Korean War raging, Davis received command of the 51st Fighter-Interceptor Wing. Based in Suwon, South Korea, he flew the North American F-86 Sabre. In 1954, he shifted to Japan for service with the Thirteenth Air Force (13 AF). Promoted to brigadier general that October, Davis became vice commander of 13 AF the following year. In this role, he aided in rebuilding the Nationalist Chinese air force on Taiwan. Ordered to Europe in 1957, Davis became chief of staff for the Twelfth Air Force at Ramstein Air Base in Germany. That December, he began service as chief of staff for operations, Headquarters US Air Forces in Europe. Promoted to major general in 1959, Davis returned home in 1961 and assumed the office of Director of Manpower and Organization. In April 1965, after several years of Pentagon service, Davis was promoted to lieutenant general and assigned as chief of staff for the United Nations Command and US Forces in Korea. Two years later, he moved south to take command of the Thirteenth Air Force, which was then based in the Philippines. Remaining there for twelve months, Davis became deputy commander in chief, US Strike Command in August 1968, and also served as commander-in-chief, Middle-East, Southern Asia, and Africa. On February 1, 1970, Davis ended his thirty-eight-year career and retired from active duty. Later Life Accepting a position with the US Department of Transportation, Davis became Assistant Secretary of Transportation for Environment, Safety, and Consumer Affairs in 1971. Serving for four years, he retired in 1975. In 1998, President Bill Clinton promoted Davis to general in recognition of his achievements. Suffering from Alzheimers disease, Davis died at Walter Reed Army Medical Center on July 4, 2002. Thirteen days later, he was buried at Arlington National Cemetery as a red-tailed P-51 Mustang flew overhead. Selected Sources US Air Force: General Benjamin O. Davis, Jr.Aviation History: Benjamin DavisNational Park Service: Benjamin O. Davis

Airflow in Ducts Research Paper Lab Report Example | Topics and Well Written Essays - 1750 words

Airflow in Ducts Research Paper - Lab Report Example Experiment 2 There is a slight fall in pressure in the approach section and the static pressure is at a minimum about one pipe diameter before the orifice plate. The pressure of the fluid then rises near the face of the orifice. There is then a sudden fall of pressure as the fluid passes through the orifice, but the minimum pressure is not attained until the vena contracta is reached. Beyond the vena contracta, there is a rapid recovery in the static pressure. Owing to friction and dissipation of energy in turbulence, the maximum downstream pressure is always lesser than the upstream pressure. The pressure loss so caused depends upon the differential pressure and increases as the orifice ratio decreases for a given rate of flow. Contents Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..4 Lit erature review†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.4 Theory†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..6 Methodology†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.7 Results†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.9 Discussion of Results†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.11 Conclusions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦13 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..15 Introduction Experiment 1 The main intention of this experiment is to explore the relationship between fluids and the media through which they travel by exploring the events that occur in the movement of a fluid from one point to another and the characteristics of the fluid itself. These ma y include may include pressure, momentum, viscosity, turbulence, velocity of the fluid and friction. It also considers the impact of foreign bodies and flow equipment along the path of the fluid This experiment will allow students to learn the method of measuring air flow velocity using Pitot tube. The student will understand the working principle of Pitot tube as well as the importance of Bernoulli equation in deriving and calculating the velocity by exploring the developing boundary layer in the entry length of a pipe. Experiment 2 The main objective of this was to determine the vital discharge coefficient for an orifice plate meter installed within an air flow pipe and using the static pressure tapping’s provided, to investigate the pressure distribution along the pipe downstream of the orifice plate. Literature review Essentially fluid dynamics in physics is considered as a sub-discipline of fluid mechanics, and deals with the relations between velocities and acceleration s and forces exerted by or upon fluids in motion. This field encompasses aerodynamics, (the study of air and other gases in motion) and hydrodynamics (the study of liquids in motion). Fluids are either liquids or gases A liquid is a state of matter in which the molecules are relatively but still are on average close enough together to interact continuously with nearest neighbors so as to maintain a relatively fixed volume. In contrast, a gas exists as a state of matte

Strategy Assessment 2 Essay Example | Topics and Well Written Essays - 2000 words

