Savage Inequalities By Jonathan Kozol

The following paper presents a book review. The book which has to be reviewed is â€Å"Savage Inequalities† by â€Å"Jonathan Kozol†. The book covers the research of the author on the school or disable and privileged children. He also shows a comparison between the schools in urban and suburban areas. Furthermore in the book, he tells that how the education is effected due to unavailability of books to the children in the schools of the poor neighboring areas. By reading this book, people can easily conclude the conditions of the city schools with the uptown ones. The comparison presented in the book is based on the difference of quality of education being given, the races that are involved are analyzed, the facilities being provided to the children there and the situations under which these children are getting education. Adding further to this, he also suggests that suburban schools value the money better, as they provide the children with a better and secure future. Children can flourish more in the suburban school setting as it is providing them with better and good opportunities ahead. He thinks that all the children in the schools should be treated equally and should be provided with an equal amount of money, so that one is not superior to the other. If a child studying in the school belongs to a poor background, he should have been given equal money so that he can coup up with the other students who are better than him. Theme of the book: In Savage Inequalities, Jonathan Kozol tells about his analysis, that he did by investigation the environment of a number of schools in America. His main focus was the public schools. The book explains his visits to approximately 30 schools, between the year of 1988 and 1990. These schools were basically ranged from the poorest inner city schools to the ones in the wealthier sub urban communities. He found a huge gap between the conditions of the communities and the schools. His main focus throughout the book was on the question that â€Å"How is there such an enormous difference inside a country with all these public schools who claim to provide everyone with equal opportunities? In this survey, Jonathan observed the fact that how the underprivileged schools are not given equal attention, where the education standard is low and poorer as compared to the one that is being followed in the wealthier localities. The poorer schools are not given money to upgrade their current status and can come up to the mark. Even though it is necessary for all the children to go to a school until the age of 16, they are still kept back sue to all the differences in the school in which they draw lines and separate them on the basis of race as well as the social class. He studies the financial support given to the schools as how unequal that is when it comes to relate the public class divisions. He also examines institutional and biological racial discrimination, segregation, unfriendliness of students, employees that are in underprivileged schools, substantial decomposing away of constructions and even the physical condition of the apprentices (Jonathan Kozol, 1992). Overview of â€Å"Savage Inequalities†: Jonathan Kozol's main focus in the entire book is to explore the urban school districts, which are separated by the racial difference and category of the students which includes their class. The black or nonwhites are considered to be very poor, which discriminates them harshly with ones who are rich and belong to a wealthier class of suburban schools. He observes that even if a school is not creating diversions, the divisions occur within the school that has a vast population of students. This division is mainly caused by the type of education being given and the career tracking which the students follow. This division is also created by the people by just thinking about there status and considering them superior in class. One of the reasons for these differences could be â€Å"its all in the head† motto. The most important tribulations that have an effect on these institutions are an entrepreneurial structure that involves the imitation of the partition of work. Schools afford the education to congregate this obligation all the way through the trails of apprentices into the characters that they will accomplish in their financial configuration. The author further explains and points out that the upper class of white people want their children to be properly educated, and get into better jobs and places. They want to see a bright future for them and work in a comfortable environment in less polluted areas. These people have an upper hand and will benefit from the dissection of labor and will even use their resources to create an influence with the government, in order to maintain their proper places on the positions they are working. In his book, he also discusses a few casual conversations with the students of the schools. For example, he talked about financial support unfairness amongst institutional regions with a group of wealthy students in Rye, New York, in that group, one student posed her beliefs by saying that she doesn’t exactly have any interest in these funding supports for the poorer schools, since she was unable to see that how would it benefit her (Jonathan Kozol, 1992). She really didn’t care about the situation of the schools that are under privileged. She knew the fact that how all those class and status divisions would favor her in different aspects. Then why would she bother looking the other way? Using various variety of details and scenarios to describe the conditions of the most prosperous school such as â€Å"New Trier High School and on the other hand the most underprivileged school such as â€Å"Du Sable High School†. In this comparison he portrays the most terrible environments in which the students attend their daily school and also tells that in the well off schools, the students are given such wonderful and good options and opportunities to make their career. He distinguishes the underprivileged and affluent institutes to demonstrate the readers the worst conditions that are available. Kozol also talks about a very crucial and one of the major issue and that is of racism. He brings the fact to knowledge that mostly the poor or black children usually the Hispanic are bad savings. No matter how good they are or how good they could be. Meager educative