E-government Model Essay Example | Topics and Well Written Essays - 1000 words

E-government Model - Essay Example These studies indicate a definite trend whereby the researchers have utilized various means of analyzing and assessing user behavior to arrive at a logical conclusion regarding the factors influencing them to adopt e-government services offered by the government. For instance, Reddick (2005) has utilized a systematic approach to study the citizen behavior by observing their interaction with the government. Such observation acts an effective tool in analyzing citizen behavior and attitude and affords the researchers in estimating and understanding the concerns and grievances of the citizens and overcome them to achieve desired results. The successful adoption and implementation of any e-government model depends on the attitudes of the users, which in turn is influenced by a combination of factors such as perceived usefulness of the e-government model as well as socio-cultural influences (Chen and Thurmaier, 2005; Kumar et al., 2007; Al-Shehry et al., 2006). According to Venkatesh et a l., (2003) the term social influence refers to "the degree to which peers influence the use of the system". It could be either positive or negative and is the key factor that motivates / de-motivates individuals to adapt to a given situation. Various studies have indicated that the collective culture of a country provides an informative insight into the manner in which people behave and their likely reaction towards a new situation (Carter and Weerakkody, 2008; Dimitrova and Chen, 2006).

Battle of waterloo Essay Example for Free

Battle of waterloo Essay The Battle of Waterloo was fought thirteen kilometres south of Brussels between the French, under the command of Napoleon Bonaparte, and the Allied armies commanded by the Duke of Wellington from Britain and General Blucher from Prussia. The French defeat at Waterloo drew to a close 23 years of war beginning with the French Revolutionary wars in 1792 and continuing with the Napoleonic Wars from 1803. There was a brief eleven-month respite when Napoleon was forced to abdicate, exiled to the island of Elba. However, the unpopularity of Louis XVIII and the economic and social instability of France motivated him to return to Paris in March 1815. The Allies soon declared war once again. Napoleons final defeat at Waterloo marked the end of the Emperors final bid for power, the so-called 100 Days, and the final chapter in his remarkable career. The Protagonists Napoleon Bonaparte had always been driven by his desire to make France a European empire and was an experienced warlord and leader. He had carried out a coup against the government of the First Republic of France (the Directory) in 1799 and established himself as ruler and First Consul, eventually to declare himself First Consul for life and Emperor in 1804. In 1802 the French Republic was officially ecognised and the Peace of Amiens signed. Napoleon had higher ambitions and pursued his desire to make France the most powerful country in Europe by conquering other countries including Britain. In 1803, Britain declared war on France and the ensuing Napoleonic Wars were fought between France and various Allied coalitions over the next 1 1 years. The Allies successfully invaded in 1814 and forced Napoleon to abdicate at the Treaty of Fontainbleau. The European powers were meeting in Vienna to re-establish the territorial balance in Europe when news came of Napoleons escape from Elba on 1st March 181 5 and is re-entry into Paris on 20th March. The powers immediately renewed their declaration of war on Napoleon and the 7th Coalition between Britain, Austria, Prussia and Russia was formed on 25th March. They began assembling their troops in readiness for war, intending to attack along the French borders and march on Paris from different directions with enough strength to crush the French. In the event, only the armies of Wellington and Blucher were in place in Belgium. The Austrians and Russians arrived after Napoleon had been defeated. The Allied army