Strategy Assessment 2 - Essay Example Current paper presents the strengths and weaknesses of a well-known theoretical framework, the Five Forces model of Porter in regard to industry competition. The Porter’s Five Forces model is based on the following rule: each organization is likely to face five forces; the ability of the organization to face these forces denotes the level of competitiveness of the particular organization (Onkvisit and Shaw 2004, p.33). The specific model is commonly used for estimating the level of competitiveness of organizations and nations. The Five Forces which each organization and nation have to face are the following: ‘industry competition, customers, suppliers, new entrants and substitute products’ (Onkvisit and Shaw 2004, p.32). The review of the literature related to this subject has led to the following assumption: the Five Forces model of Porter is a unique tool in measuring an organization’s or country’s competitiveness. Still, in the context of the inte rnational market, the use of the specific framework is not at the levels expected, a fact that it is rather related to the framework’s weaknesses, as discussed below. Moreover, the high level of criticism developed against the Five Forces model of Porter leads to the assumption that the particular framework should be reviewed and updated so that it responds to the current market conditions and demands. 2. Strengths and weaknesses of theories of competitive advantage – M. Porter’s Five Forces theory 2.1. Strengths The Five Forces model of Porter could be characterized as a unique strategic tool in terms of its value in measuring performance. The potentials of the specific model to be used as a tool for measuring performance are important, but not standardized, as also explained in the next section. One of the most important advantages of the particular model seems to be its simplicity. Indeed, as noted in Hill and Jones (2009) the Porter’s Five Forces mode l describes clearly the forces that each organization and nation is expected to face in regard to a particular industry/ market. There can be no misunderstanding in regard to the parts of the particular model since all these parts have certain characteristics that secure these parts’ uniqueness (Hill and Jones 2009). For example, when referring to the bargaining power of suppliers, a specific idea is implied: that suppliers can be more or less powerful in imposing particular prices, according to the level at which their products are unique or not (Hill and Jones 2009). In addition, the Five Forces model highlights the importance of ‘strategic position for the acquisition of a competitive advantage’ (Roy 2011, p.25). In fact, these two concepts, strategic position and competitive advantage are closely related to the Five Forces model that has emphasized, for the first time, on the potential value of strategic position for enhancing competitiveness, either at the l evel of organization or the level of nation (Roy 2011, p.25). Moreover, the Five Forces model refers, also for the first time, to the potentials of a nation to acquire a competitive advantage in the same context as an organization (Roy 2011, p.25). In other words, in regard to competitiveness, organizations are equalized to nations (Roy 2011, p.25). The above fact indicates the potentials of markets to act as bonds between frameworks of different characteristics, as in the case of organizations and nations (Roy 2011

Summary 4 234 Essay Example | Topics and Well Written Essays - 250 words

Summary 4 234 - Essay Example Another example is with a little girl in another class who frequently pinched the other children in class. The teacher discovered the reasons that she was pinching. She was pinching as a greeting and because she enjoyed the way it felt to make a pinching motion with her fingers. The teacher showed the toddler less hurtful ways to greet her classmates and created toys that would allow the toddler and her classmates to pinch without hurting anyone. Life lessons can also be learned through actions initiated by young children. In one classroom, a teacher turns one child trying to take off her socks into a guided lesson on how to pull off and put on socks. In another classroom, a child came in with difficulty separating from her parents. The teacher noticed the child's interest in books and used books to help the little girl develop her interests and to become less dependent. Children can also learn about the world around them, when guided by their teacher. On one playground, a toddler fo und a snail outside and the other children gathered around to look. The teacher turned this into a discussion on snails and integrated information about snails into the classroom. Later, a salamander was brought in and the children brought in roly polys.