surroundings effect in substandard learning and serious educational shortage in learners. It turns out to be very noticeable the system the management, the civilization, and the instructive system do not pass unfortunate offspring in the United States (Jonathan Kozol, 1992). Kozol vividly illustrates the deplorable conditions of the poorest schools. In distinction, he gives some colorful images of the richest suburban schools that surround them. He effectively demonstrates the racist conditions and social class discrimination that lead to the variations within the public school system as well as discusses the funding formula for America's public schools. Kozol provides descriptions of the worst of the worst, but his research only extends to a limited number of urban schools (Jonathan Kozol, 1992). Perhaps Kozol could also include more on his views as to what the â€Å"minimal† requirements for a good school should be. What are the basic needs of a public school? He says that there should be more poor schools that resemble the better schools. Talking of the wealthy schools and the schooling they are providing, is that the minimum standard that they should provide? Or should the wealthy schools give a bit less so that the poorer schools can come up to their standard? Are all the public schools on the same level, as in providing equal opportunities to all the students? As a result, if the parents ask for more than the amount of quality education being provided in the public schools, they either demand for more, or mostly go for tuitions or private education for their offspring. The possible solution for lack of quality in urban schools according to Kozok is equalized funding. The schools will not be solved by funding alone. For real improvement to occur changes in the greater society will have to take place. After all equals schools are not determined by equal funding. Would equal funding really be desired by policy makers? If public education was really valued by the politician and if they really believed in providing equal funding for all, a lot of money would â€Å"become available. † Jonathan Kozol in his book Savage Inequalities takes into consideration the condition of several American Public Schools. He visited schools in the neighborhood and discovered wide disparity in the conditions between the schools in the poorest inner-city communities and schools in the wealthier suburban communities. How can such huge difference be possible in the public schools systems of the country that claims to provide equal opportunity for everyone? Kozol finds it obvious that many of the children from the poor communities get education which is far inferior to that of children who are growing up in the wealthier communities. Strong evidence is provided by the book of the national oppression, endemic in the American system. Kozol focuses on the discrepancy in resources amongst predominantly Black or Latino (usually inner city) schools and those that are predominantly white (usually suburban), Case studies and statistics are used to compare the opportunities given to some kids to succeed while others (oppressed nations) are set up to fail (Jonathan Kozol, 1992). The topic of the conditions that are faced by children should pose an easy win for Communist looking to explain to people the need for equality for all. It's hard to believe someone thinking that a kid, born into circumstances out of his or her control, deserves suffer poor housing, inadequate healthcare, and substandard education. While people argue that adults â€Å"bring it on them†, the children clearly have no control over where they are born. But Kozol highlights, with astonishment, that he found racist arguments being made by white adults about the potential of Black and Latino kids to justify the better funding of the schools in the white neighborhoods. Kozol brings to mind how during the social movement people would have been vilified by such arguments, but in the early 1990s when he wrote the book, these attitudes were commonplace. Not just the adults but the kids in these wealthier schools had excuses explaining why they deserved better schools than kids who sometimes lived miles away. The statistics presented in Kozol’s book are startling; bring to attention how classes in one school are segregated racially. In one classroom there are all white students with the exception of maybe one or two Asian or Black children. In another class, which is the â€Å"special† class, all black children are present, with maybe one white child. According to the author, the children are separated more from each other in magnet schools. The poorer Pilcher 3 children do not get the opportunity to apply for these selective schools. Even if the parents are informed, on many occasion they do not have proper education to be able to fulfill the necessary requirement to admit their children to the special schools. He strongly disagrees with the business approach to education, stating that limits cannot be put on a child for the child will never strive to go beyond that limit. He maintains that this approach will not introduce Excellency but will in fact just repeat unevenness (Jonathan Kozol, 1992). Recommendations: After reading this book my perception has completely changed, I had never known that a large number of schools were situated in the ghettos and are overcrowded or only had two toilets working share by 1000 students, and also no toilet paper is available. The thing that has really upset me is the fact that schools in the same city limit but in the suburbs have an average of 20 children per classroom and also have enough supplies and computers enough so that no child needs to share. It is clear that the majority of these suburban schools are dominantly white and the minorities are in the urban schools. The dropout rates in the book are very high. Most children drop out of secondary school and do not get proper education due to lack of supplies and very little or interest of the teacher. The greater part in the poor schools are that of the Hispanic or black while the elite white class children and the rare Asian children are in the gifted classes of the sub urban schools. The small population of blacks and Hispanics that attend the same schools go to the â€Å"special† classrooms and their â€Å"mental retardations† is shown as a reason for their placement. A majority of these students belong with the