under the Duke of Wellington was a coalition of British, Dutch, Belgian and German oldiers. Napoleon described Britain as the most powerful and most constant of my enemies. Arthur Wellesley, Duke of Wellington, had never been beaten by the French and had a reputation as a talented coalition general. He came to prominence in India and then successfully directed the Peninsular Campaign of 1811 when the British went to support Portugal and Spain against Napoleon. He was made a duke at the end of that war and appointed ambassador to the restored Bourbon court in 1814. Gebhard Leberecht von Blucher was the commander of the Prussian army. He was 72 at the time ot the Battle ot Waterloo and he only man to nave beaten Napoleon more than once. Age and experience meant that Blucher was less afraid of Napoleon than any other commander. His self-confidence and career record had a positive effect on his army, helping to keep morale amongst the Prussians high. Strategies After his return to France, Napoleon developed his strategy to defeat the Allies. He re-established himself in Paris and began building up his army in preparation for an invasion of Belgium, his goal was to capture Brussels. His battle plan was to mount an offensive attack on the Allied troops gathering in Belgium and to destroy them. In order to do this he wanted to divide the armies before defeating them separately, forcing Wellingtons army to retreat back to the Belgian coast in the west and the Prussians to retreat to the east. With speed he deployed his army along the French border and centred his headquarters at Beaumont Just across the border from Belgium. He was ready to attack on 15th June 1815. In order to separate Wellington and Bluchers troops, Napoleon ordered Marshal Ney to advance on Quatre-Bras, a crossroads on the roads between Brussels and Charleroi and Nivelles and Namur. Allied Dutch-Belgium troops under Prince William of Orange were already positioned around the area and succeeded in holding off the French attack until reinforcements arrived. They continued to hold their ground, resulting in stalemate on 16th June. The result may have been a coincidence of timing. Had Marshal Ney attacked Quatre-Bras earlier the outcome could have been very different as, until the reinforcements arrived, the French army greatly outnumbered the Allies and their chances of victory were good. If the Allies had been defeated, they may have retreated completely rather than regrouping at Mont St Jean, a few kilometres north of Quatre-Bras. Wellington admitted surprise at the direction of the French attack; Napoleon has humbugged me, he declared. At Ligny, the Prussian army occupied strongholds of walled gardens, stone houses and farmhouses and lined up on the forward slope of the Ligny Brook with the right guarding the villages of St Armand and St Armand Haye. Heavvy fghting ensued with casualties on both sides, but the Prussians were forced to commit more and more troops. Although the French were victorious, they failed to totally destroy the Prussian army. They were able to retreat, albeit with numerous injured and dead, north to Wavre (about 18 kilometres east of Waterloo) Napoleon had succeeded in his aim of keeping the two Allied armies apart but mistakenly believed the Prussians were defeated. He was confident that Wellington could also be defeated. Preparing for battle On the morning of 18th June 181 5, Wellington was occupying the ridge of Mont St Jean, Just south of Waterloo, and Napoleon that of La Belle Alliance across the valley. The corps were divided into three under the commands of Lord Hill, Prince William of Orange and Sir Thomas Picton. Wellington was short of well-trained infantry and the cavalry were inexperienced, but he believed in the use of carefully deployed firepower. They had some 156 cannon and the standard gun for the infantry, a smoothbore mus et k titted with a bayonet on a socket over the barrel ot a gun Observing that his troops were outnumbered by the French, Wellington decided that his best plan was to stand firm until the Prussians could come to his aid.