Disaster Management Approaches For Libraries

Disaster Management Approaches For Libraries Abstract The present paper highlights the disaster and its management in general and in libraries in electronic age. The paper also suggested the management methods of disaster in libraries. Libraries are the custodian of our history, culture and civilization. They are keeping the heritage of the nation in safe for last thousands of years. The safeguard against disaster for the libraries is very important. Safeguard should be in such planned ways that save the resources of library without any damage. In India libraries are not concentrating on disaster management due to unawareness and paucity of funds. Libraries and reputed Information Centres should organise program on disaster management in libraries. There should be training and workshop program for library personnel as well as for library users. Library and managing authority should make necessary arrangement for the effective program of disaster management in libraries. Disaster management program should be implemented from the initial stage (from the construction of building for any organisation). Key-Words: Disaster, Disaster Management, Natural Disaster, Man-Made Disaster,  Disaster Management – Libraries, Artificial Disaster 1. Introduction: Now libraries of India transforming themselves from traditional library to modern library or we may say automated, electronic, digital, virtual or hybrid libraries. With the development of technology changes, the development of adversity also increased. Adversity or disaster may be natural an artificial also. Disaster and its management (Disaster Management) now becomes the burning topic in many field due to natural disaster as cyclone, tornado, earthquake, fire due to heavy rain, water flood etc. and artificial disaster as power grid failure, network failure, fire, server fail, short -circuit etc. In libraries, authorities and libraries are not giving their attention for management of any kind of disaster. In India except some advance libraries, most of libraries have no prearrangement for disaster. Libraries have our history. Civilization and culture in books and in electronic form, if any disaster occurred they will lose valuable history, Civilization and culture. 2. Disaster Disaster is an unexpected, disastrous happening carrying excessive mutilation, damage, and destruction and devastation to life and property. The mutilation caused by disasters is incalculable and differs with the topographical location, climate and the type of the earth surface/degree of susceptibility. These effects may be mental, socio-economic, political and cultural state of the affected area. Disaster may be men made (Artificial) and natural. Some definition of disaster as follow: An occurrence causing widespread destruction and distress; a catastrophe.† Emergency â€Å"A serious situation or occurrence that happens unexpectedly and demands immediate action[1].† (American Heritage Dictionary. 3 rd. ed., 1996) In contemporary academia, disasters are seen as the effect of hazards on vulnerable areas. Hazards that occur in areas with low vulnerability do not result in a disaster; as is the case in uninhabited regions. (Quarantelli 1998)[2]. A disaster is a natural or man-made (or technological) hazard resulting in an event of substantial extent causing significant physical damage or destruction, loss of life, or drastic change to the environment. A disaster can be extensively defined as any tragic event stemming from events such as earthquakes, floods, catastrophic accidents, fires, or explosions. It is a phenomenon that can cause damage to life and property and destroy the economic, social and cultural life of people.[3] 2.1 Natural Disaster A natural disaster is an implication when a natural danger touches creatures and/or the built atmosphere. The resulting damage is governed by on the capacity of the population to support or fight the disaster: their resilience. This understanding is concentrated in the formulation: disasters occur when hazards meet defencelessness. A natural danger will hereafter never result in a natural disaster in areas without exposure. Numerous singularities like, landslides, earthquakes, eruptions, volcanic, cyclones and floods are all natural hazards that kill thousands of people and destroy moneys of territory and goods every time. Followings are the main natural disasters: Earthquakes Floods Volcanic eruptions Cyclones Biological agents (micro-organisms, insect or vermin infestation) Fires (wildfires) Rain 2.2. Artificial (Men Made) Disaster With the technological development the hazards also grows. Artificial disasters also can be caused by humans. Dangerous materials emergencies include chemical tumbles and groundwater pollution. Workplace fires (caused by short-circuit etc.) are more common and can originate substantial property mutilation and loss of life. Communities are also defenceless to these threats posed by fanatical groups who use ferocity against both people and property. In Artificial disaster, targets may include military and civilian government facilities, international airports, high-profile landmarks and large cities. In Cyber-terrorism involves attacks against computers (server down, virus attack, hacking and unauthorised access etc.) and networks done to intimidate or pressure a government or its people for political or social objectives. 3. Disaster management It is a discipline that includes making, holdup, and rebuilding society when natural or human-made disasters occur. In general, any Crisis management is the unceasing process by which all individuals, groups, and communities manage hazards in an effort to avoid or perfect the impact of disasters resulting from the hazards ‘Disaster management can be defined as the organization and management of resources and responsibilities for dealing with all humanitarian aspects of emergencies, in particular preparedness, response and recovery in order to lessen the impact of disasters.[4] 4. Disaster in Libraries Disaster either natural or manmade may occur in any organisation and at any place of the world. Its seriousness may be distinguished on preventive, pre-arrangement and other security methods. Now, libraries have entered in the age of electronic age but with the advent of technology in libraries, the technological (Artificial) disaster has also generated. Natural disaster like flooding, earthquake, cyclones, rain and Volcanic eruptions etc. are identical and not changed but going toward uncertainty due to global warming. Day to day man-made disaster as power cuts, network failure, cooling- heating, theft of books, network tower failure, conflict, noise, and violence may occur in libraries. Besides these, fire, sever failure, crashing of computer also are major disaster in libraries. Sometimes some misshaping may convert in major disaster in libraries. 