whites and Asians, they are not mental. It seems like the teachers were so unmotivated to teach in the urban schools that it reflected off of the children, the children become unmotivated towards learning which has become the reason for such high dropout rates in secondary schools. These children never get real education; instead they receive partial discrimination due to the color of their skin. Access to private schools is denied to them, they do not get toilet paper or working toilets, and they are subdued, so they are not able to expand their horizons and are made to learn without the use of materials or supplies. They are never given a chance to attain proper education and so they suffer the consequences by living in poverty and having their children attend schools similar to their parents. This is all very upsetting to me as even though the school systems have improved a great deal there is nothing that can be done for the poor parents who were not able to get real education due to their color and class. I hope these parents realize that what they suffered from should not affect their children. Today this issue has been subdued only because the number of schools situated in ghettos also educates the whites along with the minorities. I myself attended a high school situated in the ghetto in Bradenton, Florida. I did not actually live in a ghetto nor did any of my friends. My opinion about Savage Inequalities would be that the book presents a good over view about the conditions of the schools in the urban and suburban areas. The way it compares the situation in the schools is very innovative. But at a point I find the book very disturbing and heart touching, on the other hand this book became an eye opener and now I can look back and think what were the situations before and how they are now. It is very good to see the things change with the passage of time. The schools have realized the fact that the race and class doesn’t matter, it’s the talent that a student carries. Although the schools maybe dominating with the majority of whites and the minority of others, the students are still receiving quality education, without comparing one race to another, they are able to realize the fact that it’s not the race which helps a person to succeed from one another. The single inconsistency that I observe in the book was that Kozol failed to notice a few matters. He didn’t address to the fact that no matter if the poor are in minority, they still have the right for proper education and learn the things that the rich are learning. He also did not defend the fact that it’s not the poor who are responsible for lack of quality education for the poor children, whether they be in minority or majority. Overall it was a good book, worth reading and spending time on it. It had covered some really interesting facts that I enjoyed reading. On a finishing note, what I consider is that the importance of these savage discrimination, productively arrange offspring into victors and defeats; those institutions persuaded the children that they ought to have in some sagacity to be unsuccessful in their schooling.

Zydeco

Jamarcus Burks October 15, 2012 A fiddle, accordion, guitar, and a washboard are all you need to create the sweet sound of Zydeco. Zydeco music is a mixture of Blues or Jazz music with an upbeat tempo. Zydeco music has grown with my family. It is like a china dish your great grandmother passes down. The music is unique from the message it sends to the crazy two stepping dance that goes along with it. Zydeco music plays a significant role in my life. The first time I heard Zydeco music, I thought it sounded like someone kicking the side of a trash can mixed with a horrible marching band.I was about seven years old, but I remember it like it happened yesterday. My family was eating dinner at my Grandmother’s house and I had recently moved back to Waco, Texas with my dad. I could remember asking, â€Å"What is that noise? † It took me three years to understand what Zydeco truly means, but I took no time to learn the two-step dancing. I listened to Zydeco at a young age, no t knowing I did not understand the meaning behind the music, or the important role it played in my life.To me, Zydeco is more than music; it is a way of life. I have listened to Zydeco music through good and bad times throughout my life. My family plays Zydeco music at family gatherings and social events such as holidays, trail rides, birthdays, baby showers, and even funerals. No matter where we would be, we would listen and dance like there was no tomorrow. For as long as I can remember, my family has been playing Zydeco music at funerals. Some people may think it is disrespectful, but it is a family tradition.The reason we play Zydeco at all of our gatherings, is because growing up we were taught to always look at the positive aspects of life. So when a death occurs in the family, we listen to Zydeco and it reminds us that our loved one will always be with the family, but in a better place. Listening to Zydeco gives me a warm and grateful feeling inside. It comforts me to know th at no matter what the situation is, there is always a reason to smile. There are different styles of Zydeco such as Zydeco Jazz, Zydeco Blues, and the most popular is Button Box.Zydeco artists send different messages through their songs. Songs have different messages like celebrating; being in love, and the trials and tribulations a person goes through every day. Every generation has one Zydeco artist whose music they grow up dancing and listening to. Artists send positive messages about life or simply having a good time. Over the years, one of the main messages Zydeco artists send to fans is to be thankful for being alive. Older Zydeco music focuses on being alive, but I’ve learned that it has developed over time.However, I feel that there is always a Zydeco song to make me feel better. I believed Zydeco music could impact my life in ways it has. It has always been part of my family and that will continue for decades. That sweet sound transformed me the first time I heard it . However, the song that I always turn to is â€Å"Tu Le Ton Son Ton† by Andre Thierry & Zydeco. Andre Thierry’s song reminds me to keep doing my best throughout the week, and that the weekend is near. I learned over the years what Zydeco truly means and how my family expects me to carry on the tradition with my children.