The Growth Of 3d In Movie Industry Film Studies Essay

The Growth Of 3d In Movie Industry Film Studies Essay The first presentation of 3D films before a paying audience took place at the Astor Theater, New York, on June 10, 1915. The program consisted of three one-reelers, the first of rural scenes in the USA, the second a selection of scenes from Famous Players Jim, the Penman, and the third a travelogue of Niagara Falls. The anaglyphic process used, developed by Edwin S. Porter and W.E. Waddell, involved the use of red and green spectacles to create a single image from twin motion picture images photographed 2 ½ inches apart. The experiment was not a success. The first 3D feature film was Nat Deverichs 5-reel melodrama Power of Love, starring Terry ONeil and Barbara Bedford. It premiered at the Ambassador Hotel Theater, Los Angeles, on September 27, 1922. Produced by Perfect Pictures in an anaglyphic process developed by Harry K. Fairall, it related the adventures of a young sea captain in California in the 1840s. The first feature-length talkie in 3D was Sante Bonaldos Nozze vagabonde, starring Leda Gloria and Ermes Zacconi, which was produced by the Società   Italiana Stereocinematografica at the Cinee-Caesar Studios. The 3D cameraman was Anchise Brizzi. The first feature-length talkie in color and 3D was Alexander Andreyevskys Soyuzdetfilm production Robinson Crusoe (USSR 47), starring Pavel Kadochnikov as Crusoe and Y. Lyubimov as Friday. The process used, Stereokino, was the first to successfully dispense with anaglyphic spectacles. Developed by S.P. Ivanov, it employed what were known as radial raster stereoscreens-a corrugated metal screen with raster grooves designed to reflect the twin images separately to the left and right eye. The most difficult technical problem encountered during the production of Robinson Crusoe was persuading a wild cat to walk along a thin branch towards the camera. After five nights occupied with this one scene, the cameraman succeeded in getting a satisfactory shot. The effect, according to accounts, was riveting, the animal seeming to walk over the heads of the audience and disappear at the far end of the cinema. The first 3D feature with stereophonic sound was Warner Brothers House of Wax (US 53). When it was premiered at the Paramount Theater, New York, with 25 speakers, the Christian Science Monitor was moved to deplore the cacophony of sound hurtling relentlessly at one from all directions. Andrà © de Toth, director of the movie, may have been able to hear the cacophony, but was unable to see the 3D effect, as he only had one eye. During the 3D boom that began with the low-budget Bwana Devil (US 52), over 5,000 theaters in the US were equipped to show 3D movies, but the fad was shortlived. 3D production figures were: 1952-1; 1953-27; 1954-16; 1955-1. In addition there were 3D movies produced in Japan, Britain, Mexico, Germany and Hong Kong, but many of these (as well as some of the US productions) were released flat. Sporadic production resumed in 1960 with the first Cinemascope 3D movie, September Storm (US 60), since when there have been 54 further three-dimensional films References This quick overview of the firsts of 3D movie history was published in the 1993 edition of the Guiness Book of World Records. http://www.3dgear.com/scsc/movies/firsts.html Limbacher, J. L. (1968) Four Aspects of the Film, New York:Viking Norling, J. A. (1915) Basic Principles of 3-D Photography and Projection New Screen Techniques Norling, J. A. (1939) Three-Dimensional Motion Pictures, Journal of Society of Motion Pictures and Entertainment Dec Potter, W. J. (2008). Media literacy (4th ed.). Thousand Oaks, CA: Sage Publications. Walters, Ben. The Great Leap Forward. Sight Sound, 19.3. (2009) pp. 38-41 Main Response Post (History of 3D) Since its invention in 1838, stereoscopy has been used as a technique to create the illusion of a third dimension (Norling 1915). There is a lot of debate about the first 3D film but Larrivà ©e du train filmed in 1903 by the Lumià ¨re brothers, the inventors of cinema, is often referred to as the first stereoscopic movie ever made (Norling 1915). When it was released, audiences panicked because they thought the train was about to crash right into them! Although the technology for creating 3D films has been around for a long time, the technology for viewing these films, as essential as it may be, is a totally different story. This explains why 3D cinema has gone through a few significant changes. 1900 to 1939 was a period of experimentation for 3D. Producers, fans and inventors of various areas lay the groundwork for 3D cinema (Norling 1939). A few films are shot with small budgets in order to try to uncover the secrets of stereoscopic production. 1950 to 1960 is where 3D sees its first bit of popularity. With the commercial success of Bwana Devil, released by United Artists in 1952, 3D cinema captures the attention of the major studios (Limbacher, 1968). They turn out more than sixty films, including Hitchcocks Dial M for Murder and Hondo, starring John Wayne. Although these films were shot with state-of-the art technology, 3D fell out of use because of the poor viewing conditions in most theatres and due to the complex equipment required to exhibit 3D movies (silver screens, polarized glasses, double synchronized projectors, special lensesà ¢Ã¢â€š ¬Ã‚ ¦)(Limbacher, 1968). From 1973 to 1985 3D is all but forgotten by the general public, 3D cinema resurfaces and several studios, large and small, try to resurrect it (Walters, 2009). They succeed in creating interest thanks to such films as Jaws 3D, Comin at Ya! and Friday the 13th Part 3. However, in spite of its new-found success, the little cardboard glasses still didnt improve the viewing conditions, and 3D disappeared once again. With the invention of the Imax 3D format, from 1986 to 2000, audiences discover for the first time while watching Transitions the emergence of new screening technology, 3D cinema finally comes into its own (Walters, 2009). Although 3D is used only in specialized productions due to the prohibitive shooting costs, it takes its rightful place, along side productions with incredible and expensive special effects. The arrival of computer animation technology, digital cameras and 3D home theatre contribute to the development of stereoscopic production and screening starting 2000 thru to the present (Walters, 2009). The demand for 3D continues to grow and the technology is now entering its second phase of popularity. The popularity of the recent computer animated movie Avatar is evidence that this newer 3D IMAX experience is something the public is fascinated with. 3D movies can have various psychological effects. The basic effects that all movies we enjoy have in common are the emotional effects (Potter, 2008). Without the emotional effects the movies plot would not hold our attention and this happens by them evoking or emotions. 3D movies are particularly known for their play on physiological effects, the visual experience of seeing the movie in 3 dimensions makes a movie seem more real and there for our bodies react releasing adrenaline even thought we know that what we are seeing is not real (Potter, 2008). This leads to one more psychological effect of 3D movies, blurring the lines between reality and fantasy. Because of the realistic nature of seeing action in 3 dimensions it can be hard to separate the line between what is real and what is the movie, at least while the movie is being viewed (Potter, 2008).