5. Disaster Management in Libraries: Libraries are our guardian or custodian of our history, culture and civilization. They are keeping these records in printed and non-printed document. Students, scholar expectation are also linked with libraries. So maintenance and security of libraries are essential from disaster etc. In this concern Indian libraries (especially government and public libraries) frustrated us. Libraries are not so secured in this concern. Most of the libraries have not installed fire alarm system in their libraries. If installed, the maintenance of these systems is zero, only they became show peace. Libraries are also faces many day to day disaster like power-cuts (No having generators), no heating-cooling system etc. Libraries are information centre are also organising many workshop, conference and seminar of ICT but neglected the topic like disaster management in libraries[5]. This is ill-fated of Libraries as they are providing reading material (books, journals and encyclopaedias etc.) on disaster management to their users for research but for them, there is no such perpetual program in this concern. Funds are also a barrier in this concern as libraries not getting adequate funds for purchase books etc. and these disasters are the secondary phase for the libraries. I personally observed in many libraries that there was no such preventive equipment and measurement for this disaster (natural and man-made). Disaster controlling plan is a must be assimilated in preliminary planning of founding a library and information centre. Numerous minor pointers for a complete disaster management plan, which are independent of each other but are interwoven. Libraries either academic or public and authority (Government- Non-Government) should make the following provision in their libraries against disaster management: Fruitful Plan: Each disaster has three phases: before, during and after. A variability of plans is required to manage with each of these phases. There should be fruitful plan for disaster management. Disaster plan must cover complete of the library and information centre including staff, readers, sources of information, equipment and infrastructure and it must be a cooperative team effort. Mirror Server/ Backup: There should be arrangement of mirror server and daily backup of work should be taken on regular base by the competent library staff. Data backup should not kept in library and be placed at minimum two places. A responsible staff may take this backup with them. AMC of library server and UPC may be an alternative security measure for this. Power Supply: There should be one main switch of light system of library and place to place MCV- Light controller should be installed in the library to avoid short-circuit in light system. Responsibility: There should be fixation of responsibilities on staff and suitable should be identified and succession should be fixed in written and verbally. Suitable senior and junior staff should be incorporated in disaster planning. Power-Cuts: There should be installation of Solar Power System and UPS to cater the the uninterrupted power supply. Sound proof power generator may be installed for this system. Fire: Fire alarm system and smoke detector should be installed in library on each level so that any type of smoke and fire is detected. The staff training is essential to handle such system and should openings for staff to be alert of what is expected of them in the event of disaster. Library should identifying imperative parts of the building, collections, allocating rescue primacies, recognizing substitute storage sites, providing satisfactory fire protection. Additional Funds Arrangement: There should be an additional fund arrangement to procure the preventive equipment and for making such disaster arrangement in libraries. Rain- Floods: It is impartial as important to determine where the water is coming from and should to stop it at its cause as it is to cover up the books. There should be arrangement of water security out system around the library. The access of water should go in direct to down to earth. User Awareness Program: There should be a user awareness program regarding the disaster management. This program may be included in user education/ orientation program of the library. Workshop/Training and Conference: Time to time library and information centers should organize training and workshop program on disaster management in libraries. Disaster Management Agency: Library and information centers may hire Disaster Management Agency for disaster management. Library may contract with such type of agency (Government and Private). There are many such types of agencies are available (online – offline) for disaster management. 6. Conclusion: Now the range of disaster has increased, natural disaster is increasing due to global warming and artificial disasters (man-made) are increasing with the advent of Information Communication Technology. Pre-planning for disaster is very important as this management is inter-linked on each other. These planning should be implemented from the initial phase (from the point of construction of building of any organisation like libraries). Time to time mock drill should also implement for testing of the program. Maintenance of such procedure is also very important. Government, non-government and managing authorities should also pay more attention on this issue. Government should also make such positive policies for libraries and information regarding the implementation of disaster management. Related Bibliography Aparac-Gazivoda, T. and Katalenac, D. (1993) Wounded libraries in Croatia, Zagreb: Croatian Library Association. Archives, Aldershot: Ashgate. Featherstone, Robin M., Lyon, Becky J, and Ruffin, Angela B. (2008).Librarian’s Role in Disaster Response: an Oral History Project. Journal of Medical Library Association, 96,256-282.doi 10.3163/1536-5050.96.4.009. Golrick, Michael A. (2009). Disaster management: Steps in the process. Retrieved from:http://michaelgolrick.blogspot.com/2009/03/disaster-management-plan-steps-in.html. Matthews, G. and Eden, P. (1996) Disaster management in British libraries. Project report with guidelines for library managers, London: The British Library. Matthews, Graham, Eden, Paul. (1996) Disaster management training in libraries, Library Review, Vol. 45 Iss: 1, pp.30 – 38 Riedlmayer, A. (2007) ‘Crimes of war, crimes of peace: destruction of libraries during and after the Balkan wars of the 1990s’, Library Trends 1 (56), 107-132. [1] American Heritage Dictionary. 3 rd. ed., 1996 Houghton Mifflin; 3 editions (August 20, 1992). [2] Quarantelli E.L. (1998). Where We Have Been and Where We Might Go. In: Quarantelli E.L. (Ed). What Is A Disaster? London: Rutledge. pp146-159 [3] http://en.wikipedia.org/wiki/Disaster [4] 1International Federation of Red Cross and Red Crescent Societies Disaster Management. Accessed 12-12-13 [5] http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=2204context=libphilprac