Child Development Essay

1.2 Research holistic development and write an account about your understanding of this, giving examples of how different aspects of development can affect one another. Holistic development means that each area is dependent on the other to make sure the child develops to their full potential. Development is split into different areas, Physical, social, emotional, language and intellectual. Still each area must connect in order for the child to develop. For example a child may be intellectual but not be able to tie his shoe laces. This is not because the child is incapable of tying his shoes lace but that he has not had to practice the physical skill. Another example is a child needs to wear glasses for school (physical) and other children tease him for wearing glasses which in turn could lower his self-esteem (emotional). This may lead to him being isolated from friends as he cannot deal with the teasing (social), he then may stop wearing his glasses to become accepted by his peers. As a result of this he will be unable to see clearly which could affect his school work (intellectual). 2.1 Research the influences that can affect children’s development. Background: There are different things that can affect child’s development in their background. A family break up can be really stressful for a child and can influence development as they can get very upset. The child could react in different ways by either lashing out, going very quiet or could even stop eating and talking as they feel they could feel responsible for their parents break up. As well as a break up effecting a child’s development, a child’s parent getting a new partner can be also as effective. They may not like the new partner and again can lead to them being aggressive going quiet or not eating. A massive influence in a child’s development would be if there was bereavement in the family as the child does not fully understand why that person is no longer in their life and can again cause all of the above reactions. Health Proper nutrition can have a direct impact on a child’s development both physically and psychologically. Appropriate nutrition is related to functional outcomes for children as they get older. In other words, unhealthy eating can lead to weight gain and other negative effects if the child does not learn how to eat healthy early in life. It is stressed that it is the increased duration and intensity of the exposures to healthy eating habits, through both hands-on learning and leading by example, that really make a positive impact on a child’s development. Environment Children who are surrounded, both at home and at school/daycare facilities, by a strong learning environment that is both informative and supportive may improve their development. A child’s environment – for example, his family or school – plays a huge part in his development. Simply stated, a nurtured child will do better than a deprived child. That may seem like common sense, but you may not realize the little things that make a difference. Some assume that a rich privileged child will automatically thrive more than a child living in poverty. That is not always the case. 2.2 Write an account about the importance of recognizing and responding to concerns in children’s development. Give examples of cases you are aware of. The following things would cause concern about a child or young person’s development. If the problem was left untreated then things could get worse, and a delay in treatment could mean that the outcome is not as good as it would have been if treatment was started earlier. If a child or young person does not talk to anyone or even only speaks a few words compared to others, this may cause concern. This would socially affect the child or young person’s because they would find it hard to make friends, work in groups or even interact with adults. It would also affect their communicational development because they would find it hard to speak to people and also may find it hard to listen to instructions. Early intervention would be the best way to respond to this concern, the first step would be to have the child or young person’s hearing checked because if they have poor hearing they will find it hard to hear people so will not want to communicate with others in case they get something wrong. Poor reading and writing is also another thing to look for. If a child or young person has difficulties with their reading and writing it may cause concern, but this may not be noticeable until the child is around the age of 6 or 7 because by this age they should have learnt how letters are formed and begin to string words together. These are the main skills a child needs to help them develop in all areas. Due to poor reading and writing the child or young person will start to fall behind his peers of the same age. They may find it difficult to interact or make friends with others who are more advanced than them, in case they are bullied etc. They would struggle with their intellectual development not only with the reading and writing, but they would struggle with their memory and even their concentration. 3.2 Research and identify other transitions that only some children may experience through life, for example bereavement. Most children may experience transitions; transitions can be long term or short term. Some transitions that most children may experience are likely to be, starting school or changing from one school to another. Some families may move house several times throughout their lives this can affect a child in that they have to try and make new friends and get use to the area in which they will be living. Children and young people have to make very many of their transitions without prior personal experience, and it can sometimes appear to them as a daunting list of ‘firsts’: first day at school; first exam. Most of these changes are dealt with well by most children and young people, as and when they are ready. The experience they gain and the skills they learn in the process equip them to deal with the challenges of life ahead. The diverse range of transitions faced by children and young people includes: †¢ starting or moving school †¢ puberty †¢ bereavement †¢ parents splitting up †¢ illness (their own or a parent’s or sibling’s) †¢ changing friendship groups †¢ entry to, or leaving, a pupil referral unit †¢ moving through child health services into adult services †¢ coming out as gay or lesbian †¢ leaving home. Young people and children will need help and support from peers and adults to successfully make the transition to the next stage in their life. The nature and timing and giver of the support will vary depending on the individual’s needs and circumstances. Bereavement-the death of a close friend or relative may be very traumatic for a child, when it comes to times of change and transitions you should give children every opportunity to talk about what is going to happen and how they feel. 3.3 Describe with examples how transitions may affect children and young people’s behavior and development. Children and young people naturally pass through a number of stages as they grow and develop. Often, they will also be expected to cope with changes such as movement from primary to secondary school and, for children with disabilities or chronic ill health, from children’s to adults’ services. Such changes are commonly referred to as transitions. Some children may have to face very particular and personal transitions not necessarily shared or understood by all their peers. These include: family illness or the death of a close relative; divorce and family break-up; issues related to sexuality; adoption; the process of asylum; disability; parental mental health; and the consequences of crime. It is important to understand a child or young person in the context of their life, to recognise and understand the impact of any transitions they may be going through.