The Beauty of Language Essay -- Personal Reflection Essay

Your heart cannot be simply defined as an anatomical organ. Although it functions to pump blood throughout the body, the true essence of the heart is much deeper than science. The true essence of the heart lies somewhere within the limitless realm of art; submersed in the passion that runs through your veins, it fiends desperately to be admired. My heart is filled with a love for writing. Besides writing to complete tasks and assignments, I write to unveil the beauty of language. This beauty, created simply with words, meaning, and punctuation, is one that is uniquely crafted by its author. I, like many writers, have learned what it means to truly craft a piece of work. Before entering college, I had become accustomed to writing one draft essays. I never appreciated or understood the need for multiple drafts and peer review. Interestingly enough, in my Introduction to Rhetoric course with Dr. Mary Lamb, we discussed the difference between one-drafters and multi-drafters. One-drafters, as the name might imply, usually complete writing tasks in one shot. They revise and edit during the writing process and oftentimes consider their work to be complete; multi-drafters, on the other hand, write multiple drafts of their work and are continuously revising. As I have learned, neither writing style is necessarily better than other. This is because both types of writers are actively thinking about ways to better their work, whether it is by correcting grammatical errors or creating new ideas. Needless to say, I was a devoted one-drafter, but for some of the wrong reasons. I was always convinced that my first draft was always my best work. This was mainly because I did the majority of my revising and editing while writing (as I am doing ... ...elpful start to building my professional writing career. With each of these projects, I was given at least some, and in many cases, a lot of flexibility to be creative. I learned the functions of different types of documents and audiences. I now appreciate and understand the significance of rethinking my work and allowing change. I know that there is always room for improvement as every writer strives for some kind of perfection. Since entering college I have definitely witnessed my growth as a writer. I understand how words, grammar and usage each play a part in the meaning of language. However, as I continue to write, I know now that the true essence of writing comes from the heart. It is the passion that guides language; although the brain allows us to function, it is the heart that keeps us alive; and my heart while forever be filled with a love for writing.