A Futuristic Interview With Romeo of William Shakespeares Romeo and Juliet :: William Shakespeare Romeo and Juliet

A Futuristic Interview With Romeo SCENE I: Setting: On the set of ‘Time Voyager', a new television series. Characters: ANN - Announcer ROMEO - Romeo ANN: Ladies and Gentlemen, welcome again to this week's edition of Time Voyager. In case this is the first time you have tuned in and are unfamiliar with the concept, let me explain it to you. Modern technology today allows us to go back in time, as you probably know already. We do just that - go back and visit those times and places that had so much mystery, so much darkness, and so little knowledge. Our current model of time machine is the best that money can buy and has been completely tested for safety so we will not... as they say... leave someone ‘behind the times.' So sit back, relax, and watch as the past becomes the present. (Lights dim, machine hums, beam of light appears center stage. Through the beam, people are visible, walking seemingly unaware of the new presence.) ANN: The place is Verona, Italy, and the year is 1523. To be precise, the third of May. (Romeo cautiously peers into light beam. It seems he is the only one aware of it.) ANN: (To Romeo) Do not be afraid, come forward. (Beckons with hand) ROMEO: What is this? ANN: Sir, I apologize for this sudden interruption of your day. Perhaps you would like me to explain? ROMEO: (Steps onto stage out of light beam. Beam dies) What has happened to me? Have I died? Is this the other world? What do you want of me? ANN: No, you are not dead, rather transported to another time... ROMEO: You talk no sense! Your head must be full of bugs and insects! And, if you do not mind, what are those strange machines in the corner? (Points at video camera) ANN: Those are recorders - recording you as you are currently here speaking to us. They can put the images - moving images - so that we may view them later. Right now, they are sending the images through the air to millions of people... ROMEO: What year is this? You have many strange devices, for example, lights that have no candles behind them, screens that record my movements, and all these strange new materials, it is rather... mind-boggling... that is, if you are telling the truth... ANN: The year is 2174. Yes, I am telling the truth. We have machines that tell if you are telling the truth now. ROMEO: How do I know you are telling the truth about machines that tell if you tell the truth?