Advantages of Science

WriteLine(â€Å"enter number with power is to be calculated†); int a = Convert. ToInt16(Console. ReadLine()); Console. WriteLine(â€Å"enter power†); int b = Convert. ToInt16(Console. ReadLine()); Program p = new Program(); double c=p. power(a, b); Console. WriteLine(a+ † rase to the power â€Å"+b+ â€Å"=†+c); } private double power(int a, int b) { double power = Math. Pow(a, b); return power; } Q2. Write a general-purpose function to convert any given year into its roman equivalent. Example: Roman equivalent of 1988 is mdcccclxxxviii Roman equivalent of 1525 is mdxxv static void Main(string[] args) { Console. WriteLine(â€Å"enter the year†); int number=Convert. ToInt16(Console. ReadLine()); Program p=new Program(); string samsung=p. ToRoman(number); Console. WriteLine(samsung); } private string ToRoman(int number) { if ((number 0) || (number 3999)) throw new ArgumentOutOfRangeException(â€Å"insert value betwheen 1 and 3999†); if (number 1) return string. Empty; f (number = 1000) return â€Å"M† + ToRoman(number – 1000); if (number = 900) return â€Å"CM† + ToRoman(number – 900); if (number = 500) return â€Å"D† + ToRoman(number – 500); if (number = 400) return â€Å"CD† + ToRoman(number – 400); if (number = 100) return â€Å"C† + ToRoman(number – 100); if (number = 90) return â€Å"XCâ₠¬  + ToRoman(number – 90); if (number = 50) return â€Å"L† + ToRoman(number – 50); if (number = 40) return â€Å"XL† + ToRoman(number – 40); if (number = 10) return â€Å"X† + ToRoman(number – 10); if (number = 9) return â€Å"IX† + ToRoman(number – 9); if (number = 5) return â€Å"V† + ToRoman(number – 5); if (number = 4) return â€Å"IV† + ToRoman(number – 4); if (number = 1) return â€Å"I† + ToRoman(number – 1); throw new ArgumentOutOfRangeException(â€Å"something bad happened†); } Q3. Any year is entered through the keyboard. Write a function to determine whether the year is a leap year or not. static void Main(string[] args) { Console. WriteLine(â€Å"enter the year†); int a = Convert. ToInt16(Console. ReadLine()); Program p=new Program(); . leap(a); } private void leap(int a) { if (a%4! =0 a%100==0 a%400==0) { Console. WriteLine(â€Å"this year is a lea p year†); } else Console. WriteLine(â€Å"this is not a leap year†); } Q4. Write a function that receives 5 integers and returns the sum, average and standard deviation of these numbers. int a, b, c, d, e; Console. WriteLine(â€Å"enter first number†); a = Convert. ToInt16(Console. ReadLine()); Console. WriteLine(â€Å"enter second number†); b = Convert. ToInt16(Console. ReadLine()); Console. WriteLine(â€Å"enter third number†); c = Convert. ToInt16(Console. ReadLine()); Console. WriteLine(â€Å"enter forth number†); = Convert. ToInt16(Console. ReadLine()); Console. WriteLine(â€Å"enter fifth number†); e = Convert. ToInt16(Console. ReadLine()); Program p = new Program(); int f = p. sum(a, b, c, d, e); int g = p. average(f); double h = p. standard_deviation(a, b, c, d, e, f, g); Console. WriteLine(â€Å"sum of numbers are=†+f); Console. WriteLine(â€Å"averge of numbers are=†+g); Console. WriteLine(â€Å"stardard deriva tion of numbers is=†+h); } private double standard_deviation(int a, int b, int c, int d, int e, int f, int g) { double i, j, k, l, m,deri,squ; i = a – g; j = b – g; k = c – g; l = d – g; m = e – g; i = Math. Pow(i, 2); j = Math. Pow(j, 2); = Math. Pow(k, 2); l = Math. Pow(l, 2); m = Math. Pow(m, 2); deri = (i + j + k + l + m) / g; squ = Math. Sqrt(deri); return squ; } private int average(int f) { int avg = f / 5; return avg; } private int sum(int a, int b, int c, int d, int e) { int sum = a + b + c + d + e; return sum; } Q5. If we list all the natural numbers below 10 that are multiples of 3 or 5, we get 3, 5, 6 and 9. The sum of these multiples is 23. Find the sum of all the multiples of 3 or 5 below 1000. int sum = 0; for (int i = 3; i 1000; i++) { if (i % 3 == 0 || i % 5 == 0) { sum += i; Console. WriteLine(sum. ToString()); } Q6. A palindromic number reads the same both ways. The largest palindrome made from the product of two 2-digit numbers is 9009 = 91 99. Find the largest palindrome made from the product of two 3-digit numbers. int maxPalindrome = 0; for (int i = 100; i 1000; i++) { for (int j = i; j 1000; j++) { int product = i * j; if (product. IsPalindrome() product maxPalindrome) { maxPalindrome = product; } } } System. Console. WriteLine(maxPalindrome); } } public static class Extensions { public static bool IsPalindrome(this int i) { Listchar chars = new Listchar(i. ToString(). ToCharArray()); chars. Reverse(); return i == int. Parse(new string(chars. ToArray())); Advantages of Science WriteLine(â€Å"enter number with power is to be calculated†); int a = Convert. ToInt16(Console. ReadLine()); Console. WriteLine(â€Å"enter power†); int b = Convert. ToInt16(Console. ReadLine()); Program p = new Program(); double c=p. power(a, b); Console. WriteLine(a+ † rase to the power â€Å"+b+ â€Å"=†+c); } private double power(int a, int b) { double power = Math. Pow(a, b); return power; } Q2. Write a general-purpose function to convert any given year into its roman equivalent. Example: Roman equivalent of 1988 is mdcccclxxxviii Roman equivalent of 1525 is mdxxv static void Main(string[] args) { Console. WriteLine(â€Å"enter the year†); int number=Convert. ToInt16(Console. ReadLine()); Program p=new Program(); string samsung=p. ToRoman(number); Console. WriteLine(samsung); } private string ToRoman(int number) { if ((number 0) || (number 3999)) throw new ArgumentOutOfRangeException(â€Å"insert value betwheen 1 and 3999†); if (number 1) return string. Empty; f (number = 1000) return â€Å"M† + ToRoman(number – 1000); if (number = 900) return â€Å"CM† + ToRoman(number – 900); if (number = 500) return â€Å"D† + ToRoman(number – 500); if (number = 400) return â€Å"CD† + ToRoman(number – 400); if (number = 100) return â€Å"C† + ToRoman(number – 100); if (number = 90) return â€Å"XCâ₠¬  + ToRoman(number – 90); if (number = 50) return â€Å"L† + ToRoman(number – 50); if (number = 40) return â€Å"XL† + ToRoman(number – 40); if (number = 10) return â€Å"X† + ToRoman(number – 10); if (number = 9) return â€Å"IX† + ToRoman(number – 9); if (number = 5) return â€Å"V† + ToRoman(number – 5); if (number = 4) return â€Å"IV† + ToRoman(number – 4); if (number = 1) return â€Å"I† + ToRoman(number – 1); throw new ArgumentOutOfRangeException(â€Å"something bad happened†); } Q3. Any year is entered through the keyboard. Write a function to determine whether the year is a leap year or not. static void Main(string[] args) { Console. WriteLine(â€Å"enter the year†); int a = Convert. ToInt16(Console. ReadLine()); Program p=new Program(); . leap(a); } private void leap(int a) { if (a%4! =0 a%100==0 a%400==0) { Console. WriteLine(â€Å"this year is a lea p year†); } else Console. WriteLine(â€Å"this is not a leap year†); } Q4. Write a function that receives 5 integers and returns the sum, average and standard deviation of these numbers. int a, b, c, d, e; Console. WriteLine(â€Å"enter first number†); a = Convert. ToInt16(Console. ReadLine()); Console. WriteLine(â€Å"enter second number†); b = Convert. ToInt16(Console. ReadLine()); Console. WriteLine(â€Å"enter third number†); c = Convert. ToInt16(Console. ReadLine()); Console. WriteLine(â€Å"enter forth number†); = Convert. ToInt16(Console. ReadLine()); Console. WriteLine(â€Å"enter fifth number†); e = Convert. ToInt16(Console. ReadLine()); Program p = new Program(); int f = p. sum(a, b, c, d, e); int g = p. average(f); double h = p. standard_deviation(a, b, c, d, e, f, g); Console. WriteLine(â€Å"sum of numbers are=†+f); Console. WriteLine(â€Å"averge of numbers are=†+g); Console. WriteLine(â€Å"stardard deriva tion of numbers is=†+h); } private double standard_deviation(int a, int b, int c, int d, int e, int f, int g) { double i, j, k, l, m,deri,squ; i = a – g; j = b – g; k = c – g; l = d – g; m = e – g; i = Math. Pow(i, 2); j = Math. Pow(j, 2); = Math. Pow(k, 2); l = Math. Pow(l, 2); m = Math. Pow(m, 2); deri = (i + j + k + l + m) / g; squ = Math. Sqrt(deri); return squ; } private int average(int f) { int avg = f / 5; return avg; } private int sum(int a, int b, int c, int d, int e) { int sum = a + b + c + d + e; return sum; } Q5. If we list all the natural numbers below 10 that are multiples of 3 or 5, we get 3, 5, 6 and 9. The sum of these multiples is 23. Find the sum of all the multiples of 3 or 5 below 1000. int sum = 0; for (int i = 3; i 1000; i++) { if (i % 3 == 0 || i % 5 == 0) { sum += i; Console. WriteLine(sum. ToString()); } Q6. A palindromic number reads the same both ways. The largest palindrome made from the product of two 2-digit numbers is 9009 = 91 99. Find the largest palindrome made from the product of two 3-digit numbers. int maxPalindrome = 0; for (int i = 100; i 1000; i++) { for (int j = i; j 1000; j++) { int product = i * j; if (product. IsPalindrome() product maxPalindrome) { maxPalindrome = product; } } } System. Console. WriteLine(maxPalindrome); } } public static class Extensions { public static bool IsPalindrome(this int i) { Listchar chars = new Listchar(i. ToString(). ToCharArray()); chars. Reverse(); return i == int. Parse(new string(chars. ToArray()));

Violent game Research Paper Example | Topics and Well Written Essays - 1250 words