K-12 Program

Parents, Mentors, and Other Advocates As adolescents go through high school, they learn to take on more initiative, responsibility and independence. Parents and adults know that, in spite of their evolving maturity, many teenagers need support and encouragement as they begin take the initiative, act responsibly, and grow in their independence. Parents and mentors of youth with disabilities have unique opportunities to promote their successful transition to postsecondary education, employment, and full participation in adult activities.Families and mentors need to step in and assist in he transition process by providing adolescents direction in their exploration of interests, guidance in career and college planning, and encouragement and support. Employment Issues The number of students with disabilities entering and completing postsecondary education has increased dramatically in the last decade, yet people with disabilities are still underrepresented in the employment arena.Barriers to employment include lack of adequate support systems; little access to successful role models; lack of access to technology that can increase independence and productivity; and, most ignificantly, low expectations on the part of people with whom they interact. High school students may think they have plenty of time to decide on their career paths and acquire the skills they will need to market themselves successfully. They may also believe that completing a college or Job training program will guarantee them a Job. This is not true in every situation.Students with disabilities face unique challenges as they transition to employment. Like other students, they need to find a way to meet the specific qualifications of a desired Job as well as demonstrate transferable skills such as communication, roubleshooting, decision making, leadership, and problem solving. Unlike other students, they must be aware of accommodation strategies for specific situations and also know how to appropri ately disclose and discuss their disabilities as they relate to the performance of specific Job tasks.Work-based learning experiences allow students to develop methods for determining accommodations and practice disclosing and discussing their disabilities. Career planning and preparation should begin upon entering high school and occur throughout postsecondary studies. They do not need to settle on one area to pursue ight away, and they can change directions as they learn more about themselves and career options. They need to prepare for the long run-for a lifelong career or multiple careers.In today's competitive Job market it is essential that students possess skills and way students can start narrowing career interests and developing Job skills is through work-based learning experiences. Why should students with disabilities participate in work-based learning? Through the interaction of study and work experience, students can enhance their academic knowledge, personal developmen t, and professional preparation.Specifically, work-based learning opportunities can help a student apply practical theories from classroom work, clarify academic and career interests, develop human relations skills through interaction with co-workers, develop Job- search skills, develop resumes and cover letters, earn academic credit, gain contacts for employment after graduation, gain exposure to specialized facilities not available on campus, identify career assistance programs, and pay for your education. For students with disabilities, work-based learning offers additional benefits.Participating in work experience can give them chances to determine if they can erform the essential functions of particular Jobs with or without accommodations. In a Job setting, students can also practice disclosing their disabilities and requesting accommodations from employers. In addition, they can test which accommodations work best for them. These experiences help students with disabilities dev elop the confidence and self-advocacy skills needed for success in challenging careers. What are examples of work-based learning experiences?Below are descriptions of typical activities and services offered at many high schools: Cooperative Education Cooperative education programs work with students, school staff, and employers to help students clarify career and academic goals, and expand classroom study by participating in paid work experiences. Students work in trainee positions in fields of interest and may also earn academic credit. Independent Study Some academic programs allow independent studies as an optional program component.Students work one-on-one with individual teachers to develop projects for credit. Projects can range from research papers to work experience within their field of interest. Informational Interview Informational interviews help students gain personal insight into specific careers ask questions about occupations, Job duties, education requirements, qual ifications, and companies. Internship An internship is a time-limited, intensive learning experience outside the traditional classroom.Students work in a supervised learning situation, paid or non-paid, with an employer doing planned learning activities. Interns learn about occupational fields and specific Job tasks, while developing work-readiness. Job Shadowing Job shadowing provides students with a realistic view of one or more occupations. Students visit a business to observe the everyday functions of their occupational area of interest. Experiences may vary in time from one hour to a full day. Service Learning In service learning experiences students provide community service in non-paid, volunteer positions.These programs increase the relevancy of academic learning by giving students opportunities to apply knowledge and skills while making meaningful contributions. Students with service learning requirements should pursue opportunities related to their career interests. Provid ing Support Parents, family members, and mentors can help young people become self- determined and access career preparation resources. They can empower them and reinforce their plans for success. Here are some ways to provide support: Help students identify their vocational strengths and interests – look at hobbies, pastimes, etc.Educate yourself about adaptive technology, accommodations, and employment issues. Talk to students about self-advocacy, determining appropriate accommodations, and disclosing their disabilities. Encourage students to develop personal networks of family members, friends, and community contacts to open up pportunities for work-based learning. Parents and guardians should involve themselves in the Individual Education Plans (IEP) of their children and make sure employment-preparation activities are included.Learn about available adult services and start preparing students for the transition to independent adulthood. Assist students in accessing local support networks and disability services organizations, such as the Division of Vocational Rehabilitation, which may be able to provide career preparation, Job placement, and referrals to community programs. Encourage tudents to visit the counseling, advising, or career center at their high schools. They may provide a variety of career preparation and Job search services.Students can develop career plans and Job search skills through individual counseling and workshops. Investigate School-to-Work programs, such as Tech Prep and High School/ beginning early in high school. Some Tech Prep courses may be articulated with coursework at local community colleges. Contact your State Governor's Committee on Employment of with Disabilities for information about High School/High Tech, a artnership that combines site tours, Job shadowing, internships, and mentoring to encourage students with disabilities to pursue careers in the technology industry.

World of Words Essay Example

World of Words Essay Example World of Words Essay World of Words Essay The limits of my language mean the limits of my world. - Ludwig Wittgenstein When we think of communication, we often think about the language used to convey the message. Language and many of our nonverbal behaviors are symbolic. We need to keep in mind that across cultures, symbols do not always mean the same thing and can cause confusion or misunderstanding. The text offers the following example on page 95. The arbitrary nature of language becomes obvious-sometimes humorously so-when we discover that our words dont mean the same thing in another culture.The manufacturer of Dr. Pepper learned this lesson when marketing the soft drink didnt work in the United Kingdom. There, Im a pepper means Im a prostitute (Leaper, 1999). In Chapter 4, the author of the text suggests a set of guidelines for Improving Verbal (with words) Communication, we should: Engage in a Dual Perspective- that is, recognize the others viewpoint Own Your Thoughts and Feelings- that is, take responsibility for thoughts and feelings rather than blaming others. Use I language rather than You language as seen in the examples in Table 4. . Respect What Others Say About Their Feelings and Thoughts- just as you own your thoughts and feelings, others are doing the same, respecting this allows us to confirm them as people and maintain the dual perspective. Strive for Accuracy and Clarity- because symbols are arbitrary, ambiguous and abstract, we need to find ways to make our communication more accurate and as clear as possible for the situation at hand. Asking questions is a good way to insure accuracy and clarity of messages.