Language of Robinson Crusoe Essay

Daniel Dafoe’s popular novel, originally titled The Life and Strange Surprizing Adventures of Robinson Crusoe, of York, Mariner: Who lived Eight and Twenty Years, all alone in an uninhabited Island on the Coast of America, near the Mouth of the Great River of Oroonoque; Having been cast on Shore by Shipwreck, wherein all the Men perished but himself. With an Account how he was at last as strangely deliver’d by Pyrates (iii), like most classics underwent many editions through the years. However nothing but the first edition, which is the basis of this essay, can give us the look and feel of the time as intended to be shown by the author. Early Modern English According to Volume 14 of The Cambridge History of English and American Literature in 18 Volumes, Early Modern English period marked the expansion of the use of the English language outside England. But since English was spread at various times it has been subjected to different influences and additional variations caused by attempts at etymological spelling (Ward et al ch 15 sec 3 par 1). These were evident in the novel in two aspects of language: grammar and vocabulary (Ward et al ch 15 sec 1 par 1-2). Among the inflectional changes during the early modern English was the dropping of the weak vowel in verbs ending in –ed (Ward et al. ch 15 sec 4 par. 7). Examples of these manifested not only in the title (the word deliver’d) but within the text itself such as call’d, fill’d, encreas’d, and fatigu’d. Spelling also appeared to be phonetically defective (Ward et al. ch 15 sec 3 par. 1) with words like perswasions, lyon, lye, and prophetick. Compounding of words were also used in the novel by examples of free-school, hand-maids, ground-tackle and fellow-slave. However, the change in the verbs as well as the defects in spelling was not applied to the entire novel which makes us consider the reasons for such use. Towards a Purity in Style Daniel Defoe, in his book An Essay upon Projects, emphasized that it was the responsibility of the society to polish and refine the English tongue and to purge it from all the irregular additions that ignorance and affectation have introduced as befitted the noblest and most comprehensive of all the vulgar languages in the world (8). The spread of the English language was depicted in the novel when Robinson Crusoe teaches his servant Friday the English language. We may notice from an excerpt of their discourse below that although essentially Crusoe and Friday came to communicate effectively with each other, Friday’s English differs much from Crusoe’s parallel to their difference in status and origin: Friday, My Nation beat much, for all that. Master, How beat; if your Nation beat them, how come you to be taken? Friday, They more many than my Nation in the Place where me was; they take one, two, three, and me; my Nation over beat them in the yonder Place, where me no was; there my Nation take one, two, great Thousand. Master, But why did not your Side recover you from the Hands of your Enemies then? Friday, They run one, two, three, and me, and make go in the Canoe; my Nation have no Canoe that time. (Defoe, â€Å"Robinson Crusoe† 254) Much is the same circumstance that brought about the variations and additions to the English language in which Defoe is clamoring for purity (â€Å"An Essay upon Projects† 8). Shoar and Shore. Aside from the defective spelling mentioned earlier is the variation in the spelling (Ward et al. ch 15 sec 3 par. 1). An example if this is the word shore, spelled shore and shoar, in different context of the novel. It may be noted that shoar was only used in the part of Robinson Crusoe’s mishaps. That is to say, from the part of his captivity at Sallee until before his wreck on the island. These mishaps, Crusoe later reflected on, were results of his ignorance in the Providence of God and malcontent thus the use of the spelling shoar. While his solitary life in the island described the learning process he underwent to survive and finally live harmoniously with his surroundings; hence the renewed use of the spelling shore. In this regard, one may interpret that the use of the word was intentional to show the need and difficulty in creating a standard for the English language. viz. and (viz.). The use of foreign language in novels is quite common throughout the ages. As such, we came to attention on the use of the Latin word viz. Oxford English Dictionary defines viz. as the abbreviation of videlicet which generally means namely or that is to say (1033). Although Defoe used viz. without parenthesis and viz. in parenthesis based on the same definition, its participation in the statement are quite different. The viz. without parenthesis was used in identifying and qualifying statements such as the â€Å"All the rest of that Day I spent in afflicting my self at the dismal Circumstances I was brought to, viz. I had neither Food, House, Clothes, Weapon, or Place to fly to†¦Ã¢â‚¬  (â€Å"Robinson Crusoe† 82). On the other hand, viz. in parenthesis, which appeared in lines like â€Å"This was what I wish’d for; so I took them up, and serv’d them as we serve notorious Thieves in England, (viz.) Hang’d them in Chains for a Terror to others†¦Ã¢â‚¬  (â€Å"Robinson Crusoe† 138), was used as such in order to explain earlier statement. The use of parenthesis to differentiate the use of the same word in the novel further reflects Defoe’s quest for refinement of the English language as mentioned previously. Conclusion Indeed, regardless of the plot of the story which categorized it to fiction, the culture and language of the time is unmistakable. Robinson Crusoe, in its original version, allows us the indulgence to peek and appreciate not only the early modern English language but the period as well. The flexibility of the language then reflected the society of that time as it has always been for any period or era. At the same time, the novel provided additional venue for the author to disseminate his ideas and further his individual attempt towards the transition to the modern English language and insertions to the importance of learning across the spectrum of the society. Such power language has to influence its readers, whether consciously or unconsciously. And the duality that the novel showed made it a favorite among children and adults alike. Fulfilling its objectives to entertain and propagate (however subtle it may be). Works Cited Defoe, Daniel. An Essay Upon Projects. New York: Adamant Media Corporation, 2005. Print. —. The Life and Strange Surprizing Adventures of Robinson Crusoe, of York, Mariner: Who lived Eight and Twenty Years, all alone in an uninhabited Island on the Coast of America, near the Mouth of the Great River of Oroonoque; Having been cast on Shore by Shipwreck, wherein all the Men perished but himself. With an Account how he was at last as strangely deliver’d by Pyrates. London: printed for W. Taylor, 1719. Print. Oxford English Dictionary. New York: Oxford University Press, 2005. Print. Ward, Aldolphus William, Sir, et al. The Cambridge History of English and American Literature. New York: G.P. Putnam’s Sons, 1907-21; New York: Bartleby.com, 2000 (Web) April 1, 2009.