Violent game - Research Paper Example Even though video games are capable of releasing pressures and certainly entertain most people, video games still needs to be banned among young teenagers because videos game may lead to aggressive behaviors, mentality issues, and even more criminals of young teenagers. Observation reveals that video games present such deep seated implications, off-ramp thoughts as well as outlook and perception of the children. Such games greatly influence the psychology of the kids and inculcate a feeling of hostility and brutality. Studies have been conducted across the world as the situation is becoming alarming and the consequences of videogames and computer games are culminating into behavioral tribulations. An augmentation in aggression is reported to be due to observation of cruel movies or playing videogames that are based on killing acts. Videogames are immensely flattering modern children and their parents. Easy availability has not only revolutionized gaming besides keeping the children b usy, but also inculcate violence in children (Web: "Reality Bytes: Eight Myths About Video Games Debunked"). Videogames started in 1952, created by A. S. Douglas, the first computer game, Noughts and Crosses. This was presented as his dissertation. Followed by various others, Russell (1962), who developed "Spacewar". It gained popularity across the world and transformed the entire fun of gaming. With the introduction of character "Mario" in "Donkey Kong", developed by Miyamoto (1981) made the game popular. Eventually, the game became one of the most admired source of amusement not only between kids but also amongst adults. With this game Miyamoto emerged as an industry giant. Later, in the year 1994, Entertainment Software Board was established by Entertainment Software Association, with an intention of providing ratings and information about video and computer games (Web: " History of Gaming "). With the advancement of technology, Sony released its play station (PS) 2 in the year 2 000 with magnificent graphics and performance. The year 2001 witnessed the release of Grand Theft Auto 3. It gained popularity because of its quality but it was rated to be unlegislated as it encompassed slaughtering people, choosing prostitution and burglary of cars and money (Web: "The Video Game Revolution"). Such results demand to prohibit video games to avoid deterioration of developing psychology of the kids. Videogames and computer games are inducing an alteration in the behaviour pattern of the children of the present epoch. They are responsible for generating isolation, self-centred approach and also infuse violent temperament thereby leave little room for emotions and empathy, in turn they are responsible for permeating violence in children. The article highlights impact of videogames on behaviour pattern of the children playing such games. Establishing Credibility Now, it is been over 30 years, videogames are becoming the part and parcel of modern life. The video game ind ustry manages to churn multi-billion dollars as it is popular in every age group especially kids and youngsters and is a must for university libraries, laboratories to the living rooms of modern homes (Web: "History of Gaming"). With the advent of smart phones and mobiles, access to such games is gaining popularity as one can download desired games anywhere and at anytime. Considering the fact that videogames bring one of the most

Relationship between Sound and Space in I am Seating in a Room by Essay

Relationship between Sound and Space in I am Seating in a Room by Alvin Lucier - Essay Example Instead, the artists who firmly occupy one discipline – composers who compose music, artists who create visual art, and architects who fashion functional space – find themselves more readily embraced by critics and audiences. Artists whose work combines all of these disciplines however often encounter a chilly, if not confused, critical and audience response. Susan Philipsz, who won the Turner Prize in 2010, has been called the â€Å"first artist working with sound to have won the prize,† and some sound artists view this development as a positive harbinger for the discipline as a whole (Searle n.p.) Searle describes Philipsz as â€Å"just a singer, with the sort of voice you might feel lucky to come across at a folk club. But there is much more to Philipsz than a good voice. All singers, of course, are aware of the space their voice occupies, of the difference between one hall and another...But the way Philipsz sites recordings of her voice is as much to do with place as with sound† (Searle n.p.). True, Philipsz’s use of sound is extraordinary. However, Philipsz is still â€Å"singing† in the traditional sense of the word. ... Sound artists define the term polymath; they straddle multiple disciplines, including art, music, performance art, and architecture, and become masters in each. However, the critical community has not caught up to the speed at which these artists process the physical