how to clone in ur kitchen essays

how to clone in ur kitchen essays Cloning is the production of multiple, identical offspring. A clone is an animal who is genetically identical to its donor "parent". We now know that this can be achieved using cells derived from a microscopic embryo, a fetus, or from an adult animal. Cloning from adult animals was introduced to the public in 1997 when scientists announced the birth of Dolly, the first animal cloned in this way. There have now been hundreds of clones produced from skin cells taken from adult sheep, cattle, goats, pigs and mice. The real key to cloning an adult animal is the ability to reprogram the skin cell nucleus and cause it to begin developing as if it was a newly fertilized egg. Cloning requires specialized microsurgery tools and involves five basic steps: 1. Enucleation of the recipient egg 2. Transfer of the donor cell into the recipient egg 3. Fusion of the donor cell to the recipient egg 4. Culturing the resulting cloned embryo in the incubator 5. Transferring the developing embryo into the reproductive tract of a surrogate mother Step 3 - Fusion of the Donor Cell to the Recipient Egg The egg and the donor cell are placed in the fusion chamber between 2 electrodes. A low electrical current is passed across the positive and negative electrode. This electrical charge causes the membrane of the donor cell to fuse with the membrane of the enucleated recipient egg. When the 2 membranes fuse together, the nucleus (containing all the genetic material from the donor animal) of the skin cell is now surrounded by the recipient egg. The offspring that result from this procedure are genetically identical to the donor animal that the skin biopsy was taken from. In this case, all five of these goats are clones, produced from the same donor cell line. They are genetically identical to each other and to their donor "parent". They are different ages because the cloned embryos were made and transferred to surroga ...

Plans for reconstruction. essays

Plans for reconstruction. essays As early as 1863, Lincoln outlined a plan for Reconstruction. Under Lincoln's Ten Percent Plan, as it was called, a southern state could form a new government after 10 percent of its voters swore an oath of loyalty to the United States. Once it was formed, the new government had to abolish slavery. Voters could then elect members of Congress and take part in the national government once again. Many Republicans in Congress thought Lincoln's plan was too generous toward the South. In 1864, they passed a rival plan for Reconstruction. The Wade-Davis Bill required a majority of white men in each southern state to swear loyalty to the Union. It also denied the right to vote or hold office to anyone who had volunteered to fight for the Confederacy. Lincoln refused to sign the Wade-Davis Bill because he felt it was too harsh. Congress and the President did agree on one proposal, however. A month before Lee surrendered; Congress passed a bill creating the Freedmen's Bureau. Lincoln quickly signed it. The Freedmen's Bureau provided food and clothing to former slaves. It also tried to find jobs for freedmen. The bureau helped poor whites as well. It provided medical care for more than a million people. One of the bureau's most important tasks was to set up schools for freed slaves in the South. By 1869, about 300,000 African Americans attended bureau schools. Most of the teachers were volunteers often women from the North. The Freedmen's Bureau laid the foundation for the South's public school system. It set up more than 4,300 grade schools. It also created colleges and universities for African American students. President Lincoln hoped to convince Congress to accept his Reconstruction plan. On April 14, 1865, just five days after Lee's surrender, the President attended a play at Ford's Theater in Washington, D.C. As Lincoln watched the play, John Wilkes Booth crept into the President's box. Booth, a southerner, blamed Lincoln for t...

Methods of Engagement in Afghanistan Essay Example | Topics and Well Written Essays - 1750 words

Methods of Engagement in Afghanistan - Essay Example The long battle with the Soviet Union which eventually ended in the late 1980’s and gave rise to the Taliban government. The retreat of the Soviet Union gave room for rebel forces from within the country to rage civil war on the Mujahedin government. In 1996 the Taliban took over the country and imposed strict Islamic law over the people. The use of harsh punishments, the segregation of women and the practice of public executions forced international support to pull back their resources leaving Afghanistan in a state of rubble and chaos. Despite many attempts by the United States administration to reach agreements with the Taliban, they were never recognized as the official government of Afghanistan. The attack of the twin towers on U.S. soil prompted the United States to launch a â€Å"war on terrorism† coalition in search of Osama Bin Laden believed to be the leader of Al Qaeda. The Taliban refused to disclose the location of Osama, which resulted in yet another war o n Afghan soil. The Taliban was militarily removed by the end of 2001. After nearly 20 years of continuous warfare disaster, Afghanistan is left in much need of international support in order to rebuild a stable country. Success regarding â€Å"nation building† within Afghanistan depends primarily on local support and involves a combination of tactics. After years of warfare devastation and corrupt governments the nation is in desperate need of a reliable structure. In order to gain the confidence of the population within Afghanistan, they must be free to choose their voice. As an Islamic nation, the leaders of the government must respect and hold the same values of its people. In order to address individual needs it is imperative to hold public assemblies as well as meet with tribal leaders. This will help to increase the faith of the people and create an understanding with their government. This will reduce further risk of civil wars against administration. Enforcing laws an d regulations against internal corruption will also bring peace within the country. With a stable government in place backed by the trust of the citizens, concentration on re-building the nation’s economy can begin. By proving to the people that in laying down their weapons and working collectively with their government they would have more to gain then continuing to fight. Afghanistan stands to be one of the poorest countries in the world. There are many levels that need to be addressed in order to work out a functioning economy within Afghanistan. Prioritizing the basic foundations such as education, medical, housing and employment will lead to the success of the economical situation and the development of the country. The majority of the population lives in rural areas without clean water or electricity. There is a shortage of housing and employment despite international aid. Due to years of destruction and draught the country’s agricultural sector has taken a sever hit. Most of the area is still filled with land minds and debris, leaving the land dangerous and uncultivable. Major cleaning and restoration is needed in order to help to farming community. There is also a sever lack of animals; the migration during the invasion of the Soviet Union resulted in the loss of most of the country’s live stock. Because agriculture is the primary source of income of most of the population, functioning strategies should be implemented to help local farmers. Working jointly

Trompenaars. Leading Change and Organizational Culture Essay

Trompenaars. Leading Change and Organizational Culture - Essay Example Thereafter, Trompenaars points out the common mistakes that are made by managers while dealing with culturally diverse workforces. The first one, according to him, is that most organisations still consider cultural issues secondary, and give them less priority on the belief that culture has nothing to do with the main business transaction (Craven). According to Trompenaars, if cultural issues are to be tackled, it is necessary to identify the origin of cultural values. Then only the organisations can develop effective norms and values. In other words, simply learning the norms and values of a culture will not help solve the issue. The second mistake, according to Trompenaars, is that organisations do not identify culture as a compliance issue. However, he reminds the fact that if cultural issues are not identified and solved, it can even lead to legal disputes. In the opinion of Trompenaars, in the 21st century, it is necessary for organisations to develop transcultural competence, which means the competence to reconcile dilemmas or to integrate opposites (Craven). At this point is wise to see what Levine, Phipps, and Blythe prefer to say about cultural differences. According to Levine, Phipps, and Blythe (16), linguistic and cultural pluralism is more than the mere coexistence of different languages; and it is about transcultural circulation of values across borders, the negotiation of identities, the inversions, even inventions of meaning, often concealed by a common illusion of effective communication. Trompenaars points out the fact that the currently available leadership literature is regionally biased. He gives the example of English, French, and Chinese literatures. It is pointed out that there is the need for more works on multi-cultural teams. In other words, the new leadership should transcend culture. According to Trompenaars, to effectively handle cross-cultural diversity, it is necessary to adopt reconciliation. According to Trompenaars, the first step of reconciliation is to let others be themselves. In simple terms, reconciliation is the understanding of how the perspectives of other cultures can help ones own culture. In others words, reconciliation calls for the fusion of two extremes; considering and accommodating the other culture. Trompenaars point out the fact that there are different ways of dealing with other cultures; ignoring other cultures, abandoning ones own culture, and reconciliation. In his words, in the modern world of business, an important factor for success of organisations is their ability to ‘celebrate differences’. In the opinion of Trompenaars, cultural is not a secondary entity, but is the contextual environment around all transactions in an organisation; financial, market, political, and technological. According to him, the success or future performance of an organ isation is no more identified based on its financial performance, but on its ability to handle local cultures. So, he proposes Process Principle Optimization based on five major principles instead of the usual ROI. The five principles, according to him, are corporate effectiveness, the client, the employee, the shareholder, and societal responsibility. So, according to him, the modern businesses should seek ways to improve their local learning so that they can increase their global access. In other words, in the modern business world, integration of values helps organisations ensure sustainable business performance for the long term. 2. According to Trompenaars, the modern leadership and management, to be effective, should have transcultural