world. Aside from the occasional Burning Man performance, for the most part sound artists remain in obscurity. This reality exists because sound art by nature occupies a fractious, shadowy space between two critical perspectives that harbor two powerful biases: the visual bias of the so-called â€Å"visual† art school of criticism, and the â€Å"music† bias of the music school of criticism. Both biases persist and effectively hamstring critics to discuss one or the other, but never both. Is it art, or is it music? Is it sound, or is it art? As Cox argues, â€Å"the broader field of sound art has been ignored by musicologists, art historians, and aesthetic theorists. The open-ended sonic forms and often sit e-specific location of sound installations thwart artists musicological analysis, which remains oriented to the formal examination of discrete sound structures and performances, while the purely visual purview of art history allows its practitioners not only to disregard sound art but also to gloss over the sonic strategies of Postminimalism and Conceptualism† (Cox 146). Never mind that music itself is a form of sound – in fact, all noise that the human ear processes can be conceived of as such – yet the polarizing critical perspectives persist, to the detriment of scholars and audiences alike. As Cox explains, â€Å"sound art remains so profoundly undertheorized, and†¦has failed to generate a rich and compelling critical literature†¦because the prevailing theoretical models are inadequate to it.

Free Will, Determinism and Moral Responsibility Term Paper

Free Will, Determinism and Moral Responsibility - Term Paper Example The paper tells that on one hand, free will can be defined as an ability that an individual harnesses or on the other, free will can be constructed as a possession inherent in a person. The reasoning faculty of humans facilitates and empowers free will. Causal events are attributed to the exercise and natural outcomes of free will. If rational human actions are assumed to arise from free will, then that would mean that free will is contingent on those events. That position leads to the belief that a person acting freely essentially manifests the working of his or her free will. The implications of free will are moral responsibility, legal accountability and self-determinism. Self-determinism is a principle founded on free will and self-influenced decision and action. In religion, the possession and exercise of free will places man in a position to either follow the divine will or go against it. Free will makes man liable for his choices and answerable to an authority. Free will also frees man to a certain extent from passivity of man, seing that he is characterized an active moral agent who can make changes in his life and that of others. Philosopher Thomas Hobbes asserts this theory by stating that all free-willed actions are based or influenced by external factors compelling an individual to act. However, one might dispute this approach because these actions are spurred by two distinct types of freedom: freedom of will and freedom of action. The disparity between freedom of will and freedom of action in the context of causality is underlined by the fact that agents can have free will but no freedom of action.3 For example, if a person wants to go to the store and buy an item at the mall, he or she is free to do so. However, if the said individual is tied fast to a chair or does not have the money to buy anything, these conditions directly hinder his liberty to act on his free will. The individual still has the free will to steal the item or attempt to break f ree from restraint. According to Hobbes’ theory, external factors such as the person’s pressing necessity for that item or someone else’s request have influenced the individual to come to the decision to go to the mall. In both cases, the individual retains the free will to execute the action, nevertheless agencies outside the individual’s control impacts on the final outcome. The fundamental question here is the leveling of responsibility at an individual for actions arising not from his own free will, but from exterior environmental factors over which he has no control. The simple answer would be these individuals are not responsible for their actions, however unpopular this view may be. If one were to introduce a system of reward and punishment to instigate or control action, then, no one can be praised or blamed owing to the incentive or disincentive. 4 However, an exception to Hobbes’ theory lies in the premise of causal determinism proposed b y the British analytic philosopher Galen Strawson. The premise implies that current events are fixed outcomes since events are actuated by a cause and the cause